![Poetic Devices in "A Dream Deferred"](http://cdn.storyboardthat.com/storyboard-srcsets/kristy-littlehale/poetic-devices-in--a-dream-deferred-.png "Poetic Devices in "A Dream Deferred"")
Activity Overview
When teaching poetry, it is often helpful to refresh or introduce students with technical words. “Simile", "alliteration", "consonance", "imagery", and “parallelism” are a few important terms.
After you have read the poem, ask your students to do a scavenger hunt using the Storyboard Creator. Give them the list again and have them create a storyboard that depicts and explains the use of each literary element in the poem. They will have an absolute blast and gain mastery of the words.
Literary Element Examples in “Harlem" (A Dream Deferred)
| DESCRIPTION | EXAMPLE | |
|---|---|---|
| Alliteration | Repetition of consonant sounds at the beginnings of words in a sentence or line | “What happens to a dream deferred?” |
| Imagery | The use of descriptive or figurative language to create vivid mental imagery that appeals to the senses | “Does it stink like rotten meat?” |
| Parallelism | A form of repetition in a sentence or thought that emphasizes an idea or deepens the reaction to the idea | “Does it dry up / Like a raisin in the sun? Or fester like a sore– / And then run?” |
| Consonance | The repetition of similar consonant sounds at the ends of words | “Or crust and sugar over–” |
| Simile | A comparison using 'like' or 'as' | “Maybe it just sags / Like a heavy load.” |
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that shows five examples of poetic language in “Harlem" (A Dream Deferred).
- Click "Start Assignment".
- Identify use of literary elements in the poem.
- Put the type of literary element in the title box.
- Give an example from the text in the description box.
- Illustrate the example using using a combination of scenes, characters, and items.
Lesson Plan Reference
- [ELA-Literacy/RL/6/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
- [ELA-Literacy/RL/7/4] Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama
- [ELA-Literacy/L/6/6] Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Identification of Literary Elements | All literary elements are correctly identified. | Most literary elements are correctly identified. | Few literary elements are correctly identified. |
| Illustration | Illustrations show attention to the details of the story and demonstrate connection to the literary elements. | Illustrations demonstrate connection to the literary elements. | Illustrations show little connection to the literary elements. |
| Description of Literary Elements | Descriptions clearly explain what the literary elements do to enhance the story. | Most descriptions tell what the literary elements do to enhance the story. | Descriptions are unrelated to the literary elements. |
| Spelling and Grammar | Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding. | Spelling is very inaccurate and hinders full understanding. | Text is very difficult to understand. |
More Storyboard That Activities
Dreams and Harlem (A Dream Deferred)
- clock face snip • sammydavisdog • License Attribution (http://creativecommons.org/licenses/by/2.0/)
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