“I write poems for myself and strangers,” she said.
Such is the plight of the author.
She cannot know what the reader’s thoughts and dreams are.
She cannot know if the reader seeks guidance, comfort, support
or brain candy.
She cannot know if the reader shares her background.
She cannot know if the reader will remember her lines or her name.
The author can only know her own emotions while writing.
She can only imagine she is reaching the reader in the way she intends.
But that is the beauty of imagination.
It can create joyous endings or sheer terror.
It is not unlike writing itself.
It may be soothing to write
but terrifying to write for strangers.
Such is the plight of the author.
Do not bother, my brother.
The answer is likely more perplexing than the question.
What is our destiny will be clear in hindsight. The worst that can happen to us is life and it is better to make that journey by instinct than by itinerary.
We may die tomorrow, or live to 103.
Leave troubles behind and do not fret of destiny.
Drink freely of the wine – of the moment.
Destiny will arrive when she is ready.
This
has been generally regarded as a bad idea
Not
unlike the purple potato
The
verse I am to assemble
Let
it never leave Allen County’s confines
Music
makes the people come together
Like
the Post Office, in any kind of weather
Camels!
Camels stole my pants I say
My
mother fixed my jacket zipper a week and a day – ago
Her
heart will flutter with joy
When
the poem wins a prize for her son
While
the average Joe will agree
Sharing
this poem was not a good idée - a
Poetry Overview
Poetry Legend History
1. SWBT analyze poems about American History for structure, content and accuracy in class discussion.
2. SWBT evaluate the role of poetry in creating legends in history.
3. SWBT analyze historical accounts for bias & it influence on “facts.”
1. Classroom discussion of poems assigned for reading (“Paul Revere’s Ride,” “Concord Hymn,” “Old Ironsides,” and “O Captain! My Captain!”) regarding topics, symbolism and structure. 10-15 minutes
2. Debate regarding historical accuracy of poems 10-15 minutes
3. Guided Reading on events surrounding Paul Revere’s ride 5-10 minutes
4. Discuss reasons Revere is famous but other riders (Dawes, Prescott) are not Remaining minutes
· Poems
· History Textbooks
· Read assigned poems
Poetry Writing
Historic bias Legend Poetry
4. SWBT write poems about events in American History.
5. SWBT explain why they chose to write about certain events & identify that preference as an historical bias.
5. Students are to write two poems about events from US History. Only one may be adapted from one of the poems read & discussed the day before. The other must be original. 30 minutes
6. Share poems through oral reading & explain why the topic was selected. Discuss the message this sends to readers (this event is more important than another, this person is a hero or villain, etc.) Remaining minutes
· Copies of poems
· Revise poems for turning in the next day.