Complete this booklet on Poetry. There are lots of

things to learn and experience in poetry… you

will need your textbook as well as this booklet in

order to get everything done…

Think about the poems in this booklet and enjoy

reading and writing here… be creative!

Name: ________________________________

Teacher: _______________________________

POETRY

Poetry Terms

Alliteration - the use of the same first sound in two or more words.

E.g. long, lanky legs/active athletes moving mighty muscles

Allusion - a hidden or indirect reference to events, people and places in history and other literary works.

Assonance - the repetition of vowel sounds in two or more words close together in a piece of poetry.

Atmosphere - the overall feeling that surrounds a text like a blanket. It is very important in descriptive

writing.

Ballad - a narrative poem with a song-like form usually based on a folk legend, love story or legend

Comparison - showing the similarities and differences between 2 things that have something in common.

Contrast - showing only the differences between two things that have something in common.

Couplet - a pair of rhyming lines.

Fantasy - creates an imaginary or make believe character, thing or world.

Figurative meaning/language - When writing is meant to be understood at a deeper level. Figures of

speech such as simile, metaphor, personification and other techniques are used to create more

vivid, interesting images.

Free verse - poetry with an irregular rhythm. Not every line has the same number of beats. The rhyme

may be irregular, too. The poem may have no rhyme at all.

Haiku - a seventeen syllable poem. (5, 7, 5)

Imagery - a word or a phrase that appeals to our senses. Imagery helps you to imagine a sight, sound,

touch, taste or smell. E.g. The bright yellow fire truck buzzed by./With catlike softness,

she padded across the room.

Literal Meaning – When the words of a poem is meant to be taken exactly as they are written without

trying to interpret them in any way.

Lyric poems - express intense emotional thoughts and moods.

Metaphor - a comparison between two unlike things. The comparison is implied, not stated. In other

words, metaphors do not use the word like or as. E.g. She is a rose.

Extended Metaphor - When the comparison is carried throughout the text.

Mood - the feelings and emotions of the author as they come through in the writing, and the feelings

that the writing produces in the reader such as happiness, fear, anger, boredom, or other emo-

tions.

Narrator - the storyteller in a poem, the voice who tells what happened.

Narrative Poem - a poem which tells a story. The story may be short or long.

E.g. "The Night Before Christmas" by C.C. Moore is a narrative poem.

Onomatopoeia - The sound of a word resembles its meaning (snap, pop, buzz, hiss)

Personification - means giving human traits to objects, animals, ideas or imaginary creatures.

E.g. With fiery fingers, the flames choked the life out of the forest.

Poetry - a concentrated form of language written in verse with vivid imagery, figurative language,

rhythm and sometimes rhyme.

Refrain - a set of words or phrases that are repeated regularly in a poem or song.

Repetition - the constant statement of an idea

Rhyme - matching word sounds; often used in poetry. When the rhymes occur at the ends of lines of

poetry it is called End Rhyme. E.g. There was once a man named Ike/Who bought a three-

wheeled bike.

Rhyme Scheme - The pattern of rhymes created by the words used at the end of each line.

Rhythm/meter - the pattern of sound made by the weak and strong beats in a poem. You can hear the

rhythm when the poem is read aloud. You can feel rhythm by tapping your fingers on a

desk as you read a poem.

Simile - a comparison between two unlike things that uses the word like or as. E.g. His voice was low and rough, like the growl of a bear. She skated as smooth as sun on water.

Sonnet - a fourteen line poem which follows a set rhyme scheme.

Symbol - an object, which stands for a quality or idea. (For example a dove as a symbol for peace or a

heart as a symbol for love.)

Stanza - a group of two or more lines in a poem. Each stanza is separated from the others by a space.

Theme – The major/central idea in a poem.

Tone - the way a writer's choice of words reveals his or her attitude towards the subject, characters

and reader.

Tongue Twister - a group of words that are difficult to say together because the sounds in the word

are similar. E.g. Rubber baby buggy bumpers

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THE SEA

by James Reeves

The sea is a hungry dog,

Giant and grey.

He rolls on the beach all day.

With his clashing teeth and shaggy jaws

Hour upon hour he gnaws

The rumbling, tumbling stones,

And 'Bones, bones, bones, bones! '

The giant sea-dog moans,

Licking his greasy paws.

And when the night wind roars

And the moon rocks in the stormy cloud,

He bounds to his feet and snuffs and sniffs,

Shaking his wet sides over the cliffs,

And howls and hollos long and loud.

But on quiet days in May or June,

When even the grasses on the dune

Play no more their reedy tune,

With his head between his paws

He lies on the sandy shores,

So quiet, so quiet, he scarcely snores.

1. Define metaphor. To what does the poet compare the Sea to in this poem? Give specific examples of

how James Reeves builds on his metaphor in the poem.

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2. Define personification. Find TWO examples of personification in the poem and explain how they are

effective.

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3. Define mood. What sort of mood do you think James Reeves is trying to express in this poem? How

do you think that he feels about the sea from what he writes? Use TWO examples from the poem

to support your answer.

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THE BLIND MEN AND THE ELEPHANT

John Godfrey Saxe's (1816-1887) version of the famous Indian legend,

It was six men of Indostan

To learning much inclined,

Who went to see the Elephant

(Though all of them were blind),

That each by observation

Might satisfy his mind.

The First approach'd the Elephant,

And happening to fall

Against his broad and sturdy side,

At once began to bawl:

"God bless me! but the Elephant

Is very like a wall!"

The Second, feeling of the tusk,

Cried, -"Ho! what have we here

So very round and smooth and sharp?

To me 'tis mighty clear

This wonder of an Elephant

Is very like a spear!"

The Third approached the animal,

And happening to take

The squirming trunk within his hands,

Thus boldly up and spake:

"I see," quoth he, "the Elephant

Is very like a snake!"

The Fourth reached out his eager hand,

And felt about the knee.

"What most this wondrous beast is like

Is mighty plain," quoth he,

"'Tis clear enough the Elephant

Is very like a tree!"

The Fifth, who chanced to touch the ear,

Said: "E'en the blindest man

Can tell what this resembles most;

Deny the fact who can,

This marvel of an Elephant

Is very like a fan!"

The Sixth no sooner had begun

About the beast to grope,

Then, seizing on the swinging tail

That fell within his scope,

"I see," quoth he, "the Elephant

Is very like a rope!"

And so these men of Indostan

Disputed loud and long,

Each in his own opinion

Exceeding stiff and strong,

Though each was partly in the right,

And all were in the wrong

1. Define Simile. Give TWO examples of similes in this poem and explain what is being compared.

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2. Give 5 sets of rhyming words in this poem. (hint: look at each stanza on its own to locate them)

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3. What do you think is the figurative meaning (the deeper meaning) of this poem? What is the point

that the poet is trying to make?

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Secrets of the Past (“Easter Island” and “Mummy”) Text book, p. 124

1. Define tone. What is the tone of the poem “Easter Island”? How does the poet feel about the stat-

ues? Provide TWO examples from the poem to support your answer.

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2. What are 2 examples of personification in “Easter Island”?

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The Road Not Taken

Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim

Because it was grassy and wanted wear,

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I marked the first for another day!

Yet knowing how way leads on to way

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I,

I took the one less traveled by,

And that has made all the difference.

1. What type of poem is “The Road Not Taken” and how do you know this?

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2. What is the significance of the title of this poem? Give both the literal and figurative meanings of

the title.

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1. Which poetic device is prominent in both of these poems? Define the poetic device and give TWO

examples, from each poem.

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2. What do the sunflowers ask of William in the second poem? Use specific examples from the po-

em to support your answer.

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3. Looking around the room, or thinking of some object that you own or are familiar with, write a

short verse of free verse poem which shows an example of personification. Use the back page of

this booklet to write your free verse poem. Be sure to give it an appropriate title.

The Cat & The Fiddle

Hey diddle, Diddle,

The cat and the fiddle,

The cow jumped over the moon;

The little dog laughed

To see such sport,

And the dish ran away with the spoon.

By Mother Goose

Two Sunflowers

Move in the Yellow Room.

"Ah, William, we're weary of weather,"

said the sunflowers, shining with dew.

"Our traveling habits have tired us.

Can you give us a room with a view?"

They arranged themselves at the window

and counted the steps of the sun,

and they both took root in the carpet

where the topaz tortoises run.

William Blake (1757-1827)

“Light Bulb” and “My Fluorescent Flow” (Text book, p. 64)

1. In the context of the poem “Light Bulb”, the phrase "One day to his intense delight, he squeezed his

thoughts into a bulb", is an example of which type of literary device?

a) Alliteration c) Imagery

b) Hyperbole d) Onomatopoeia

2. In the context of the poem "Light Bulb", what is the meaning of the word incubate?

a) Contain c) Grow

b) Dissolve d) Isolate

3. What form is this poem, “Light Bulb”?

a) Ballad c) Free verse

b) Concrete d) Sonnet

4. Why is the word "light" repeated three times at the end of the poem, “Light Bulb”?

a) To emphasize the setting of the poem

b) To emphasize the subject of the poem

c) To emphasize the title of the poem

d) To emphasize the tone of the poem

5. The phrase “I’m leaner, and greener, and cleaner” in the poem “My Fluorescent Flow” is an example of

which literary device?

a) Alliteration c) Imagery

b) Assonance d) Oxymoron

6. In the context of the poem "My Fluorescent Flow", what is the meaning of the word innumerable?

a) Too little to count c) Not enough to count

b) Too many to count d) Not ready to count

7. What form is this poem, “My Fluorescent Flow”?

a) Ballad c) Haiku

b) Free verse d) Sonnet

8. Which word best describes the tone (author’s attitude) of this poem?

a) Excited c) Outraged

b) Hopeless d) Regretful

9. Write an additional four lines for either the poem “Light Bulb” or “My Fluorescent Flow”. Remember

to write in the style of the existing poem and maintain the author’s attitude and voice.

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“Eyes Are Windows Open Wide”

Poem by Sarah Hannon

Sometimes the sea becomes the sky

And spills through windows open wide

Sometimes the sky becomes the sea

And floods the roads with liberty

Sometimes doors are left open wide

And secrets escape, privately hoping

That one day, somehow, somewhere, some way

Everything will be okay

1. What is the theme (main idea) of this poem? Support your answer with direct references from

the poem.

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2. What is the rhyme scheme of this poem? Support your answer with direct references from the

poem.

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3. Define the poetic device personification. Provide an example of this in the poem and explain why it is per-

sonification.

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4. Which poetic device is found in the title of this poem? Explain your answer.

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Create a haiku about the sea. Remember that you need 3 lines which have 5 syllables – 7 syllables

- 5 syllables.

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Spanish Train – Chris de Burgh

There's a Spanish train that runs between

Guadalquivir and old Saville,

And at dead of night the whistle blows,

and people hear she's running still...

And then they hush their children back to sleep,

Lock the doors, upstairs they creep,

For it is said that the souls of the dead

Fill that train ten thousand deep!!

Well a railwayman lay dying with his people by his side,

His family were crying, knelt in prayer before he died,

But above his bed just a-waiting for the dead,

Was the Devil with a twinkle in his eye,

"Well God's not around and look what I've found,

this one's mine!!"

Just then the Lord himself appeared in a blinding flash of

light,

And shouted at the Devil, "Get thee hence to endless

night!!"

But the Devil just grinned and said "I may have sinned,

But there's no need to push me around,

I got him first so you can do your worst,

He's going underground!!"

"But I think I'll give you one more chance"

said the Devil with a smile,

"So throw away that stupid lance,

It's really not your style",

"Joker is the name, Poker is the game,

we'll play right here on this bed,

And then we'll bet for the biggest stakes yet,

the souls of the dead!!"

And I said "Look out, Lord, He's going to win,

The sun is down and the night is riding in,

That train is dead on time, many souls are on the line,

Oh Lord, He's going to win!.."

Well the railwayman he cut the cards

And he dealt them each a hand of five,

And for the Lord he was praying hard

Or that train he'd have to drive...

Well the Devil he had three aces and a king,

And the Lord, he was running for a straight,

He had the queen and the knave and nine and ten of spades,

All he needed was the eight...

And then the Lord he called for one more card,

But he drew the diamond eight,

And the Devil said to the son of God,

"I believe you've got it straight,

So deal me one for the time has come

To see who'll be the king of this place,

But as he spoke, from beneath his cloak,

He slipped another ace...

Ten thousand souls was the opening bid,

And it soon went up to fifty-nine,

But the Lord didn't see what the Devil did,

And he said "that suits me fine",

"I'll raise you high to a hundred and five,

And forever put an end to your sins",

But the Devil let out a mighty shout, "My hand wins!!"

And I said "Lord, oh Lord, you let him win,

The sun is down and the night is riding in,

That train is dead on time, many souls are on the line,

Oh Lord, don't let him win..."

Well that Spanish train still runs between,

Guadalquivir and old Saville,

And at dead of night the whistle blows,

And people fear she's running still...

And far away in some recess

The Lord and the Devil are now playing chess,

The Devil still cheats and wins more souls,

And as for the Lord, well, he's just doing his best...

And I said "Lord, oh Lord, you've got to win,

The sun is down and the night is riding in,

That train is still on time, oh my soul is on the line,

Oh Lord, you've got to win..."

“Spanish Train” Questions

1. Who is riding on the train?

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2. What game do the Devil and God decide to play to see who wins the soul of the Railwayman?

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3. What did the Lord have in his hand of cards when he drew the diamond eight?

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4. How does the Devil manage to win the game against the Lord?

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5. Why do you think the Lord continues to lose to the Devil? Why can’t he do the same thing in

order to win?

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6. What does this ballad tell us about the relationship between Good (God) and Evil (Devil)?

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Aunt Martha’s Sheep - by Dick Nolan

Come gather all around me and I'll sing to you a tale,

About the boys in Carmenville who almost went to jail.

It happened on a November's night when all hands were asleep,

We crept up over Joe Tulk's hill and stole Aunt Martha's sheep.

We caught the wooly animal and dragged her from her pen,

She says good-bye to the little lamb she'd never see again.

She knew that those dark strangers soon would take her life,

In less than half an hour she felt that dreadful knife.

Aunt Martha she got angry when she heard about the loss,

She said she'd catch the robbers no matter what the cost.

Next morning just at sunrise she to the office went,

And to the R.C.M.P. a telegram she sent.

The Mountie got the message and started in to read,

This is from Aunt Martha telling an awful deed.

Last night my sheep was stolen by whom I cannot tell,

I'd like for you to catch them and take them off to jail.

Just a short time later about twelve o'clock that night,

We had the sheep a'cooking and everyone feeling tight.

The smell of mutton and onions no man could ask for more,

We were chug-luggin' Dominion when a Mountie walked in the door.

He said sorry boys, your party I really don't mean to wreck.

I smelled the meat a'cookin' and I had to come in and check.

You see the sheep was stolen and the thief is on the loose.

I said come right in and join us, sir, we're having a piece of moose.

He said thanks a lot and he sat right down and I gave him a piece of the sheep.

This is the finest piece of moose I knows I ever eat.

About two o'clock in the morning he bid us all good-day,

If we get any clues on the sheep, sir, we'll phone you right away.

He said thanks a lot, you're a darn fine bunch, and your promise I know you'll keep.

And if everyone was as good as you she wouldn't have lost her sheep.

After he left we had the piece we had in the oven to roast,

We might have stole the sheep, boys, but the Mountie ate the most.

Questions on “Aunt Martha’s Sheep”

1. What is the rhyme scheme for the first two stanzas of the poem?

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2. Provide an example of personification from the poem.

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3. Provide an example of imagery from the poem.

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4. Write a brief synopsis of the story the poem tells.

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5. What is the climax of the poem?

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6. How did Aunt Martha want the robbers to be punished?

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7. How did the robbers fool the Mountie into thinking they were innocent?

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8. Provide an example of a colloquialism.

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9. Who were the thieves who stole the sheep?

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10. What type of poetic language is used in Stanza # 2?

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11. What did the thieves do with the sheep?

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12. What did they tell the Mountie they were eating?

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13. What do you think this local story says about the way locals think of RCMP officers?

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14. What is the irony in this ballad?

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Writing Space

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