Transcript Writing Cinquains

Writing Poetry
“Heightened”
Language
Writing Poetry
 Earliest
poetry used for public
performance
Writing Poetry
A poem is “heightened” language
 Carefully chosen
 words
 Sounds
 rhythms
 Imagery
 ideas
Figures of Speech
Poetic Techniques
Simile-compares two
unlike things with the
word like or as
The washing machine coughed
like a dying stegosaurus.
Example of Simile
Novels are burgundy.
They sound like a symphony
orchestra.
They taste sweet and smooth as
warm syrup on homemade
pancakes.
Metaphor-compares two
unlike things without using
like or as
That radio was the wide world come
to visit in her parlor.
Example of Metaphor
Novels are long emotional hugs.
Personification-technique
that gives human traits to
something that is
nonhuman
The mailbox gaped with open mouth,
speechless.
Example of Personification
Novels speak to me of worlds
unknown.
Hyperbole-exaggerated
statement, often
humorous
A bicycle sped past
with a sonic boom
Example of Hyperbole
With a new novel to read,
I’m on top of the world.
Sounds of Poetry
Poetry Techniques
Alliteration-the repetition
of consonant sounds at
the beginning of words
I never wash or wax my car.
Assonance-the repetition
of vowel sounds
anywhere in words.
just catching dust in the sun
Consonance-the
repetition of consonant
sounds anywhere in
words.
No fear of spilling something-the
upholstery’s already stained.
Enjambment-is running a
sentence across more than
one line of verse or from one
stanza to another
A clunky machine
with which she wrote letters
starting, “Dear Niece”.
Onomatopoeia-the use of
words that sound like what
they name.
that clackety old thing
Repetition-uses the same
word, phrase, or pattern of
words more than once, for
emphasis or for rhythm.
What flames shot from the tailpipes!
What smoke rolled from the spinning tires!
What gasps rose from the crowd!
“I think I can. I think I can. I think I can.”
The Little Engine that Could-1920
Rhyme-means using
words whose endings
sound alike.
End Rhyme – happens at the end of lines
so it doesn’t get as much attention
as it once did.
(I never wash or wax it),
I should mention.
Rhyme-means using
words whose endings
sound alike.
Internal Rhyme happens within lines.
Finding her way in blinding snow.
Rhyme-means using words
whose endings sound alike.
Half rhyme or slant rhyme is words
with similar but not identical sounds.
Hope is the Thing with Feathers
That perches in the soul,
And sings the tune without the words,
And never stops at all.
Rhyming couplet is two
lines of poetry that rhyme
and have the same
meter.
I saw a little hermit crab
His coloring was oh so drab
Rhyme scheme is the pattern
of rhymes formed by the end
rhyme in a stanza or poem. It is
designated by the assignment of
a different letter of the alphabet
to each new rhyme.
(ABBA BCCB, for example)
Quatrain is a four line
stanza.
Rhythm-the pattern of
accented and unaccented
syllables in a poem.
Iambic: an unstressed followed by a stressed
syllable
(I am’)
Trochaic: a stressed followed by an unstressed
syllable
(lat’-ter)
ASSIGNMENT 2
Writing Cinquains
A five line poem using precise
syllables in each line
Writing Cinquains
 The
first line has 2 syllables
 the second has four
 the third six
 the fourth eight
 the final line just two again
(2, 4, 6, 8, 2)
Writing Cinquains
 Iambic
rhythm – traditionally used in
Cinquains * 1st and last lines are strongly
accented
 Cinquain Essentials –
 Precise words are essential
 Make every syllable count – not just filling
in the form
 Closure in the very last line – final 2
syllables should feel like the climax to the
poem
Writing Cinquains-Example
Hammers
2
Hammers
4
are perfect for
6
driving nails or breaking
8
things: full piggy banks, geodes – and
2
silence.
Writing Cinquains-Assignment
Write a cinquain poem
•Follow the cinquain format
•Include figures of speech* or
sound techniques* & label
them
*See poetry notes
Extended
Metaphor
A comparison in verse
Extended Metaphor:
a
comparison between two
unlike things that continues
throughout a poem or
paragraph
“Mother to Son”
by Langston Hughes
 http://www.cleanvideosearch.com/medi
a/action/yt/watch?v=NX9tHuI7zVo
Extended Metaphor Poems
Picking Up the Pieces: the Mosaic Vase
You are an intricate mosaic vase,
With so many glass pieces to your being.
All labeled by various colors and shapes.
Reds, blues, oranges, gigantic, small, sharp.
Your colors represent who and what you will
always be—
A difference, a sister, a teacher, a
daughter, a venturer, a
writer, a
Hodgepodge of unique.
Extended Metaphor Poems
You are a fascinatingly beautiful mosaic vase,
A vase that lights up a dull room, boring and
lifeless.
I wonder and admire how you put yourself
together-Even through the hardest of times-In order to create a stunning
Work of art.
Even though you are quite rare and fragile with
all your misshaped and broken glass pieces,
You are shaped to perfection.
You are a mosaic vase.
--Jaclyn Pryzbylkowski
Extended Metaphor Poems
My Room
My room is heaven
with its clouds on the walls
that are lit with a luminous glow from
the gentle morning sun.
That light is the key that opens my
eyes.
The pillows on my bed are as fluffy as clouds
and as soft as a baby's bottom.
The birds' chirping is like angels singing in my
ears.
I am a God in my room and nothing else
matters.
---Michelle Krebs, Eve Elsing, Sarah Duckert,
and Maria Simental
Extended Metaphor Poems
Chess
Chess is the war of past ages.
Kings are at their throne.
Pawns are on the frontline.
Peasants dying first while
Knights jump around looking for a
fight.
Bishops using their magic,
up and down the field.
and Rooks, the castler, defending walls of stone
The queen
all power and beauty
the one most other kings want
---Matt Liegel
Extended Metaphor: Assignment
 Write
an extended metaphor poem
 Create the metaphor (1st line)
 Make notes of the characteristics of
the noun
 Use those characteristics to extend
the metaphor throughout the poem
Lyric Poetry
Expressing Emotions
Lyric Poetry
A
lyric poem expresses
personal thoughts and
feelings
often brief, rhymed verse
with a pronounce rhythm
Speaker:
is
the voice behind the
poem – the person we
imagine to be speaking
the
speaker is not the poet
The Passionate Shepherd to his Love
by Christopher Marlowe
COME live with me and be my Love,
And we will all the pleasures prove
That hills and valleys, dales and fields,
Or woods or steep mountain yields.
“The Passionate Shepherd…”
And we will sit upon the rocks,
And see the shepherds feed their
flocks
By shallow rivers, to whose falls
Melodious birds sing madrigals.
“The Passionate Shepherd…”
And I will make thee beds of roses
And a thousand fragrant posies;
A cap of flowers, and a kirtle
Embroider'd all with leaves of
myrtle.
“The Passionate Shepherd…”
A gown made of the finest wool
Which from our pretty lambs we
pull;
Fair-linèd slippers for the cold,
With buckles of the purest gold.
“The Passionate Shepherd…”
A belt of straw and ivy-buds
With coral clasps and amber
studs:
And if these pleasures may thee
move,
Come live with me and be my
Love.
“The Passionate Shepherd…”
The shepherd swains shall dance
and sing
For thy delight each May
morning:
If these delights thy mind may
move,
Then live with me and be my
Love.
Lyric Poetry – Assignment
Write
an original modern lyric
poem
Choose a modern subject
create the title
At least 5 quatrains
Consistent rhyme scheme
"The Passionate Pupil
Declaring Love"
Come meet with me and after
school
Perhaps you'll see that I'm no fool
If only you would understand,
How I want to hold your hand
We could walk around the park
Until the day grows old and dark
And on the swings we'll learn to
fly
Together we will touch the sky,
And I will make a daisy chain,
Create a crown from drops of
rain
Weave a gown of greenest grass
And watch the hours quickly
pass,
As we run home through all
the streets
I shall give you all my
sweets,
The singing of the traffic
jam
Will tell you how in love I am
In class your laughter makes
me cry
And I just want to ask you
why
You think that I am such a
fool
To dream of meeting after
school.
Narrative
Poetry
Telling a Story
Narrative Poetry
•tells a story
•speaker is usually a narrator
•often written in metered verse
The Highwayman
The wind was a torrent of darkness
among the gusty trees.
The moon was a ghostly galleon tossed
upon cloudy seas.
The road was a ribbon of moonlight
over the purple moor,
And the highwayman came riding—
Riding—riding—
The highwayman came riding, up to
the old inn-door.
He’d a French cocked-hat on his
forehead, a bunch of lace at his
chin,
A coat of the claret velvet, and
breeches of brown doe-skin.
They fitted with never a wrinkle. His
boots were up to the thigh.
And he rode with a jewelled twinkle,
His pistol butts a-twinkle,
His rapier hilt a-twinkle, under the
jewelled sky.
Over the cobbles he clattered and
clashed in the dark inn-yard.
He tapped with his whip on the shutters,
but all was locked and barred.
He whistled a tune to the window, and
who should be waiting there
But the landlord’s black-eyed daughter,
Bess, the landlord’s daughter,
Plaiting a dark red love-knot into her
long black hair.
“The Highwayman”
by Alfred Noyes
http://www.cleanvideosearch.com/med
ia/action/yt/watch?v=bCtJDbQwsZ4
“The Highwayman”
by Jimmy Webb (1977)
video performance by
Willie Nelson, Johnny Cash, Waylon
Jennings and Kris Kristofferson (2013)
http://www.cleanvideosearch.com/media
/action/yt/watch?v=aFkcAH-m9W0
Sonnets
English or Shakespearean
Sonnets
 Form
originated in Italy during
Middle Ages1300-1400s
 Came
to England during
Shakespeare’s time 1500-1600
English/Shakespearean Sonnet
Form
 3 Quatrains (12 lines) + a Couplet (2 lines)
•
14 Lines
 Iambic
•
pentameter (unstressed stressed)
{da dum da dum da dum…}
 Rhyme
Scheme
•
abab cdcd efef gg
•
Shift or turn – a change or contrast in tone
English/Shakespearean Sonnet
Question:
Poses a question (sometimes)
 Lines 1-8 (quatrain 1 & 2)
The Turn:
 Line 9-12 (Third quatrain)
 Answers question
Couplet
 Lines 13-14
 Summarize or sum up point
Sonnet 18
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.
Sonnet 18 – Quatrain 1
Poses a question
Shall I compare the 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.
Begins to answer
Sonnet 18 – Quatrain 2
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimmed;
And every fair from fair sometime declines,
By chance, or nature’s changing course
untrimmed.
Sonnet 18 – Quatrain 2
Continues answer
Sometime too hot the eye of heaven shines,
And often is his gold complexion
;
And every fair from fair sometime declines,
By chance, or nature’s changing course
.
Sonnet – Quatrain 3 – The Turn
But thy eternal summer shall not fade,
Nor lose possession of that fair thou owest,
Nor shall Death drag thou wander’st in his
shade,
When in eternal lines to time thou grow’st.
Sonnet – Quatrain 3 – The Turn
Shows contrast
But thy eternal summer shall not fade,
Nor lose possession of that fair thou
,
Nor shall Death brag thou wander’st in his
shade
When in eternal lines to time thou
.
Sonnet 18 – The Couplet
So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee.
Sonnet 18 – The Couplet
A final answer
So long as men can breathe, or eyes can see,
So long lives this, and this gives life to thee.
Sums up main
point
Sonnet 130 – Quatrain 1
My mistress’ eyes are nothing like the sun;
Coral is far more red than her lips’ red;
If snow be white, why then her breasts are dun;
If hairs be wires, black wires grow in her head.
Sonnet 130 – Quatrain 2
I have seen roses demask’d, red and white,
But no such roses see I in her cheeks,
And in some perfumes is there more delight
Than in the breath that from my mistress reeks.
Sonnet 130 – Quatrain 3
I love to hear her speak, yet well I know
That music hath a far more pleasing sound;
I grant I never saw a goddess go,
My mistress when she walks tread on the ground.
Sonnet 130 – The Couplet
And yet, by heaven, I think my love as rare
As any she belied with false compare.
Write a Sonnet-Assignment 4
Using one of Shakespeare’s
sonnets as a model, write a
love poem about/to someone
know (parent, grandparent, friend,
sibling).
Assignment – Write a Sonnet
Think about their personality, character,
appearance, habits, and mannerisms.
 Compare
them to something else.
(weather/sky, food/drink, building/house,
landscape/scenery)
 Write
your thoughts and feelings about this
person, “talking to” him or her.
Write a Sonnet- Assignment 4

Be aware of rhyme

Be specific!
 For
example: instead of flower say lily or
buttercup

Instead of repeating words, find another way
to say it or change to a new idea.
ASSIGNMENT 3
Writing Free Verse
do not follow any specific rules and
have no rhyme or rhythm
Writing Free Verse
 sometimes
thought to be a modern
form of poetry
 have been around for hundreds of
years
 incorporate Figures of Speech or
Sound Techniques
Writing Free Verse
Winter Poem
by Nikki Giovanni
once a snowflake fell
on my brow and i loved
it so much and i kissed
it and it was happy and called its cousins
and brothers and a web
of snow engulfed me then
Writing Free Verse
i reached to love them all
and i squeezed them and they became
a spring rain and i stood perfectly
still and was a flower
Writing Free Verse-assignment
Write
a free verse poem
about a fond memory.
Maintain the artistic
expression of a poem.
 Challenge-include
figures of speech &
sound techniques and label them