Transcript Column 1: What the Poet Says

him
He
to who gave the flu.
are me, the Masked
avenger
DOL
HOMEWORK
Welcome to Unit II! In this unit we will learn how
to analyze poetry, figurative language, verb
tense, and the syntax of compound sentences.
 Complete
the left column of a #-Column Analysis of Vultures by
Chinua Achebe
 Read
The House on Mango Street DUE 11/14
 Vocab
 Unit
5 Quiz Friday 10/24
1 Test & Binder Check 10/21 (Marcet)
 Night
Quiz 10/21 (Marcet)
HOMEWORK
POETRY
 Poetry—A
composition of language with a distinct rhythm or
meter. Poetry may be written or spoken, but is generally meant
to express and excite emotion and imagination.
 Prose—The
ordinary form of a written or spoken language. It has
no meter or rhythm.
POETRY
MY PAPA’S WALTZ
By Theodore Roethke

Vocab you may need

Waltz (n, v)—a type of dance; to dance a waltz

Whiskey (n)—a type of alcohol

Romp (v)—to play in a lively way

Countenance (n)—a face or the expression on a face

Batter (v)—to beat or pound, to damage through beating or hard use

Buckle (n)—the part of a belt that holds it together

Cake (v)—to form a crust
MY PAPA’S WALTZ
 What
 Why
MY PAPA’S WALTZ
is this poem about?
do you think what you think?
3-COLUMN ANALYSIS
Metacognition
Metacognition—thinking
controlling how we think
Why
about, analyzing, and
would we want to study metacognition?
METACOGNITION
3
areas of focus when analyzing a poem:

Column 1: What the poet says

Column 2: What the poet does

Column 3: What the poet implies
METACOGNITION:
3-COLUMN ANALYSIS
 Reading
for literal meaning

Speaker and point of view

Characters

Setting

Situation

Conflict

Do not make inferences at this stage!
COLUMN 1: WHAT THE POET SAYS
 Reading
for literal meaning
 Speaker
 Who
and point of view
is the author? Are they in the poem?
 Theodore
Roethke, man, poet, the little boy
 Characters
 Who
is in the poem?
 Papa,
son, mother
COLUMN 1: WHAT THE POET SAYS
 Reading


for literal meaning
Setting

Where is the poem?

In a house, in a kitchen, right before bedtime
Situation

What are the characters doing?/What is happening to the
characters?

Father and son are dancing a waltz, mother is watching, then father
takes the boy to bed
COLUMN 1: WHAT THE POET SAYS
 Reading

for literal meaning
Conflict

What tension is resolved (or shown)?

Possible dangers of the waltz that the father and son are doing
COLUMN 1: WHAT THE POET SAYS
 What
the poet does—reading for writing strategies

Diction

Syntax

Mechanics

Imagery

Figurative Language

Tone/Mood

Meter
COLUMN 2: WHAT THE POET DOES
 Analyze
speech.
My Papa’s Waltz for syntax by identifying parts of
 Make
lists of each type of word in your notebook: nouns,
pronouns, verbs, adjectives
COLUMN 2: WHAT THE POET DOES
 Making
inferences and drawing conclusions

Draw conclusions about why the author uses certain strategies
based on the literal content.

Make assertions about what the ultimate effects or learnings are
for the reader
 What
 Why
is this poem about?
do you think what you think?
COLUMN 3: WHAT THE POET IMPLIES