Here is the list of assigned poems for Phase Three: “Dog's Death" by John Updike,  "The World is Too Much with Us" by William Wordsworth,  “Shall I compare thee to a summer’s day?” by William Shakespeare,  “The Facebook Sonnet" by Sherman Alexie,  “Do Not Go Gentle into That Good Night” by Dylan Thomas,  “Form" by Elaine Mitchell,  “Shooting the Horse" by David Shumate,  “A Red, Red Rose” by Robert Burns,  "this morning (for the girls of eastern high school)” by Lucille Clifton,  “Because I could not stop for Death” by Emily Dickinson,  “The Road Not Taken” by Robert Frost,  “Pied Beauty” by Gerard Manley Hopkins,  “Harlem” by Langston Hughes,  “Written in Disgust of Vulgar Superstition",  “The New Colossus” by Emma Lazarus, PHASE 3 DISCUSSION BOARD What is poetry? This literary genre has been around, first as an oral tradition, since the beginning of human history. Yet there is no absolute, agreed-upon definition of poetry. The poet Salvatore Quasimodo said it is “the revelation of a feeling that the poet believes to be interior and personal which the reader recognizes as his own,” while Greek philosopher Plutarch called it “painting that speaks.” And contemporary author and poet Salman Rushdie has said, “A poet's work is to name the unnamable, to point at frauds, to take sides, start arguments, shape the world, and stop it going to sleep.” Whatever your own feelings, try to approach the Phase 3 readings with openness. You just may discover that all three writers were correct about poetry! Part A: Chosen Poem After reading the fifteen assigned poems, choose one that especially resonates with you and speaks your truth in some way. Write a paragraph elaborating on at least three reasons why you selected this particular poem. Which lines are especially memorable to you? Part B: A Poet and Didn’t Know It Try your hand at composing your own 8 to 20 line poem. Choose a topic that interests you: anything from a hobby to a place to a special person or memory. It doesn’t matter whether it is rhymed or unrhymed, but it does need to include vivid imagery and figurative language. Don’t worry about perfecting your poem; you are not expected to produce a finished product. Rather, this is an exercise in learning about the poet’s creative process. Try not to over-think it; one of the wonderful gifts of poetry is that there is no “right” or “wrong” way to write it. PHASE 3 INDIVIDUAL PROJECT For your third Individual Project, you will be writing  an essay of 1,000 words or more about two additional poems from the assigned reading list . Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Al.

1. Here is the list of assigned poems for Phase Three:
“Dog's Death" by John Updike,
"The World is Too Much with Us" by William Wordsworth,
“Shall I compare thee to a summer’s day?” by William
Shakespeare,
“The Facebook Sonnet" by Sherman Alexie,
“Do Not Go Gentle into That Good Night” by Dylan Thomas,
“Form" by Elaine Mitchell,
“Shooting the Horse" by David Shumate,
“A Red, Red Rose” by Robert Burns,
"this morning (for the girls of eastern high school)” by Lucille
Clifton,
“Because I could not stop for Death” by Emily Dickinson,
“The Road Not Taken” by Robert Frost,
“Pied Beauty” by Gerard Manley Hopkins,
“Harlem” by Langston Hughes,
“Written in Disgust of Vulgar Superstition",
“The New Colossus” by Emma Lazarus,
PHASE 3 DISCUSSION BOARD
What is poetry? This literary genre has been around, first as an
oral tradition, since the beginning of human history. Yet there is
no absolute, agreed-upon definition of poetry. The poet
Salvatore Quasimodo said it is “the revelation of a feeling that
the poet believes to be interior and personal which the reader
recognizes as his own,” while Greek philosopher Plutarch called
it “painting that speaks.” And contemporary author and poet
Salman Rushdie has said, “A poet's work is to name the
unnamable, to point at frauds, to take sides, start arguments,
shape the world, and stop it going to sleep.” Whatever your own
feelings, try to approach the Phase 3 readings with openness.
You just may discover that all three writers were correct about

2. poetry!
Part A: Chosen Poem
After reading the fifteen assigned poems, choose one that
especially resonates with you and speaks your truth in some
way. Write a paragraph elaborating on at least three reasons
why you selected this particular poem. Which lines are
especially memorable to you?
Part B: A Poet and Didn’t Know It
Try your hand at composing your own 8 to 20 line poem.
Choose a topic that interests you: anything from a hobby to a
place to a special person or memory. It doesn’t matter whether
it is rhymed or unrhymed, but it does need to include vivid
imagery and figurative language. Don’t worry about perfecting
your poem; you are not expected to produce a finished product.
Rather, this is an exercise in learning about the poet’s creative
process. Try not to over-think it; one of the wonderful gifts of
poetry is that there is no “right” or “wrong” way to write it.
PHASE 3 INDIVIDUAL PROJECT
For your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems
from the assigned reading list
. Please select two works from the list of fifteen—excluding the
one you already reflected on in Part A of the Phase 3 DB
assignment—and answer the questions below. Again, be sure to
begin your paper with an engaging introduction and clear thesis
statement, develop each point in the body of your paper using
examples and quotes from the poems, and conclude your paper
with a restatement of your thesis and closing remarks. Also,
make sure you maintain your credibility by including in-text
citations and a reference list correctly formatted in APA style.
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?

3. 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