Grade 7 and 8 Poetry Definitions: Will be on test on Dec. 16th (Date change due to Xmas paarty)
Poetry Definitions: Will be on Exam
Metaphor makes a comparison without using like or as. The street is my heart.
Hypebole makes exaggerated comparisons for effect. Sometimes there are funny. It was so hot we fried.
Simile compares one thing to something unlike it using like or as. Coat hooks hold winter hats like branches hold old nests.
Personification makes a comparison in which something that is not human is described with human qualities. My egg stared back like sick eyes.
Internal Rhyme is the rhyming of words in the middle of lines. After he make an out, a pout rattled his mouth.
Onomatopoeia is the use of words whose sounds make you think of their meanings, as in buzz, thump, and snap.
End Rhyme is the rhyming of words at the end of two or more lines of poetry.
Alliteration is the repeating of the beginning constant sounds in words like dance, dare, and drop.
Consonance is the repeating of a word or phrase to add rhythm, or to emphasize a certain idea: The wind hissed, hissed down the alley.
Word Cinquain:
Line 1: title 1 word
Line 2: Description of title 2 words
Line 3: Action about the title 3 words
Line 4: Feeling about the title 4 words
Linen 5: Synonym for the title 1 word
Example:
Dinosaurs
Lived once,
Long ago, but
Only dust and dreams
Remain
Example 2: Spaghetti
Messy, spicy
Slurping, sliding, falling
Between my plate and mouth
Delicious
Syllable Cinquain:
Line 1: title 2 syllables
Line 2: Description of title 4 syllables
Line 3: Action about the title 6 syllables
Line 4: Feeling about the title 8 syllables
Linen 5: Synonym for the title 2syllables
A Threat
Stormclouds,casting shadowsover weary soldiers,threaten to cry heavy bucketsof tears.
Lovesong
Treefrogsin my drainpipeseranading their loversdelight in keeping me awakeat night.
Definition of Stanza Literary Term
A Stanza consists of two or more lines of poetry that together form one of the divisions of a poem. The stanzas of a poem are usually of the same length and follow the same pattern of meter and rhyme and are used like paragraphs in a story. Some different types of stanzas are as follows:
- a set of lines in a poem, separated from other stanzas with an empty lineThis Example has Four stanzas.
Couplets - Couplets are stanzas of only two lines which usually rhyme
Example - "Eenie Meenie Miny Moe,Catch a tiger by his toe."
Tercets - Tercets are stanzas of three lines. The three lines may or may not have the same end rhyme. If all three lines rhyme, this type of tercet is called a triplet.
Example of Tercet Stanza Literary Term
Do not go Gentle into that Good NightbyDylan Thomas
Do not go gentle into that good night,Old age should burn and rave at close of day;Rage, rage against the dying of the light
Quatrains - Quatrains are stanzas of four lines which can be written in any rhyme scheme.
A concrete poem is one that takes the shape of the object it describes.
The Diamante Poem
The Diamante Poem is arranged in a diamond pattern using seven lines in the following manner: (You need a list of adjectives for this poem)
1. LINE 1 one word subject (noun)
2. LINE 2 two adjectives describing LINE 1 noun
3. LINE 3 three participles ending in -ing or -ed to decribe LINE I noun
4. LINE 7 one word growing out of or opposite to LINE 1 noun (another noun)
5. LINE 6 two adjectives describing LINE 7 noun
6. LINE 5 three participles ending in -ing or -ed to describe LINE 7 noun
7. LINE 4 four words - two related to the noun in LINE 1 and two related to the noun in LINE 7; they be arranged concurrently or alternately, as the originator of the poem wishes.
The result is a pattern of contrast shown in poetry form. By al1owing the students the additional option of selecting and creating their own graphic designs, the completed poem is at once both a unique and individual expression of response.
EXAMPLE
DREAMS
SUBCONSCIOUS, IMAGINARY
SLEEPING, WISHING,THINKING
FANTASY, ACTUALITY, VISION, GENUINE
BEING, SEEING, KNOWING, AUTHENTIC, FACTUAL
BEING, LIVING, MEANING, LIFING
REALITY
Pun: A play on words, sometimes on different senses of the same word and sometimes on the similar sense or sound of different words.
Meter:
This is the number of feet that is in a line of poetry. A line of poetry can have any
number of feet, and can have more than one type of foot. There are some meters that
are used more often than others.
Monometer: a line with 1 foot
Dimeter: A line with 2 feet
Trimeter: A line with 3 feet
Tetrameter: A line with 4 feet
Pentameter: A line with 5 feet
Hexameter: A line with 6 feet
Heptameter: A line with 7 feet
Octameter: a line with 8 feet
If a line of poetry has 5 feet, and those 5 feet are all iambs, you have a line of poetry
that is called iambic pentamter. This is the most common metric pattern in formal
poetry.
Limerick- A light humorous, nonsensical, or bawdy verse of five anapestic lines usually with the rhyme scheme aabba.
Ballad- a poem telling in a direct and dramatic manner some popular story usually derived from a tragic incident in local history or legend. The story is told simply, impersonally, and often with vivid dialogue.
Free Verse- Poetry that does not try to follow any rigid requirements or to obey conventional rules is called.
Acrostic poem-
C - Caring
O - Outstanding Student
L - Leader
E - Excitable
Analizing the poems:
The Blind Man
Gluskap’s Hound – T.G. Roberts
Catalogue – Rosalie Moore
This was my Brother – Mona Gould
Limericks a la Carte
Thursday, December 10, 2009
Monday, December 7, 2009
Grade 8 Due Jan. 22nd
Grade 8 Edo Japan Newspaper
Look at the sample newspaper(s). You have been asked to create a front page for a local Japanese paper that is owned by the shogun family. Remember the shogun believes isolation is necessary for his country and will demand that the articles promote his views and show a negative bias toward an opened door society. As well, conformity (behaving as a group and not as an individual) is also important in the Japanese Edo society.
Things you must have in your paper:
*Entire page must be covered (remember it is expensive to go to the press),
*must follow newspaper format (columns, pictures, editorials, date, title, etc),
must be checked for grammar and spelling, * must reflect the Edo worldview
* MUST BE CREATIVE AND NEAT
* Must contain minimum of 3 developed articles and additional creative items.
* articles must follow a proper article format (lead, 5 W’s, and 3 details)
*Content must be accurate (fun and entertaining bits are allowed more freedom ( ex. classifieds))
Article choices include: (must have 3 from this selection)
Political Cartoon promoting conformity
Article based on the value of the group (why uniforms are necessary)
Article promoting social hierarchy and societal control: Peasant Man caught trying to be a Samurai; Sentenced to Death
How did the people react after Isolation? Interview people who promote the positives of a closed society?
An article on the effects of isolation on Japan economically, politically, and socially
Personal research from internet/ books which will provide ideas for interesting article.
Timeline
Shogun’s editorial: Why is it important to stay a closed society?
Perspectives on Japan
Something of your choice from notes and chapter 5. (Must be pre-approved)
Other things to choose from to make your paper MORE interesting:
* Creative TITLE
Classifieds: ex: Jobs promoting lifetime commitment
Confucious sayings
Advertising: Rice for sale, looking for samurais
Weather: ex. Rain delays the building of the railway again
Top Ten __?___: ex: songs, movies, books: sample: The Last Samurai, How to Close a Country’s Doors in 10 days, It’s the end of trade as we Know it, etc.
Important People: Obituary format or your choice.
Comic Strip: (putting down the non-people/outcasts)
Cooking 101: Great rice recipes
Fashion police: 5 tips to stay in style within your social class
Geography/climate/weather highlight: Local disasters
Pictures
The arts
Other
Look at the sample newspaper(s). You have been asked to create a front page for a local Japanese paper that is owned by the shogun family. Remember the shogun believes isolation is necessary for his country and will demand that the articles promote his views and show a negative bias toward an opened door society. As well, conformity (behaving as a group and not as an individual) is also important in the Japanese Edo society.
Things you must have in your paper:
*Entire page must be covered (remember it is expensive to go to the press),
*must follow newspaper format (columns, pictures, editorials, date, title, etc),
must be checked for grammar and spelling, * must reflect the Edo worldview
* MUST BE CREATIVE AND NEAT
* Must contain minimum of 3 developed articles and additional creative items.
* articles must follow a proper article format (lead, 5 W’s, and 3 details)
*Content must be accurate (fun and entertaining bits are allowed more freedom ( ex. classifieds))
Article choices include: (must have 3 from this selection)
Political Cartoon promoting conformity
Article based on the value of the group (why uniforms are necessary)
Article promoting social hierarchy and societal control: Peasant Man caught trying to be a Samurai; Sentenced to Death
How did the people react after Isolation? Interview people who promote the positives of a closed society?
An article on the effects of isolation on Japan economically, politically, and socially
Personal research from internet/ books which will provide ideas for interesting article.
Timeline
Shogun’s editorial: Why is it important to stay a closed society?
Perspectives on Japan
Something of your choice from notes and chapter 5. (Must be pre-approved)
Other things to choose from to make your paper MORE interesting:
* Creative TITLE
Classifieds: ex: Jobs promoting lifetime commitment
Confucious sayings
Advertising: Rice for sale, looking for samurais
Weather: ex. Rain delays the building of the railway again
Top Ten __?___: ex: songs, movies, books: sample: The Last Samurai, How to Close a Country’s Doors in 10 days, It’s the end of trade as we Know it, etc.
Important People: Obituary format or your choice.
Comic Strip: (putting down the non-people/outcasts)
Cooking 101: Great rice recipes
Fashion police: 5 tips to stay in style within your social class
Geography/climate/weather highlight: Local disasters
Pictures
The arts
Other
grade 8 Rap song!! Due Dec. 18th
Grade 8: RAP SONG
You have been hired to write and produce your own song (from any genre: rap, country, rock) which focuses on the seven elements of the Worldview of the Japanese. The following are the guidelines that your song MUST follow:
* Identify elements of the Japanese civilization which represent its worldview before Western contact.
*Explore how the Japanese worldview influenced its choices, decisions, and customs.
* Must be approximately 3-5 minutes in length.
* Must contain musical and poetic elements such as chorus, rhythm, rhyme, metaphor, simile, personification, imagery and alliteration.
* A typed, revised copy of the lyrics must be submitted. * Song must be presented either in person or by CD format (sung version). Final product is due on Dec. 15th.
You have been hired to write and produce your own song (from any genre: rap, country, rock) which focuses on the seven elements of the Worldview of the Japanese. The following are the guidelines that your song MUST follow:
* Identify elements of the Japanese civilization which represent its worldview before Western contact.
*Explore how the Japanese worldview influenced its choices, decisions, and customs.
* Must be approximately 3-5 minutes in length.
* Must contain musical and poetic elements such as chorus, rhythm, rhyme, metaphor, simile, personification, imagery and alliteration.
* A typed, revised copy of the lyrics must be submitted. * Song must be presented either in person or by CD format (sung version). Final product is due on Dec. 15th.
Thursday, November 19, 2009
Grade 7 and 8 Poetic devices to help you with your project
Poetic Devices in Lyrics
Poetic devices can help lyrics go from mundane to awesome if used properly!
Some of the more popular poetic devices to spice up one's lyrics include: rhyme, metaphors, similes, alliteration, imagery, personification, point-of-view, hyperbole, repetition and symbols. There are others, but these are the most commonly used ones by lyricists.
Rhyme is the most popular of the poetic devises as most lyrics use rhyme to create memorable songs. Rhyme as a poetic device has been around for thousands of years and songs that have survived by word-of-mouth typically employ rhyme since people can remember them more accurately.
Metaphors are comparisons between two objects that give a clearer meaning. For instance, saying "She is the rain" is a metaphor comparing a woman to rain. If a metaphor uses "like" or "as" for the comparison, that is called a simile. Saying "She is like the rain" is a simile. Notice the difference between the two phrases and the emotion they evoke for you and then note how you can use this in your own lyric writing adventures.
Metaphors can create powerful and lasting images ingrained in our brains for years. This is why the use of metaphors is so popular not only among songwriters, but writers in general.
Alliteration is the repetition of sounds in a line of the lyrics. Assonance and consonance are subsections of alliteration and are the repetition of vowel sounds and consonant sounds respectively.
Imagery is used in lyrics writing to appeal to any or all of one's senses. Typically writers use visual imagery in their music lyrics, but this isn't always the case as auditory imagery is also frequently used followed by words and phrases that appeal to the other senses as well. Be creative and see what works best in the context of your own song.
Personification is basically animating some inanimate object or objects. Some songwriters personify animals to great effect as in "Rocky Raccoon" or in the song "Joy to the World" where "Jeremiah was a bullfrog."
Point-of-view is also used by lyricists to great effect. Lyrics may be written in first, second or third person point-of-view, each giving a different perspective to the lyrics. Sometimes also the point-of-view will also change during a song, especially in a duet, but at times with solo performances as well.
Hyperbole is the exaggeration of something for dramatic effect. This exaggeration or overstatement is a figure of speech that lends itself well to songwriting. "I'm so hungry I could eat a horse" is an example of hyperbole. "I'm so hungry I could eat a horse with no name" is just plain wrong, however.
Repetition is what it is and what it says it is and is self-explanatory, in itself it is. By repeating line or words over and again, such as in the chorus, the song become more memorable and adds to the "catchiness" of the song.
Symbols are used sometimes in lyric writing as a brief way to evoke a larger emotional response. The Statue of Liberty is a great symbol of freedom in the U. S. and mentioning the statue in the song lyrics may evoke larger feelings of patriotism, yearning for freedom, liberty, justice and many other feelings. Symbols of love, heroism and death are many times used in lyric writing to evoke certain emotional responses.
These are but some of the poetic devices used in lyric writing that should be in every songwriter's tool chest. It is important to know how to use these tools and just as important to know when to and when not to use them as well. By using these poetic devices well your lyrics will jump to life and engage the listener in a meaningful musical experience.
Some Literary DevicesAppearing in Song Lyrics
imagery
specific word-"pictures" for any of the senses ("a tall cedar tree," "sweet honey," "cool water," "flaming embers," "blistered feet," "smoking ruins," "a strong wind," "a dizzying height")
simile
a strong comparison using a connecting word such as like or as ("an army like a flood approaching ," "a girl as nimble as a deer")
metaphor
identification of one thing as, or in terms of, a very different thing (old age identified as "the evening of life," or a person identified as "a rose" or "an oak")--without use of like or as
synecdoche
reference to a part of something to represent the whole, or vice versa ("the hands of the enemy shall conquer the land," "the people bend their knees to the king," "the chariot-wheels surrounded the city")
metonymy
reference to something by naming a merely associated thing (for example, referring to a military force by calling it "the sword," to a government by calling it "the law," or to journalists by calling them "the press")
personification
attribution of human qualities or capacities to non-human objects or to abstractions ("the willow tree weeps," "the stream murmurs," "the land tells a tale," "justice cries out," "mercy argues the case of the oppressed," "common sense must step forward")
parallelism
repetition, contradiction, or expansion of a given thought in a pair or series of similar lines ("I will meditate on the Lord, and my thoughts shall be continually of Him"; "The wicked may prosper for a time, but their doom is sure")
symbol
an object, condition, or action that represents something else, especially an abstraction, within a certain context (For example, a blush may represent embarrassment or shame, a kiss may represent love, shabby clothes may represent poverty, a flying bird may represent freedom--but in other contexts, they may represent other things or be virtually nonsymbolic. The color green may in one context represent new life and in another represent jealousy; Judas’s kiss is an ironic, or reversed, symbol representing unfaithfulness or lack of love.)
hyperbole
exaggeration, overstatement ("I could eat a horse," "My eyes popped right out of my head," "The light took forever to turn green," "There wasn't enough grain in the barn to feed a sparrow")
litotes
a type of understatement whereby an idea of size or extent is expressed (1) by negating its opposite ("That's no small decision to make," "The pay wasn't bad at all") or (2) by using language obviously insufficient to do justice to the referent ("Jesus was quite capable of defending himself," "Cats had a good run on Broadway," "lightning played between sea and sky")
assonance
repetition of vowel sounds in syllables near enough to each other to make it noticeable and potentially significant ("All the air things wear that build this world of Wales," a line from Gerard Manley Hopkins's poem "In the Valley of the Elwy," displays such repetition in the vowel sounds of the words air and wear--and possibly in the word Wales. "Complete thy creature dear O where it fails," another line from that poem, displays assonance in the long e sounds of the words Complete, creature, and dear.)
consonance
repetition of consonant sounds (particularly after a stressed vowel) in syllables near enough to each other to make it noticeable and potentially significant (examples: stark and stork, in which all of the consonants "rhyme"; kick and sock, in which the -ck sounds "rhyme"; flint and bent; case and remorse)
alliteration
repetition of initial sounds of stressed syllables near enough to each other to make it noticeable and potentially significant (examples: the initial w sounds of the words wear, world, and Wales in the line "All the air things wear that build this world of Wales"; the initial m and f sounds in the Hopkins line "Being mighty a master, being a father and fond"; the initial o sounds in the line [not from Hopkins] "old Olmec ornaments were the only offense"); sometimes "eye" repetition of initial letters, even if the sounds don't match ("active anticipation's arresting agency"); most often used to identify separate words beginning with the same sound(s), which may be vowels and/or consonants
end rhyme
repetition of terminal sound(s) of words at the ends of two or more poetic lines (Frost example: "Whose woods these are I think I know. / His house is in the village, though")
internal rhyme
repetition of terminal sound(s) of words within a poetic line (Poe example: "Once upon a midnight dreary, while I pondered, weak and weary")
exact rhyme
the loud "echo" created by words having correspondent sounds and stresses (threw, blue; painful, gainful; watched, botched; dispensation, compensation)
imperfect rhyme
a "faint" or "suggested" rhyme, usually at ends of lines, that is carried by some small vowel or consonant sound(s) shared by two or more words where rhyme might be expected; variously known as slant, near, half, and approximate rhyme (examples: remark, impart; low, law; years, yours; diving, lightning; feed, blade)
persona
the speaker or "speaking voice" in a poem or any part of a poem; the author's more or less "masked" or inflected voice, analogous in many cases to the narrator's in a short story or novel; sometimes an "unreliable" voice completely at odds with the author's apparent worldview or expressly preferred attitude toward something (thus establishing an irony that may suggest some theme of the work); a speaking entity distinct from the author much as a character in a play is distinct from the actor. For further understanding of the term persona, see a specialized dictionary of poetry such as the New Princeton Encyclopedia of Poetry and Poetics; and see scholarly narratological distinctions between real author, implied author, narrator, and characters.
addressee
the primary (first and most directly addressed) audience for the poem's persona (speaker); a figure analogous to the narratee in a short story or novel, a presence who may or may not be named in the work and who may or may not be an overt participant in the plot or the occasion but who is at least made evident as an "invisible entity" engaging the attention and receiving the utterances of the narrator/persona
Poetic devices can help lyrics go from mundane to awesome if used properly!
Some of the more popular poetic devices to spice up one's lyrics include: rhyme, metaphors, similes, alliteration, imagery, personification, point-of-view, hyperbole, repetition and symbols. There are others, but these are the most commonly used ones by lyricists.
Rhyme is the most popular of the poetic devises as most lyrics use rhyme to create memorable songs. Rhyme as a poetic device has been around for thousands of years and songs that have survived by word-of-mouth typically employ rhyme since people can remember them more accurately.
Metaphors are comparisons between two objects that give a clearer meaning. For instance, saying "She is the rain" is a metaphor comparing a woman to rain. If a metaphor uses "like" or "as" for the comparison, that is called a simile. Saying "She is like the rain" is a simile. Notice the difference between the two phrases and the emotion they evoke for you and then note how you can use this in your own lyric writing adventures.
Metaphors can create powerful and lasting images ingrained in our brains for years. This is why the use of metaphors is so popular not only among songwriters, but writers in general.
Alliteration is the repetition of sounds in a line of the lyrics. Assonance and consonance are subsections of alliteration and are the repetition of vowel sounds and consonant sounds respectively.
Imagery is used in lyrics writing to appeal to any or all of one's senses. Typically writers use visual imagery in their music lyrics, but this isn't always the case as auditory imagery is also frequently used followed by words and phrases that appeal to the other senses as well. Be creative and see what works best in the context of your own song.
Personification is basically animating some inanimate object or objects. Some songwriters personify animals to great effect as in "Rocky Raccoon" or in the song "Joy to the World" where "Jeremiah was a bullfrog."
Point-of-view is also used by lyricists to great effect. Lyrics may be written in first, second or third person point-of-view, each giving a different perspective to the lyrics. Sometimes also the point-of-view will also change during a song, especially in a duet, but at times with solo performances as well.
Hyperbole is the exaggeration of something for dramatic effect. This exaggeration or overstatement is a figure of speech that lends itself well to songwriting. "I'm so hungry I could eat a horse" is an example of hyperbole. "I'm so hungry I could eat a horse with no name" is just plain wrong, however.
Repetition is what it is and what it says it is and is self-explanatory, in itself it is. By repeating line or words over and again, such as in the chorus, the song become more memorable and adds to the "catchiness" of the song.
Symbols are used sometimes in lyric writing as a brief way to evoke a larger emotional response. The Statue of Liberty is a great symbol of freedom in the U. S. and mentioning the statue in the song lyrics may evoke larger feelings of patriotism, yearning for freedom, liberty, justice and many other feelings. Symbols of love, heroism and death are many times used in lyric writing to evoke certain emotional responses.
These are but some of the poetic devices used in lyric writing that should be in every songwriter's tool chest. It is important to know how to use these tools and just as important to know when to and when not to use them as well. By using these poetic devices well your lyrics will jump to life and engage the listener in a meaningful musical experience.
Some Literary DevicesAppearing in Song Lyrics
imagery
specific word-"pictures" for any of the senses ("a tall cedar tree," "sweet honey," "cool water," "flaming embers," "blistered feet," "smoking ruins," "a strong wind," "a dizzying height")
simile
a strong comparison using a connecting word such as like or as ("an army like a flood approaching ," "a girl as nimble as a deer")
metaphor
identification of one thing as, or in terms of, a very different thing (old age identified as "the evening of life," or a person identified as "a rose" or "an oak")--without use of like or as
synecdoche
reference to a part of something to represent the whole, or vice versa ("the hands of the enemy shall conquer the land," "the people bend their knees to the king," "the chariot-wheels surrounded the city")
metonymy
reference to something by naming a merely associated thing (for example, referring to a military force by calling it "the sword," to a government by calling it "the law," or to journalists by calling them "the press")
personification
attribution of human qualities or capacities to non-human objects or to abstractions ("the willow tree weeps," "the stream murmurs," "the land tells a tale," "justice cries out," "mercy argues the case of the oppressed," "common sense must step forward")
parallelism
repetition, contradiction, or expansion of a given thought in a pair or series of similar lines ("I will meditate on the Lord, and my thoughts shall be continually of Him"; "The wicked may prosper for a time, but their doom is sure")
symbol
an object, condition, or action that represents something else, especially an abstraction, within a certain context (For example, a blush may represent embarrassment or shame, a kiss may represent love, shabby clothes may represent poverty, a flying bird may represent freedom--but in other contexts, they may represent other things or be virtually nonsymbolic. The color green may in one context represent new life and in another represent jealousy; Judas’s kiss is an ironic, or reversed, symbol representing unfaithfulness or lack of love.)
hyperbole
exaggeration, overstatement ("I could eat a horse," "My eyes popped right out of my head," "The light took forever to turn green," "There wasn't enough grain in the barn to feed a sparrow")
litotes
a type of understatement whereby an idea of size or extent is expressed (1) by negating its opposite ("That's no small decision to make," "The pay wasn't bad at all") or (2) by using language obviously insufficient to do justice to the referent ("Jesus was quite capable of defending himself," "Cats had a good run on Broadway," "lightning played between sea and sky")
assonance
repetition of vowel sounds in syllables near enough to each other to make it noticeable and potentially significant ("All the air things wear that build this world of Wales," a line from Gerard Manley Hopkins's poem "In the Valley of the Elwy," displays such repetition in the vowel sounds of the words air and wear--and possibly in the word Wales. "Complete thy creature dear O where it fails," another line from that poem, displays assonance in the long e sounds of the words Complete, creature, and dear.)
consonance
repetition of consonant sounds (particularly after a stressed vowel) in syllables near enough to each other to make it noticeable and potentially significant (examples: stark and stork, in which all of the consonants "rhyme"; kick and sock, in which the -ck sounds "rhyme"; flint and bent; case and remorse)
alliteration
repetition of initial sounds of stressed syllables near enough to each other to make it noticeable and potentially significant (examples: the initial w sounds of the words wear, world, and Wales in the line "All the air things wear that build this world of Wales"; the initial m and f sounds in the Hopkins line "Being mighty a master, being a father and fond"; the initial o sounds in the line [not from Hopkins] "old Olmec ornaments were the only offense"); sometimes "eye" repetition of initial letters, even if the sounds don't match ("active anticipation's arresting agency"); most often used to identify separate words beginning with the same sound(s), which may be vowels and/or consonants
end rhyme
repetition of terminal sound(s) of words at the ends of two or more poetic lines (Frost example: "Whose woods these are I think I know. / His house is in the village, though")
internal rhyme
repetition of terminal sound(s) of words within a poetic line (Poe example: "Once upon a midnight dreary, while I pondered, weak and weary")
exact rhyme
the loud "echo" created by words having correspondent sounds and stresses (threw, blue; painful, gainful; watched, botched; dispensation, compensation)
imperfect rhyme
a "faint" or "suggested" rhyme, usually at ends of lines, that is carried by some small vowel or consonant sound(s) shared by two or more words where rhyme might be expected; variously known as slant, near, half, and approximate rhyme (examples: remark, impart; low, law; years, yours; diving, lightning; feed, blade)
persona
the speaker or "speaking voice" in a poem or any part of a poem; the author's more or less "masked" or inflected voice, analogous in many cases to the narrator's in a short story or novel; sometimes an "unreliable" voice completely at odds with the author's apparent worldview or expressly preferred attitude toward something (thus establishing an irony that may suggest some theme of the work); a speaking entity distinct from the author much as a character in a play is distinct from the actor. For further understanding of the term persona, see a specialized dictionary of poetry such as the New Princeton Encyclopedia of Poetry and Poetics; and see scholarly narratological distinctions between real author, implied author, narrator, and characters.
addressee
the primary (first and most directly addressed) audience for the poem's persona (speaker); a figure analogous to the narratee in a short story or novel, a presence who may or may not be named in the work and who may or may not be an overt participant in the plot or the occasion but who is at least made evident as an "invisible entity" engaging the attention and receiving the utterances of the narrator/persona
Grade 7 and 8 Poetry Project! Due: Dec. 11th
POETRY SEMINAR Ms. Dingwell
THE ASSIGNMENT
You will find a poem and then tell the class the "meaning" of the poem. As you should recall, "meaning" is the sum of many things. Select a song that you feel tells a good story and makes use of literary or poetic devices you will be able to turn into a good essay paper. You're not likely to get a lot of meaning from a rock 'n' roll song about girls and partying all night. Those songs serve a purpose, but not in an English-class analysis.
Listen to your song choice several times. Pay attention to the lyrics. Write them down and make notations if it helps. Try to read between the lines. Look for literary devices such as simile, metaphor and parallelism. These devices are often used in well-written song lyrics. Consult a literary device guide to help you understand these literary elements. Look for poetic devices and poetic structure, such as internal and other rhyme schemes found in poetry. Search the lyrics for hyperbole, symbolism and beautiful language you would be more inclined to find in the works of noted poets. You can find more about poetic devices by referring to a guide as you analyze your song. Use the resources on my webpage http://drclarkschool.blogspot.com/ to help you.
Discuss the music of your song in terms of tone, mood, and how it works with the song lyrics to enhance the overall message of the song. You don't need to be able to read music to hear what's going on musically within a song.
Your seminar presentation will include your reading the poem or playing it for the class if it is on CD and then explaining the meaning.
The written part of the assignment will be to write a critical analysis of another student's seminar. This will test your knowledge of poetic techniques and critical thinking. It will also prepare you for JEOPARDY!
PREPARATIONNeedless to say, begin immediately. You will be required to give me the poem written out legibly in dark print by the day before your seminar at the latest. We will also have 2 labs to work on this.
THE PRESENTATION will be about 5 to 10 minutes long and be brilliant. You should organize it in advance. Props or handouts are allowed.
THE WRITTEN REVIEW will be about 150 words long and, although it will be kept confidential, it must be constructive as well as honest in its criticism. You should concentrate on areas such as clarity of presentation, depth of research, bibliographic information and the seminar's intellectual and informationalcontent.
A SIGN UP SHEET will be posted in the classroom as soon as a set of dates has been arrived at. The slots will be on a first come, first served basis.
SEE ME FOR ANY HELP OR SUGGESTIONS.
THE ASSIGNMENT
You will find a poem and then tell the class the "meaning" of the poem. As you should recall, "meaning" is the sum of many things. Select a song that you feel tells a good story and makes use of literary or poetic devices you will be able to turn into a good essay paper. You're not likely to get a lot of meaning from a rock 'n' roll song about girls and partying all night. Those songs serve a purpose, but not in an English-class analysis.
Listen to your song choice several times. Pay attention to the lyrics. Write them down and make notations if it helps. Try to read between the lines. Look for literary devices such as simile, metaphor and parallelism. These devices are often used in well-written song lyrics. Consult a literary device guide to help you understand these literary elements. Look for poetic devices and poetic structure, such as internal and other rhyme schemes found in poetry. Search the lyrics for hyperbole, symbolism and beautiful language you would be more inclined to find in the works of noted poets. You can find more about poetic devices by referring to a guide as you analyze your song. Use the resources on my webpage http://drclarkschool.blogspot.com/ to help you.
Discuss the music of your song in terms of tone, mood, and how it works with the song lyrics to enhance the overall message of the song. You don't need to be able to read music to hear what's going on musically within a song.
Your seminar presentation will include your reading the poem or playing it for the class if it is on CD and then explaining the meaning.
The written part of the assignment will be to write a critical analysis of another student's seminar. This will test your knowledge of poetic techniques and critical thinking. It will also prepare you for JEOPARDY!
PREPARATIONNeedless to say, begin immediately. You will be required to give me the poem written out legibly in dark print by the day before your seminar at the latest. We will also have 2 labs to work on this.
THE PRESENTATION will be about 5 to 10 minutes long and be brilliant. You should organize it in advance. Props or handouts are allowed.
THE WRITTEN REVIEW will be about 150 words long and, although it will be kept confidential, it must be constructive as well as honest in its criticism. You should concentrate on areas such as clarity of presentation, depth of research, bibliographic information and the seminar's intellectual and informationalcontent.
A SIGN UP SHEET will be posted in the classroom as soon as a set of dates has been arrived at. The slots will be on a first come, first served basis.
SEE ME FOR ANY HELP OR SUGGESTIONS.
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