 Line
 Line break: where the poet chooses to end a line
 End-stopped: line ends with a comma, period, dash,
semicolon, or other punctuation mark
Used to ________________________________________________
 Enjambment: sentence or clause runs onto next line without
a stop
Used to ________________________________________________
 Stanza: group of lines
 Poems we already wrote
 “l(a” by e. e. cummings:
http://www.youtube.com/watch?v=hXP-7byD7fo
 “Women” by Alice Walker: p. 327
 “Astonishment” by Wislawa Szymborska: p. 330
 Exit Ticket Assignment: Choose ONE:
 Rewrite “Women” in prose (paragraph) form; add punctuation
where you see fit. Answer this question below the rewritten poem:
How did your changes affect the poem?
OR
 Rewrite “Astonishment” as a declarative poem with all statements
and no questions. Answer this question below the rewritten poem:
How did your changes affect the poem?
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m
se
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k)
nc
hy
ho
ly
l(n
h(w
b
o
arm
(th
bo
sun
ed
dy
ny
ar
‘s
da
kk
ho
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ni
me)
app
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man
 Alliteration: repetition of initial consonant sounds
 Example= Peter Piper picked a peck of pickled peppers.
 Onomatopoeia: use of words that sound like the
actual sounds they describe
 Examples= buzz, hiss, pop, pow, whap, animal sounds
 “Cassette” by Brave New Voices:
http://www.youtube.com/watch?v=OHPH7bcUzJM
 Rhyme: words with the same terminal sound
Rhyme scheme: pattern of rhyme; labeled with
letters
couplet: two successive rhymed lines of equal
length (rhyme scheme= aa)
quatrain: four successive rhymed lines of equal
length (rhyme scheme may vary)
 Rhythm: pattern of sound created by rhyme,
repetition, line lengths, emphasis on syllables, etc.
 “Summer” p. 927
 Group Activity: Read your assigned poem aloud.
List the last word of each line on your white
board. Label the rhyme scheme with letters.
1. “Maggie and milly and molly and may” p. 329
2. “I Wandered Lonely as a Cloud” p. 897-898
3. “Woman’s Work” p. 920
4. “Sonnet 30” p. 960
 Figurative language: general term for words that communicate
ideas beyond their literal meaning; often create vivid
impressions by setting up comparisons between dissimilar
things: “The Road Not Taken” p. 188-189
 Examples: I’m so hungry I could eat a horse! Go jump off a cliff!
 Simile: comparison using “like,” “as,” or “than”
 Examples: He is as tall as a tree. He is like a tall tree.
 Metaphor: comparison between two dissimilar items without
using “like,” “as,” or “than”; figure of speech in which a term or
phrase is applied to something to which it is not literally
applicable in order to suggest a resemblance
 Examples: He is a tall tree. He has the height of the tallest trees in
the forest.
 I’m thinking about you
like ________.
 My worst enemy is
________.
 This week has made
me feel like ________.
 The person I love the
most is ________.
 My best friend looks
like ________.
 My family members
are ________.
 I sing better than
________.
 The students in this
class are ________.
1. “Dream Deferred” by Langston
Hughes p. 904
3. “The Eagle” by Alfred, Lord
Tennyson p. 906
 Does the poem use similes,
metaphors, or both?
 Does the poem use similes,
metaphors, or both?
 What items is a dream
deferred compared to?
 What item is the eagle
compared to?
2. “Dreams” by Langston Hughes
p. 905
 Does the poem use similes,
metaphors, or both?
 What items are dreams
compared to?
4. “‘Hope’ is the thing with
feathers” by Emily Dickinson p.
908
 Does the poem use similes,
metaphors, or both?
 What item is hope compared
to?
What is the poet’s purpose for making each comparison?
You will receive an object and an idea.
1) Create a comparison chart for the
object and idea (at least four bullets).
Example:
Object: Sponge
-Absorbs liquid
-Holds liquid
-Can be rinsed
-Dries up when not used
Idea: Mind
-Absorbs knowledge
-Holds knowledge
-Can be washed
-Dries up when not used
2) Write metaphors using the information
in your chart (at least four sentences).
Examples:
A mind is a sponge that absorbs knowledge.
A mind is a sponge that holds knowledge.
A mind is a sponge because it can be brain-
”washed.”
A mind is a sponge because dries up when it
is not used.
 Imagery: use of language to create word pictures in
a readers mind; vivid description that appeals to
one or more of the senses (sight, hearing, touch,
smell, taste, or feeling)
 Personification: giving human characteristics to
nonhuman animals, objects, or ideas
Read two of the poems below. Copy some lines
from each poem, and explain why you believe the
lines show imagery or personification.
 “Spearthrower” p. 231
 “Blackberry Eating” p. 914
 “Fifteen” p. 286
 “Memory” p. 915
 “Combing” p. 326
 “Eulogy for a Hermit Crab”
p. 916
 “Gifts” p. 505
 “Meciendo/Rocking” p. 918919
 Speaker: narrator of poem; persona the author
creates
 Theme: poet’s main message communicated
through the poem; general statement about life
 Tone: speaker’s attitude toward the subject
 “So Mexicans are Taking Jobs from Americans”
(handout)
 “I Too Sing America” (handout)
 “All Watched Over by Machines of Loving Grace” p.
476
 Diction: word choice, including the vocabulary
used, appropriateness of the words, and vividness
of the language
 Symbol: concrete object, character, figure, or color
that is used to represent an abstract idea or
concept
 “Beware: Do Not Read This Poem” p. 124125
 “Slam, Dunk, and Hook” p. 228-229
 “Sympathy” p. 292
 “Jabberwocky” p. 400-401