poetry booklet - my copy!! · murraybridgehighschool!! 2!! contents’’! assessment:! !...

Murray Bridge High School

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Poetry Year 8 English

Student Workbook

Name ___________________________________________


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Contents Assessment: Task Sheet Page 3

Rubric Page 4

Poetry Techniques: Simile Page 5 Metaphor Page 8

Alliteration & Assonance Page 11 Onomatopoeia Page 12

Personification Page 13 Poetry Structure: Rhyming scheme Page 16 Rhythm Page 18 Metre & Stanzas 0 Poetic Form Page 32 Annotating: How to annotate poetry Page 33-‐34


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Year 8 English Poetry Task Sheet Task title: Poetry Anthology Your task:

1. You need to write at least 10 poems in various styles in your English book (see booklet for more details).

2. Choose 5 to 10 of your best poems to include in your poetry anthology

(Please include no more than two of any one style of poetry). The poems can be written in the following styles:

o Simile poem o Octopoem o Colour poem o abab rhyme scheme o Iambic tetrameter

o Biopoem o Cinquain o Diamante o Haiku o Tanka

3. Somewhere in your poems, you must use the following poetic techniques at

least once: o Simile o Metaphor o Alliteration o Assonance

o Personification o Onomatopoeia o Rhyme

4. Print two copies of each poem. Leave one blank and annotate the other; highlighting techniques you used and why.

5. You need to find five poems written by other poets to include in your

anthology. You must find select poems that show a variety of poetic devices and are at least 10 lines long. Make sure you put the authors name at the end of each poem. If you can’t find the name, put ‘anonymous’ instead.

6. You must illustrate two of the poems in your anthology (don’t use clipart!).

7. Your anthology must be presented neatly in a booklet. Include:

o A title page with an illustration or image, the title of your anthology and your name.

o Your chosen poems (2 copies of each poem: 1 blank, 1 annotated) o 5 annotated poems from other poets/artists

DUE DATE:


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Rubric In relation to year 8 achievement standards for English, the student has demonstrated… A B C D E Knowledge and understanding

High level of understanding to apply knowledge, skills and understandings to new contexts.

Good level of understanding to apply knowledge, skills and understandings to new contexts.

Adequate level of understanding to apply knowledge, skills and understandings to new contexts.

Poor level of understanding to apply knowledge, skills and understandings to new contexts.

Inadequate level of understanding to apply knowledge, skills and understandings to new contexts.

Content 5+ poems that have been written correctly that illustrate comprehensive knowledge of content.

5 poems that have been written correctly with good knowledge of content.

Poems follow some of the proper structure with some knowledge of content.

Poems show a poor attempt to be written in the correct structure with little knowledge of content..

Inadequate number of poems included in anthology that are written incorrectly with no knowledge of content.

Analysis High-level ability to examine works of other poets/artists and the techniques they use.

Good level of ability to examine works of other poets/artists and the techniques they use.

Adequate ability to examine works of other poets/artists and the techniques they use.

Poor level of ability to examine works of other poets/artists and the techniques they use.

Inadequate ability to examine works of other poets/artists and the techniques they use.

Language Uses rich and imaginative language and all 7 poetic techniques.

Uses good language and some poetic techniques.

Uses adequate language and few poetic techniques.

Uses poor language and little poetic techniques.

Uses unclear, inadequate language and no poetic techniques.

Spelling No spelling errors.

Few spelling errors.

Frequent spelling errors.

Many spelling errors.

Many consistent spelling errors.

Presentation Extremely neat, colourful, well set out and legible. Exceptional use of images/ illustrations that enhance meaning of poem/s.

Neat and legible. Illustrations show effort and relate to poem/s.

Adequate presentation. Illustrations show some effort.

Poor presentation. Illustrations show little effort and meaning to poem/s.

Inadequate presentation. No effort shown in illustrations and do not add meaning to poem/s.


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Poetry Techniques Simile Meaning:

A simile is where a writer compares one thing to something else. The things that are compared are usually seemingly unrelated.

Purpose: A writer uses simile for imaginative effect. By connecting two unrelated things, the writer can conjure up a clear picture in your mind.

Example: The moon is like a silver coin He was as fierce as a lion

Task: 1. Use a simile to say that something:

a) is sweet ____________________________________________. b) feels rough __________________________________________. c) is heavy ____________________________________________. d) sounds noisy ________________________________________. e) is light _____________________________________________.

2. Many of the most common similes compare people to animals. Fill in the

blanks with the animal most commonly used for that simile. It is not always obvious!

dog bee ox

mouse lamb

bat snail eel lark mule

a) I’m as busy as a ________________. b) It’s as slippery as an ________________. c) He’s as blind as a ________________. d) She’s as happy as a ________________. e) It’s as slow as a ________________. f) He’s as stubborn as a ______________. g) He’s as gentle as a ________________. h) You are as quiet as a ________________. i) He’s as strong as an ________________. j) I’m as sick as a ________________.


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Simile Poem Rules:

• In the first line, write the name of the object or topic. • In the next five lines, describe the topic by using a simile to describe each

of your five main senses (sight, sound, smell, taste, feel) • Finally, use a word or phrase that suggests a similar meaning as the topic

Format:

• Line a – name of topic/object • Line b – use a simile to describe what it looks like • Line c – use a simile to describe what it sounds like • Line d – use a simile to describe what it smells like • Line e – use a simile to describe what it tastes like • Line f – use a simile to describe what it feels like (or how it makes you

feel) • Line g – use a synonym or a metaphor for the topic

Example:

Adelaide Show. Showgrounds bursting with the activity of an ants’ nest. Crowds rumble like thunder. Animal sheds pong like disinfected dairies. Pink fairy floss as sickly as marzipan. My stomach lurches as if I’m already on a roller-‐coaster. Christmas in September. By B. O’Neil

Tips: Some suitable topics might be:

• A picnic • A bushfire • A football / netball game • The kitchen • A storm • The circus • The beach • Lunch time at school


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Have a go at writing a poem in this style: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Metaphor Meaning:

Metaphor is when a writer says that something is something else. The two things are usually seemingly unrelated. A metaphor is stronger than a simile.

Purpose: A writer uses metaphor for imaginative effect. By saying that two unrelated things are the same, the writer can conjure up a clear picture in your mind.

Example: He was a lion in battle The Sydney Harbour Bridge is a bottleneck.

Task: 3. What do we mean when we say these things:

a) When we say someone is a pig we really mean that ____________________________________________________

b) When we call someone an angel we really mean that ____________________________________________________

c) If we say someone is a giant we really mean that ____________________________________________________

d) If we say that somebody is a volcano ready to explode, we really mean that __________________________________________

e) When we say somebody is bright we mean that ____________________________________________________

4. Use a metaphor to describe somebody who is: a) Stubborn ____________________________________________

____________________________________________________. b) Short _______________________________________________

____________________________________________________. c) Thin ________________________________________________

____________________________________________________. d) Silly ________________________________________________

____________________________________________________. e) Scared easily _________________________________________

____________________________________________________. 5. Which of the following are similes and which are metaphors? Circle the

correct answer a) You look like a picture this evening. Simile / Metaphor b) The messenger of spring. Simile / Metaphor c) I’ll be your mirror. Simile / Metaphor d) When she was young, she had been a dish. Simile / Metaphor e) It is as easy as ABC. Simile / Metaphor


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Octopoems: Rules:

• Describe a person or topic using metaphors in an eight-‐line format (see below).

Format:

• Line 1 – Use a colour as a metaphor for your topic/person • Line 2 – Use a season as a metaphor for your topic/person • Line 3 – Use a place as a metaphor for your topic/person • Line 4 – Use a type of weather as a metaphor for your topic/person • Line 5 – Use a piece of clothing as a metaphor for your topic/person • Line 6 – Use a piece of furniture as a metaphor for your topic/person • Line 7 – Use a T.V. show as a metaphor for your topic/person • Line 8 – Use a type of food as a metaphor for your topic/person

Example:

A chef is white. He is the spring time in a kitchen. He is sunny. A chef is an apron, a tall kitchen stool. He is a T.V. advert, a crispy roast chicken Anonymous

Tips: Some suitable topics might be:

• A policeman • A dinosaur • An astronaut • A fireman • A lawyer • A candle • A window • A road • A cup of coffee


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Alliteration & Assonance Meaning:

Alliteration is when the same consonant sound is repeated more than twice close together in a text Assonance is when the same vowel sound is repeated more than twice close together in a text

Purpose: The purpose of alliteration and assonance is to: get our attention, create a harsh note, create a soft note or to create an enchanted note.

Example: Alliteration: Out of the dying darkness, over the forest dim. Assonance: Some ship in distress that cannot ever live

Task: 6. Find the alliteration and assonance in the following sentences. Underline the

sounds that are alike. Example: Snakes slither slowly on the sidewalk.

a) Billy Brown brought bright balloons to the block party. b) The railroad track is miles away. c) Frantic Fred fooled four foxes. d) Popeye pranced playfully through the park. e) The East Beast sits upon his beach.

7. Finish these sentences using alliteration and/or assonance.

a) Beautiful babies ______________________________________. b) Scary stories ________________________________________. c) I hear its ____________________________________________. d) The ten tribes ________________________________________. e) Deep dark ___________________________________________.

8. Write your own examples of sentences with alliteration and/or assonance.

a) ________________________________________________________________________________________________________.

b) ________________________________________________________________________________________________________.

c) ________________________________________________________________________________________________________.

d) ________________________________________________________________________________________________________.

e) ________________________________________________________________________________________________________.


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Onomatopoeia Meaning:

Onomatopoeia is the creation of words which imitate the actual sound of things.

Purpose: The purpose for choosing to use onomatopoeia as a language technique is to increase the sense of reality in your text.

Example: Whizz, zoom, thump, crash, bang, knock, smash, slop Task: 9. List 5 words from each poem that could be considered onomatopoeia. List

them in the space provided. Desert Onomatopoeia In the desert swish! Went the sand piled high on the dune, Howl! Called the wolf looking at the moon. On a cactus who! Who! Went an owl, for food will it prowl? Peck, peck went a buzzard as it gulped down its food, Growl! Went the prairie dogs being sort of rude. Hear the jack rabbits as they bounce, bounce, bounce, letting everyone know, for their presence they announce. The snake hissed at its prey, a spider crawled into his home without delay. By Danny Kiggins

Onomatopoeia Words

Pirate An oil slick of suspicion leaking devoutly, trickling, spilling, luke-‐warm and pooling at my feet— you stomp the ships swimming by, though I’m tied to the mast. By Leila Devlin

10. Come up with 5 onomatopoeia words of your own:


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Personification Meaning:

Personification is where a writer gives human characteristics to a non-‐living thing.

Purpose: The purpose of personification is to create vivid images by comparing inanimate objects with humans.

Example: The camera loves me The ocean hurled its waves at me The hot oil spat at me

Task: 11. Write the object being personified and the meaning of the personification.

a) The wind sang her mournful song through the falling leaves.

_________________________________________________________________________________________________________________________________________________________________________________________

b) The microwave timer told me it was time to turn my TV dinner. _________________________________________________________________________________________________________________________________________________________________________________________

c) The video camera observed the whole scene. _________________________________________________________________________________________________________________________________________________________________________________________

d) The strawberries seemed to sing, "Eat me first!" _________________________________________________________________________________________________________________________________________________________________________________________

e) The rain kissed my cheeks as it fell. _________________________________________________________________________________________________________________________________________________________________________________________


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Colour Poems:

Rules:

• Start with (at least) two statements about the colour you have chosen. • Follow these with a question. • Write at least four more statements about your colour. • End with two lines expressing your feelings about the colour. • You must use at least one metaphor and one personification.

Format:

• Line 1 – Statement about your colour starting with ‘your colour is…’ • Line 2 – Statement about your colour (you can include more statements

if you want) • Line 3 – A question • Line 4 – Statement about your colour • Line 5 – Statement about your colour • Line 6 – Statement about your colour • Line 7 – Statement about your colour (you can include more statements

if you want) • Line 8 – Statement about your feelings about your colour • Line 9 – Statement about your feelings about your colour

Example:

Yellow is ripe bananas and daffodils in the spring. How many will I pick? Yellow is a singing canary and hot sand at the beach. It is a perfumed writing pad. Yellow means a baby’s nursery and the morning sun. The colour of a duckling and a bright light globe. Yellow is spring and happiness Anonymous


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Poetry Structure Rhyming scheme Meaning:

A rhyming scheme is the pattern of rhyming lines in a poem. NOTE: Not all poems have a rhyming scheme.

Purpose: A poem’s rhyming scheme determines the pace, rhythm and overall effectiveness of a poem. It also can determine what form the poem is in.

Example: A limerick: The first, second and fifth lines rhyme and so do the third and fourth (aabba). A simple sonnet: The first and third lines do not rhyme, but the second and third do (abcb).

The rhyming scheme of a poem can be written in a simple string of letters. For example: Hickory Dickory Dock -‐ a The mouse ran up the clock -‐ a The clock struck one -‐ b The mouse ran down -‐ b Hickory Dickory Dock -‐ a ‘Dock’, ‘clock’ and ‘Dock’ rhyme, and are assigned the letter ‘a’ ‘One’ and ‘down’ are close enough to a rhyme, and are assigned the letter ‘b’ Therefore the rhyming scheme is: ‘aabba’ Alas, my love, you do me wrong, -‐ a To cast me off discourteously. -‐ b For I have loved you well and long, -‐ a Delighting in your company. -‐ b ‘Wrong’ and ‘long’ rhyme, and are assigned the letter ‘a’ ‘Discourteously’ and ‘company' rhyme, and are assigned the letter ‘b’ Therefore the rhyming scheme is: ‘abab’ Task: 12. Write out the rhyming schemes of the following poem:

Hello darkness, my old friend ______ I’ve come to talk with you again ______ Because a vision softly creeping ______ Left its seeds while I was sleeping ______ And the vision that was planted in my brain ______ Still remains ______ Within the sound ______ Of silence ______

13. Write your own poem with a rhyming scheme of ‘abcb’ on the next page…


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Rhythm Meaning:

Rhythm is when there is a consistent pattern of stresses and syllables in the way you say a poem. NOTE: Not all poems have a rhythmic pattern.

Purpose: A poem’s rhythm determines the pace and overall effectiveness of a poem. It can make a poem interesting and cause it to be memorable.

Example: Shakespeare often wrote in iambic pentameter, which means that in most of his work, each line has five stressed syllables and five unstressed syllables.

The rhythm of a poem can be written by marking the stressed syllables with one symbol ‘ / ’ and the unstressed syllables with another symbol ‘ x ’ For example: / x x / x x / Hickory Dickory Dock x / x / x / The mouse ran up the clock x / x / The clock struck one x / x / The mouse ran down / x x / x x / Hickory Dickory Dock Task: 14. Scan the rhythm of the following lines from two of Shakespeare’s famous

plays, Macbeth and Romeo and Juliet and Dr. Seuss’ Green Eggs and Ham :

a) Macbeth! Macbeth! Macbeth! Beware Macduff!

b) But soft! What light through yonder window breaks?

c) I do not like green eggs and ham. I do not like them, Sam-‐I-‐am.

Or: / x x / x x / x / x / x / x / x / x / x / / x x / x x /


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Rhythm cont. EXTENSION: Double rhythm

• Two syllables in each division • Each division = 1 foot

x / dee DUM Rising rhythm Unstressed syllable followed by a stressed syllable 1 metrical foot is an iamb… therefore it has an iambic rhythm Example: toNIGHT / x DUM dee Falling rhythm Stressed syllable followed by an unstressed syllable 1 metrical foot is called a trochee… therefore it has a trochaic rhythm Example: BEtter / / DUM DUM 2 stressed syllables 1 metrical foot is called a spondee… therefore is has a spondaic rhythm x x dee dee No stresses (2 unstressed syllables) 1 metrical foot is called a pyrrhic… therefore it has a pyrrhic rhythm Triple rhythm

• Three syllables in each division • Each division = 1 foot

x x / dee dee DUM Rising rhythm Two unstressed syllables followed by a stressed syllable 1 metrical foot is called an anapaest… therefore it has an anapaestic rhythm / x x DUM dee dee Falling rhythm One stressed syllable followed by two unstressed syllables 1 metrical foot is called a dactyl… therefore it has a dactylic rhythm x / x dee DUM dee One stressed syllable, followed by a stressed, followed by an unstressed 1 metrical foot is called an amphibrach…therefore it has an amphibrachic rhythm Example: toMORrow


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Metre Names of feet: Monometer = 1 foot Dimeter = 2 feet Trimeter = 3 feet Tetrameter = 4 feet Pentameter = 5 feet Hexameter = 6 feet Heptameter = 7 feet Octameter = 8 feet Kinds of Stanzas In essays we use paragraphs but in poetry… each paragraph is called a stanza. Stanzas are available in even the first section of a poem! They are usually grouped together by the rhyme pattern and/or number of lines that they have. Couplet = a two line stanza Triplet (Tercet) = a three line stanza Quatrain = a four line stanza Quintet = a five line stanza Sestet (Sextet) = a six line stanza Septet = a seven line stanza Octave = an eight line stanza


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Iambic tetrameter poem: Rules:

• Does not need to rhyme • Written in iambic tetrameter (de DUM de DUM de DUM de DUM rhythm;

4 iambs in each line) • Minimum of 8 lines

Format:

• Iambic tetrameter • Rhyme scheme – optional • Topic of your choice • 2-‐3 Quatrains

Example: I think that I shall never see A poem lovely as a tree. A tree whose hungry mouth is prest Against the earth's sweet flowing breast; A tree that looks at God all day, And lifts her leafy arms to pray; A tree that may in summer wear A nest of robins in her hair; Upon whose bosom snow has lain; Who intimately lives with rain. Poems are made by fools like me, But only God can make a tree. Anonymous


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Biopoems:

Rules:

• A Biopoem is a poem about you or another person (a friend, relative or famous person).

• A Biopoem is written in eleven lines. • A Biopoem does not have to rhyme. • Biopoems often include lists, so commas must be used appropriately (to

separate list items but not before and). Format:

• Line 1 – First name … • Line 2 – Brother/sister/friend of … you choose • Line 3 – Lover of … three things he/she loves • Line 4 – Who feels … three feelings or opinions he/she has • Line 5 – Who needs … three needs he/she has • Line 6 – Who gives … three things he/she has • Line 7 – Who fears … three fears he/she has • Line 8 – Who would like … three wishes he/she has • Line 9 – Resident of … city/town/area • Line 10 – Street name … • Line 11 – Last name …

Example:

Philippa Sister of Alex and cousin of James Lover of sport, sun and writing letters Who feels the need for freedom, angered by injustice and hungry Who needs money for travel, driving lessons and a bigger bedroom Who gives kindness, amusement and support to her sister Who fears failure, spiders, heights Who would like a car, to pass her exams, to win lots of money Resident of Chapeltown Eccelesfield Burns Anonymous


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Cinquain: Rules:

• Cinquain poems are five lines long (cinq is five in French). • There are two different types of cinquain poems

o One type has 2 syllables in the first line, 4 in the second, 6 in the third, 8 in the fourth and 2 in the fifth.

o The other type has one word in the first line, two words in the second, three words in the third, a phrase in the fourth and one word in the fifth.

Format: Type 1: • Line 1 – The topic of the poem in 2

syllables • Line 2 – Describing words totalling 4

syllables • Line 3 – Action words totalling 6

syllables • Line 4 – A short phrase about the topic

(8 syllables) • Line 5 – A synonym for the topic in 2

syllables

Type 2: • Line 1 – The topic (1 word) • Line 2 – 2 describing words • Line 3 – 3 action words • Line 4 – A short phrase about

the topic • Line 5 – The topic again (1

word)

Example:

Type 1: Night comes with cold, damp claws. It lurks and depresses the tramp with nowhere to shelter. He coughs. Anonymous

Type 2: Poverty. Crippling, cruel, limiting, damaging, hopeless. Don’t turn a blind eye. Poverty. Anonymous


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Diamante:

Rules:

• This poetry usually shows change over seven lines. • The beginning line and the last line are opposites or contrasting words

with gradual change from the first to the last line. • It is in the shape of a diamond.

Format:

• Line 1 – Write a noun that is the opposite of the noun in the last line. • Line 2 – Write two adjectives about the word in line 1. • Line 3 – Write three ‘ing’ or ‘ed’ words describing the word in line 1

(verbs). • Line 4 – Begins with two nouns that have to do with the word in line 1.

This line ends with two nouns that have to do with the word in line 7. • Line 5 – Write three ‘ing’ or ‘ed’ words that relate to the words in line 7. • Line 6 – Write two adjectives about the word in line 7. • Line 7 – Write the noun that is the opposite of line 1.

Example:

night

dark spooky flying hovering shimmering shadows fears light safety shining jogging singing

bright sunny day

Anonymous

Tips:

• Make sure you pick a topic that has an ‘opposite’.


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Haiku:

Rules:

• Haiku is an ancient, traditional Japanese form of structured poetry, usually containing strong imagery.

• It was written to capture a mood, a feeling or a scene. • Usually haiku has a total of 17 syllables arranged in three lines with a

pattern of five, seven and five syllables. • Haiku poems tell about a single thing, often a particular season of the year

or about nature. • It often makes a complete sentence. • These poems should not rhyme

Format:

• Line 1 – Must be 5 syllables long. Usually answers the question, ‘Where?’ • Line 2 – Must be 7 syllables long. Usually answers the question, ‘What?’ • Line 3 – Must be 5 syllables long. Usually answers the question, ‘When?’

Example:

On a withered bough A crow alone is perching: Autumn evening now. By Basho

Have a go at writing a poem in this style: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Tanka:

Rules:

• Usually tanka has a total of 31 syllables arranged in seven lines with a pattern of five, seven, five, seven and seven syllables.

• Tanka poems tell about a single thing, often a particular season of the year or about nature.

• Punctuation is not used. • These poems must not rhyme

Format:

• Line 1 – Must be 5 syllables long. A description and feelings about the topic.

• Line 2 – Must be 7 syllables long. Continue from line 1. • Line 3 – Must be 5 syllables long. A pivot statement that connects the first

two and last two lines. • Line 4 – Must be 7 syllables long. Description and feelings saying

something different about the topic. • Line 5 – Must be 7 syllables long. Continue from line 4.

Example:

The brightest of them Large light shining from the sky Glows through closed eyelids When you see it you must smile The essence of happy face By Richard Lamoureux Crash at two A.M. I opened my bedroom door A white cat ran by Startled by the clanging fall Of the treat jar’s metal lid Anonymous


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Poetic Form Meaning: This is the shape or structure of a poem. There are many different

structured forms that a poem can be written in. Otherwise, a poem could be free verse (with no form).

Purpose: A poet could choose a particular form of poetry to give their work structure or to fit in with a particular style.

Example: Limerick, ballad, sonnet, cinquain or haiku. NOTE: A poems form can be determined by: its structure (rhyme, rhythm, etc.), its themes (what the poem is about) or the techniques used (similes, metaphos, etc.) Task: 15. Use the internet to find the rules/determinants (what makes this poetic form

unique) for the 5 different poetic forms below: (5 marks)

a) Shakespearian Sonnet: __________________________________________________ __________________________________________________________________________________________________________________________________________________________

b) Acrostic Poem: ___________________________________________________________ __________________________________________________________________________________________________________________________________________________________

c) Anapaest: _________________________________________________________________ __________________________________________________________________________________________________________________________________________________________

d) Lament: __________________________________________________________________ __________________________________________________________________________________________________________________________________________________________

e) Internal Rhyme: _________________________________________________________ _________________________________________________________________________________________________________________________________________________________

TIP: You could use: http://en.wikipedia.org/wiki/Category:Poetic_form to help you with this task


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How to annotate poetry Identifying techniques and structure in poetry Now that you have learnt about some of the different techniques and structures used in poetry, you are going to look at a poem and identify examples of these things. Poem: Poet: Techniques: List all the instances of onomatopoeia in the poem.

• What affect does the use of this technique have?

List all the instances of alliteration in the poem.


List all the instances of assonance in the poem.


List all the instances of simile in the poem.


List all the instances of metaphor in the poem.



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List all the instances of personification in the poem.


Structure: Write out the poem’s complete rhyming scheme.

• Does this scheme continue throughout the whole poem?

What form has this poem been written in?

• If you don’t know, use the Internet to help you find out.

EXTENSION Write out the poem’s rhythm using the symbols ‘x’ and ‘/ ’.

• Does this rhythm continue throughout the whole poem?


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Themes: List the different themes that are evident in the poem. How does the poet feel about each of these themes?

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