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Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

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Reading Reading Literature: Literature: Lesson 6—Poetry Lesson 6—Poetry Elements Elements Expressive/Literary Expressive/Literary Competency Goal 5.02 Competency Goal 5.02
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Page 1: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Reading Literature:Reading Literature:Lesson 6—Poetry Lesson 6—Poetry

ElementsElements

Reading Literature:Reading Literature:Lesson 6—Poetry Lesson 6—Poetry

ElementsElementsExpressive/LiteraryExpressive/Literary

Competency Goal 5.02Competency Goal 5.02

Page 2: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

EOG Vocabulary (Poetry)Notice that some terms overlap with

Narrative Elements!!• Alliteration• Analogy• Assonance• Consonance• End rhyme• Figurative language• Hyperbole • Image • Line • Metaphor

• Onomatopoeia • Personification• Rhyme• Rhyme scheme• Rhythm• Simile • Speaker• Stanza• Structure• Symbol

Page 3: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Tip #1:• A poem is something to swim in,

not just a place to get your feet wet. – The more you read a poem, the more you

will understand it (and maybe even enjoy it!)

– How many times have you listened to your favorite song? Remember lyrics are poetic!

Page 4: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Tip #2:• Get a first impression, but don’t

cling to it.1. Read the poem from beginning to

the end.2. Don’t get hung up on little details

OR a phrase/line that you don’t understand.

Page 5: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Tip #2 continued . . .• Ask yourself the following:

– What is the poem about?– Who is the speaker?– What is the tone?– What is the mood?

Page 6: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Read “Kidnap Poem”by Nikki Giovanni

• A volunteer should read it aloud.– After reading, answer the multiple

choice questions in your notes.– We’ll discuss these.

Page 7: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Tip #3:• Notice how often the poet “paints

a picture” with words.– Poems are filled with imagery (things

that appeal to your five senses: taste, touch, hear, smell, and see).

– Underline images as you come across them in a poem.

Page 8: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Tip #4:• Enjoy the “music” of a poem.

– Notice if a poem rhymes.– If so, what is the rhyme scheme?– Is there end rhyme, approximate

rhyme, internal rhyme?

Page 9: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Copy the following limerick in your notes. Identify the

rhyme scheme.

A mouse in her room woke Miss DoudWho was frightened and screamed very

loud.Then a happy thought hit herTo scare off the critterShe just sat up in bed and meowed.

Page 10: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Sound effects of poetry:

• Alliteration: the repeating of initial consonant sounds in two or more neighboring words.– Ex. Klein could be clueless, kind or

cold, curmudgeonly or compassionate—all in the same day; you never knew which Klein you would get.

Page 11: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Assonance:• The repetition of vowel sounds

within words or syllables.– Ex. Through the moon was a radiant

bloom in the speckled vase of night, Carrie couldn’t shake her gloom, try as she might.

Page 12: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Consonance:• The repetition of two or more

consonants with different vowel sounds in between.– Ex. Rick stuck the rock in his pocket.

Page 13: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Onomatopoeia:• The use of words that imitate a

sound.– Ex. Smack, moo, clank, buzz, . . .

Page 14: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Tip #5: • Look for comparisons that the poet

is making.– Poets do this through their use of

figurative language: similes, metaphors, personifications, hyperboles, and idioms.

Page 15: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Definitions and Examples:

• Simile: statement that compares two things using like or as.– Ex. Life is like a box of chocolates;

you’re never sure what your gonna get.

Page 16: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

• Metaphor: statement that compares two things by saying that one thing is another. Ex. Music is Joel’s lifeblood; he must have a daily infusion of rock, pop, rap, and jazz.

• Hyperbole: an exaggeration. Ex. As the Tilt-a-Whirl at the NC State Fair started spinning, Jack held on tighter than a tick on a dog’s ear.

• Personification: a statement that gives human qualities to a non-human thing. Ex. Toby knew he couldn’t put off his homework much longer. His algebra book seemed to stare at him, whisper to him, call out his name.

• Idiom: an everyday, over-used expression that has no literal/real meaning. Ex. It’s raining cats and dogs.

Page 17: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Tip #6:• Notice the structure of the poem.

– Poems are divided into lines (will be numbered every 5 lines on the EOG)

– Take note of how many stanzas there are.

– Poets will place line breaks and stanzas in unusual places to get your attention or to create a certain effect.

Page 18: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Tip #7:• Notice anything the poet does that

is unusual.– Notice unusual word choices, line

breaks, stanza breaks, indented lines, and weird capitalization.

Page 19: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Tip #8:• Put it all together.

– After reading several times, ask yourself: What is the message that the poet/speaker is trying to get across?

– Does the poet simply want to share an experience with you?

Page 20: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Types of Poetry!!• Light verse: funny or playful poetry• Narrative Poetry: poetry that tells a

story• Ballad: a traditional song that tells a

story, often about love, tragedy, or heroic deeds

• Epic: a long narrative poem that tells of the deeds of a legendary hero of history or tradition.

• Elegy: a poem of sorrow

Page 21: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Types of poetry continued . . .

• Lyric poetry: poetry that is short and musical and that deals with personal issues

• Haiku: a form of Japanese pattern poetry, usually consisting of three lines in which the syllables alternate in a pattern of 5-7-5

• Sonnet: a poem of 14 lines, usually with 10 syllables each (iambic pentameter) and with various rhyme schemes.

• Free verse: poetry that is free from fixed patterns of rhyme or beat

Page 22: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

REMEMBER:• A poem can have many different

interpretations.• You don’t have to understand

EVERYTHING in a poem in order to enjoy it or to answer questions about it.

Page 23: Reading Literature: Lesson 6—Poetry Elements Expressive/Literary Competency Goal 5.02.

Practice:• Read “Mayflies” on page 86 in the

BuckleDown book.• Answer questions 12-13.


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