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English - Grade 9 - Unit 3 - Lesson 1 - Types and Features of Poetry

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337 views

English - Grade 9 - Unit 3 - Lesson 1 - Types and Features of Poetry

Uploaded by

Nicole john Zulueta
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Lesson 1

Types and Features


of Poetry
Learning
1 Distinguish the features
Competency present in poetry and in
prose (EN9WC-IIb-10).
Objectives

● differentiate the types of poetry;


● identify the features of poetry;
● note details from the selection read;
● analyze the poem read using the types and
features of poetry.
Essential Question

In what ways is poetry unique and distinct from prose?


Warm Up

Read Archibald Macleash's poem, “Ars Poetica.”


Click this link.
Warm Up

Guide Questions

1. What does the poem say about poetry writing itself?


2. Does it give a meaningful standard in writing poems?
Cite lines from the poem that prove your point.
3. After reading the poem “Ars Poetica,” is there a
change in the way you look at poems?
Vocabulary Words

passion (noun) - strong liking for depth (noun) - the degree of being
1 someone or something 3 deep
Clare’s passions include dancing and No one could ever measure the
acting. depth of a mother's love for her
children.
dawn (noun) - the moment when torrent (noun) - large amounts of
2 the first light appears in the 4 water released in a certain
morning direction
We really have to leave before dawn. I’ve seen a torrent of water in the
largest fountain in the park.
tint (noun) - a slightly weak or pale
5 coloration.
The photograph’s sepia tint gives it a
vintage look.
Learn about It!

Classic Features or Elements of Poetry


Persona - a character assumed by an author in a
written work

I shall be telling this with a sigh


Somewhere ages and ages hence:
The persona is someone who intends
Two roads diverged in a wood, and I
to be unique which is why he or she
—
chose to travel using the road that is
I took the one less traveled by,
And that has made all the not frequently used by others.
difference.
Learn about It!

Dramatic Situation - the story behind the poem

- the equivalent of the features of setting (where and when the


situation happens), plot (what event or experience is being described
in the poem), and conflict in fiction (what conflict is happening),
combined
Learn about It!

Images
Senses Meaning Examples of Images
visual what we see towering buildings, red scratches on the
skin
olfactory referring to the smell of flowery scent of perfume, rotten smell of
things fish
auditory what we hear shout of fans, screeching of tires

gustatory the taste of certain things sweet cake, sour candy

tactile what we can touch or feel hard wood, soft pillows

Organic felt inside the body palpitating heart, pulsing veins

kinesthetic related to temperature or warm weather


Learn about It!

Symbolism - an object or person that represents an


abstract idea
E.g., Water, when used in writing, could symbolize life.

Figure of Speech - are words with meaning beyond the


literal that help concretize an abstract idea and add color
and meaning to the poem

Death, be not proud, though some have called thee


Mighty and dreadful, for thou art not so;
Learn about It!

Diction - is the careful choice of words

Shall I compare thee to a summer's day? Thou art more


lovely and more temperate.

Why do you think Shakespeare used the words


summer’s day, lovely, and temperate in the given line?
Learn about It!

Syntax - is the careful arrangement of words in a poem

Dickinson put dashes at the end


I heard a Fly buzz – when I died of the lines of her poems instead
– of periods, etc. She may have
The Stillness in the Room used them as indicators of pause
Was like the Stillness in the Air – when you read the poem aloud,
or they act as divisions between
Between the Heaves of Storm – words.
Learn about It!
Tone - the attitude of the persona (or the writer)
toward the subject or the dramatic situation

The persona is supportive of the love he witnessed between


his friends.

Sound and Sense - the use of sound devices to match


the meaning of the poem

Splash splash, splash went the water


And the children came to swim
Learn about It!

Types of Poetry
Narrative Poetry - tells a story
Example: epic

Dramatic Poetry - also tells a story, but is spoken and


performed on stage

Lyric Poetry - means “verse that is meant to be sung”;


song poetry
Learn about It!

Types of Lyric Poetry


Song - meant to be sung

Ode - addressed in an exalted manner to an object or


person

Ballad - a simple tale in simple verse; in old times, folk


song handed down via oral tradition
Learn about It!

Types of Lyric Poetry


Elegy - themes are death and mourning; powerful
messages of grief

Sonnet - poem of 14 lines that follows iambic


pentameter
Learn about It!

Alone
Edgar Allan Poe
Learn about It!

Guide Questions

1. Describe the persona in the poem.


2. How does the persona feel about life?
3. In what way does the poem reflect Poe’s life?
Analysis

Read the following poem and answer the


questions that follow.

Life’s Scars
Ella Wheeler Wilcox
Analysis

Guide Questions
1. What is the central theme of the poem?
2. What is the message being conveyed by the second
stanza?
3. Cite three elements of poetry used in the poem and
explain how the author used them to convey the theme.
4. What universal idea does the author want to share with
the readers? Explain your answer.
5. In what way can this poem be relevant to your life right
now? Cite three situations and expound on each.
Analysis

Criteria Score
Content
(The question is answered well; textual evidence is
given.) 2 pts.
Organization
(Logical progression of details/events; clear
transitions between ideas) 2 pts.
Language
(Use of proper spelling, mechanics, grammar, and
word choice) 1 pt.
Values Integration

As a person, how will you be able to


relate to others so you don’t feel alone or
isolated?
Synthesis

1. Form groups of 5 and create your own four-line stanza


with the theme “unity.” The stanzas must follow the
features of a particular type of poem discussed in class.
2. “Unite” all stanzas to create one poem.
Assign a leader to read the poem in class.
3. Answer the following question on ¼ sheet of paper:

How did you decide which was the best arrangement for the
stanzas? Did you agree/disagree? Why/Why not?
Assignment
1. Find a group to exchange poems with. Refer to the poem created
by that group in the synthesis activity. Identify what type of poem it
is.
2. Copy the poem in their notebooks and identify the features that
came out in the poem by using highlighters (or by encircling the
part).
3. Write an analysis of the poem. Be guided by the following
questions, the answers to which should be supported by cited
textual evidence:
a. Who is the persona?
b. What is the poem’s dramatic situation?
c. What images are used in the poem?
d. What symbolisms can you find in the poem?

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