![]() ![]() Go through the different kinds of metrical feet with your students. Emphasize that these names just describe the system of stressed syllables already inherent in English. ![]() Pull different kinds of metrical feet-anapest, dactyl, iamb, trochee, spondee-from the lyrics they give you (having a few songs in mind yourself may be helpful). Ask your students to recite the refrain of a popular song, or one that gets stuck in their heads easily. Use “La Belle Dame Sans Merci” to do a brief introduction to meter and prosody. What are the “fairy-tale” elements in the poem (words, themes, emotions) and how do they relate to other poems you have read? You might compare this poem’s content to “ Annabel Lee” by Edgar Allan Poe, or its structure to “ Ozymandias” by Percy Bysshe Shelley.ġ. “La Belle Dame Sans Merci” is a kind of fairy-tale gone awry. ![]() Go through the poem and figure out who is speaking, and when: what does each voice say, and not say? What is the effect of having multiple voices frame the poem? Who speaks and who doesn’t?Ĥ. There are a few voices talking in this poem. What do you notice about them? Why does Keats use so many? What effects do they create? What happens when you read the poem without them?ģ. Go through and circle all of the poem’s adjectives. What similarities do you detect between the Knight in “La Belle Dame Sans Merci” and Keats’s idea of a poet?Ģ. Keats wrote in a letter to his friend Richard Woodhouse, “A poet is the most unpoetical of anything in existence, because he has no Identity.” Keats thought poets should remove their egos from their poetry, to better allow for poetry to happen unfiltered by personality. ![]()
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