poetry vocabulary

Poetry

• Words arranged in a rhythm that express ideas and emotions

Rhyme

• The repetition of sounds at the ends of words

• Examples:– Cat, bat, rat– Light, sight, right– Weigh, stay, may

• Remember: The words do not have to be spelled the same to sound the same.

End Rhyme

• The rhyming of words at the ends of two or more lines

• Example:I am feeling very sad,And also kind of mad.

Rhyme Scheme

Rhyme scheme occurs in poems that utilize a type of rhyming called end rhyme.

This is when the last word of a line rhymes with the last word of another line.

The lines do not have to be consecutive (in a row).

What is the Rhyme Scheme?

“Sick” by Shel Silverstien

1 "I cannot go to school today,"2 Said little Peggy Ann McKay.3 "I have the measles and the mumps,4 A gash, a rash and purple bumps.5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today,"2 Said little Peggy Ann McKay.3 "I have the measles and the mumps,4 A gash, a rash and purple bumps.5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today,”2 Said little Peggy Ann McKay.3 "I have the measles and the mumps,4 A gash, a rash and purple bumps.5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay.3 "I have the measles and the mumps,4 A gash, a rash and purple bumps.5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay. (a)3 "I have the measles and the mumps,4 A gash, a rash and purple bumps.5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay. (a)3 "I have the measles and the mumps, 4 A gash, a rash and purple bumps.5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay. (a)3 "I have the measles and the mumps, 4 A gash, a rash and purple bumps.5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay. (a)3 "I have the measles and the mumps, (b)4 A gash, a rash and purple bumps. (b)5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay. (a)3 "I have the measles and the mumps, (b)4 A gash, a rash and purple bumps. (b)5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay. (a)3 "I have the measles and the mumps, (b)4 A gash, a rash and purple bumps. (b)5 My mouth is wet, my throat is dry,6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay. (a)3 "I have the measles and the mumps, (b)4 A gash, a rash and purple bumps. (b)5 My mouth is wet, my throat is dry, (c)6 I'm going blind in my right eye.

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay. (a)3 "I have the measles and the mumps, (b)4 A gash, a rash and purple bumps. (b)5 My mouth is wet, my throat is dry, (c)6 I'm going blind in my right eye. (c)

“Sick” by Shel Silverstien

1 "I cannot go to school today," (a)2 Said little Peggy Ann McKay. (a)3 "I have the measles and the mumps, (b)4 A gash, a rash and purple bumps. (b)5 My mouth is wet, my throat is dry, (c)6 I'm going blind in my right eye. (c)

The rhyme scheme of these six lines of poetry is a,a,b,b,c,c.

What is the Rhyme Scheme?

There was a young boy from Caboo,Who had trouble tying his shoe.He said to his ox,"I'll just walk in my socks."Now all of his friends do that, too!

What is the Rhyme Scheme?

There was a young boy from Caboo,Who had trouble tying his shoe.He said to his ox,"I'll just walk in my socks."Now all of his friends do that, too!

What is the Rhyme Scheme?

There was a young boy from Caboo,Who had trouble tying his shoe.He said to his ox,"I'll just walk in my socks."Now all of his friends do that, too!

What is the Rhyme Scheme?

There was a young boy from Caboo,Who had trouble tying his shoe.He said to his ox,"I'll just walk in my socks."Now all of his friends do that, too!

What is the Rhyme Scheme?

There was a young boy from Caboo,Who had trouble tying his shoe.He said to his ox,"I'll just walk in my socks."Now all of his friends do that, too!

What is the Rhyme Scheme?

There was a young boy from Caboo,Who had trouble tying his shoe.He said to his ox,"I'll just walk in my socks."Now all of his friends do that, too!

What is the Rhyme Scheme?

There was a young boy from Caboo, (a)Who had trouble tying his shoe. (a)He said to his ox,"I'll just walk in my socks."Now all of his friends do that, too! (a)

What is the Rhyme Scheme?

There was a young boy from Caboo, (a)Who had trouble tying his shoe. (a)He said to his ox, (b)"I'll just walk in my socks." (b)Now all of his friends do that, too! (a)

The rhyme scheme of a LIMERICK is a,a,b,b,a.

Figurative Language

• Language that uses figures of speech such as

• Cannot be taken literally

• Examples:

Alliteration

• The repetition of the beginning consonant sounds in words

• Example: In the summer the sun is strong.

Assonance

• The repetition of vowel sounds in a line of poetry

• Example: I paid my way on the plane to Maine.

Consonance

• The repetition of consonant sounds in a line of poetry.

• Example: Bring back the black jacket.

Onomatopoeia

• Onomatopoeia uses words that sound like the objects or actions which they are describing.

• Examples:

– BAM! might describe a bad car accident.

– Clang! might describe pots and pans hitting each other.

Hyperbole

• An exaggeration of the truth that is meant to emphasize a point or be funny

• Example:– I told you a million times to sit in your assigned seats!

Understatement

• The opposite of hyperbole• Refers to a figure of speech that says less than

is intended.

• Example:– He’s not the world’s greatest listener.

Personification

• Personification gives human qualities to non-human ideas or objects.

• Example:– The snow whispers to me a

faint goodbye.

Similes

• A comparison of two unlike things using like or as

• Example:– The teacher was as old as a

dinosaur.

Metaphor

• A comparison of two unlike things without using like or as.

• Example:– The teacher was a dinosaur.

Repetition• Repetition is the repeating of a word or phrase

in a line or poem to put emphasis on something.

• Example:When I’m goneGather my friends and celebrate my life For it was lived in peace.When I’m goneScatter my ashes across the plains.Then plant a single flowerWhen I’m gone.

Tone and Mood

• Tone: the writer’s attitude toward a subject

• Mood: the emotion a reader feels when reading a poem

Persona

• Persona is the speaker of the poem.

• The speaker may or may not be the author.

Precise Words

• Using precise words takes the ability to select the best word available to portray a feeling, image, or meaning.

• What does this mean?– The difference between the right word and the

almost right word is the difference between lightning and the lightning bug.

Theme

• The message or main idea that the poet is trying to convey

Stanza

• A number of lines that divide a poem into sections

• How many stanzas are in the example??

Free Verse• Poems that can be

written as the author chooses

• They do not follow a specified rhyme scheme or pattern

• Example:

Formula Poetry

• Poems that follow a specified formula or pattern

• Examples: Limerick, haiku, couplet

Imagery

• Imagery is the use of words to create pictures in a reader’s mind.

• Show, don’t tell.