Poetry and Paragraphs: a 16-Week Course of Integrated Literature, Research, and Paragraph Writing for Middle School and Early High School

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Homework Day 3

Revise your poem. Continue to revise until the poem meets all of the grading criteria.

Week 8: The Lives of the Poor but Famous

Read your poem aloud to your family members.

So far, we’ve learned about several tools poets use to write poems. Let’s review the tools we’ve studied by working together as a class to define each term.

Blank Verse:
Free Verse:
Line Breaks:
We’ve also studied one type of writing useful to students of poetry.

This week, we have some new writing tools to study. Like line breaks, these tools affect the sound of a poem (some of you may note that these new tools have an effect on meaning, but their contribution to meaning is beyond the scope of this course).

Assonance is the repetition of repeated internal vowel sounds.
Example: Loud the bell knells on the prow of the old French scow
This is an example of assonance because of the repeated vowel sound “ow” in the words loud, prow, and scow.

Alliteration is the repetition of initial consonant sounds, usually within one line.
Example: Silly swans swim and swish suavely
This is an example of alliteration because of the repeated initial consonant sounds “s” and “sw” in the words silly, swans, swim, swish, and suavely.

Consonance is the repetition of consonant sounds in a line.
Example: Pitter-patter of little feet

This is an example of consonance because of the repeated consonant sound “t” in the words pitter, patter, little, and feet.

Take a few minutes to make sure that all of the above terms are recorded in your notebook.

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