POETRY STUDY
Book A: Kennedy, X.J. The Phantom Ice Cream Man. David McPhail ill. New York, Atheneum, 1979. Print.
Collection
NCTE (National Council of Teachers of English) recognized award winner: 2000.
Collaboration of 5th grade English Language Arts Teacher and Library Media Specialist for an upcoming poetry unit. Classroom teacher will introduce the lesson and the SLMS will prepare materials needed, block time and assist with project when students are in the library.
Lesson 1: The collection of nonsense poems in X.J. Kennedy’s book can be compared to what other nonsense writers found in fiction? For example Dr. Seuss, his books are known for their nonsense words and vocabulary. Locate two other authors that specialize in nonsense verse and make a comparison of at least three characters to one or more of the poems found in this collection.
Lesson 2: Nursery rhythms and fairy tales at times are referred to as poems since they tend to take on a lyrical style of writing. In the books we have just read; The Toll Bridge Troll by Patricia Rae Wolf and The Three Billy Goats Gruff by Janet Stevens there are examples of nonsense characters that form the story. What comparisons can you make between the characters in the story books and the poems found on pages 26 – 34? Give details and write your own nonsense poem.
1st Quality: “Consonance is repetition of the final consonant sound” (Horning 71). An example of this type of writing that is so often used in poetry can be found in the following poems:
“I am tired of looking down of boats!
I’m going to complain
That even gargoyles get sore throats’
From gargling winter rain.”
“The Gargoyles Protest” (Kennedy 5)
Another example of this can be found again in Kennedy’s poem ...
... middle of paper ...
...hymes are a very common feature found in many poems. The following poem by X.J Kennedy shows how similar end sounds give a patterned resonance to the poem.
“With large and swollen bag of milk.
She stands, this stabled cow.
Black cat pads in on cushioned feet
To raise a loud MEOW.
Now farmer squeezes- bag
oh, see
The warm white fluid sluice-
As fat cat begs for any drop
Of creamy new cow juice.”
(Greenberg 17)
Stuart Davis: Premier, 1957 by X.J.Kennedy
Works Cited
Horning, Kathleen. From Cover to Cover: Evaluating and Reviewing Children’s Book’s. New
York: HarperCollins, 1997. Print.
Gordon, Ruth. Pierced By A Ray Of Sun. New York: HarperCollins, 1995. Print.
Greenberg, Jan. Heart to Heart. New York: Harry N. Abrams, Inc., 2001. Print.
Kennedy, X.J. The Phantom Ice Cream Man. David McPhail ill. New York, Atheneum, 1979.
Print.
The alliteration used is to emphasize rhythm in the poem. On the other hand, the poet also depicts a certain rhyme scheme across each stanza. For example, the first stanza has a rhyme scheme of this manner a, b, c, d, e, a. With this, the rhyme scheme depicted is an irregular manner. Hence, the poem does not have a regular rhythm. Moreover, the poet uses a specific deign of consonance, which is present in the poem (Ahmed & Ayesha, p. 11). The poet also uses the assonance style depicted in the seventh stanza, “Seven whole days I have not seen my beloved.” The letter ‘o’ has been repeated to create rhythm and to show despair in the poem. On the second last line of the seventh stanza, the poet uses the style of consonance, “If I hug her, she’ll drive illness from me. By this, the letter ‘l’ is repeated across the line. The poet’s aim of using this style of Consonance is to establish rhythm in the poem and add aural
A great way to get children more involved and engaged in the classroom is by using poems as a guide towards a student’s learning. The two poems, “If a Bad Dream Comes” by Siv Cedering Fox and “Sunflakes” by Frank Asch, are excellent examples that are capable of doing just that. Through careful analysis of each of these poems possible themes, developmental lessons, structures, and morals; it will be apparent that these poems, as well as any others, can adequately contribute to directing students to the path of an enriched lesson to learn.
rhyme. The poem has an A B A C D E A D rhyme. For instance, the words "Sense,"
Poe uses a variety of techniques, including alliteration, assonance, onomatopoeia, and rhyming. He also has many similes and examples of personification. In the first stanza, Poe uses onomatopoeia constantly, such as the word "tinkle." These words of onomatopoeia often rhyme with other words such as "oversprinkle" and "twinkle." The first stanza is where the reader first comes upon the line "in a sort of Runic rhyme." Runic has a double meaning, one which means an old-fashioned poetry method written after the Runic alphabet. The other means an undistinguishable and confusing written piece. The second stanza is longer and has auditory imagery throughout. "What a gush of euphony voluminously wells!" These lines have internal rhyming with words such as "euphony" and "voluminously. Assonance is present with words such as "molten-golden." These two stanzas have an overall happy tune, the first of holidays and merriment while the second of marriage and happiness.
In his poem, "On Reading Poems to a Senior Class at South High", the author, David Chapman Berry, has relied on metaphors and similes to carry out his view of a typical literature class and a teacher's view of teaching.
The ability of words to calm a child’s fears is shown in “A Barred Owl.” Additionally, the author conveys the idea that even though one may say everything is alright, what one makes up in one’s mind is often worse than reality. The rhyme scheme in “A Barred Owl” helps depict the simple and soothing tone of the poem. Not only the rhyme scheme but also the repetition of certain consonants and sounds such as, “the warping night air having brought the boom / of an owl’s voice into her darkened room” help emphasize Wilbur’s i...
The first literary device that can be found throughout the poem is couplet, which is when two lines in a stanza rhyme successfully. For instance, lines 1-2 state, “At midnight, in the month of June / I stand beneath the mystic moon.” This is evidence that couplet is being used as both June and moon rhyme, which can suggest that these details are important, thus leading the reader to become aware of the speaker’s thoughts and actions. Another example of this device can be found in lines 16-17, “All Beauty sleeps!—and lo! where lies / (Her casement open to the skies).” These lines not only successfully rhyme, but they also describe a woman who
There is a spectacular use of assonance in the first verse here:- look at the rime words night, skies, bright, eyes ... same vowel throughout ... so the whole stanza rimes ababab but assonates aaaaaa this kind of double-effect was highly prized by keats, shelley and Byron, all of whom took the technical side of writing poetry extrememly seriously.
... syllable lines, which gives the effect of a balanced beat, or something one can dance to. Additionally, it seems that he uses the same verse at the beginning and at the end of the poem, in order to create a “frame” which is relative to the actual painting.
Baym, Franklin, Gottesman, Holland, et al., eds. The Norton Anthology of American Literature. 4th ed. New York: Norton, 1994.
Baym, Franklin, Gottesman, Holland, et al., eds. The Norton Anthology of American Literature. 4th ed. New York: Norton, 1994.
Abrams, M.H., ed. The Norton Anthology of English Literature. 6th ed. Vol. 2. New York: Norton, 1993.
Repetition is displayed throughout the sonnet. Beyond line 5 there are three sets of lines that show the device in the first word. For example, line 6 and 7 both start with And, while lines 10 and 11 start with Nor. The rhyming couplet is am little different, for it starts with “so long” in both lines. Along with repetition the sonnet has consonance in almost every line. The main sound is a “S” sound that can be heard in lines and sometimes multiple times per line. Line 4 is a great example of this because of the constant “S” noise: “And summer’s lease hath all too short a date.” The final sound device used is alliteration. Line 8 says, “By chance or nature’s changing,” clearly the “ch” sound is in three of the words. All of these sound devices make for a more interesting poem if used
Baym, Franklin, Gottesman, Holland, et al., eds. The Norton Anthology of American Literature. 4th ed. New York: Norton, 1994.
In many cases, poems are very abrupt and awkward sounding when read or spoken aloud. A simple solution to end a poem’s awkwardness is a rhyme scheme. Many poems don’t rhyme for reasons of subject matter but to make the poem more interesting and easier to read the poet uses rhyming words. In many cases, poets use end rhyme, which is using words that rhyme in the end of the phrase or sentence of each sentence. “A Poison Tree” by William Blake is a great example of end rhyme used in poetry.