The Sounds of Poetry

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					The Sounds of
   Poetry
Sound Devices Used
 to Create Rhythm
The Sounds of Poetry
Rhythm- pattern of
 beats or stresses in
 written or spoken
 language (rhythm is
 based upon repetition)
The Sounds of Poetry

Rhyme- repetition of
 sounds found at the
 ends of words.
 The Sounds of Poetry
 Types of Rhyme:
  End Rhyme- Rhyme found at the
  end of a line in a poem.
  Ex: Roses are red
      Violets are blue
      If I looked like Mr.O.
      I’d join the zoo
The Sounds of Poetry
 Internal Rhyme- rhyme that
  occurs WITHIN a line or 2 of
  poetry.
  Ex:
“And he wore a smile you could
     see a mile”
The Sounds of Poetry
 Off-rhyme (also known as
  “half-rhyme”)- words whose
  sounds are similar but not
  exact.

Ex: worse/course
    squirrel/quarrel
The Sounds of Poetry
 Exact rhyme- words whose
  sounds are exactly the same
  except for the first consonant
  sound.
Ex:
  There/stare true/blue
  Red/dead        skies/buys
The Sounds of Poetry
 Alliteration- the repetition of
  consonant sounds within a
  line/lines of poetry
Ex:
  “their tiny chins to their tiny
     knees…”
The Sounds of Poetry
 Assonance- the repetition of
  vowel sounds within a
  line/lines of poetry.
  Ex:
“Or stands in space to take
  aim…”
  The Sounds of Poetry
 Rhyme Scheme- pattern of rhyme in
  a poem.
 Used to “see” the pattern of rhyme.
 Lines are labeled by letters of the
  alphabet
 the first line of any poem is always
  “A.” ; every line that rhymes with this
  line is also “A”
The Sounds of Poetry
One day I climbed a tree      (A)
To find out what I could see. (A)
Way up in the air             (B)
The wind blew through my hair.(B)
While the birds in the sky    (C)
Flew oh so high.              (C)
 The Sounds of Poetry
 Stanza- groups of lines in
  poetry, often acting like
  paragraphs in prose; when the
  stanza changes this often
  means an idea or a rhyming
  pattern may change.
The Sounds of Poetry
 Some Types of Stanzas:
    2 lines= couplet
    4 lines= quatrain
    8 lines= octet/octave
“To Paint a Water Lily”

  Follow along as I read aloud.
  Listen to the SOUNDS. DO
   not worry about the meaning
   of the poem. I’ll tell you what
   it is about.
“To Paint a Water Lily”

  Your job is to identify every
   example of rhyme, alliteration,
   assonance, etc. that you can.
  Remember, sounds are
   HEARD, not SEEN.
  How do I do this exercise?
“To Paint a Water Lily”

 Set up your paper like this:

 Line #     Device      Sound
    1         AS        long (e)
    2         AL           L
    1/2       OR          -ves
    2         AS        long (a)

				
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posted:3/8/2012
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