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Intro to Poetry (Amended)

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Kayla Beaty

on 1 December 2014

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Transcript of Intro to Poetry (Amended)

The Journey To Understanding Poetry!
A Quick Introduction to Poetry
Define a Poem
Identify the parts of a poem
Compare Poetry Terms to Literary Terms used in Literature
Contrast the differences between Figurative and Literal Meanings in a poem.
Apply previous objectives to reading poetry
"Why, Sir, it is much easier to say what it is not. We all know what light is; but it is not easy to tell what it is." - Samuel Johnson
What is a Poem?
Poetic Devices
How I Do I Read a Poem correctly?
What is a Poem?
Can you identify parts of the Rhyme Scheme?
What different forms can poetry take?
What is the difference between the literal meaning and the figurative meaning of a poem?
A Poem..
A written form of expression
Can be read & interpreted by anyone & everyone
Can reflect your unspoken inner thoughts
Can help readers reach a deeper understanding of certain topic or idea
Can incorporate poetic devices
Stanza: A group of lines which form a division of a poem
Triplet: 3 line stanza (They all rhyme)
Quatrain: 4 line stanza (Most Common)
Quintet: 5 line stanza
Sestet: 6 line stanza
Poetic Devices
Verse: A single Line in a poem

Rhyme: Refers to the repetition of similar sounds occurring at determined, or regular,

Couplet: A pair of lines or verses that Rhyme

Meter: The rhythmical pattern of stressed and unstressed syllables in verse.

Rhythm: The pattern in the beat of stresses in the stream of sound

Repetition: Repeating the same words or phrases a few times to make an idea clearer.
First you read the poem LITERALLY
Literal: means to be exact, verbatim, and to take words in their usual, most basic sense
What is exactly happening in the poem?
Ignore all of the metaphors, similes, etc (This is the only time you can ignore these!)
Why Ignore these?
Repeating images
Something doesn't fit in right
More importantly, read the poem FIGURATIVELY
Figurative (Figure of Speech): Symbolic, metaphorical meaning of a word or group of words that is not to be taken literally
Question your previous understanding of what is happening in the poem
Search for Metaphors, Idioms, Similes, Analogies, Personification, and so on!
You want to gain the mental image the author painted with his words in an actual sense.
Gives context to a situation so the figurative meaning can apply to you
How is that helpful?
Things will start to stick out that could give you a clue to it's Figurative Meaning!
All of these Figures of Speech are the tools authors use to tell you what the MORAL of the poem is
Why can't the poem just literally tell me what the moral of the story is?
When you find the moral of the story, it's like making a discovery!
Making the discovery allows readers to apply it to their own life
It allows readers to make a personal connection with the poem.
Literal Meanings vs. Figurative Meanings
Let's hear some examples!
The man kicked the bucket.
The Man kicked the bucket with his foot.
The man passed away.
Literal Meaning
Figurative Meaning
You are the wind beneath my wings.
You are actually the wind that flows underneath my wings.
You are a supportive & helpful person who helps keep me going.
Literal Meaning
Figurative Meaning
Now: Time for Music in Poetry!!
Be sure to bring lyrics to a favorite song of yours. Please bring radio edits if they're "obscene."
We already defined parts of the Rhyme Scheme!
Now lets see if you can point them out in actual poems!
What do the highlighted words signify?
Discuss with your partner!
This is an example of:
'Die' and 'fly' both have a hard 'i' sound, so they rhyme.
What do these brackets signify?
Talk it over with partner!
Extra credit:
What kind of ____ is this?
This is an example of a
These are groups of lines that cause divisions in the poem, so they are stanzas
Extra Credit:
There are four lines in each stanza, which means its called a quatrain.
What do the Highlighted lines signify?
Decide 'Why' with your partner!
These are examples of
These are pairs of lines or verses that rhyme so they are couplets!
Poetic Forms
There are many forms poetry can take shape of:
: A Japanese verse form of three unrhyming lines in five, seven, and five syllables. It creates a single, memorable image.
: Literally a “little song,” this 14-line poem traditionally reflects upon a single sentiment, with a clarification or “turn” of thought in its concluding lines.
: A formal, often ceremonious lyric poem that addresses and often celebrates a person, place, thing, or idea
Free Verse
: Poetry that does not rhyme or have a regular meter.
Figurative Language in Poetry:
Figurative Language in Poetry
: This occurs when a series of words in a row (or close to a row) have the same first consonant sound. For example, “
icked a
eck of
eppers” is an alliterative phrase.
: This takes place when two or more words close to one another repeat the same vowel sound but start with different consonant sounds. For example, “M
n s
ll the w
dding b
: The repetition of sounds produced by consonants within a sentence or phrase. For example, "
er" and "all
als na
ed Sa
are cla

: a word that imitates the natural sounds of a thing, which it describes. It creates a sound effect that makes the thing described, making the idea more expressive and interesting. For example, "
" and "The sack fell into the river with a
Question: How are Consonance and Alliteration different?
1. Why would this music have anything to do with English class?

2. What do you notice about the reactions people have to these particular songs? (differing opinions,emotionally charged, etc.)

3. Would the reactions be different if the song was about something else? Did/do reactions change when it was Slower/Faster/Louder/Softer?

4. What does the author/artist have to do with the song? Did he/she write the words? How does this affect your opinion about the music?

5. Do these song lyrics or this song, remind anyone of a poem?
Why or why not?
311- Love Song
Adele- Love Song
Riley B. - We Can't Stop
Miley Cyrus - We Can't Stop

Shall I compare thee to a summer's day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer's lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm'd;
And every fair from fair sometime declines,
By chance, or nature's changing course, untrimm'd;
But thy eternal summer shall not fade
Nor lose possession of that fair thou ow'st;
Nor shall Death brag thou wander'st in his shade,
When in eternal lines to time thou grow'st;
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.

Poem versus Songs-

Time to do an activity!
I'm going to pass around a "Poetic Terms in Songs and Poems" sheet. YOU MAY WRITE ON THIS
I will also pass out packets with song lyrics and/or words to the poems on them. You MAY NOT write on this packet. It is for the whole group to use.
Listen carefully to each video and write as many examples of each term you find in the song or poem.
Once we finish all six videos, I will give you a few minutes to work with the lyrics to find any missing terms
Let's Review First
: the repetition of the same sounds or of the same kinds of sounds at the beginning of words or in stressed syllables of a phrase.
the repetition of vowel sounds to create internal rhyming within phrases or sentences.
words that imitate natural sounds
comparing two seemingly dissimilar things using like or as
comparing two seemingly dissimilar things NOT using like or as
Figurative Language:
the use of words in an unusual or imaginative manner.
exaggerated statements or claims not meant to be taken literally
a thing, idea or animal is given human attributes
Get Out the Song Lyrics You Chose

Write 2 paragraphs explaining the song's message and your personal opinion of the song
Group Work
1. Describe the poetic features in the songs you chose (discuss and list on paper to be turned in)
2. Discuss personal opinions on the songs you chose (write key words on paper)
3. Discuss how effective each song is in holding a particular mood (discuss and write on paper)

** One paper per group**

Describe a vivid memory/experience in as much detail as possible
What senses are evoked from this memory?
Create two of both a simile and metaphor comparing/contrasting the experience to something else
Choose one word (an emotion or concept) to describe the memory/experience
(Emotion/Concept) is (a color)
It sounds like...
It feels like...
It smells like...
It tastes like...
Success is red.
It sounds like claps and cheers.
It feels like a pat on the back.
It smells like flowers in the spring.
It tastes as sweet as a mother’s kiss

Sensory Poems
Geraldine Moore: The Poet
Answer the questions

1. What was Geraldine's poem about?

2. Can you find the mistakes in grammar?

3. What do you think the writer of the story is trying to tell us. EXPLAIN:
a. Some people have unhappy lives
b. You don't have to be a writer to write a good poem.
c. You don't always have to do your homework.

4. Do you think that Geraldine's poem is good? Explain

What is Poetry?
Task 1
: Underline three lines that stand out to you. Explain why each stands out to you

Task 2
: Decide what the main idea is for each excerpt and explain.

Task 3
: Write three questions about the excerpts.

Task 4
: Answer the following questions independently. Use YOUR answer, not the traditional meaning:
a. What is poetry?
b. What is a poet?
c. What is the different between poets
and those who do not write poetry?
1. How do the speakers in these poems mislead/direct you as a reader?
2. What specific words do you find troubling?
3. What specific words give you a glimpse into the meaning of the poem?
4. How does the tone help you identify meaning?
5. Write an 8+ line poem with a double meaning
My Papa's Waltz
For Julia, In the Deep Water
Background Knowledge
Regarding “Pitcher”:
What is this poem about? If you did not know anything about baseball, would “Pitcher” make sense to you? You have to know about baseball.

Regarding “The Death of a Ball Turret Gunner”:
What is this poem about? What sort of words appear in the poem that belong to a very distinct subject (flak, turret)? Do you still use the term flak today, as in, Don’t give me any flak? You have to know about WWII.

Have one person from the each group be designated as reader and read “For Valerie.”
The other group members should pretend that they are William Shakespeare and try to make sense of the poem.
What knowledge is Shakespeare lacking to understand all of the words in the poem?
Remember to act like Shakespeare when you try to make sense of the poem.

Reading "For Valerie"
What is true for Shakespeare is true for us.
We will have a hard time understanding completely some of the
cultural knowledge
from his time not because we are stupid or ignorant, but because we just were not around to gather that basic information. We become more culturally aware when we spend more time in that culture, or literary genre.
"The Bean Eaters" and "We Real Cool"
1. What are they likely talking about?
2. What devices are used?

Using the Author's perspective:
1. How does having her explanation help you understand?
2. How does it hinder understanding?
How does poetry address an issue/idea compared to an essay/short story?
1. What is different about the way these two formats approach a similar topic?

2. How is their impact different?

3. What does this say about poetry?
What Did You Learn About Poetry?
2 paragraphs
Full transcript