SlideShare ist ein Scribd-Unternehmen logo
1 von 32
Teaching
of
Poetry
POEM
The word poem has been derived
from Middle French word poe‘me in
1540s (replacing the word poesy) and
Latin word poema which literally
means thing made or created.
POETRY
It is not possible to define poetry in clear and final terms,
because, like truth and beauty, it is an abstract term.
The definitions of Poetry by various poets and critics are given
below to give an idea about the real nature of Poetry :
 “Poetry is metrical composition.”(Johnson)
 “Poetry is musical thought.” (Carlyle)
 “Poetry is the expression of supreme words in a supreme
form(Coleridge)
 “Poetry is the explanation of life through feelings and
imagination.” (Hudson)
 “Poetry is at bottom the criticism of life.” (Mathew Arnold)
POETRY
What is poetry? Who knows?
Not a rose, but the scent of a rose;
Not the sky, but the light in the sky;
Not the fly, but the gleam of the fly;
Not the sea, but the sound of the sea;
Not myself, but what makes me
See, hear, and feel something that prose
Can not! and what it is, who knows?
By Eleanor Farjeon
 Acrostic
 Sonnet
 Limerick
 Haiku
 Couplet
 Free verse
 Ode
 Ballad
 Elegy
 Blank verse
 Visual poetry/Concrete poem
TYPES OF POEMS
OBJECTIVES
Primary Level
 To enable pupils to enjoy a poem.
 To enable pupils to read aloud the poem with proper rhythm
and intonation.
 To enable students to enjoy recitation, individual or chorus
of the poem.
 To develop a taste for poetry reading and writing.
 To train the emotions, feelings and imagination of the
students.
• To entertain and extend reader’s imagination.
Secondary Level
 To provide an opportunity to the pupils to appreciate and
derive aesthetic pleasure from the poem being taught to them.
 To develop the power of appreciation of beauty.
 To make the students understand the thoughts and
imagination contained in the poem.
 To enable the students to analyse diction, tone, form, genre,
theme and figure of speech.
 To enable the students to critically evaluate poetry.
 To inspire the pupils for writing poetry.
 To enable the pupils to comprehend the central idea of the
poem.
 To enable the pupils to appreciate the message of the poet
contained in the poem.
 To appreciate the music of rhyme and rhythm.
 To acquaint the students with different styles of poetry.
 To develop emotional, aesthetic and imaginative sides of
students’ personality.
Poetry lifts the reader from this world to another world with an
intensity that other genres may not contain in such a limited
space.
Teaching of poetry should be seen as a participatory experience.
One of the most effective ways of helping students becoming
more adept in understanding poetry is to encourage them to try
their hand at composing it.
How can we take the students into this world of imagination?
 Show them pictures like this from everyday life and give
them activities based on imagination.
 Each one of us has imagined various figures in the
clouds.
 Make them believe that imagination is natural to human
beings.
ACROSTIC POEM
An acrostic poem
Creates a challenge
Random words on a theme
Or whole sentences that rhyme
Select your words carefully
To form a word from top to bottom
Is the aim of this poetry style
Choose a word then go!
POETRY
“Poetry begins in delight and ends in wisdom.”
__ Robert Frost
 Poetry is the highest form of literary expression.
 It has an aesthetic effect on human mind.
 It gives details and facts in a beautiful form.
TECHNIQUES
Poetry can not be taught, the teacher can only create situations in
which a poem may have its fullest significance for the pupils
reading it.
As far as possible the poem should be read as a whole but in the
condition that the poem is too long, it must be divided into units
in such a way, so that it may not lose its rhythm, music and
emotional efforts.
While teaching poems, the teacher should appeal to the emotions
of the students. In a poetry class, a student must enter a different
world and experience a new joy.
TEACHING OF POETRY
“The aim of teaching poetry is not so much to improve the
child’s knowledge of English as to add to his joy and increase
his power of appreciation of beauty.”
_Menon and Patel
TEACHING OF POETRY
Teaching of poetry is quite different from the teaching of prose.
Poetry provides aesthetic pleasure to pupils and it plays a
significant role in refinement of emotions.
While prose sharpens the intellect of students, poetry enhances
their flight of imagination.
STEPS OF TEACHING POETRY
Pre-reading
It is very important to make students ready to read the poetry. We should involve
them in activities which will create the right attitude and willingness to learn.
 We can ask some questions related to the theme of the poem based on the
previous knowledge of the students.
 We can ask the students to guess the theme of the poem just by reading the
title of the poem.
 We can read a poem similar in subject matter with the poem to be taught.
 If the poem to be learnt is descriptive, a picture can be shown and questions
based on the picture can be asked.
Whatever method we employ for introduction, we should be particular about not
to spoil the environment necessary for the poem.
While Reading
 Model Reading – The teacher must recite the poem with full
vigor and enthusiasm using proper rhythm, pauses and
intonation. This helps the pupils to follow the tone and rhythm
of the poem and learn the pronunciation of new words.
 Meaning of new words and phrases should be explained by
the teacher as they may create hindrance in the comprehension
of the poem.
 The teacher must bring out the beauty of the figures of
speech and throw light on the ideas or references involved.
 Imitation Reading – After reading the teacher should ask
some pupils to read the poem one by one. She should help
them to recite it with effect, taking care of their
pronunciation and intonation.
FIGURES OF SPEECH
• Alliteration
• Simile
• Metaphor
• Personification
• Onomatopoeia
• Oxymoron
• Synecdoche
• Irony
• Pun
• Antithesis
• Assonance
• Transferred epithet
• Hyperbole
• Imagery
ALLITERATION - The repetition of consonant sounds at the
beginning of the words.
SIMILE - A comparison between two distinctly different things is
indicated by the word ‘like’ or ‘as’.
METAPHOR - A word or expression that in literal usage denotes
one kind of thing is applied to a distinctly different kind of thing,
without asserting a comparison.
PERSONIFICATION – Human characteristics and sensibilities are
attributed to inanimate objects, natural forces or abstract ideas.
ONOMATOPOEIA – The use of words whose sound imitates the
sound of the thing being named.
OXYMORON – Two contradictory words or phrases are combined
in a single expression.
SYNECDOCHE – A part of something stands for the whole thing.
IRONY – The meaning which the speaker applies differs sharply from
the meaning that is ostensibly expressed.
PUN – A play on a word with two or more meanings.
IMAGERY – The pictorial quality achieved through a collection of
images which appeals to the sense of taste, smell, hearing and touch.
ANTITHESIS – Opposing or contrasting ideas are balanced against
each other.
ASSONANCE – The repetition of identical or similar vowel sounds.
TRANSFERRED EPITHET – An adjective linked to a noun that it
would not normally modify.
HYPERBOLE – An extravagant exaggeration of fact or of possibility.
POST READING
Comprehension questions
 The purpose of these questions is to know if the meaning of
the poem is clear to the students.
 They also help in making certain ideas more clear in the
minds of the reader.
 These questions should be simple and should not break the
continuity of the poem.
 The number of such questions asked depends upon the length
and ideas of the poem.
Appreciation questions
 These questions test appreciation of beauty of thought,
images and emotions.
 They also let the students know more about the beauty of
style and language.
CHORAL RECITATION
The pupils should be made to recite the poem in chorus. Later
on they can recite it independently. It also heightens aural effect
which is necessary for appreciation.
After this a creative assignment related to the poem can be
given.
“Read each poem twice, give the children time to form their own
impressions, invite them to criticize and help them in doing so. Let
the poetry period be, as far as possible, a period of joy, a period of
pondering over things they love already. Let them choose for
themselves the poems they are to learn by heart, each choosing his/her
own favourites. Thus, only then can we develop a taste for poetry and
train their ear to the variety of beautiful sounds. Thus, only can we
rouse in them some idea of the wealth of poetry that lies before them.
Remember that we must aim at turning out readers of poetry, not
students of poetry.”
_Alexander Haddow
AFFECTIVE FALLACY
W.K.Wimsatt and M.C.Beardsley introduced affective fallacy to
describe the critical approach of evaluating a work of literature
by the emotional effect it produces upon the reader.
Proponents of new criticism regard such an approach as
misguided because they feel it confuses the work with its result,
what it is with what it does.
INTENTIONAL FALLACY
The term proposed by Wimsatt and Beardsley signifies what is
claimed to be the error of interpreting and evaluating a literary
work by reference to evidence, outside the text itself, for the
intention – the design and purposes – of its author.
The objective theory holds that a literary work is separate, a
thing in itself, and should not be judged by external evidence –
by letters of the author, by introductions, by conversations.
Thank You

Weitere ähnliche Inhalte

Was ist angesagt? (20)

' Structural Approach'
' Structural Approach'' Structural Approach'
' Structural Approach'
 
Suggestopedia Method of Teaching
Suggestopedia Method of TeachingSuggestopedia Method of Teaching
Suggestopedia Method of Teaching
 
Teaching grammar
Teaching grammarTeaching grammar
Teaching grammar
 
Direct method by m.hasnnain
Direct method by m.hasnnainDirect method by m.hasnnain
Direct method by m.hasnnain
 
Eclectic Approach
Eclectic ApproachEclectic Approach
Eclectic Approach
 
Vocabulary teaching
Vocabulary teachingVocabulary teaching
Vocabulary teaching
 
Methods of-language-teaching
Methods of-language-teachingMethods of-language-teaching
Methods of-language-teaching
 
Suggestopedia  ppt
Suggestopedia  ppt Suggestopedia  ppt
Suggestopedia  ppt
 
Approach - method - technique & procedure
Approach -  method - technique & procedureApproach -  method - technique & procedure
Approach - method - technique & procedure
 
Syllabus design
Syllabus designSyllabus design
Syllabus design
 
Methods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching englishMethods, approaches and techniques of teaching english
Methods, approaches and techniques of teaching english
 
Teaching Poetry
Teaching PoetryTeaching Poetry
Teaching Poetry
 
1 7 teaching-of-poetry
1 7 teaching-of-poetry1 7 teaching-of-poetry
1 7 teaching-of-poetry
 
Language Based Approach
Language Based ApproachLanguage Based Approach
Language Based Approach
 
GTM method
GTM method GTM method
GTM method
 
Teaching english prose
Teaching english proseTeaching english prose
Teaching english prose
 
Grammar translation method
Grammar translation methodGrammar translation method
Grammar translation method
 
English Language Teaching Methods
English Language Teaching MethodsEnglish Language Teaching Methods
English Language Teaching Methods
 
Techniques to teach drama in a language classroom
Techniques to teach drama in a language classroomTechniques to teach drama in a language classroom
Techniques to teach drama in a language classroom
 
Peotry in teaching
Peotry in teachingPeotry in teaching
Peotry in teaching
 

Ähnlich wie Teaching of Poetry

ppt forTeaching of Poetry.pptx
ppt forTeaching of Poetry.pptxppt forTeaching of Poetry.pptx
ppt forTeaching of Poetry.pptxDINESH265083
 
Elements of poetry Maphosa M 220009818.pptx
Elements of poetry Maphosa M 220009818.pptxElements of poetry Maphosa M 220009818.pptx
Elements of poetry Maphosa M 220009818.pptxMbali Maphosa
 
The teaching of English Poetry (2).pptx
The  teaching of English Poetry  (2).pptxThe  teaching of English Poetry  (2).pptx
The teaching of English Poetry (2).pptxharshanambiar3
 
The teaching of English Poetry .pptx
The  teaching of English Poetry .pptxThe  teaching of English Poetry .pptx
The teaching of English Poetry .pptxharshanambiar3
 
21ST-Q2-PROSE-POETRY-DRAMA-LAST-LESSON-1.pdf
21ST-Q2-PROSE-POETRY-DRAMA-LAST-LESSON-1.pdf21ST-Q2-PROSE-POETRY-DRAMA-LAST-LESSON-1.pdf
21ST-Q2-PROSE-POETRY-DRAMA-LAST-LESSON-1.pdfforschoolpurposes232
 
Poetry
PoetryPoetry
PoetryJMan82
 
Detailed Lesson Plan (Creative Nonfiction) Poetry
Detailed Lesson Plan (Creative Nonfiction) PoetryDetailed Lesson Plan (Creative Nonfiction) Poetry
Detailed Lesson Plan (Creative Nonfiction) PoetryAnjenette Columnas
 
Poetry in Early Years Education.pptx
Poetry in Early Years Education.pptxPoetry in Early Years Education.pptx
Poetry in Early Years Education.pptxMachakos university
 
Poetic Pedagogy up to Performance Poetry, Hyderabad
Poetic Pedagogy up to Performance Poetry, HyderabadPoetic Pedagogy up to Performance Poetry, Hyderabad
Poetic Pedagogy up to Performance Poetry, Hyderabadshafieyan
 
Teaching manuel
Teaching manuelTeaching manuel
Teaching manuelTHANVAS
 

Ähnlich wie Teaching of Poetry (20)

ppt forTeaching of Poetry.pptx
ppt forTeaching of Poetry.pptxppt forTeaching of Poetry.pptx
ppt forTeaching of Poetry.pptx
 
Poetry
PoetryPoetry
Poetry
 
Elements of poetry Maphosa M 220009818.pptx
Elements of poetry Maphosa M 220009818.pptxElements of poetry Maphosa M 220009818.pptx
Elements of poetry Maphosa M 220009818.pptx
 
Poetry in education
Poetry in educationPoetry in education
Poetry in education
 
Teaching poetry
Teaching poetryTeaching poetry
Teaching poetry
 
Picture poems
Picture poemsPicture poems
Picture poems
 
Poetry Analysis
Poetry AnalysisPoetry Analysis
Poetry Analysis
 
The teaching of English Poetry (2).pptx
The  teaching of English Poetry  (2).pptxThe  teaching of English Poetry  (2).pptx
The teaching of English Poetry (2).pptx
 
The teaching of English Poetry .pptx
The  teaching of English Poetry .pptxThe  teaching of English Poetry .pptx
The teaching of English Poetry .pptx
 
Connotation
ConnotationConnotation
Connotation
 
Understanding poetry
Understanding poetryUnderstanding poetry
Understanding poetry
 
CREATIVE WRITING- 2.pptx
CREATIVE WRITING- 2.pptxCREATIVE WRITING- 2.pptx
CREATIVE WRITING- 2.pptx
 
21ST-Q2-PROSE-POETRY-DRAMA-LAST-LESSON-1.pdf
21ST-Q2-PROSE-POETRY-DRAMA-LAST-LESSON-1.pdf21ST-Q2-PROSE-POETRY-DRAMA-LAST-LESSON-1.pdf
21ST-Q2-PROSE-POETRY-DRAMA-LAST-LESSON-1.pdf
 
Poetry
PoetryPoetry
Poetry
 
Detailed Lesson Plan (Creative Nonfiction) Poetry
Detailed Lesson Plan (Creative Nonfiction) PoetryDetailed Lesson Plan (Creative Nonfiction) Poetry
Detailed Lesson Plan (Creative Nonfiction) Poetry
 
Poetry Project
Poetry ProjectPoetry Project
Poetry Project
 
PPT DEMO FINAL.pptx
PPT DEMO FINAL.pptxPPT DEMO FINAL.pptx
PPT DEMO FINAL.pptx
 
Poetry in Early Years Education.pptx
Poetry in Early Years Education.pptxPoetry in Early Years Education.pptx
Poetry in Early Years Education.pptx
 
Poetic Pedagogy up to Performance Poetry, Hyderabad
Poetic Pedagogy up to Performance Poetry, HyderabadPoetic Pedagogy up to Performance Poetry, Hyderabad
Poetic Pedagogy up to Performance Poetry, Hyderabad
 
Teaching manuel
Teaching manuelTeaching manuel
Teaching manuel
 

Kürzlich hochgeladen

Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Association for Project Management
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSMae Pangan
 
Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1GloryAnnCastre1
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxSayali Powar
 
Indexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfIndexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfChristalin Nelson
 
4.11.24 Mass Incarceration and the New Jim Crow.pptx
4.11.24 Mass Incarceration and the New Jim Crow.pptx4.11.24 Mass Incarceration and the New Jim Crow.pptx
4.11.24 Mass Incarceration and the New Jim Crow.pptxmary850239
 
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxDIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxMichelleTuguinay1
 
Scientific Writing :Research Discourse
Scientific  Writing :Research  DiscourseScientific  Writing :Research  Discourse
Scientific Writing :Research DiscourseAnita GoswamiGiri
 
CHEST Proprioceptive neuromuscular facilitation.pptx
CHEST Proprioceptive neuromuscular facilitation.pptxCHEST Proprioceptive neuromuscular facilitation.pptx
CHEST Proprioceptive neuromuscular facilitation.pptxAneriPatwari
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfPrerana Jadhav
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operationalssuser3e220a
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfPatidar M
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmStan Meyer
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management SystemChristalin Nelson
 
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxGrade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxkarenfajardo43
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Projectjordimapav
 
How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17Celine George
 
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...DhatriParmar
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...Nguyen Thanh Tu Collection
 

Kürzlich hochgeladen (20)

Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
Team Lead Succeed – Helping you and your team achieve high-performance teamwo...
 
Textual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHSTextual Evidence in Reading and Writing of SHS
Textual Evidence in Reading and Writing of SHS
 
Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
 
Indexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfIndexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdf
 
4.11.24 Mass Incarceration and the New Jim Crow.pptx
4.11.24 Mass Incarceration and the New Jim Crow.pptx4.11.24 Mass Incarceration and the New Jim Crow.pptx
4.11.24 Mass Incarceration and the New Jim Crow.pptx
 
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxDIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
 
Scientific Writing :Research Discourse
Scientific  Writing :Research  DiscourseScientific  Writing :Research  Discourse
Scientific Writing :Research Discourse
 
CHEST Proprioceptive neuromuscular facilitation.pptx
CHEST Proprioceptive neuromuscular facilitation.pptxCHEST Proprioceptive neuromuscular facilitation.pptx
CHEST Proprioceptive neuromuscular facilitation.pptx
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdf
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operational
 
Active Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdfActive Learning Strategies (in short ALS).pdf
Active Learning Strategies (in short ALS).pdf
 
Oppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and FilmOppenheimer Film Discussion for Philosophy and Film
Oppenheimer Film Discussion for Philosophy and Film
 
Transaction Management in Database Management System
Transaction Management in Database Management SystemTransaction Management in Database Management System
Transaction Management in Database Management System
 
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of EngineeringFaculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
 
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxGrade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
 
ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Project
 
How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17How to Manage Buy 3 Get 1 Free in Odoo 17
How to Manage Buy 3 Get 1 Free in Odoo 17
 
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
 
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
31 ĐỀ THI THỬ VÀO LỚP 10 - TIẾNG ANH - FORM MỚI 2025 - 40 CÂU HỎI - BÙI VĂN V...
 

Teaching of Poetry

  • 2. POEM The word poem has been derived from Middle French word poe‘me in 1540s (replacing the word poesy) and Latin word poema which literally means thing made or created.
  • 3. POETRY It is not possible to define poetry in clear and final terms, because, like truth and beauty, it is an abstract term. The definitions of Poetry by various poets and critics are given below to give an idea about the real nature of Poetry :  “Poetry is metrical composition.”(Johnson)  “Poetry is musical thought.” (Carlyle)  “Poetry is the expression of supreme words in a supreme form(Coleridge)  “Poetry is the explanation of life through feelings and imagination.” (Hudson)  “Poetry is at bottom the criticism of life.” (Mathew Arnold)
  • 4. POETRY What is poetry? Who knows? Not a rose, but the scent of a rose; Not the sky, but the light in the sky; Not the fly, but the gleam of the fly; Not the sea, but the sound of the sea; Not myself, but what makes me See, hear, and feel something that prose Can not! and what it is, who knows? By Eleanor Farjeon
  • 5.
  • 6.  Acrostic  Sonnet  Limerick  Haiku  Couplet  Free verse  Ode  Ballad  Elegy  Blank verse  Visual poetry/Concrete poem TYPES OF POEMS
  • 7.
  • 8. OBJECTIVES Primary Level  To enable pupils to enjoy a poem.  To enable pupils to read aloud the poem with proper rhythm and intonation.  To enable students to enjoy recitation, individual or chorus of the poem.  To develop a taste for poetry reading and writing.  To train the emotions, feelings and imagination of the students. • To entertain and extend reader’s imagination.
  • 9. Secondary Level  To provide an opportunity to the pupils to appreciate and derive aesthetic pleasure from the poem being taught to them.  To develop the power of appreciation of beauty.  To make the students understand the thoughts and imagination contained in the poem.  To enable the students to analyse diction, tone, form, genre, theme and figure of speech.
  • 10.  To enable the students to critically evaluate poetry.  To inspire the pupils for writing poetry.  To enable the pupils to comprehend the central idea of the poem.  To enable the pupils to appreciate the message of the poet contained in the poem.  To appreciate the music of rhyme and rhythm.  To acquaint the students with different styles of poetry.  To develop emotional, aesthetic and imaginative sides of students’ personality.
  • 11. Poetry lifts the reader from this world to another world with an intensity that other genres may not contain in such a limited space. Teaching of poetry should be seen as a participatory experience. One of the most effective ways of helping students becoming more adept in understanding poetry is to encourage them to try their hand at composing it. How can we take the students into this world of imagination?
  • 12.
  • 13.
  • 14.  Show them pictures like this from everyday life and give them activities based on imagination.  Each one of us has imagined various figures in the clouds.  Make them believe that imagination is natural to human beings.
  • 15. ACROSTIC POEM An acrostic poem Creates a challenge Random words on a theme Or whole sentences that rhyme Select your words carefully To form a word from top to bottom Is the aim of this poetry style Choose a word then go!
  • 16. POETRY “Poetry begins in delight and ends in wisdom.” __ Robert Frost  Poetry is the highest form of literary expression.  It has an aesthetic effect on human mind.  It gives details and facts in a beautiful form.
  • 17. TECHNIQUES Poetry can not be taught, the teacher can only create situations in which a poem may have its fullest significance for the pupils reading it. As far as possible the poem should be read as a whole but in the condition that the poem is too long, it must be divided into units in such a way, so that it may not lose its rhythm, music and emotional efforts. While teaching poems, the teacher should appeal to the emotions of the students. In a poetry class, a student must enter a different world and experience a new joy.
  • 18. TEACHING OF POETRY “The aim of teaching poetry is not so much to improve the child’s knowledge of English as to add to his joy and increase his power of appreciation of beauty.” _Menon and Patel
  • 19. TEACHING OF POETRY Teaching of poetry is quite different from the teaching of prose. Poetry provides aesthetic pleasure to pupils and it plays a significant role in refinement of emotions. While prose sharpens the intellect of students, poetry enhances their flight of imagination.
  • 20. STEPS OF TEACHING POETRY Pre-reading It is very important to make students ready to read the poetry. We should involve them in activities which will create the right attitude and willingness to learn.  We can ask some questions related to the theme of the poem based on the previous knowledge of the students.  We can ask the students to guess the theme of the poem just by reading the title of the poem.  We can read a poem similar in subject matter with the poem to be taught.  If the poem to be learnt is descriptive, a picture can be shown and questions based on the picture can be asked. Whatever method we employ for introduction, we should be particular about not to spoil the environment necessary for the poem.
  • 21. While Reading  Model Reading – The teacher must recite the poem with full vigor and enthusiasm using proper rhythm, pauses and intonation. This helps the pupils to follow the tone and rhythm of the poem and learn the pronunciation of new words.  Meaning of new words and phrases should be explained by the teacher as they may create hindrance in the comprehension of the poem.
  • 22.  The teacher must bring out the beauty of the figures of speech and throw light on the ideas or references involved.  Imitation Reading – After reading the teacher should ask some pupils to read the poem one by one. She should help them to recite it with effect, taking care of their pronunciation and intonation.
  • 23. FIGURES OF SPEECH • Alliteration • Simile • Metaphor • Personification • Onomatopoeia • Oxymoron • Synecdoche • Irony • Pun • Antithesis • Assonance • Transferred epithet • Hyperbole • Imagery
  • 24. ALLITERATION - The repetition of consonant sounds at the beginning of the words. SIMILE - A comparison between two distinctly different things is indicated by the word ‘like’ or ‘as’. METAPHOR - A word or expression that in literal usage denotes one kind of thing is applied to a distinctly different kind of thing, without asserting a comparison. PERSONIFICATION – Human characteristics and sensibilities are attributed to inanimate objects, natural forces or abstract ideas. ONOMATOPOEIA – The use of words whose sound imitates the sound of the thing being named. OXYMORON – Two contradictory words or phrases are combined in a single expression.
  • 25. SYNECDOCHE – A part of something stands for the whole thing. IRONY – The meaning which the speaker applies differs sharply from the meaning that is ostensibly expressed. PUN – A play on a word with two or more meanings. IMAGERY – The pictorial quality achieved through a collection of images which appeals to the sense of taste, smell, hearing and touch. ANTITHESIS – Opposing or contrasting ideas are balanced against each other. ASSONANCE – The repetition of identical or similar vowel sounds. TRANSFERRED EPITHET – An adjective linked to a noun that it would not normally modify. HYPERBOLE – An extravagant exaggeration of fact or of possibility.
  • 26. POST READING Comprehension questions  The purpose of these questions is to know if the meaning of the poem is clear to the students.  They also help in making certain ideas more clear in the minds of the reader.  These questions should be simple and should not break the continuity of the poem.  The number of such questions asked depends upon the length and ideas of the poem.
  • 27. Appreciation questions  These questions test appreciation of beauty of thought, images and emotions.  They also let the students know more about the beauty of style and language.
  • 28. CHORAL RECITATION The pupils should be made to recite the poem in chorus. Later on they can recite it independently. It also heightens aural effect which is necessary for appreciation. After this a creative assignment related to the poem can be given.
  • 29. “Read each poem twice, give the children time to form their own impressions, invite them to criticize and help them in doing so. Let the poetry period be, as far as possible, a period of joy, a period of pondering over things they love already. Let them choose for themselves the poems they are to learn by heart, each choosing his/her own favourites. Thus, only then can we develop a taste for poetry and train their ear to the variety of beautiful sounds. Thus, only can we rouse in them some idea of the wealth of poetry that lies before them. Remember that we must aim at turning out readers of poetry, not students of poetry.” _Alexander Haddow
  • 30. AFFECTIVE FALLACY W.K.Wimsatt and M.C.Beardsley introduced affective fallacy to describe the critical approach of evaluating a work of literature by the emotional effect it produces upon the reader. Proponents of new criticism regard such an approach as misguided because they feel it confuses the work with its result, what it is with what it does.
  • 31. INTENTIONAL FALLACY The term proposed by Wimsatt and Beardsley signifies what is claimed to be the error of interpreting and evaluating a literary work by reference to evidence, outside the text itself, for the intention – the design and purposes – of its author. The objective theory holds that a literary work is separate, a thing in itself, and should not be judged by external evidence – by letters of the author, by introductions, by conversations.

Hinweis der Redaktion

  1. Give a brief overview of the presentation. Describe the major focus of the presentation and why it is important. Introduce each of the major topics. To provide a road map for the audience, you can repeat this Overview slide throughout the presentation, highlighting the particular topic you will discuss next.
  2. This is another option for an overview using transitions to advance through several slides.