Name: Phuong Le



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I, Outline Analysis:

NAME: Phuong Le

 

POEM TITLE: Caged Bird



 

Introduction: What is the poem’s subject matter/theme/ idea the author is trying to explore.

Maya Angelou wants the readers to understand her own concept of freedom. The concept was about how freedom can be found anywhere no matter the situation and how freedom can be restricted in different situations.

 


Thesis: In (title), (author) talks about/ shows/reveals/explores the idea (theme) through effective use of (device 1), (device 2), and (device 3).

In Caged Bird, Maya Angelou explores the idea of how different situations affect our inner freedom through effective use of figure of speech, diction and playing on words.

 


  1. Body 1: POINT/Topic Sentence: (author) uses (device 1) to (effect= talk about how the device helps the author convey his message)

Maya Angelou uses figure of speech to help create the rhythm and to emphasis the meaning of the poem.

 


EVIDENCE/Support: For example, the author writes “quote” (in-text citation), to (interpretation)

1, For example, the author writes "...trill...still...hill" (line 9 - 10 - 11) to convey the feelings to the reader. (rhyme)

2, The author writes "and...and...and" (line 2 – 3 – 4, 14 - 15 - 16) to describe, repeating different actions of the free bird as well as the winter scene  (repetition)

3, The author writes "his" …(written apart) (line 3 - 7 - 11) (personification)

 


EXPLANATION/Analysis: Explanation and evaluation of its effect on the reader’s understanding/appreciation of the poem.

1, The mixture of rhyming words separated into three different lines is to give the reader a mixture of feelings and help them understand the meaning the author wants to give. The word "trill" help us to imagine and understanding the pain that the un-free bird has to suffer from. But the next line automatically changed to the feeling of incomplete as the bird sings of its desire - "still". "hill" - The bird was singing about freedom even though it's in a situation of being tortured and has to suffer from the pain. Even though the three words rhymes, but they give us such different feelings.

 

2, "and...and...and"- "And" is usually a word added to a phrase to help add certain meaning or objectives. But something Maya Angelou did fantastically is adding the different feelings to the phrase. Each "and" (in both stanzas) emphasis on the free bird’s doings or a different scene (describing the winter) but in the last line of the first stanza, the end lead to a sign of un-freedom. Later, you’ll see why.



 

3, The word "his" was a personification for both the un-free and free bird. The purpose was to help the reader enhanced the character as a human and helping the reader to understand that the situation is not only for birds but any being too.

 


    1. Body 2: POINT/Topic Sentence: (author) uses (device 2) to (effect= talk about how the device helps the author convey his message)

 Maya Angelou uses diction to help contributes the poem's meaning.

 


EVIDENCE/Support: For example, the author writes “quote” (in-text citation), to (interpretation)

 1, For example the author uses the words "dares... breeze" (lines 4, 13) to help contributes to the meaning of the poem. 

 


EXPLANATION/Analysis: Explanation and evaluation of its effect on the reader’s understanding/appreciation of the poem.

 1, In the first stanza, Maya Angelou describes the free bird through its actions. The fourth line says "and dares to claim the sky". The word "dares" give the audience a sense of how even though the bird is free but it is somewhat under un-freedom.

 

While the un-free bird finds the meaning behind true freedom, in the line 13, "The free bird thinks of another breeze" the word breeze helps the audience seeing how even though the bird is free, it can still be worrying about how the cold can take its freedom of flying away. This shows the limited freedom on the bird's mind. From these points we know that you can find freedom when you are not free, and when you have freedom, it can be restricted by you thinking of un-freedom.



 

 


    1. Body 3: POINT/Topic Sentence: (author) uses (device 3) to (effect= talk about how the device helps the author convey his message)

 Maya Angelou uses the device "playing on words" to emphasis on the imagery and meaning of the poem.

 


EVIDENCE/Support: For example, the author writes “quote” (in-text citation), to (interpretation)

 1, For example she used the phrases "bars of rage" and "grave of dreams" (line 6, 17).

 

 


EXPLANATION/Analysis: Explanation and evaluation of its effect on the reader’s understanding/appreciation of the poem.

 1, Maya Angelou plays on word as she writes "bars of rage" to help interpret that the "narrow cage" (line 5) with the "bars" that tears the bird's "long for still" (line 10) desire, is actually what cause his rage. Angelou wants to emphasis on the anger and rage that the bird has for the cage, which block him from finding freedom and desire.

 

Another great phrase that Maya Angelou play on words is "grave of dreams" which give us the feeling how freedom is being taken away from the bird. From what said here and up above, can you guess what the grave is?



 

Conclusion: Talk about the poem’s subject, what you have to say about it, and what the author has to say about it.

 

 Maya Angelou's main focus for the audience is on freedom. Here message is that you don't have to be free to find freedom, freedom can comes to you, and sometimes that freedom is missed when you're thinking of un-freedom. I as a reader really liked her poem, on how she uses amazing figure of speech like repetition, rhyming, personification and diction and playing on words to create such a contrasting and imaginative image of the two distinctively different birds but each related to each other somehow.



 

 

 



 

Restate thesis, talk about how effective the author was in conveying his message through the use literary devices.

 

 Maya Angelou used great diction, figure of speech, playing on words to convey her message of freedom.



 

 


II, Essay:

Cage Bird” is a poem that was written by Maya Angelou in 1983. She has written it for many reasons, who could have known what it is, but perhaps Maya Angelou wants the readers to understand her own concept of freedom. In Caged Bird, Maya Angelou explores the concept of how anyone can find their freedom no matter the situation they’re in and how freedom can be restricted in different situations, she clearly showed the message through effective use of figure of speech, diction and playing on words.


Maya Angelou uses figure of speech to help create the rhythm and to emphasis on the meaning of the poem. For example, the author writes "...trill...still...hill" (line 9 - 10 - 11) to convey the feelings to the reader. The mixture of rhyming words separated into three different lines is to give the reader a mixture of feelings and help them understand the meaning the author wants to give. The word "trill" helps us to imagine and understanding the pain that the un-free bird has to suffer from. But the next line automatically changed to the feeling of incomplete as the bird sings of its desire - "still". "Hill" - The bird was singing about freedom even though it's in a situation of being tortured and has to suffer from the pain. Even though the three words rhymes, but they give us such different feelings. Another example is when the author creates a repetition "and...and...and" (line 2 – 3 – 4, 14 - 15 - 16) to describe and give different actions of the free bird as well as the winter scene. "And...and...and"- "And" is usually a word added to a phrase to help add certain meaning or objectives. But something Maya Angelou did fantastically is adding the different feelings to the phrase. Each "and" emphasizes on the free bird’s doings or a different scene (describing the winter) but in the last line of the first stanza, the end lead to a sign of un-freedom. Later, you’ll see why. The author also used the word “his” (line 3 – 7 – 11) to help the reader enhanced the character as a human and helping the reader to understand that the situation is not only for birds but any being too.
Maya Angelou also uses diction – the choice of words - to help contributes to the poem's meaning. For example the author uses the words "dares... breeze" (lines 4, 13) to emphasis on the un-freedom that the free bird has. In the first stanza, Maya Angelou describes the free bird through its actions. The fourth line says "and dares to claim the sky". The word "dares" give the audience a sense of how even though the bird is free but it is somewhat under un-freedom. Another example is in line 13, "The free bird thinks of another breeze", the word breeze helps the audience seeing how even though the bird is free, it can still be worrying about how the cold can take its freedom of flying away. This shows the limited freedom on the bird's mind. From these points we know that you can find freedom when you’re under rage and anger, and when you have freedom, it can be restricted by you thinking of un-freedom.
“Playing on words” is an irony way of saying that authors often writes in an irony style, with meaning behind the words. Maya Angelou did a great job using this feature, which was to emphasis on the imagery and meaning of the poem. For example she used the phrases "bars of rage" and "grave of dreams" (line 6, 17). Angelou plays on word as she writes "bars of rage" to help interpret that the "narrow cage" (line 5) with the "bars" that tear the bird's "long for still" (line 10) desire, is actually what cause his rage. Angelou wants to emphasis on the anger and rage that the bird has for the cage, which blocks him from finding freedom and desire.
Maya Angelou's main focus for the audience is on freedom. Her message is that you don't have to be free to find freedom, freedom can come to you, and sometimes that freedom is missed when you're thinking of un-freedom.  Maya Angelou used great diction, figure of speech, playing on words to convey her message of freedom and to create such a contrasting and imaginative image of the two distinctively different birds but each related to each other somehow.

 

III, Rubric:




MYP LANGUAGE A RUBRIC

Criterion A: Content (receptive and productive)

How well can the student:

understand and analyse language, content, structure, meaning and significance of both familiar and previously unseen oral, written and visual texts? compare and contrast works, and connect themes across and within genres? analyse the effects of the author’s choices on an audience? express an informed and independent response to literary and non-literary texts? compose pieces that apply appropriate literary and/or non-literary features to serve the context and intention? apply language A terminology in context?

Criterion B: Organization

How well can the student:

create work that employs organizational structures and language-specific conventions throughout a variety of text types?

organize ideas and arguments in a sustained, coherent and logical manner? employ appropriate critical apparatus?

Criterion C: Style and language mechanics

How well can the student:

use appropriate and varied register, vocabulary and idiom? use correct grammar and syntax? use appropriate and varied sentence structure? use correct spelling/writing? use language to narrate, describe, analyse, explain, argue, persuade, inform, entertain and express feelings? use language accurately?

9-10

The student demonstrates a perceptive understanding of the text, topic and the author’s choices, consistently using illustrative detail, development and support.

In creative work, pieces reflect a lot of imagination and sensitivity; the student employs literary and/or non-literary features effectively that serve the context and intention.

The student shows a sophisticated command of relevant terminology, and uses it appropriately.


9-10

The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention.

The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner.

The student integrates critical apparatus correctly and effectively.


9-10

The student employs a wide and effective range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; very infrequent errors do not hinder communication.

The student demonstrates mastery of a register and style that serve the context and intention.

Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication. In oral/presentation work there is a high level of competence in oratory technique.


7-8

The student demonstrates a good understanding of the text, topic and the author’s choices, using substantial detail, development and support.

In creative work, pieces reflect imagination and sensitivity; the student employs literary and/or non-literary features that serve the context and intention.

Relevant terminology is used accurately and appropriately.


7-8

The student consistently employs organizational structures and language- specific conventions that serve the context and intention.

The work is usually well-organized, clear and coherent and the ideas being expressed build on each other.

The student employs critical apparatus correctly.


7-8

The student employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; occasional errors rarely hinder communication.

The student consistently uses a register and style that serve the context and intention.

Punctuation and spelling/writing are accurate; occasional errors rarely hinder communication. In oral/presentation work there is a good level of competence in oratory technique.


5-6

The student demonstrates a sufficient understanding of the text and topic, and an awareness of the author’s choices, using adequate detail, development and support.

In creative work, pieces reflect some imagination and sensitivity; the student generally employs literary and/or non-literary features that serve the context and intention.

Terminology is usually accurate and appropriate.


5-6

The student usually employs organizational structures and language- specific conventions that serve the context and intention.

The work is generally organized, clear and coherent. The student generally employs critical apparatus correctly.



5-6

The student generally employs a range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are generally accurate; occasional errors sometimes hinder communication.

The student often uses a register and style that serve the context and intention.

Punctuation and spelling/writing are generally accurate; occasional errors sometimes hinder communication. In oral/presentation work there is adequate competence in oratory technique.


3-4

The student demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient.

In creative work, pieces show limited imagination or sensitivity; the student attempts to employ literary and/or non-literary features; these sometimes serve the context and intention.

The use of terminology is sometimes accurate and appropriate.


3-4

The student sometimes employs organizational structures and/or language-specific conventions that serve the context and intention.

The work shows the beginnings of organization but lacks coherence. The student employs critical apparatus with limited success.



3-4

The student employs a limited range of appropriate vocabulary, idiom and sentence structure. There are frequent errors in grammar and syntax, which hinder communication.

There is some evidence of a register and style that serve the context and intention.

There are frequent errors in punctuation and spelling/writing, which hinder communication. In oral/presentation work there is some competence in oratory technique.


1-2

The student demonstrates very limited understanding of the text and topic, and little or no awareness of the author’s choices. There is little or no detail, development or support.

In creative work, pieces show very limited imagination or sensitivity; the student rarely employs literary features, or employs literary and/or non- literary features that do not serve the context or intention.

The use of terminology is missing, inconsistent and/or incorrect.


1-2

The student rarely employs organizational structures and/or language- specific conventions, or uses those that do not serve the context and intention.

The work is generally disorganized, unclear and/or incoherent. The student employs critical apparatus inappropriately or not at all.



1-2

The student employs a very limited range of appropriate vocabulary, idiom and sentence structure. There are very frequent errors in grammar and syntax, which persistently hinder communication.

There is little or no evidence of a register and style that serve the context and intention.



There are very frequent errors in punctuation and spelling/writing, which persistently hinder communication. In oral/presentation work there is little or no competence in oratory technique.

0

The student does not reach a standard described by any of the descriptors below.

0

The student does not reach a standard described by any of the descriptors below.

0

The student does not reach a standard described by any of the descriptors below.


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