Poetry: rhyme and meter

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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

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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.

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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

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• Skill Focus
• Rhyme and Meter

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RHYTHM

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

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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.

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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

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How Many Feet?

• Monometer
• Dimeter
• Trimeter
• Tetrameter
• Pentameter
• Hexameter
• Heptameter
• Octameter

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Make It Rhyme

• Everyone loves rhymeeven 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

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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 Muffets poem is aabccb.

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Rhyme Scheme Practice

• 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.

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
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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!

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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

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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!

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Internal and external rhyme

• Internal RhymeRhyme 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!

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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!

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• Rhyme and Meter Group/Independent Practice

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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

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Exit slip

• Sonnet 73
• That time of year thou mayst 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

• What is the rhyme scheme of this poem?
• 2. How does the rhyme and rhythm enhance the
  poems effect on its audience (the mood)?
• 3. How does the author use rhyme and meter convey
  meaning/theme?