Quiz Reviewer in SEE-19
ONOMATOPOEIA - An onomatopoeia is a word or phrase
Review on the genres of poetry
POETRY- A form of literature that uses words to express ideas on
an imaginative way.
GENRES OF POETRY
1. Lyric Poetry
2. Narrative poetry
3. Dramatic poetry
 LYRIC POETRY- Formal type of poetry which expresses
personal emotions or feelings.
Elegy - a reflective poem to honor the dead.
Haiku - a seventeen-syllable poem that uses natural imagery to
express an emotion.
Ode - an elevated poem that pays tribute to a person, idea, place, or
another concept.
Sonnet - a descriptive fourteen-line poem with a specific rhyme
scheme.
 Narrative poetry- a narrative poem tells story; It isalways
told by a narrator.
Ballad- Narrative poetry set to music.
Epic- a lengthy poem that tells a story of heroic adventures.
 DRAMATIC POETRY - Similar to narrative poetry,
dramatic poetry tells a story. But in dramatic poetry, the poet
let's one of the characters act out the story.
Monologue- a speech given by one character to another or by one
character to the audience while being acted out.
Soliloquy - a speech given by one character to himself or herself; a
dramatic representation of inner monologue.
LITERARY DEVICES - Is any technique used to help the
author achieve his or her purpose. “Literary device” is a broad
term for all the techniques, styles, and strategies an author
uses to enhance their writing.
1. SIMILE - Is a figure of speech in which two essentially unlike
things are compared using the words “as” or “like.”
Examples: The cloud was fluffy like cotton candy.
2. METAPHOR - Is a figure of speech that implies comparison
between dissimilar things that have something in common.
Examples: All the world is a stage.
Malia is an open book.
3. PERSONIFICATION - A figure of speech in which an
inanimate object is endowed with human qualities or
abilities.
Examples: The sun smiled at the boy.
The knife will take a bite of your hand if you are not
careful.
4. HYPERBOLE - is the use of exaggerated terms for the purpose
of heightening effects.
Examples: This backpack weighs a ton.
I’m so hungry, I could eat a horse!
5. DICTION - is a literary device that’s the choice of words or
style used by the writer in order to convey their message.
Basically, that’s a fancy way of saying that diction is the way in
which the author wants to write to a specific audience.
Examples: “I bid you adieu.”
6. ALLITERATION - Is a literary device that uses the same
letters or sounds at the beginning of words in a sentence or title.
You can also use alliteration when choosing the title of your book,
as it makes it easier to remember.
Examples: Peter Pan - The Two Towers
7.
that shows you the sound something makes. Since we can’t
hear books, this literary device is best used to paint a clear picture
and include the sense of hearing in your writing.
Examples: Bang, Buzz, Boom
8. SYMBOLISM - This literary device is the use of a situation or
element to represent a larger message, idea or concept. Many
authors use symbolism as a way to convey a broader message that
speaks to more readers.
Examples: The color purple symbolizes royalty. The color red can
symbolize death, struggle, power, passion
9. OXYMORON - An oxymoron is a figure of speech in which
two contradictory words or ideas are combined to create a
unique and thought-provoking expression. This literary device is
often used to reveal deeper truths, create tension, or highlight
the complexities of a situation.
Examples: Deafening silence. Bitter sweet.
10. ANAPHORA - Anaphora is a rhetorical device in which a
word or phrase is repeated at the beginning of successive
clauses or sentences. This repetition creates emphasis, adds rhythm,
and can evoke an emotional response from the reader.
Examples: We shall fight on the beaches, we shall fight on the
landing grounds, we shall fight In the fields and in the
streets.
Every day, every night, every way, I will
fight for you.
11. EUPHEMISM - A euphemism is an appropriate expression
used in the place of a phrase or words that may be found
inappropriate or offensive. Euphemistic language is commonly
used in literature, especially older works, as a way to convey
a message without risking the chance of it being barred to
censorship for crude language.
Examples: “Passed away” instead of “died”
“Let go” instead of “fired” “Make love” instead of “sex”
12. FORESHADOWING - Foreshadowing is the technique of
hinting at future events in a story using subtle parallels, usually
to generate more suspense or engage the reader’s curiosity.
Example: In the fairy tale. Little Red Riding Hood, the mother is
concerned for her daughter’s safety. Her concern foreshadows the
appearance of the big bad wolf.
Poetic Principles
ABOUT THE TEXT: Poetic Principle by Edgar Allan Poe is an
essay that was first published in Sartain's Union Magazine, on
October 1850. it was the year after his death. the essay is a which
Poe presented his literary theory; it is considered a work of literary
criticism.
WHO IS EDGAR ALLAN POE? Edgar Allan Poe was an
American writer, poet, critic, and editor in the 19th century best
known for his evocative short stories and poems that captured the
interest of readers worldwide. His imaginative storytelling and
tales of mystery and horror gave birth to the modern detective story.
Many of Poe’s works, including “The Tell-Tale Heart,” “The
Raven,” and “The Fall of the House of Usher,” became literary
classics. Some aspects of Poe’s life, like his literature, are shrouded
in mystery, and the lines between fact and fiction have been
blurred substantially since his death in 1849 at age 40.
As you go along with the discussion, you can find answer for the
following questions:
 WHAT IS THE PURPOSE OF THE POEM?
 WHAT MAKES POETRY GREAT?
Purpose of the poem according to Poe:
 To elevate the soul.
 Beauty or Aesthetic.
Key points of Poetic Principles by Edgar Allan Poe:
  A Suspicion of the Long Poem
Poe states that “I hold that a long poem does not exist,” “I maintain
that the phrase, ‘a long poem,’ is simply a flat contradiction in
terms.” If it took any longer one and a half hour then, the
experience of poem was lost. Poem must be experience all at once.
Contrary, Poe stated that “there must be the steady pressing down
of the stamp upon the wax” “Undue brevity degenerates into mere
Epigrammatism.” Short poem cannot give profound or enduring
effect.
 Intensity as the Sole Effect of a Poem
He regards intensity as the key to aesthetic judgement. The value
of the poem is in the ratio of this elevating excitement.”
A “cool, calm, unimpassioned” mood is “the exact converse of the
poetical”
 Unity of Effect
To help create a poem’s intensity, Poe calls for a unity of effect, or
a “totality of effect or impression,”
Reading the books of an epic in a different order would lead to a
different reaction from the reader, again revealing the failure of the
long poem, this time in its inability to produce a single impression.
The appreciation of an epic, is possible only when “we view it
merely as a series of minor poems,” Each capable of producing one
impression on the reader
 The Elevation of Beauty over Truth
A poem should express a “Poetic Sentiment” rather than morality
or truth. Poetry deals with the beautiful and the sublime. With
emotional categories rather than rational or ethical ones “Poem
written solely for the poem’s sake,” is the ultimate form of poetry;
poetry should not be instructive, and, the discourse of truth should
not be poetic. His most common complaint is against Didacticism.
On the contrary, sometimes, poems could include elements of
instruction about “truth.” As long as its primary purpose is to
present a beautiful and emotional experience.
Comprehending poetry
What is Poetry?
-Poetry is highly compressed language, but still uses punctuation
and complete sentences, as well as sound and rhythm.
- In an academic reading, it’s best to approach a poem
systematically.
- While it is possible to read poetry for enjoyment outside of school,
we are seeking to construct defendable interpretations in academia.
- In its reliance on figurative language, sound, rhythm, and picture,
the most cherished and enduring poetry does not relinquish literal
meaning. The most successful poems combine literal and
metaphorical meaning.
How Do We Comprehend a Poetry? (Strategies and Guidelines)
Reading the Poem
1.) Read the poem through 1-3 times and see how much of the
author’s meaning you can immediately grasp. Ask yourself:
- Who is speaking?
- Who is the audience?
- What is the topic?
- Where and when is the action taking place?
- What is motivating the speaker?
2.) Then, go back through the poem, line by line. Define all the
images and symbols, if necessary, referring to outside reference
works or to other poems by the same author.
3.) If you are still having difficulty understanding the poem,
consider “translating” each line into prose. Or substitute simpler
words for the more difficult ones. You may need a dictionary.
4.) When you understand all the basic words and Ideas in the poem,
reread the poem a few more times and pull it all back together
again.
Interpreting the Poem
1.) Look at the title-It’s often as important as any line.
2.) Follow the punctuation like a road map.
3.) Look for symbols, allusions and other clues to meaning. 4.)
Identify tone (based on diction) and any ambiguities.
5.) Read first for literal meaning, and then for metaphorical
meaning.
6.) Look for recurring words, ideas, sounds.
7.) Pay close attention to the closing lines.
Annotating the Poem
- Annotating literature means taking careful, extensive notes on
any important plot or character clues, themes, and use of literary
devices, as well as your personal responses.
- In the analysis of a poem, remember to consider “who is
speaking to whom,” “when and where is the poem taking place,”
and “what is topic being discussed,” and “what is the primary
purpose-to persuade, to instruct, to Inform, to reflect, to discover,
and/or to entertain?”
Steps to Annotate a Poem (How to Annotate a Poem and Bring
Out its Meaning and Complexities, n.d.)
Step 1: Read the poem to yourself.
Step 2: With a pencil, underline the unfamiliar words and write
their meanings above them.
Step 3: Read the poem out loud to yourself.
Step 4: Identify the symbolism, meter, rhyme scheme, similes,
metaphors, alliteration, onomatopoeia, consonance, assonance, etc.
Step 5: Observe the mood of the poem.
Step 6: Underline the parts that you find important.
Step 7: Try to find the circumstances in which the poem was
written, which includes the period during which it was written, the
type of people/style of living it represents, and the situation/mind
set in which the poet was, when writing the poem.
Step 8: Paraphrase the difficult lines and understand the poem
deeply.
Step 9: Write down the theme of the poem along with lines of the
poem that support it.
Step 10: Spend a little time on the title of the poem. Try to
understand its direct and implied meanings.
Step 11: Write your interpretation of the poem.
Step 12: Read other interpretations of the poem. It will help
broaden your view and expose you to other, perhaps totally
different interpretations of the poem.
Writing the Literary Explication/Analysis
- When writing an explication paper, we essentially write out a
detailed interpretation of a work of literature, particularly of shorter
work like poetry. This type of essay looks at all aspects of a poem-
its surface meaning, as well as its underlying tone and themes, any
and all use of literary devices and their Influence on the poem.
General Vocabulary – (setting, character, tone, diction, narrative,
pacing, dialogue, monologue, point-of-view) Verse (poem, couplet,
epiphany, Invocation, mimesis, muse, octave, persona, poetic
license, pun)
Meter (beat, caesura, enjambment, foot, iambic pentameter, refrain,
stanza)
Rhyme (alliteration, assonance, consonance, euphony, cacophony,
eye- rhyme, half-rhyme, internal rhyme, masculine rhyme,
feminine rhyme, true rhyme)
Figurative language (allegory, allusion, ambiguity, anaphora,
apostrophe, conceit, connotation, denotation, contrast, dead
metaphor, dramatic irony, sophoclean irony, tragic irony, extended
metaphor, hyperbole, implicit or submerged metaphor, image,
invocation, Irony, cosmic irony, litotes, metaphor, metonymy,
mixed metaphor, onomatopoeia, oxymoron, pathetic, fallacy,
parallelism, personification, romantic irony, sarcasm, simile,
Socratic, irony, symbolism, synecdoche, synaesthesia, transferred
epithet, trope, verbal irony)
Types of Poems (ballad, blank verse, burlesque, didactic, dramatic,
monologue, elegy, emblematic, epic, epigram, epitaph, eulogy, free
verse, haiku, limerick, lyric, ode, prose poems, sonnet, villanelle).
How to Write an Explication Essay with an Outline?
(Guidelines on How to Write a Perfect Explication Essay, n.d.)
1.) Introduction: The introductory paragraph presents the essay’s
topic and thesis statement. In this case, the author grabs the
attention of readers.
2.) Body: In this section, writers should describe their arguments
on a topic. Basically, they discuss the significance of poetry under
analysis. For instance, analysis and interpretation of passages take
place to strengthen arguments.
3.) Conclusion: The last paragraph should sum up the writer’s
arguments.
Strategies in Teaching Poetry
Teaching of Poetry
Teaching of poetry is quite different from the teaching of prose.
Poetry provides aesthetic pleasure to pupils and it plays a
significant role in refinement of emotions. While prose sharpens
the intellect of students, poetry enhances their flight of imagination.
Strategies in Teaching Poetry
PRE-READING
It is very important to make students ready to read the poetry.
We should involve them in activities which will create the right
attitude and willingness to learn.
• We can ask some questions related to the theme of the poem
based on the previous knowledge of the students.
• We can ask the students to guess the theme of the poem just by
reading the title of the poem.
• We can read a poem similar in subject matter with the poem to be
taught.
• If the poem to be learnt is descriptive, a picture can be shown and
questions based on the picture can be asked.
Whatever method we employ for introduction, we should be
particular about not to spoil the environment necessary for the
poem.
WHILE READING
 Model Reading - The teacher must recite the poem with
full vigor and enthusiasm using proper rhythm, pauses
and intonation. This helps the pupils to follow the tone
and rhythm of the poem and learn the pronunciation of
new words.
 Meaning of new words and phrases should be explained
by the teacher as they may create hindrance in the
comprehension of the poem.
POST READING
COMPREHENSION QUESTIONS
• The purpose of these questions is to know if the meaning of the
poem is clear to the students.
• They also help in making certain ideas more clear in the minds of
the reader.
• These questions should be simple and should not break the
continuity of the poem.
• The number of such questions asked depends upon the length and
ideas of the poem.
APPRECIATION QUESTIONS
• These questions test appreciation of beauty of thought, images
and emotions.
• They also let the students know more about the beauty of style
and language.
CHORAL RECITATION
• The pupils should be made to recite the poem in chorus. Later on
they can recite it independently. It also heightens aural effect which
is necessary for appreciation.
After this, a creative assignment related to the poem can be given.
Why should we teach poetry?
 Poems give children an easy way to remember a lesson
or value.
 Poems inspire us.
 Poems capture emotions and ideas in lyrical phrases that
are often easy to remember.
 You can use poetry to teach grammar and vocabulary.
Steps in teaching poetry
1. Read the poem aloud.
2. Identify and define words the students do not know.
3. Read the poem aloud again.
4. Summarize the poem.
5. Discuss the poem.
6. Ask students for their experiences.
7. Memorize the poem.
8. Recite the poem.
Literary Appreciation and valuing in/ of poetry
Poetry is that genre of literature which expresses deep emotions,
feelings, thoughts, experiences and ideas in the verse form.
What is Literature
The term literature is used in a wide sense to refer to written works
and printed materials that give information. Examples of these
written works are books on different subjects, articles, pamphlets
etc. Literature, used in a narrower sense, means fictional and non-
fictional works of artistic value and quality.
What is Literary Appreciation
Literary appreciation is reading, understanding and making a
critical judgment of the theme, style, use of figurative and non-
figurative language as well as other elements of a literary work.
Literally, appreciation of literature and literary works is an attempt
to make literary works more valuable. Literary appreciation helps
to deduce the meaning behind these works, as well as their
importance, their imitation of life as literary works, the values,
motivations, beliefs that are inherent in the works.
Valuing of Poetry
This is about recognizing the importance and worth of poetry.
Poetry can provide insight into the human condition, evoke
emotions, and encourage critical thinking. It can be a powerful tool
for self-expression and can help us understand different cultures
and perspectives.
Importance of Literary Appreciation
1.PROPER EVALUATION: Hence, one of the importance of
literature is that it allows proper evaluation of literary works.
2.CONNECTION BETWEEN THE READERS AND WRITERS:
It also gives more intimation between the readers and the writers-
like some sort of connection focused on the same literary pieces.
3. It GIVES MORE VALUE: Another importance of literary
appreciation is that through such attempt of evaluation, literary
works become more valuable.
4. INFORMATION AND IMAGINATIONS: It helps us to have
full grasp of the informative and imaginative aspects of literature.
Lesson design in teaching poetry
Teaching poetry
In teaching poetry, much depends on the selection of the poem.
• The teacher should choose any easy poem suiting the age of the
pupil.
• The teacher should select a known poem by a known poet with a
known background.
• The subject matter should appeal to children.
• The rhythm and words should cater to the child’s taste.
• Young children love rhymes and rhythms, so the teacher should
resort to nursery rhymes and story-type poems.
• In higher classes, the poems should be narrative, but some
descriptive and reflective poems can also be included.
Selection of poems
1. Only those poems should be selected that are up to the mental
level of the learners.
2. The short poems should be given preference over the long ones.
3. The nursery rhymes are the most suitable for young children.
4. The poems that are philosophical and contain deep ideas should
be kept for the senior students.
5. The rhythmic poems appeal more to the children because they
can be memorized easily by them.
6. Only poems of that type should be selected that have a universal
appeal.
Principles of teaching poetry
The following principles should be kept in mind while teaching a
poem:
1. Model recitation by the teacher is very essential because it helps
attract the students towards the poem. They are able to grasp the
meaning contained in the poem.
2. A detailed explanation of lines or ideas should be avoided.
3. The verbal peculiarities of the language should not be described.
4. Paraphrases of the poem should be avoided. It should be put in
the form of prose.
5. The teacher should try to bring enthusiasm and zeal into the
teaching of the poem.
6. As far as possible, the poem should be taught as a whole.
How do I teach a poem?
The introduction of the poem must be brief and to the point. There
is no need to introduce the life of the poet from the very beginning.
After finishing the poem, a brief idea of the poet can be given.
• The teacher should recite the poem with the pupils’ books closed.
If they keep their books open, they concentrate more on seeing
words than on listening, but we know ‘poetry is an art of the eye’.
In other words, ‘poetry is sound, not sight’.
• The teacher should spend more time reading.
• The teacher reads the poem often, but this time with the pupils
keeping their books open. After this, the teacher should explain the
difficult words, tone, etc. very clearly and precisely.
• Too lengthy language explanations, combinations, structures, etc.
should be avoided, as they mark the beauty of poetry.
• After this silent reading by the students starts, This is to prepare
them for answering the queries and test their comprehension.
• The testing should be done by asking them about particular words,
lines, and thoughts in a stanza.
• Then, both the teacher and the students together recite the poem
with rhyme and rhythm in order to catch the music of the poem.
Lesson planning for teaching poetry
The lesson plan includes the following steps, as written below:
A. Aims/Objectives
B. Materials
C. Lesson procedure, including:
1. Previous knowledge is assumed
2. Motivation
a. Use of aids, situations, models, charts, etc.
b. Introduction
3. Presentation.
a. Model recitation by the teacher with books closed by students
b. Model recitation by the teacher with books open by students.
c. Explanation of certain lines, difficult words, etc.
d. Recitation by students
4. Recapitulation. (Removing difficulties, if any.)
5. Appreciation questions. (These questions aim to make clear the
beauty feeling and main idea of the poem.)
D. Evaluation
E. Home assignment
Learning plan
A learning plan is a document that is used to plan learning.
Whereas a lesson plan is typically a step-by-step guide or outline
with small goals and objectives the students will accomplish during
a day’s work, a week’s work, or even a semester.
Materials and Resources in Teaching Poetry
Poetry
Literature that is written in verse and emphasizes the rhythmic use
of words to create imagery.
Materials
Anything which can be used to facilitate the learning.
Set of Materials
● Teacher’s Copy
● Student’s Copy
SET 1 Steps to analyze a poem
● Look at the title, form and shape of the poem.
● Read the poem aloud (or in your mind).
● Think about the setting of the poem.
● Work out the subject and theme(s) of the poem.
● Identify the sound effects such as rhymes, assonance and
alliteration.
● Identify poetic devices.
● Think again about the feelings, messages and ideas presented.
Key Aspects and Guiding Questions for Poetry Analysis 4. Compare and Contrast

Content/Subject and Theme(s) 5. Providing Guide Questions

What is the poem about? How are the ideas organized in the poem? 6. Rubrics

Speaker, Tone and Voice 7. Assessment List

Who is the speaker? What Is the tone of voice? Does the poem A. Portfolios
sound happy or sad?
Portfolios are a good way to assess poetry in the classroom if the
Poetic Devices process is as important as the final product.

Does the poet use poetic techniques? What effects do the devices Portfolios do take time to compile and complete, so this method is
create and how do they help to present the themes of the poem? best used when poetry writing spans a grading period,

Sound Effects, Form and Structure
Is there a rhyming pattern/rhyme scheme? Does the poem follow a
regular poetic form?
Setting and Atmosphere
Where and when is the poem set? What is the mood and
atmosphere?
Diction/Word Choice/Use of language
What effects does the choice of language create? Is there any
significance to the capitalization and spelling of words?
Writing an analytical paragraph on different aspects of a poem
Write a critical analysis in the form of an essay or answer some
short questions on the poem. It is important to present your
observations and explain your views in a clearly structured
paragraph.
● A statement/main point
semester or entire course. Portfolios allow room for creativity,
process and mechanics, while representing the student’s whole
body of work.
The evaluator is generally able to see where the student started and
the growth the student achieves by the end of the project. Portfolios
also typically take into account a student’s perception of his work
as well as the teacher’s evaluation and are quite comprehensive.
Guidelines in making a Portfolio following the CRAFT method:
C – Collect R – Respond A – Act F – Form (Design)
T – Try
B. Conferencing
Conferencing is another method used to evaluate student poetry.
Whether peer-to-peer or teacher-to-student, conferencing provides
a window of insight into the intention of the student poet. Quite
often, discussing a student’s writing with him personally allows
him the opportunity to explain creative liberties, variations in
conventions and the purpose of the poem.

● Textual support and evidence Understanding the student’s intent and showing interest in his work
allows the teacher to assess properly the student’s poetry based on
● Elaboration and explanation his abilities and achievements. This technique may be used in
conjunction with portfolios or as a standalone method.
Writing Practice
C. Journaling
● Choose aspects to focus on and write an analytical paragraph
Journaling serves several purposes: reflection, critical thinking and
● Include the following elements in each analytical paragraph. connection. When completed as a reflection of progress, journaling
allows students to review where they started and track their
● Show and identify the different elements of your analytical improvements. Journaling also encourages students to think
paragraphs with color-coding. critically about their work. They also provide a space for
SET 2 Pre-Reading experimentation with new poetic and writing techniques.

● Interviewing ● Information search Journals may be used to evaluate oneself or as one element of a
larger assessment. Many forms of journals exist: diary-style,
Reading the Poem - Comprehension and Appreciation Provide reflective journals, double-entry journals, dialogue journals
guide questions/follow up questions during and after reading. between teachers and students, and readers response journals.

Follow-up Activities D. Compare and Contrast

● Reviewing a short clip on the poem. Comparing and contrasting two or more various text will also
sharpen the mind of the student and more understand what is a
● Writing a short poem poem by themselves. For example, differentiate each poem and
classify them what kind of poem they are.
Resources Materials
E. Providing Guide Questions
available in our environment which are accessible.
Providing learners guide questions that will direct them to fully
Example of Resources comprehend the poem is an effective way not just in teaching them
but also in assessing what they have learned.
● Books ● Self-Made
F. Rubrics
● School learning materials ● Internet
Rubrics, a type of rating scale, are a structured approach to
Assessment in Teaching Poetry
assessing students’ poetry and focus on assessing a pre-determined
Teaching Poetry is one of the most important parts in teaching set of criteria. There are two types of rubrics; holistic and
literature in schools and colleges. Even in universities analytical rubrics.

teaching poetry is practiced in literature classes as learning poetry
itself gives students a healthy outlet of emotions.
Assessment in Teaching Poetry
1. Portfolios
Holistic rubrics focuses on the work as a whole, provided that
mistakes in part may exist without compromising the overall
integrity of the piece.
Analytic rubrics are generally more specific and contain several
criteria that are being rated simultaneously.

2. Conferencing Due to their focus and clarity, many teachers find rubrics a helpful
and functional assessment tool.
3. Journaling
G. Assessment List

Similarly, an assessment list, presented as a checklist, may include

the elements that will be assessed or the steps necessary to
complete a task. Assessment lists may or may not be attached to a
numerical score. Both methods benefit teachers and students of
poetry as the expectations are clear and the scores are based on
measurable criteria.

Conclusion

Poetry is not for all, but as an educator, we need to ensued that

through writing they can express themselves and also improve their
skills in writing as this is a life-long lesson that will help them be
more analytical and observant to the words they are reading or
writing.