Module 4

Lesson 3

Poetry

RESUME
Dorothy Parker

Razors pain you;

Rivers are damp;
Acids stain you;
And drugs cause cramp.
Guns aren’t lawful;
Nooses give; Gas
smell awful;
You might as well live.
III. Lesson Map

Poetry is a complex type of literature, and because of complexities to identify a certain

poetry it has features, devices, elements and it can be rhymed or free verse.

IV. Core Content:

ENGAGE CHANGE
Angela Manalang
 I have outgrown them all,
And one by one,
These loves I took so mightily to
heart
Before you came; the dolls that
overran
My childhood hours and taught
me fairy act;
I books I ravished by censored
score;
Music that like delirium
burned my days;
The golden calf I fashioned to
adore
When lately I forsook the
golden phrase.

And then I shall outgrow this love of you

Sooner or later I shall put away
This jewelled ecstasy for something new
Brand me not fickle on that fatal day; Bereft of
change that is my drink and bread,
I would not love you now – I would be dead.

EXPLORE

Activity 2. Instruction. Read or sing this song by Jose Mari Chan. Then do the activity below.
(LO4,LO5)

CONSTANT CHANGE
Jose Marie Chan

We’re on the road

We move from place to place
And oftentimes when I’m about to call it home
We’d have to move along
Life is a constant change…

The friends we know we meet along the way

 Too soon the times we share from part of yesterday
‘Cause life’s a constant change
And nothing stays the same, oh no.
Clouds that move across the skies Are changing
form before our very eyes.
Why couldn’t we keep time from movin’ on?
Hold on to all the years before this moment’s gone?
Why must we live the days at such a frightening pace? We’re all
like clouds that move across the skies And changing form before
our very eyes.

Have we outgrown our Peter Pans and wings?

We’ve simply grown too old for tales of knights and kings
‘Cause life’s a constant change
And nothing stays the same, oh no.

A. Give the literal meaning of the following words by choosing from the options given.

1. Outgrow a. overcome
b. grow too large for
c. get tired of

2. Overran a. went beyond

b. ran over
c. overgrew

3. Ravish a. consume hungrily

b. destroy with rage
c. overcome with joy and delight

4. Censored a. suppressed
b. criticized
c. eliminated

5. Delirium a. uncontrolled excitement

b. high fever
c. comatose
 6. Fashioned a. arranged
b. styled
c. ordered

7. Ecstasy a. extreme joy

b. extreme anger
c. extreme passion

8. Fickle a. steady
b. changeable
c. permanent

9. Bereft a. deprived
b. oppressed
c. prejudged

10. Fatal a. gory

b. bloody
c. deathly

B. Sing the song and grasp its suggestions and implications.

1. Do you consider a song as a form of poetry? Why?
2. Do you like it, yes or no? Why?
3. Tell what does this song is trying to suggest or imply?

EXPLAIN

Poetry

(From the Greek “poles – making or creating) is a form of art in which language is used
for its aesthetic and evocative qualities is additional to in lie because of ostensible meaning.

Poetry may be written independently, as decree poems, or may occur in conduction with
other arts, as in poetic drama, hymns or lyrics.

Poetry and discussions of its have a long history early attempts to define poetry such as
Aristotle’s poetic focused on the speech in enter, dram, song and comedy. After attempt
concentrated on features such as repetition and rhyme and aesthetics which distinguish poetry
has sometimes being more loosely defined as a fundamental creative act using language.

Poetry often uses particular forms and conventions to expand the utterly meaning of the
words, or to evoke emotional or essential responses. Desires used to achieve musical or
incantatory effects. Poets use of ambiguity, symbolism and other stylish elements of poetic
diction after leaves a poem open to multiple interpretations similarly metaphor and simile create
resonance between otherwise.

Some forms of poetry are specific to particular cultures and genres, responding to the
characteristics of the language in which the poet writes while readers accustomed to identifying
it’s being written in rhyming lines and regular meter, there are traditions such as those Dufu and
Beowulf if that use other approaches to achieve rhythm and euphony. In today globalized world,
poets often borrow styles, techniques and forms from diverse cultures and languages.

In addition to specific forms of poems, poetry is often thought of in terms of different

genres and sub genres. A poetic genre is generally a tradition or classification of poetry based on
the subject matter, style or other broader temporary characteristics. Some commentators’ views
gore as natural forms of iterative others view the study of genre as the study of how difference
works related and refer to other works.

The term poetry has been defines differently according to different perceptive of various
scholars.
- Poetry is the writing that formulate a concentrated, imaginative awareness of
experience chosen and arranged to create a specific emotional response through
its meaning sound and rhythm.

- Poetry is an imaginative work that normally presents experiences or ideas with

specific reference to emotions using language characterize by imaginary and
rhythmical sound.

- Poetry is a literary genre that is rich in figurative expression as well as musical

features.

- Poetry is a literary genre in verse (line) form language more creatively and
artistically that other literary works.

- Poetry is a metrical compassion characterized by strong imagination, emotion,

significant, meaning and appropriate language.

Features of Poetry

• Very economical in language use i.e. poetry use few words to convey a lot of information.
• Poetry consists of musical features such as rhyme and rhythm.
 • Poetry uses relatively more figures of speech than other genres of literature.
• The basic unit composing a poem is line.
• Poetry rarely involves characters with names normally poems use the persona /speaker.
• Poetry is arranged in lines and stanzas.

Poetic Devices

These are techniques or tools used in poetry which help improve the quality of poetry.

• Persona – refers to person who speaks in the poem. Sometime a poet may use the
pronoun “I” in his/her poem. This does not mean that it is the poet who is speaking rather
than the poet has put him/herself in someone’s shoes.
• Consonance – is the repetition of similar consonant sounds at the end of a word in
stressed syllable in a given verse.
• Ellipsis – is the intentionally omission of some words that the poet consider of less
important to be used in his/her work. Normally functional words such as propositions,
auxiliary verbs, conjunction and determines are the one that full victims of being omitted.
• Allusion – is the use of well known things as reference so as make readers understand the
concept(s) due to the fact the reference used is well know.
• Stanza – is a group of lines that stands as paragraphs. Stanzas are separated from each
other by space.
• Refrain – is a word or line that is repeated at the end of each stanza in a poem. It actually
as a chorus. This technique serves two great roles emphatic role, musical purposes.
• Poetic License – is the right assumed by poets to alter or invert standard syntax or depart
from common diction or pronunciation to comply with the metrical or tonal requirements
of their writing, or the privilege that poets have violate the rules of the grammar of the
language he/she is using to compos his/her work

Elements of Poetry

A. The Poetic Line

- The basic unit of composition in poems.
- An idea or feeling which is expressed in one line and is frequently continued into
the next line – called enjambment or run-on lines.
B. The Sounds of Words
- An indirection prominent in the method of poetry is the use of sound effects to
intensify meaning.
- For the poet to convey ideas, he chooses and organizes his words into a pattern of
sound that is a part of the total meaning.

These sound effects are the products of organized repetitions. They are the following:
1. Rhyme repeats similar sounds in some apparent scheme.
 is the similarity of ending sounds exist between two words. Or is the
similarity in sound at the end of consecutive lines or at the same interval in a
stanza.

• Functions of Rhyme
1. The repetition of sounds at regular interrupts bring the reader a seasons gratification
meaning it makes the reader enjoy the repetition.
2. The recurrence of the rhyme at regular intervals helps to establish the form of stanza
3. The rhymes serve to unify and distinguish the divisions of the poem and therefore give a
unity to one stanza while marking it off from the others as separate. From such divisions
the rhyme creates a sense of movement to the poem as a whole.

• Types of Rhymes
The types of rhymes are classified according to two schemes.

1. The position of the rhymed syllable in the line.

2. The number of syllables involved introducing the rhyme.
3. The position of the rhymed syllable in the line
4. End rhymes

These are most common rhymes and they occur at the end of the line.

1. Internal Rhymes
Sometimes called leonine rhyme occur at some place after the beginning but before the
end of the line.
2. The Beginning Rhyme
This occurs in the first syllable or syllables of the line.

• Rhyme Scheme: The sequence in which the rhyme occurs for example.

Like and learn to be hand working. (a)

Like bees you should live (b)

You’ll be like a king (a)

You’ll know how to live (b)

Indeed, living is learning. (a)

 Thus, the rhyme scheme in this stanza is ababa.

2. Rhythm is the result of systematically stressing or accenting words or

syllables.
3. Alliteration means the repetition for effects of initial vowels or consonants.
e.g. He clasps the crags with crooked hands
(Tennyson)
4. Assonance refers to the correspondence of the vowel sounds.
e.g. Maiden crowned with glossy blackness
Long armed maid, when she dances
(George Eliott)
5. Onomatopoeia is a long word that means simply the imitation in words of
natural sounds. e.g Hiss, buzz, mew.

Dry clash’d his harness in the icy caves.

And barren chasms, and all to left and right The bare
black cliffs clang’d round him.
(Tennyson)
C. Meter
- The regularized and pattern rhythm.
- There are four conventional types of meter in poetry written in English
each being distinguished form the other by the number and accent of
syllables.
1. Iambic meter – by far, the most popular and the most natural to English
expression. Its basic unit o foot is one unaccented and one accented syllable.

2. Trochaic meter – the reverse of Iambic meter. Each foot contains an accented
and unaccented syllable.
3. Spondaic - Two syllables, both of which are stressed. For example: ICE
CREAM, HOT LINE, CELL PHONE.
4. Anapestic meter – contains each foot two unaccented syllables and one
accented.
5. Dactylic meter – opposite of anapaestic. It is slower and often is used to create
a strange mood.
English language poets often combine these feet in standard patterns, such as the following:
 ▪ Trochaic Tetrameter: Four metrical feet of two syllables each (for a total of eight
syllables) alternating between stressed and unstressed syllables. For example: “BY
the SHORES of GITche GUMee” (“The Song of Hiawatha” by Henry Wadsworth
Longfellow)
▪ Iambic Pentameter: The most common meter in English language poetry, iambic
pentameter has five feet of two syllables each (for a total of ten syllables) alternating
between unstressed and stressed syllables. For example: “Shall I comPARE thee TO
a SUMmer’s DAY?”
(“Sonnet 18” by William Shakespeare)
▪ Double Dactylic: Two metrical feet of three syllables each (for a total of six
syllables) alternating between one stressed syllable and two unstressed syllables. For
example: “HIGgledy PIGgledy, / BACon, lord CHANcellor.” (By Ian Lancashire)
▪ Anapestic Tetrameter: Four metrical feet of three syllables each (for a total of
twelve syllables) which alternates between two unstressed syllables and one stressed
syllable. For example: ’Twas the NIGHT before CHRISTmas, when ALL through
the HOUSE. (“A Visit From St. Nicholas” by Clement Clark Moore)

D. Imagery
- It is more than a visual detail includes sounds, textures, feel, odors, and
sometimes even tastes.
- Selection of concrete details is the poet’s way giving his reader a sensory image.
- By this, the poet makes reader think about the meaning of the poem.
E. Tone
- Reveals the attitude toward the subject and in some cases the attitude of the
persona or implied speaker of the poem as well.
- Examples of tone are: cheerful, sad, reflective, serious, angry, anxious, etc. there
are, however, many shades of tone and these clear-cut divisions can’t be easily
established.

Here is a sonnet by William Shakespeare, which is measured as Iambic Pentameter. I want you to
measure this by foot, meter and write on the rhythmic patterns of each lines to show justification
if it’s really a Shakespearean. (LO6,LO7)

Example: (Explain in class)

VI. Topic Summary:

This lesson introduces poetry, it elements and everything that goes with
especially on the things to keep in mind on how to write one. It enables the
students to absorb the importance of poetry and its measurements and as well as
the entire elements that encompasses the said work of art.

III. References

• Tan, Arsenia B. Introduction to Literature, Fourth Edition. Quezon City:

Academic Publishing Corporation. 2001

Weblinks:

• https://literaryterms.net/poetry/
• http://www.literarydevices.com/meter/#:~:text=For%20exam ple%3A
%20%E2%80%9CBY%20the%20SHORES,between%20uns tressed
%20and%20stressed%20syllables.
•