Professional Documents
Culture Documents
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.
POETRY VOCABULARY
Ballad
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.
Free Verse
Can be used to create an atmosphere and express mood or feeling. Has an irregular
rhythm.
Line
Stanza
A verse of a poem.
Sonnet
A poem that has 14 lines and its usual rhyme scheme is abbaabba, followed by two
or three other rhymes in the remaining six lines.
Verse
A division of a poem.
JEANNE
TASK
Jolly
Energetic
Academic
Nice
Neat
Efficient
Read each sentence and write a metaphor for each. For example:
She is very fast.
a.
He is very angry.
b.
c.
He is very mean.
d.
e.
He is very gentle.
f.
She is a speedboat.
GREY
Grey is the playground just before lunch time.
Grey is the fog as it swirls around the houses.
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) .
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.
d.
As big as a
e.
The players lumbered like .. through mud to get to the try line.
f.
SHAPE OF A GREYHOUND
A head like a snake
A neck like a drake
A back like a beam
A belly like a bream
TASK
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.
2.
a.
a.
b.
b.
c.
c.
d.
d.
e.
e.
f.
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.
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.
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
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.
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.
Anna Maria
OToole
There once was a boy named OToole