| 1 | Alliteration | | _____ | Emphasized syllable (usually read louder or with a stronger pitch) represented with "DUM" |
| 2 | Assonance | | _____ | Comparing to unlike objects with comparison words (like, as, etc) |
| 3 | Consonance | | _____ | Japanese unrhymed poem of 17 syllables; arranged in 3 lines of 5, 7, 5 syllables; generally about a scene in nature |
| 4 | Cinquain poem | | _____ | Giving human characteristics to a non-human object (The tree danced in the wind.) |
| 5 | Concrete poem | | _____ | Repetition of the beginning consonant sound in words that are close together (The cat caught ketchup with his claws.) |
| 6 | End rhyme | | _____ | Un-emphasized syllable (usually read softer) represented with "da" |
| 7 | Figurative language | | _____ | Reoccurring pattern of rhythms (da da DUM da da DUM da da DUM) |
| 8 | Foot | | _____ | A unit within a larger poem, usually grouped by a rhythm or rhyme with similar length and patterns; usually separated by spaces (aka verse) |
| 9 | Free verse | | _____ | Not meant to be taken literally; used to state ideas in more imaginative and vivid ways (metaphor, simile, personification, etc.) |
| 10 | Haiku | | _____ | Rhyming of the final syllables of a line |
| 11 | Hyperbole | | _____ | A five line poem, usually unrhymed, with 1, 2, 3, 4, and 1 word in each respective line |
| 12 | Identical Rhyme | | _____ | Poetry not written with regular rhythm or meter, seeks to capture the rhythm of speech |
| 13 | Internal rhyme | | _____ | A funny 5 line poem with an "aabba" rhyme scheme |
| 14 | Limerick | | _____ | A poem of praise |
| 15 | Metaphor | | _____ | Repetition of internal vowel sounds in words that are close |
| 16 | Meter | | _____ | Either the vowels or the consonants of stressed syllables are similar but not both (fast, lost) |
| 17 | Mood | | _____ | The pattern of sounds made by varying the stressed and unstressed |
| 18 | Ode | | _____ | Repetition of sounds at the end of 2 or more words (sleigh, hay) |
| 19 | Onomatopoeia | | _____ | An exaggeration (He the smartest boy EVER! I'm so hungry, I could eat a horse!) |
| 20 | Personification | | _____ | Rhyming syllables within one line of a verse |
| 21 | Poem | | _____ | Composed of stressed and unstressed syllables (da DUM) |
| 22 | Rhyme | | _____ | Poem that creates a visual image for the reader because of how the words are arranged |
| 23 | Rhyme scheme | | _____ | The consonants at the end of the words are the same but the words do not rhyme perfectly (fast, lost, trust) |
| 24 | Rhythm | | _____ | How the author feels about the subject of the poem\ |
| 25 | Simile | | _____ | Using the exact same word at the end of more than one line to create a rhyme |
| 26 | Slant rhyme | | _____ | A word representing a sound (boom, crash, meow, creak) |
| 27 | Stanza | | _____ | The pattern of end rhyme of a poem labeled with lower case letters ("aaba") |
| 28 | Stressed syllable | | _____ | Comparison of unlike objects without like or as |
| 29 | Tone | | _____ | Writing that expresses ideas with rhythm, rhyme, figurative language, and/or in a song like way |
| 30 | Unstressed syllable | | _____ | The general feeling the poem creates for the reader |