Class 10 First Flight Poems Literary Devices

Class 10 First Flight Poems Literary Devices

Compiled by :Siddharth Joshi

Poem 1 : Fog

Metaphor: Fog is compared to cat (On little cat feet)

Enjambment: When a sentence continues to next line (It sits looking….. then moves on)

Personification: fog has been personified – Fog comes, it sits

Rhyme scheme: There is no rhyme scheme followed. Poem is in free verse

Poem 2 : Trees

Personification: Sun bury it’s feet. Sun has been personified.

Enjambment: Continuation of a sentence to the next line (the forest that was…… trees by morning).

Anaphora: 2 lines begin with ‘no’

imagery: “The trees inside are moving out into the forest” – shows kinestatic imagery

Enjambment: continuation of sentence to the next line (the leaves strain……. Half dazed)

Simile: trees compared to patients (like newly discharged patients)

personification: twigs and boughs have been personified.

Alliteration: ‘long letters’ forest from’ ‘sky still’ ‘leaves and lichen’

Enjambment: continuation of sentence to the next line (doors open….the house)

Imagery: the poet has tried to create a scene in which she is observing all the things happening (the night is fresh……into the rooms)

Simile: The moon is compared to a mirror (Moon is broken like a mirror)

Poem 3 : Animals

Assonance: use of vowel sound ‘I’ (I, think, I, live, with, animals)

Repetition: use of the word ‘long’

Anaphora: ‘I’ word used at the start of two consecutive lines

Metaphor: The inner qualities of humans are referred to as tokens

I wonder where they get those tokens,

Did I pass that way huge times ago and negligently drop them?

Rhyme Scheme :There is no rhyme scheme followed in the poem.

Poem 4 Dust of Snow

inversion – when the structure of a sentence is changed by the poet to create rhyme, this poetic license is called inversion. In stanza 1, inversion can be seen.

assonance – the prominence of a vowel sound throughout a line is called assonance. In stanza 1, line 2 –  “Shook down on me” – ‘o’ sound is prominent.

enjambment – when the same sentence continues to the next line without the use of any punctuation marks, it is called enjambment. It has been used thorughout the poem.

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

Rhyme Scheme– ababcdcd

Poem 5 Fire and Ice

Assonance– it is repetition of vowel sounds in same line. The repetition is at different places in different words.

Example- The long sound of “o” in “I hold with those who favour fire”

Alliteration– alliteration is the repetition of a consonant sound at the start of two or more closely placed words.

Example- The sound of “f” in “favour fire”, “w” in “world will”

Imagery– Imagery is used to make readers perceive things involving their five senses. Example- “Some say the world will end in fire”

“To say that for destruction ice Is also great”

Anaphora– the repetition of a word or expression at the start of two or more consecutive lines.

Example – “Some say” is repeated at the start of lines 1 and 2.

Personification– Personification is to give human qualities to inanimate objects. In this poem, “fire” and “ice” are capable of destruction. Thus, the poet personifies fire and ice by giving them mind and power to destroy anything.

Enjambment– it is defined as the thought or clause that does not come to an end at a line break, rather it moves over to the next line.

Example- “From what I’ve tasted of desire

I hold with those who favor fire”

Rhyme Scheme :Abaabcbcb

Poem 6 : The Ball Poem

Anaphora: use of repeated words in two or more lines (What is the boy… what, what and merrily bouncing… merrily over)

Assonance: repeated use of vowel ‘o’ (boy, now, who, lost)

Imagery: when poet says merrily bouncing down the street

Repetition: ‘what’ is repeated

Repetition: use of word ‘ball’

Asyndeton: no use of conjunction in a sentence (A dime, another ball, is worthless)

Alliteration: use of sound ‘b’ at the start of two consecutive words (buys a ball back)

Assonance: use of vowel sound ‘e’ (He is learning, well behind his desperate eyes)

Repetition: ‘ball’ word is repeated

Rhyme scheme: There is no rhyme scheme followed in the poem.

Poem 7 : How to tell Wild Animals

Enjambment: Continuation of a sentence to the next line (and if there…..tawny beast)

Inversion: Change in the format of a sentence (if there should to you advance)

Assonance: use of vowel sound ’o’ (you should go, should to you, roars,)

Allusion: Reference to a famous thing, place, species of animal, etc (Asian Lion)

Alliteration: repetition of consonant sound ‘r’ at start of two or more closely connected words (roaming round)

Inversion: Change in the format of a sentence (The Bengal Tiger to discern)

Allusion: Reference to a famous thing, place, species of animal, etc (Bengal Tiger)

Assonance: Use of vowel sound ’o’ (or if some time when roaming round)

Alliteration: use of consonant sound ‘h’ in the beginning of two words (he has)

Poetic license: A liberty to the poet to change the spellings in order to create rhyme or rhythm in a poem (use of lept instead of leapt)

Repetition: use of ‘lep’ word in the last line.

Assonance: use of vowel sound ‘o’ (strolling-forth-you, whose-spot, do no good to roar)

Consonance: use of ‘l’ sound (he’ll only leplep)

Enjambment: Continuation of a sentence to the next line (if you were walking….creature there)

Alliteration: use of ‘w’ sound (when-walking), use of ‘h’ sound (who- hugs), use of ‘b’ sound (be-bear)

Assonance: use of vowel ‘e’ (meet a creature there)

Alliteration: use of consonant sound ‘n’ (novice-nonplus), use of ‘th’ sound (the-thus)

Enjambment: continuation of sentence to the next line (though to distinguish….might nonplus, The crocodile…..hyena thus)

Alliteration: use of ‘h’ sound (he hasn’t)

Consonance: use of ‘g’ sound (single wing)

Rhyme Scheme :ababcc

Poem 8 : A Tiger in the Zoo

Personification: The tiger is personified because the poet refers him as ‘he’.

Metaphor: Tiger’s paws are compared with velvet (pads of velvet)

Enjambment: Sentence is continuing to next line without any punctuation mark.

Imagery: poet tries to create an image about the tiger (He stalks in his vivid stripes The few steps of his cage)

Consonance: use of ‘s’ sound (stalks, his, stripes)

Assonance: use of vowel sound ‘I’ (in his vivid stripes)

Oxymoron: use of adjectives opposite in meaning (quiet rage)

Enjambment: Line continues to next line without punctuation marks. (Sliding through….deer pass)

Alliteration: use of sound ‘p’ at the start of two words (plump pass)

Imagery: The poet has tries to create an image of tiger’s activities (lurking in shadow).

Enjambment: Line continues to next line without punctuation marks (He should be snarling around houses At the jungle’s edge,)

Onomatopoeia: using words which denote sound (snarling)

Assonance: use of vowel sound ‘o’ and ‘I’ (should, around, houses), (Baring, his, white, his)

Consonance: use of consonant sound ‘s’ (his, fangs, his, claws)

Personification: The tiger is personified because the poet refers him as ‘he’.

Assonance: use of vowel sound ‘e’ (he, locked, concrete, cell)

Consonance: use of consonant sound ‘s’ (his, strength, bars)

Alliteration: use of sound ‘b’ at the start of two words (behind bars)

Enjambment: Line three continues to line four without any punctuation mark. (And stares with his brilliant eyes At the brilliant stars.)

Alliteration: use of sound ‘h’ in the starting of two words (he hears)

Assonance: use of ‘I’ sound (with, his, brilliant)

Rhyme Scheme: abcb

Poem 9 : Amanda

Anaphora: Repeated use of a word at start of two or more lines (don’t bite… don’t hunch)

Assonance: use of vowel sound ‘o’ (don’t hunch your shoulders)

Metaphor: use of word emerald sea for green colour of sea being similar to the colour of emrald

Repetition: use of word ‘Amanda’

Imagery: drifting blissfully

Alliteration: ‘Stop that slouching and sit up straight’ – ‘s’ sound is being repeated at the start of closely placed words.

Allusion: ‘mermaid’ is a well known imaginary creature.

Anaphora: Repeated use of a word at start of two or more lines (did you finish….did you tidy)

Assonance: use of vowel sound ‘o’ (Thought, told, you, your, shoes)

Repetition: use of word ‘Amanda’

Metaphor: silence is golden – silence is said to be glorious like golden colour

freedom is sweet – freedom is said to be sweet in taste.

Allusion: use of famous fairy tale character Rapunzel

Assonance: use of vowel sound ‘e’ and ‘o’ (Will you please look at me when I’m speaking to you

Consonance: use of sound ‘r’ (I am Rapunzel; I have not a care …..Bright hair)

Repetition: use of word ‘Amanda’

Alliteration: ‘Stop that sulking’ – ‘s’ sound is repeated at the start of closely placed words

Repetition: use of word ‘Amanda’

Rhyme Scheme :aaba cccaadaeeeaafagggaaha

Poem 10 : For Anne Gregory

Metaphor: honey-coloured Ramparts at your ear (Anne’s hair is compared to the ramparts of a fort)

Alliteration: repetition of consonant  ‘s’ sound at the start of two consecutive words. (Set Such)

Anaphora: Repeated use of a word at the beginning of two lines (That he….That only god)

Alliteration: he had, your yellow

Rhyme Scheme: abcbdb

Poem 11 : The Tale of Custard the Dragon

Repetition: use of the word ‘little’

oxymoron: use of two words with opposite meanings ‘ “pet dragon”

Anaphora: repeated use of word at the start of two consecutive lines. (And a little ….And a realio)

Refrain: Repetition of a sentence again and again (And a realio, trulio,)

poetic license: realio, trulio for real, true. The spellings have been changed to create a musical effect

simile: dog compared to mustard “And the little yellow dog was sharp as Mustard”

Alliteration: “coward, and she called him Custard” – “c” sound

Anaphora: repeated use of word at the start of two consecutive lines (And the little grey…And the little yellow)

Repetition: use of word little

Simile: Dragon’s mouth is compared with fireplace (mouth like a fireplace)

Refrain: Repetition of a sentence again and again (And a realio, trulio,)

Metaphor: “chimney for a nose”. The nose is like a chimney.

Alliteration: Belinda was as brave as a barrel full of bears “b” sound is repeated

Simile: Belinda’s bravery is compared to that of a barrel full of bears (as a barrel full of bears), Mustard’s bravery is compared to that of an angry tiger (Mustard was as brave as a tiger in a rage)

Assonance: use of vowel sound ‘a’ (Belinda was as brave as a barrel full of bears)

Refrain: Repetition of a sentence again and again (And a realio, trulio,)

Repetition: use of the word ‘tickled him’

Allusion: reference to any person or place (Percival)

Personification: Ink, Blink and Mustard, they rudely called him Percival

Onomatopoeia:  usage of sound words to create a dramatic effect (giggled, weeck)

Repetition: Custard cried for a nice safe cage

Consonance: use of consonant sound ‘s’ (Suddenly, suddenly they heard a nasty sound)

Onomatopoeia:  usage of sound words to create a dramatic effect (Mustard growled, Meowch, cried ink)

Poetic license: window is written as ‘winda’ to create rhyme.

Alliteration: beard was black “b”, he held his “h”

Imagery: An image is created about the appearance of the pirate.

transferred epithet: terrified yelp

Repetition: help help

Poetic license: use of the word mousehold to rhyme with household

Simile: sound of dragon is compared with sound of engine (snorting like an engine), Clashed his tail like irons in a dungeon, dragon’s attack on pirate is compared to robin bird (like a robin at a worm)

Onomatopoeia:  usage of sound words to create a dramatic effect (clatter, clank, jangling)

Imagery: The attack by the dragon is expressed in a way to make an image in our minds.

alliteration: gulped some grog “g”

Imagery: They have shown the reaction and actions made by the pirate on seeing the dragon.

alliteration: glee did gyrate “g”

Assonance: use of vowel sound ‘o’ (no one mourned for), use of vowel sound ‘I’ (ink and blink in glee did), use of vowel sound ‘a’ (that ate the pirate)

Refrain: Repetition of a sentence again and again (And a realio, trulio)

Repetition: stanza has been repeated

Rhyme scheme: aabb

THANK YOU

Siddharth Joshi
(TGT English, Delhi Public School, Rajkot)

🔹Accomplished educator with high experience along with extensive supervisory background. Proven
ability to establish, coordinate and lead, academic, cultural, religious and community outreach programs.

🔹Certified teacher with well-deserved reputation for motivating students and enhancing classroom experiences.

🔹Proficiency : Cambridge IGCSE Certified teacher

🔹Major Achievement/s : Chanakya Award for research work on Legacy of Egyptian Empires and Case Study of King Tutankhamun’s death mystery

🔹Part time ‘Article’ and
‘Poetry’ writer in The Times Of India.

Blog : https://imsjoshi.wordpress.com