5.01: Poetically Speaking; 5.02: History Lessons from Poetry; 5.03: A Glimpse Into the Past; 5.04: Research Ready; 5.05: Use It Wisely; and 5.06: Poetic Parallels.

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and illustrate experiences. Consider your definition of poetry-what is it to you? ■ The ancient Greeks get credit for the word poetry. It comes from the Greek poiein, meaning "to make or craft." It's interesting that it doesn't translate into "to write," but that's because poetry is effectively crafted to embody the human experience. It's deeply personal but also universal. It's the reason why we memorize the lyrics to our favorite songs. There's something about the nature of poetry that gives us all sorts of feelings. ■ Poetry is defined by Britannica as "literature that evokes a concentrated imaginative awareness of experience or a specific emotional response through language chosen and arranged for its meaning, sound, and rhythm." • Speaking in Pictures: o Poetry has a way of communicating powerful ideas in a small package. Instead of writing an entire paragraph or chapter about the nature of life, William Shakespeare summed it up with a quote: "All the world's a stage, and all the men and women merely players." Rather than expound on how difficult life can be, Langston Hughes said, “Life for me ain't been no crystal stair." Module 5: Reflective of the Times o Figurative language has a way of creating stronger imaginative and emotional connections than literal language. It can attach many meanings to an idea, which makes reading poetry even more universal. You may support your learning by adding your own examples to the Figurative Language Reference Sheet. o Figurative Language Devices: Alliteration - The repetition of usually initial consonant sounds in two or more neighboring words or syllables. • Example: O "Sometimes it seems as though some puppet-player, A clenched claw cupping a craggy chin Sits just beyond the border of our seeing, Twitching the strings with slow, sardonic grin." ■ Allusion - A brief and indirect reference to a person, place, thing, or idea of historical, cultural, literary or political significance Example: O "I cannot hold my peace, John Keats; There never was a spring like this; It is an echo, that repeats My last year's song and next year's bliss. I know, in spite of all men say Of Beauty, you have felt her most. Yea, even in your grave her way Is laid. Poor, troubled, lyric ghost, Spring never was so fair and dear As Beauty makes her seem this year." Idiom - An expression that cannot be understood from the meanings of its separate words but must be learned as a whole. ● Example: O "Miniver mourned the ripe renown That made so many a name so fragrant; He mourned Romance, now on the town, And Art, a vagrant." ■ Hyperbole - Exaggerated statements or claims not meant to be taken literally • Example: "I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I- I took the one less traveled by, And that has made all the difference." Module 5: Reflective of the Times Meiosis - The presentation of a thing with underemphasis to achieve a greater effect; understatement. Example: "In Breughel's Icarus, for instance: how everything turns away Quite leisurely from the disaster; the ploughman may Have heard the splash, the forsaken cry, ■ But for him it was not an important failure; the sun shone As it had to on the white legs disappearing into the green Water, and the expensive delicate ship that must have seen Something amazing, a boy falling out of the sky, "" Had somewhere to get to and sailed calmly on.' ■ Metaphor - A word or phrase for one thing that is used to refer to another thing to show or suggest that they are similar. o Example: "Have you seen the raindrops Falling on the lake? How they flash and sparkle Tiny splashes make. ● Did you ever fancy They were diamonds rare Scattered by an aeroplane Sailing through the air?" ■ Metonymy - Figure of speech that consists of replacing the name of one thing for that of another of which it is an attribute or with which it is associated. Example: "Where lies the grip this country hath All tangled around the heart That takes a grip that can never slip And can never be torn apart?" ■ Onomatopoeia - The formation of a word from a sound associated with what is named O Example: "Through naked trees, In low coulees, The night-voice moans and sighs; And sings of deep, Warm cradled sleep, With wind-crooned lullabies." ■ Oxymoron - Puts two words with opposite meanings together o Example: "Do not weep, maiden, for war is kind. Because your lover threw wild hands toward the sky And the affrighted steed ran on alone, Do not weep. War is kind." Module 5: Reflective of the Times ■ Paradox - A statement that seems to contradict itself-it seems to say one thing and the opposite at the same time • Example: O O "Much madnes is divinest Sense - To a discerning Eye - Much Sense - the starkest Madness - This the Majority..." ■ Personification - Giving an object or animal human behaviors and motivations ● Example: O O "O lure of the Lost Lagoon- I dream to-night that my paddle blurs The purple shade where the seaweed stirs- I hear the call of the singing firs In the hush of the golden moon." ■ Simile - A direct comparison of two, usually unalike things, using "like" or "as" • Example: O The Finesse of Figurative Language: "And my thoughts and the eve gathered Their serpentine mysteries around me, My thoughts like alien breezes, The eve like a fragrant legend." O Not only does figurative language create imagery and allow the audience's imagination to run wild, it also creates a sense of mood and tone in poetry. Tone Author ■ This is how the author is feeling when they write the piece. It's the emotions they're working through as they write. For example, an author may be experiencing deep pain and grieving a loss. ■ Tone can be formal, informal, serious, comical, sarcastic, pedantic (too concerned with rules), sad, cheerful, or any other attitude. Mood Reader ■ This is how the author wants the reader to feel when they read the work. It is the emotions the work portrays. For example, the reader may feel relief that tears are a natural part of life, like rain. ■ Although both mood and tone are developed through diction, they are not synonymous. How to Read a Poem: o Poetry, like art, is an acquired appreciation. At times, finding meaning may seem too difficult or out of reach, but don't give up. Studies show that reading poetry increases your vocabulary and critical thinking skills. As puzzling and perplexing as it can be, poetry can reap (reward) some major benefits if you approach it correctly. So how does one read a poem? To start, read it more than once. Then, read it aloud. Poetry is known for its use of meter and rhythm (just like music). A simple place to start in your passage to poetic understanding is a process called PrEP. How Do I PrEP It? What's the PrEP Step? Preview the Poem Read the Poem Module 5: Reflective of the Times Paraphrase the Poem • Look at the title of the poem. What does it mean? • Look at the structure. Are there stanzas? Is there a rhyme scheme? • Make a prediction of what you think the poem will be about. Read the poem once through, either silently or aloud. Don't stop at the end of every line; let the punctuation guide your reading. . Read the poem again. What do you think the poem is likely about? Why? • Which words stand out? Which images are created in your mind? • What questions do you still have about the poem's meaning? • Put the poet's ideas into your own words. This doesn't mean replacing their words with synonyms. Instead, rewrite the ideas in a new way. • Maintain the poem's point of view and mood. • Use context clues within the poem to help you paraphrase. Look for hints in the same line, the lines that appear before or after, or in a previous stanza. Use literal language only; this means paraphrasing lines that use figurative language into what the poet intended them to mean. • Helpful Hints o Thinking About Theme o After you've PrEP-ped a poem, it's much easier to express your understanding and interpretation of the poem's meaning. Just like with literary fiction like short stories and novels, the theme is the reason for the writing. It is the center and substance of the piece. But, with poetry, finding and expressing a theme may be a bit tougher because your construction of meaning may be different from another reader based on your personal experience and background. This type of meaning is known as subjective. o In order to effectively determine the theme, it's important to identify the topic of the poem first. Then consider the title, the structure, the diction, and the figurative language. Once you've accomplished that, combine your thoughts to answer this question: What is the author trying to teach me about this topic? Module 5: Reflective of the Times PrEP Practice O Even though you've been reading poetry academically for years, it still takes practice. Just like riding a bike or picking back up a sport, it's worth taking a moment to refamiliarize yourself with the process. • Uncovering Meaning in "The Chimney Sweeper" o After using the PrEP strategy to understand William Blake's poem, there are a few steps remaining before we can state the theme. We've identified figurative language devices and paraphrased the poem down to its basic, literal meaning. Did you find yourself asking why William Blake might write a poem about a young chimney sweeper's dream in a book called Songs of Innocence? Let's go back in time for some insight. ● Details of the Assignment: o Take the 05.01 Poetically Speaking quiz. 05.02: History Lessons from Poetry We've been learning from literature for thousands of years. The cave paintings of Lascaux, which date back at least 15,000 years, provide us a glimpse into the Paleolithic existence. The Epic of Gilgamesh, a poem that was written in approximately 1300 B.C.E., gives us an idea of what life was like in Mesopotamia. The literature-as-history trend hasn't slowed down since. Looking back over the annals of literature offers a litany (repetition) of lessons about political, social, and cultural ideologies from various centuries. Prepare yourself to take a trip through time to discover how literature and history are intertwined. • Poetry and the Past: o Plato, the ancient Greek philosopher who has given us much to think about thus far, was also a prolific (well-known) poet. His ponderings on life provide a peek into the past and, in his own words, "Poetry is nearer to vital truth than history." In essence, Plato felt that, because of the emotional and imaginative nature of poetry, readers would be more able to understand how society felt about the world around them. ■ Give Me Some Context Based on the content of this very short poem, what could you assume about Plato and the ancient Greek way of life based on his words? It's clear that there is evidence of respect of nature (he is lying under a tree watching the wind blow through). We can also assume that there was a value placed on music. Plato has his flute with him and is playing it in the woods to calm someone to sleep. While there is no mention of a historical, political, or social issue, we are able to determine what is valued and important. ● O Module 5: Reflective of the Times In poetry, context is important. Specifically historical context, or the social, economic, and political details that surround or inspire a piece of writing. • Social Context - relates to the actions and attitudes of society during a moment in history. This may include societal groups and sub-groups, their treatment, and society's expectations or norms. For example, a poem during the Harlem Renaissance may reflect the time's appreciation and definition of music, art, fashion, literature, and dance. Political Context - relates to governmental policies, rulers, revolutions, wars, empires, turmoil, elections, or overall change or political climate that are present at the time in which the poem is set or written. For example, a poem written during the American Revolution may reflect political tension between America and Britain. • Economic Context - reflects the historical definition of wealth and how wealth was distributed at the time. It may bring awareness to certain groups' standings based on how wealthy or poor society considered them. It may also shed light on inequities (lack of fairness) in certain communities. For example, a poem written during the Industrial Revolution (like William Blake's "The Chimney Sweeper") may emphasize the imbalance between factory workers and the wealthy. • Literary Archaeology: o Digging up the past can teach us a great deal about the social, political, and economic context of a certain period. While we may not be able to arm ourselves with literal excavation equipment, we are able to dig through literature to uncover certain truths about writers' attitudes and perspectives on their historical surroundings. Let's tunnel through some of the most important periods in literary history to discover more about their context and the famous authors who communicated that context to the world. As you move through each layer of time, pay close attention to the way the language itself evolves. Classical Period (1200 BCE to 455 CE) ■ Writers of the Classical Period focused on balance and form, as evident in their dramas and poetry. Their content focused on reason vs. chaos, mythological beliefs, and man's relationship to the gods. The majority of the literary works could be seen as moral guidebooks; men and women who obeyed the deities (Gods) were rewarded and those who did not suffered terrible consequences. O O O O O O Module 5: Reflective of the Times Medieval Period (455 CE to 1485 CE) ■ Medieval writers picked up where the Classical writers left off. They continued the tradition of epic poetry with an epic hero, but the form of the poem was adapted to fit the language of the time. As the centuries progressed, writers shifted to focus on ordinary people. The first autobiographies, or memoirs, were created. Renaissance Period (1300 CE to 1600 CE) The Renaissance Period ushered in a rebirth of Classical ideas. The thinking was prevalent, and new innovations and philosophies were the subjects of much of the literature of the time. There was a slight shift from the major focus of texts being morality and righteousness to a focus on humanism or humans being in control of their own fate. The publication and distribution of writing was made easier thanks to the invention of the printing press. Restoration/18th Century British Literature(1660CE to 1790CE) ■ The Restoration Period was evident in British literature and ushered in the era of satire These flowery, comic texts ridiculed long-standing beliefs & systems. Classical works like The Odyssey were relevant once again. Writers explored the boundary between logic & madness, and the novel rose up as a major literary form. Colonial/Early National American Literature(1600CE-1830CE) ■ The first period in American literature began with a heavy focus on Puritan religious ideals & was marked by short prose. As Americans grew more comfortable in their new identities, there was a shift to writing about cultural, societal, and political forces. Many of the non-fiction authors of the day (Founding Fathers) used rhetoric and persuasion to convince the country of ways to grow stronger. In this period, short stories became a popular form of fiction. Romantic Period (1790 CE to 1870 CE) ■ The Romantic Period wasn't about love; it was about the way in which authors wrote to express their feelings about nature, emotion, & sensibility. These writers explored imaginative freedom and individualism as well as the balance between idealism and realism. New forms and styles of literature were born. Realism and Naturalism (1870 CE to 1910 CE) ■ ■ The Realism Period kept it real. Gone were the flowery words and overly emotional texts. Realist writers told the world exactly as it was, specifically to focus on real-life experiences, human weakness, and social commentary. In America, writers revealed much about a regional culture through their works. ● O Modernist Period (1910 CE to 1945 CE) ■ The Modernist Period saw a great deal of turmoil in regard to political and social issues. War, suffrage, and race were common topics explored in Modernist works. Texts often revealed strong reactions to religious, political, and social views. In addition, new styles of writing emerged, and many American authors experimented with a voice in ways that had never been done before. o Contemporary Period (1945 CE to Present) Due to globalization and on-demand printing, the Contemporary Period is too broad in scope to be defined by common features. Consider the great poets, songwriters, & writers of the last decade. What do you notice about their styles? What themes are present? ■ O Module 5: Reflective of the Times Poetry in Pairs: o When considering how historical context impacts the writing of a certain period, it's important to read & evaluate multiple texts. This aids in your understanding of the author's perspectives on the social, political, & economic issues of their time. Meet comparative poetry: a process where you compare a set of poems' elements, themes, context, & purpose to find the author's approach to writing about important historical events. Poetic Elements: How have the authors formatted the poems? Do they use any figurative language techniques rhyme schemes or poetic devices? Is there any interesting language used in the poem? Themes: What is the theme of each poem? Do the poems have any similar universal themes? O O ■ O Historic Influence: Which historic events influenced the poets? Where are those influences evident in their work? O Author's Purpose: What messages is the poet trying to give the reader? What's the tone of the poem? o Upon the death of Abraham Lincoln, Romantic poets Walt Whitman and Herman Melville put their pens to work, transcribing their reactions to what they regarded as a monumental passing. Now that you're aware of the historical context leading up to the writing of these two works, evaluate each poet's perspective on the assassination of President Lincoln. Details of the Assignment: O Select one of the following paired poem sets to read for this assessment: ■ "A Dream" and "We dream-it is good we are dreaming" "Dulce et Decorum Est" and "I Have a Rendezvous with Death" "We Wear the Mask" and "Heritage" Review the 05.02 History Lessons from Poetry Assessments and Rubric and complete the assessment o Submit your finalized work to 05.02 History Lessons from Poetry. Module 5: Reflective of the Times 05.03: A Glimpse Into the Past Romantic poet Matthew Arnold said, "Not deep the poet sees, but wide." Perhaps the greatest trait of poetry is its ability to communicate ideas of any size to readers of any background. The universality of the themes and experiences poetry presents reflect the thread that ties humanity together from past to present. A Window to the World: ● o Literature, art, and music have the unique ability to reflect diverse perspectives on the world around us. Due to its concise and imaginative nature, poetry is one of the most powerful methods of communicating varying viewpoints. Let's examine one poet's perspective on the pertinence (relevant) of poems as a way to connect with humanity. • Dissecting Donne: O Donne wrote his thoughts on man in 1624, near the end of the Renaissance Period. The philosophical foundations of this age were rooted in humanism, or how humans act individually and with free thought while simultaneously sharing a concern with others around the world. In other words, humans are an important part of the world. o Helpful Hints: Telling Tone ■ The way an author views a topic influences the way they write about it. Think about Alexander Hamilton's Federalist Papers: he was passionate about advocating for the Constitution. His tone conveyed his passionate urgency. Consider Martin Luther King, Jr.'s "I Have a Dream" speech. The same passionate tone prevails, despite the topic being different. ■ Tone is layered in the language used to write about a topic. Think of it as a coat of paint on a plain piece of furniture. The furniture is the foundation, or topic, of the writing. The coat of paint is the author's tone, adding color and texture to the piece ■ Context • The context deals with the political, social or economic issues; philosophies; or beliefs at the time in which the poem was written or the time the poem is set. ■ Occasion • The occasion answers why the author is writing. Did a major event inspire them to pen a poem? Is their writing based on reflecting on an issue? ■ Author • Who is writing and why are they important? What information or insight does their background provide? What is their personal history? ■ Tone: If you're stuck trying to think of tone words, you may refer to this Tone Word List. Module 5: Reflective of the Times • Poetry Across Time: You've conquered comparing poetry from the same literary period that address the same topic. To expand your comparative poetry expertise, let's dive into looking at how certain historical topics are portrayed through poetry across time. The poems you'll read were written almost 300 years apart but share some striking similarities. Peruse (examine) the content and then COAT each poem to determine their tone. o Helpful Hints: Same Topic, Different Voice ● Consider the way Bradstreet and Widdemer presented their perspectives and conveyed their tone. Knowing the historical context, occasion and author contributes a great deal to a reader's understanding of the content. What does this mean? That in order to expand your appreciation of a poem, it's important to know what inspired it. Can you think of any poems or songs today that echo the same sentiments as Bradstreet and Widdemer? Female poets from various literary periods have voiced their opinions on their social standing. Romantic poet Emily Dickinson, Early National poet Phillis Wheatley, and contemporary poets like Adrienne Rich and Elizabeth Bishop prove that, if a theme is universal, it stands the test of time. ● • When you encounter poems, take a few minutes to gather some background information that will help you get to the bottom of their meanings. • Curating a Comparative Poetry Collection o We've established that poetry reflects the issues that people feel the most. If you were to curate, or compile a set of poems that reflected the tone and treatment of a topic throughout time, what would your focus be? Explore the activity below to see what piques (peaks) your interest. o Topics in Poetry: ■ Immigration: History is full of immigrants. The metics in ancient Greece, artisan workers in Medieval England, the colonists in America, and immigration into Ellis Island are all significant moments in history. Today, the immigrant experience looks different, but is still documented through poetry. ■ Industry: Change is good, right? Industrialization and growth have introduced a number of technological advancements, but society's reactions have been mixed. While some embrace innovation, others shy away from new and different things. The Industrial Revolution, the internet, social media, and cell phones have all brought out significant change. ■ Labor: With innovation and industry comes the need for people to produce it. Labor laws, labor inequality, and child labor have been the source of poetry for centuries. In contrast, the value of hard work has stayed the same for thousands of years. Module 5: Reflective of the Times ■ Music: The value of music has been a topic of writing since the Classical Period. Poetry and songs reflect the evolution and beauty of music over the ages. Writers have explored music's contributions to society and cultural identity. ■ Politics: While at times controversial, politics has played an important role in poetry. Many poems were written about influential political figures. Poems have been written about types of governments and famous historical-political events. ■ Religion: Going back to the Classical Period, poets explored the relationship between humans and religion. Examining how religion has been represented through poetry over time spans thousands of years. The ancient Greeks wrote about mythological deities and Colonial writers recorded their Puritan way of life. Science: Scientific advancements and theories have been poetically documented (and contested). Anna Barbaud disagreed with animal testing in her 1773 poem "The Mouse's Petition," and Walt Whitman explored the boundaries of science & nature in his 1873 poem "When I Heard the Learn'd Astronomer." ■ Social Injustice: Poetry often explores the way we treat others. It disagrees with policies, procedures, prejudice, and inequality. When examining social injustice, voting rights, segregation, gender inequality, and social class imbalance are all topics that have been represented over centuries. ■ Sports: Sports reflects history in its own way. Adversity, heroics, and disappointments in sports have been reflected in poems and songs. Ernest Thayer's "Casey at the Bat" and A.E. Housman's "To an Athlete Dying Young" both expound (present) on aspects of sports. ■ War: War is an ever-present topic in history. From the depiction of the Trojan War in Homer's Classical Period epic poem "The Iliad" to Wilfred Owen's collection of poetry about World War 1, war and conflict have been well-documented. o Helpful Hints ■ Making A Museum of Poetry ■ Poetry and songs are artistic forms of expression. In this lesson, you'll select a topic and locate two poems about that topic from different time periods. Think about it like this: if you were to put the poems or songs you select on display in a museum, which piece of text would be the most telling of the treatment of the topic throughout history? Which would reveal the most about the tones of the writers toward their topics? ● Module 5: Reflective of the Times Once you selected a topic of interest, do an internet search for poems. Websites like the Library of Congress and the Academy of American Poets have search features that make it easy to narrow down topics and themes. If you find a poem, take the time to understand its history reflecting the author's tone at the time. Details of the assignment: O Review the 05.03 A Glimpse Into the Past Assessment and Rubric and complete the assessment. o Submit your finalized work to 05.03 A Glimpse Into the Past. O Here is an additional link to help with this assignment: https://bit.ly/503helpslides 05.04: Research Ready • Poetry is rife (full) with opinion, emotion, and one writer's perspective on an issue. If a reader bases their entire knowledge of a historical, political, or social event on a poem alone, they probably won't get the full picture. When evaluating poetry for its representation of historical context, research is key. Locating valid and reliable facts from primary and secondary sources can help to inform you of the validity of a poet's perspective. Let's get research ready! • The Reason for Research: o O O When it comes to history, documentation is key. And, as you know, there are two sides to every story. So how does one filter through all of the accounts of historical, political, and social events to get to the root of the matter? Through research, of course. In this lesson, you'll locate sources that support your poets' perspectives about their topic. In other words, you'll validate their opinions based on reliable research. Thanks to modern technology, information is instantly at your fingertips. As wonderful as this sounds, consider this: an internet search for women's suffrage returns 91,900,000 results. The number alone can be intimidating, and, as a result, our instinct tells us that the first source must be the best (and easiest), but that might not be the case. Before even contemplating what you're going to research, it's imperative to know how to research. Let's explore the steps you can take to ensure you're research ready. Know Your Research Reason ■ Research can be overwhelming. If you have a target that your sources need to hit, your research process will be streamlined. Consider your research target for this lesson: What is the factual and actual historical context of the poems I'm comparing? O O O O Module 5: Reflective of the Times o Appraise the Audience O Assess the Author ■ When determining the validity of a source, start with the author. This requires some research of its own, as you want to know their background, their possible bias, and their expertise. • What makes the source's author qualified to write on this subject? O Predict the Purpose The Domain Claim: O The domain name in the URL is another hint in determining the reliability and validity of a source: .com: This is the most popular and most likely commercial site designed to earn money for a company or individual. This might be a good site for credible information, but check out the company that created it for bias. o.edu: This is an educational site belonging to a school. If information is posted by a teacher or a department, it is likely trustworthy, but, if a student posts it, it may not be accurate. This might be a good site for credible information, but be sure to check out the authors. .gov: This is a government site. These sites include facts such as statistics and instructions. The sites offer objective reports. This is a good site for credible information. ■ Take a moment and read the first few sentences of the sources you're evaluating. If the information seems really relevant to your topic, you'll then determine the purpose. Is the purpose of the source to inform? Does it contain only facts? If it seems to persuade or entertain, move on. ■ Sources are typically written for two types of audiences: scholarly audiences or general audiences. You may choose a source based on its title but find that it's too academic to understand. ● Do I understand and connect to the content in this source? Can I easily paraphrase it? .net: This can be run by anyone. Information on these sites may be objective, but it may also be biased. This might be a good site for credible information, but be sure to check out the authors. .org: This is a site belonging to an organization. Although some organizations are trustworthy others may only give information that favors their own point of view. This might be a good site for credible information, but be sure to check out the organization. Module 5: Reflective of the Times Straight from the Source: o Research requires work because it's important to find the source that's exactly right. Sources come in two different shapes and sizes: primary and secondary. Each type of source serves a different purpose, so it's important that you're able to distinguish the difference. o Primary Sources ■ Primary sources provide first-hand testimony or direct evidence witnessed or recorded by someone who experienced the event(s) or condition(s) being documented. Diaries, speeches, interviews, letters, official records, memoirs, and autobiographies are all examples of primary sources. O ■ In literature, primary sources are poems, short stories, novels, and plays written by authors who experienced or witnessed first- hand the events documented or referenced within a text. Secondary Sources ■ Secondary sources are created by someone who did not experience firsthand or participate in the event(s). Textbooks, journal articles, criticisms, newspaper articles, and encyclopedias are all examples of secondary sources. ■ In literature, secondary sources consist of literary works referencing events the author did not experience or witness. Secondary sources also include literary reviews, literary criticism, biographical information about the author, and the historical context of the work. . Looking at Literary Sources: o When evaluating literature for the accuracy of an author's perspective on an event, issue, or idea, research is key. ● Cite It Right: O Once you've located spectacular secondary sources to verify and support the historical context from your primary source (a poem or song about a historical, political, or social issue), it's time to cite each source in MLA format. Let's review the proper formatting and layout of an MLA Works Cited page. o You'll need to cite four total sources: ■ two primary sources (your poems or songs that share a topic) ■ two secondary sources that verify and support the historical context of your primary sources O Your Works Cited page should: ■ center the title (Works Cited) ■ put all citations in alphabetical order ■ format the citations as "hanging" paragraphs Module 5: Reflective of the Times ■ not add an extra "return" between citations ■ eliminate bolded text ■ italicize book and publication titles ■ place article titles, poem titles, and song titles in quotation marks o Helpful Hints ■ Discern and Distinguish ■ Choosing sources with intention and purpose is the key to a solid support. The art of discerning what makes a source stellar sets great research apart from research that's just okay. You should be able to explain to anyone why you're settled on the particular secondary sources. In order to do this successfully, reflect on the following questions. . What makes this source credible? ● How does this source connect to my topic and primary sources? How would I summarize this source in a paragraph? ● Details of the assignment: O Review the 05.04 Research Ready Assessment and Rubric and complete the assessment. O Submit your finalized work to 05.04 Research Ready. O Here is an additional link to help with this assignment: https://bit.ly/504helpslides 05.05: Use It Wisely Even if you don't consider yourself part of the grammar police, there's a chance you appreciate the art of proper spelling, capitalization, and usage. These critical skills provide a sense of credibility and expertise to your writing. The English language is full of rules that can always be refreshed in your writing repertoire (set of skills). • Becoming a Grammar Guru: O In the academic and business worlds, being a capable written communicator makes any message you send sound credible. While it's easy to speak in the vernacular (everyday speech) of your generation, you'll often have to write to audiences that don't understand slang, abbreviated words, and a lack of punctuation. That's why having a well- rounded knowledge of grammar makes your writing comprehendible by any audience at any time for any reason. Module 5: Reflective of the Times o Helpful Hints ■ Grammar Goes Way Back • If you had to take a wild guess as to which historical age was responsible for bringing us the art of grammar, what would you say? An ancient Greek scholar named Dionysus Thrax devised a system of grammar that consisted of eight parts of speech. He published his ideas in The Art of Grammar. As time passed, the world transitioned to Latin forms of grammar, which evolved and changed up to the Middle Ages. In the 1700s (18th century), a group of French linguists pushed for universal grammar, which saw grammar as more of a philosophical view of human nature than a burden in the classroom. • Think about it-from the time you could speak, you knew what function nouns and verbs served. You just didn't know how to skillfully put them together into sentences the way you do now. If you're learning a new language, you understand basic grammatical elements because they exist in your native tongue. There are grammarians who devote their entire careers to the study of how grammar changes over time and within a certain time period. This is evidenced by the fact that society doesn't speak the same way Greek societies did and the fact that you don't speak the same grammar as the one or two generations that came before you. o Getting Better at Grammar: ■ Educationally, grammar and usage are taught by illustrating what to do and what not to do in writing and speaking. In this lesson, you'll focus on five common usage errors that can be easily improved with practice. Grammar shouldn't be based on small skill drills; instead, you should be aware of your personal grammar challenges in your writing and make a conscious effort to hone (practice) those areas. Before we dive into each, review the topics below and assess your current understanding. ■ Dangling and Misplaced Modifiers ■ Homophones Parallel Structure Sentence Fragments and Run-ons ■ Subject/Verb Agreement Module 5: Reflective of the Times Tell More with Modifiers: o Have you ever modified your hair, your room, or your clothes? If so, you probably enhanced or tweaked it in a way that added a little something extra. In grammar, modifiers serve a similar purpose. They are adjectives, adverbs, clauses, or phrases that add clarifying information to a sentence, making its meaning stronger. The modifier provided meaningful and necessary information about Langston Hughes, the subject of the sentence. If someone weren't familiar with literary history, they would need this elaboration to understand who Langston Hughes was. But, as with grammar, modifiers can make a mess. There are two common usage errors when it comes to modifiers: the misplaced modifier and the dangling modifier. ■ Misplaced Modifier: O • A phrase or clause placed awkwardly in a sentence so that it appears to modify or refer to an unintended word. • What's an example? o Joy Harjo created the "Living Nation, Living Words" poetry project for the Library of Congress, the 23rd Poet Laureate of the United States. ■ Dangling Modifier: ● A word or phrase that modifies a word that is missing or not clearly stated in the sentence. What's an example? o Touching and poignant, the reader will gain insight. ● Modifier Mindfulness: o Let's clarify. The difference between a misplaced modifier and a dangling modifier comes down to one thing: sentences with misplaced modifiers contain the word or phrase that is meant to be modified. Sentences with dangling modifiers do not. Your ability to identify these usage errors is the first step in correcting them in your own writing. • Classifying Homophones: O Another usage error deals with an all-too-common mistake: using the almost-right word with the wrong spelling. Homophones like to/too or your/you're, have some of the most important (and easiest) usage rules to remember. Whether you're writing a text message or crafting a resumé, using the right form of a word gives you much more credibility. Before examining frequently mistaken homophones, review the difference between the homophone and the homonym. o Homophones are words that have the same pronunciation but different spellings and meanings. Module 5: Reflective of the Times o Homonyms are words with the same pronunciation and spelling but different meanings. ■ affect/effect Affect (verb) means to make a difference or have an effect on something. o The poem profoundly affected me and moved me to tears. Effect (noun) means the result or consequence of an action. O ■ capital/capitol • Capital (noun or adjective) means the most important city in a state, country, or region. It can also describe large letters used to begin sentences and proper nouns. o The capital of Florida is Tallahassee. • Capitol (noun) is the actual building in which a legislative body meets. O The Florida State Capitol was built in 1845. ■ its/it's ● The poem had a profound effect on me, moving me to tears. ● Its (possessive pronoun) means belonging to something. O A key trait of the villanelle is its use of repetition for emphasis. It's (contraction) means "it is". O It's easy to identify the repetition in a villanelle. miner/minor Miner (noun) means a person who works in a mine. o The miner saw a glimmer in the crevice of the rocks and began to pick. Minor (noun) means a person who is under the age of full legal responsibility. O The minors were not permitted to get a job until they were of legal age. ■ plane/plain • Plane (noun) means an aircraft or a completely flat surface O The plane's pilot knew he had to land on a plane surface. Plain (noun or adjective) means a large area of flat land with few trees or simple and undecorated. O The coastal plain was green but plain, with few unremarkable features. ■ Module 5: Reflective of the Times sew, so, sOW Sew (verb) means to attach something to something else by sewing. O When I ripped my jacket, I needed to sew the hole closed. So (adverb or conjunction) means to a great degree or therefore. O I was so full after eating six slices of pizza. Sew (verb) means to plant a seed by scattering it in the earth. ■ their/there/they're O The seeds I sowed in summer sprouted much better than those planted in the fall. ● Their (possessive pronoun) means belonging to. O The students' love of poetry was evident in their enthusiasm for the poetry project. • There (adverb) means in, at, or to a place or position. O The collections of jazz poetry are located there, on the Harlem Renaissance shelf. • They're (contraction) means "they are." ■ to/too O Several students decided to study Early National poetry; they're looking closely at the poems of Phillis Wheatley. ● To (preposition) means in the direction or reaching a particular condition. o Many students are surprised that sonnets contain a shift from a question to an answer. • Too (adverb) means to a higher degree than wanted or in addition, also. o After examining the poetry of Maya Angelou, the group decided the wanted to explore Nikki Giovanni's poems too. ● ■ who's/whose ● Who's (contraction) means "who is." O Who's attending the poetry reading tonight at the coffee shop? Whose (pronoun) means belonging to or associated with which person. O Do you know whose poetry will be featured at tonight's reading? O Module 5: Reflective of the Times O ■ your/you're Your (pronoun) means belonging to a person in general or one being directly addressed. O Please open your poetry journal to a blank page and begin writing. • You're (contraction) means "you are." • Perfecting Parallel Structure: o If you're looking to add clarity and smoothness to your writing, parallel structure is your answer. Parallel structure occurs when two or more parts of a sentence are equally emphasized or expressed. Review the three grammatical functions of parallel structure. As you examine each, pay close attention to when the parallel structure is successful and when it is faulty parallelism. To Show Equal Ideas: Parallel ideas are joined by coordinate conjunctions like and, but, or, and nor. To successfully use equal ideas in a sentence, it's important to pair the same parts of speech. Nouns work with nouns, verbs with verbs adjectives with adjectives, and so on. To Compare or Contrast Ideas: When comparing and contrasting ideas in a sentence, you'll use the same formula: parts of speech must be identical in the ideas you're discussing. o Today, you're going to be writing another poem in your poetry journal. o To Correlate Ideas: When you correlate ideas in a sentence, you show your reader the type of relationship that exists between them. To do this correctly, you'll use correlative conjunction, like both/nor, either/or, neither/nor, or not only/but. ● Sentence Errors, More or Less: o Any time you write to communicate, you want to be sure your ideas are clear and cohesive. Sentences are the perfect vehicle to deliver your information, but only if you structure them properly. The two common usage errors in sentence completeness are sentence fragments and run-on sentences. These opposing forces lead to reader confusion and uncertainty. O Sentence Fragments For a sentence to be complete, it must express a complete thought and contain two essential parts: a subject and a verb. A subject tells who or what the sentence is about. ■ ■ A verb tells what the subject did. ■ A sentence fragment is missing one of these essential parts. Because of this, the thought is not complete and can't stand on its own. O Module 5: Reflective of the Times • Example: I finally decided on my plans for after high school. To go to community college and earn my associate degree. ● O The second sentence is missing a subject. Even though the sentence before says "I," the second sentence should also contain a subject to form a complete thought. Run-on Sentences ■ Run-on sentences are the opposite of sentence fragments. They are too complete. Most run-on sentences are the result of writing how we speak. Run-on sentences occur when too many ideas are connected without the use of proper punctuation. • Example: Selecting a favorite poem can be challenging, there are many great poems that have been written throughout history. • This sentence contains multiple ideas that aren't connected in a way that communicates them clearly. You could correct this by adding a semi-colon or using the word "for" or "because" in front of there. • A corrected version of this sentence may read like this: Selecting a favorite poem can be difficult, for there are many great poems that have been written throughout history. Please note there are times that authors stylistically choose to use run- on sentences, but they are professionals. ● Can't We All Agree? O The final usage issue we'll review all comes down to the numbers. Subject and verb agreement is a subtle error, but one that makes a significant difference in certain audiences taking your words seriously. Singular subjects require singular verbs, and plural subjects require plural verbs. Plural Subject ■ If your sentence contains a plural subject or subjects connected by the word and, use a plural verb. ■ Examples: Reese and her friends are looking forward to fall break. (The incorrect version would contain is.) The writers were collaborating on a new song. ● (The incorrect version would contain was.) ● o Or/Nor If two singular verbs are connected by or/nor, use a singular verb. ■ Examples: • The writer or the singer is going to speak. . (The incorrect version would contain are.) Neither Derick nor Shawn is ready to present. ● (The incorrect version would contain are). o Singular Subject ■ Singular subjects like each, each one, either, neither, everyone, everybody, anybody, anyone, nobody, somebody, someone, and no one require a singular verb. ■ Examples: O O O Module 5: Reflective of the Times ■ ● Anybody who appreciates music will love poetry. . (The incorrect version would contain appreciate.) ● Each of these poems is meaningful. ● (The incorrect version would contain are.) Collective Nouns ■ Nouns that represent a group is actually singular and require singular verbs. Examples: . My family has a tradition of reading poetry at gatherings. ● (The incorrect version would contain have.) • The team is excited to compete in the poetry competition. (The incorrect version would contain are.) ● Certain -s Nouns ■ Nouns that appear plural, like dollars, mathematics, and news, require singular verbs. ■ Examples: • Mathematics is my least favorite subject. . (The incorrect version would contain are.) • The news was interesting tonight. ● (The incorrect version would contain were.) A Phrase Between ■ Some sentences will include a phrase in between the subject and the verb. Don't let this fool you. ■ Examples: . The girl with all the books knows more than anyone. . (The incorrect version would contain know.) One of the students is going to share the presentation. (The incorrect version would contain are.) ● Details of the assignment: o Complete the reading and activities in this lesson. O Check your understanding of important concepts. o Take the 05.05 Use It Wisely quiz. Module 5: Reflective of the Times 05.06: Poetic Parallels • Poetry's reach is evident in its ability to reflect moments in history across geography and time. Comparing how poets represent similar events or ideas despite the years or centuries that pass provides insight into human nature and our reactions to significant historical events. Now, you'll use your research to evaluate poetry for its effectiveness in conveying moments in time. • Making Poetic Parallels: O Poems have a way of chronicling (showcasing) history in ways that sound far different from textbooks or other works of non-fiction. The difference comes down to purpose and perspective. Poetry presents a unique connection to the subject matter: oftentimes, emotion and opinion play a large role in how a message is delivered to an audience. On the other hand, informational texts about the same topic present the facts without bias or opinion. o Writers convey their perspective on an issue or topic in two ways: explicitly (directly) or implicitly (indirectly). Your research will be useful in determining which type of information is directly stated or implied. This information should be supported by your secondary research sources. o Explicit Information ■ When an author explicitly communicates their feelings, tone, or perspective on a topic, they tell the reader directly. o Implicit Information When an author implicitly (indirectly) communicates their tone or perspective on a topic, they use figurative language or other techniques to imply how they feel. • Comparing Perspectives: O Now that you're confident in your ability to identify the types of details authors use to reflect their perspective on an issue, let's dive into examining poetic parallels between two poems and their respective research sources. Read each poem, remembering that they are primary sources recounting the actual experiences of the writer. Then, examine the secondary research sources that support each poem. A Poet's Perspective: O Both Paul Laurence Dunbar and Emily Dickinson wrote first-hand accounts of their experiences with social injustice. While their words were thirty years apart and addressed different historical contexts, the theme is similar: at times, we pretend to be what society wants us to be because it's easier than being ourselves. Module 5: Reflective of the Times o Helpful Hints ■ Who Said It Better? ■ Poetry is deeply personal and our reactions to it are typically based on our own subjective (biased) experiences. Now that you've been introduced to the effect historical context has on a poem, how does your personal interpretation change? Think about Dunbar's "We Wear the Mask" and Dickinson's "They shut me up in Prose-." Which poet was more effective in conveying their tone on the topic? Why? ■ There is no "right" answer to the question. The answer is based on evidence. When looking at the historical context and the poet's perspective, you base your evaluation on how the poet's portrayal of history through the use of figurative language and tone connects with the actual events. Next, you'll evaluate your own primary and secondary sources to determine how the poets conveyed historical context explicitly and implicitly. Details of the assignment: o Complete the reading and activities in this lesson. o Check your understanding of important concepts. O Review the 05.06 Poetic Parallels Assessment and Rubric and complete the assessment. o Submit your finalized work to 05.06 Poetic Parallels. O Here is an additional link to help with this assignment: https://bit.ly/506helpslides Other information I want to remember: