Activities

1. Identify types of figurative language.
   
   
2. Define alliteration, assonance, and rhyme scheme.
   
   
3. Recognize the difference between alliteration and assonance.

4. Distinguish the difference in meaning in alliteration depending on the consonant sound that is being repeated.
   
   
5. Identify the patterns of rhyming within a poem to identify its rhyme scheme.

6. Analyze how figurative language contributes to the tone or meaning of the poem.
   
   
7. Analyze how the use of alliteration or assonance affects the tone of the poem.
   
   
8. Analyze how the rhyme scheme adds to the tone of the poem.

Answer Key/Rubric

1. Student correctly identifies similes, metaphors, personification, allusions, and other figurative language found in a text.
   
   
   1. Simile - A simile compares two unlike things using “like” or “as” to compare them.
   2. Metaphor - A metaphor compares two unlike things by saying that one thing “is” another.
   3. Personification - Personification gives human characteristics to a non-human object.  All personification is metaphor.
   4. Diction – the deliberate, purposeful choice of words an author makes in a text.
      
      
2. Students correctly identify define:
   
   
   1. Alliteration – repetition of initial consonant sounds in a words throughout a literary passage
   2. Assonance – repetition of vowel sounds in words throughout a literary passage
   3. Rhyme scheme – the pattern of rhyming within a poem. 
      
      
3. Students correctly recognize the difference between alliteration and assonance.  They understand that although both are repetition of letter sounds, alliteration is the repetition of consonant sounds and assonance is the repetition of vowel sounds.
   
   
4. Student demonstrates an understanding of how the consonant being repeated has an impact on sound and tone.  For example, the repetition of the “s” sounds can be soothing whereas the repetition of “k” sounds is much harsher.  These are intentional and add to the tone of the literary passage.
   
   
5. Students demonstrate an ability to accurately mark up a poem’s rhyme scheme.
   
   
   1. Students put an “A” after the first line of the poem and then every line that ends with a word that rhymes with the ending word in that first line also gets an “A.”
   2. Students put a “B” on the next line without an “A” and goes through the poem looking for words that rhyme with the last word in the “B” line.
   3. Students continue through the alphabet marking up the poem and identifying rhyming end words.

6. Student is able to articulate how figurative language is used to create images or make connections that evoke a feeling or tone.
   
   
7. Student recognizes how assonance or alliteration can affect the tone.  For example, repetition of “K” or other “harsh” sounds can add to a harsh, rough tone.  Soft “S” sounds can be soothing or calming.  Students will identify words within the poem that further develop that tone.
   
   
8. Student recognizes that rhyme scheme is useful in determining tone in a poem.  A predictable rhyme scheme that is continued throughout the poem can add to a predictable tone.  A rhyme scheme that is unpredictable or choppy can add to an unsettled tone.  Further, students will move to identify textual evidence that further supports their interpretation of tone based on rhyme scheme.