Binder Section: Reading Name: Period: Putting Our Poems Under the Magnifying Glass Poem Title: What

do you notice about the form? Analysis: How does the form help the poet communicate the poems message or meaning?

POETIC DEVICES AND FIGURATIVE LANGUAGE Poetic Device or Figurative Language (copy the line) How does the poetic device or figurative language help the poet communicate the poems message?

Rhyme Observations: Check to see if any of the words at the end of lines rhyme with each other. If the answer to #1 is yes, is there a pattern? If so, identify the rhyme scheme by assigning letters to each rhyming sound (see the back for an example). Check to see if any of the words within lines rhyme. This is called internal rhyme. Questions for Analysis 1. Read the poem out loud and think about how it sounds. Is there a rhythm that the rhyme creates? What does it sound like? Or does it not rhyme in order to sound like conversation? How does this fit with what the poem is about? 2. If certain words rhyme with each other, why do you think the poet made that choice? Does the rhyme link ideas together? Does it show the importance of certain words? Explain.

Example of Rhyme Scheme

O Listen to the Sounding Sea by George William Curtis O listen to the sounding sea That beats on the remorseless shore, O listen! for that sound will be When our wild hearts shall beat no more. O listen well and listen long! For sitting folded close to me, You could not hear a sweeter song Than that hoarse murmur of the sea.

Explanation: Sea and be rhyme with each other, so they are both assigned letter A. Shore and more rhyme with each other, so they are both assigned letter B. In the next stanza, long and song rhyme with each other, so they are assigned letter C. Me and sea rhyme with the first and third lines of the first stanza, so they also receive the letter A.

Lines Observations: Do all of the lines start at the margin or are some indented? Are all of the lines the same length or are some longer or shorter? Are the lines arranged in a certain shape or pattern? Questions for Analysis 1. If the lines are arranged in a pattern, how does the pattern fit with the meaning of the poem? 2. If some lines are shorter or longer than others, why did the poet make that choice? Are those lines more important? Why? 3. If some lines dont start at the margin, why did the poet make that choice?

Stanzas Observations: Is the poem divided into stanzas? If so, how many? Are the stanzas all the same length? How many lines are there in each stanza? Questions for Analysis 1. If the poem is organized into stanzas, why do you think the poet decided to start a new stanza? (Hint: what is each stanza about?) 2. If some stanzas are shorter or longer than others, why did the poet make that choice? Are those stanzas more important? Why? 3. Does the number or length of the stanzas fit with the meaning of the poem?

Punctuation and Capitalization Observations: Underline all of the capital letters in the poem. Is there a pattern for how the poet uses capital letters? (Example: at the beginning of each line) Circle all of the punctuation marks in the poem. How and where does the poet use punctuation? (Example: commas at the end of each line) Questions for Analysis 1. Why did the poet capitalize certain words? (Capitalization can show the importance of words) 2. Punctuation such as commas and periods tell the reader how to read the poem (when to pause and when to stop). How do the punctuation marks the poet used help the reader understand the meaning of the poem?

METAPHORS AND SIMILES

Definitions: Simile: a comparison between two things that uses the word like or as. Example: The stars in the night sky sparkled like diamonds. Metaphors: a comparison between two things that does not use the word like or as. Example: Her eyes were twinkling stars. Extended Metaphor: a metaphor that continues through several lines of a poem. (Example: Hope is a thing with feathers). Observations: Underline and label all of the metaphors and similes in the poem. Copy them onto your chart. Questions for Analysis Why did the poet use that metaphor or simile? What is he or she saying through the metaphor? Example: o Metaphor: Her eyes were twinkling stars.

Analysis: This metaphor shows that her eyes are very bright and clear.

PERSONIFICATION

Definitions: Personification: giving human qualities to something that is not human. Example: The early morning sun whispered to the sleepy city. Observations: Underline and label all of the examples of personification in the poem. Copy them onto your chart. Questions for Analysis Why did the poet use personification here? What effect does it have? Example: o Personification: The early morning sun whispered to the sleepy city. Analysis: The poet personified the morning sun by having it whisper to the city to show how the sun gently wakes up the city in the morning as it rises.

ALLITERATION
Definitions: Alliteration: the repetition of the first letter of a word in a line or section of a poem. Example: The winds will weep. Observations: Underline and label all of the examples of alliteration in the poem. Copy them onto your chart. Questions for Analysis Why did the poet use alliteration here? What effect does it have? Hint: alliteration can help draw our attention to certain words, or it can create a rhythm. Example: o Alliteration: Crags cut the forbidding cliffs, seabirds crying. Analysis: The poet used hard consonant sounds in this line to create a negative mood.

ONOMATOPOEIA
Definitions: Onomatopoeia: the use of sound words. Example: The leaves rustled. The door slammed. The rain plopped on the roof. Observations: Underline and label all of the examples of onomatopoeia in the poem. Copy them onto your chart. Questions for Analysis Why did the poet use onomatopoeia here? What effect does it have? Hint: onomatopoeia can help emphasize an idea or create a sensory image. Example: o Onomatopoeia: The wind howled. Analysis: The poet used onomatopoeia to describe the sound of the wind blowing to help the reader hear how it sounds.