Figurative language in literature - PowerPoint Presentation

Slide1

Figurative language in literature

STAAR PrepSlide2

Let’s finish up with figurative language…

Today you will focus on three more:

Alliteration-

the occurrence of the same letter or sound at the beginning of closely connected words.

Repetition-

a repeated word or phrase in literature

Imagery-

visually descriptive language (appeals to our five senses)Slide3

Let’s begin today with alliteration

the occurrence of the same letter or sound at the beginning of closely connected words.

Can you identify the

alliteration

in this line of poetry?

Through three cheese trees three free fleas flew. While these fleas flew,

freezy

breeze blew.Slide4

Alliteration is super easy, now try repetition…

Repetition

is just like it sounds. The repeating of words, phrases or lines in literature. It’s purpose is to make a point, to add emphasis and meaning

Notice the

repetition

in this poem…

The woods are lovely, dark, and deep,

But I have promises to keep,

And miles to go before I sleep,

And miles to go before I sleep.Slide5

Last one…imagery

Imagery paints a picture for us as we read. It allows us to hear things that we can’t really hear, smell things that aren’t really there and visualize a setting.

IMAGERY IS INCREDIBLE ! (look it’s Alliteration

!!)Slide6

Look at this imagery

We met on

a starry winter night in

Portugal, where

the ocean kissed the southern

shore.

He fumed and charged like an angry bull.

The music coursed through us, shaking our bodies as if it came from within us.

The giant tree was ablaze with the orange, red, and yellow leaves that were beginning to make their decent to the ground.Slide7

Now, you practice with all three and remember the three from yesterday, too!

Read the following poem:

The Race

The runners flew past in unison

Each lifting right leg then left

The race was on

Above us the sky wore a brilliant, 

sparkling blue sheen.

There was no room for clouds on such a day.

The multitude encouraged the runners

from both sides of the road.

A salad of applause, hoots and hollers.

It was a wonderful day for a race

The most temperate of afternoons.

Energy exchanged between spectator and runner 

adding electricity to an already charged atmosphere

Indeed, it was a wonderful day for a raceSlide8

1. When the author used the imagery “the runners flew past in unison” it lets the reader know-

A. This is a very competitive race

B. The runners must run at a full sprint

C. The runners are all getting tired

D. The weather is perfect for a raceSlide9

2.The author’s descriptions of the setting (imagery) enhance the reader’s understanding of the story in all of the following ways except-

A. It allows the reader to visualize the speaker’s content

B. It allows the reader to understand the excitement of the atmosphere

C. It allows the reader to feel the pain of a long race

D. It gives the reader an image of the weather outside

Slide10

3.The author likely used the word “multitude” to show-

A. A lot of people were outside because of the nice weather

B. It was an important race that many people attended

C. It was just an ordinary race on a nice day

D. the race took place in a crowded citySlide11

Read the following Poem:

Curious Cats

Curious cats crouch on the window sill

Watching unwaveringly through the glass

As blue birds fly by.

Curious cats are

Almost two headed in a sensitive sense,

Still alert and aware

Of the running, rotten rats behind them.Slide12

4. The poet MOST likely uses repetition of the term “Curious Cat” in order to-

A. Help the reader understand the poem better through the use of alliteration

B. To emphasize a personality trait that this animal has

C. Show why conflict occurs in the poem

D. Show how the cat differs from the other animals in this poemSlide13

Listen to the following poem:

https://

www.youtube.com/watch?v=JCM-sAkjssE

You have poem is also on the next slide to help youSlide14

To Whom It Concerns

To

whom it concerns, Darlene’s work will be late,

It fell on her pancakes and stuck to her plate.

To whom it concerns, my

mom

made me write this,

And I’m just her kid, so how could I fight this.

To whom it concerns, I lost my assignment,

Maybe I’ll get lucky… solitary confinement.

To whom it concerns, Darlene’s great with the ball,

But guys don’t watch tomboys when they’re cruising the hall.

To whom it concerns, I just turned thirteen,

Too short to be quarterback, too plain to be queen.

To whom it concerns, I’m not made of steel,

When I get blindsided my pain is quite real.

I don’t mean to squawk, but it really burns.

I just thought I’d mention it, to whom it concerns.Slide15

5. “To whom in concerns” in this poem is an example of what type of figurative language?

A. idiom

B. alliteration

C. repetition

D.

m

etaphorSlide16

6. When the poem used the word “squawk” in this poem, what did she mean?

A. bore you

B. complain

C. gloat

D. act like an animalSlide17

7. Which line from the poem helps the reader understand the poet is sensitive?

A. “How could I fight this?”

B. “Too plain to be queen”

C. “Darlene’s work will be late”

D. “Not made of steel”Slide18

8. How did the poets description of herself enhance the readers knowledge?

A. It allows the reader to see the poet has self-esteem issues

B. It allows the reader to see that the poet is picked on by the opposite gender

C. It allows the reader to understand that the poet is mentally unstable

D. It allows the reader to see that the poet cares more about sports than looks