teaching poetry 15950

7/29/2019 Teaching Poetry 15950

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LEARNING INTENTION

To entertain and extend the writers imagination.

Success Criteria

Develop an enjoyment of different kinds of poems.Develop your skills in analysing poetry.

Recognise the influence of culture and experience on poets.

Explore, recognise and use patterns in a variety of poetry structures.

Experiment with the effects created by words.Explore the quality of sounds produced by rhythm, rhyme, and alliteration.

Explore the use of similes, metaphors, and figurative language.

Use poems you have read as models for your own writing.


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POETRY VOCABULARY

Ballad

Free Verse

Line

Stanza

Sonnet

Verse

Tells a story or describes a person or thing. Has a regular rhyme pattern, very often

having four lines per verse, with the 2nd and 4th lines rhyming.

Can be used to create an atmosphere and express mood or feeling. Has an irregular

rhythm.

A unit of verse consisting of words in a single row.

A verse of a poem.

A poem that has 14 lines and its usual rhyme scheme is abbaabba, followed by two orthree other rhymes in the remaining six lines.

A division of a poem.

See rest of unit for more vocabulary relating to poetry!


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JEANNE

Jolly

Energetic

Academic

Nice

Neat

Efficient

TASK

Write your ownAcrostic Poemusing your nameand/or surname!


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A metaphor compares two unlike things using the words is or was;

e.g. He is a computer.

1. Read each sentence and write a metaphor for each. For example:

She is very fast. She is a speedboat.

a. He is very angry.

b. She is a warm person.

c. He is very mean.

d. She is very pretty.

e. He is very gentle.

f. She is very slow.


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GREY

Grey is the playground just before lunch time.

Grey is the fog as it swirls around the houses.

Grey is the colour of the shells lying on the

beach in winter.

Grey is the rainy spray on an afternoon road.

Grey is the soft coat on my mouse.

Grey is grey,

And most of all

Grey is my tired mums hair.

TASK

Use a Y-chart to

determine what your

chosen colour looks,

feels and sounds like.

Then write a colour

poem using metaphors(not the words directly

from the Y-chart) .


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A simile compares two unlike things using the words like or as;

e.g. My friend is like a diamond.

1. Read each sentence and write a simile for each. For example:

She shines like .. the sun.

a. He laughs like a ..

b. He waddled like a ..

c. The crowd poured into Jade Stadium like into a paddock.

d. As big as a

e. The players lumbered like .. through mud to get to the try line.

f. He clung like a . to his surfboard.


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SHAPE OF A GREYHOUND

A head like a snake

A neck like a drake

A back like a beam

A belly like a bream

A foot like a cat

A tail like a rat.

TASK

Use the model to write

your own simile poem.


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LITERAL LANGUAGE

Literal language is meaning exactly what you say; e.g. Go jump in the lake.

FIGURATIVE LANGUAGE

Figurative language is saying one thing and meaning another; e.g. Go jump in a lake!

1. What would the meaning of these

sentences be if you took them

literally:

a. The test was a real killer!

b. Are you chilling?

c. Please give me a break!

d. That boy is two-faced!

e. My friend drives me up the wall!

2. Read the sentences and decide if they

should be taken literally (L) or

figuratively (F):

a. He was the apple of my eye.

b. He was very nice.

c. She had a mouth like a speedboat.

d. He had a crush on her.

e. She was a very good student.

f. He had a bleeding heart for animals.


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Alliteration repeats a

consonant over and

over; e.g. Betty bought

some butter but the

butter was bitter.

TASK:

The Toothpaste and

Snail shape poems use

alliteration. Write a

shape poem from one of

these ideas using

alliteration: A rugby ball,

a snake, a flower, a

ghost, a star, a banana,

a pair of glasses, your

choice.


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Read the rap to yourself. Use the rhythm.

Write-a-Rap Rap

Hey, everybody, lets write a rap.First theres a rhythm youll need to clap.

Keep that rhythm and stay in time,

cause a rap needs rhythm and a good strong rhyme.

But whatll we write? I hear you shout.

There aint no rules for what a raps about.

You can rap about a robber, you can rap about a king,

You can rap about a chewed up piece of string

(well, you can rap about almost anything!


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You can rap about the ceiling, you can rap about the floor,

you can rap about the window, write a rap on the door.

You can rap about things that are mean or pleasant,

you can rap about wrapping up a Christmas present.

You can rap about a mystery hidden in a box,

you can rap about a pair of smelly old socks.

You can rap about something thats over and gone,

you can rap about something thats going on and on and on

But when you think there just aint nothing left to say..

you can wrap it all up and put it away.

Its a rap. Its a rap. Its a rap rap rap rap RAP!

By Tony Mitten


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TASK

Make notes to help you write a rap about the Treaty (at least 8 lines long).

Think about: things that happened that are not fair (protest) or use some of

the ideas from the leaves off the poet-tree.

Write a draft first:

Line 1 The Treaty is .. and

Line 2 ..

..

Line 8 ..

Practice reading your rap and clap the rhythm.

Change anything you need to.

Read your rap to the class, using expression, timing, volume, speed and

rhythm.


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A limerick is a fun poem that has five lines. Lines one, two and five have three strong

downbeats and the ends rhyme. Lines three and four have two strong downbeats and

rhyme.

OToole

There once was a boy named OToole

Who didnt act smart when at school.

He tried to read books

But got dirty looks,

And he grew up to be quite a fool.

Anna Maria

Anna Maria from France

Hated to sing and to dance

But she boogied one day

What and awful display!

When her neighbour set fire to her

pants.

TASK: Try write your own limerick.

teaching poetry 15950

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