Learning intentions: Learn, use and show understanding of poetic figurative devices such as simile, metaphor, and personification. Learn, use and show understanding of poetic sound devices such as alliteration, onomatopoeia and rhyme. Create sentences and poetry using the figurative and sound devices listed above.
Learning intentions cont. Learn rules for writing haiku and limericks then show convincing understanding, write your own creative poems with these structures. Read and analyse song lyrics. Thinking Relating to others Using language, text and symbols Managing self Participating and contributing
By the end of this unit: Success criteria Complete a poetry writing assignment in which you communicate ideas and present your own poetry poster to the class. Research a poet/ song writer and present your findings as a power point. Write a formal poetry essay.
Poetic Techniques. 1.Simile Definition: Simile is when you compare two nouns (persons, places or things) that are unlike, with "like" or "as." Example "The water sparkles like the sun.“ Water and the sun have little in common, and yet they're being compared to one another. Gathering
Write out the following seven similes: He is as _________________ as a dinosaur. The boxer had a hand like a bunch of _______________ His face looked like _______ that had refused to set and was about to run. ThinkingUsing language, text and symbolsManaging selfParticipating and contributing Processing Applying
4. When she smiled after frowning, it was as if the _____was coming out from behind the _________. 5. A snowflake is rather like a________ wearing a white fur coat. 6. Those two are about as ________as a cat a cat and a goldfish. 7. Telling a lie is like_________; the wound may heal, but the scar will remain.
2.Metaphor Definition: Metaphor is when you use two nouns and compare or contrast them to one another. Unlike simile, you don't use "like" or "as" in the comparison. ExampleI am a rainbow It is comparing two things, a person and a rainbow, but does not use like or as. Gathering
Explain what is being compared in the following metaphors: The acrobat balanced above a sea of faces. The voice, when it came, was caramel. Sarah turned the tables on her tennis opponent by beating her soundly in the second set. Linda will soon be a skeleton if she continues to diet. ThinkingUsing language, text and symbolsManaging selfParticipating and contributing Processing
Kinaesthetic Poem Hand out poetry anthologies. Give everyone a number between 1 and 5. Ask everyone to turn to page 10 and write down the line number which corresponds to the number they have been given. Repeat x 7 Students read their poem to their neighbour and then share with class. Give title and illustrate. Thinking Relating to othersUsing language, text and symbolsManaging selfParticipating and contributing Gathering Applying
3.Personification Gathering Processing Applying Definition: when you make a thing, idea, or an animal do something only humans can do. Example “The wind screamed wildly." Wind cannot scream. Only a living thing can scream. 1. Record 5 examples of personification from the following words: Sea moon lion monster wind tree Mud grass sand river chocolate coffee ThinkingUsing language, text and symbolsManaging selfParticipating and contributing
4.Alliteration Definition: When two or more words in a poem begin with the same letter or sound. Example “Dressy Daffodils” Both the words begin with "D." Alliteration is like rhyming, but with alliteration the rhyming comes at the front of the words instead of the end. Write a 4 line alliteration poem. For example: Chris carried Carly carefully to his car. Carly cried copiously, The car carved a cautious path through the Catlins Carly kissed Chris goodbye. At least 3 words must start with the same letter in each line. Gathering Processing Applying ThinkingUsing language, text and symbolsManaging selfParticipating and contributing
5.Onomatopoeia Gathering Processing Definition: onomatopoeia words sound like the objects they name or the sounds those objects make. Example: “I zipped my jacket”" Zip" is an onomatopoeia word because it sounds like a jacket is zipping up. Record 5 examples of onomatopoeia for the following words: Chair window car drums bomb Water violin thunder rain siren ThinkingUsing language, text and symbolsManaging selfParticipating and contributing
Random Poetry Choose a stimulating resource e.g a photo, ornament, or a skull. Divide class into 3 groups. Ask class to study resource intensely. Ask each person to write down 1 word about the resource. Group 1 = a noun each Group 2 = a verb each Group 3 = an adjective each 5. Each word is thought of individually without discussion. It is written on a piece of paper and put into a box. 6. The words are then mixed up and drawn out randomly. 7. As they are drawn out, they are called out and each student writes down the words in long lines keeping the order strictly as drawn. 8. The class is now asked to produce a poem from the words. Gathering Processing Applying ThinkingRelating to others Using language, text and symbolsManaging selfParticipating and contributing
6.Rhyme Gathering Processing Applying Definition: The repetition of similar sounds, used in poetry and songs. Example: Had we but world enough,and time This coyness Lady,were no crime Find rhyming words in a nursery rhyme or children’s song. Write your own 4 line rhyme about one of the following topics: Cats Dogs Pigs Elephants ThinkingUsing language, text and symbolsManaging selfParticipating and contributing
Using what we have learnt: Processing Applying Hand out poems Close read and analyse the poems” The Boxer” and “The Sea”. ThinkingUsing language, text and symbolsManaging selfParticipating and contributing
The Sea The sea is a hungry dog. Giant and grey. He rolls on the beach all day. With his clashing teeth and shaggy jaws
Hour upon hour he gnaws The rumbling, tumbling stones, And ‘Bones, bones, bones, bones!’ The giant seadog moans, Licking his greasy paws.
And when the night wind roars And the moon rocks in the stormy cloud, He bounds to his feet and snuffs and sniffs, Shaking his wet sides over the cliffs, And howls and hollos long and loud.
But on quiet days in May or June, When even the grasses on the dune Play no more their reedy tune, With his head between his paws He lies on sandy shores,
So quiet, so quiet, he scarcely snores.
ThinkingUsing language, text and symbolsManaging selfParticipating and contributing The Sea questions Gathering Processing Describe what the sea would look like. Write 2-3 sentences. Describe the sights and sounds of the sea. Explain what kind of day it must be. “He bounds to his feet and sniffs and snuffs,”What kind of sound does the repetition of the s’s make? Identify what part of the sea makes a similar sound. “And when the night wind roars”List 3 adjectives to describe the night wind. Identify the animal that the wind is compared to. Explain why Reeves has compared the wind to this animal.
Types of techniques Visual: Metaphor, simile, personification – all help the reader to visualise and create a picture in their minds. Aural: Alliteration, onomatopoeia, rhyme, assonance, sibilance – help the reader to hear the sounds in the poem. Gathering
Identify & explain each technique Technique Example Evaluate: How does it help the reader? 1. 2. 3. 4. 5. ThinkingUsing language, text and symbolsManaging selfParticipating and contributing Gathering Processing Applying
You do! Remember to glue the poems into your work books! You will be tested on your knowledge of these poems later in the term. Homework: Bring a copy of a song of your choice.
Write a song Processing Applying 1. Highlight and label any poetic techniques that you can find. 2. Take the first verse and chorus of the song you have chosen, and re-write it as your own version. Or Add 2 more verses of your own to the song. You are allowed to substitute words into the original version. ThinkingUsing language, text and symbolsManaging selfParticipating and contributing
Poetry essay #1 Processing Applying Choose at least three techniques from the poem and explain, using detail and reasons, why he/she used them. Evaluate what the reader can learn. Aim to write 1-1 ½ pages. ThinkingUsing language, text and symbolsManaging self
Introduction State the title of the poem and the poet’s name. List the three techniques you will be discussing in your essay. For example In the poem…by… there are many different techniques. The ones that are effective are…,…, and …
Three body paragraphs should do the following: Name the technique Explain how the technique is used An example or two…quote! Is it effective and why? For example, The first technique in the poem is… This is used to help the reader… An example of this is… (The reader learns from this technique that…)
Conclusion Sum up what you have said in the body of your essay. Do not include any new information. You can rework your introduction. For example, In the poem…by… there are many effective techniques. Three of these are…, …, and … These techniques helped the reader to …
Possible techniques Simile Metaphor/extended metaphor Personification Onomatopoeia Alliteration Assonance Rhyme Repetition
Possible poems to use The Boxer The Sea
Haiku Haiku poetry comes from Japan and it is used for admiring nature and its beauty. The best Haiku often concentrate on small-scale subjects, for example the leaf instead of the whole tree. Every haiku has three separate lines. Each line has a set number of syllables. Line 1 = 5 syllables Line 2 = 7 syllables Line 3 = 5 syllables Gathering
Examples of haiku The tiny spider Weights a small thread with a glue Twists it, catching bugs. Large glass skyscrapers Reflecting the sky and town Is this real beauty? Gathering
Write your own haiku ThinkingUsing language, text and symbolsManaging selfParticipating and contributing Starters: Rainy afternoon Overhanging pine Morning misted street A sudden shower White autumn moon Over wintry fields In my dark winter Winter moonlight casts Processing Applying
Limerick rules Gathering The limerick consists of five lines. The last line always rhymes with the first two lines. The third and fourth lines rhyme with each other. Rhyme scheme aabba
Lines one, two and five may have from eight to eleven syllables. Lines three and four may have from five to seven syllables. The last line of the limerick is special as it contains the joke or punch line.
Limerick There was an Old Man of Quebec,A beetle ran over his neck;But he cried, 'With a needle,I'll slay you, O beadle!'That angry Old Man of Quebec. Gathering
Limerick Thinking Relating to othersUsing language, text and symbolsManaging selfParticipating and contributing There was an Old Person of Dover, Who rushed through a field of blue Clover;But some very large bees,Stung his nose and his knees,So he very soon went back to Dover NOW, using this model, write your own limerick. When you have finished, share with you neighbour. Processing Applying
Poetry Poster Design and create a poster with your poems on. You should have at least: One Haiku One Limerick One poem based closely on a song One kinaesthetic poem A random poem ThinkingUsing language, text and symbolsManaging selfParticipating and contributing Processing Applying
More poems… Hand out Old man and Winter Close read – underline techniques ThinkingUsing language, text and symbolsManaging selfParticipating and contributing Gathering Processing
Old Man Old man, once sturdy as a mountain Now fragile as a twig. It is many years and many storms till a mountain is worn But a twig can suddenly go snap.
Old man, whose white beard is tangled like a net Meshed and tangled is he. Tangled like old yarn But yarn can be snagged.
Old man, whose face is gnarled like an old tree Gnarled and cracked his face is Like a rotted tree stump But a rotted tree stump can crumble to dust.
Old man, how many more snaps can you withstand? How much more snapping? How long can this go on? Before you too crumble into dust? Jessica Siegal
Old Man questions ThinkingUsing language, text and symbolsManaging selfParticipating and contributing Achieved level questions Identify what simile tell s us how sturdy the old man once was. “Now fragile as a twig.” Explain what the poet is suggesting about the old man when she compares him to a twig. Why is the old man’s face similar to an old tree? Describe how tangled the old man’s white beard is. “Tangled like old yarn.” Explain why the poet compares the old man to “old yarn”. Merit/excellence level questions Explain why the poet uses the word “gnarled” twice in the second stanza. Explain what is unusual and effective in the last stanza. GatheringProcessing
Winter Winter crept through the whispering wood, hushing fir and oak; crushed each leaf and froze each web – but never a word he spoke. Winter prowled by the shivering sea, lifting sand and stone; nipped each limpet silently – and then moved on.
Winter raced down the frozen steam, catching at his breath; on his lips were icicles, at his back was death. Judith Nicholls
Winter questions Gathering Processing Applying Achieved level questions How does winter move through the wood? Describe how the wood seems human. How does winter control the wood? How is the sea given a living quality? In the 3rd stanza what body feature does winter possess? Merit/excellence level questions (quotes must be used for each answer) Explain how this poem is structured and what effect it has. Explain how winter develops as the poem progresses. Analyse how the use of poetic techniques makes this poem effective. Explain the line “at his back was death”. ThinkingUsing language, text and symbolsManaging selfParticipating and contributing
In pairs, identify & explain 3 techniques Identify three techniques used in each poem and underline each one. For each technique, explain it’s purpose. What does it help us to hear or see in the poem? Is it effective? What mood or atmosphere is created? Gathering Processing Applying Thinking Relating to othersUsing language, text and symbolsManaging selfParticipating and contributing
Poetry essay #2 Processing Applying Explain how the use of poetic techniques helped your understanding and enjoyment of two poems you have studied. Aim to write 250 – 300 words. Use The old man and Winter. ThinkingUsing language, text and symbolsManaging self
Introduction State the title of the 2 poems and the poet’s names. List the three techniques you will be discussing in your essay. For example In the poem…by… and the poem … by …there are many different techniques. The ones that are effective are…,…, and …
Body paragraphs Name the technique in the first poem. Explain how the technique is used An example or two…quote! Is it effective and why? For example, The first technique in the poem …is… This is used to help the reader… An example of this is… (The reader learns from this technique that…) 5. Repeat in the next paragraph for the second poem.
Body paragraph 3 In the 3rd body paragraph write about a technique that appears in both poems. For example, Both poems use … (the technique) For example… and … (quotes) This technique is effective in both poems because… In the first poem it helps the reader… In the second poem it helps the reader…
Conclusion Sum up what you have said in the body of your essay. Do not include any new information. You can rework your introduction. For example, In the poem…by… and the poem… by…there are many effective techniques. Three of these are…, …, and … These techniques helped the reader to …
Year 9 Poetry Research Your mission: In pairs, create a biography of a chosen poet/songwriter. Select 2-3 pictures to put on your PowerPoint. Copy and paste 3 of their poems/songs into your PowerPoint. Identify 2 themes that are obvious in their poems/lyrics. Explain why your person uses these themes. Identify the poetic techniques in their songs. Your PowerPoint must have 5-7 slides. Thinking Relating to othersUsing language, text and symbolsManaging selfParticipating and contributing Gathering Processing Applying