Poetry
Poetry TEKS
|Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. |
|Students are expected to: |
|K.14B |1.18B |2.18B |
|(B) write short poems. |(B) write short poems that convey sensory |(B) write short poems that convey sensory details.|
| |details. | |
|Including, but not limited to: |Including, but not limited to: |Including, but not limited to: |
|Couplets—made up of two lines whose last words |Alliteration |Alliteration |
|rhyme (e.g. The cat ate the mouse |Couplet |Couplet |
|Then brought it in the house.) | | |
| |Alliteration - the repetition of the same |Alliteration - the repetition of the same sounds |
| |sounds at the beginning of two or more |at the beginning of two or more |
| |adjacent words or stressed syllables (e.g., She|adjacent words or stressed syllables (e.g., She |
| |sat slowly on the silly seat.) |sat slowly on the silly seat.) |
| | | |
| |Couplets - made up of two lines whose last |Couplets - made up of two lines whose last words |
| |words rhyme (e.g., The cat ate a mouse |rhyme |
| |Then brought it in the house.) |(e.g., The cat ate a mouse |
| | |Then brought it in the house.) |
| |Sensory details - words an author uses to help | |
| |the reader experience the sense elements of the|Sensory details - words an author uses to help the|
| |story. Sensory words are descriptions of the |reader experience the sense |
| |five senses: sight, sound, touch, smell, and |elements of the story. Sensory words are |
| |taste. |descriptions of the five senses: sight, sound, |
| | |touch, smell, and taste. |
|3.18B |4.16B |5.16B |
|(B) write poems that convey sensory details |(B) write poems that convey sensory details |(B) write poems using: |
|using the conventions of poetry (e.g., rhyme, |using the conventions of poetry (e.g., rhyme, |(i) poetic techniques (e.g., alliteration, |
|meter, patterns of verse). |meter, patterns of verse). |onomatopoeia); |
| | |(ii) figurative language (e.g., similes, |
| | |metaphors); and |
| | |(iii) graphic elements (e.g., capital letters, |
| | |line length). |
|Including, but not limited to: |Including, but not limited to: |Including, but not limited to: |
|• Rhyme - two words or lines that end in the |• Rhyme - two words or lines that end in |• Quatrains |
|same sound (patterns that |the same sound (patterns that |• Acrostics |
|emphasize sound) |emphasize sound) |• Epitaph - written to praise or to reflect |
|• Meter - the movement of words in the poem |• Meter - the movement of words in the |on the life of a deceased person |
|• Patterns of verse - the number of syllables |poem. It stresses the number and |• Haikus |
|in a line |patterns of syllables. It has a definite |• Limericks |
|• Repetition - a repeating |organization with certain lines |• Autobiographical poems |
|cadence/meter that enriches or |containing a certain number of |• Free verse |
|emphasizes words, phrases, lines, and even |pronounced beats. | |
|whole verses of poems. |• Patterns of verse - the number of | |
|•Alliteration is a type of repetition. |stresses (emphasis) or syllables in a | |
| |line | |
|Including, but not limited to: |• Repetition - a repeating | |
|• ABC poems - a series of lines that |cadence/meter that enriches or | |
|create a mood, picture, or feeling |emphasizes words, phrases, lines, and | |
|• Couplets |even whole verses of poems. | |
|• Alliterations |Alliteration is a type of repetition. | |
|• Riddles |Including, but not limited to: | |
|• Narrative poems |• Narrative poems | |
|• Humorous poems |• Quatrains | |
| |• Riddles | |
|Sensory detail - a detail in writing that |• Acrostics | |
|describes what is seen, heard, smelled, tasted,|• Lyrical poems | |
|or touched | | |
| |Sensory detail - a detail in writing that | |
| |describes what is seen, heard, smelled, | |
| |tasted, or touched | |
|6.15B |7.15B |8.15B |
| (B) write poems using: |(B) write a poem using: |(B) write a poem using: |
|(i) poetic techniques (e.g., |(i) poetic techniques (e.g., rhyme scheme, meter); |(i) poetic techniques (e.g., rhyme scheme, meter); |
|alliteration, onomatopoeia); |(ii) figurative language (e.g., personification, |(ii) figurative language (e.g., personification, |
|(ii) figurative language (e.g., similes, |idioms, hyperbole); and |idioms, hyperbole); and |
|metaphors); and |(iii) graphic elements (e.g., word position). |(iii) graphic elements (e.g., word position). |
|(iii) graphic elements (e.g., capital | | |
|letters, line length). | | |
|Including, but not limited to: |Including, but not limited to: |Including, but not limited to: |
|• Quatrain |• Epitaph - written in praise or reflecting the life|• Epitaph - written in praise or reflecting |
|• Epitaph - written in praise or |of a deceased person |the life of a deceased person |
|reflecting |• Haiku |• Cinquain |
|the life of a deceased person |• Limerick |• Diamante |
|• Haiku |• Cinquain |• Shape |
|• Limerick |• Diamante |• Third eye - tells about things that might |
|• Cinquain |• Shape |go unnoticed and seem improbable or |
|• Free Verse |USING |impossible to see with regular |
| |(i) poetic techniques (e.g., rhyme scheme, meter) |eyesight. The third eye knows what is |
|USING |Including, but not limited to: |really happening. |
|(i) poetic techniques (e.g., alliteration,|• Meter - the basic rhythmic structure in verse, |USING |
|onomatopoeia) |made up of stressed and unstressed syllables. The |(i) poetic techniques (e.g., rhyme scheme, meter) |
| |most common meter in English verse is iambic |Including, but not limited to: |
|Including, but not limited to: |pentameter. |• Meter - the basic rhythmic structure in verse, made |
|• Alliteration- the repetition of the same|• Rhyme scheme - the pattern of rhyming lines (e.g.,|up of stressed and unstressed syllables. The most |
|sounds at the beginning of two or more |ABAB, ABBA) |common meter in English verse is iambic pentameter. |
|adjacent words or stressed syllables |(ii) figurative language (e.g., personification, |• Rhyme scheme - the pattern of rhyming lines (e.g., |
|(e.g., furrow |idioms, hyperbole) |ABAB, ABBA) |
|followed free in Coleridge’s The Rime of |Including, but not limited to: |(ii) figurative language (e.g., personification, |
|the Ancient Mariner) |•Similes |idioms, hyperbole) |
|• Onomatopoeia- the use of words that |• Metaphors |Including, but not limited to: |
|sound like what they mean (e.g., buzz and |• Personification |•Similes |
|purr); a poetic device to |• Refrain |• Metaphors |
|produce this effect |• Repetition |• Personification |
| |• Hyperbole |• Refrain |
|(ii) figurative language (e.g., similes, |• Idioms |• Repetition |
|metaphors) |Simile - a comparison of two things that are |• Hyperbole |
| |essentially different, usually using the words like |• Idioms |
|Including, but not limited to: |or as (e.g., "O my love is like a red, red rose" |Simile - a comparison of two things that are |
|• Similes |from Robert Burns, A Red, Red Rose) |essentially different, usually using the words like or |
|• Metaphors |Metaphor - a subtle comparison in which |as (e.g., "O my love is like a red, red rose" from |
|• Repetition |the author describes a person or thing |Robert Burns, A Red, Red Rose) |
|Simile - a comparison of two things that |using words that are not meant to be taken literally|Metaphor - a subtle comparison in which |
|are essentially different, usually using |(e.g., Time is a dressmaker specializing in |the author describes a person or thing |
|the words like or as (e.g., "O my love is |alterations) |using words that are not meant to be taken literally |
|like a red, red rose" from Robert Burns, |Repetition - the act of repeating for emphasis |(e.g., Time is a dressmaker specializing in |
|A Red, Red Rose) |Hyperbole - an intentionally exaggerated |alterations) |
|Metaphor - a subtle comparison in which |figure of speech for emphasis or effect |Repetition - the act of repeating for emphasis |
|the author describes a person or thing |(e.g., This book weighs a ton.) |Hyperbole - an intentionally exaggerated |
|using words that are not meant to be |Personification - figurative language in |figure of speech for emphasis or effect |
|taken literally (e.g., Time is a |which non-human things or abstractions |(e.g., This book weighs a ton.) |
|dressmaker specializing in alterations) |are represented as having human qualities (e.g., |Personification - figurative language in |
|Repetition - the act of repeating for |Necessity is the mother of invention.) |which non-human things or abstractions |
|emphasis |Refrain - group of words repeated at key |are represented as having human qualities (e.g., |
| |intervals in poetry |Necessity is the mother of invention.) |
| |Irony - the opposite of what is expected |Refrain - group of words repeated at key |
| |Idiom - an expression that has a different meaning |intervals in poetry |
| |from the literal meaning of its individual words |Irony - the opposite of what is expected |
| |(e.g., have the upper hand or under the weather). |Idiom - an expression that has a different meaning from|
| |Idioms are peculiar to a given language and usually |the literal meaning of its individual words (e.g., have|
| |cannot be translated literally. |the upper hand or under the weather). Idioms are |
| |(iii) graphic elements (e.g., word position) |peculiar to a given language and usually cannot be |
| |Including, but not limited to: |translated literally. |
| |• Capital letters |(iii) graphic elements (e.g., word position) |
| |• Line length |Including, but not limited to: |
| |• Word position |• Capital letters |
| |Graphical element - capital letters, line length, |• Line length |
| |and word position; also called the shape of the poem|• Word position |
| | |Graphical element - capital letters, line length, and |
| | |word position; also called the shape of the poem |
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