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Name: __________________________
English 11/ 12 Poetry Package
Definitions of Poetic Devices
simile: a comparison using as or like e.g., "Mr. B is strong like a bull."
metaphor: a comparison NOT using as or like when one thing is said to be
another. (eg: When I didn’t do my homework, Mr.B. became a roaring lion.)
symbolism: a symbol is an image that represents something else (eg: a dove
represents “peace”). However, it is NOT a comparison (eg: a dove is like
peace or a dove is peace doesn’t make sense).
hyperbole: exaggeration for dramatic effect e.g., "all the perfumes of Arabia
will not sweeten this (murderer's) hand"
oxymoron: a seeming contradiction in two words put together: "parting is such
sweet sorrow."
onomatopoeia: making noises or sound effects with words. e.g., biz buzz,
humming, pant, or puff.
allusion: referring to something in history or literature
meter: the pattern of stressed and unstressed syllables.
imagery: the use of language to create a mental image or picture.
paradox: a seeming contradiction that makes sense. (Feste was the wisest fool
in all of Illyria)
personification: attribution of human motives or behaviours to impersonal
agencies. (eg: The trees and long grasses danced in the wind)
alliteration: the deliberate repetition of consonant sounds, e.g., "Build, build
your Babels!"
assonance: deliberate repetition of identical or similar vowel sounds: "the tread
of the feet of the dead"
consonance: the repetition of the same or similar consonant sounds.
internal rhyme: when words on the same line rhyme.
antithesis: balanced contrast for special effect: e.g., "Lord of all things, yet
prey to all."
repetition: repetition of key word or idea for effect.
diction: poet's distinctive choices in vocabulary.
rhyme: repetition of same vowel sounds.
rhythm: internal 'feel' of beat and meter perceived when poetry is read aloud.
mood: feelings or meanings conveyed in the poem; atmosphere.
tone: the author’s attitude or feeling about the subject.
irony: something said or done that is the opposite of the truth.
Name: ________________
English 11 Poetry Unit
Poetry Warm-Up Activities
1. Imagination Re-boot: Find a prop. Take turns answering the following question: “What
are you doing?”
Eg: “What are you doing?”
“I am riding a dolphin….rowing a boat…shooting a bow”…etc
After your turn, pass the object to the next person and go to the back of the line.
2. Five Senses Poetry Writing: Using Imagery
Choose a theme
(eg: “Growing Up” or “Last Summer” “A Holiday” “My pet” or “My room”)
Jot down some details. Now describe those details...
Looks like…
Sounds like…
Smells like…
Tastes like…
Feels like…
Mr. B’s Example –
Theme: “Where I was…”
Year: 2001
Location: S. Korea
Activities: ESL Teaching
Foods: Bibimbap and Kimchi
Music: Radiohead
Transportation: Motorbike
Where I was….
Days were long and nights longer still
Wedged between a red giant and dull brown water
Minding halflings by day
Swallowing fire at sundown
Rising only to begin again
A life on the back of a wailing insect
Without purpose
Without tomorrow
3. Now it is your turn....
Personification
"The Metal" -- Tenacious D
You can't kill the metal
The metal will live on
Punk-Rock tried to kill the metal
But they failed, as they were smite to the ground
New-wave tried to kill the metal
But they failed, as they were stricken down to the ground
Grunge tried to kill the metal Ha,hahahahaha
They failed, as they were thrown to the ground
Aargh! yeah! [x2]
[Singing]
No-one can destroy the metal
The metal will strike you down with a vicious blow
We are the vanquished foes of the metal
We tried to win for why we do not know
New-wave tried to destroy the metal, but the metal had its way
Grunge then tried to dethrone the metal, but metal was in the way
Punk-rock tried to destroy the metal, but metal was much too strong
Techno tried to defile the metal, but techno was proven wrong
Yea!
Metal!
It comes from hell!
Name: ________________
Song: ______________________
1. Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning “You can't kill the metal”
“Punk-Rock tried to kill
the metal”
“It comes from hell!”
“destroy.....dethrone.......
defile....”
2. Identify theme(s) in the song:
3. In your own words, explain the message of the song:
Jack Black, in his song “__________________,” uses __________________
and ______________________ to show ______________________________.
Repetition & Metaphor
I am a Rock – Paul Simon, 1965
A winter's day
In a deep and dark December;
I am alone,
Gazing from my window to the streets below
On a freshly fallen silent shroud of snow.
I am a rock,
I am an island.
I've built walls,
A fortress deep and mighty,
That none may penetrate.
I have no need of friendship; friendship causes pain.
It's laughter and it's loving I disdain.
I am a rock,
I am an island.
Don't talk of love,
Well I've heard the word before;
It's sleeping in my memory.
I won't disturb the slumber of feelings that have died.
If I never loved I never would have cried.
I am a rock,
I am an island.
I have my books
And my poetry to protect me;
I am shielded in my armor,
Hiding in my room, safe within my womb.
I touch no one and no one touches me.
I am a rock,
I am an island.
And a rock feels no pain;
And an island never cries.
Name: ________________
Song : ______________________
1. Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning “I am a rock”
“I am an Island”
“I’ve built walls, a
fortress deep and mighty”
“{love} is sleeping in my
memory”
“A rock feels no pain and
an island never cries”
2. Identify theme(s) in the song:
3. In your own words, explain the message of the song
Paul Simon, in his song “____________________,” uses __________________
and ______________________ to show ______________________________.
Name: ______________
SOUND DEVICES
Match the sounds with the objects that might make them. Choose from the list at the bottom of the
page.
Objects
Sounds Objects Sounds
Planes
Bells
Brakes
Bugles
Bullets
Cranes
Chains
Clocks
Coins
Corks
Dishes
Trumpets
Watch
Water
Wings
Hoofs
Horns
Kettles
Leaves
Paper
Raindrops
Saws
Sirens
Steam
Streams
Telephones
Thunder
Trains
Whips
Wind
Sounds: Zoom, ring, screech, call, ping, thunder, toot, sing, rustle, crinkle, swish,
patter, buzz, clank, tick, wail, hiss, pop, murmur, clatter, clap, bang, beat, tinkle,
bubble, drip, boom, crack, throb, howl, whir, creak, clink.
Onomatopoeia and Repetition
DOG AROUND THE BLOCK by E.B. White, 1938
Dog around the block, sniff,
Hydrant sniffing, corner, grating,
Sniffing, always, starting forward,
Backward, dragging, sniffing backward,
Leash at taut, leash at dangle,
Leash in people’s feet entangle-
Sniffing dog, apprised of smellings,
Love of life, and fronts of dwellings,
Meeting enemies,
Loving old acquaintance, sniff,
Sniffing hydrant for reminders,
Leg against the wall, raise,
Leaving grating, corner greeting,
Chance for meeting, sniff, meeting,
Meeting, telling, news of smelling,
Nose to tail, tail to nose,
Rigid, careful, pose,
Liking, partly liking, hating,
Then another hydrant, grating,
Leash at taut, leash at dangle,
Tangle, sniff, untangle
Dog around the block, sniff.
1. Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning
“sniff….sniffing”
“dangle/ entangle”
“smellings/ dwellings”
“Dog around the block,
sniff.”
2. Identify theme(s) in the song
3. Now write about the poem...
EB White, in his poem “__________________,” uses __________________
and ______________________ to show ______________________________.
The Watch – Frances Cornford
I WAKENED on my hot, hard bed;
Upon the pillow lay my head;
Beneath the pillow I could hear
My little watch was ticking clear.
I thought the throbbing of it went 5
Like my continual discontent,
I thought it said in every tick:
I am so sick, so sick, so sick;
O death, come quick, come quick, come quick,
Come quick, come quick, come quick, come quick. 10
1. Identify the poetic devices and explain the meaning:
Example Poetic Device Meaning
2. Identify theme(s) in the poem:
3. In your own words, explain the message of the poem:
Frances Cornford, in his poem “__________________,” uses ________________
and ______________________ to explore _________________________________.
The Shell – James Stephens
AND then I pressed the shell
Close to my ear
And listened well,
And straightway like a bell
Came low and clear 5
The slow, sad murmur of the distant seas,
Whipped by an icy breeze
Upon a shore
Wind-swept and desolate.
It was a sunless strand that never bore 10
The footprint of a man,
Nor felt the weight
Since time began
Of any human quality or stir
Save what the dreary winds and waves incur. 15
And in the hush of waters was the sound
Of pebbles rolling round,
For ever rolling with a hollow sound.
And bubbling sea-weeds as the waters go
Swish to and fro 20
Their long, cold tentacles of slimy grey.
There was no day,
Nor ever came a night
Setting the stars alight
To wonder at the moon: 25
Was twilight only and the frightened croon,
Smitten to whimpers, of the dreary wind
And waves that journeyed blind—
And then I loosed my ear ... O, it was sweet
To hear a cart go jolting down the street. 30
1. Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning
2. Identify theme(s) in the poem:
3. In your own words, explain the message of the poem:
James Stephens, in his poem “__________________,” uses ________________
and ______________________ to explore _________________________________.
Fields of Gold -- Sting
You remember me when the west wind moves
Upon the fields of barley
You'll forget the sun in his jealous sky
As we walk in fields of gold
So she took her love for to gaze awhile
Upon the fields of barley
In his arms she fell as her hair came down
Among the fields of gold
Will you stay with me, will you be my love?
Among the fields of barley
We'll forget the sun in his jealous sky
As we lie in fields of gold
See the west wind move like a lover so
Upon the fields of barley
Feel her body rise when you kiss her mouth
Among the fields of gold
I never made promises lightly
And there have been some that I've broken
But I swear in the days still left
We'll walk in fields of gold
We'll walk in fields of gold
Many years have passed since those summer days
Among the fields of barley
See the children run as the sun goes down
Among the fields of gold
You'll remember me when the west wind moves
Upon the fields of barley
You can tell the sun in his jealous sky
When we walked in fields of gold
When we walked in fields of gold
1. Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning
“…the sun, in his jealous
sky…”
“Fields of Gold”
“the west wind moves
among the fields of barley”
2. Identify theme(s) in the song:
3. In your own words, explain the message of the song:
Sting, in his song “____________________,” uses __________________
and ______________________ to express ______________________________.
Symbolism and Allusion
Ramble On – Led Zeppelin
Leaves are fallin' all around, time I was on my
way
Thanks to you, I'm much obliged for such a
pleasant stay
but now it's time for me to go, the autumn
moon lights my way
for now I smell the rain, and with it, pain
and it's headed my way
Aw, sometimes I grow so tired
but I know I've got one thing I got to do
A-ramble on, and now's the time, the time is
now
Sing my song, I'm goin' 'round the world, I
gotta find my girl
On my way, I've been this way ten years to the
day
Ramble on, gotta find the queen of all my
dreams
Got no time to for spreadin' roots, the time has
come to be gone
And though our health we drank a thousand
times
it's time to ramble on
A-ramble on, and now's the time, the time is
now
Sing my song, I'm goin' 'round the world
I've gotta find my girl
On my way, I've been this way ten years to the
day
I gotta ramble on, I gotta find the queen of all
my dreams
I tell you no lie
Mine's a tale that can't be told, my freedom I
hold dear
How years ago in days of old when magic
filled the air
'twas in the darkest depths of Mordor, mm-I
met a girl so fair
but Gollum and the evil warg crept up and
slipped away with her
her, her, yeah, and ain't nothin' I can do, no
I guess I'll keep on ramblin', I'm gonna
Sing my song/Sh-yeah-yeah-yeah-yeah, I've
gotta find my baby
I'm gonna ramble on, sing my song
Gonna work my way all around the world
Baby, baby/Ramble on, yeah
A-do-do-n-do-n-do-n-do, my baby/Baby
A-ramble on, baby
A-do-do-do-do-do-do-do-de-do-de-do-de-do-
de-do-de, yeah, yeah/
I can't stop this feelin' in my heart
Everytime I feel I will leave, I really gotta part
Gotta keep searchin' for my baby
Baby, baby, baby, baby, baby, baby, baby,
baby, babe
I've gotta keep a-searchin'for my baby
My, my, my, my, my, my, my baby
Yeah-yeah, a-yeah-yeah, a-yeah-yeah
My, my, my, my, my, my baby
Yeah-yeah, yeah-yeah, yeah-yeah, yeah-yeah,
yeah-yeah
Ooh, my, my, my-my, my-my, my-my, yeah
I can't find my bluebird, I'd listen to my
bluebird sing
but I, I can't find my bluebird
I keep a-ramblin' baby
Ah, ah, yeah
I keep a-ramblin', baby
Name: ________________
Song : ______________________
1. Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning
2. Identify theme(s) in the song:
3. In your own words, explain the message of the song:
Led Zeppelin, in their song “___________________,” use __________________
and ______________________ to explore ______________________________.
"Viva La Vida" – Cold Play
I used to rule the world
Seas would rise when I gave the word
Now in the morning I sleep alone
Sweep the streets I used to own
I used to roll the dice
Feel the fear in my enemy's eyes
Listen as the crowd would sing
"Now the old king is dead! Long live the
king!"
One minute I held the key
Next the walls were closed on me
And I discovered that my castles stand
Upon pillars of salt and pillars of sand
I hear Jerusalem bells are ringing
Roman Cavalry choirs are singing
Be my mirror, my sword and shield
My missionaries in a foreign field
For some reason I can't explain
Once you go there was never
Never an honest word
And that was when I ruled the world
It was the wicked and wild wind
Blew down the doors to let me in
Shattered windows and the sound of drums
People couldn't believe what I'd become
Revolutionaries wait
For my head on a silver plate
Just a puppet on a lonely string
Oh who would ever want to be king?
I hear Jerusalem bells are ringing
Roman Cavalry choirs are singing
Be my mirror, my sword and shield
My missionaries in a foreign field
For some reason I can't explain
I know Saint Peter won't call my name
Never an honest word
But that was when I ruled the world
I hear Jerusalem bells are ringing
Roman Cavalry choirs are singing
Be my mirror, my sword and shield
My missionaries in a foreign field
For some reason I can't explain
I know Saint Peter won't call my name
Never an honest word
But that was when I ruled the world
Name: ________________
Song : ______________________
1. Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning
2. Identify theme(s) in the song:
3. In your own words, explain the message of the song:
Cold Play, in their song “_____________________,” use __________________
and ______________________ to explore ______________________________.
SIMILE
Sweet Like a Crow (p.26) ~ Michael Ondaatje
for Hetti Corea, 8 years old
Your voice sounds like a scorpion being pushed
through a glass tube
like someone has just trod on a peacock
like wind howling in a coconut
like a rusty bible, like someone pulling barbed wire
across a stone courtyard, like a pig drowning,
a vattacka being fried
a bone shaking hands
a frog singing at Carnegie Hall.
Like a crow swimming in milk,
like a nose being hit by a mango
like the crowd at the Royal-Thomian match,
a womb full of twins, a pariah dog
with a magpie in its mouth
like the midnight jet from Casablanca
like Air Pakistan curry,
a typewriter on fire, like a hundred
pappadans being crunched, like someone
trying to light matches in a dark room,
the clicking sound of a reef when you put your head
into the sea,
a dolphin reciting epic poetry to a sleepy audience,
the sound of a fan when someone throws brinjals at it,
like pineapples being sliced in the Pettah market
like betel juice hitting a butterfly in mid-air
like a whole village running naked onto the street
and tearing their sarongs, like an angry family
pushing a jeep out of the mud, like dirt on the needle,
like 8 sharks being carried on the back of a bicycle
like 3 old ladies locked in the lavatory
like the sound I heard when having an afternoon sleep
and someone walked through my room in ankle
bracelets.
Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning
Identify theme(s) in the poem:
In your own words, explain the message of the poem:
SYMBOLISM
The Lesson – Edward Lucie-Smith (p.30)
"Your father's gone," my bald headmaster said.
His shiny dome and brown tobacco jar
Splintered at once in tears. It wasn't grief.
I cried for knowledge which was bitterer
Than any grief. For there and then I knew
That grief has uses - that a father dead
Could bind the bully's fist a week or two;
And then I cried for shame, then for relief.
I was a month past ten when I learnt this:
I still remember how the noise was stilled
in school-assembly when my grief came in.
Some goldfish in a bowl quietly sculled
Around their shining prison on its shelf.
They were indifferent. All the other eyes
Were turned towards me. Somewhere in myself
Pride, like a goldfish, flashed a sudden fin.
Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning
Identify theme(s) in the poem:
In your own words, explain the message of the poem:
Narrative Poetry
One Tin Soldier – Joni Mitchell
Listen children to a story that was written long ago
'bout a kingdom on a mountain and the valley folk below
on the mountain was a treasure buried deep beneath a stone
and the valley people swore they'd have it for their very
own
CHORUS: go ahead and hate your neighbor
go ahead and cheat a friend
do it in the name of heaven
you could justify it in the end
There won't be any trumpets blowing
come the judgment day
on the bloody morning after
One tin soldier rides away
So the people of the valley sent a message up the hill,
asking for the buried treasure, tons of gold for which they'd
kill.
Came an answer from the kingdom "with our brothers we
will share.
All the secrets of our mountain, all the riches buried there."
Now the valley cried with anger, "mount your horses, draw
your swords"
And they killed the mountain people, so they won their just
reward.
Now they stood beside the treasure, on the mountain dark
and red.
Turned the stone and looks beneath it; PEACE ON EARTH
was all it said.
CHORUS
Identify the poetic devices and explain the meaning.
Example Poetic Device Meaning
Identify theme(s) in the song:
In your own words, explain the message of the song:
English Poetry Unit My Name: ___________________
Poem Title:_________________ Page# ______ Poet: _______________
Analyze
Identify (Check all that apply)
Example
Poem
Mood
Sombre/ sad
Cheerful
Serious
Light
Other
_______________
Poet’s Tone
Serious
Light and
humorous
Melancholic
Critical
Angry
Other
_______________
Imagery
Symbolism
Metaphor
Simile
Sound
Devices
Alliteration
Assonance
Onomatopoeia
Rhythm
Repetition
Rhyme
Other
Devices
Contrast
Hyperbole
Oxymoron
Oxymoron
Irony
Personification
Theme and
Message
One key theme in the poem is _________________________________.
___________________, in the poem “_______________________________ ,”
uses ___________________, and ______________________ to show that
_______________________________________________________________.
English Poetry Unit My Name: ___________________
Poem Title:_________________ Page# ______ Poet: _______________
Analyze
Identify (Check all that apply)
Example
Poem
Mood
Sombre/ sad
Cheerful
Serious
Light
Other
_______________
Poet’s Tone
Serious
Light and
humorous
Melancholic
Critical
Angry
Other
_______________
Imagery
Symbolism
Metaphor
Simile
Sound
Devices
Alliteration
Assonance
Onomatopoeia
Rhythm
Repetition
Rhyme
Other
Devices
Contrast
Hyperbole
Oxymoron
Oxymoron
Irony
Personification
Theme and
Message
One key theme in the poem is _________________________________.
___________________, in the poem “_______________________________ ,”
uses ___________________, and ______________________ to show that
_______________________________________________________________.
Name: __________________
English 11: Writing About Poetry
Theme Analysis: Writing and Supporting Theme Statements
Part A) Analyze Poetry Together – “The Mirror,” by Sylvia Plath (1945)
I am silver and exact. I have no preconceptions.
Whatever I see I swallow immediately
Just as it is, unmisted by love or dislike.
I am not cruel, only truthful ‚
The eye of a little god, four-cornered.
Most of the time I meditate on the opposite wall.
It is pink, with speckles. I have looked at it so long
I think it is part of my heart. But it flickers.
Faces and darkness separate us over and over.
Now I am a lake. A woman bends over me,
Searching my reaches for what she really is.
Then she turns to those liars, the candles or the moon.
I see her back, and reflect it faithfully.
She rewards me with tears and an agitation of hands.
I am important to her. She comes and goes.
Each morning it is her face that replaces the darkness.
In me she has drowned a young girl, and in me an old woman
Rises toward her day after day, like a terrible fish.
Theme Statement:
In the poem “Mirror,” Sylvia Plath makes use of personification and metaphor to show self-
awareness and the experience of growing old.
Supporting Statement #1:
In the first stanza, she uses ___________________ to establish that the mirror has almost
human qualities. For example, the mirror _________________________________________,
and is able to ______________________ and __________________________. The reader
experiences the poem through the eyes of the mirror, and it is important that it think and act in
human ways so that the reader can identify with it.
Supporting Statement #2:
She also makes use of ______________ to express both the power of the mirror, and the
fleeting youth of the woman. In the second stanza, the poet compares the mirror to the
___________ of a lake. As the women loses her youth to old age, it is as if her years are
swallowed up in its depths. The past years have disappeared, and the youthful girl is no more.
She is “_____________________” in the depths of the lake, for the mirror admits that
“whatever I see I swallow immediately.” In the place of the young girl, the present emerges as
an old woman, “like a terrible fish.”
Conclusion:
The mirror is a person who watches an old woman grow old. It is a metaphor for the
awareness of death.
Part B) Now you try it. First choose a poem from our text book. Read it a few
times, and fill out the poem analysis sheet. After that, you will be able to write
about your poem by writing a theme statement and then supporting it with examples
from the poem.
English Poetry Unit My Name: ________________________
Poem Title:_________________ Page# ______ Poet: _______________
Analyze
Identify (Check all that apply)
Example
Poem
Mood
Sombre/ sad
Cheerful
Serious
Light
Other
_______________
Poet’s Tone
Serious
Light and
humorous
Melancholic
Critical
Angry
Other
_______________
Imagery
Symbolism
Metaphor
Simile
Sound
Devices
Alliteration
Assonance
Onomatopoeia
Rhythm
Repetition
Rhyme
Other
Devices
Contrast
Hyperbole
Oxymoron
Oxymoron
Irony
Personification
Theme and
Message
One key theme in the poem is _________________________________.
___________________, in the poem “_______________________________ ,”
uses ___________________, and ______________________ to show that
_______________________________________________________________.
Poet: ______________________ Poem: _____________________
Page #: ___________
Major Theme: ____________________
______________________, in the poem _________________________________,
uses _____________________ and ____________________ to ________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Part C) Peer-Feedback
Now share your Theme Analysis with a partner.
Discuss the similarities and differences between your theme statements.
Which part of your paragraph is particularly strong?
What might each of you have done differently?
English Poetry Unit My Name: ________________________
Poem Title:_________________ Page# ______ Poet: _______________
Analyze
Identify (Check all that apply)
Example
Poem
Mood
Sombre/ sad
Cheerful
Serious
Light
Other
_______________
Poet’s Tone
Serious
Light and
humorous
Melancholic
Critical
Angry
Other
_______________
Imagery
Symbolism
Metaphor
Simile
Sound
Devices
Alliteration
Assonance
Onomatopoeia
Rhythm
Repetition
Rhyme
Other
Devices
Contrast
Hyperbole
Oxymoron
Oxymoron
Irony
Personification
Theme and
Message
One key theme in the poem is _________________________________.
___________________, in the poem “_______________________________ ,”
uses ___________________, and ______________________ to show that
_______________________________________________________________.
Poet: ______________________ Poem: _____________________
Page #: ___________
Major Theme: ____________________
______________________, in the poem _________________________________,
uses _____________________ and ____________________ to ________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Part C) Peer-Feedback
Now share your Theme Analysis with a partner.
Discuss the similarities and differences between your theme statements.
Which part of your paragraph is particularly strong?
What might each of you have done differently?