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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