Poetry

K.NAZEEMA. M.A, M.ED, M.PHIL

SYNOPSIS 1.POETRY MEANING2.POETRY MEANING2.POETRY DEFINITION DEFINITI ON 3.OBJECTIVES OF TEACHING POETRY 4.VALUE OF POETRY 5.TYPES OF POETRY 6.ELEMENTS OF POETRY 7.TEACHING POETRY 8.PROCESS OF TEACHING POETRY .CONCLUSION 1!.RESOURCES

)hat is 'oetr!* It is a form of writing that uses not on! wor"s, #ut –

$orm

–

Imager!

–

Patterns of soun"

–

$igurati%e anguage

& to share strong feeings or a 'owerfu message( theme.

Poeti $orm •

•

•

•

A 'oem+s form is its sha'e or what it oos ie. Poems are "i%i"e" into ines. Lines are usua! grou'e" into stan-as. Stan-as funtion ie 'aragra'hs in a stor!.

 Objectives of Teaching Poetry i. ii. iii. i%. %.

%i. %ii. %iii.

i2. 2.

To encourage the use of poetry in teaching English To introduce a variety of poetic structures and devices /o gi%e istening 'ratie to the stu"ents /o gi%e s'eaing 'ratie 'rati e to the earners /o ena#e the stu"ents to reite the 'oem in 'ro'er wa! so that the! ma! en0o! its musi an" rh!thm. /o ena#e them to un"erstan" the #eaut! of thought. /o ena#e them to im'ro%e their 'ower 'owe r of imagination /o ena#e them to a''reiate the 'oem #! awaening in them the aestheti 1uaities of a''reiation. /o mae them famiiar with the #a groun" of the 'oem. /o "e%eo' o%e for Engish anguage.

Value of poetry Appreciate sounds words and patterns Integration

Confidence

Phonic

Fun

!poken expression

Creatie writing Creatiit  y Imagination

Language

Vocabulary Variet  y Express feeling and

Some Elements of Poetry 1. 2. 3. 4. . $.

Harmonic Te Textures A Sense of Form Figures of Speech Rhythm & Meter  !ine "rea#s Stan%a "rea#s

1.Harmonic Tetures •

 Aiteration'  Aiteration' (appe)(a*n)(ra*n (appe)(a*n)(ra*n Facon Facon

•

 Assonance'  Assonance' (appe)(a*n)(ra*n (appe)(a*n)(ra*n Facon Facon

•

+onsonance' ,are ruine( choirs

•

Rhyme' (appe)(a*n)(ra*n Facon

!. " Sense of #orm •

party -isua its oo# on the page p age

•

party au(itory patterns of soun(

•

pre)existing patterns i#e sonnets

•

free -erse

3. Figures of Speech Metaphor/ 0magery/ Simie' Time is a ri-er  Time hangs hea-y Time is i#e the ,ree%e

4. Rhythm & Meter  F"#$%& $'"( )"*&*%#+ )"#$%& $'"( ,*$-'%#+ B&*/%# "( '0#%#+ '%/%# "( *$-'%#

Read the two lines aloud (Activity Three)  Can you find the rhythmic pattern? 

. !ine "rea#s P0%$& *# ,&*$$%( *( *(%# T'% 0%$ -"( #%%-$ *(% &%"#  -0($*(/ #$&%##%# -0($*(/ #"%# -0($*(/ )%%$ 9 iambic pentameter (e.g.5

•

•

•

iambic feet per line)

0&  $'% 0%$ ’ # 0,( &%# )&%% :%&#% •

3. Stan-a 4reas S$"(;"# "&% :*#" /&0*(/# 0) *(%#. T'% P0%$ -"( #% #$"(;"# 0) "( %(/$' couplets tercets quatrains quintets  sestets Octaves 14 line poem can be 3 quatrains and a couplet  or an octave and a sestet 

• • • • • •

Teaching eaching Poetry •

•

•

•

•

se the fi-e senses ncourage carefu o,ser-ation of concrete e-ents an( scenes ncourage the use of figurati-e anguage Ma#e each *or( count +onsi(er using an existing poetry structure to create ne* *or#

/he Proess of /eahing the Poem an #e in three Main Stages. P&%"&"$*0(  &%#%($"$*0( 2. D*#-##*0( 3. 5.P6EPA6A/ION7 ". E<**(/ $'% #$%($# )0& " <*- /&"# 0) $'% ="*( 0$ 0) $'% 0%=.  . F"=**"&*;*(/ >(0$ $'&0/' %?"("$*0(@ $'%= ,*$' $'% =0#$ *=0&$"($ ,0&# "( %?&%##*0(#. % ?&%##*0(#. -. E(#&*(/ $'"$ $'% *%"# *(:0:% *( $'% 0%= "&% (0$ %0( '*# &%"-'. 8. P6ESEN/A/ION P6ESEN/A/ION T'% $%"-'%& &%-*$%#  &%"# 0$ $'% 0%= ,*$' $'% &0%& &0((-*"$*0(+ *($0("$*0( "( )"-*" %?&%##*0( >" #%-0( &%"*(/ &%-*$" -"( "#0 % 0(% *) (%-%##"&@. 1.

3. DISCUSSION9 B00# O%( T'% $%"-'%& (%% (0$ %?"*( %?"*( %:%& ,0& 0& %:%& *(%. S'% -"( "# #*=% <%#$*0(# $0 %(#&% ,'%$'%& $'% *# '":% (%&#$00 $'% 0%=. E:%( *) " )%, #$%($# "# $'% =%"(*(/ 0) ,0&# , 0&# *% -"$"="&"(#+ %"*(/ ,%"$'+ #'% -"( #'0, *-$&%#+ 0& 0#% <%#$*0(# $0 $'% -"( "( %*-*$ $'% "(#,%&. FURTHER READING '%( $'% ,'0% 0%= '"# %%( &%#%($% "( *#-##% $'*# ," + *$ =" % &%" 0:%&  $'% $%"-'%& "/"*( 0(-% 0& $,*-% >%%(*(/ 0( $'% #$%($# (%%@.

CONCLUSION ".

A# " -0(-*(/ "&$ 0) *#-##*0( 0 =" *(*$*"$% $'% -'*&%(.

 .

T0 <0$% "&"% *(-*%($# &%-*$% 0%=# *( $'%*& =0$'%& $0(/% ,*$' "&"% $'%=%#.

-.

 . T0 T0 &", *-$&%# 0& 0*($ 0*($ #0=% %"$*) #-%(%# $'"$ "%" $0 $'%*& =*(.

.

-. T0 %("-$ $'% 0%=.

%.

. T0 *- 0$ $'% &'=*(/ ,"&#.

Teaching Resources' http://www.education.tas.ov.au/enlish/ formsof.htm http://www.poetry!one.ndir http://www.poetry!one.ndirect.co.u"/resource ect.co.u"/resource.htm .htm http://www.poetrye#press.or $ducation paper Tnteu material The %earnin and Teachin of &oetry ('econdary *) + Curriculum ,evelopment -nstitute ()