1. Poetry Terms
Rhyme Scheme: pattern of rhyme (repetition of accented vowel sounds) in a poem
Roses are red A Violets are blue B Mrs. Dusto loves poetry C And her students do, too! B
Slant Rhyme: words that don’t quite rhyme, but are “close enough” to pass in a poem
“heaven” and “even”
Alliteration: repetition of same of similar consonant sounds in words close together
“tired turtle,” “hungry hippo”

2. Poetry Terms Rhymed couplets: 2 rhyming lines
I wish I could unlock The secrets of a clock
Quatrain: 4 rhyming lines
Roses are red A Violets are blue B Mrs. Dusto loves poetry C And her students do, too! B

3. “I Never Saw a Moore” by Emily Dickinson pg. 522
I never saw a Moor— I never saw the Sea— Yet know I how the Heather looks And what a Billow be. I never spoke with God Nor visited in Heaven— Yet certain am I of the spot As if the Checks were given—
In your notes, make a poetry square for this poem with a partner.

4. “I Never Saw a Moore” by Emily Dickinson pg. 522
Concrete Subject: speaker is thinking about a moor, the sea, and heaven; ways of knowing
Audience: everyone
Poetic Devices: rhyme scheme is ABCB, DEFE (slant); repetition of “I never”; alliteration of “Billow be”
Abstract Subject: understanding the world or heaven without necessarily experiencing it; extending your knowledge to things outside your experience
Theme: Knowledge isn’t based on experience; imagination and faith give people a certainty they might not otherwise possess.

5. and allow me to plant these
Poetry Terms
Haiku: Japanese poem with standard rules of construction
17 total syllables (5 in lines 1 and 3, 7 in line 2)
Presents images from everyday life that provide enlightenment
Pg. 500:
Get out of my road
and allow me to plant these
bamboos, Mr. Toad.
***
A dragonfly!
The distant hills
Reflected in his eyes.

6. Poetry Terms
Meter: regular pattern of stressed and unstressed syllables in each line
The way a crow Shook down on me The dust of snow From a hemlock tree
Iamb: syllabic combination of unstressed-stressed
“The way” = 1 iamb
Iambic Pentameter: line of poetry with 5 iambs (10 total syllables)

7. Living Iambic Pentameter
10 volunteers—5 quiet, 5 loud
Quiet = “Ta”
Loud = “Tum”
Arrange in ta-tum order and practice sounds
“Tum” stomps
Put together as 10 syllables
Pull out a ta-tum combination and introduce as an iamb.

8. Sonnet Activity
Read “the sonnet ballad” and complete chart as a class.
Partners read 2 additional sonnets and complete chart and answer question.

9. Poetry Terms
Sonnet: 14-line poem in iambic pentameter with a set rhyme scheme (Petrarchan or Shakespearean)
Shakespearean: 3 quatrains followed by a rhyming couplet
ABAB CDCD EFEF GG

10. Sonnet Activity Read “My Mistress’ eyes are nothing like the sun”
Fill out rhyme scheme and discuss.
This poem is a blazon, a description of the subject referring to particular body parts. How many parts are described? What comparisons are used?
What does the subject of the poem look like? How do we know?
Which similes create a positive image? Which similes create a negative image?
What stereotypes does Shakespeare use? How does he turn them on their head?
Review the rhyming couplet. What does Shakespeare mean by “rare” and “belied”? What is his point?

11. Sonnet Activity Write an imitation sonnet.
Look at the words that are in bold above. Identify the part of speech and number of syllables in each word. Write this information under the blanks in the poem below. Line 1 has been completed for you.
Write your own sonnet by filling in the blanks below. Try to maintain the iambic pentameter and the rhyme scheme. You may need to alter pronouns and verb tense. This can be included in your poetry portfolio.