Reading Task: choose two and write paper “Dog's Death" by John Updike, p. 340 "The World is Too Much with Us" by William Wordsworth, p. 491 “Shall I compare thee to a summer’s day?” by William Shakespeare, p. 492 “The Facebook Sonnet" by Sherman Alexie, p. 495 “Form" by Elaine Mitchell, p. 507 “Shooting the Horse" by David Shumate, p. 512 "this morning (for the girls of eastern high school)” by Lucille Clifton, p. 566 “Because I could not stop for Death” by Emily Dickinson, p. 568 “The Road Not Taken” by Robert Frost, p. 575 “Pied Beauty” by Gerard Manley Hopkins, p. 578 “Harlem” by Langston Hughes, p. 579 “Written in Disgust of Vulgar Superstition" by John Keats, p. 582 “The New Colossus” by Emma Lazarus, p. 582 Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions? Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.) Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest? Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples. Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter? Themes: What are the main messages of both poems? Give reasons for your answers. Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page? Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer .

1. Reading Task:
choose two and write paper
“Dog's Death" by John Updike, p. 340
"The World is Too Much with Us" by William Wordsworth, p.
491
“Shall I compare thee to a summer’s day?” by William
Shakespeare, p. 492
“The Facebook Sonnet" by Sherman Alexie, p. 495
“Form" by Elaine Mitchell, p. 507
“Shooting the Horse" by David Shumate, p. 512
"this morning (for the girls of eastern high school)” by Lucille
Clifton, p. 566
“Because I could not stop for Death” by Emily Dickinson, p.
568
“The Road Not Taken” by Robert Frost, p. 575
“Pied Beauty” by Gerard Manley Hopkins, p. 578
“Harlem” by Langston Hughes, p. 579
“Written in Disgust of Vulgar Superstition" by John Keats, p.
582
“The New Colossus” by Emma Lazarus, p. 582

2. Imagery: What visual images can you identify in both poems?
Comment on the details you notice about objects, places,
people, colors, textures and so forth. Which of your other senses
are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns
and other figures of speech each poet uses and how they
contribute to the poem’s overall meaning. (Remember,
figurative language is not literal but rather suggestive of
something else. For example, the metaphor, “Jack is a pig,” is
not a reference to an actual animal with hooves but rather
someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What
abstract concepts (e.g., love, death, truth) might the concrete
objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been
included (or left out) after much deliberation, as poets choose
their words very carefully. Remark on the following in each
poem: Does the poet use informal or formal language? Does he
or she write in an older dialect or contemporary English?
Provide examples.
Tone: What tone does each poet take (e.g., sad, humorous,
sarcastic, loving, etc.) toward his or her subject matter?
Themes: What are the main messages of both poems? Give
reasons for your answers.
Sound: Read both poems aloud. What do you notice about their
rhythms, rhyme schemes and musicality? How does listening to
the sound of a poem differ from merely reading it as words on a
page?
Final Thoughts: Poetry can enlighten and/or evoke deep emotion
in readers. Express the impact each of the two poems you have
analyzed for this assignment had on you. What insights did you
gain about life or human nature, and what feelings did each
piece stir in you? Has your view of poetry changed in any way
since reading and analyzing the Phase 3 poems? Explain your
answer