learning goal: what is meter? what meter does Milton use in his epic poem, Paradise Lost?
individually, write summary of assigned argument on sheet provided
in group of four, compose original summary of Milton’s argument for one of the last books in Paradise Lost–type and submit group’s one consensus summary (be prepared to read to whole class)
in group, define “meter” and identify Milton’s meter in lines from your “argument handout”
full-class review of meter in general and in lines from Milton’s poem
as time allows, full-class discussion of meter, poem’s content, echoes of poem in Shelley’s novel
learning goal: what is ballad meter?
read-around and discuss Coleridge’s poem, The Rime of the Ancient Mariner (1798,1834)
poetic terms addressed: ballad meter, concrete imagery, symbol
Original Poem#1—further explanation of assignment (due Wed Sep 6; at least 16 lines)
The general subject of this poem is human connection to, or distance from, each other.
In his poem “Ars Poetica?” Czeslaw Milosz says poetry reminds us how hard it is not to be connected to other human beings. It’s not natural for us to remain separate from each other.
Robert Frost, in his poem “Mending Wall,” claims that to detach ourselves from one another is unnatural. His poem begins with this statement: “Something there is that doesn’t love a wall.
John Keats wrote an Italian sonnet called “To My Brothers.” In his poem, Keats wishes that he and his brothers can have more evenings like this one—peacefully spent together by the quiet fireside.
Newspapers as recent as today’s make mention of the border wall between the US and Mexico.
In the student writings called “I used to think but now I think,” many people said they used to think of Jekyll and Hyde as two separate people but now they think of these two beings as part of the same, single person.
Lastly, I wonder about the core reason Jekyll wants to separate himself from morality. Why does he try to do this? What basic impulse drives this attempt? In other words, what detaches him from morality? In this question, I hear an echo of Milosz’s observation that poetry reminds us how hard it is to remain just one person—i.e., to live as just one person not connected to any other persons.
SO, in this original poem of yours, somehow use the idea of connection as your subject, or as your starting point. Since separation is the opposite of connection, you might start with, or focus on, that idea. Though I am not sure either of the Rilke poems (“The Panther” or “The Gazelle”) fit this assignment, they do show you some poetic tools to try—for example, the ones named in our table of contents, as well as others like concrete imagery.
OK, enough. You have a conceptual focus, several published poems for reference, and a handful of tools to try out. Good luck. Have fun. Take advantage of the time given to compose the original poem. Feel free to come by my office for help, advice, or feedback. Your poem is due to TURNITIN (human connection poem) before class on Wed Sep 6 (next Day 8).
learning goal: what various effects can run-on lines produce in a poem?
distribute day’s sheets
fill in table of contents for today: Milosz, Horace, Rilke; ars poetica, alliteration, run-on line, hyperbole
Jekyll warm-up: five-line poem
share warm-up poems with others
complete ars poetica section
Observe and consider today’s poems–use OCC sheet
share observations considerations
description of first original-poem assignment (due by next Poetry Day, Day 8)
bring your Poetry Folder
AND be sure to submit the Jekyll & Hyde Stage 2 writing* to TURNITIN before next class (Thu Aug 24), if you did not do so during Tuesday’s class
*This is the same document you submitted last Friday–with a horizontal line drawn under that text. Below the line write a paragraph (of about 200 words) that explains to you and me how your thinking about Dr. Jekyll, or the story as a whole, has evolved as a result of your group’s conversation. Submit this new, longer document to TURNITIN. It will include both Friday and Monday’s writing.
contest details (deadline 03 March 2017)
Wed A / 8:30
Wed D / 11:45
Thu E / 10:30
learning goal: what are the main components of the semester exam?
preview of exam*
create consensus list of poetic terms studied
apply as many terms as possible to analysis of Shelley’s poem, “Ozymandias”
50% essay: Beowulf and today (at least 4 paragraphs (one being an intro); each body paragraph contains at least one quote from Beowulf)
e.g., ” . . . a click away” (NYT 09 Dec 15: A1); GA executes GA citizen
25% paragraph: Poetry
use poetic terms to analyze a poem of rebellion–e.g., Shelley’s “Ozymandias”
25% paragraph: Nobel profile
pursuing science & revising writing: what have you learned, or come to respect about either process OR I used to think, but now I think
Wed A / 8:30
Wed D / 11:45
Thu E / 10:30
learning goals: what is the consensus list of poetic terms for the exam? how well can I apply them to known and unknown poems–for example, Percy Shelley’s “Ode to the West Wind”?
bring your Poetry Workbook to this class, so that we can establish an official list of poetic terms for the exam