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Transcript of Poetry Vocabulary
More Figurative Language
More Figurative Language in Poetry!
Onomatopoeia – The use of words whose sounds echo their meanings, such as buzz, whisper, gargle, and murmur.
The whole point of reading poetry is to understand the
of the poem!
Ask yourself: why did the poet write that?
What does the poet want me to
Figurative Language in Poetry
More Poetic Devices
In Conclusion, Poetry is Awesome!
of poetry is simply a line of text. Notice that in the poem to the right the lines are numbered.
Lines of poetry can be grouped to form units in a poem. This is called a
; think of them as poetic paragraphs.
Theme - A message about life or human nature that the writer conveys to the reader.
is the attitude of the speaker or narrator toward the subject of their writing and toward the reader.
is the feeling or atmosphere that the author creates within/for the reader.
is a comparison between two things that are unlike, but have some qualities on common. A metaphor does not use the words like or as to make a comparison.
Is he really going to catch a grenade?
Take a bullet to the brain?
Jump in front of a train?
Drag a piano around Los Angeles?
mmmmm.... maybe just for the video.
Not for real-real.
So Why did he say all that?
- When an idea or an animal is given human attributes. The non-human objects are portrayed in such a way that we feel they have the ability to act like human beings
- a person, a place, an object, or an activity that stands for something beyond itself. It can represent an idea
is words and phrases that appeal to the readers five senses. Writers use sensory details to help the reader image how things
look, feel, smell, sound, and taste
is an expression that has a meaning different from the meaning of its individual words. For example, “to let the cat out of the bag” is an idiom meaning “to reveal a secret or surprise.”
Rhyme – The repetition of sounds at the end of words.
*End Rhyme – Rhyming words come at the ends of lines.
* Internal Rhyme – Rhyming words occur within a line of poetry.
- A technique in which a sound, word, phrase or line is repeated for emphasis or unity. It also reinforces meaning, and creates an appealing rhythm.
Poetry is all around you, all the time...
Please pick up a poetry Foldable from the orange basket!
1. Each table has a collection of poetry Books
2. Read through your poetry foldable, and use the books to help you complete your assignment.
Based on Jim Harvey's speech structures
Literary Device in Poetry
, or how long a line is, is determined by what the author wants you to see, think and feel. The author could be making a visual statement, or they may be focused on sound.
You will have to infer to understand what the author wants you to learn or understand
feel about the subject of his poem? ( use emotion words)
feel after listening to the poem? That's
Listen to the MUSTN'TS,
by Shel Silverstein
Listen to the MUSTN'TS, child,
Listen to the DON'Ts
Listen to the SHOULDN'TS
The IMPOSSIBLES, the WON'TS
Listen to the NEVER HAVES
Then listen close to me-
Anything can happen, child,
ANYTHING can be.
*Look at the
*Think about the
that Silverstein wants you to understand.
*What is the
of this poem?
The Red Wheel Barrow
by, William Carlos Williams
so much depends
a red wheel
glazed with rain
beside the white
"You can't cry over spilled milk!"
my mother always said.
"Life's not a piece of cake!"
she hammered in my head.
"That's the way it goes,
that's the way the cookie crumbles"
My mother saved her idioms
for all my idiotic troubles.
why did the author use idioms to convey his message?
is a comparison between two unlike things using the word like or as.
Listen for all of the similes ( & metaphors!) in The Grinch song!
When exaggeration is used for special effect, or for emphasis.
by, Shel Silverstein
There’s an eyeball in the gumball machine,
Right there between the red and the green,
Lookin’ at me as if to say,
“You don’t need anymore gum today.”
Two Roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear;
The Road Not Taken
, by Robert Frost
Explanation: The ‘two roads’ symbolize two different life choices, and the narrator has to choose one.
With a crystalline delight;
Keeping time, time, time,
In a sort of Runic rhyme,
To the tintinnabularion that so musically wells
From the bells, bells, bells, bells
Bells, bells, bells -
From the jingling and the tinkling of the bells
- From The Bells, by Edgar Allan Poe
– The repetition of consonant sounds at the beginning of words that are close together.
Shadows on the
Noises down the
Life doesn’t frighten me at
Once upon a midnight
, while I pondered, weak and
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly
suddenly there came a
As of someone gently
at my chamber door.
-From The Raven, by Edgar Allan Poe
Rhyme Scheme - The pattern of end rhyme in a poem. Usually the pattern is shown by using letters to identify rhyme.
What is the rhyme scheme for this poem?
Last night, while I lay thinking here,
crawled inside my ear
and pranced and partied all night long
and sang their same old Whatif song:
I'm dumb in school?
they've closed the swimming pool?
I get beat up?
there's poison in my cup?
I start to cry?
I get sick and die?
I flunk that test?
green hair grows on my chest?
- From Whatif, by Shel Silverstein
The word ‘Whatif’ is repeated in order to show the reader how the narrator can’t stop worrying about what could happen.
A regularly repeated group of lines in poetry or music
Each student is responsible for their own work.
Do what the directions ask in the spaces below