Year 9 Poetry

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Year 9 Poetry

  1. 1. Poetry for Year 9<br />Linda Rubens<br />Christine Wells<br />
  2. 2. Learning intentions:<br />Learn, use and show understanding of poetic figurative devices such as simile, metaphor, and personification.<br />Learn, use and show understanding of poetic sound devices such as alliteration, onomatopoeia and rhyme.<br />Create sentences and poetry using the figurative and sound devices listed above.<br />
  3. 3. Learning intentions cont.<br />Learn rules for writing haiku and limericks then show convincing understanding, write your own creative poems with these structures.<br />Read and analyse song lyrics.<br />Thinking<br />Relating to others<br />Using language, text and symbols<br />Managing self<br />Participating and contributing<br />
  4. 4. By the end of this unit: Success criteria<br />Complete a poetry writing assignment in which you communicate ideas and present your own poetry poster to the class. <br />Research a poet/ song writer and present your findings as a power point.<br />Write a formal poetry essay.<br /> <br />
  5. 5. Poetic Techniques.<br />1.Simile<br />Definition: Simile is when you compare two nouns (persons, places or things) that are unlike, with "like" or "as."<br />Example "The water sparkles like the sun.“<br />Water and the sun have little in common, and yet they're being compared to one another. <br />Gathering<br />
  6. 6. Write out the following seven similes:<br />He is as _________________ as a dinosaur.<br />The boxer had a hand like a bunch of _______________<br />His face looked like _______ that had refused to set and was about to run.<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />Processing<br />Applying<br />
  7. 7. 4. When she smiled after frowning, it was as if the _____was coming out from behind the _________.<br />5. A snowflake is rather like a________ wearing a white fur coat.<br />6. Those two are about as ________as a cat a cat and a goldfish.<br />7. Telling a lie is like_________; the wound may heal, but the scar will remain.<br />
  8. 8. 2.Metaphor<br />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. <br />ExampleI am a rainbow<br />It is comparing two things, a person and a rainbow, but does not use like or as.<br />Gathering<br />
  9. 9. Explain what is being compared in the following metaphors:<br />The acrobat balanced above a sea of faces.<br />The voice, when it came, was caramel.<br />Sarah turned the tables on her tennis opponent by beating her soundly in the second set. <br />Linda will soon be a skeleton if she continues to diet.<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />Processing <br />
  10. 10. Kinaesthetic Poem<br />Hand out poetry anthologies.<br />Give everyone a number between 1 and 5.<br />Ask everyone to turn to page 10 and write down the line number which corresponds to the number they have been given.<br />Repeat x 7<br />Students read their poem to their neighbour and then share with class.<br />Give title and illustrate.<br />Thinking<br />Relating to othersUsing language, text and symbolsManaging selfParticipating and contributing<br />Gathering<br />Applying<br />
  11. 11. 3.Personification<br />Gathering<br />Processing<br />Applying<br />Definition: when you make a thing, idea, or an animal do something only humans can do.<br />Example “The wind screamed wildly."<br />Wind cannot scream. Only a living thing can scream.<br />1. Record 5 examples of personification from the following words:<br />Sea moon lion monster wind tree<br />Mud grass sand river chocolate coffee<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />
  12. 12. 4.Alliteration<br />Definition: When two or more words in a poem begin with the same letter or sound. <br />Example “Dressy Daffodils”<br />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.<br />Write a 4 line alliteration poem.<br />For example:<br />Chris carried Carly carefully to his car.<br />Carly cried copiously,<br />The car carved a cautious path through the Catlins<br />Carly kissed Chris goodbye.<br />At least 3 words must start with the same letter in each line.<br />Gathering<br />Processing<br />Applying<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />
  13. 13. 5.Onomatopoeia<br />Gathering<br />Processing<br />Definition: onomatopoeia words sound like the objects they name or the sounds those objects make.<br />Example: “I zipped my jacket”" Zip" is an onomatopoeia word because it sounds like a jacket is zipping up.<br />Record 5 examples of onomatopoeia for the following words:<br />Chair window car drums bomb <br />Water violin thunder rain siren<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />
  14. 14. Random Poetry<br />  Choose a stimulating resource e.g a photo, ornament, or a skull.<br />Divide class into 3 groups.<br />Ask class to study resource intensely.<br />Ask each person to write down 1 word about the resource.<br />Group 1 = a noun each<br />Group 2 = a verb each<br />Group 3 = an adjective each<br />5. Each word is thought of individually without discussion. It is written on a piece of paper and put into a box.<br />6. The words are then mixed up and drawn out randomly.<br />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.<br />8. The class is now asked to produce a poem from the words.<br />Gathering<br />Processing<br />Applying<br />ThinkingRelating to others<br />Using language, text and symbolsManaging selfParticipating and contributing<br />
  15. 15.
  16. 16. 6.Rhyme<br />Gathering<br />Processing<br />Applying<br />Definition: The repetition of similar sounds, used in poetry and songs.<br />Example: Had we but world enough,and time<br /> This coyness Lady,were no crime<br />Find rhyming words in a nursery rhyme or children’s song.<br /> Write your own 4 line rhyme about one of the following topics: Cats Dogs Pigs Elephants<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />
  17. 17. Using what we have learnt:<br />Processing<br />Applying<br />Hand out poems <br />Close read and analyse the poems” The Boxer” and “The Sea”.<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />
  18. 18. The Sea<br />The sea is a hungry dog.<br />Giant and grey.<br />He rolls on the beach all day.<br />With his clashing teeth and shaggy jaws<br /> <br />Hour upon hour he gnaws<br />The rumbling, tumbling stones,<br />And ‘Bones, bones, bones, bones!’<br />The giant seadog moans,<br />Licking his greasy paws.<br /> <br />And when the night wind roars<br />And the moon rocks in the stormy cloud,<br />He bounds to his feet and snuffs and sniffs,<br />Shaking his wet sides over the cliffs,<br />And howls and hollos long and loud.<br /> <br />But on quiet days in May or June,<br />When even the grasses on the dune<br />Play no more their reedy tune,<br />With his head between his paws<br />He lies on sandy shores,<br /> <br />So quiet, so quiet, he scarcely snores.<br />
  19. 19. ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />The Sea questions<br />Gathering<br />Processing<br />Describe what the sea would look like. Write 2-3 sentences.<br />Describe the sights and sounds of the sea.<br />Explain what kind of day it must be.<br /> “He bounds to his feet and sniffs and snuffs,”What kind of sound does the repetition of the s’s make?<br />Identify what part of the sea makes a similar sound.<br />“And when the night wind roars”List 3 adjectives to describe the night wind.<br />Identify the animal that the wind is compared to.<br />Explain why Reeves has compared the wind to this animal. <br /> <br />
  20. 20. Types of techniques<br />Visual:<br />Metaphor, simile, personification – all help the reader to visualise and create a picture in their minds.<br />Aural:<br />Alliteration, onomatopoeia, rhyme, assonance, sibilance – help the reader to hear the sounds in the poem.<br />Gathering<br />
  21. 21. Identify & explain each technique<br />Technique Example Evaluate: How does it help the reader?<br />1.<br />2.<br />3.<br />4.<br />5.<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />Gathering<br />Processing<br />Applying<br />
  22. 22. You do!<br />Remember to glue the poems into your work books! <br />You will be tested on your knowledge of these poems later in the term.<br />Homework: Bring a copy of a song of your choice.<br />
  23. 23. Write a song<br />Processing<br />Applying<br />1. Highlight and label any poetic techniques that you can find.<br />2. Take the first verse and chorus of the song you have chosen, and re-write it as your own version.<br />Or Add 2 more verses of your own to the song.<br />You are allowed to substitute words into the original version.<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />
  24. 24. Poetry essay #1<br />Processing<br />Applying<br />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.<br />Aim to write 1-1 ½ pages.<br />ThinkingUsing language, text and symbolsManaging self<br />
  25. 25. Introduction<br />State the title of the poem and the poet’s name. List the three techniques you will be discussing in your essay.<br />For example<br />In the poem…by… there are many different techniques. The ones that are effective are…,…, and …<br />
  26. 26. Three body paragraphs should do the following:<br />Name the technique<br />Explain how the technique is used<br />An example or two…quote!<br /> Is it effective and why?<br />For example,<br />The first technique in the poem is…<br />This is used to help the reader…<br />An example of this is… <br />(The reader learns from this technique that…)<br />
  27. 27. Conclusion<br />Sum up what you have said in the body of your essay.<br />Do not include any new information.<br />You can rework your introduction.<br />For example,<br />In the poem…by… there are many effective techniques. Three of these are…, …, and … These techniques helped the reader to …<br />
  28. 28. Possible techniques<br />Simile<br />Metaphor/extended metaphor<br />Personification<br />Onomatopoeia<br />Alliteration<br />Assonance<br />Rhyme<br />Repetition<br />
  29. 29. Possible poems to use<br />The Boxer<br />The Sea<br />
  30. 30. Haiku<br />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.<br />Every haiku has three separate lines.<br />Each line has a set number of syllables.<br />Line 1 = 5 syllables<br />Line 2 = 7 syllables<br />Line 3 = 5 syllables<br />Gathering<br />
  31. 31. Examples of haiku<br />The tiny spider<br />Weights a small thread with a glue<br />Twists it, catching bugs.<br />Large glass skyscrapers<br />Reflecting the sky and town<br />Is this real beauty?<br />Gathering<br />
  32. 32. Write your own haiku <br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />Starters:<br />Rainy afternoon<br />Overhanging pine<br />Morning misted street<br />A sudden shower<br />White autumn moon<br />Over wintry fields<br />In my dark winter<br />Winter moonlight casts<br />Processing<br />Applying<br />
  33. 33. Limerick rules<br />Gathering<br />The limerick consists of five lines.<br />The last line always rhymes with the first two lines.<br />The third and fourth lines rhyme with each other.<br />Rhyme scheme aabba<br />
  34. 34. Lines one, two and five may have from eight to eleven syllables.<br />Lines three and four may have from five to seven syllables.<br />The last line of the limerick is special as it contains the joke or punch line.<br />
  35. 35. Limerick<br />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. <br />Gathering<br />
  36. 36. Limerick<br />Thinking<br />Relating to othersUsing language, text and symbolsManaging selfParticipating and contributing<br />There was an Old Person of Dover,<br />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<br />NOW, using this model, write your own limerick.<br />When you have finished, share with you neighbour.<br />Processing<br />Applying<br />
  37. 37. Poetry Poster<br />Design and create a poster with your poems on.<br />You should have at least:<br />One Haiku<br />One Limerick<br />One poem based closely on a song<br />One kinaesthetic poem<br />A random poem<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />Processing<br />Applying<br />
  38. 38. More poems…<br />Hand out Old man and Winter<br />Close read – underline techniques<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />Gathering<br />Processing<br />
  39. 39. Old Man<br />Old man, once sturdy as a mountain<br /> Now fragile as a twig.<br />It is many years and many storms till a mountain is worn<br /> But a twig can suddenly go snap.<br /> <br />Old man, whose white beard is tangled like a net<br /> Meshed and tangled is he.<br />Tangled like old yarn<br /> But yarn can be snagged.<br /> <br />Old man, whose face is gnarled like an old tree<br /> Gnarled and cracked his face is<br />Like a rotted tree stump<br /> But a rotted tree stump can crumble to dust.<br /> <br />Old man, how many more snaps can you withstand?<br /> How much more snapping?<br />How long can this go on?<br /> Before you too crumble into dust?<br /> Jessica Siegal<br />
  40. 40. Old Man questions<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />Achieved level questions<br />Identify what simile tell s us how sturdy the old man once was.<br />“Now fragile as a twig.” Explain what the poet is suggesting about the old man when she compares him to a twig.<br />Why is the old man’s face similar to an old tree?<br />Describe how tangled the old man’s white beard is.<br />“Tangled like old yarn.” Explain why the poet compares the old man to “old yarn”.<br />Merit/excellence level questions<br />Explain why the poet uses the word “gnarled” twice in the second stanza.<br />Explain what is unusual and effective in the last stanza.<br />GatheringProcessing<br />
  41. 41. Winter<br />Winter crept<br />through the whispering wood,<br />hushing fir and oak;<br />crushed each leaf and froze each web – <br />but never a word he spoke.<br /> Winter prowled<br />by the shivering sea,<br />lifting sand and stone;<br />nipped each limpet silently – <br />and then moved on.<br /> <br />Winter raced<br />down the frozen steam,<br />catching at his breath;<br />on his lips were icicles,<br />at his back was death. Judith Nicholls<br />
  42. 42. Winter questions<br />Gathering<br />Processing<br />Applying<br />Achieved level questions<br />How does winter move through the wood?<br />Describe how the wood seems human.<br />How does winter control the wood?<br />How is the sea given a living quality?<br />In the 3rd stanza what body feature does winter possess?<br />Merit/excellence level questions (quotes must be used for each answer)<br />Explain how this poem is structured and what effect it has.<br />Explain how winter develops as the poem progresses.<br />Analyse how the use of poetic techniques makes this poem effective.<br />Explain the line “at his back was death”.<br />ThinkingUsing language, text and symbolsManaging selfParticipating and contributing<br />
  43. 43. In pairs, identify & explain 3 techniques<br />Identify three techniques used in each poem and underline each one.<br />For each technique, explain it’s purpose. <br />What does it help us to hear or see in the poem?<br />Is it effective?<br />What mood or atmosphere is created?<br />Gathering<br />Processing<br />Applying<br />Thinking<br />Relating to othersUsing language, text and symbolsManaging selfParticipating and contributing<br />
  44. 44. Poetry essay #2<br />Processing<br />Applying<br />Explain how the use of poetic techniques helped your understanding and enjoyment of two poems you have studied.<br />Aim to write 250 – 300 words.<br />Use The old man and Winter.<br />ThinkingUsing language, text and symbolsManaging self<br />
  45. 45. Introduction<br />State the title of the 2 poems and the poet’s names. List the three techniques you will be discussing in your essay.<br />For example<br />In the poem…by… and the poem … by …there are many different techniques. The ones that are effective are…,…, and …<br />
  46. 46. Body paragraphs<br />Name the technique in the first poem.<br />Explain how the technique is used<br />An example or two…quote!<br /> Is it effective and why?<br />For example,<br />The first technique in the poem …is…<br />This is used to help the reader…<br />An example of this is… <br />(The reader learns from this technique that…)<br />5. Repeat in the next paragraph for the second poem.<br />
  47. 47. Body paragraph 3<br /> In the 3rd body paragraph write about a technique that appears in both poems.<br />For example,<br />Both poems use … (the technique)<br />For example… and … (quotes)<br />This technique is effective in both poems because…<br />In the first poem it helps the reader…<br />In the second poem it helps the reader…<br />
  48. 48. Conclusion<br />Sum up what you have said in the body of your essay.<br />Do not include any new information.<br />You can rework your introduction.<br />For example,<br />In the poem…by… and the poem… by…there are many effective techniques. Three of these are…, …, and … These techniques helped the reader to …<br />
  49. 49. Year 9 Poetry Research<br />Your mission: <br />In pairs, create a biography of a chosen poet/songwriter.<br />Select 2-3 pictures to put on your PowerPoint.<br />Copy and paste 3 of their poems/songs into your PowerPoint.<br />Identify 2 themes that are obvious in their poems/lyrics. Explain why your person uses these themes.<br />Identify the poetic techniques in their songs.<br />Your PowerPoint must have 5-7 slides. <br />Thinking<br />Relating to othersUsing language, text and symbolsManaging selfParticipating and contributing<br />Gathering<br />Processing<br />Applying<br />
  50. 50. Assessment Schedule<br />

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