ELEMENTS OF POETRY
Figurative Language Terms
|
450 |
Figurative Language |
Definition: |
|
Pg |
Figurative Language Elements |
Definition |
Example from Reader’s Handbook |
Examples from Poetry Books |
|
467 |
Symbol |
|
|
|
|
449 |
Exaggeration |
|
|
|
|
452 |
Idiom |
|
|
|
|
455 |
Metaphor |
|
|
|
|
464 |
Simile |
|
|
|
|
459 |
Personification |
|
|
|
ELEMENTS OF POETRY
Sound Element Terms
|
Pg |
Sound Elements |
Definition |
Example from Reader’s Handbook |
Examples from Poetry Books |
|
447 |
Alliteration |
|
|
|
|
458 |
Onomatopoeia |
|
|
|
|
460 |
Repetition |
|
|
|
|
461 |
Rhyme |
|
|
|
|
462 |
Rhyme Scheme |
|
|
|
|
463 |
Rhythm |
|
|
|
Poetry Elements Group Presentation
Figurative Language
Group Members:___________________________________________________________
Directions:
Choose two examples of Figurative Language that you found during the
Poetry Elements Search. Copy them below,
decide on how to illustrate it, and explain what effect your group thinks the
element has on the poem. This
information will be placed neatly on a poster for presentation to the class. THIS PAPER WILL BE TURNED IN.
|
Element |
Example |
What will you draw? |
Explanation |
|
|
|
|
|
|
|
|
|
|
Grading Rubric
|
Criteria |
Explanation of Criteria |
Possible Points |
Points Earned |
|
Example |
The poetry element example provided is correct |
|
|
|
Illustration |
The illustration connects to poetry element |
|
|
|
Explanation |
The explanation reflects an attempt to explain how this element helps the group to understand or visualize the poem better |
|
|
|
Appearance |
The poster is neat, colorful, and eyecatching. |
|
|
Poetry Elements Group Presentation
Sound Elements
Group Members:___________________________________________________________
Directions:
Choose two examples of Figurative Language that you found during the
Poetry Elements Search. Copy them below,
decide on how to illustrate it, and explain what effect your group thinks the
element has on the poem. This
information will be placed neatly on a poster for presentation to the class. THIS PAPER WILL BE TURNED IN.
|
Element |
Example |
What will you draw? |
Explanation |
|
|
|
|
|
|
|
|
|
|
Grading Rubric
|
Criteria |
Explanation of Criteria |
Possible Points |
Points Earned |
|
Example |
The poetry element example provided is correct |
|
|
|
Illustration |
The illustration connects to poetry element |
|
|
|
Explanation |
The explanation reflects an attempt to explain how this element helps the group to understand or visualize the poem better |
|
|
|
Appearance |
The poster is neat, colorful, and eyecatching. |
|
|
Identify the Words and Meaning of
Metaphors and Similes
Directions:
*Read the sentence and find the simile or metaphor (similes start with like or as; metaphors don’t)
*Write it down.
*Next, write the words being compared
*Last, write the meaning of the simile or metaphor based on the context of the sentence
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
Like an octopus |
Baby and octopus |
The baby was grabbing so fast that it was like he had a lot of arms. |
2. As the teacher entered the room she muttered under her breath, “This class is like a three ring circus!”
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
|
|
|
3. The giant’s steps were thunder as he ran toward Jack.
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
|
|
|
4. The pillow was a cloud when I put my head upon it after a long day.
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
|
|
|
5. I feel like a limp dishrag.
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
|
|
|
6. Those girls are like two peas in a pod.
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
|
|
|
7. The fluorescent light was the sun during the test.
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
|
|
|
8. No one invites Harold to parties because he’s a wet blanket.
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
|
|
|
9. The bar of soap was a slippery eel during the dog’s bath.
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
|
|
|
10. Ted was as nervous as a cat with a long tail in a room full of rocking chairs.
|
Simile or Metaphor |
Words being
compared |
Meaning |
|
|
|
|
Poetry Examples for Analysis of Figurative Language
Hope (Partner Poem)
Hope, like a gleaming taper’s light, Thinking Questions:
Adorns and cheers our way; What’s it like to
have a light in the darkness?
And still, as darker grows the night, What’s it like when
you don’t have a light?
Emits a brighter ray How does the
light in the dark compare to hope?
-Oliver Goldsmith
Dreams (Individual
Poem)
Hold fast to dreams Thinking Questions:
For if dreams die What is life like
for a bird that can’t fly?
Life is a
broken-winged bird How does this relate to the
life or a person
That cannot fly. who has let their dreams die?
Hold fast to dreams How would you
describe a barren field
For when dreams go frozen with
snow? How does this
compare
Life is a barren field with
a life without dreams?
Frozen with snow.
-Langston Hughes
Poetry-Figurative
Language Analysis
Teacher Model
“Old Snake” By Pat Mora (Reader’s
Handbook)
|
Figurative Language
to look for: |
Poem Examples |
How it adds to
meaning |
|
Simile Metaphor Personification Symbol Exaggeration/ Hyperbole |
|
|
BCR: How do the sound elements in “Homesick Blues”
contribute to the meaning of the poem?
Use the information from the above chart to write your response below:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Poetry-Figurative
Language Analysis
Partner
“Hope” by Oliver
Goldsmith
|
Figurative Language
to look for: |
Poem Examples |
How it adds to
meaning |
|
Simile Metaphor Personification Symbol Exaggeration/ Hyperbole |
|
|
BCR: How do the sound elements in “Homesick Blues”
contribute to the meaning of the poem?
Use the information from the above chart to write your response below:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Poetry-Figurative
Language Analysis
Individual
“Dreams” by Langston Hughes (Handout)
|
Figurative Language
to look for: |
Poem Examples |
How it adds to
meaning |
|
Simile Metaphor Personification Symbol Exaggeration/ Hyperbole |
|
|
BCR: How do the sound elements in “Homesick Blues”
contribute to the meaning of the poem?
Use the information from the above chart to write your response below:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Poetry-Sound
Elements Analysis
Teacher Model
“Homesick Blues” By
Langston Hughes (Handout)
|
Sound elements to
look for: |
Poem Examples |
How it adds to
meaning |
|
Alliteration Repetition Onomatopoeia Rhyme (End & Internal) Rhythm |
|
|
BCR: How do the sound elements in “Homesick Blues”
contribute to the meaning of the poem?
Use the information from the above chart to write your response below:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Poetry-Sound
Elements Analysis
Partners
“Swimmer’s Chant” by
Carol Spelius (Bridges to
Literature p 264-267)
|
Sound elements to
look for: |
Poem Examples |
How it adds to
meaning |
|
Alliteration Repetition Onomatopoeia Rhyme (End & Internal) Rhythm |
|
|
BCR: How do the sound elements in “Swimmer’s
Chant” contribute to the meaning of the poem?
Use the information from the above chart to write your response below:
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Poetry-Sound
Elements Analysis
Teacher Model
“Homesick Blues” By
Langston Hughes (Handout)
|
Sound elements to
look for: |
Poem Examples |
How it adds to
meaning |
|
Alliteration Repetition Onomatopoeia Rhyme (End & Internal) Rhythm |
Repetition: De railroad bridge’s/A sad song in de air I went down to de station./Ma heart was in ma mouth. Homesick blues, Lawd,/ ‘S a terrible thing to have. Alliteration: sad song; ma mouth Dialect: Written like how it is spoken |
Repetition of the first two lines of each stanza gives it a regular rhythm like the motion of a train. Dialect gives it an authentic sound and we actually hear the speaker of the poem. |
BCR: How do the sound elements in “Homesick Blues”
contribute to the meaning of the poem?
Use the information from the above chart to write your response below:
|
The alliteration, repetition, and dialect in “Homesick Blues” are sound elements that |
|
Contribute to the overall meaning of the poem. This poem, written by Langston Hughes, |
|
Is about an African American living up North who wants to hop on a train headed south |
|
Because he is homesick. The feelings and personality of the speaker comes through in |
|
The dialect that is used when the he states “Homesick blues, Lawd, ‘s a terrible thing to |
|
Have”. Also, the repetition of the first two lines of each stanza and the alliteration helps |
|
To create the steady rhythm like that of a train moving along a track. |
|
|
|
|
|
|