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Objectives:

This lesson aims to teach the basic principles of ballad poetry and help students identify and revise general poetic techniques. It also encourages independent exploration of complex principles and the recreation of ballad poetry techniques.

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Objectives:

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  1. Objectives: Must understand the basic principles of ballad poetry Should be able to identify and revise general poetic techniques Could be able to independently identify the more complex principles of ballad poetry and recreate the techniques and principles

  2. Poetry Techniques Putting pictures in our minds is one way poets and other writers frequently get their message across. These pictures are called images or imagery. The language that is used to produce these pictures is called figurative language, because the words do not have their everyday meaning (a literal meaning) but another meaning (a figurative meaning) which our imagination helps to create.

  3. Language Literal Figurative (real, actual) (not real, jokes, imagery)

  4. Which one is which? • A busy executive misses a deadline to buy some shares. His investment advisor says, ‘Don’t cry over spilt milk.’ • A pre-schooler drops her carton of milk and starts crying. The teacher says, ‘It’s OK. Don’t cry over spilt milk.’ Which one is literal and which one is figurative?

  5. Poetry Technique 1SIMILIE • Definition: A simile is a comparison of two objects using the words ‘like’, ‘as’ or ‘than’. • Examples: • He coughed like a sick cow. • Her mind was as blank as a white sheet of paper. • Higher than birds, kites rose in the air.

  6. Are these similes? • I like ice-cream and topping. • He moved faster than a speeding bullet. • We watched TV as we ate dinner. • The dog barked as if it were a goose. • My tongue was drier than a dead leaf; it was so hot. • I read better now than I did last year.

  7. !!!CLICHÉS!!! • Definition: A cliché is a simile which has been used so much that it has become boring. If clichés are used, it gives the impression that the writer has not thought about what s/he is saying. The reader often knows what is coming next and loses interest. Use creative comparisons! It is better not to use similes like these: Examples: • as cold as _ _ _ • as green as grass • as sharp as a razor • as cool as a cucumber

  8. Ballad Recipe • A narrative song passed down orally, folk song • Tells a story, usually tragic • Quatrains (4 line stanzas), which provide short scenes of a story • Rhyme scheme of abcb (2nd line & last line) • Regular, strong rhythm • Longer first and third line (6,5,6,5 or 7,6,7,6 syllables) • May use dialogue and questions • May end with a moral or address the reader

  9. HOMEWORK • Discover the following aspects to the poem you are assigned. • What is the Figurative Language within the poem? • What are the 3 “Rs”? • What is the author’s purpose? • What is the moral/ lesson/ point? • Present the all your results your group has collected. Make sure you put things into your own words!

  10. Poems & Poets • Samuel Taylor Coleridge, “The Rime of the Ancient Mariner” (1798) • Edgar Allan Poe, “Annabel Lee” (1849) • Casey at the Bat • The Cremation of Sam McGee • The Tale of Custard the Dragon • John Henry • Ol’ Red

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