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 details. / (B) write short poems that convey sensory details.
Including, but not limited to:
Couplets—made up of two lines whose last words rhyme (e.g. The cat ate the mouse
Then brought it in the house.) / Including, but not limited to:
  • Alliteration
  • Couplet
Alliteration - the repetition of the same sounds at the beginning of two or more
adjacent words or stressed syllables (e.g., She sat slowly on the silly seat.)
Couplets - made up of two lines whose last words rhyme (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 story. Sensory words are descriptions of the five senses: sight, sound, touch, smell, and taste. / Including, but not limited to:
  • Alliteration
  • Couplet
Alliteration - the repetition of the same sounds at the beginning of two or more
adjacent words or stressed syllables (e.g., She sat slowly on the silly seat.)
Couplets - made up of two lines whose last words rhyme
(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 story. Sensory words are descriptions of the five senses: sight, sound, touch, smell, and taste.
3.18B / 4.16B / 5.16B
(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). / (B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse). / (B) write poems using:
(i)poetic techniques (e.g., alliteration, onomatopoeia);
(ii)figurative language (e.g., similes, metaphors); and
(iii)graphic elements (e.g., capital letters, line length).
Including, but not limited to:
 Rhyme - two words or lines that end in the same sound (patterns that
emphasize sound)
 Meter - the movement of words in the poem
 Patterns of verse - the number of syllables in a line
 Repetition - a repeating
cadence/meter that enriches or
emphasizes words, phrases, lines, and even whole verses of poems.
Alliteration is a type of repetition.
Including, but not limited to:
 ABC poems - a series of lines that
create a mood, picture, or feeling
 Couplets
 Alliterations
 Riddles
 Narrative poems
 Humorous poems
Sensory detail - a detail in writing that describes what is seen, heard, smelled, tasted, or touched / Including, but not limited to:
 Rhyme - two words or lines that end in
the same sound (patterns that
emphasize sound)
 Meter - the movement of words in the
poem. It stresses the number and
patterns of syllables. It has a definite
organization with certain lines
containing a certain number of
pronounced beats.
 Patterns of verse - the number of
stresses (emphasis) or syllables in a
line
 Repetition - a repeating
cadence/meter that enriches or
emphasizes words, phrases, lines, and
even whole verses of poems.
Alliteration is a type of repetition.
Including, but not limited to:
 Narrative poems
 Quatrains
 Riddles
 Acrostics
 Lyrical poems
Sensory detail - a detail in writing that
describes what is seen, heard, smelled,
tasted, or touched / Including, but not limited to:
 Quatrains
 Acrostics
 Epitaph - written to praise or to reflect
on the life of a deceased person
 Haikus
 Limericks
 Autobiographical poems
 Free verse
6.15B / 7.15B / 8.15B
(B) write poems using:
(i)poetic techniques (e.g., alliteration, onomatopoeia);
(ii)figurative language (e.g., similes, metaphors); and
(iii)graphic elements (e.g., capital letters, line length). / (B) write a poem using:
(i)poetic techniques (e.g., rhyme scheme, meter);
(ii)figurative language (e.g., personification, idioms, hyperbole); and
(iii)graphic elements (e.g., word position). / (B)write a poem using:
(i)poetic techniques (e.g., rhyme scheme, meter);
(ii)figurative language (e.g., personification, idioms, hyperbole); and
(iii)graphic elements (e.g., word position).
Including, but not limited to:
 Quatrain
 Epitaph - written in praise or reflecting
the life of a deceased person
 Haiku
 Limerick
 Cinquain
 Free Verse
USING
(i) poetic techniques (e.g., alliteration,
onomatopoeia)
Including, but not limited to:
 Alliteration- the repetition of the same sounds at the beginning of two or more adjacent words or stressed syllables (e.g., furrow
followed free in Coleridge’s The Rime of the Ancient Mariner)
 Onomatopoeia- the use of words that sound like what they mean (e.g., buzz and purr); a poetic device to
produce this effect
(ii) figurative language (e.g., similes,
metaphors)
Including, but not limited to:
 Similes
 Metaphors
 Repetition
Simile - a comparison of two things that
are essentially different, usually using
the words like or as (e.g., "O my love is
like a red, red rose" from Robert Burns,
A Red, Red Rose)
Metaphor - a subtle comparison in which
the author describes a person or thing
using words that are not meant to be
taken literally (e.g., Time is a
dressmaker specializing in alterations)
Repetition - the act of repeating for emphasis / Including, but not limited to:
 Epitaph - written in praise or reflecting the life of a deceased person
 Haiku
 Limerick
 Cinquain
 Diamante
 Shape
USING
(i) poetic techniques (e.g., rhymescheme, meter)
Including, but not limited to:
 Meter - the basic rhythmic structure in verse, made up of stressed and unstressed syllables. The most common meter in English verse is iambic pentameter.
 Rhyme scheme - the pattern of rhyming lines (e.g., ABAB, ABBA)
(ii) figurative language (e.g.,personification, idioms, hyperbole)
Including, but not limited to:
Similes
 Metaphors
 Personification
 Refrain
 Repetition
 Hyperbole
 Idioms
Simile - a comparison of two things that are essentially different, usually usingthe words like or as (e.g., "O my love is like a red, red rose" from Robert Burns,A Red, Red Rose)
Metaphor - a subtle comparison in which
the author describes a person or thing
using words that are not meant to be taken literally (e.g., Time is adressmaker specializing in alterations)
Repetition - the act of repeating foremphasis
Hyperbole - an intentionally exaggerated
figure of speech for emphasis or effect
(e.g., This book weighs a ton.)
Personification - figurative language in
which non-human things or abstractions
are represented as having human qualities (e.g., Necessity is the mother ofinvention.)
Refrain - group of words repeated at key
intervals in poetry
Irony - the opposite of what is expected
Idiom - an expression that has a different meaning from the literal meaning of itsindividual words (e.g., have the upper hand or under the weather). Idioms arepeculiar to a given language and usually cannot be translated literally.
(iii) graphic elements (e.g., word position)
Including, but not limited to:
 Capital letters
 Line length
 Word position
Graphical element - capital letters, line length, and word position; also calledthe shape of the poem / Including, but not limited to:
 Epitaph - written in praise or reflecting
the life of a deceased person
 Cinquain
 Diamante
 Shape
 Third eye - tells about things that might
go unnoticed and seem improbable or
impossible to see with regular
eyesight. The third eye knows what is
really happening.
USING
(i) poetic techniques (e.g., rhyme scheme, meter)
Including, but not limited to:
 Meter - the basic rhythmic structure in verse, made up of stressed and unstressed syllables. The most common meter in English verse is iambic pentameter.
 Rhyme scheme - the pattern of rhyming lines (e.g., ABAB, ABBA)
(ii) figurative language (e.g., personification, idioms, hyperbole)
Including, but not limited to:
Similes
 Metaphors
 Personification
 Refrain
 Repetition
 Hyperbole
 Idioms
Simile - a comparison of two things that are essentially different, usually using the words like or as (e.g., "O my love is like a red, red rose" from Robert Burns, A Red, Red Rose)
Metaphor - a subtle comparison in which
the author describes a person or thing
using words that are not meant to be taken literally (e.g., Time is adressmaker specializing in alterations)
Repetition - the act of repeating for emphasis
Hyperbole - an intentionally exaggerated
figure of speech for emphasis or effect
(e.g., This book weighs a ton.)
Personification - figurative language in
which non-human things or abstractions
are represented as having human qualities (e.g., Necessity is the mother ofinvention.)
Refrain - group of words repeated at key
intervals in poetry
Irony - the opposite of what is expected
Idiom - an expression that has a different meaning from the literal meaning of its individual words (e.g., have the upper hand or under the weather). Idioms are peculiar to a given language and usually cannot be translated literally.
(iii) graphic elements (e.g., word position)
Including, but not limited to:
 Capital letters
 Line length
 Word position
Graphical element - capital letters, line length, and word position; also called the shape of the poem
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. Students are expected to:
E1.14B / E2.14B / E3.14B / E4.14B
(B)write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads) / (B)write a poem using a variety of poetic techniques (e.g., structural elements, figurative language) and a variety of poetic forms (e.g., sonnets, ballads) / (B)write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse) / (B)write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse)
Write
A POEM USING A
VARIETY OF POETIC
TECHNIQUES AND A
VARIETY OF POETIC
FORMS
Poetic techniques include,
but are not limited to:
 Structural elements
including diction
 Figurative language
Poetic forms that include,
but are not limited to:
 Sonnet
 Ballad
Examples of figurative
language:
 Imagery
 Understatement
 Overstatement
 Irony
 Paradox
 Symbolism
 Allusion / Write
A POEM USING A
VARIETY OF POETIC
TECHNIQUES AND A
VARIETY OF POETIC
FORMS
Poetic techniques include,
but are not limited to:
 Structural elements
including diction
 Figurative language
Poetic forms that include,
but are not limited to:
 Sonnet
 Ballad
Examples of figurative
language:
 Imagery
 Understatement
 Overstatement
 Irony
 Paradox
 Symbolism
 Allusion / Write
A POEM THAT REFLECTS
AN AWARENESS OF
POETIC CONVENTIONS
AND TRADITIONS WITHIN
DIFFERENT FORMS
Poetic techniques include,
but are not limited to:
 Sonnet
 Ballad
 Free verse
 Epic / Write
A POEM THAT REFLECTS
AN AWARENESS OF
POETIC CONVENTIONS
AND TRADITIONS WITHIN
DIFFERENT FORMS
Poetic techniques include,
but are not limited to:
 Sonnet
 Ballad
 Free verse
 Epic

ACROSTIC

In Acrostic poems, the first letters of each line are aligned vertically to form a word.
The word often is the subject of the poem.

ALPHABET Poetry

Each line begins with the letters of the alphabet in order. Another type of alphabet poem requires you to use all 26 letters of the alphabet in your poem.

ANALOGY Poetry

An Analogy is a likeness or similarity between things (a subject and an analog) that are otherwise unlike. Analogy is the comparison of two pairs which have the same relationship.

AUTOBIOGRAPHICAL Poetry

Write a poem about yourself usingthis form or another poetry form.
Line 1: __ Your name
Line 2: _, _, _ 3 personal characteristics or physical traits
Line 3: Brother or sister of__ or son/daughter of
Line 4: Who loves__, __, and __ 3 people, things, ideas
Line 5: Who feels__ about__1 emotion about 1 thing
Line 6: Who needs__, __, and __ 3 things you need
Line 7: Who gives __, __, and __3 objects you share
Line 8: Who fears__, __, and __3 items
Line 9: Who'd like to see, __1 place, or person
Line 10: Who dreams of __ 1 item or idea
Line 11: A student of__ your school or teacher's name
Line 12: __ Nickname or repeat your first name

BALLAD

Retell an event in history, in the news, or in your life as a ballad.
You will want the ballad to rhyme. You may copy the style of other poets.

How to Write a Ballad

  1. Rhyme scheme

Originally ballads were not written down and were passed down from generation togeneration orally. Often ballads were sung to music to help people remember the story.

The ballad’s rhyme scheme is abab,aabb,or abcband the last line is the chorus line.
2. Structure

The ballad is usually (but of course, not always) arranged in four-line stanzas.
3. Content
The subject matter is usually based on historical or recent events, supernatural happenings, love stories….think of today’s tabloids….tales of love, passion, death, hauntings, political intrigues, conspiracies…that sort of thing. Please note that despite the “rules,” you should write what you feel like writing. If you want to write a ballad about the peanut butter sandwich you had for lunch, go right ahead! (I suppose that could be considered “recent events,” if you want to be a stickler for the rules). Also, “regular” speech (popular terms and lingo, which will vary, naturally) is generally used in this form.

4. Meter

Use a consistent meter. The meter is basically the pattern of syllables in a song or poem. Most ballads use the same meter throughout the song, or the meter for the chorus may differ from that of the verses. This is what dictates the rhythm.

  • Every line has the same number of syllables and the same number of accented syllables; or
  • Lines that "go together" will have the same number of syllables and accented syllables. For example, in a ballad with an abac rhyme scheme, the "a" lines may each have 7 syllables, of which four are accented, while the "b" and "c" lines each have 6 syllables, of which 3 are accented

To Start…

  • Find one phrase, a line or two, that you like, and build your song from there.
    Start by writing the chorus - you can repeat that over and over throughout the song leaving it unchanged or changing it only slightly each time.
  • Then add the verses.
  • If you know the story you want to tell, but you're having trouble putting it into a poetic structure, write out the story first. Don't worry about putting the story into verse yet--just get the key words down. You may find it easier to organize once the story is written.


CINQUAIN

Cinquains have five lines
Line 1: Title (noun) - 1 word
Line 2: Description - 2 words
Line 3: Action - 3 words
Line 4: Feeling (phrase) - 4 words
Line 5: Title (synonym for the title) - 1 word

COLOR Poetry

A poem about your favorite color. Express your feelings about a single color with analogies or similes or list nouns which are (or remind you of) that color. Another easy form is to use the 5 senses-looks like, sounds like, smells like, tastes like, feels like.
Color looks like
Color sounds like
Color smells like
Color tastes like
Color feels like

DIAMANTE

The Diamante is a form similar to the Cinquain. The text forms the shape of a diamond.
Line 1: Noun or subject - one word
Line 2: Two Adjectives that describe line 1
Line 3: Three 'ing words that describe line 1
Line 4: Four nouns - the first two are connected with line 1; the last two are connected with line 7
Line 5: Three 'ing words that describe line 7
Line 6: Two adjectives that describe line 7
Line 7: Noun Synonym for the subject

EPITAPH

An epitaph is a commemorative inscription on a tomb or mortuary monument written in praise, or reflecting the life, of a deceased person.

EPIC Poetry

A long narrative poem, usually chronicling the deeds of a folk hero and written using both dramatic and narrative literary techniques (e. g. Homer’s Lliad or John Milton’s Paradise Lost)

How to write an epic poem(): Please research other tips and warnings on how to write an epic poem.

  1. Write a brief statement of the poem's purpose before you begin recounting the story - say, to detail your dog Champ's heroic crusade against backyard birds –(optional) followed by an invocation of the Muse.
  2. Give a short, general outline of the action of the poem in the statement of the poem's purpose.
  3. Invoke the Muse next by first praising her, then by asking her to aid you in the writing of your poem. The Muse of epic poetry was Calliope, but you can also invoke Thalia (Muse of comedy) or Melpomene (Muse of tragedy).
  4. Choose a particularly heroic event in the hero's life at which to start. This will be the main action of your poem.
  5. Begin the narrative by employing "in medias res" or "framework" narrative. Literally meaning "into the midst of things," this is a poetic convention in which the narrative begins in the middle of the main action and earlier events are retold through flashbacks. The past actions thus form a framework centering around the main action.
  6. Confront your hero with dangerous monsters and other incredible adventures. Include vivid and explicit descriptions of warfare (particularly weapons and combat).
  7. Use the supernatural to get your protagonist out of tough situations. If your hero or heroine is in a no-win situation, simply send in a god or goddess (or someone) to help out at the last moment.