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Poetry PDF

Poetry is an art form that uses distinctive style and rhythm to express feelings, thoughts, and ideas. It aims to help readers understand the world in new ways by showing familiar things from fresh perspectives. Common features of poetry include underlying forms, imagery, musicality, and repetition. Poetry serves to enable readers to see with new eyes like a child's. It uses elements such as rhythm, repetition, imagery, figurative language, and shape to create vivid descriptions and encourage interpretation. Reading poetry aloud and exploring rhyme and meaning can help develop reading skills while fostering creative thinking.

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Correa, Maria Elea
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120 views42 pages

Poetry PDF

Poetry is an art form that uses distinctive style and rhythm to express feelings, thoughts, and ideas. It aims to help readers understand the world in new ways by showing familiar things from fresh perspectives. Common features of poetry include underlying forms, imagery, musicality, and repetition. Poetry serves to enable readers to see with new eyes like a child's. It uses elements such as rhythm, repetition, imagery, figurative language, and shape to create vivid descriptions and encourage interpretation. Reading poetry aloud and exploring rhyme and meaning can help develop reading skills while fostering creative thinking.

Uploaded by

Correa, Maria Elea
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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POETRY

“Breathe in Experience, Breathe out Poetry”


Poetry is an art. It is the painting of words. An art of expression, feelings, and
thoughts in a creative and imaginative way. It is a literary work in which special
intensity is given to the expression of feelings and ideas by the use of distinctive
style and rhythm; poems collectively or as a genre of literature.
01
Common
Features of
Poetry
01 ItIt often
lookshas
likesome
a poem.
02 underlying form holding
things together
03 It uses imagery
04 It has certain musicality
02
What is Poetry
For?
What is poetry for?
Poetry’s purpose is Poetry’s purpose is to enable
essentially to help us us to see the world with fresh
understand the world around eyes again, like those of a
us. It endeavors to show us child. In doing this, it helps us
things anew that we may understand our world in a
have previously taken for deeper way.
granted. It offers us new
perspectives on the familiar.
03
Elements of
Children’s Poetry
1. RHYTHM
● The word rhythm is derived from the Greek rhythmos,
meaning "to flow." In poetry, this flowing quality refers to the
movement of words in the poem.
● According to Through the Eyes of a Child: An Introduction
to Children's Literature, "Poets use rhythm for four specific
purposes:
(1) To increase the enjoyment in hearing language.
(2) To highlight and emphasize specific words.
(3) To create dramatic effects.
(4) To suggest mood.
2.
REPETITION
● Poets frequently use repetition to enrich or emphasize
words, phrases, lines, or even whole verses in poems.
● Repetition—the use of the same term several times—is
one of the crucial elements in poetry. “Repetition in word and
phrase and in idea is the very essence of poetry,” Theodore
Roethke writes in “Some Remarks on Rhythm” (1960).
3. IMAGERY
● Imagery is a primary element in poetry. It encourages
children to see, hear, feel, taste, smell, and touch the worlds
created by poets.
● When a poet uses descriptive language well, they play to
the reader’s senses, providing them with sights, tastes,
smells, sounds, internal and external feelings, and even
internal emotion. The sensory details in imagery bring works
to life.
“They silently inhale
The clover-scented gale,
And the vapors that arise
From the well-watered and
Smoking soil.”
a. Auditory
b. Tactile
c. Gustatory
d. Visual
e. Olfactory
“When glided in Porphyria; straight
She shut the cold out and the storm,
And kneeled and made the
Cheerless grate
Blaze up, and all the cottage warm.”
a. Auditory
b. Tactile
c. Gustatory
d. Visual
e. Olfactory
“Where are the songs of Spring? Ay, where are they?

Think not of them, thou hast thy music too,

While barred clouds bloom the soft-dying day,

And touch the stubble-plains with rosy hue;

a. Auditory
b. Tactile
c. Gustatory
d. Visual
e. Olfactory
“I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.”
a. Auditory
b. Tactile
c. Gustatory
d. Visual
e. Olfactory
4. FIGURATIVE LANGUAGE
● Poets use figurative language to clarify, add
vividness, and encourage readers to experience things
in new ways.
● These devices give the reader detailed, vivid, and
expressive insights. It also gives dimension to poetry
and allows the writer to say things with additional flair
and color.
Tartary- Walter De La Mare
And in the evening lamps would shine,
Yellow as honey, red as wine,
Her bird-delighting, citron trees
In every purple vale!
Daffodils – W. W. Worth
I wandered lonely as a cloud
That floats on high o’er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,…
And dances with the daffodils.
Because I could not stop for death – Emily Dickinson
He kindly stopped for me
The Carriage held but just Ourselves…
We passed the Setting Sun –
We paused before a House that seemed
A Swelling of the Ground –
All the world’s a stage – William Shakespeare
All the world’s a stage,
And all the men and women merely players;…
Mewling and puking in the nurse’s arms;
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad…
second childishness and mere oblivion;
Sans teeth, sans eyes, sans taste, sans everything.
Little Boy Blue – Mother Goose
Little Boy Blue,
Come blow your horn,
The sheep’s in the meadow,
The cow’s in the corn.
But where is the boy
Who looks after the sheep?
He’s under a haystack,
Fast asleep.
5. SHAPE
● Poets may place their words on pages in ways
designed to supplement meaning and to create greater
visual impact. Word division, line division, punctuation,
and capitalization can emphasize content
● The shape of the poem may represent the thing or
the physical experience that the poem describes.
CHORAL
READING
● A 2008 study shows that repeated choral reading of
poetry increased new readers’ oral reading fluency and
reading comprehension. Poetry is prose that’s usually written
to be recited, so it makes sense it would lend itself well to
choral reading. When first starting out, new readers are often
read slowly and with a robotic cadence. The musical, rhythmic
flow of poetry is a perfect fix to promote fluency in a way
that’s both engaging and fun.
RHYMING FOR PHONEMIC
AWARENESS
● Poetry is a medium that highlights sentence structures in
creative ways to draw connections between sentences within
a poem, often through rhyming. The frequency of rhyming in
poetry is a perfect way to develop phonemic
awareness, the ability to hear and manipulate sounds in
language.
PRACTICING EARLY
COMPREHENSION
● Learning to read is often hard work, and longer texts aren’t
very digestible for someone who’s just starting out. Practicing
reading comprehension for longer texts is hard because there
is more detail to sort through and remember.
● Poetry, on the other hand, offers short pieces of text dense
with meaning. Furthermore, the often metaphorical nature of
poetry encourages even deeper interpretations of text. Since
there’s room for personal interpretation in poetry, children
learn to have faith in their own interpretations, turning them
into more confident and independent thinkers.
CREATIVE THINKING
● Most of all, poetry is a great means of exploring language
and creative thinking. Poetry exposes us to writers who are
playful with language. Poets paint fantastical scenes with their
words and make the mundane magical.
● Poetry can have positive impacts on children’s social and
emotional learning by offering new ways to think about the
world and themselves. Exposing children to poetry early on
creates a richer reading experience which can evolve to
exploring a diverse variety of texts later on.
“I have never started a poem
whose end I knew. Writing a
poem is discovering.”
—Robert Frost

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