Poetry Terms
Poetry- a type of literature that uses very concise (very brief; using few words), musical, and emotionally charged words.
Poetic Language:
- Figurative Language-not the literal meaning; interpreted imaginatively
- Simile-comparison between two unlike things using like or as
It rained like cats and dogs.
- Metaphor- comparison between two things without using like or as; one thing is spoken of as being another
Death is a long sleep
- Personification- giving objects human qualities or characteristics
The moon sighed; The trees danced
- Hyperbole- Extreme exaggeration
A nose the size of a house
- Imagery- use of vivid language to create word pictures for the reader. Uses sensory language appealing to smell, taste, feel, sound, sight.
- Symbol- something that has a meaning and also represents or stands for something else.
- Devices-
- Alliteration- repetition of the first sound of several words. Example: “start their silent swinging”
- Onomatopoeia-use of words to imitate actual sounds. Example: “bang, tap, swish”
- Assonance-repetition of similar vowel sounds. Example: “deep, beneath, dreamless”; At, Ask
- Consonance- repetition of similar consonant sounds at end of accented syllables. Example: “spurt of a lighted match”; Will-Wall
- Repetition – repeating a word
- Rhyme – repetition of sounds at the end of words
i. End rhyme- rhyming words at ends of lines
ii. Internal rhyme- rhyming words are within the line
Rhyme:
A. Rhyme Scheme- A regular rhyming pattern of words in a poem (Usually found at the end of the lines)
Mary had a little lamb A
Its fleece was white as snow B
Everywhere that Mary went, C
The lamb was sure to go B
B. Rhyme Scheme of a Shakespearean Sonnet:
A,B,A,B C,D,C,D= the first 8 lines (an OCTET)
E,F,E,F = The last 6 lines are a SESTET
G,G= RHYMING COUPLET
C. Couplet- A pair of consecutive rhyming lines
Rhythm:
- Rhythm- the pattern of stressed and unstressed syllables or beats in the lines
- Meter- the rhythmical pattern of a poem. This pattern is determined by the number and types of stresses, or beats, in each line.
- Foot- each group of stressed and unstressed syllables in a line.
- Lines are described in terms of the number of feet that occur in them
- Monometer-1 foot
- Dimeter-2 feet
- Trimeter-3 feet
- Pentameter- 5 feet
Poetic Structures:
1. Refrain- phrase or word that his repeated regularly in a poem
2. Stanza- groups of lines that form units in a poem (like a paragraph)
- Blank verse- poetry written in unrhymed iambic pentameter.
When I / see birch/ es bend/ to left/ and right
Across/ the lines/ of straight/ er dark/ er trees
Iambic pentameter- Lines of poetry with 5 Iambic feet; each with one unstressed followed by one stressed syllable (see example above)
- Free verse-verse not written in formal rhythmical pattern
Types of Poetry:
- Ballad- a poem intended to be sung; tells a story
- Haiku- three line verse form; (Japanese Poem)
first line has five syllables,
second line has seven syllables
Third line has five syllables.
A haiku tries to convey a single vivid emotion with images from nature.
- Lyric poetry- poetry expressing the observations and feelings of a single speaker. Never tells full story; zeroes in on an experience or creates and explores a single effect.
(Lyrics- Also words of a song)
- Narrative- type of poem that tells a story.
- Sonnet- fourteen-line lyric poem, usually written in rhymed iambic pentameter.
(Most common: Shakespearean sonnet; Elizabethan sonnet)
- Concrete Poetry- A poem with a shape that suggest it’s subject
3. Students should review Poetry Terms,
4. Students should complete all Study Island Keystone Practice exercises 8-12 by TBD_________________
5. There will be a poetry terms test on Wednesday, 2/5
6. Work on the bonus assignments
4 Poetry Units
NOTE:
Final Poetry Test:
1. You will analyze a poem
2. Poetry Terms
_________________________________________________________________________________
1. You will analyze a poem
2. Poetry Terms
_________________________________________________________________________________
Part 1
"Metaphor" and "The Wind Tapped"
Goal: Students will analyze poetry
Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
Terms: Figurative language, simile, metaphor, personification
Students will read two poems that contain imagery, metaphoric comparisons,
I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.
II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."
III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)
1. Students will discuss imagery, personification and the overall metaphor discussed in the poem
IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable, However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.
1. Discuss the following scene: Imagine being home alone at night and it is very windy. What do you hear? What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similies used in the poem
V. Compare and contrast the attitudes of the two authors
__________________________________________________________________________
Part 2
II. Goal: Students will analyze poetryI. Brief intro to the author's of both poems
Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"
Questions:
1. What event is being described in the first line of "OPR"?
2. What would the speaker prefer to one perfect rose?
3. What attitude does the speaker have toward the perfect rose in the first two stanzas?
4. What is the irony of the poem?
5.What is the rhyme scheme of the first stanza?
6. What sarcastic message is the author sending?
Samuel Allen
(1917- present)
-Born in Columbus, Ohio
-Law degree from Harvard University
-Eventually concentrated in writing and became a college professor of African Literature
-His poem, "To Satch" is about Satchell Paige, Legendary black baseball pitcher -1948
-He had one of the longest professional baseball careers in history.
-
Leroy Robert "Satchel" Paige (July 7, 1906 – June 8, 1982) was an American Major League Baseball (MLB) pitcher who became a legend in his own lifetime by being known as perhaps the best pitcher in baseball history, by his longevity in the game, and by attracting record crowds wherever he pitched.
Paige was a right-handed pitcher, and at age 42 in 1948, he was the oldest major league rookie while playing for the Cleveland Indians.
-Played in the Major Leagues until 1966. He played in the World Series in 1948
Questions:
1. How does the speaker say he feels?
2. What does the speaker say he will do?
3. The poem presents a picture in words to help convey tone. What are the three sections in the poem that contain verbal imagery?
4. What is the speaker's tone?
5. Write out the line of one hyperbole
6. Write out a line that contains alliteration
7. Satchel Paige once said, "How old would you be if you didn't know how old you are?" How does this quote relate to the poem? Explain the quote
_______________________________________________________________
Part 3
11.A.2.4.1 Identify main ideas and supporting details from the text
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
Students will interpret and make conclusions about the meanings and structure of the poems
Students will be introduced to different structures/ formats of poetry: sonnet, haiku
Terms: Figurative language, simile, metaphor, personification
Students will read two poems that contain imagery, metaphoric comparisons,
I. Bell Ringer; 1. Students will take a blank sheet of paper.
2. Since it is a new year,, students will indicate an aspect of their life that they would like to change or start over with the new year.
3. They will have 5 minutes to write, draw and declare on their blank sheet of paper.
4. As a class, we will discuss their outlooks for the new year.
II. Students will be introduced to Eve Merriam
-1916-1992 from NYC
-She was a poet, biographer, radio writer, fashion-magazine editor and teacher
- She said, "Poetry is the most immediate and richest form of communication."
III. Students will read the poem "Metaphor" by Eve Merriam
(Pg 668 in their text; page 5 in the packet)
1. Students will discuss imagery, personification and the overall metaphor discussed in the poem
IV. Students will read a selection by another author who is famous for her use of imagery: Emily Dickinson
Emily Dickinson
-Regarded as one of America's greatest poets
(1830- 1886) Amherst, Massachusetts
-As a young girl she was sociable, However, as she got older she became withdrawn and avoided all contact with strangers
-Recluse - lived with her family, rarely left her home, never married
-wrote 1,775 poems - only 7 were published during her lifetime.
1. Discuss the following scene: Imagine being home alone at night and it is very windy. What do you hear? What do you imagine?
- Students will read the poem (Pg 669 in text and pg 8 in the packet)
-Students will discuss imagery, personification and similies used in the poem
V. Compare and contrast the attitudes of the two authors
__________________________________________________________________________
Part 2
II. Goal: Students will analyze poetryI. Brief intro to the author's of both poems
Dorothy Parker
(1893-1967)
-Grew up in NYC
-Fashion writer, drama critic and author.
-Published volumes of short stories and poems
-Sarcastic attitude For example, when she was told that President Calvin Coolidge, known for his poker face and rigid manner, had died, she replied, "How can they tell?"
Questions:
1. What event is being described in the first line of "OPR"?
2. What would the speaker prefer to one perfect rose?
3. What attitude does the speaker have toward the perfect rose in the first two stanzas?
4. What is the irony of the poem?
5.What is the rhyme scheme of the first stanza?
6. What sarcastic message is the author sending?
Samuel Allen
(1917- present)
-Born in Columbus, Ohio
-Law degree from Harvard University
-Eventually concentrated in writing and became a college professor of African Literature
-His poem, "To Satch" is about Satchell Paige, Legendary black baseball pitcher -1948
-He had one of the longest professional baseball careers in history.
-
Leroy Robert "Satchel" Paige (July 7, 1906 – June 8, 1982) was an American Major League Baseball (MLB) pitcher who became a legend in his own lifetime by being known as perhaps the best pitcher in baseball history, by his longevity in the game, and by attracting record crowds wherever he pitched.
Paige was a right-handed pitcher, and at age 42 in 1948, he was the oldest major league rookie while playing for the Cleveland Indians.
-Played in the Major Leagues until 1966. He played in the World Series in 1948
Questions:
1. How does the speaker say he feels?
2. What does the speaker say he will do?
3. The poem presents a picture in words to help convey tone. What are the three sections in the poem that contain verbal imagery?
4. What is the speaker's tone?
5. Write out the line of one hyperbole
6. Write out a line that contains alliteration
7. Satchel Paige once said, "How old would you be if you didn't know how old you are?" How does this quote relate to the poem? Explain the quote
_______________________________________________________________
Part 3
Narrative Poetry
Goal: Students will read, comprehend, and interpret poetry
Students will relate poems to personal connections
Students will identify the speaker in the poem
Students will recognize elements of narrative poetry
Bell Ringer: Explain the following statement: One's immediate actions may result in immediate consequences.
Introduction to Rudyard Kipling:
Rudyard Kipling - 1865-1936
Most famous work: The Jungle Book
Born in India to English Parents.
Spoke Hindustani and English as a child
Went to England for formal education
At the age of 18, he returned to India as a journalist
Many of his first poems appeared in newspapers
In 1907, he became the first English author to win the Nobel Prize for Literature
1. Students will read the poem pg 851 in the packet
2. Students will discuss How the passage has narrative and dramatic elements of poetry
Terms:
Narrative poem- Tells a story and is usually longer than other types of poems.
-Like a story, a narrrative poem has one or more charaters, a setting, a conflict and a series of events that come to a conclusion
-Most narrative poems are divided into stanzas --- groups of lines that have the same pattern, rhythm and rhyme
Dramatic Poetry-
Poetry where one or more characters speak
Uses the words of one or more characters to directly convey what is happening
- Dramatic poetry creates the illusion that the reader is actually witnessing a dramatic event
Questions:
A. How would you feel if you were in the regiment about to watch the hanging of a friend?
B. What might lead someone like Danny Deever to make a choice that he must have known would result in execution?
C. Describe the setting in Danny Deever
D. Of the two speakers, which has prior experience with military executions?
E. Why is Danny being executed?
F. What does Files-on-Parade mean when he says "I've drunk 'is beer a score o' times?"
G. Compare and contrast the two speakers
H. "Bitter cold" - CS excuse for the soldiers hard breathing
""A touch o' sun" - CS excuse for a fainting in the ranks
Are these excuses believable? What really accounts for the physical problems of the men?
Students will relate poems to personal connections
Students will identify the speaker in the poem
Students will recognize elements of narrative poetry
Bell Ringer: Explain the following statement: One's immediate actions may result in immediate consequences.
Introduction to Rudyard Kipling:
Rudyard Kipling - 1865-1936
Most famous work: The Jungle Book
Born in India to English Parents.
Spoke Hindustani and English as a child
Went to England for formal education
At the age of 18, he returned to India as a journalist
Many of his first poems appeared in newspapers
In 1907, he became the first English author to win the Nobel Prize for Literature
1. Students will read the poem pg 851 in the packet
2. Students will discuss How the passage has narrative and dramatic elements of poetry
Terms:
Narrative poem- Tells a story and is usually longer than other types of poems.
-Like a story, a narrrative poem has one or more charaters, a setting, a conflict and a series of events that come to a conclusion
-Most narrative poems are divided into stanzas --- groups of lines that have the same pattern, rhythm and rhyme
Dramatic Poetry-
Poetry where one or more characters speak
Uses the words of one or more characters to directly convey what is happening
- Dramatic poetry creates the illusion that the reader is actually witnessing a dramatic event
Questions:
A. How would you feel if you were in the regiment about to watch the hanging of a friend?
B. What might lead someone like Danny Deever to make a choice that he must have known would result in execution?
C. Describe the setting in Danny Deever
D. Of the two speakers, which has prior experience with military executions?
E. Why is Danny being executed?
F. What does Files-on-Parade mean when he says "I've drunk 'is beer a score o' times?"
G. Compare and contrast the two speakers
H. "Bitter cold" - CS excuse for the soldiers hard breathing
""A touch o' sun" - CS excuse for a fainting in the ranks
Are these excuses believable? What really accounts for the physical problems of the men?
Part 4
___________________________________________________________
The Fish
Goal: Students will read, comprehend and interpret poetry
Students will apply poetry terms during reading sessions: Simile, hyperbole, tone, mood
Students will read, comprehend and interpret poetry
Students will apply poetry terms during reading sessions
I. Students will be introduced to Elizabeth Bishop (p. 262 in text)
1911-1979- Born in Massachusetts, but loved to travel
Spent many years in Brazil.
1945- Springboard for her career- She won a poetry contest, and was published in her first book: North and South
"I think geography comes first in my work, and then animals. But I like people, too."
-Mood: the atmosphere or tone of a poem. The poet uses specific words, phrases, and images to convey the mood of the poem.
-In "The Fish," the poet says, "I looked into his eyes/ which were far larger than mine/ but shallower, and yellowed./ the irises backed and packed/ with tarnished tinfoil....."
-These specific words convey the speaker's longing to understand the fish by looking into its eyes.
Find examples in the poem that shows Bishop has experience catching fish.
Find an example in the poem where the author reveals atmosphere and tone
Discuss the "Medals" discussed in the poem.
I. Students will be introduced to Elizabeth Bishop (p. 262 in text)
Students will read the poem and practice making predictions
In groups, students will pull out their analysis paragraphs and debate their interpretation of the poem versus the author’s purpose
2. Students will read and discuss the poem.
3. Assessment: Questions on page 267 of text
Students will read the poem and practice making predictions
In groups, students will create analysis paragraphs and debate their interpretation of the poem versus the author’s purpose
11.B.2.1.1 Interpret personification, simile, metaphor, hyperbole, satire imagery, foreshadowing and irony
