Poetry Opening the Door to Imagination Adapted from

Poetry, Opening the Door to Imagination Adapted from Fly With Poetry An ABC of Poetry Written and Illustrated by Avis Harley

Acrostic EDITING THE CHRYSALIS «At last, » cried the Butterfly, Poised Over its Empty chrysallis «My final draft!» Acrostic (single): the first letters of the lines form a word or sentence when read downward

lliteration from Dr Seuss poem Fox in Socks Luke’s duck likes lakes. Luke Luck licks lakes. Luke’s duck licks lakes. Duck takes licks in lakes Luke Luck likes. Luke Luck takes licks in lakes duck likes Alliteration: when two or more words in a poem begin with the same letter or sound.

Bio poems Jarret Kind, friendly, happy, mad A very funny dad Lover of riding bikes, games and dogs, Who feels pessimistic, lonely, and excited Who fears guns, knives and a scary kid Who would like to see Europe, the highest mountain and China Meanie Bio poem: is a work that is meant to describe a person.

inquain The Pearl Inside An oyster shell Glows a drop of moonlight, Polished by the stars when it fell Through night. Cinquain: usually a twenty-two syllable, five-line poem. 1 st line: two syllables, 2 nd line: four syllables, 3 rd line: six syllables, 4 th line: eight syllables, 5 th line: two syllables.

oncrete /shape poems Trees blossoming in the spring Clouds above give rain Fruit will come soon Nature is at work while trees stand still Concrete (shape) poems: verse that uses physical arrangement of the words on the page to add to its meaning and effect

iamante Monsters Creepy, sinister Hiding, lurking, stalking Vampires, werewolves, mummies, and zombies Chasing, pouncing, eating Hungry, scary Creatures Day Bright, sunny Laughing, playing, doing Up in the east, down in the west Talking, resting, sleeping Quiet, dark Night Diamante: a seven line poem shaped like a diamond.

iamante Line 1: Line 2: Line 3: Line 4: Line 5: Line 6: Line 7: one word (subject/noun that is contrasting to line 7) two words (adjectives) that describe line 1 three words (action verbs) that relate to line 1 four words (nouns) first 2 words relate to line 1 last 2 words relate to line 7 three words (action verbs) that relate to line 7 two words (adjectives) that describe line 7 one word ( subject/noun that is contrasting to line 1) Diamante: a seven line poem shaped like a diamond.

nd Rhyme PERHAPS «He’s safe!» the Bronto players shout, But Umpire Tritops yells, « You’re out! » « No way! » shrieks Number Forty-one Who claims his tail-tip scored a run. A fight breaks out between the teams; The air is wild with dino screams. Soon fans begin to lumber in, Creating prehistoric din. The skirmish spreads into the stand, For day it rages through the land. When all the dust has settled down, Silence covered every town. Perhaps this battle could be linked To why the dinosaur’s extinct. End Rhyme: sound repetitions which occur at the end of lines.

ree Verse TREE DANCERS Winds sweeping over pines shape limbs into rigid images: tree dancers locked in frozen rhythm— silent tango partners. Free Verse: lines of poetry that are written without a regular rhythm or rhyme scheme and are freed from any one metrical pattern.

ree Verse What do the oceans do at night? Do they tease and tickle the bottom of boats? Do they ripple away in fright? Or are the beaches like coats That keep them still and quiet And once the day breaks and it's breakfast time Do the oceans wish for some other diet than fish? Free Verse: lines of poetry that are written without a regular rhythm or rhyme scheme and are freed from any one metrical pattern.

aiku Cat preens in the sun, Smoothing her ruffled fur robe; The fleas are awake Haiku: a Japanese form of poetry consisting of three short lines with the middle line being slightly longer. The syllables are often arranged in a 5/7/5 pattern.

umorous Why I wonder Is a tomato round and red? Because if it was long and green It would be a cucumber instead What did the tomato Say to the potata? You go on ahead And I’ll ketchup later! Then the tomato blushed No kidding, no messing Do you know why? It saw the salad dressing! If I saw a hiccup What color would it be? That's a good question Burple, perhaps, maybe Divide 18 potatoes among 6 people The exam question read Boil them and mash them! That's what I said The big corn looked down And patted the baby corn's head I'm ever so proud To be a popcorn, he said Humorous: poetry that deals with amusing happenings

ingle The Sweet Tooth Candy Shop Taffy, suckers, and lollipops, Lemon, lime, and orange gumdrops, At the Sweet Tooth Candy Shop, It’s the sweetest place to stop! Peppermint sticks and chocolate bars, Drive right up here in your car To the Sweet Tooth Candy Shop, It’s the sweetest place to stop! Is candy what you like to eat? Then you will find all sorts of sweets At the Sweet Tooth Candy Shop, It’s the sweetest place to stop! Jingle is a simple, catchy poem about a light or humorous subject. Jingles use rhythm, rhyme, and repeating words or lines to make the poem easy to remember. Because the sound of the words makes the poem likely to attract attention, jingles are often put to music and used in television and radio commercials. The use of repetition, rhyme, and rhythm gets the jingle “stuck in your mind, ” which is what advertisers want.

imerick In the marsh live a musical toad Who emerged from his muddy abode And remarked, «Why, it’s spring! That’s the time when I sing!» And ballooned himself up to explode. Limerick: a five-line verse using the anapestic rhythm—lines 1, 2, and 5 rhyme and have three beats, lines 3 and 4 rhyme and have 2 beats.

yrical Poetry Are You Thankful The year is drawing to a close You are not slumbering in sweet repose Are you thankful? The kids are all healthy and doing well Your spouse hasn't suffered a recent spell Are you thankful? Your car still runs, the roof doesn't leak You got your annual bonus last week Are you thankful? Christ died on the cross for our salvation This should create great jubilation Are you thankful? Lyric Poetry consists of a poem, such as a sonnet or an ode, that expresses the thoughts and feelings of the poet. The term lyric is now commonly referred to as the words to a song. Lyric poetry does not tell a story which portrays characters and actions. The lyric poet addresses the reader directly, portraying his or her own feeling, state of mind, and perceptions.

etaphor CONNECTIONS This shell is my phone to call up the sea and ask, «What’s the news? How’s the family? » I can hear songs of whales, the surf in a roar, and laughter of pebbles teasing the shore. When I miss the sea in my small city home, I connect up with Neptune on shellular phone. Metaphor: compares two things by saying that one thing is something else

arrative Casey At The Bat The outlook wasn't brilliant for the Mudville nine that day; The score stood four to two with but one inning left to play; And then, when Cooney died at first, and Barrows did the same, A sickly silence fell upon the patrons of the game. A straggling few got up to go, in deep despair. The rest Clung to that hope which "springs eternal in the human breast; " They thought, If only Casey could but get a whack at that, We'd put up even money now with Casey at the bat. But Flynn proceded Casey, as did also Jimmy Blake, And the former was a no-good and the latter was a fake; So, upon that stricken multitude grim melancholy sat, For there seemed but little chance of Casey's getting to the bat. But Flynn let drive a single, to the wonderment of all, And Blake, the much despised, tore the cover off the ball, And when the dust had lifted and men saw what had occurred, There was Jimmy safe at second, and Flynn a-huggin' third. Then from five thousand throats and more there rose a lusty yell, It rumbled through the valley, it rattled in the dell, It knocked upon the mountain and recoiled upon the flat, For Casey, mighty Casey, was advancing to the bat. There was ease in Casey's manner as he stepped into his place; There was pride in Casey's bearing and a smile on Casey's face, And when, responding to the cheers, he lightly doffed his hat, No stranger in the crowd could doubt `twas Casey at the bat. Ten thousand eyes were on him as he rubbed his hands with dirt; Five thousand tounges applauded as he wiped them on his shirt. Then, while the writhing pitcher ground the ball into his hip, Defiance gleamed in Casey's eye, a sneer curled Casey's lip. Narrative: a poem that tells a story. Epics and ballads are narrative poems.

arrative And now the leather-covered sphere came hurtling through the air, And Casey stood a-watching it in haughty grandeur there, Close by the sturdy batsman the ball unheeded sped -"That ain't my style, " said Casey. "Strike one, " the umpire said. From the benches, black with people, there went up a muffled roar, Like the beating of the storm waves on a stern and distant shore. "Kill him; kill the umpire!" shouted someone from the stand; -And it's likely they'd have killed him had not Casey raised his hand. With a smile of Christian charity great Casey's visage shone; He stilled the rising tumult; he bade the game go on; He signaled to the pitcher, and once more the spheroid flew; But Casey still ignored it, and the umpire said, "Strike two. " "Fraud, " cried the maddened thousands, and the echo answered "Fraud, " But one scornful look from Casey, and the multitude was awed. The saw his face grow stern and cold; they saw his muscles strain, And they knew that Casey wouldn't let that ball go by again. The sneer is gone from Casey's lip; his teeth are clenched in hate; He pounds with cruel violence his bat upon the plate. And now the pitcher holds the ball, and now he lets it go, And now the air is shattered by the force of Casey's blow. Oh! somewhere in this favored land the sun is shining bright; The band is playing somewhere, and somewhere hearts are light. And somewhere men are laughing, and somewhere children shout; But there is no joy in Mudville -- mighty Casey has Struck Out. Narrative: a poem that tells a story. Epics and ballads are narrative poems.

nomatopoeia SMALL SOUNDS Have you heard small sounds of the world: a tipety-tap when a ladybird lands the scrinching scrunch of a slug crunching lunch or the rumble of worm murmurs under the ground? Have you heard the small world? Onomotopeia: words wihich imitate sound of objects or actions

nomatopoeia "Flap, Flap Your Ears" (Tune: Row, Row Your Boat) Flap, Flap your ears, In a forest pool. Flippity! Flappity! Flippity! Flappity! Trying to keep cool! Swish, Swish your tail, On a summer day. Slippity! Slappity! Slippity! Slappity! Keep the bugs away! Onomotopeia: words wihich imitate sound of objects or actions

uatrain LATER My teacher said I should look up this word: PROCRASTINATE. I’ll check i out when I get home. it’s just a little wait. But after school my friends drop by, we laugh and play and fight; then suddenly it’s dinner time, I’ll look it up tonight. But now the television’s on, homework’s looking bleak; PROCRASTINATE can wait a bit, I’ll look it up next week. Quatrain: a four-line poem or stanza/consisting of four lines of verse.

ongue twisters Betty Botter had some butter, "But, " she said, "this butter's bitter. If I bake this bitter butter, It would make my batter bitter. But a bit of better butter, That would make my batter better. " So she bought a bit of butter Better than her bitter butter And she baked it in her batter; And the batter was not bitter. So 'twas better Betty Botter Bought a bit of better butter. Tongue Twisters: it is a phrase or sentence which is hard to speak fast, usually because of alliteration or a sequence of nearly similar sounds.

Poetry Opening the Door to Imagination ELAR

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: K. 7 A Respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds. Respond TO RHYTHM AND RHYME IN POETRY THROUGH IDENTIFYING A REGULAR BEAT AND SIMILARITIES IN WORD SOUNDS Including, but not limited to: Ø Predict and react to patterns in poetry read aloud Ø Rhythm - regular patterns that emphasize sound Ø Rhyme - identical or very similar recurring final sounds in words (rhyming words may occur at the ends of lines or within lines)

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 1. 8 A Respond to and use rhythm, rhyme, and alliteration in poetry. Respond, Use RHYTHM, RHYME, AND ALLITERATION IN POETRY Including, but not limited to: Ø Predict and react to patterns in poetry Ø Rhythm - regular patterns that emphasize sound Ø Rhyme - identical or very similar recurring final sounds in words (rhyming words may occur at the ends of lines or within lines) Alliteration - the repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables (e. g. , furrow followed free in Coleridge’s The Rime of the Ancient Mariner)

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 2. 7 A Describe how rhyme, rhythm, and repetition interact to create images in poetry. Describe HOW RHYME, RHYTHM, AND REPETITION INTERACT TO CREATE IMAGES IN POETRY Ø Rhythm - regular patterns that emphasize sound Ø Rhyme - identical or very similar recurring final sounds in words (rhyming words may occur at the ends of lines or within lines) Ø Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. It encourages young children to join in orally, to experiment with language, and to move with it. Ø Alliteration is a type of repetition.

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 3. 6 A Describe the characteristics of various forms of poetry and how they create imagery (e. g. , narrative poetry, lyrical poetry, humorous poetry, free verse). Supporting Standard Describe THE CHARACTERISTICS OF VARIOUS FORMS OF POETRY AND HOW THEY CREATE IMAGERY Poetry forms include, but are not limited to: v Narrative poetry v Lyrical poetry v Humorous poetry v Free verse 1 pf 2 Ø Lyrical poetry - a short poem of personal feelings and emotions, which may or may not be set to music and often involves the use of regular meter Ø Narrative poetry - poetry that tells a story to entertain Ø Humorous poetry - poetry that deals with amusing happenings Ø Free Verse poetry - poetry composed of rhymed or unrhymed lines that have no set patterns. Free verse has a casual irregular rhythm similar to that of everyday speech.

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 3. 6 A Describe the characteristics of various forms of poetry and how they create imagery (e. g. , narrative poetry, lyrical poetry, humorous poetry, free verse). Supporting Standard Conventions of poetry include, but not limited to: Ø Rhyme - two words or lines that end in the same sound (patterns that emphasize sound) Ø Meter - the movement of words in the poem Ø Patterns of verse - the number of syllables in a line Ø Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. Ø Alliteration is a type of repetition. 2 pf 2

Poetry Opening the Door to Imagination STAAR…

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 3. 6 A Describe the characteristics of various forms of poetry and how they create imagery (e. g. , narrative poetry, lyrical poetry, humorous poetry, free verse). STAAR Released Item

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 3. 6 A Describe the characteristics of various forms of poetry and how they create imagery (e. g. , narrative poetry, lyrical poetry, humorous poetry, free verse). STAAR Released Item

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 3. 6 A Describe the characteristics of various forms of poetry and how they create imagery (e. g. , narrative poetry, lyrical poetry, humorous poetry, free verse). STAAR Released Item

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 4. 4 A Explain how the structural elements of poetry (e. g. , rhyme, meter, stanzas, line breaks) relate to the form (e. g. , lyrical poetry, free verse). Supporting Standard Explain HOW THE STRUCTURAL ELEMENTS OF POETRY RELATE TO THE FORM 1 pf 2 Including, but not limited to: Ø Rhyme - two words or lines that end in the same sound (rhythmic patterns that emphasize sound) Ø Meter - the basic rhythmic structure in verse, made up of stressed and unstressed syllables. The movement of words in the poem. Meter stresses the number and patterns of syllables. It has a definite organization with certain lines containing a certain number of pronounced beats. Ø Stanza - division of a poem composed of two or more lines characterized by meter, rhyme, and number of lines (i. e. , couplet: a 2 -line stanza; triplet: a 3 -line stanza, quatrain: a 4 -line stanza; quintet: a 5 -line stanza, sestet: a 6 -line stanza) Ø Line breaks - the intentional end of a line of poetry

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 4. 4 A Explain how the structural elements of poetry (e. g. , rhyme, meter, stanzas, line breaks) relate to the form (e. g. , lyrical poetry, free verse). Supporting Standard Poetry forms include, but are not limited to: Ø Narrative poetry Ø Lyrical poetry Ø Humorous poetry Ø Free verse 2 pf 2

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 4. 4 A Explain how the structural elements of poetry (e. g. , rhyme, meter, stanzas, line breaks) relate to the form (e. g. , lyrical poetry, free verse). STAAR Released Item

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 4. 4 A Explain how the structural elements of poetry (e. g. , rhyme, meter, stanzas, line breaks) relate to the form (e. g. , lyrical poetry, free verse). STAAR Released Item

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 4. 4 A Explain how the structural elements of poetry (e. g. , rhyme, meter, stanzas, line breaks) relate to the form (e. g. , lyrical poetry, free verse). STAAR Released Item

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 5. 4 A Analyze how poets use sound effects (e. g. , alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. Supporting Standard Analyze HOW POETS USE SOUND EFFECTS TO REINFORCE MEANING IN POEMS Including, but not limited to: Steps in analysis Ø Identify sound effect(s) Ø Identify meaning in the poem Ø Explain ways the sound effect contributes to meaning 1 pf 2

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 5. 4 A Analyze how poets use sound effects (e. g. , alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. Supporting Standard Sound effects include, but are not limited to: Ø Alliteration - the repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables (e. g. , “furrow followed free” in Coleridge’s The Rime of the Ancient Mariner) Ø Internal rhyme - a rhyme within the same line of verse, as dreary and weary in Poe’s The Raven: “Once upon a midnight dreary, while I pondered, weak and weary. ” Ø Onomatopoeia - the use of words that sound like what they mean (e. g. , buzz and purr); a poetic device to produce this effect Ø Rhyme scheme - the pattern of rhyming lines (e. g. , ABAB, ABBA) Ø Consonance - the repetition of internal or ending consonant sounds close together (e. g. , I dropped the locket in the thick mud. ) Ø Assonance - the repetition of vowel sounds in words close together (e. g. , I made my way to the lake. ) 2 pf 2

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 5. 4 A Analyze how poets use sound effects (e. g. , alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems. th TEA’s 5 Grade Release STAAR Items did not include any poetry. STAAR Released Item