Mr. Thiesmeyer’s
English III – American Literature
Home
Syllabus
Literary Terms
Readings &
Assignments Notes
Contact
Poetry Project
Poetry
Analysis Project
American Romanticism/Gothicism
In this project, you are
to do several things:
1.
Provide a rhyme scheme
for the poem your group has selected
2.
Create a scansion of the
poem
3.
Write an explication of
the poem
4.
Create a vocabulary list
for the class
5.
Create a worksheet (set
of study questions) for the class (include key)
6.
Present the poem to the
class, illustrating your findings
v Extra Credit – Create a graphic conveying the main theme or
iconic imagery of the poem
1. Rhyme scheme: A rhyme scheme
applies to the end rhyme (or lack of) in each line. Use letters to mark each
unique end sound per line. You can use
the same letter as many times as you need to, so long as it is always for the
same end sound. If you use up all
letters in the alphabet, you can double up on letters (i.e. AA,BB,CC etc.)
Gather ye rosebuds while ye may, A
Old Time is still a-flying; B
And this same flower that smiles
today A
Tomorrow will be dying. B
Or
Once
upon a midnight dreary, while I pondered weak and weary, A
Over many a quaint and curious volume of forgotten lore, B
While I nodded, nearly napping, suddenly there came a tapping, C
As of some one gently rapping, rapping at my chamber
door. B
`'Tis some visitor,' I muttered, `tapping at my
chamber door - B
Only this, and nothing more.' B
2. Scansion: The scansion shows
the stressed and unstressed syllables in each line to mark the pattern of the
way the poem is supposed to be read. Stressed syllables are marked with a ( / ) and unstressed syllables with
a ( ˇ
). Read the poem aloud and listen for
the rhythm of the words.
v Bonus – Try to identify the overall type of metric feet used
(see poetic terminology).
/ ˇ ˇ
/ ˇ / ˇ
ˇ /
Rock a bye baby, on the treetop,
/ ˇ ˇ / ˇ
/ ˇ ˇ /
When the wind blows, the cradle will rock;
/ ˇ ˇ / ˇ / ˇ
ˇ /
When the bough breaks, the cradle will fall,
ˇ / ˇ ˇ
/ ˇ / ˇ ˇ /
And down will come
baby, cradle and all.
v Every
syllable must be accounted for
* Most lines consist of a dactyl, followed
by two troches, and ends with an iamb.
The fourth line begins with an extra unstressed syllable.
3. Explication: Go through the poem, line by line, word by word, and figure
out exactly what this poem is trying to convey.
Type or write an explanation of what each stanza is saying, in your own
words. Include all important details.
4. Vocabulary
List: Type or write a list of all difficult vocabulary in the poem and
provide the contextual definition (as it applies the context of the poem).
5. Worksheet: Type
out or write a list of study questions based on your poem. This should consist of a combination of
multiple choice/matching and short answer/open-ended questions. Your questions should pertain more to the
theme and important details of the poem rather than superficialities. You will also need to provide a worksheet
with the answers included (key) as well as a point breakdown. Your group will also be responsible for
grading the worksheets.
6. Presentation: Present
your poem to the class. Provide the
class with your vocabulary list and study questions. Read your poem aloud and explain its
meaning. While poem is being read,
project an image of the poem with its scansion and rhyme scheme via the
projector and document camera.
v Extra Credit – Graphic:
Create a visual representation of the underlying theme of the poem or a scene
of significant imagery. This can be done
in any media; however, you cannot simply print or copy an image from the
internet.
Grading Rubric
Rhyme
Scheme 20
Points
Scansion 30 Points
Explication 50 Points
Vocabulary
List 20
Points
Worksheet 30 Points
Presentation 50 Points
Bonus Up to +20 Points
Total Up to 220 Points ÷
2 for two test grades
v You
will also receive a daily grade for your participation in the project.
Copyright thiesmeyer.net 2014