Lesson 1.2 - Types of Poetry (The Genres)
Learning Goals: By the end of this lesson you will be able to...
(1) communicate your opinions and interpretations of what poetry is in a clear and coherent manner using appropriate terminology and vocabulary;
(2) understand the essential differences between a variety of poetic genres;
(3) make insightful connections between the ideas developed in poems and your personal knowledge, experience and insights, and the world around you.
1. This lesson will cover the historical and social purposes of poetry;
2. This lesson will cover the evolution of traditional rhymed and rhythmic poems;
3. This lesson will also cover Free Verse and Blank Verse;
4. This lesson will introduce analysis and meaning in several classic poems .
5. This lesson will introduce the Typcast Method of analysis.
This page contains all the lectures for this lesson.
If you are experiencing slow internet and couldn't view the videos, you can listen to the audios instead.
Tell us what you normally eat for breakfast. If you always skip eating breakfast tell us why.
50 words; respond to 1 of your classmates' postings
Please refer to this Lesson's Glossary terms. It is essential vocabulary for further understanding.
Read Through A Restaurant Window by Sheryda Warrener. As you are reading, make Annotated Notes on the use of Figurative Language. Be aware of the poet's message and hidden meanings (connotations) in the poem. What do you think she is really trying to say? Use direct examples from the poem to support your thinking.
75-100 words. **PDF and post below.
TPCAST PPT File 246.7KB Powerpoint 2007 presentation
The TPCAST system is an effective way of assessing and analyzing a poem. By going through the six steps, the content of most poems can be understood and the writer's purpose known.
This PowerPoint explains the six rules for analysis.
Activity #2
Read the short poem: Erosion by E. J. Pratt
It took the sea a thousand years,
A thousand years to trace
The granite features of this cliff,
In crag and scarp and base.
It took the sea an hour one night,
An hour of storm to place
The sculpture of these granite seams
Upon a woman’s face.
The poet says that "an hour of storm" put the "granite seams" on a woman's face. What do you think the poet is saying? Think about what more is happening in the poem hidden beneath the 'tip' of the literary iceberg.
There are several examples of contrast. Can you locate them?
What is the attitude and mood of the woman standing on the cliff? Why do you think she is standing there?
Write your response in a well written paragraph (maximum 100 words) Submission Format: PDF (include your name and date); Double spaced, Times New Roman, 12 pt font.
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