“SMASH” Lesson
Lesson 4.07 Dig Into Poetry
Objectives (Learning Goals)
At the end of this lesson, you will be able to:
-Demonstrate your understanding of the uses of figurative language in poetry.
-Demonstrate your understanding of the uses of syntax language in poetry.
-Analyze words and phrases for meaning and tone
In this lesson we take a deep look at poetry. We learn that in poems there are two meaning levels: the
DENOTATIVE (or literal/straight forward) meaning and the CONNOTATIVE (or figurative/ hidden)
meaning of a poem. Sometimes, we have to figure out the hidden meanings of the poem before we can
truly understand what it really means! In order to figure out hidden meanings, we have to know about all
the different types of FIGURATIVE LANGUAGE (figures of speech, as seen in the chart below) a poet might
use:
Academic
Definition
Example
Vocabulary
Simile
Metaphor
EXAMPLE
A comparison of two different things
She is as fast as a cheetah on the
using like or as
race track.
A comparison between two things,
She IS a cheetah on the race track.
NOT using like or as
Analogy
A comparison between two sets of
Just as a caterpillar comes out of
things that share a relationship
its cocoon, so we must come out of
our comfort zone.
Allusion
An indirect reference to something
Don’t act like a “Romeo” in front of
or someone that is expected to be
her!
recognized
Hyperbole
An exaggeration
Your backpack weighs a ton!
Imagery
Text used to create vivid mental
He whiffed the aroma of brewed
pictures for the readers.
coffee.
A style of speaking or writing
Formal: You are not angry.
Diction
MY
determined by the choice of words
Causal: You aren’t mad.
by a speaker or a writer
Let’s practice!
*In the chart ABOVE, find another example of each type of figurative language. A WONDERFUL site with
lots of examples is: http://literarydevices.net/
In this lesson we also learn that in addition to LANGUAGE TOOLS, like the ones above, poets use SOUND
TOOLS to make their poems more interesting and rhythmical. To use sound tools, the poet may need to
shift the SYNTAX of their poem. Usually, the SYNTAX (how words are put together to convey a complete
thought) of the English language is “Subject+Verb+Object”. In poetry, the poet may shift the syntax to
produce a rhythmic effect or melody. This is how poets make poetry different than prose (regular text).
SOUND TOOLS a poet might use. We’ll need to be able to recognize these when analyzing poetry OR
writing poetry of our own.
Academic
Definition
Example
Vocabulary
Alliteration
EXAMPLE
Repetition of a CONSONANT sound on a
Crazy computers crash
stressed syllable
and crumble my control.
Repetition of a CONSONANT sound at the
I like to be crazy and
END of words
lazy!
Assonance
Repetition of VOWEL sounds
Oh no, I can’t go!
Repetition
Words or entire lines repeated for emphasis
“Because I do not hope
Consonance
to turn again
Because I do not hope
Because I do not hope
to turn…”
Syntax
MY
How words from different parts of speech
Don’t you believe in love
are put together in order to convey a
at first sight? (NEW)
complete thought.
Vs.
Whoever loved that not
loved at first sight?
(OLD)
Let’s practice!
*In the chart ABOVE, find another example of each SOUND TOOL. A WONDERFUL site with lots of
examples for each tool is: http://literarydevices.net/
See if you can correctly identify these examples:
__________ 1. She ate so much her belly was ready to explode.
__________ 2. Bob can run as fast as a horse.
__________ 3. Six slippery snakes slithered down the slide.
__________ 4. He tried to run from the ghost, but his legs were rubber.
__________ 5. The brilliant sun caused the sand to glimmer and shine against the salty blue ocean.
__________ 6. The young man is considered a real Romeo when it comes to his girlfriend; he is always
bringing her flowers, chocolates, and other gifts.
Good Luck on your 4.07 Quiz!
Click HERE to view the ANSWERS to the activities on this page