Poetry



Recording O //Captain, My Captain// [|O Captain, My Captain] [|Voki]



//Richard Cory//

How to Read a Poem Out Loud- Please read the following article: http://www.loc.gov/poetry/180/p180-howtoread.html

=Ode To The Artichoke= The artichoke With a tender heart Dressed up like a warrior, Standing at attention. it built A small helmet Under its scales It remained Unshakeable, By its side The crazy vegetables Uncurled Their tendrills and leaf-crowns, Throbbing bulbs, In the sub-soil The carrot With its red mustaches Was sleeping, The grapevine Hung out to dry its branches Through which the wine will rise , The cabbage Dedicated itself To trying on skirts, The oregano To perfuming the world, And the sweet Artichoke There in the garden, Dressed like a warrior, Burnished Like a proud Pomegrante. And one day Side by side In big wicker baskets Walking through the market To realize their dream The artichoke army In formation. Never was it so military Like on parade. The men In their white shirts Among the vegetables Were The Marshals Of the artichokes Lines in close order Command voices, And the bang Of a falling box. But Then Maria Comes With her basket She chooses An artichoke, She's not afraid of it. She examines it, she observes it Up against the light like it was an egg, She buys it, She mixes it up In her handbag With a pair of shoes With a cabbage head and a Bottle Of vinegar Until She enters the kitchen And submerges it in a pot. Thus ends In peace This career Of the armed vegetable Which is called an artichoke, Then Scale by scale, We strip off The delicacy And eat The peaceful mush Of its green heart. Pablo Neruda : =We Real Cool= The Pool Players. Seven at the Golden Shovel. We real cool. We Left school. We Lurk late. We Strike straight. We Sing sin. We Thin gin. We Jazz June. We Die soon. Gwendolyn Brooks :
 * //Ode to an Artichoke//**
 * //We Real Cool//**

Because my mouth Is wide with laughter And my throat Is deep with song, You do not think I suffer after I have held my pain So long? Because my mouth Is wide with laughter, You do not hear My inner cry? Because my feet Are gay with dancing, You do not know I die? Langston Hughes
 * //Minstrel Man//**

This Is Just to Say I have eaten the plums that were in the icebox and which you were probably saving for breakfast Forgive me they were delicious so sweet and so cold
 * //This Is Just To Say by// William Carlos Williams**

=[|Lineage]= By [| Margaret Walker] 1915–1998 Margaret Walker My grandmothers were strong. They followed plows and bent to toil. They moved through fields sowing seed. They touched earth and grain grew. They were full of sturdiness and singing. My grandmothers were strong. My grandmothers are full of memories Smelling of soap and onions and wet clay With veins rolling roughly over quick hands They have many clean words to say. My grandmothers were strong. Why am I not as they?

//Introduction to Poetry,// //Mother to Son////,// //If,// //Willow and Gingko// //Barbara Frietchie,// //Speech To the Young// //Lineage// //O Captain, My Captain, It is Dangerous to Read Nespapers// //I Saw Old General at Bay, Minstrel Man// //John Henry, Inviticus, We Real Cool, Where I'm From// //Paul Revere's Ride, Ode to an Artichoke// //Stopping By the Woods,// //I'm Nobody// //Fire and Ice,// //Richard Cory,// //Charge of the Light Brigade// //The Raven//
 * Week 1 Poems:**
 * //Week 2 Poems://**
 * //Week 3 Poems://**
 * //Poetry Rubric//**

subject. The poem enables the reader to see, hear, feel, or think about the subject in a new way or in a more potent way than ever before. || The form of the poem is appropriate to the subject. The poem enables the reader to see, hear, feel, or think about the subject. || The form of the poem should be more appropriate to the subject. The poem enables the reader to see, hear, feel, or think about the subject, but this is accomplished through clichés, worn-out images, or other predictable choices. || The form of the poem is not appropriate to the subject. The poem does not enable the reader to see, hear, feel, or think about the subject. || language create vivid images that contribute significantly to the meaning of the poem; sound devices, such as rhyme, alliteration, or onomatopoeia, are used effectively and contribute to the meaning of the poem. Word choice is vivid and exact throughout. || Sensory details and figurative language contribute to the meaning of the poem; sound devices, such as rhyme, alliteration, or onomatopoeia, also add to the meaning of the poem. Most word choices are precise. || Sensory details and figurative language may be overused, underused, or inappropriate to the subject; sound devices, such as rhyme, alliteration, or onomatopoeia, may be overused or underused, or they may fail to add to the meaning of the poem. Word choices may be vague, repetitive, or imprecise. || There is no use—or consistently confusing or inappropriate use—of sensory details, figurative language, or sound devices. Words may be misused or unclear. || usage, grammar, or spelling. || There are some errors in mechanics, usage, grammar, or spelling || The poem is difficult to understand at times because of errors in mechanics, usage, grammar, or spelling. || The poem is consistently difficult to understand because of errors in mechanics, usage, grammar, or spelling. ||
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 * ** Organization **
 * and Overall **
 * Impact ** || The form of the poem is appropriate to the
 * ** Elements of **
 * Poetry ** || Sensory details and figurative
 * ** Grammar, Usage, **
 * Mechanics, and **
 * Spelling ** || There are few or no errors in mechanics,