Transcript Floral Grunge - Palmdale School District

Elements of Poetry
Poets have many tools they
use to add to the poem’s
sound, meaning, and emotional
effect on the reader.
•Poetry is the art of expressing one’s
thoughts in verse.
•It uses few words to convey its message.
•It is meant to be read aloud.
•Poetry arouses our emotions.
•Poems use imagery or figures of speech to
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•
•
explain feelings or to create a mental
picture or idea.
These suggest action or mood.
Many poems have a specific rhyme scheme.
Poems can rhyme or not rhyme.
Lines
• A single line in a
poem.
• Often organized
into stanzas.
• 2 lines is a couplet.
• 3 lines is a triplet
or tercet.
• 4 lines is a
quatrain.
• 5 lines is a quinrain
or a cinquain.
• 6 lines is a sestet.
• 8 lines is a octet.
“To a Snowflake”
1 Hello little snowflake!
2
3
4
Where are all your friends?
Should I expect a lot of them
before the morning ends?
5
6
7
8
I love it when you come to me
and you all fall down together,
and I get dressed to visit you,
toasty warm in cold, cold weather.
The poem above has 8 lines.
The lines are organized into
quatrains.
Stanza
•A group of lines.
•Often have 4, 5, or 6
lines.
•2 line stanzas are
called couplets.
•Usually develops one
idea.
•Give poems structure.
•Emphasize different
ideas.
•Beginning a new
stanzas often signals the
beginning of a new
image, thought, or idea.
“First and Last” by David McCord
A tadpole hasn’t a pole at all,
And he doesn’t live in a hole in the wall.
You’ve got it wrong: a polecat’s not
A cat on a pole. And I’ll tell you what:
A bullfrog’s never a bull; and how
Could a cowbird possibly be a cow?
A kingbird, though, is a kind of king,
And he chases a crow like anything.
Four Stanzas in
Couplets
Each Stanza Signals
a New Image
Rhyme and
Rhyme Scheme
• Words rhyme when
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•
•
they have the same
sound.
Poems often use
rhyme at the end of
lines.
Rhyme scheme is a
pattern of rhymes in
a poem.
Poets use rhyme to
add a musical sound
to their poems.
“Ten Minutes Till the Bus”
by David L. Harrison
Ten whole minutes
Till the bus,
Scads of time,
What’s the fuss?
Two to dress,
One to flush,
Two to eat,
One to brush,
That leaves four
To catch the bus,
Scads of time,
What’s the fuss?
Rhythm
• Pattern of beats or
•
•
a series of stressed
and unstressed
syllables in poem.
Poets create
rhythm by using
words in which
parts are
emphasized or not
emphasized.
The yellow
highlighted parts
of the poem show
what’s stressed.
from “Windy Nights”
By Robert Louis Stevenson
Whenever the moon and stars are set,
Whenever the wind is high,
All night long in the dark and wet,
A man goes riding by.
Late in the night when the fires are out,
Why does he gallop and gallop about?
Whenever the wind is
high
Stressed =
Unstressed =
Free Verse
• Poetry written
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•
without a regular
rhyme, rhythm,
and form.
Sounds natural,
just like everyday
conversation.
Poets use free
verse because it
allows them to
experiment with
the shapes and
sounds in their
poetry.
No rhyme or
regular rhythm
“Blossoms”
by Walter Dean Myers
I never dreamt
that tender blossoms
would be brown
Or precious angels
could come down
to live in the garden
of my giving heart
But here you are
brown angel
Alliteration
• Repetition of the
•
same consonant
sound at the
beginning of
several words or
sentences or a line
of poetry.
Poets use
alliteration to
make their poetry
musical and more
interesting.
Same Beginning
Sounds
“Surf” by Lillian
Morrison
Waves want
to be wheels,
They jump for it
and fail
fall flat
like pole vaulters
and sprawl
arms outstretched
foam fingers
reaching.
Imagery
• Language that
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•
“There is a Thing”
by Jack Prelutsky
There is a thing
appeals to the 5
beneath the stair
senses.
with slimy face
Are “word
pictures”.
and oily hair
Helps the reader to
that does not move
experience familiar
or speak or sing
things in a fresh
way using the
or do another
senses.
single thing
but sit and wait
beneath the stair
with slimy face
and oily hair.
Strong Image
Sensory
Words
Uses
Senses
Sound
Smell
Taste
Touch
Sight
Exaggeration
• Describe
•
something as
larger or wildly
different than it
actually is.
Poets use
exaggeration to
create a mental
picture and spark a
reader’s
imagination.
“Beetles”
by Monica Shannon
Beetles must use polish,
They look so new and shiny!
Just like a freshly painted car,
Except for being tiny.
Poet stretches the truth about how beetles
become shiny to make readers smile and to
create greater interest in these insects.
“The World” by Noel Berry
The trees are like the hair of the world.
The city is like the heart of the world.
Comparison
The wind is a flute player
between 2 things,
playing in the night.
using the words
like or as.
The cars beeping horns are like buttons
Poets use
beeping inside the earth.
comparisons
between things to Each bird is like a single piccolo
make you think
singing away
about them in a
and the grass, just like me,
new way.
Used to surprise
being buried under the snow.
Simile
•
•
•
the reader and to
Comparisons
create strong
trees to hair, a city to a heart, car horns
images.
beeping to buttons, grass to a person,
bird to a piccolo
Metaphor
• Direct comparison
between 2 things.
• Does NOT use the
words like or as.
• Poet describes a
•
thing or person as
if it actually were
the other thing or
person.
Creates a clear,
memorable picture
and tries to get
you to see the
original subject in
a new way.
“Dreams” by Langston Hughes
Hold fast to dreams Comparison of
life to a bird
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
Comparison of
life to a field
Onomatopoeia
• Use of words that
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•
sound like the
noises they
describe.
Poets choose
words not just for
what they mean,
but what they
sound like.
Poets use
onomatopoeia to
liven up their
writing and add
fun sounds to it.
“The Fourth”
by Shel Silverstein
Oh
CRASH!
my
BASH!
it’s
BANG!
the
ZANG!
Fourth
WHOOSH!
Of
BAROOM!
July
WHEW!
On the
Fourth of
July
you hear:
Crashes
Bashes
Bangs
Zangs
Whooshs
Barooms
Whews
Personification
•
•
Type of figure of
speech that gives
human qualities to
animals, objects,
or ideas.
Adds life to a poem
and helps the
reader view a
familiar thing in a
new way.
“Snowy Benches”
by Aileen Fisher
Do parks get lonely
in winter, perhaps,
when benches have only
snow on their laps?
Parks have feelings and benches have laps.
The poet asks whether the parks feel lonely
in winter, like people sometimes do.
Idiom
• An everyday saying
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•
that doesn’t
exactly mean what
the words say.
Poet’s use idioms
because that’s the
way people talk to
each other.
Example: “easy as
pie” means you are
able to do
something without
difficulty
“Last Night”
by David L. Harrison
Last night I knew the answers.
Last night I had them pat.
Last night I could have told you
Every answer, just like that!
Last night my brain was cooking.
Last night I got them right.
Last night I was a genius.
So where were you last night!
“I had them pat” - knowing something well.
“My brain is cooking” - it was working fast
and bubbling over with ideas.
Symbol
• Something that
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•
stands for
something more
than just itself.
Suggests another
larger meaning.
Example: the
American flag is a
symbol of freedom.
“The Farmer”
By Carole Boston Weatherford
A plot of weeds,
An old grey mule.
Hot sun and sweat
On a bright Southern day.
Strong, stern papa
Under a straw hat,
Plowing and planting
His whole life away.
His backbone is forged
Of African Iron
And red Georgia clay.
The farmer is
a symbol of
the
proud African
culture and
the
South.
“African
Iron” and “red
Georgia clay”
describe the
farmer, but
link
him to his
African
ancestors in
Africa and
his fellow
southerners.
Mood
• Feeling that a
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•
poem creates in
the reader.
Can be positive or
negative.
Poet creates the
mood with the
length of
sentences, the
words chosen,
punctuation, and
the sounds of the
words.
“Poor”
by Myra Livingston
I heard of poor.
It means hungry, no food.
No shoes, no place to live,
Nothing good.
It means winter nights
And being cold,
It is lonely, alone.
Feeling old.
Poor is a tired face.
Poor is thin.
Poor is standing outside
Looking in.
Short words
and lines
create a
serious
mood.
Words
create
a feeling of
sadness.
Tone
• Attitude a writer
takes toward the
subject or
audience of a
poem.
The subject of the
poem is crocodiles.
The author’s
attitude towards
crocodiles is that
they are dangerous.
“The Crocodile”
How doth the little crocodile
Improve his shining tail,
And pour the water of the Nile
On every golden scale!
How cheerfully he seems to grin,
How neatly spreads his claws,
And welcomes little fishes in
With gently smiling jaws!
Identify the Elements of Poetry
1. Use the poetry books and/or poem
handouts to find an example of
each element of poetry.
2. Share your examples with your
teams/partners.
3. Be prepared to share your
examples with the class. Make
sure you can explain why each
example fits an element of poetry.