Negros Oriental State University

LIT 1 – Philippine Literature in English

Subject code and Section LIT 1

Group members
Activity Poetry Analysis
Objective To apply the students’ knowledge and understanding in analyzing
poetry through filling out a chart with answers and lines based on a
poem provided by the instructor

POETRY ANALYSIS. Read the poem assigned to you by your instructor and fill out the chart below
with the corresponding lines from the poem and follow the given guide questions and instructions. Base
your answers on the handouts given to you by your instructor.

QUESTIONS ANSWERS SCORE

(15 pts.)

- The theme of the poem "Bonsai" is the

containment and preservation of love in
small, tangible forms.

- The poem doesn't really focus on a

 THEME
- What is the overall theme
of the poem or what is the
poem trying to convey?
- What issue or problem is
the poem trying to focus
on?
- What is the conclusion of
the poem?
specific problem or issue. It's more about
the challenge of preserving love and
holding onto precious memories. It shows
how humans want to keep and protect the
things they care about, kind of like how the
poet describes folding and keeping love in
small spaces.
- In the end, the poet concludes by saying
that they can make love fit into their cupped
hand. They compare seashells to broken
pieces from God's teeth and suggest that life
and love are real things you can give to
even the smallest child. It's like they're
saying that by making love smaller, it
becomes something tangible that can be
shared with others.
Overall, the poem makes you think about
how love can be kept and cherished. It's like
a reminder that love is fragile and fleeting,
but by finding ways to contain it, we can
make it more meaningful and share it with
others.
 Negros Oriental State University
LIT 1 – Philippine Literature in English
 EMOTION
- What is the overall
emotion of the poem?
- What is the speaker
feeling?
- How does the poem affect
the reader emotionally?
 STRUCTURE AND FORM
- Based on your handouts,
what type of form is this
poem?
- Explain why you chose the
type of form.
 RHYME AND METER
- List down some lines of
the poem that may contain
rhyme or meter
NOTE: Give at least one (1) example
 SOUND
- Based on your given
handouts, locate sound
devices in the poem. Fill
this out using this format:
Sound device: (lines from the
poem that support this)
NOTE: Give a total of three
- The overall vibe of the poem "Bonsai" by (10 pts.)
Edith Tiempo is like a mix of thoughtful
and nostalgic. It makes you feel all warm
and fuzzy.
- The speaker in the poem seems to be all
mushy and attached to the stuff they love.
You can tell they really want to keep those
things safe and protected. They talk about
folding them up and stashing them in boxes
or even in their shoes. It's like they don't
want to let go of the sentimental value.
- When you read the poem, it kind of makes
you feel a bit sentimental too. It taps into
your own memories and emotions. You
might start thinking about your own
cherished items and how important they are
to you. The poem has this reflective tone
that makes you look back and appreciate
those precious moments.
- We chose to identify it as a free verse (10 pts.)
poem because it lacks a specific rhyme
scheme or consistent meter.
- The absence of a strict form allows the
poet to freely express their thoughts and
emotions without the constraints of rhyme
or meter. It gives them the flexibility to
explore their ideas and create a natural flow
that aligns with the content and emotions of
the poem. The use of free verse contributes
to the conversational and introspective tone
of the poem, enhancing its personal and
reflective nature.
- In the poem "Bonsai" by Edith Tiempo, (10 pts.)
there is no consistent rhyme scheme or
meter throughout. It is written in free verse,
which means it does not follow a strict
pattern of rhyme or regular meter. The poet
uses the freedom of expression afforded by
free verse to convey the emotions and ideas
in a more flexible and organic manner.
Therefore, we cannot provide any specific
lines from the poem that exhibit rhyme or
meter.
1. Alliteration: "fold over once" (10 pts.)
The repetition of the "o" sound in "fold"
and "over" creates alliteration,
emphasizing the act of folding and
adding a rhythmic quality to the line.
2. Assonance: "Son’s note or Dad’s one
gaudy tie"
The repetition of the long "o" sound in
"note," "Dad's," and "gaudy" creates
assonance, providing a musical quality
 Negros Oriental State University
LIT 1 – Philippine Literature in English

(3) examples from the poem.
 MEANING
- Find lines and items that
show connotation and
write down your
interpretation of it.
- Find one figurative device
from the poem and write
the line/lines down using
this format:
Figurative device: (line/s
from the poem)
to the line.
3. Consonance: "Things you can run and /
Breathless hand over"
The repetition of the "n" and "nd"
sounds in "run," "hand," and
"breathless" creates consonance,
producing a soft and flowing sound.
- Connotations: (20 pts.)
1. "A roto picture of a queen"
The word "roto" connotes a sense of
decay or damage. It suggests that the
picture of the queen is worn or torn,
symbolizing the passage of time and the
fading of memories.
2. "Seashells are broken pieces / From
God’s own bright teeth"
The phrase "God's own bright teeth"
carries connotations of power and
beauty. It implies that seashells are
fragments of something magnificent,
emphasizing the wonder and divine
nature of the natural world.
- Figurative Device: Metaphor
"Seashells are broken pieces / From God’s
own bright teeth"
This line implies that seashells are
fragments of something special or
extraordinary, emphasizing their natural
beauty and inspiring a feeling of awe and
respect.
(75 pts.)

 TOTAL SCORE NOTE: Do not fill out this area.

RUBRIC:

CRITERIA DESCRIPTION
Content The answers provided by the students are organized and well thought out.
Mechanics The spelling and grammar of the answers given leave little to no mistake.
Comprehension The answers show the students’ ability to understand the questions provided.