COMMUNICATION - Weeblyalpcommunications.weebly.com/uploads/5/5/0/2/5502530/unit_3...COMMUNICATION . Unit 3: ... Venn diagram to organize your thoughts before you create your visual

Comm 1040 / 1041 UUNNIITT 33 LLIITTEERRAARRYY EEXXPPLLOORRAATTIIOONNSS Waterfront (NSCC) 1 2012-2013

COMMUNICATION Unit 3: Literary Explorations Name: _________________________________________

Start Date: __________________ End Date: _______________________

LITERARY EXPLORATIONS TRACKING CARD

Assignments Pg.# Completed Value Mark

The Essentials – Basic Sentence Review and Writing Fragments 10 Run on Sentences 10 Dangling or Misplaced Modifiers 10 Identifying Parts of Speech 25 Final Mark for Grammar Essentials /55 /10 Final Mark for Basic Sentence Review /50 /10 Literary Explorations Assignment 1 Book Studies 1 Book Study #1 – Graduate and Academic 3 /35 /25 2 Book Study #2 – Academic 3 /35 Assignment 2 Pairings 1 Graduate – 2 short pairings OR 1 long 4 /15 /15 2 Academic – 2 short pairings AND 1 long 4 /15 /15

/30

Assignment 3 Poetry 1 Literary Devices /20 /10 2 Writing 25 3 Sharing 10 4 Analyzing /20

PROJECT MARK /205 /95 /40 /30


Literary Text Explorations

Unit Outcomes 2-1 Use a variety of problem solving strategies to construct meaning in

literary texts 2-2 Read and experience a variety of genres and forms of literary texts 2-3 Interpret and analyze literary texts and text elements 2-4 Produce writing and other forms of representation to demonstrate

insights into literary texts and issues 2-5 Respond personally and critically to a range of literature applying

understanding of language, form and genres 2-6 Evaluate the language ideas and other significant characteristics of a

variety of texts and genres 2-7 Adapt form, style and content to address different purposes and

audiences 2-8 Demonstrate critical thinking by identifying and communicating

thematic connections among literary texts

Please note: Graduate and academic students complete all assigned work, but academic students are required to meet additional outcomes. Therefore, all additional assignments and outcomes for academic students (Comm 1041) are highlighted in grey.


PART 2 – LITERARY ASSIGNMENTS Assignment 1 - Book Studies

Graduate students are required to read The Hunger Games. Academic students are required to read The Hunger Games, a dystopian novel about life after an apocalyptic event and Chasing Freedom, the story of life in Nova Scotia for freed slaves in the early 1800s. The book studies are available in the classroom or online.


Assignment 2 Pairings

Graduate students will do two short pairings or one long pairing.

Academics will do two short pairings and one long pairing.

You have a number of pairing choices to select from or you may select your own. Personal selections must be approved by your instructor. In addition, some of the novel choices can be used as pairings.

What is a pairing?

A pairing is simply a blend of two or more things. In the case of communication

pairings, you will be examining two or more types or genres of communication.

You could be pairing any of these genres: a short story, a poem, a novel, a song,

a speech or a film. You will be looking at individual characteristics of each piece,

but you will also be looking at how they compare and contrast. You will also

reflect on which you liked better. Most of the assigned pairings have specific

questions to answer but you may want to start by brainstorming the usual

questions that journalists ask: Who? What? Where? When? Why? How? You may

also add the question, “So what?” because it reveals how you feel about the

piece; how it impacted you.


Short Pairing – Academic and graduate students do the pairing below – Pair “The Lottery” to The Hunger Games and choose one from the Generic List.

Part 1: Read the short story by “The Lottery” by Shirley Jackson found at this link - http://images.archives.newyorker.com/?i=1948-06-26#folio=025. Answer the following questions about this story. In addition, academic students answer the questions in grey: 1. Were you surprised by the ending of the story? If not, at what point did you

know what was going to happen? 2. How does Jackson start to foreshadow the ending of the story? Conversely,

how does Jackson lull us into believing this is just an ordinary story about an ordinary town?

3. Where does the story take place? 4. In what way does the setting affect the story? Does it make you more or less

likely to anticipate the ending? 5. In what ways are the characters different from one another? Give two

examples. 6. Looking back at the story, can you see why Tessie Hutchison is single out as the

winner. 7. Why is the title, “The Lottery” ironic?

8. Take a close look at Jackson's description of the black wooden box and of the black spot on the fatal slip of paper (paragraph 72). What do these objects suggest to you? Why is the black box described as "battered"?

9. Are there any other symbols in the story? Give at least two examples and explain the symbolism.

10. What do you understand to be the writer's own attitude toward the lottery and the stoning? Exactly what in the story makes her attitude clear to us?

11. This story satirizes a number of social issues, including the reluctance of people to reject outdated traditions, ideas, rules, laws, and practices. What kinds of traditions, practices, laws, etc. might "The Lottery" represent?

http://images.archives.newyorker.com/?i=1948-06-26#folio=025


Part 2 – Compare “The Lottery” to The Hunger Games

Options for Setting up your Assignment

Option 1 – for the ALP student who enjoys using the computer

• Using an online tool like Wordle, Tagxedo, Prezi (http://prezi.com) or PowerPoint, create an organized and detailed visual making sure you give a clear comparison of “The Lottery” and The Hunger Games. Use a Venn diagram to organize your thoughts before you create your visual piece.

Option 2 – for the artistic ALP student who enjoys fine art

• Create an, organized, visually attractive and informative poster or piece of art that gives a clear and detailed comparison of “the Lottery” and The Hunger Games. Use a Venn diagram to organize your thoughts before you create your fine art piece. You could also write a song or a poem or come up with any other creative work that meets the assignment requirements.

Option 3 – for the ALP student who enjoys writing

• Create an organized essay (no more than two pages double spaced) that gives a clear and detailed comparison of “the Lottery” and The Hunger Games. Use a Venn diagram to organize your thoughts before you begin to write.


Generic Pairing Questions Answer the following questions in a short one to two-page essay or using the selected option outlined above. Make sure you have a detailed and organized comparison of the two genres. If you are writing, your essay should not be a series of questions and answers, but should flow from topic to topic. Make sure you plan what you are going to say carefully. Remember to cite sources to back up what you are saying.

• What is the title of each piece?

• What form does each take? (For example, pairing a book with a film, a

poem with a piece of art)

• Who created them?

• When were they created?

• What is the piece about?

• What do they describe or depict?

• What themes do they address?

• What is the central focus, claim or goal of each piece?

• What is the tone or mood created by the piece?

• Who/what is featured in each piece?

• If people are featured, is age important? Is class, race or gender and issue?

• What is the relationship between characters/things/symbols/colours?

What stands out about each of them?

• What conclusions are drawn in the piece and what evidence supports this?

• How do the conclusions affect the people, things or situations in the piece?

• Do you think one is of higher quality or greater merit than the other(s).

Explain.


Other Pairing Choices (available on http://alpcommunications.weebly.com) or as handouts.

SSHHOORRTT PPAAIIRRIINNGG CCHHOOIICCEESS Genre #1 Genre #2 Theme(s)

“Dare to Dream” (short story) “Don’t Quit” (poem) Resilience, time management, procrastination, goal setting

Pens of Many Colours (short story)

Any other short story Compare short stories with similar themes Canadian Writer’s Workplace

(short story) Any other short story

President Obama’s (speech) - response to Arizona shooting

Sarah Palin’s (speech) - response to Arizona shooting

Unity, tragedy, vitriol, rhetoric devices

Grove Press (letter) Coca Cola (letter) Irony, sarcasm, entitlement

Sweet Home Alabama (song) Alabama (song) Racism, discrimination, civil rights, response

Hip Hop (music genre) Shakespeare Various themes – pick similar

Music (any song) Music (any song) Compare songs with similar themes

Poem (any poem) Poem (any poem) Compare poems with similar themes

Artwork (any piece) Artwork (any piece) Compare artwork with similar themes

Combination Song to poem, artwork, short story, short video

Compare genres with similar themes

Academic students must also complete one long pairing. See the choices on the next page.

http://alpcommunications.weebly.com/


LLOONNGG PPAAIIRRIINNGG CCHHOOIICCEESS Freedom Writers ( film) Your personal life story Personal exploration,

inspiration, community

Blood Diamonds (film) Long Way Gone, Bite of the Mango

Sierra Leone, child soldiers, resilience, global economy, resources, history, civil war

The Bear Came Over the Mountain (short story) Pairing available from instructor

Away from Her (film) Azheimers

The Colour Purple (novel) The Colour Purple (film) Personal resilience, gender issues, race

Millions of Souls, a Holocaust Memoir (The Philip Riteman Story) book

Sarah’s Key (book/film); Schindler’s List (book/film); Dawn, Day or Night (book trilogy – Elie Wiesel; The Pianist (film); The Boy in the Striped Pajamas (book/film)

The Holocaust, personal resilience, group dynamics, deviance, genocide, human rights

The Devil Came on Horseback (video) http://stagevu.com/video/gdwsfvbwgtwa

A Hare in the Elephant’s Trunk (book)

Genocide, civil war in Sudan

Hotel Rwanda (book and film) or Shake Hands with the Devil (book and film)

They Die Like Children (Lieutenant-General Romeo Dallaire) (book)

Civil war, discrimination, racism, genocide - Rwanda

Zeitoun (book) When the Levies Broke (documentary – Spike Lee) The Hurricane Solution” series or “Redecouvrez” or “Post

Resilience, rebirth, change, racism, discrimination, natural disasters, political response,

http://stagevu.com/video/gdwsfvbwgtwa

http://stagevu.com/video/gdwsfvbwgtwa


Katrina Blues” or “Through the Streets” (artwork by Terrance Osborne) http://www.galleryosborne.com

poverty

Crash (film) and “Car Crash” – Our Lady Peace and a news story about a news crash or a similar movie where characters are intertwined.

Tragedy, horror, resilience, interconnectedness, racism, poverty, wealth, disenchantment,

The Hunger Games The movie or any reality TV show like The Amazing Race, Survivor or entertainment shows or articles about world hunger or uprisings

Tragedy, perseverance, resilience, racism, poverty, wealth, celebrity

Poetry Option See next page


Long Pairing Option

Assignment 1: Poetry Reading

Eleanor Rigby

Have you ever …

• Had dreams that you felt were out of your reach? • Been lonely? • Wondered about lonely people? • Wondered how spirituality fits in to all this?

Part A: Pre-Reading This poem/song is about a woman who “lives in a dream” and Father MacKenzie who doesn’t seem able or willing to help her. Think of a person you know or have heard of who reminds you of either Eleanor Rigby or of Father MacKenzie as described above. Write at least half a page about some of the problems this person has had to face in terms of loneliness and fitting into society’s expectations. FIRST read Eleanor Rigby written by John Lennon and Paul McCartney. NEXT listen to this version by Walk Off the Earth at http://www.youtube.com/watch?v=iHVElqzo3A4

http://www.youtube.com/watch?v=iHVElqzo3A4


Eleanor Rigby John Lennon and Paul McCartney

Ah, look at all the lonely people! Ah, look at all the lonely people!

Eleanor Rigby Picks up the rice in the church where a wedding has been, Lives in a dream, Waits at the window Wearing the face that she keeps in a jar by the door. Who is it for?

All the lonely people, Where do they all come from? All the lonely people, Where do they all belong?

Father MacKenzie Writing the words of a sermon that no one will hear, No one comes near Look at him working. Darning his socks in the night when there’s nobody there. What does he care?

All the lonely people, Where do they all come from? All the lonely people Where do they all belong?

Eleanor Rigby Died in the church and was buried along with her name. Nobody came. Father MacKenzie Wiping the dirt from his hands as he walks from the grave, No one was saved.

All the lonely people, Where do they all come from? All the lonely people, Where do they all belong?

Ah, look at all the lonely people! Ah, look at all the lonely people!

Eleanor Rigby lyrics © Sony/ATV Music Publishing LLC (Elyrics.net, 2012)http://www.elyrics.net/read/b/beatles-lyrics/eleanor-rigby-lyrics.html

http://www.elyrics.net/read/b/beatles-lyrics/eleanor-rigby-lyrics.html


Part B: Post Reading

Use the following questions to guide your writing. You may think you can answer

some of the questions in one sentence. That is fine. Just make sure you cover all

the points. Make sure you cite lines from the song that you use to back up your

ideas.

1. Now that you have read and heard the song, how do you feel? What good

feelings do you have, if any? Bad?

2. Why is “Ah, look at all the lonely people” repeated? What other techniques

do Lennon and McCartney use?

3. How do you know that Eleanor is lonely or is she? Use lines from the song

to back up your answers.

4. What does the line “Wearing the face that she keeps in a jar by the door”

mean to you?

5. Is Father MacKenzie lonely as well? How do you know?

6. What is the significance of Father MacKenzie darning his socks?

7. How did you feel when you read the line that nobody came to Eleanor’s

funeral? Who is at fault here?

8. Where do lonely people come from?

Part C: Reflection

Some people feel that it’s Eleanor Rigby’s own fault that she’s lonely because she

is living in a dream world rather than facing up to reality. Others say it’s the fault


of Father MacKenzie and other people like him because they don’t really care

about those who are lonely. Still others believe that Father MacKenzie is doing

his best. What do you think? Thinking of lonely people you might know, what

can they do to move beyond their feelings? Where can they go? Who should

help?

Part D: Fine Arts Piece

Create an art piece (drawing, painting, poem, song, photo journal, etc.) that sums

up your interpretation of this piece.

Part E: Compare two works (writing or other) that have a loneliness

theme.

Go to http://www.learningfromlyrics.org/songs.html and choose one other song.

You can also compare a song of your choice, poem, movie, or artwork with a

loneliness theme. Compare Eleanor Rigby to the work you have selected. You

can do this through a comparative essay. (See this example

http://www.learningfromlyrics.org/essay12.html) or you can do a comparison

through another art form. A Venn diagram will help you brainstorm ideas about

similarities and differences.

Some of the questions you might want to cover:

http://www.learningfromlyrics.org/songs.html

http://www.learningfromlyrics.org/essay12.html


1. What are the two pieces you have chosen? Who created each? When?

(Don’t forget: You will have to cite your sources for each in text and on a

separate reference page)

2. What did the works have in common?

3. What was different?

4. What mood was set by each?

5. What techniques did the creator use that impressed you?

6. Did they both have the same outcome?

7. After reading or viewing each piece, did you feel the same? Describe your

emotions.

8. What did you like about each?

9. What did you dislike (if anything)?

10. Which would you recommend to someone else and why?


Assignment 2

Part A – Poetic Devices There are many devices that writers use; not just poets. You would be surprised to learn that you often use these devices in your own day-to-day communication.

Choose 5 / 10 of the devices listed below. In your own words, describe the device and provide two examples of each device you have selected – one you have borrowed and one you have created yourself. Don’t forget to give credit to the source of your borrowed example. For the purpose of this assignment, the url in a bracket following the example is find. Two good sites to use for this information are: http://www.chaparralpoets.org/devices.pdf or http://www.ereadingworksheets.com/figurative-language/poetic-devices/

List of Some of the Devices Poets Use

Allegory

Alliteration

Allusion

Assonance

Cliché

Consonance

Enjambment

Euphemism

Hyperbole

Irony

Metaphor

Onomatopoeia

Oxymoron

Personification

Pun

Repetition

Rhetorical Question

Rhyme

Rhythm

Simile

Synesthesia

http://www.chaparralpoets.org/devices.pdf

http://www.ereadingworksheets.com/figurative-language/poetic-devices/


Assignment 3 - Poetry Writing The poetry assignment will be completed once you have read The Hunger Games. Academic students have the choice of using The Hunger Games or Chasing Freedom.

Poem #1:

Create a Found Poem from your novel (instructions below)

The Found Poem http://www.creative-writing-now.com/found-poetry.html

From your novel extract any or all of the following categories of words /phrases to create a “found” poem.

How to Write Found Poetry

A found poem uses language from non-poetic contexts and turns it into poetry.

Search for interesting bits of language, then put them together in different ways and see what comes out.

There are no rules for found poetry, as long as you are careful to respect copyright.

Here are some potential sources for "found poetry":

• instruction books, recipes • horoscopes, fortune cookies • bulletin boards • science, math, or social science textbooks • dictionaries • graffiti

http://www.creative-writing-now.com/found-poetry.html


• pieces of letters, post cards, phone messages, notes you've written for yourself

• grocery lists, lists of all kinds

Below are two poems by Al Fogel which use texts from the Veteran’s Benefits Administration almost word-for-word. Pure found poetry does not change original words but adds line breaks.

Headstone Service

Al Fogel

(from Directory of VA Benefits)

Headstone or

grave marker

furnished

upon request

to any member

of the

Armed Forces

whose last

tour of service

was terminated honourable

by death

Headstone provided without

cost

VA Automobile

Al Fogel

(from Director of VA Benefits)

A veteran who suffered a service-

connected loss

of one hand or one foot

or one knee or one hip

or permanent loss of use of

one hand or one foot

or permanent impairment of vision

of both eyes

is entitled to Automobile

Payment of up to $9,000 provided

--excluding adaptive equipment


Other Suggestions for Writing Found Poetry:

• Take parts of instructions for some appliance such as a microwave. • Try writing a love poem that quotes various graffiti from a public restroom. Or

one that quotes personal ads in a newspaper. • Write a poem called "Possible Side Effects." Use phrases from the instructions

for some medication in your house, and combine these with language from another source, such as newspaper headlines, advertisements, a TV guide, or a mail-order catalogue. Put these two very different elements together and see what happens.

• Setting - take note of the setting and descriptive words (adjectives) the author uses to describe the setting of the story.

• Character(s) - listen for / take note of adjectives and phrases the author uses to describe the physical and more emotional attributes of the characters or people involved. If you are highly invested in a story, attributes of a character / person involved in the story might be ones that are implicitly understood through emotional connection

• Plot / Action: Takes note of the chronological sequence of events and verbs used to describe the action.

• Vocabulary/Word Choice – Listen for and/or take note of any powerful words or phrases which, for whatever reason, speak to you.

Create your “found poem” which will be as individual as you are!


Poem #2 – The Bio Poem

Create a Bio Poem based on one of the characters from your novel. See format below.

First name (or noun) Three words to describe

Mother (father, sister, brother, son, daughter, grandmother, etc.) to… Lover of … (two things)

Who feels … (three emotions) Who fears … (three things)

Who would like to see … (3 places) Who would like to give … (3 things) Who has accomplished … (3 things)

Who will accomplish… (3 things) Because I am (name) who is (three words)

Last name (or noun) The Bio Poem (Example):

Mother Compassionate, humble, giving

Mother to… the sick and destitute and anyone she encountered who needed love and compassion

Lover of … the golden rule Who felt… happiness, sorrow, hope and despair … just like all of us at some

point in time Who feared …losing her faith because she often questioned it

Who would like to see …the end of suffering and dignity to all members of the human race

Who gave … hope, compassion, words of wisdom Who would have liked to give …more, even though she gave so much

Who accomplished … planting the seeds of inspiration to continue her work Because she was Mother Teresa … born

Agnes Gonxha Bojaxhiu of Skopje, Macedonia, on August 26, 1910 Lived and died ….

a saint


Poem #3

a. Using the plot, character or setting from your novel, create a haiku poem. A haiku is a short descriptive poem of Japanese origin. It contains three lines. The first line has 5 syllables; the second 7 and the last 5.

____________________________________5

____________________________________________________________7

____________________________________5

An example of a haiku:

A Rainbow

Donna Brock

http://volweb.utk.edu/school/bedford/harrisms/haiku.htm

Curving up, then down. (5)

Meeting blue sky and green earth (7)

Melding sun and rain. (5)


HAIKU (Template)

Brainstorming: What is your plot, character or setting __________________________________? Write something special about this

Give an action associated with this ______________

Talk about an individual (being, creature) associated with this ___________ Now, write your haiku, telling where it is, what it is, when it is happening. Be sure you keep to the number of syllables written at the end of each line.


Poem #4

Using the plot, setting or character description from your novel and the pattern of your choice, create a cinquain poem.

A cinquain is a five-line verse that talks about one topic. Each line has its own special purpose and a particular number of syllables or word type requirements. (all poems by Cindy Barden http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/cinquaindescrip.htm)

Cinquain Pattern #1

Line1: One word

Line2: Two words

Line 3: Three words

Line 4: Four words

Line 5: One word

Example Pattern #1

Dinosaurs

Lived once,

Long ago, but

Only dust and dreams

Remain

Cinquain Pattern #2

Line 1: A Noun

Line 2: Two Adjectives

Line 3: Three –ing

words

Line 4: A phrase

Line 5: One adjective to describe the original noun or a synonym for

the noun

Example Pattern #2

Spaghetti

Messy, spicy

Slurping, sliding, falling

Between my plate and

mouth

Delicious

Cinquain Pattern #3

Line 1: Two syllables

Line 2: Four syllables

Line 3: Six syllables

Line 4: Eight syllables

Line 5: Two syllables

Example Pattern #3

Baseball

Bat cracks against

The pitch sending it

out

Over the fence, I did it!

Homerun


Creating a Cinquain (Work template) Name a plot, character or setting from your novel _________________________ Write some words that describe it (4 syllables). Tell one thing that it does (6 syllables). Describe how you feel about it (8 syllables). Give another name for your topic Or repeat the first line


Poem #5 – Free Poem

Read the model poem below. Notice the words that are underlined. Then using a character from your novel, change the wording and fill in the blanks to create your own poem. You may change fonts or insert your own graphics. Add a title to the poem. Use an interesting margin setting. You can type your poem in a different shape, omit punctuation, etc.

Butterfly

Butterfly, butterfly, so weak and delicate, Why do you leave your cocoon and its safety? How do you protect yourself? Where do you go if the wind blows hard? What do you do when the winter storms come? When will you die and fade away? Butterfly, butterfly, so light and helpless, I think you should come and stay with me. Title: ________________________________ ______________, ______________, so _____________ and ____________, Why do you __________________________________________________? How do you __________________________________________________? Where do you ________________________________________________? What do you __________________________________________________? When will you __________________________________________________? ______________, ______________, so _____________ and ____________, I think you should ___________________________________________________.


Assignment 4: Poetry Sharing

Graduate and Academic students - Select one poem or song that you really like that is not on the list below and be prepared to share it with the class and lead a discussion on the meaning and value of the work you have selected. Provide the name of the poem, the author’s name and a short bio for the poet. The bio should include the titles of other poems written by him or her. (10)

Academic Students Only

Poetry Analysis 1. Choose any three of the following poems and answer question one and

two other questions from the list of analysis questions below for each poem. (45 points – 15 marks)

2. Choose the one poem you liked the best and in a short, properly constructed paragraph, reflect on what you liked about it. (5 marks)

Poetry Choices

1. “Hands” by Sarah Kay - http://www.youtube.com/watch?v=VuAbGJBvIVY 2. “Prisoner of Words” by Alicia Keys http://www.youtube.com/watch?v=AkSObnpCimA 3. “On Girls Lending Pens” by Taylor Mali http://www.youtube.com/watch?v=44sXwJgqUyc 4. “Life Lessons” by Shauntay Grant

http://www.youtube.com/watch?v=8jo4cKsoQs0&feature=results_main&playnext=1&list=PL4FBE308519E6E39A

5. “A Good Day” by Shane Koyczan http://www.youtube.com/watch?v=j9_3Uzx9vFU&feature=fvwrel

6. “Dear Justice” by Ian Keteku http://www.youtube.com/watch?v=j9_3Uzx9vFU&feature=fvwrel

7. “Hate” by Tahani Salah http://www.youtube.com/watch?v=ZJArzOTZ8LU&feature=fvwrel – 8. “Pretty” by Katie Makkai http://www.youtube.com/watch?v=M6wJl37N9C0 (coarse

language) 9. “What I Will” by Suheir Hammad

http://www.youtube.com/watch?v=LFbE8RBhSDw&feature=related 10. “Money” by Benjamin Zephaniah http://www.youtube.com/watch?v=tAXpuW3yFJM

http://www.youtube.com/watch?v=VuAbGJBvIVY

http://www.youtube.com/watch?v=AkSObnpCimA

http://www.youtube.com/watch?v=44sXwJgqUyc



http://www.youtube.com/watch?v=j9_3Uzx9vFU&feature=fvwrel

http://www.youtube.com/watch?v=j9_3Uzx9vFU&feature=fvwrel

http://www.youtube.com/watch?v=ZJArzOTZ8LU&feature=fvwrel

http://www.youtube.com/watch?v=M6wJl37N9C0

http://www.youtube.com/watch?v=LFbE8RBhSDw&feature=related

http://www.youtube.com/watch?v=tAXpuW3yFJM


How to Do a Poetry Analysis 1. Listen to the poem several times. If it helps, find the words online and read

them over to yourself. Read them out loud if that helps. 2. Run off a copy and highlight important parts of the poem that shed light on

meaning. 3. Write notes in the margins. 4. Highlight poetic devices used. 5. Discuss the poem with classmates.

Questions to Answer – remember all students must answer question 1 + 2 other questions.

1. What does the poem say to you? What do you get from the poem? What is its central theme?

2. Who is the speaker and who is the intended audience? 3. What is the mood and tone of the poem and how is it achieved? For

example, does the organization / structure of the poem (line breaks, lines and stanzas) influence the mood and tone?

4. What is the setting of the poem (indoor, outdoor, season, time period or timeframe, location)

5. What sensory images are used? 6. Find at least three poetic devices and explain how they demonstrate that

particular poetic device. 7. How does word choice affect the meaning and tone of the poem?

COMMUNICATION - Weeblyalpcommunications.weebly.com/uploads/5/5/0/2/5502530/unit_3...COMMUNICATION . Unit 3: ... Venn diagram to organize your thoughts before you create your visual

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