ENGLISH 9B POETRY MODULE (The Odyssey and Poetry)

The Odyssey

You will read The Odyssey from the Prentice Hall Literature – gold level – pages 980 - 1046. You will do combination note-taking, comic strip, symbol, theme, epithet, monster project, crosswords, and grammar.

1. As you read you will do a Combination Note-Taking Graphic for each adventure: Sailing from Troy, The Lotus Eaters, The Cyclops, The Land of the Dead, The Sirens, Scylla and Charybdis, The Cattle of the Sun God, “Twenty years gone and I am back again …”, Argus, The Suitors, Penelope, The Challenge, Odysseus’ Revenge, Penelope’s Test. On the graphic you will have at least 4 big ideas for each adventure. An example Combination Note-Taking Graphic is included in the module, you will need 14 of these.

2. After reading the adventure of “The Cyclops” you will create a comic strip – instructions and rubric are in the module.

3. You will need to create an epithet – instructions and rubric are included in the module.

4. You will find similes and a metaphor – instructions and rubric are included in the module.

5. You will fill in the What’s in a Theme worksheet – included in the module.

6. You will complete the Symbol worksheet – included in the module.

7. You will complete the Monster Project – instructions and rubric are included in the module.

8. You will complete the Vocabulary and Character crosswords – included in the module.

9. You will complete the Grammar worksheet – included in the module.

10. You will create a Farcebook – instructions and rubric are included in the module.

Combination Note-TakingSource: Classroom Instruction That Works by Marzano, Pickering, & Pollock

Title/Sub-Heading/Caption

Notes –Main/Big Ideas Visual/Picture/Image etc. – for each note

Summary

Instructions and Rubric for a Comic Strip

You are going to create a six paneled comic strip showing the adventures of Odysseus and his men on the island of the Cyclops. You will dedicate one panel to each component of plot – exposition/basic situation, inciting moment/complication, rising action, climax, falling action, and resolution. Your choice of these six important parts of the Cyclops’ episode should therefore reflect/retell the story accurately. Each box will have a caption: text beneath it showing what part of the story is illustrated. That text must be a direct quote from the story and have the line number(s) in parentheses after it. You may invent short bits of dialogue to put inside the box itself. To be successful at this attempt, you can give each caption: a header: exposition/basic situation, inciting moment/complication, rising action, climax, falling action, and resolution. Each panel will be neat and colorful.

Exposition/Basic Situation Panel is neat and colorful 5 POINTSInciting Moment/Complication Panel is neat and colorful 5 POINTSRising Action Panel is neat and colorful 5 POINTSClimax Panel is neat and colorful 5 POINTSFalling Action Panel is neat and colorful 5 POINTSResolution Panel is neat and colorful 5 POINTSEach panel has a caption: a header and text is a direct quote from the story with the line number(s) in parentheses

24 POINTS

Spelling, Punctuation, Grammar, etc. equals minus 1 point for 3 errorsTOTAL POINTS POSSIBLE 54 POINTS

Epithet

Epithet: “any word or phrase applied to a person or thing to describe an actual or attributed quality”; descriptive words or phrases attached to the name of a person or thing:

Instructions: Students will use copy paper to create a colorful, neat, and creative poster with the epithet, visual, and paragraph. Examples of epithets: Odysseus-Master of Landways and Seaways, or Master Mariner and Solider, or Son of Laertes, or Raider of Cities, or Noble and Enduring Man, or The Warrior; Dawn – with Fingertips of Rose; Circe – with Sunbright Hair; Polyphemos – a Prodigious Man or Eater of Guests; etc.

1. Students will come up with their own epithet about themselves and then will hand draw a visual that represents the epithet. 8 points _____

2. Students will type a paragraph (1/2 page) explaining why they chose that epithet and how it applies to them. 10 points ____

3. The poster is creative, colorful, and neat and the text is typed. 6 points _____

4. The poster is free of errors in spelling, grammar, usages, and mechanics. (3 errors equal minus 1 point) _____

TOTAL POSSIBLE POINTS (24) _____

Similes and Metaphor

Simile – a figure of speech that makes a direct comparison between two subjects, using either like or as. Examples: Her smile was like a sunbeam. She is as sweet as sugar.

Metaphor – a figure of speech in which one thing is spoken of as though it were something else. Example: “love is madness.”

INSTRUCTIONS: You must have 4 similes and 1 metaphor from The Odyssey with the line numbers. You will use a piece of copy paper to create a colorful, neat, and creative poster with the 4 similes and 1 metaphor.

1. You have 4 similes (typed) and a hand drawn visual representation for each one on yourposter AND you have the line numbers for each one. 8 points _____

2. You have 1 metaphor (typed) and a hand drawn visual representation for it on your poster AND you have the line numbers for it. 2 points _____

3. The poster is creative, colorful, and neat and the text is typed. 5 points _____

4. The poster is free of errors in spelling, grammar, usages, and mechanics. (3 errors equal minus 1 point) _____

TOTAL POSSIBLE POINTS (15) _____

What’s in a ThemeA theme by any other name … well, it sure wouldn’t be a theme.

A theme is a statement that the author makes about people and their interactions with others and the world. Although the author will reveal much about the characters include: what drives them, how they act and react with others, with their world and the type of world they inhabit, most of these beliefs form sub-themes. One major message will prevail. THIS is the theme of the work. It must be written as a complete statement, not as a phrase. This theme shows the author’s purpose for writing the story.

Directions: Give examples for the following theme TOPICS. Then, analyze all your answers and determine the message that the author is showing the readers. Write this in the space at the bottom of the page.

Theme Topics:

1. Choices in life _________________________________________________________________

2. Coming of age _________________________________________________________________

3. Conflict of cultures _________________________________________________________________

4. The individual and society _________________________________________________________________

5. Life and loss _________________________________________________________________

6. Nature of evil _________________________________________________________________

7. The power and pain of love _________________________________________________________________

8. Triumph and defeat _________________________________________________________________

9. Uses and abuses of power _________________________________________________________________

10. Loss and innocence _________________________________________________________________

Theme Statement: _______________________________________________________________________________________________

Examples: The lack of communication can lead to tragedy. In war, everyone loses. If he chooses, man can overcome any hurdle or hardship. A person must stay true to himself.

SymbolsSuper Symbolize Me!

Symbols surround us. Here are a few:

Symbols also occur in most creative works: short stories, novels, poetry, music (lyrics and instrumentals), personal narrative, and art, to name just a few genres. They enhance a piece by taking it to a deeper level. Not everything in a work (an object, a season, the weather, a color, etc), is a symbol. They should be well-thought out in order to tie together the story and the theme, though, and not be interpreted by the reader, viewer or listener as an add-in at the last minute.

Here are some from novels:

Ribbons: Violin HandkerchiefVanity (Animal Farm) Beauty; defiance (Night) Fidelity (Othello)

Geese Food Gold CandlesticksFreedom Temptation (Odyssey) Materialism (One Flew Over the Cuckoo’s Nest) (The Crucible)

1. Quick: Draw two well-known symbols- make them colorful (2 points each), and then explain what each one stands for (3 points for each): (total points possible = 10)

2. Directions: From the following symbols – choose three symbols and complete the following for each of them:

Laertes’s Shroud Odysseus’ Bow The Sea Ithaca The Wedding BedFood and Banqueting Argos Hades Cyclops Land of the Dead

1. Name the symbol (2 points)2. Tell where/why it exists (3 points)3. Explain its meaning (5 points)

(total points possible 30)

Total points: 40

Extra Credit (1 point if copied, pasted and colorful; 2 points if hand-drawn and colorful); copy and paste or draw a picture that illustrates the writer’s word pictures – above – question 2.

Monster Project

One of the most frustrating obstacles in understanding classical literature is that it doesn’t always seem relevant. It usually is relevant, but it takes some thought and guidance for everyone to see that.

You and Odysseus are similar, you will write about how the monsters Odysseus encounters are similar to “monsters” in your own life. You are going to make an analogy between the Odyssey and your life. Analogy: a similarity between like features of two things, on which a comparison may be based: the analogy between the heart and a pump.

1. Choose three monsters from the seven that Odysseus encounters in what we read (Lotus-eaters, Cyclops, Sirens, Scylla, Charybdis, Helios, and the Suitors). In a well-developed paragraph (make sure you have a topic sentence) explain at least two characteristics of each of your three monsters, and then explain how those two characteristics are similar to a “monster” in your life. Total points = 30 You will get 10 points for each monster you discuss. Make sure you mention two characteristics and clearly link those characteristics to both the Odyssey’s monster and yours. 2. You will need to draw pictures of your three monsters from the Odyssey (5 points for each monster) and you will need to draw a picture for each of the “monsters” in your life (5 points for each “monster” in your life). For example, if, like the example below, you believe the Lotus Eaters are similar to your computer, then you will need to draw a picture of your computer. Total points = 30

Examples:

In my life, the lotus eaters are just like the computer. The lotus eaters enjoyed the lotus plant: it tasted good, and once they tasted it, they wanted to do nothing but enjoy and stare at it. With the computer, I enjoy the things I do with it: reading good articles, talking to my friends, and laughing at silly stuff. What happens is I get to using it and I don’t want to stop—I could sit there for hours using the computer. That is also like the lotus eaters, who forgot their homeland and responsibilities and had to be dragged away. When using the computer, I forget the things that are important, like sleep, and I stay up too late and am too tired to enjoy my family. The computer is definitely a lotus plant to me.

Homework in my life is like Helios. Helios sees and hears all. Homework is with me whenever I have a spare moment and even when I do not. My homework sees most of my weekends and weeknights; even during my open blocks in school I’m doing homework. Helios has herds of sheep and cattle that never die, just as my homework sees work from the same subjects continuously. My work never dies down. I think for these reasons Helios clearly represents homework in my life.

I think the sires are a lot like junk food, because they both draw you in. The sirens draw in sailors with their song, and the junk food does this by smelling and looking really good. However, they both are dangerous, because although the junk food sounds like a good idea it always ends up hurting you in some way, just as going to the sirens sounds nice before they eat the people.http://sheehy-english.wikispaces.com/Anaogizing+the+Monsters

The Odyssey - Monster Project Rubric - Analogy1. Student has hand-written and typed 3 well-developed paragraphs: 30 points ______

Topic Sentence for each paragraph2 characteristics of each monster and how those 2 characteristics

are similar to your “monster” in life in each paragraph2. Student has hand-drawn (not off from a computer program) 3 monsters from The Odyssey -

they are done colorfully and neatly 15 points ______3. Student has hand-drawn (not off from a computer program) 3 “monsters” in your life –

they are done colorfully and neatly 15 points ______4. The typed paragraphs and monsters have been attractively and neatly mounted onto

construction paper 5 points ______5. Correctly applies the basic rules of writing (spelling, grammar usage and punctuation)

3 errors = minus 1 point ______TOTAL POSSIBLE POINTS – 65 ______

"Odyssey" characters

 1  2  3

 4  5

 6

 7

 8

 9  10

 11

 12  13

 14

 15

 16  17  18

 19

 20

 21

 22

 23  24

 25

 26

ACROSS5 God of sea, earthquakes, horses, and storms at

sea6 Housekeepr for Penelope7 King of the Phaeacians, to whom Odysseus

tells his story8 Old swineherd and friend of Odysseus9 Enormous and dangerous whirlpool

11 Enchantress who helped Odysseus12 Odysseus and Penelope's son15 Wife of Hades16 The Cyclops who imprisoned Odysseus18 King of the gods20 Creatures whose songs lure sailors to their

deaths22 Suitor24 Nymph25 King of Ithaca26 Sea goddess who loved Odysseus

DOWN1 Odysseus' father2 Herald and messenger of the gods3 God of music, poetry, prophecy, and medicine4 Titan ruler of the universe; father of Zeus5 Member of Odysseus' crew

10 Sea monster of gray rock13 Another member of the crew14 Blind prophet who advised Odysseus16 Odysseus' wife17 Suitor19 King and leader of Greek forces21 Leader among the suitors23 Goddess of wisdom, skills, and warfare

"Odyssey" vocabulary

 1

 2  3

 4

 5

 6

 7  8

 9  10  11  12

 13

 14

 15

 16

ACROSS2 Characterized by craftiness and betrayal5 Staring with sullen anger; scowling6 Enormous

10 Took goods by force; looted11 Brief, violent storm13 Finished quickly14 Of great size or strength15 Stupefying or muddling16 Deprived

DOWN1 Inability to believe3 Fairness; impartiality; justice4 Disdain or scorn; scornful feelings or actions6 Tearfully or foolishly sentimental7 Conceal under a false appearance; disguise8 Calm; pacify9 Passion; enthusiasm

12 Supple; limber

Build Grammar Skills: Usage: Like, As, and As If

The words like and as if are not interchangeable. Like is a preposition meaning “similar to” or “such as.”Example: Odysseus looks and acts like a hero.

The term as if is a subordinating conjunction. Subordinating conjunctions connect two complete ideas by making one of the ideas subordinate to, or dependent upon, the other.

Example: The Lotus-Eaters ate the flowers as if they were harmless.The words as is also a subordinating conjunction that should not be confused with the preposition like.

Example: Odysseus acts as he speaks—forcefully.

Practice: Write in the word, correctly using like, as, or as if.

1. _______________ he traveled home, Odysseus learned a lot about himself.2. The Cyclopes were ____________ uncivilized beasts.3. Cyclops crushed the men ________________ they were puppies.4. Odysseus plunged the burning spike __________________ a dagger into Cyclops’ eye.5. __________________the Sirens sang, Odysseus and his crew passed by unharmed.6. Odysseus and his men would experience great anguish, _________________ Tiresias warned.

7. Odysseus and his mean encountered Scylla and Charybdis __________________ the island of the sirens faded into the distance.

Build Grammar Skills: Usage: Among and Between

The prepositions among and between are often confused because they are similar in meaning. Use among when referring to three or more items. Use between when you are referring to two items. Look at Homer’s use of among and between in these lines from the Odyssey. Eumaeus crossed the court and went straight forward

Into the megaron among the suitors;… he draws between his thumb and forefingera sweet new string upon a peg …

Practice: Circle the word in parentheses that correctly completes the sentence.

1. Odysseus tells Telemachus that (between/among) Zeus and Athena, they need no more help.2. Odysseus plans to find (between/among) the people in the palace those who have remained loyal to him.3. Disguised as a beggar, Odysseus tells Penelope that her husband will return some time (between/among) this night and the next.4. Penelope asks Odysseus that there be no answer (between/among) them.5. Athena commands that there be peace (between/among) Odysseus and the relatives of the slain suitors.6. What do you think will happen to the relationship (between/among) Odysseus and his wife now that they have been reunited?

The Odyssey Farcebook Character Project Instructions and Rubric

The purpose of the project is to create a Facebook (Farcebook) page on one of the characters from the epic according to the instructions below. Use this sheet to complete your research before you begin constructing the page and finding pictures. You may use Publisher, Word Processing, PowerPoint or any other program that you are familiar with. While you are working on your page, you may save it to your flash drive or your school folder. Your entire Farcebook project should represent your character. Upon completion of the page, please print out a copy in color (or color it). Obviously, you will use creative license to complete this project.Create a Farcebook page for a character from the epic using the following guidelines: (point values are in the parentheses).

Profile: Name of character at the top of the page (1) 1 Profile Picture of the character (2) Message about your character (10) – at least 5 sentences long and should cover such areas as physical description,

personality traits, likes, dislikes, quirks, idiosyncrasies, and dreamsInformation Corner/Basic Information:

Birthday (2)

Religion (2) Hometown (2) Education (2) Career/Job (2)

Friends Corner: 5 pictures of people that are or would be friends with your character or who are connected to your character. (15)

The Wall: Write 6 significant facts on The Wall. (24) These facts need to highlight important plot events that featured your

character. Each comment must be about a separate event and include the date. The comment can be from your character or from someone associated with your character. (use the back of this sheet to write these)

Comments (16) – at least 4 wall posts from your friends. At least 2 (8) of those postings must include comment strands that have been generated from that wall post.

Personal Information: (At least 3 of each): Activities (3) Interests (3) Favorite Music (3) Favorite Movies (3) Favorite TV Shows (3) Favorite Books (3) Favorite Quotations (3) – one of which has to be direct evidence from Homer’s epic poem (cited properly of

course)Contact Information: (You will need to make this up!):

Address (1) Phone Number (1) Email address (1)

Five Photos (15)Above and Beyond (5)

Total: 130 points possible __________

Adapted from: http://www.whiteboardblog.co.uk/2011/02/fake-facebook-pages/ - Your project has nothing to do with logging onto Facebook and/or creating a Facebook account. You do NOT have to access Facebook to complet

Poetry

1. Poetry Analysis Sheet

For this project you will read and analyze 4 poems from your textbook (Prentice Hall Literature – gold level). There is a poetry unit in the textbook – pages 892 – 1058, however, there is poetry throughout the textbook. You will fill in an Analysis Sheet for each of the poems that you choose. You will be finding different examples from the poems that fit with the poetry terms ( you must not use the same poetry terms – therefore you should have 12 different poetry terms once you get all 4 poetry analysis sheets filled in. Poetry Terms are at the end of this module.

The following questions will help you uncover the meaning of the poems.

1. What does the title mean?

Take a look at the title and reflect on what it means: _______________________________________________________

__________________________________________________________________________________________________

Be creative! You may add Flairs, Quizzes, and Icons – anything that will enhance your project.

2. Put it in your own words

Read the poem two or three times. You will see something different each time you read the poem. Write a brief summary of the poem in your own words. Highlight or list some of the words (nouns, verbs, phrases) that are important to understanding the poem.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

3. What do you think the poem means?

Now think about the meaning of the poem, not just the obvious meaning of each word but what they mean beyond the literal. Do these words suggest something else? Answer these questions:

Who is the speaker? _________________________________________________________________________________

Who is the subject of the poem? _______________________________________________________________________

What are they talking about? __________________________________________________________________________

Why do you think the author wrote the poem? ___________________________________________________________

When is the poem happening? ________________________________________________________________________

Where is the poem happening? ________________________________________________________________________

What is the poet’s attitude? ___________________________________________________________________________How does the poem shift from person to person or between different times or places?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

4. Shifts

Most poems tell us about a poet’s understanding of an experience so the beginning will be different then the end. The change may be in feelings, language (slang to formal), or connotation (positive to negative). Explain how these shifts convey the poem’s message.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

5. Poetic devices: Tools of the poet

Identify 3 different poetic terms (terms included in this module) and how they help convey the poem’s message.Poetic Term Actual Line How helps convey message

6. Theme

Identify the theme (central idea) of the poem. How does the theme convey the poem’s message?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

7. Look at the title again

Now look at the title again. Do you now have a different interpretation?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

8. Historical and cultural context

Integrate the research you have done on your author into your poetry analysis. Explain how the author’s history and culture have influenced the poem.

List two important experiences that influenced the author:

1. _________________________________________________________________________________________

2. _________________________________________________________________________________________

List two conditions in the author’s country that may have influenced his/her life (e.g. poverty, political unrest, war, lack of opportunities, social constraints):

1. _________________________________________________________________________________________

2. _________________________________________________________________________________________

2. Creating Poems You will write 4 poems and for each poem you will use 3 different poetic terms. You will underline the line and label the poetic terms. You cannot use the same poetic terms, therefore, you will have used a total of 12 poetic terms. Poetry Terms are at the end of this module.

A. Me Poem: This poem is about you.

Write one of these poems using the below format – remember you will need to be able to find 3 poetic term examples and underline them and label them.

I Am (Model)FIRST STANZA

I Am (two special characteristics you have).I wonder (something you are actually curious about).I hear (an imaginary sound).I see (an imaginary sight).I want (an actual desire).

I am (the first line of the poem repeated).

SECOND STANZAI pretend (something you actually pretend to do).I feel (a feeling about something imaginary).I touch (an imaginary touch).I worry (something that really bothers you).I cry (something that makes you very sad).I am (the first line of the poem repeated).

THIRD STANZAI understand (something you know is true).I say (something you believe in).I dream (something you actually dream about).I try (something you really make an effort about).I hope (something you actually hope for).I am (the first line of the poem repeated).

B. List Poem: Some of the most interesting poems are nothing more than lists of things. Start by thinking of an interesting placer in your house that has an unusual assortment of things in it to write about. Consider one of these suggestions (What’s on the top shelf of my closet? What’s under my bed? What’s in the corner of the basement? What’s in the pocket of my winter coat? What’s in that old box in the garage? What’s in the kitchen junk drawer?) or come up with one of your own. Make that your opening line. The rest of the poem is just a list of the items you find there.

Write one of these poems using the below format – remember you will need to be able to find 3 poetic term examples and underline them and label them.

List Poem:Line 1 – What’s in the (name the place)Line 2 – name and describe item 1Line 3 – name and describe item 2Line 4 – name and describe item 3Line 5 – name and describe item 4Line 6 – name and describe item 5Line 7 – name and describe item 6Line 8 – name and describe item 7Line 9 – name and describe item 8

Example: What’s in the kitchen junk drawer

One bag of AA batteries from 1984A Scotch tape dispenser that doesn’t

Pieces of curly, dried out contact paperTwisty ties that never will againStained Domino’s Pizza menus

Expired coupons and old Acme receiptsSticky pennies

Dusty tic tacs melted onto a paper clip

Lists can be either rhyming or not. It is up to you to decide which style you use. You can make your list poem humorous or far-fetched, too, and then in the final line, give the poem a serious turn.

Ideas for List Poems:The Sources of: Things That: Things:grayness ring to do waiting for the busstiffness light to do trying to fall asleepsoftness you find in the grocery store you should have doneredness hear in your house you should not have donesqueaks smell in the school that make you feel tallcold are round/square that make you feel smallssights are red/blue/green/black that you tell your mother

C. LIMERICK POEM - Limericks are one of the most fun and well-known poetic forms. No one knows for sure where the name “limerick” comes from, but most people assume it is related to the county of Limerick, in Ireland.

The reason limericks are so much fun is because they are short, rhyming, funny, and have a bouncy rhythm that makes them easy to memorize. In this lesson, I’ll show you how you can write your own limericks in just a few easy steps.

Write one of these poems using the below format – remember you will need to be able to find 3 poetic term examples and underline them and label them.

Limericks, like all poetic forms, have a set of rules that you need to follow. The rules for a limerick are fairly simple: They are five lines long. Lines 1, 2, and 5 rhyme with one another. Lines 3 and 4 rhyme with each other. They have a distinctive rhythm They are usually funny The rhyme scheme or rhyme pattern is AABBA Example:

There once was a girl from Troy AShe would always try to annoy AShe looked like a moose BShe laughed like a goose BHer silliness always caught a boy A

D. Prepositional Poetry

Write one of these poems using the below format – remember you will need to be able to find 3 poetic term examples and underline them and label them.

Directions:- Write a Prepositional poem using at least 15 prepositional phrases with a career or job as a topic- Each line begins with a preposition and contains one, two, or three additional words- Your poem does not have to rhyme

List of commonly used prepositions:above at by into toward about pastbefore down like through across behind overduring near under after below except outsideof until against beneath for off instead ofup along beside from on upon throughoutamong between in/out since with around in spite ofbeyond inside to within till underneath onto

Example:Paper Route

in the morningbefore school

through the rainon my bike

with my bagon my shoulder

along the puddlesin cold miserypast the dog

to the housesin the Blade boxesonto the driveway

with moneyin my pocket

with two hoursbefore school

Poetry Module Rubric

Instructions: You will write 4 poems and for each poem you will use 3 different poetic terms. You will underline and label the poetic terms. You cannot use the same poetic terms, therefore, you will have used a total of 12 poetic terms.

1. Original Poems:A. You must create at least 4 poems – each poem will have its own page with colorful graphics/

images/drawings that depict the poem. Own page/graphics colorful 20 points ______

B. You must create the following types of poems:Me Poem, List Poem, Limerick Poem, Prepositional Poem 40 points ______

C. Marking and Labeling: You must use 3 different literary devices and have each literary devicemarked and labeled on each of your original poems – see literary devices in this Module – (highlight/mark the literary device on the poems and indicate what it is

12 terms x 4 points 48 points ______**you do not need to mark more than 1 example for each different literary device.

TOTAL POSSIBLE POINT (108) ______

Original means YOU must write it

Instructions:a. Each poem must have a titleb. The poems must be the following types: Me Poem, List Poem, Limerick Poem, and Prepositional

Poemc. You mark and label at least 3 different literary devices on each of your original poems – see literary devices in this Module- (highlight/mark the literary device on the poem and indicate what it is).d. Each poem must have colorful graphics, pictures, images that reflect aspects of the poem.e. Each poem will be on a separate page.

Poetry Terms

1. Alliteration: is the repetition of initial consonant sounds in words: “It is the happy heart that breaks.”2. Assonance: is the repetition of vowel sounds without repeating consonants: “Let the unknowable touch the buckle of my spine.”3. Ballad: is a poem in verse form that tells a story.4. Blank verse: is an unrhymed form of poetry. Each line normally consists of 10 syllables in which every other syllable is stressed.5. Caesura: is a pause or sudden break in a line of poetry.6. Canto: is a main division of a long poem.7. Consonance: is the repetition of consonant sounds. Although it is similar to alliteration, consonance is not limited to the first letters of words: “above his blond determined head the sacred flag of truth unfurled”8. Couplet: is a pair of lines of verse of the same length that usually rhyme.9. Enjambment: is letting a sentence or thought run from one line to another.10. Foot: is the smallest repeated pattern of stressed and unstressed syllables in a poetic line. (see meter, rhythm, and verse)

Iambic: an unstressed followed by a stressed syllableAnapestic: two unstressed followed by a stressed syllableTrochaic: a stressed followed by an unstressed syllable

Dactylic: a stressed followed by two unstressed syllablesSpondaic: two stressed syllablesPyrrhic: two unstressed syllable

11. Free verse: is poetry that does not have a regular meter or rhyme scheme.12. Haiku: is a form of Japanese poetry that has three lines: the first and third short (five syllables) and the second longer (seven syllables). The subject of the haiku has traditionally been nature:

“Behind me the moon Brushes shadows of pine trees

Lightly on the floor.13. Heroic couplet: (closed couplet) consists of two successive rhyming lines that contain a complete thought.14. Line break: is an important element of free-verse poetry, affecting the way a poem looks on a page, and causing the reader’s eye to pause at particular words.15. Lyric: is a short verse that is intended to express the emotions of the author.16. Meter: is the patterned repetition of stressed and unstressed syllables in a line of poetry. (see foot, rhythm, and verse)17. Onomatopoeia: is the use of a word whose sound suggests its meaning, as in “clang, buzz, and twang”.18. Refrain: is the repetition of a line or phrase of a poem at regular intervals, especially at the end of each stanza.19. Repetition: is the repeating of a word or an idea for emphasis or for rhythmic effect: “someone gently rapping, rapping at my chamber door.”20. Rhyme: is the similarity or likeness of sound in two words. Sat and cat are perfect rhymes because the vowels and final consonant sounds are exactly the same. Stone and frown are imperfect rhymes because their endings sound similar but not identical.

End rhyme: is the rhyming of words at the ends of two or more lines.Internal rhyme: occurs when rhyming words appear within a line of poetry: “You break my eyes with a look that buys sweet cake.”

21. Rhythm: is the regular or random occurrence of sound in poetry. Regular rhythm is called meter. Random occurrence of sound is called free verse.22. Sonnet: is a poem in 14 lines of iambic pentameter. (see foot and verse)23. Stanza: is a division of poetry named for the number of lines it contains.

Couplet: two-lined stanza Sestet: six-line stanzaTriplet: three-line stanza Septet: seven-line stanzaQuatrain: four-line stanza Octave: eight-line stanzaQuintet: five-line stanza

24. Verse: is a metric line of poetry. It is named according to the kind and number of feet composing it; iambic pentameter, for example. (see foot, meter and rhythm)

Monometer: one foot Pentameter: five feetDimeter: two feet Hexameter: six feetTrimeter: three feet Heptameter: seven feetTetrameter: four feet Octometer: eight feet

25. Allusion: a reference to a well-known person, place, or event, literary work or work of art. An author may allude to a Civil War battle, the Constitution, or a book like the Bible.26. Imagery: A word or group of words in a literary work which appeal to one or more senses: sight, taste, touch, hearing, and smell.27. Metaphor: a figure of speech in which one this is spoken of as though it were something else. “love is madness”28. Simile: a figure of speech that makes a direct comparison between two subject, using ether like or as. “Her smile was like a sunbeam”.29. Personification: a figure of speech in which nonhuman subjects are given human characteristic. “The creek ran down the hill.”30. Hyperbole: exaggeration used to emphasize a point. “I am as hungry as a horse.”31. Analogy: a comparison of ideas or objects that are completely different but that are alike in one important way. 32. Paradox: a true statement that says two opposite things.