Lessons 1-4 - Poetry

APRIL LESSONS (1-4)
"THE GUTS OF A POEM":
No complicated forms required.

Before you start writing the first lesson, you might want to cut and paste
this on a separate word document so you can easily duplicate it for parts
B and C of each lesson. 


You may find an example of what an entry could look right here:

Example for Lessons 1-4  (E) An example or sample of lessons 1-4. Sentences plus same poem four different ways. #1407730 by SWPoet

This is the same poem listed under Lesson 2.  However, it shows an
example of a completed assignment, not just the poem (as is the link
under Lesson 2).

LESSON  1:  IRONY

Irony : According to Webster's, Irony is the use of
words to express the opposite of what one really means OR the
incongruity between the actual result of a sequence of events and
the expected result.

A good example is the song by Alanis Morrissette "Isn't It Ironic"
where she sings Its like rain on your wedding day, free advice
when you've already paid...   

Example: 

Irony of Gardens  (E) What happens when we marry a dandelion and expect them to turn into a rose. #1367164 by SWPoet

A. Think of something you feel deeply about that seems ironic to you. 
Write 2-3 sentences that go together and make a point that is ironic.
Think of each sentence as a stanza. 

B. Next, play with the placement or phrasing of the
words on each line and break it up into maybe two or three stanzas
or one solid poem if short. 


C.Use the same words but show two or three different
ways to show the same poem and see what flows the best for you. 

Write "Version 1, 2, 3 or 4 (etc) to note the different forms so others
can easily say which they liked.  You can also put an asterisk by the
one you like the best.

Most of all, have alot of fun.  This isn't high school English.  This is like
sitting on the deck of a ship with the warm sun on your face, a note pad
and pen in hand and no need to go anywhere.  Just you and your thoughts. 
Happy Trails.

If you just can't think of something to write, take a short poem you have
already written that might deal with something ironic or showing that
something isn't really as it seems, and rework it several different ways.





LESSON 2    SIMILE/METAPHOR

Simile and Metaphor: Webster's definition:  A Simile is a
figure of speech in which two dissimilar things are compared by the use
of "like" or "as". 

A Metaphor is a figure of speech in which a word denoting one subject or
idea is used in place of another to suggest a likeness between them.
Webster's example for a metaphor is "the ship plows the sea". 
(plow is a farming/gardening term, not a ship term but the likeness is
there without using "like" or "as".  It just is. 

In the words of Forrest Gump, "Life is like a box of chocolates, you
never know what your gonna git." That thar is a Simile, me mateys. 
In the words of my college English professor (who saved me from
Chemistry II-Thank you Dr. Archer!), in her Freshman Composition
class, "Love Is War" and "War is Love".  That, my friends, is a
Metaphor.  Only this was a writing class so we had to write pages
of this, not a short poem. 

Feel free to be obsurd about this.  For a real challenge, compare
some deep philosphical concept to a food, yes a food.  Think about
it, onions have layers and make us cry.  Try sushi, homemade
cookies, warm soup on a cold day, etc.  Be silly.  Have some fun. 

Example:

Sushi  (E) How we hide our raw selves....or not. #1405655 by SWPoet

A. Same assignment as Day 1, write a few different sentences
for simile and metaphor then pick one and elaborate a little.  It can
even be as little as 5-6 lines. 
B. Next, experiment with the placement or phrasing of the
words on each line and break it up into maybe two or three stanzas
or one solid poem if short.  Have fun with this.   

C.Use the same words and phrasing but show two or three
different ways to show the same poem and see what flows the best
for you.  Some ideas: Center the poem, put it left align, divide it into
equal portions or put it all together.  Divide the lines in different ways
to emphasize certain words.  You can even use spacing to make the
poem look different or make it all lower case like e.e.cummings.

If you just can't think of something to write, take a short poem you
have already written that might include a simile or metaphor then try
"b" and "c" on that poem.

When you are finished:

Put a, b, c or 1, 2, 3 to note the different forms so others can easily
say which they liked the best.  You can also put an asterisk by the
one you like the best.






LESSON 3      COMPARE/CONTRAST

Compare/Contrast: This is what happens when Irony and
Simile have a kid.  Think Similarities and Opposites.  Contrast
concepts that look the same on the surface but are really different
and/or Compare concepts that seem totally different and show
how they are alike. 

This is a good place to bring out human nature-we make judgements
on people based on their race, religion, football team, color of hair
and then learn we really are alot like them deep down.  We also pick
dates based on their surface characteristics, assuming that someone
rich is also trustworthy (just because they have money) or someone
with kids is judged by a childless woman when she had no idea that
person had to adopt b/c she couldn't have kids.  We really don't
KNOW about others unless we get to know them. 

This one might also be a good one to delve into our inner child or
psyche and pull out something you could actually be proud of
posting outside the "contest only" category. 

Distraction  (E) Creativity begging for your attention while working a 9-5. Which is the real distraction? #1401077 by SWPoet

This is an example of my struggle to decide whether my writing
urges were a distraction to my job or was my job a distraction to
my writing "career"; sort of a compare/contrast between career
and passion.  Also, this an example of how that little passionate
beastie is gonna get out, whether you like it or not.


A.Write a sentence describing what you are comparing or
contrasting. Write a few more about how they compare
or contrast.  Write a final one showing the "twist":  How
the similar is really different or the opposites were really
more alike.

B. Next, turn the sentences into stanzas, experimenting
with the placement or phrasing of the words on each line or the
amount of lines per stanza.  This one may be longer due to the
more indepth subject matter.  Let your 3-5 sentences get you
started but then go further, wherever it wants to take you.  Don't
stifle the little beast, let him out to play.

C.Use the same words but show two different ways to
show the same poem and see what flows the best for you.  You
should already have a preferrence of centering or left aligning. 
However, do try to divide the lines in different ways to emphasize
certain words or phrasing.  You may find it actually alters the
meaning of the poem if you adjust the phrasing. 

One technique is to finish the sentence or stanza by putting
the last word or two at the beginning of the next stanza.

If you like two very different versions, you can show 2-3 examples. 
Otherwise, use your own eye and judgement to pick the one you
like the best.   


When you are finished (if you did more than one example):

Put a, b, c or 1, 2, 3 to note the different forms so others can
easily say which they liked the best.  You can also put an
asterisk by the one you like the best.







LESSON  4    QUESTIONING THE UNIVERSE

Asking Questions:   This is what you get when
you have a kid, lol.  "Why is the sky blue?" or "Where did
my memory go?"  No really, poetry is a way to figure out
what you think about something. 


A. Think of some baffling questions and then try to answer
if it is one thing or if it is the other.  Remember, there are
more ways to ask questions than starting with the words
(who, what, where, why, how).  You can vary your phrases
by saying, "Ever wonder why .....? or If .... is ......, then
why isn't .....".

B. Next, experiment with phrasing or placement
of the words on each line and break it up into maybe two
or three stanzas or one solid poem if short.  Feel free to
be a six year old again.  Ask away!

C.Use the same words but show two or three
different ways to show the same poem and see what
flows the best for you using some of the ideas written
above.

THE END 

See top of page for examples.  The sample poem is for
Lesson 2 (using the poem listed in lesson 2 but use the
top link for the sample assigment - the link within lesson 2
is the poem in my port as it is. 








SNEAK PEEK AT NEXT SET OF LESSONS: (Currently under
construction)  These will be posted on a separate item #. 
Just giving you food for thought.  These should be ready
sometime in April to be used for the May list of lessons.

THE MAIN DIFFERENCE BETWEEN THE FIRST 4 LESSONS
AND THE NEXT 4: 

DO...CONTINUE TO WRITE A FEW SENTENCES TO GET THE POINT OF WHAT YOU WANT TO WRITE.

DON'T ...WORRY ABOUT WRITING IT THREE TIMES IN DIFFERENT FORMS-JUST USE THE FORM YOU LIKE THAT WORKS FOR YOU.  YOU MAY WANT TO LOOK OVER YOUR FIRST FOUR TO SEE WHAT PLEASES YOUR EYE.

NOW FOR THE PEEK AT MAY'S ITINERARY:

LESSON 5      LESSONS LEARNED, WISDOM IMPARTED

LESSON 6      STORYTELLING IN POETRY.
                 
LESSON 7      DEEP THOUGHTS.                       

LESSON 8      PUTTING IT ALL TOGETHER.  WRITNG ONE
TERRIFIC POEM USING YOUR FAVORITE LESSON(S)
FROM 1-7 ABOVE.  THERE JUST MIGHT BE A PRIZE OR WE
MAY GET A POLL OUT THERE TO VOTE ON YOUR FAVORITE
ONE. 
                     
More detail of 5-8 already out in my port.  It is labeled Lessons 5-8. 
It is still in progress but you can peek if you wish.

SWPoet