Mini book page 1 structure in poetry
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Mini-book Page 1 Structure in poetry:. Line Line break: where the poet chooses to end a line End-stopped: line ends with a comma, period, dash, semicolon, or other punctuation mark Used to ________________________________________________

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Mini book page 1 structure in poetry

Mini-book Page 1Structure in poetry:

  • Line

  • Line break: where the poet chooses to end a line

    • End-stopped: line ends with a comma, period, dash, semicolon, or other punctuation mark

      • Used to ________________________________________________

    • Enjambment: sentence or clause runs onto next line without a stop

      • Used to ________________________________________________

  • Stanza: group of lines


Poems with unique structures

Poems with unique structures:

  • Poems we already wrote

  • “l(a” by e. e. cummings: http://www.youtube.com/watch?v=hXP-7byD7fo

  • “Women” by Alice Walker: p. 327

  • “Astonishment” by WislawaSzymborska: p. 330

  • Exit Ticket Assignment: Choose ONE:

    • Rewrite “Women” in prose (paragraph) form; add punctuation where you see fit. Answer this question below the rewritten poem: How did your changes affect the poem?

      OR

    • Rewrite “Astonishment” as a declarative poem with all statements and no questions. Answer this question below the rewritten poem: How did your changes affect the poem?


Poems with unique structures1

Poems with unique structures:

me

la

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da

rk

se

a)

nc

ho

ly

l(n

o

bo

dy

‘s

ho

me)

os

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h(w

arm

sun

ny

da

y)

app

in

e

ss

b

(th

ed

ar

kk

ni

gh

t)

at

man

s(h

idd

en

b

ehi

nda

m

as

k)

hy


Mini book page 2 sound devices in poetry

Mini-book Page 2Sound devices in poetry:

  • Alliteration: repetition of initial consonant sounds

    • Example= Peter Piper picked a peck of pickled peppers.

  • Onomatopoeia: use of words that sound like the actual sounds they describe

    • Examples= buzz, hiss, pop, pow, whap, animal sounds

    • “Cassette” by Brave New Voices: http://www.youtube.com/watch?v=OHPH7bcUzJM


Mini book page 2 sound devices in poetry1

Mini-book Page 2Sound devices in poetry:

  • Rhyme: words with the same terminal sound

    • Rhyme scheme: pattern of rhyme; labeled with letters

      • couplet: two successive rhymed lines of equal length (rhyme scheme= aa)

      • quatrain: four successive rhymed lines of equal length (rhyme scheme may vary)

  • Rhythm: pattern of sound created by rhyme, repetition, line lengths, emphasis on syllables, etc.


Poems with sound devices

Poems with sound devices:

  • “Summer” p. 927

  • Group Activity: Read your assigned poem aloud. List the last word of each line on your white board. Label the rhyme scheme with letters.

    • “Maggie and milly and molly and may” p. 329

    • “I Wandered Lonely as a Cloud” p. 897-898

    • “Woman’s Work” p. 920

    • “Sonnet 30” p. 960


  • Mini book page 3 figurative language in poetry

    Mini-book Page 3Figurative language in poetry:

    • Figurative language: general term for words that communicate ideas beyond their literal meaning; often create vivid impressions by setting up comparisons between dissimilar things: “The Road Not Taken” p. 188-189

      • Examples: I’m so hungry I could eat a horse! Go jump off a cliff!

    • Simile: comparison using “like,” “as,” or “than”

      • Examples: He is as tall as a tree. He is like a tall tree.

    • Metaphor: comparison between two dissimilar items without using “like,” “as,” or “than”; figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance

      • Examples: He is a tall tree. He has the height of the tallest trees in the forest.


    Individual activity writing similes and metaphors

    Individual Activity:Writing Similes and Metaphors

    Metaphors:

    Similes:

    • I’m thinking about you like ________.

    • This week has made me feel like ________.

    • My best friend looks like ________.

    • I sing better than ________.

    • My worst enemy is ________.

    • The person I love the most is ________.

    • My family members are ________.

    • The students in this class are ________.


    Poems with similes and metaphors

    Poems with similes and metaphors:

    • “Dream Deferred” by Langston Hughes p. 904

      • Does the poem use similes, metaphors, or both?

      • What items is a dream deferred compared to?

    • “Dreams” by Langston Hughes p. 905

      • Does the poem use similes, metaphors, or both?

      • What items are dreams compared to?

    • “The Eagle” by Alfred, Lord Tennyson p. 906 

      • Does the poem use similes, metaphors, or both?

      • What item is the eagle compared to?

  • “‘Hope’ is the thing with feathers” by Emily Dickinson p. 908

    • Does the poem use similes, metaphors, or both?

    • What item is hope compared to?

  • What is the poet’s purpose for making each comparison?


    Group activity object idea metaphor

    Group Activity:Object-Idea-Metaphor

    You will receive an object and an idea.

    1) Create a comparison chart for the object and idea (at least four bullets).

    Example:


    Group activity cont object idea metaphor

    Group Activity: (cont.)Object-Idea-Metaphor

    2) Write metaphors using the information in your chart (at least four sentences).

    Examples:

    • A mind is a sponge that absorbs knowledge.

    • A mind is a sponge that holds knowledge.

    • A mind is a sponge because it can be brain-”washed.”

    • A mind is a sponge because dries up when it is not used.


    Mini book page 4 figurative language in poetry continued

    Mini-book Page 4Figurative language in poetry (continued):

    • Imagery: use of language to create word pictures in a readers mind; vivid description that appeals to one or more of the senses (sight, hearing, touch, smell, taste, or feeling)

    • Personification: giving human characteristics to nonhuman animals, objects, or ideas


    Poems with imagery and personification

    Poems with imagery and personification:

    Read two of the poems below. Copy some lines from each poem, and explain why you believe the lines show imagery or personification.

    • “Spearthrower” p. 231

    • “Fifteen” p. 286

    • “Combing” p. 326

    • “Gifts” p. 505

    • “Blackberry Eating” p. 914

    • “Memory” p. 915

    • “Eulogy for a Hermit Crab” p. 916

    • “Meciendo/Rocking” p. 918-919


    Mini book page 5 poetic devices that create meaning

    Mini-book Page 5Poetic devices that create meaning:

    • Speaker: narrator of poem; persona the author creates

    • Theme: poet’s main message communicated through the poem; general statement about life

    • Tone: speaker’s attitude toward the subject


    Analyzing speaker theme and tone in poetry

    Analyzing speaker, theme, and tone in poetry:

    • “So Mexicans are Taking Jobs from Americans” (handout)

    • “I Too Sing America” (handout)

    • “All Watched Over by Machines of Loving Grace” p. 476


    Mini book page 6 language devices in poetry

    Mini-book Page 6Language devices in poetry:

    • Diction: word choice, including the vocabulary used, appropriateness of the words, and vividness of the language

    • Symbol: concrete object, character, figure, or color that is used to represent an abstract idea or concept


    Analyzing language devices in poetry

    Analyzing language devices in poetry:

    • “Beware: Do Not Read This Poem” p. 124-125

    • “Slam, Dunk, and Hook” p. 228-229

    • “Sympathy” p. 292

    • “Jabberwocky” p. 400-401


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