week 14 wb 13 july - poetry lesson...
TRANSCRIPT
Week 14 wb 13 July - Poetry
Lesson 1
Year 6 poetry
Read through the poem twice.
Do you like the poem?
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Why? Why not?
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Can you identify the sights, sounds, smells and tastes that the
poet puts inside the box?
Sights: ________________________________________
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Sounds: ________________________________________
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Smells: ________________________________________
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Tastes: ________________________________________
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Why do you think the writer has chosen these things?
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Do you think that the poem could be about the writer’s
identity?
What do you notice about the pattern of the poem and how
the last two paragraphs change?
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‘The Magic Box’ is a rich and suggestive poem, full of
marvellous textures, sights and sounds which you would not
normally be able to put into a box of any sort, but this is a
magic box, so anything can and will go in.
Do any things in the poem you laugh? If so, which parts?
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Which parts did you like the best? Why?
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Do any of the sentences give you a picture in your mind?
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Did you notice that each line has nouns, adjectives and verbs,
as well as other details to make the poem more alive and so
the description creates a vivid picture in your head.
Can you remember what the following are:
Noun: _________________________________________
Adjective: ______________________________________
Verb: __________________________________________
The poet used the following words in the first verse:
‘the swish of a silk sari on a summer night’ – what do we call
this literary device used by poets/writers?
Do you think that the poet has used this device effectively?
If so, why?
During the year, we have discussed these figurative devices
below. Can you remember what they are and give an example
of each? If not, look them up in a dictionary or you can Google
them.
Alliteration:
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Metaphor:
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Simile:
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Onomatopoeia:
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Personification:
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How many of these literary devices can you find in ‘The Magic
Box”.
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You are going to create your own ‘Magic Box poem’.
The poem must follow the same format as ‘The Magic Box’ by
Kit Wright.
You are going to use the repeated sentence stem each time -
’I will put in my box’ – for the first four verses, followed by
one verse describing the box, using the stem ‘My box is ..’
and the final verse describing how you will use your box and
where you will travel in your box.
Planning
So think about the fact that the poet put items into his box
that were important to him.
What sort of sights, sounds, smells and textures would you
put in your box that are important to your family? What sort
of dreams and feelings would you put in the box? Are there
things from the natural world, like rivers and mountains?
Perhaps your box has a window in it, or a door leading to
somewhere else? You could invent a different kind of box
altogether – The Dream Box, The Happy Box….
Spend about 20 minutes with your planning – you will write
your poem tomorrow.
Lesson 2
My Magic Box
I will put in my box
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I will put in my box
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I will put in my box
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I will put in my box
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My box is fashioned from _____________ and ___________________ and
_________________ with _______________ on the lid ________________
in the corners. Its hinges are ______________________________
(How you will use your box) I will _____________________________________
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Once you have written your poem you are going to edit it to
see how you can improve the vocabulary, language, etc.
Read your poem to a family member and ask them for
suggestions about how you can make it better.
Make sure that you have written your poem in the style of Kit
Wright – have you included alliteration, lovely imagery and
magical words?
Once you are totally satisfied, rewrite your poem on the page
that follows. If you like, you could use a piece of blank paper
and draw your own pictures and border.
Lesson 3
We are going to focus on a different poem today.
Just remember:
1. Poetry does not have to rhyme.
2. Start a new line when you pause.
3. Say something new and fresh in each thought.
4. Ordinary things make good poetry.
5. Every word must count.
There are so many different types of poetry – can you name
some of them?
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Did you think of these?
Blank verse - poetry that does not rhyme
Rhymed poetry – poetry that rhymes
Epic poetry - an epic poem is a long story that usually details
the extraordinary feats and adventures of characters from
long ago.
Narrative poetry - similar to an epic, a narrative poem tells a
story.
Haiku – a haiku is a three-line poetic form originating in
Japan. The first line has five syllables, the second line has
seven syllables and the third line again has five.
Sonnet – a sonnet is a 14 line poem, typically (but not
exclusively) concerning the topic of love.
Elegies - an elegy is a poem that reflects upon death or loss.
Limerick – a limerick is a five-line poem that consists of a
single verse, an AABBA rhyme scheme and whose subject is a
short tale or description.
These are not the only types of poems.
Today we are going to consider the following poem –
‘Alone in the grange” by Gregory Harrison
(A grange is a large house in the countryside with farm
buildings connected to it.)
Before we read the poem, which image do you see in your mind
when you read the title?
Look at each of the images carefully.
A.
B.
C.
So which one of the images would you associate with the title
of the poem ‘Alone in the grange’? Why?
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Alone in the grange
Strange,
Strange,
Is the little old man
Who lives in the Grange.
Old,
Old;
And they say he keeps
A box full of gold.
Bowed,
Bowed,
Is his thin little back
That once was so proud.
Soft,
Soft,
Are his steps as he climbs
The stairs to the loft.
Black,
Black,
Is the old shuttered house.
Does he sleep on a sack?
They say he does magic,
That he can cast spells,
That he prowls round the garden
Listening for bells;
That he watches for strangers
Hates every soul,
And peers with his dark eye
Through the keyhole.
I wonder, I wonder,
As I lie in my bed
Whether he sleeps with his hat on his head?
Is he really a magician with an altar of stone,
Or a lonely old gentleman left on his own?
Read through the poem a second
time.
If there are any words that you do not understand, look them
up in a dictionary.
There are 4 verses; summarise in your own words what each
verse is about.
Verse 1
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Verse 2
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Verse 3
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Verse 4
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If the poet – Gregory Harrison - were to walk in the room
now, what would you ask him?
For example, I would like to know:
was the old man real?
who was the old man based on?
was he really a magician?
why was he lonely?
What questions would you like to ask?
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2. ___________________________________________
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3. ___________________________________________
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4. ___________________________________________
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5. ___________________________________________
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Think of possible answers to the questions that you can use
when you are writing your poem.
Jot down your thoughts here.
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What do you imagine that this old man in the poem looked
like?
A B
C
C D
Would you choose one of these images?
If so, which one and why?
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If you did not choose one of the images above, describe
your old man:
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We are now going to write our own first verse, based on
the structure used by Gregory Harrison. I will write my own
first verse and then you can write yours.
Grumpy
Grumpy
Is the worthless old man
Who lives in the grey empty school house.
Stooped,
Stooped,
And the neighbours say that he has
A casket full of treasure.
Shuffling,
Shuffling,
His ankles and knees aching
As he slowly moves down the passage.
OR
Scary,
Scary,
Is the manky old man
In the dark and mysterious house.
OR
Homeless,
Homeless,
Is the troubled man
Who never stops to say hello.
OR
Fat,
Fat,
Is the mean old man
Who eats marshmallows.
Blood red,
Blood red,
Is the colour of his burning eyes
Deep in his head.
Heartless,
Heartless,
Is his staring glare which haunts his victims
When the glowing moon is full.
These are my ideas. Now I want you to write your own first
verse – you can magpie some of my ideas but I want most of
the writing to be your own.
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You should have written 12 lines.
Keep checking back for the style of the original poem.
When you have finished your first verse, read through it and
check for mistakes. Think about how you can improve your
grammar and vocabulary.
We will complete the poem tomorrow.
Lesson 4
Today we are going to complete our poems based on ‘Alone in
the grange’.
Read through verses 2, 3 and 4.
Verse 2 – about the old man climbing the stairs – 8 lines
Verse 3 – saying what strange things the old man does – 8
lines
Verse 4 – thinking about why the old man is all alone – 7 lines
Verse 2
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Verse 3
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Verse 4
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Now you have completed your entire poem.
Spend some time editing it and see where you can improve
and uplevel it.
Use a dictionary for words that you are not 100% sure are
correctly spelt.
Use a thesaurus to look for more interesting synonyms.
Give your writing to a parent or sibling to read through –
maybe they can give you some ideas on how to improve your
poem.
When you are happy with your finished poem, write your final
draft on the next page.
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Lesson 5
In the first lesson this week, we looked very briefly at some
of the different types of poetry that we come across.
Can you remember any of them?
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You can look back to check the names of the different kinds
of poetry.
One of the types of poem is a haiku.
What do you know about a haiku?
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A haiku is a very old form of Japanese poetry made popular by
the samurai warrior, Basho. A samurai warrior
was a Japanese warrior.
Syllables are the separate beats/parts of a word.
Can you work out how many syllables there are in these words?
Clap them out as you say them, if it helps.
ball
butterfly
candle
watermelon
ball – one syllable
butterfly – three syllables
candle – two syllables
watermelon – four syllables
Did you get them right?
What did you notice about:
the theme of the poems?
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how many lines in each poem?
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the number of syllables in each line?
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Draft
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Final
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What about creating a lockdown haiku!!!
Read this one.
Together
Although apart now
We are in this together;
Never forget that.
How many lines are there in the haiku ‘Together’?
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Syllables in line 1
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Syllables in line 2
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Syllables in line 3
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Keeping in touch
Communicating
In high tech ways with loved ones
So our world can heal. Once again, we can see that there are 3 lines.
Syllables per line are 5, 7, 5.
Interestingly the first line only has one word which is 5
syllables while the second line has 7 words and 7 syllables.
It is the number of lines and the number of syllables in each
line which is important.
Now write your own poem about your time in
lockdown.
You could include:
Learning at home
Your thoughts and feelings during lockdown
Keeping in touch with family and friends
Fun times with the people that you live with
Thanking key workers
Daily exercise
Draft haiku
My lockdown haiku
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Check that your syllables for each line are
correct
Line 1 – 5
Line 2 – 7
Line 3 – 5
Once you have edited your draft, on the next
page write your final haiku and illustrate it!
My lockdown haiku
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