Monday, October 31, 2016

Essay Format

Monday, 10/31 -Happy Halloween
Today we are going to review the requirements for your essay.

In your essay, you were supposed to prove your thesis.
1. Does your thesis provide a subject that can be proven?
2. Do your blueprints support your thesis?
3. Body paragraphs:  Does each begin with a transitional phrase and topic sentence
4. Are they ordered like your blueprint?
5. Do you provide specific support and contextual evidence in your body paragraphs?  Do not just summarize and assume?
6. Conclusion paragraph



Structure:

MLA Format
https://owl.english.purdue.edu/owl/resource/747/13/

Essay Checklist
1. MLA Format
2. In-text citations
-Did you place quotation marks around direct quotes?
-Did you cite paraphrased material?
-In-text citation (Bradbury 150).
--(292)
3. Works Cited page
4. Peer edits?
5. Grammarly?
6. turnitin.com?

These essays must be resubmitted to www.turnitin.com
midnight tomorrow night: 11/1/16.

Essays submitted after the due date will receive a large deduction.
We will no longer be working on these essays in class.

Any questions, just ask!

Friday, October 28, 2016

Intro to Poetry



MLA Format
https://owl.english.purdue.edu/owl/resource/747/13/

Essay Checklist
1. MLA Format
2. In-text citations
-Did you place quotation marks around direct quotes?
-Did you cite paraphrased material?
-In-text citation (Bradbury 150).
--(292)
3. Works Cited page
4. Peer edits?
5. Grammarly?
6. turnitin.com?


Friday, 10/14
1. Review Voc 3/ turn in sentences with context clues
2. Work on 451 essays
3. Review Poetry terms
Intro to Poetry

Monday, 10/17
1.Go over the first paragraph of the 451 essay
2. Pass back graded library sheets
3. Begin reading Frost- After the Apple Picking

Robert Frost

Introduction to POETRY

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Bell Ringers:
Identify the following terms by using context clues:
Monday, 10/17:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Tuesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Wednesday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Thursday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Goals:
1. Students will be introduced to poetry terms
 A. Students will copy terms
Click on link::  Poetry Terms

Blog Link to Poetry Terms

 B. Teacher and Students will discuss terminology
 C. Students will apply terms in future readings
:
2. Students will be introduced to Robert Frost: Introduction in text.  
go to www.PHSchool.com
Click on Course Content
Use code eqe-9403
Click on Robert Frost

Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.
Quiz/ Worksheet

Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen

Assessment- Rubric


Intro to Poetry

MLA Format
https://owl.english.purdue.edu/owl/resource/747/13/


Friday, 10/14
1. Review Voc 3/ turn in sentences with context clues
2. Work on 451 essays
3. Review Poetry terms
Intro to Poetry

Monday, 10/17
1.Go over the first paragraph of the 451 essay
2. Pass back graded library sheets
3. Begin reading Frost- After the Apple Picking

Robert Frost

Introduction to POETRY

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Bell Ringers:
Identify the following terms by using context clues:
Monday, 10/17:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Tuesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Wednesday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Thursday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Goals:
1. Students will be introduced to poetry terms
 A. Students will copy terms
Click on link::  Poetry Terms

Blog Link to Poetry Terms

 B. Teacher and Students will discuss terminology
 C. Students will apply terms in future readings
:
2. Students will be introduced to Robert Frost: Introduction in text.  
go to www.PHSchool.com
Click on Course Content
Use code eqe-9403
Click on Robert Frost

Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.
Quiz/ Worksheet

Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen

Assessment- Rubric


Intro to Poetry

Friday, 10/14
1. Review Voc 3/ turn in sentences with context clues
2. Work on 451 essays
3. Review Poetry terms
Intro to Poetry

Robert Frost

Introduction to POETRY

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Bell Ringers:
Identify the following terms by using context clues:
Monday, 10/17:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Tuesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Wednesday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Thursday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Goals:
1. Students will be introduced to poetry terms
 A. Students will copy terms
Click on link::  Poetry Terms

Blog Link to Poetry Terms

 B. Teacher and Students will discuss terminology
 C. Students will apply terms in future readings
:
2. Students will be introduced to Robert Frost: Introduction in text.  
go to www.PHSchool.com
Click on Course Content
Use code eqe-9403
Click on Robert Frost

Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.
Quiz/ Worksheet

Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen

Assessment- Rubric


Thursday, October 27, 2016

Poetry Assessment

Online poetry Assessment
Skyward

Monday, October 24, 2016

Generations/ Night Clouds/ Haiku / Sonnets

1. Review "Partner" Poetry Quiz
2. Turn in bell ringer essay
3. Talk about 451 essay....Peer editing day will be Thursday, 10/30.  Your essays MUST be turned in at the end of class.
                    -Read aloud - by author
                    -Read aloud by a peer
                     -Grammarly

Amy Lowell

"Generations" and "Night Clouds"
Goal: Students will be able to identify Cycles presented in text
Students will identify imagery and supporting details from text
Students will make inferences and draw conclusions based on text
Students will identify and evaluate text organization

Terms: Figurative language, imagery, simile and metaphor

Students will be introduced to Amy Lowell
1874-1925
Famous for her readings and lectures, as well as poetry.
Won Pulitzer Prize after her death for her writing
A pioneer of the Imagist movement
Influenced by haiku poets, the Imagists focused on a single, precisely presented image.
"Night Clouds" typifies Imagist poetry, with its strong central image and its rhythmic but irregular lines.

Pre- Reading discussion
"Generations"  will discuss their families and the importance of generations
"Night Clouds" will discuss shapes of clouds
1. Students will read the poems by Lowell: "Generations" and "Night Clouds"
2. Students will pick out Figurative language, imagery, simile and metaphor and imagery,
3. Students will discuss both poems
4. Students will analyze the cycles presented in both poems.
5. Students will compare and contrast both poems


Structure Poems

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

Wednesday, 10/26
I. Bell Ringer
Define Haiku
Define Sonnet

II. Students will be briefly introduced to William Shakespeare
(1564-1616)
-Actor, theater owner, playwright and poet
-wrote 38 plays over twenty years
-Wrote many of his sonnets and poems during a time when theaters were closed in London
-The sonnet was the most popular form of poetry during his time

III. Students will Read "Shall I Compare Thee to a Summer's Day?"
(Page 6 packet; 868 in text)
(read once for meaning and once to hear Iambic Pentameter)
Terms: Metaphor; Rhyme Scheme of a SS Sonnet; Iambic Pentameter

1. As in a Shakespearean sonnet, The first 8 (Octet) lines present a problem or issue and the last 6 (Sestet) have a solution or outcome.
To what is the speaker comparing the subject of the poem?
2. What does the speaker say shall not fade?
3. What does the speaker say Death shall not do?
4. To whom is the poet speaking?
5. To what does "The eye of heaven" refer?
6. To what does the world THIS in the last line refer?
7. In comparison, does the beloved fare better or worse than a summer's day?  Give a detail to support your opinion.
8. What makes the beloved immortal?

9. Find a metaphor
10. What is the rhyme scheme


IV. The Haiku
Basho- Most famous of the Japanese haiku poets.
-Believed that a poet must express the essential nature of an object

Issa- Favorite haiku poet
-led a life of hardship and personal loss
-Lived in poverty
-All children died in infancy
-His young wives died during his lifetime
-Found strength in small creatures and insects (Creatures whose lives are fleeting and appear overwhelmed by the elements)

The Haiku
-Can be read from line 1-3 and line 3-1
-The Camillia Flower










- Sumida River








-Discuss structure
-Students will Read BASHO and ISSA
(page 6 in packet)

1. What simple/ natural elements do these poets describe?
2. A haiku can make us see two things at the same time.  What two things do we see in these works?

Quiz on 2 poems

Introduction to Nonfiction

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

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 need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen

Assessment- Rubric

Thursday, October 20, 2016

Friday, 10/21

Friday, 10/21

1. Voc 3 test
2. Work on "Partner Poetry Quiz" and turn it in to www.turnitin.com
3. Work on 451 essay.
4.Turn in context clue paragraph to www.turnitin.com


Robert Frost

Introduction to POETRY

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Bell Ringers:
Identify the following terms by using context clues:
Monday, 10/17:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Tuesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Wednesday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Thursday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Goals:
1. Students will be introduced to poetry terms
 A. Students will copy terms
Click on link::  Poetry Terms

Blog Link to Poetry Terms

 B. Teacher and Students will discuss terminology
 C. Students will apply terms in future readings
:
2. Students will be introduced to Robert Frost: Introduction in text.  
go to www.PHSchool.com
Click on Course Content
Use code eqe-9403
Click on Robert Frost

Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.



Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen

Assessment- Rubric

Friday, October 14, 2016

Intro to Poetry

Friday, 10/14
1. Review Voc 3/ turn in sentences with context clues
2. Work on 451 essays
3. Review Poetry terms
Intro to Poetry

Robert Frost

Introduction to POETRY

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Bell Ringers:
Identify the following terms by using context clues:
Monday, 10/17:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Tuesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Wednesday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Thursday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Goals:
1. Students will be introduced to poetry terms
 A. Students will copy terms
Click on link::  Poetry Terms

Blog Link to Poetry Terms

 B. Teacher and Students will discuss terminology
 C. Students will apply terms in future readings
:
2. Students will be introduced to Robert Frost: Introduction in text.  
go to www.PHSchool.com
Click on Course Content
Use code eqe-9403
Click on Robert Frost

Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.
Quiz/ Worksheet

Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen

Assessment- Rubric


Intro to Poetry

Friday, 10/14
1. Review Voc 3/ turn in sentences with context clues
2. Work on 451 essays
3. Review Poetry terms
Intro to Poetry

Robert Frost

Introduction to POETRY

Goals:
Students will understand and utilize literary elements to analyze poetry
Students will read a variety of poems
Students will apply a variety of reading strategies appropriate for reading poetry
 (Listening, Identifying the speaker, Reading according to poetic punctuation, Using picture and imagery)

Bell Ringers:
Identify the following terms by using context clues:
Tuesday:
The apples that I picked upon a BOUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Wednesday:
The animals skimmed this morning from the drinking TROUGH
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Thursday:
Good manners and tolerance, which are the highest MANIFESTATION of style, can often transform disaster
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

 Friday:
A JUDICIOUS response to a joke can disarm a rude person, removing the power to injure.
A. Showing good judgement; wise and careful   B.Tree branch   C. Something that is plainly revealed  D. A shallow V-shaped container from which farm animals drink or eat

Tuesday and Wednesday:
1. Students will be introduced to poetry terms
 A. Students will copy terms
Click on link::  Poetry Terms

Blog Link to Poetry Terms

 B. Teacher and Students will discuss terminology
 C. Students will apply terms in future readings

Wednesday/ Thursday:
2. Students will be introduced to Robert Frost: Introduction in text.  
go to www.PHSchool.com
Click on Course Content
Use code eqe-9403
Click on Robert Frost

Students will read two poems by frost
"After the Apple Picking" and "Mowing"

 Terms: Tone, Rhythm, Rhyme scheme, Assonance, Consonance

2.Introduction:
 Let's talk about the phrase:
YOU REAP WHAT YOU SOW.

A. What does this mean?
Literal meaning:
 Figurative Meaning:

B. Discuss apple facts:
The US is one of the world's leading apple-producing countries.  Although Washington produces more apples than any other state, New England is home to many apple orchards as well.  This area is well suited to growing apples because of its cold winters.  While the fruit does not grow in the winter, the trees grow best in areas where the average temperature approaches or reaches freezing for at least two months every year.  The trees blossom in the lat spring, but apple growers do not begin harvesting fruit until late summer or early fall

3. Read the poems and analyze
4. Apply terms
5. Compare the two poems.
Discuss: Setting, Frost's style, structure, theme
6. Answer questions dealing with both poems
Friday:
Quiz:  Give students a copy of Frost's poem: "Two Tramps in Mud Time"
Have students analyze the poem.
Quiz/ Worksheet

Students will need:
Prentice Hall Literature Book
- Study Guide Questions Handout
- Sample Missing Person’s Report
- Rubric
- Paper
- Pencil/Pen

Assessment- Rubric


Poetry Terms

Poetry Terms

Poetry Terms

Poetry- a type of literature that uses very concise (very brief; using few words), musical, and emotionally charged words.

Poetic Language:

  1. Figurative Language-not the literal meaning; interpreted imaginatively
    1. Simile-comparison between two  unlike things using like or as
It rained like cats and dogs.
    1. Metaphor- comparison between two things without using like or as; one thing is spoken of as being another
Death is a long sleep
    1. Personification- giving objects human qualities or characteristics
The moon sighed; The trees danced
    1. Hyperbole- Extreme exaggeration
A nose the size of a house
  1. Imagery- use of vivid language to create word pictures for the reader. Uses sensory language appealing to smell, taste, feel, sound, sight.

  1. Symbol- something that has a meaning and also represents or stands for something else.

  1. Devices-
    1. Alliteration- repetition of the first sound of several words. Example: “start their silent swinging”
    2. Onomatopoeia-use of words to imitate actual sounds. Example: “bang, tap, swish”


    1. Assonance-repetition of similar vowel sounds. Example:  “deep, beneath, dreamless”; At, Ask
    2. Consonance- repetition of similar consonant sounds at end of accented syllables. Example: “spurt of a lighted match”; Will-Wall
    3. Repetition – repeating a word
    4. 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:

  1. Rhythm- the pattern of stressed and unstressed syllables or beats in the lines

  1. Meter- the rhythmical pattern of a poem. This pattern is determined by the number and types of stresses, or beats, in each line.

  1. Foot-  each group of stressed and unstressed syllables in a line.
    1. Lines are described in terms of the number of feet that occur in them
    2. Monometer-1 foot
    3. Dimeter-2 feet
    4. Trimeter-3 feet
    5. 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)

  1. 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)

  1. Free verse-verse not written in formal rhythmical pattern

Types of Poetry:

  1. Ballad- a poem intended to be sung; tells a story

  1. 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.

  1. 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)

  1. Narrative- type of poem that tells a story.

  1. Sonnet-  fourteen-line lyric poem, usually written in rhymed iambic pentameter.
(Most common: Shakespearean sonnet; Elizabethan sonnet)


  1. Concrete Poetry- A poem with a shape that suggest it’s subject