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Reading Poetry Strategies for Understanding Poems

Reading Poetry Strategies for Understanding Poems

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Page 1: Reading Poetry Strategies for Understanding Poems

Reading Poetry

Strategies for Understanding Poems

Page 2: Reading Poetry Strategies for Understanding Poems

1. Identify the Speaker• Who is “saying”

the poem?• The speaker isn’t

always the poet

from “Fireflies” by Paul Fleischman

Light is the ink we use

NightWe’re

firefliesflickeringflashingfireflies

gleamingInsect calligraphersCopying sentences

Six-legged scribblers

Page 3: Reading Poetry Strategies for Understanding Poems

Speaker

• The speaker is the imaginary voice you hear when you read a poem – who is “saying” the poem.

Page 4: Reading Poetry Strategies for Understanding Poems

Who do you think the speaker is in this poem?

If I were in charge of the worldI’d cancel oatmeal,Monday mornings,Allergy shots, and alsoSara Steinberg.

If I were in charge of the worldThere’d be brighter night lights,Healthier hamsters, andBasketball baskets forty-eight

inches lower.

If I were in charge of the worldYou wouldn’t have lonely.You wouldn’t have clean.You wouldn’t have bedtimes.Or “Don’t punch your sister.”You wouldn’t even have sisters.

If I were in charge of the worldA chocolate sundae with whipped

cream and nuts would be a vegetable.

All 007 movies would be G.And a person who sometimes forgot

to brush,And sometimes forgot to flush,Would still be allowed to be in

charge of the world.

Page 5: Reading Poetry Strategies for Understanding Poems

Speaker Answer:

• The speaker is probably a young boy, about 10-13 years old.– We can tell this by the things he would

change if he were in charge of the world.• The height of basketball hoops• The treatment of his sister• The rating of 007 (James Bond) movies

Page 6: Reading Poetry Strategies for Understanding Poems

2. Use Your Senses• Poetry uses all 5

senses

• Use the sounds, smells, etc. to help yourself paint a mental picture of what the poem is describing

Basho

An old silent pond

A frog jumps into the pond,

splash! Silence again.

Soseki

Over the wintry

Forest, winds howl in a rage

With no leaves to blow.

Page 7: Reading Poetry Strategies for Understanding Poems

3. Listen • Much poetry is

musical – it’s designed to be heard rather than read.

• Either read the poem aloud or listen to someone else read it.

“Boa Constrictor” by Shel Silverstein

Oh, I’m being eatenBy a boa constrictor,A boa constrictor,A boa constrictor,I’m being eaten by a boa constrictorAnd I don’t like it – one bit.Well, what do you know?It’s nibblin’ my toe.Oh, gee,It’s up to my knee.Oh my,It’s up to my thigh.Oh, fiddle,It’s up to my middle.Oh, heck,It’s up to my neck.Oh, dread,It’s upmmmmmmmmmfffffffff...

Page 8: Reading Poetry Strategies for Understanding Poems

4. Read According to Punctuation

• Pause at commas, semicolons, and end marks (?,!,.)

• Only pause at the end of the line if it has a comma, semicolon, or end mark at the end of it.

“On the Skateboard” by Lillian Morrision

SkimmingAn asphalt sea

I swerve, I curve, ISway; I speed to whirringSound an inch above the

ground; I’m the sailorAnd the sail, I’m theDriver and the wheelI’m the one and only

Single engineHuman auto

mobile

Page 9: Reading Poetry Strategies for Understanding Poems

Onomatopoeia

• Onomatopoeia is a word that imitates a sound.– Examples: crash, bang, plop

Page 10: Reading Poetry Strategies for Understanding Poems

What examples of onomatopoeia are in the following excerpt?

Bram rackety-am-m, OM, Am:

All – r-r-room, r-r-ram, alabaster –

Am, the world’s my oyster.

I hate plastic, wear it black and slick,

Hate hardhats, wear one on my head,

That’s what the motorcycle said.

• Answers:– bram– r-r-room– r-r-ram

Page 11: Reading Poetry Strategies for Understanding Poems

Personification

• Personification gives human characteristics of a nonhuman object.– Example: The wind whispered in the trees.

The stars danced in the skies.

Page 12: Reading Poetry Strategies for Understanding Poems

Explain the personification in the poem below:

Once a snowflake fell

On my brow and i loved

It so much and i kissed

It and it was happy and called its cousins

And brothers and a web

Of snow engulfed me then

I reached to love them all

And i squeezed them and they became

A spring ran and i stood perfectly

Still and was a flower

• Answers:– Both snowflakes and

the flower are being personified:

• Snowflakes don’t have families and can’t call them

• Flowers can’t kiss and squeeze the snow

Page 13: Reading Poetry Strategies for Understanding Poems

Explain the personification in the poem below:

Late that mad Monday evening

I made mermaids come from the sea

As the black sky sat

Upon the waves

And night came creeping up to me

• Answer:– The black sky sat

upon the waves• The sky can’t sit.

– Night came creeping up to me

• The night doesn’t creep.

Page 14: Reading Poetry Strategies for Understanding Poems

Rhythm

• Rhythm is the pattern of beats in a poem.– The pattern is formed by stressed and

unstressed syllables.

• Not all poems have a rhythm pattern.

Page 15: Reading Poetry Strategies for Understanding Poems

Limerick• A limerick is a short, usually funny poem with

a very specific form:– The 1st, 2nd, and 5th lines rhyme and have 3

stressed syllables.– The 3rd and 4th lines rhyme and have 2 stressed

syllables.

There was an old man from PeruWho dreamed he was eating his shoeHe awoke in the nightWith a terrible frightTo discover it was totally true

Page 16: Reading Poetry Strategies for Understanding Poems

There was a young fellow named Hall

Who fell in the spring in the fall

‘Twould have been a sad thing

To have died in the spring

But he didn’t – he died in the fall

An epicure dining at Crewe

Found quite a large mouse in his stew

Said the waiter, “Don’t shout!

And wave it about

Or the rest will be wanting one too!”

Page 17: Reading Poetry Strategies for Understanding Poems

Haiku

• Haiku is a Japanese form of poetry with a specific rhythm– 1st line – five syllables– 2nd line – seven syllables– 3rd line – five syllables

• Haiku are often about nature and the five senses.

Page 18: Reading Poetry Strategies for Understanding Poems

Basho

An old silent pond

A frog jumps into the pond,

splash! Silence again.

Soseki

Over the wintry

Forest, winds howl in a rage

With no leaves to blow.

Page 19: Reading Poetry Strategies for Understanding Poems

Metaphor

• A metaphor is the comparison of two objects without using the words “like” or “as.”– Instead of one object being similar to another,

one object IS another.– Example: “This room is a pigsty!”

Page 20: Reading Poetry Strategies for Understanding Poems

What is the metaphor in this poem?The rose is a rose,

And was always a rose.

But the theory now goes

That the apple’s a rose,

And the pear is, and so’s

The plum, I suppose.

The dear only knows

What will next prove a rose.

You, of course, are a rose –

But were always a rose.

• Answer:– Various fruits (apple,

pear, plum) are compared to a rose.

– The reader is also compared to a rose.

Page 21: Reading Poetry Strategies for Understanding Poems

What is the metaphor in this poem?Seeing that there’s no other way,

I turn his absence into a chair.

I can sit in it,

gaze out through the window.

I can do what I do best

and go out into the world.

And I can return then with my useless love,

to rest,

because the chair is there.

• Answer: – The person’s absence is

compared to a chair. The speaker doesn’t have to wallow about the loss of love because the chair will stay while the speaker goes into the world.

Page 22: Reading Poetry Strategies for Understanding Poems

Simile

• A simile is a comparison of two objects using the words “like” or “as.”– Example: She is as blind as a bat.

Page 23: Reading Poetry Strategies for Understanding Poems

What is the simile in the following excerpt?

Oh, my love’s like a red, red rose

That’s newly sprung in June.

O, my love is like the melody

That’s sweetly played in tune.

• Answers:– Love is compared to a

newly blossomed rose.– Love is compared to a

sweet melody.

Page 24: Reading Poetry Strategies for Understanding Poems

Metaphor and Simile

• Remember – these are comparisons, not descriptions. The object should be compared to another object, not described with an adjective.

Page 25: Reading Poetry Strategies for Understanding Poems

Identify the metaphor and simile in this poem:Forgetfulness is like a song

That, freed from beat and measure, wanders.

Forgetfulness is like a bird whose wings are reconciled,

Outspread and motionless –

A bird that coasts the wind unwearyingly.

Forgetfulness is rain at night,

Or an old house in a forest, - or a child.

Forgetfulness is white, - white as a blasted tree,

And it may stun the sybil into prophecy,

Or bury the Gods.

I remember much forgetfulness.

• Similes:– Forgetfulness is

compared to a wandering song

– Forgetfulness is compared to a bird coasting in the sky.

• Metaphors– Forgetfulness is

compared to rain at night, an old house in a forest, and a child.

Page 26: Reading Poetry Strategies for Understanding Poems

Alliteration

• Alliteration is the repetition of consonant sounds at the beginning of words.– Example: “With blare of brass, with beating

drums.”– Often used in tongue twisters.

Page 27: Reading Poetry Strategies for Understanding Poems

Find the alliteration in this excerpt:

Little hoppy happy

Toad in tweeds

Tweeds

Little itchy mouses

With scuttling

Eyes rustle and run and

Hidehidehide

whisk

Page 28: Reading Poetry Strategies for Understanding Poems

Alliteration is underlined:

Little hoppy happy

Toad in tweeds

Tweeds

Little itchy mouses

With scuttling

Eyes rustle and run and

Hidehidehide

whisk

Page 29: Reading Poetry Strategies for Understanding Poems

Find the alliteration in the poem below:

He clasps the crag with crooked hands;

Close to the sun in lonely lands,

Ring’d with the azure world, he stands.

The wrinkled sea beneath him crawls;

He watches from his mountain walls,

And like a thunderbolt he falls.

Page 30: Reading Poetry Strategies for Understanding Poems

Alliteration is underlined:He clasps the crag with crooked hands;

Close to the sun in lonely lands,

Ring’d with the azure world, he stands.

The wrinkled sea beneath him crawls;

He watches from his mountain walls,

And like a thunderbolt he falls.

Page 31: Reading Poetry Strategies for Understanding Poems

Theme

• The theme is the moral or lesson – it’s what the poet is trying to teach the reader.

Page 32: Reading Poetry Strategies for Understanding Poems

What is the theme of this poem?The summerStill hangsHeavy and sweetWith sunlightAs it did last year.

The autumnStill comesShowering gold and crimsonAs it did last year.

The winterStill stingsClean and cold and whiteAs it did last year.

The spring Still comesLike a whisper in the dark night.

It is only I who have changed.

• Answer– Although the seasons

remain the same from year to year, the speaker changes as time passes.

Page 33: Reading Poetry Strategies for Understanding Poems

What is the theme of this poem?Two roads diverged in a yellow wood,And sorry i could not travel bothAnd be one traveler, long I stoodAnd looked down one as far as I couldTo 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 thereHad worn them really about the same,

And both that morning equally layIn leaves no step had trodden black.Oh, I kept the first for another day!Yet knowing how way leads onto way,I doubted if I should ever come back.

I shall be telling this with a sighSomewhere 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.

• Answer– In this poem, the two roads

symbolize two different ways to live life. One is the “traditional” path that everyone takes; the other is one less commonly taken. The theme is that the speaker has found it more beneficial in life to take risks and do things in life that are not necessarily traditional or “safe.” Being unique rather than a follower has made a difference in his life.

Page 34: Reading Poetry Strategies for Understanding Poems

Tone

• Tone is the speaker’s attitude or emotions communicated in the words of the poem

Page 35: Reading Poetry Strategies for Understanding Poems

What is the tone of this poem?I like the plates on the ledgeof the dining room wall (to the north)standing on edge,standing as if they thought they could stay.

Confident things can stand and stay!

I am confident.I always thought there was something to be done

about everything.I’ll stay.I’ll not go pouting and shouting out of the city.I’ll stay.My name will be Up in Lights!I believe it!They will know me as Nora-the-Wonderful!It will happen!I’ll stay.

Mother says “You rise in the morning – You must be the Sun!For wherever you are there is Light,and those who are near you are warm,feel Efficient.”

I’ll stay.

• Answer:– The tone of this poem is

confident, even bragging at times.

Page 36: Reading Poetry Strategies for Understanding Poems

Imagery

• Imagery is the mental pictures the words of the poem create in the reader’s mind.

Page 37: Reading Poetry Strategies for Understanding Poems

What imagery does this poem contain?

a gallon ofrichcountry cream

hand-whippedinto stiffpeaks

flungfrom the beater

into dollops across the blue oilcloth

• This poem, about cumulus clouds, evokes the image of someone taking fresh whipped cream and flinging it from the beaters into the sky to create the clouds.

Page 38: Reading Poetry Strategies for Understanding Poems

What imagery does this poem contain?who knows if the moon’s a balloon, coming out of a keen cityin the sky – filled with pretty people?(and if you and i should

get into it, if theyshould take me and take you into their

balloon,why thenwe’d go up higher with all the pretty people

than houses and steeples and clouds:go sailingaway and away sailing into a keencity which nobody’s ever visited, where

alwaysit’s

Spring) and everyone’s

In love and flowers pick themselves.

• This poem evokes the image of the moon turning into a hot air balloon that takes people over a city into a new place in which everyone is happy. The imagery of flowers picking themselves is particularly strong.