We review poetic devices found in poems in ELA and often-times the poems hold little interest for you outside of the context of the course topic. In this sample, these phrases are taken from popular songs you may be aware of.
The challenge is to a) see if you can identify the figurative device used, b) see if you can identify the song or artist as well, but also c) recognize that poetry and music are much the same and the same plays on word sounds and meanings are used by artists every day!
Here’s the audio of the Figurative Devices Test. You can use the paper copy to watch for which device is included in each. Of the 40 examples given, see if you can get an accuracy score of over 35 correct!
The audio is 12 minutes long.
Choose which handout you want to use: Level 1(gives hints) or Level 2 (has no hints)
There is a lot of variety in the types of poems written, differing by their format, attitude they approach a common topic with, word choice, etc.
The following poem will likely be a poem unlike any you’ve read so far in school ELA classes. It’s another sample of what poetry can be like.
Task- Either alone or with a partner you will:
read through the poem
add comments/questions/insights on the Right-Hand side of the poem. Underline or circle the part of the poem that triggers your comment and draw a line from it to your comment on the right.
As others rotate through to this Station Activity, they will read the poem, read your comments left on the right, and then add their own comments/questions/insights either directly to the poem or to the comments left by the ones before.
There will be additional slips of paper added to the right for these additional readings/annotations of the poem. (See image)
What kinds of things can you comment on?
if you can visualize what’s described in the poem, mention it and explain what you see
if reading a phrase reminds you of something from another story, your own experience, something you’ve heard, write down that connection
if there’s a phrase that infers/hints at something and you recognize it, identify and explain it
if you’re surprised by something, write down what triggered your response and how why
if you like a certain pairing of words together, using plays on sounds of words like Alliteration, Consonance, Assonance, Repetition, or Rhyme, identify and explain what you like about it
if you have questions for the author – why did they word it this way, what are they hinting at here, is there a phrase missing at the end of this line, etc write them out
if you develop predictions of how things will end, explain what you anticipate and why
When you’re done, before moving to the next station:
Individually (each in the partner group) needs toadd a comment to this post to share what you thought overall of the poem you studied. Try to develop at least a 3 sentence response.
Below is an example of what it may look like as groups rotate through this station.