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.
| 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.” |
(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).
Bring poetry to life by having students perform dramatic readings of “Harlem (A Dream Deferred).” Encourage expression, tone, and movement to help students connect with the poem’s emotions and meaning.
Choose different students to read lines that showcase each poetic device, such as simile or alliteration. This highlights the technique and keeps the class actively involved.
Invite students to share how voice changes, pauses, and emphasis affected their interpretation of the poem. These discussions deepen comprehension and make poetic devices more memorable.
After each reading, ask classmates to offer positive feedback or suggestions for expressing the poem’s meaning. This builds confidence and helps students reflect on language choices.
Guide students to analyze how performing specific lines helped them notice poetic devices they may have missed when reading silently. This reinforces skill mastery in a memorable way.
'Harlem (A Dream Deferred)' uses key poetic devices such as simile, alliteration, consonance, imagery, and parallelism to create vivid language and emphasize the poem’s message.
To teach poetic devices in 'Harlem', introduce each device with definitions and examples from the poem, then have students complete activities like a storyboard scavenger hunt where they identify, explain, and illustrate each device.
An example of a simile in 'Harlem' is: “Maybe it just sags / Like a heavy load.” This compares a deferred dream to a heavy load using “like.”
Imagery helps students visualize the poem’s themes and emotions. In 'Harlem,' vivid descriptions like “Does it stink like rotten meat?” make abstract ideas about dreams more relatable and impactful for learners.
Engage students with activities like a storyboard project where they find, label, and illustrate examples of poetic devices in 'Harlem.' This promotes active learning and deeper understanding of figurative language.