ENG3C Poetry Unit Name: Poetry Unit
Poetry Glossary Term Acrostic Ballad Blank Verse Caesura Concrete Elegy Enjambment Epic Found Free Verse Haiku Kinetic Limerick Lyric Narrative Ode Parallel Parody Rhyming Couplet Definition A poem, word puzzle, or other composition in which certain letters in each line form a word or words. A poem that can be sung or recited, telling a story in a simple but dramatic way. In the past, ballads were passed from generation to generation orally, helping people to remember their history. Since then, poets and singers have used the traditional ballad form to create literary ballads. Verse without rhyme, especially that which uses iambic pentameter. (in Greek and Latin verse) A break between words within a metrical foot. (in modern verse) A pause near the middle of a line. Poetry in which the meaning or effect is conveyed partly or wholly by visual means, using patterns of words or letters and other typographical devices. A poem of serious reflection, typically a lament for the dead. (in verse) The continuation of a sentence without a pause beyond the end of a line, couplet, or stanza. A long and highly stylized narrative poem, ordinarily concerning a serious subject, celebrating the heroic achievements of its hero and events significant to a culture or nation. Homer's Iliad and Odyssey are usually regarded as the first important epic poems, and much later, Paradise Lost by John Milton, and are considered to define the form. Does not originate as poetry. The poet finds an interesting selection or excerpt and arranges the words or sentences into poetic form. Poetry that does not rhyme or have a regular meter. Also called vers libre. A Japanese poem of seventeen syllables, in three lines of five, seven, and five, traditionally evoking images of the natural world. Formal Japanese haiku are based on three unrhymed lines of five, seven, and five syllables respectively Using the senses, the poet observes and records his or her experiences in exact language. Poetry that presents the words of a poem in motion. The graphic representation must give the reader the sound, the shape, and the meaning. The print determines how the poem should be read aloud. A poem of five lines. A humorous, frequently bawdy, verse of three long and two short lines rhyming aabba, popularized by Edward Lear. Is a song-like work, often with the theme of nature s beauty, expressing the writer's emotions, usually briefly and in stanzas or recognized forms. Tells a story. The story can be presented from the viewpoint of a character in the poem or of a narrator. A lyric poem in honour of a particular person, object, or subject, often elevated in style or manner to be dignified and sincere, and written in varied or irregular meter. A poem that is a series of comparisons. The poem has one theme, and each of the lines describes a new aspect of the subject. An imitation of the style of a particular writer, artist, or genre with deliberate exaggeration for comic effect. A unit of verse consisting of two successive lines, usually rhyming and having the same meter and often forming a complete thought or syntactic unit. 2
Term Rondeau Scansion Sonnet Definition A thirteen-line poem, divided into three stanzas of 5, 3, and 5 lines, with only two rhymes throughout and with the opening words of the first line used as a refrain at the end of the second and third stanzas. The action of scanning a line of verse to determine its rhythm. A lyric poem of fourteen lines that follow a definite rhyming scheme. There are two types of sonnets: the Italian (with end rhymes abba abba cde cde) and the English (with end rhymes abab cdcd efef gg). The first eight lines describe the poet s feelings, and the last six lines comment on those feelings. Verse Writing arranged with a metrical rhythm, typically having a rhyme. A group of lines that form a unit in a poem or song; a stanza. Definitions from ABC s of Creative Writing by David W. Booth/Stanley Skinner and Oxford American Dictionaries 3
Poetry Puzzle Poetry Activity In this activity, you are to break into 7 groups of approximately 4 people each. Designate one person in the group as the secretary, who will be writing for the group. I will give each group an envelope. In that envelope will be a poem cut into its individual lines. Each group s task is to arrange the lines in the order they believe the poem should be. The secretary s job is to write this below, in the space provided, when the group comes to consensus about the order of the lines. When that has all been decided and transcribed, your group will decide on a title for the poem, then write the poem on the chart paper, and tape it to the wall or chalkboard. Each group will then orally explain why they made the choices they made in arranging the poem. What clues helped you make your decisions, etc? What have you learned about the organization and structure of language? Group Members: Poem Title: 4
Poetry ENG3C Personal Reflection /25 Name: 1. Why did you choose this topic for your poem? What interested or appealed to you? /1 2. What did you want to communicate about your topic? /2 3. What is the theme or message that you wished to express? /3 4. What form did you choose (blank or free verse), and why? /2 5
5. Identify two literary devices that you used. Explain the rationale for your decision. What was the intended effect? /6 6. What did you learn from this process? Be specific. /2 7. What were your strengths? Justify your answer. /3 8. What two skills or talents do you wish to improve? Why? What would you do to improve? /6 6
Poetry ENG3C Poem Writing /16 For your Poetry Assignment, you will independently write a poem using both figures of speech and some of the structural techniques learned in class. This poem will be in free verse. Poems must be at least six (6) lines in length, and obviously cannot be acrostic. In the Personal Reflection, you will explain the choices you made in your poem, the devices used, and what you hope to communicate to the reader with each choice. On the date it is due, you will read your poem in our Poetry Café, then submit the rubric below, the typed poem, and Personal Reflection, in that order. Name: **Staple and submit this sheet with your completed assignment.** 1 Poem Development 2 Form 3 Literary Devices 4 Mechanics Overall effect of poem. Arrangement and style of composition. Literary Device Usage. Use/misuse of grammar and punctuation, and use of line breaks for poetic effect. 4 Thoroughly developed structure and voice. Communicates ideas and themes with a high degree of clarity. Arrangement and style are used with a high degree of effectiveness. Conventions of form are used correctly. Rich use of a variety of literary devices. Virtually all devices properly used. Complex use/misuse of grammar and punctuation. Strategic use of line breaks to convey meaning. 3 Clear, well-developed structure and voice. Communicates ideas and themes with clarity. Arrangement and style are used with considerable effectiveness. Conventions of form are mostly used correctly. Effective usage of literary devices. Few errors in usage that do not interfere with meaning. Effective use/misuse of grammar and punctuation. Use of line breaks to convey meaning. 2 Some development of structure and voice. Communicates some ideas and themes with clarity. Arrangement and style are used with some effectiveness. Conventions of form are followed correctly to some degree. Acceptable usage of devices. Some errors that interfere with meaning. Some use/misuse of grammar and punctuation. Attempts to use line breaks with varying degrees of success. 1 Structure and voice are basic and undeveloped. Communication of ideas and themes lack clarity. Arrangement and style are used with little effectiveness. Conventions of form are not followed correctly. Simplistic usage of literary devices. Erroneous usage that seriously interfere with meaning. Little or no use/misuse of grammar and punctuation. Use of line breaks is disruptive or confusing. Total P= /4 F= /4 D= /4 M= /4 Overall Expectations: Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. Comments: 7