In class: vocabulary quiz
finishing up analysis of Dunbar's "We Wear the Mask"
Class discussion of Stephen Crane's "I Saw a Man Pursuing the Horizon" and Edwin Arlington Robinson's "Richard Cory"
richard corey lyricshttps://www.youtube.com/watch?v=BnJeMnzJOcw
Independent work. Analysis of W.E. B. Dubois "The Song of the Smoke"
This is due at the close of class on Wednesday.
Name__________________________________-
We will be writing an analysis of We Wear the Mask as a class.
You will complete Dubois independently
Realist Poetry of the late 19th
century
We
Wear the Mask
We wear the mask that grins and lies,
It hides our cheeks and shades our
eyes,—
This debt we pay to human guile;
With torn and bleeding hearts we
smile,
And mouth with myriad subtleties.
Why should the world be over-wise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but, O great Christ, our
cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile;
But let the world dream otherwise,
We wear the mask!
"I
saw a man pursuing the horizon"
I saw a man pursuing the horizon;
Round and round they sped.
I was disturbed at
this;
I accosted the man.
“It is futile,” I said,
“You can never —”
“You lie,” he
cried,
And ran on.
Richard
Cory
Whenever Richard Cory went down town,
We people on the pavement looked at
him:
He was a gentleman from sole to
crown,
Clean favored, and imperially slim.
And he was always quietly arrayed,
And he was always human when he
talked;
But still he fluttered pulses when he
said,
"Good-morning," and he
glittered when he walked.
And he was rich—yes, richer than a king—
And admirably schooled in every
grace:
In fine, we thought that he was
everything
To make us wish that we were in his
place.
So on we worked, and waited for the
light,
And went without the meat, and cursed
the bread;
And Richard Cory, one calm summer
night,
Went home and put a bullet through
his head.
The
Song of the Smoke
I am the Smoke King
I am black!
I am swinging in the sky,
I am wringing worlds awry;
I am the thought of the throbbing
mills,
I am the soul of the soul-toil kills,
Wraith of the ripple of trading
rills;
Up I’m curling from the sod,
I am whirling home to God;
I am the Smoke King
I am black.
I am the Smoke King,
I am black!
I am wreathing broken hearts,
I am sheathing love’s light darts;
Inspiration of iron
times
Wedding the toil of
toiling climes,
Shedding the blood
of bloodless crimes—
Lurid lowering ’mid the blue,
Torrid towering toward the true,
I am the Smoke
King,
I am black.
I am the Smoke
King,
I am black!
I am darkening with song,
I am hearkening to wrong!
I will be black as
blackness can—
The blacker the
mantle, the mightier the man!
For blackness was
ancient ere whiteness began.
I am daubing God in night,
I am swabbing Hell in white:
I am the Smoke King
I am black.
I am the Smoke King
I am black!
I am cursing ruddy morn,
I am hearsing hearts unborn:
Souls unto me are
as stars in a night,
I whiten my black
men—I blacken my white!
What’s the hue of a
hide to a man in his might?
Hail! great, gritty, grimy hands—
Sweet Christ, pity toiling lands!
I am the Smoke King
I am black.
______________________________________________________________________
Name_________________________________________
THE “TIPCASTT” METHOD OF POETRY ANALYSIS will integrate the
literal and figurative meanings conveyed by a poem into a coherent
understanding of the poem, highlighted by an understanding of the literary devices
that helped the poem’s purpose to be realized.
Use the rest of this worksheet to follow these steps for
your given poem, writing in the spaces provided.
STEP 1: TITLE. Write
the title and author of the poem: _______________________________________________by_________________________________
Then, predict what the poem will be about:
__________________________________________________________________________________________
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STEP 2: PARAPHRASE
Silently read the
poem. Then, with your partner, each of you read the poem aloud, following along
as the other reads. Finally, restate its literal meaning in your own words on
the following lines. Write at least one sentence for each stanza of the poem,
capturing all of its literal ideas: __________________________________________________________________________________________
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__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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STEP 3: CONNOTATION.
Reread the poem and state its point of view. (1st
person singular / plural, 3rd person limited, 3rd person
omniscient)
Then, reread the poem, looking for rhyming patterns. What is
the rhyme pattern, if any? A rhyme scheme is the pattern of rhymes at the end
of each line of a poem or song. It is usually referred to by using letters to
indicate which lines rhyme; lines designated with the same letter all rhyme
with each other. Example:
______________________________________________________________________
Next, look for especially significant or unusual words in
the poem. Why were they included? What meaning do they convey?
Word Line # Why included/Meaning
Word/ line #
|
Why included?
|
Meaning?
|
Step 4:
Look for examples of
poetic devices in the poem. Describe these devices. How do such devices aid the
poem in achieving its poetic effects?
Look for: simile(compares
two things using like or as), metaphor
(a connection between two unlike things); personification
(human characteristics to inanimate objects, animals, or ideas), hyperbole (outrageous exaggeration); litotes (ironical understatement in
which an affirmative is expressed by the negative of its contrary (e.g., you
won't be sorry, meaning you'll be glad ), synecdoche
(a part is made to represent the whole or vice versa, as in Cleveland won
by six runs (meaning “Cleveland's baseball team”); symbolism (word which has meaning in itself but is used to
represent something entirely different), alliteration
(repetition of the first consonant sounds), assonance (repetition of a vowel sound e.g., penitence, reticence
).- idiom (expression that has a
meaning that is only known to a particular group of people. For example: kick
the bucket; raining cats and dogs); onomatopoeia
(words that sound like their meaning, or mimic sounds); oxymoron (two seemingly contradictory elements, such as "wise
fool," "jumbo shrimp" or "icy hot."); imagery (detailed description which
incorporates the five senses -- sight, sound, smell, taste and touch)
Note these examples
below. 1.__________________________________________________________________________________________
2__________________________________________________________________________________________
3__________________________________________________________________________________________
4__________________________________________________________________________________________
5__________________________________________________________________________________________
6__________________________________________________________________________________________
7__________________________________________________________________________________________
8__________________________________________________________________________________________
STEP 5. SHIFT. Rarely does a poet
begin and end the poetic experience in the same place. Discovery of a poet’s
understanding of an experience is critical to the understanding of a poem.
Trace the feelings of the speaker from the beginning to the end, paying
particular attention to the conclusion. Look for the following to find shifts:
1. Key words (but, yet, however, although) 2. Punctuation (dashes, periods,
colons, ellipsis) 3. Stanza division 4. Changes in line or stanza length or
both.
Key words
|
Punctuation/ after?
|
Stanza division/ how?
|
Changes stanza / line length
|
Look over the above chart you created. Write two sentences
about why you think the poet made particular choices.
________________________________________________________________________________________________
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Step 6
Write the theme of the poem in a complete sentence.
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