Objectives
In the words of Billy Collins in his poem "Introduction to Poetry," I don't want the students to feel as if we are, "beating it with a hose/ to find out what it really means." The sound of poetry should be a pleasurable experience. The sound is the first aspect of poetry that we absorb. Even if we read the poem to ourselves, it is the sound we hear internally that is part of the allure and first step toward understanding. I want students to walk away from the course with the ability to hear the elements of poetry and hear beyond the surface. Even if it seems as if we are beating the poetry to find meaning at times, I want students to leave the course with an appreciation for poetry. I hope it is an eye-opening experience rather than an arduous one. That said, I continue with the dry objectives that might lead some to believe we attempt to "torture a confession out of it (the poetry)." The second most important thing I want students to accomplish is writing an interpretation/analysis of a poem. This essay must evaluate structure, style and themes. We delve into prosodic analysis. It is necessary for students to use detailed support from the texts when writing an interpretation or analysis. Students make judgments about a work's artistry and quality as well as its social and cultural values. I want them to utilize their own voices and explore tone and voice in their own writing as well as identify it in the writing of others. We develop student vocabulary throughout the year. Students must utilize a strong vocabulary on the essay portion of the AP exam as well as understand the multiple choice questions.
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