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Poetry: rhyme and meter

Poetry: rhyme and meter. Agenda: Bell Work #3 Word Work #3 Skill Focus: Rhyme and Meter Using “The Bells” Rhyme and Meter Activity Exit Slip:. Bell Work #3: (A) 3/21 & (B) 3/22.

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Poetry: rhyme and meter

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  1. Poetry: rhyme and meter Agenda: • Bell Work #3 • Word Work #3 • Skill Focus: Rhyme and Meter Using “The Bells” • Rhyme and Meter Activity • Exit Slip:

  2. Bell Work #3: (A) 3/21 & (B) 3/22 Make a list of patterns or rhythms that you experience in your life and that you see in the world around you. For example: • We have 1st block, 2nd block, 3rd block, and 4th block. • We are born, grow to adulthood, grow old, and die.

  3. Word Work #3 In “The Bells”, Poe describes the tolling of iron bells as a “muffled monotone.” The word monotone contains the prefix mono-, which means “one.” Knowing the meaning of the word monotone is “one tone,” which is close to the actual meaning, “uninterrupted repetition of the same one.” Try to figure out these words: -monody -monocycle -monodrama

  4. Skill Focus: Rhyme and Meter

  5. RHYTHM • The beat created by the sounds of the words in a poem • Rhythm can be created by meter, rhyme, alliteration and refrain.

  6. METER • A pattern of stressed and unstressed syllables. • Meter occurs when the stressed and unstressed syllables of the words in a poem are arranged in a repeating pattern. • When poets write in meter, they count out the number of stressed (strong) syllables and unstressed (weak) syllables for each line. They repeat the pattern throughout the poem.

  7. Meter: Types of Feet • Iamb (Iambic) Unstressed + Stressed Two Syllables • Trochee (Trochaic) Stressed + Unstressed Two Syllables • Spondee (Spondaic) Stressed + Stressed Two Syllables • Anapest (Anapestic) Unstressed + Unstressed + Stressed Three Syllables • Dactyl (Dactylic Stressed + Unstressed + Unstressed Three Syllables • Pyrrhic Unstressed + Unstressed Two Syllables

  8. How Many Feet? • Monometer • Dimeter • Trimeter • Tetrameter • Pentameter • Hexameter • Heptameter • Octameter

  9. Make It Rhyme Everyone loves rhyme—even babies respond to rhyme, so the first books read to you were probably written in rhyme. Rhyme : Words sound alike because they share the same ending vowel and consonant sounds. For example: nails and whales; material and cereal; icicle and bicycle. Your Turn: Find words that rhyme with the following Raid Funny Tree Shine

  10. Rhyme Scheme Rhyme scheme is the pattern of end rhymes in a poem. The rhyme scheme of a stanza or poem is indicated by the use of a different letter of the alphabet for each new rhyme. For example: Little Miss Muffet aSat on a tuffet a Eating her curds and whey. b Along came a spider c Who sat down beside her c And frightened Miss Muffet away. b The rhyme scheme of Miss Muffet’s poem is aabccb.

  11. Rhyme Scheme Practice The Bells Hear the sledges with the bells- aSilver bells! aWhat a world of merriment their melody foretells! aHow they tinkle, tinkle, tinkle, bIn the icy air of night! cWhile the stars that oversprinkle bAll the heavens, seem to twinkle bWith a crystalline delight; cKeeping time, time, time, dIn a sort of Runic rhyme, dTo the tintinnabulation that so musically wells aFrom the bells, bells, bells, bells, aBells, bells, bells- aFrom the jingling and the tinkling of the bells. a Here is the first stanzas rhyme scheme for “The Bells”. We will complete Stanza II together as a class. Now you complete the rhyme scheme for Stanza III.

  12. “The Bells” (II) Hear the mellow wedding bells - Golden bells! What a world of happiness their harmony foretells! Through the balmy air of night How they ring out their delight! - From the molten - golden notes, And all in tune, What a liquid ditty floats To the turtle - dove that listens, while she gloats On the moon! Oh, from out the sounding cells, What a gush of euphony voluminously wells! How it swells! How it dwells On the Future! - how it tells Of the rapture that impels To the swinging and the ringing Of the bells, bells, bells - Of the bells, bells, bells, bells, Bells, bells, bells - To the rhyming and the chiming of the bells!

  13. “The Bells” (III) Hear the loud alarm bells - Brazen bells! What a tale of terror, now, their turbulency tells! In the startled ear of night How they scream out their affright! Too much horrified to speak, They can only shriek, shriek, Out of tune, In a clamorous appealing to the mercy of the fire, In a mad expostulation with the deaf and frantic fire, Leaping higher, higher, higher, With a desperate desire, And a resolute endeavor Now - now to sit, or never, By the side of the pale - faced moon. Oh, the bells, bells, bells! What a tale their terror tells

  14. “The Bells” (III) Of Despair! How they clang, and clash and roar! What a horror they outpour On the bosom of the palpitating air! Yet the ear, it fully knows, By the twanging, And the clanging, How the danger ebbs and flows; Yet the ear distinctly tells, In the jangling, And the wrangling, How the danger sinks and swells, By the sinking or the swelling in the anger of the bells - Of the bells - Of the bells, bells, bells, bells, Bells, bells, bells - In the clamor and the clanging of the bells!

  15. Internal and external rhyme Internal Rhyme:Rhyme that occurs within the line. Here is a line from “The Bells” by Edgar Allan Poe that have internal rhyme: From the jingling and the tinkling of the bells. External Rhyme: Rhyme that occurs at the end of the line. Here are some lines from “The Bells” by Edgar Allan Poe that have external rhyme:In the startled ear of night How they scream out their affright!

  16. Internal/external Practice Your Turn: From the poem “The Bells”, find an example of Internal Rhyme and External Rhyme Please record your answers on your own paper!

  17. Rhyme and Meter Group/Independent Practice

  18. Rhyme and meter activity In your assigned groups, you will read the poem and 1. Analyze it for mood, tone, theme, rhyme and meter. 2. Be ready to share your analysis to whole group

  19. Exit slip • What is the rhyme scheme of this poem? • 2. How does the rhyme and rhythm enhance the poem’s effect on it’s audience (“the mood”)? • 3. How does the author use rhyme and meter convey meaning/theme? Sonnet 73 That time of year thou may’st in me behold When yellow leaves, or none, or few, do hang Upon those boughs which shake against the cold, Bare ruin'd choirs, where late the sweet birds sang. In me thou seest the twilight of such day As after sunset fadeth in the west, Which by and by black night doth take away, Death's second self, that seals up all in rest. In me thou see'st the glowing of such fire That on the ashes of his youth doth lie, As the death-bed whereon it must expire Consumed with that which it was nourish'd by. This thou perceivest, which makes thy love more strong, To love that well which thou must leave ere long. –William Shakespeare

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