Grade 6 Term 3 POETRY WORKBOOK

Transcription

1 Grade 6 Term 3 POETRY WORKBOOK A Poem Is A Spider Web --- A poem is a spider web Spun with words of wonder, Woven lace held in place By whispers made of thunder. --Charles Ghigna SURNAME, NAME: CLASS:

2 DATE: In this booklet we will learn; Poetry PHONICS, SPELLING AND VOCABULARY Learn to use the terms 'image', 'simile', 'metaphor', 'onomatopoeia', 'setting', and 'genre'. VOCABULARY WRITING FICTION AND POETRY SPEAKING AND LISTENING Use inference and deduction to recognize meaning. Identify and describe the effect of writers and poets use of literary, rhetorical and grammatical features, including imagery and figurative language. Compare poems, showing awareness of poets use of language and its effect on the reader. Write to express a personal viewpoint. Explore some of the key linguistic and literary techniques used by writers, and begin to use them for intended effect. Begin to make significant contributions to group discussions, giving responses and showing awareness of a speaker s aims eng-wb-t3-(poetry)

3 DATE: February 2017 Sun Mon Tue Wed Thu Fri Sat Notes: Feb 6 th : Term 3 starts March 2017 Sun Mon Tue Wed Thu Fri Sat Notes: Mar 15 th : General Assessment Mar 24 th : Writing Assessment Dec 30 th Jan 2 nd New Year s Holiday April 2017 Sun Mon Tue Wed Thu Fri Sat Notes: 1 7 th April End of term 3 10 th April 16 th April Spring Break Apr 23 rd National Sovereignty and Children's Day th April Term 4 starts eng-wb-t3-(poetry)

4 DATE: SECTION 1 - WHAT IS POETRY?... 5 TYPES OF POEMS... 5 SECTION LITERARY DEVICES... 8 SECTION SHORT POEMS SECTION MUSIC = POETRY? SECTION POEM ANALYSİS ORAL PRESENTATION (Term 4 Performance Work) MY NOTES: STUDENT EVALUATION SECTION You can check the website for definitions or examples of poetic terms and poem types eng-wb-t3-(poetry)

5 SECTION 1 - WHAT IS POETRY? DATE: Poetry can be defined as writing in which feelings and ideas are given intensity by the use of: figurative language (such as simile and metaphor) poetic devices (such as rhyme and repetition) rhythm and meter (the pattern of stressed and unstressed syllables) the division of text into lines and verses (instead of sentences and paragraphs) TYPES OF POEMS 1. Rhyming Poetry: Rhyme is the repetition of the same or similar sounds at the end of two or more words at the ends of lines. This technique makes the poem easy to remember and is therefore often used in Nursery Rhymes. There are two types of rhyme: Internal Rhyme Rhyme External Rhyme (End Rhyme) Hands on: Work with a partner. Using your ipads, explain and find and write an example for each rhyme type in the boxes below: INTERNAL RHYME EXTERNAL (END) RHYME eng-wb-t3-(poetry)

6 Rhyme Scheme: DATE: Rhyme scheme is a poet's strategy of choosing which lines in poetry will rhyme with each other. The rhyme scheme, or pattern, can be identified by giving end words that rhyme with each other the same letter. For instance, take the poem 'Twinkle, Twinkle, Little Star', written by Jane Taylor in Can you try to complete the rhyme scheme for the poem below? Limericks: 'Twinkle, twinkle, little star, How I wonder what you are. Up above the world so high, Like a diamond in the sky. Twinkle, twinkle, little star, How I wonder what you are!' A limerick is a funny (and sometimes rude) poem with a strong beat. Limericks are very light hearted poems and can sometimes be utter nonsense. They are great for kids to both read and write as they are short and funny. A limerick should have a specific rhyme scheme and consists of five lines. The first line of a limerick poem usually begins with 'There was a...' and ends with a name, person or place. The last line of a limerick is normally a little farfetched or unusual. Read the limerick below and write the rhyme scheme in parenthesis. Use the words in the box to complete the descriptions: punchline unusual character short Limerick from the Book of Nonsense by Edward Lear There was an Old Man with a beard ( ) Who said, 'It is just as I feared! ( ) Two Owls and a Hen, ( ) Four Larks and a Wren, ( ) Have all built their nests in my beard! ( ) Introduces the What s about the character Two lines that continue the story Gives the of the joke. You can scan these QR codes to visit the Limerick making websites and try your own Limerick! eng-wb-t3-(poetry)

7 2. Non-rhyming Poetry: DATE: Not all the poems need to rhyme. There are some poem types that do NOT follow a specific rhyme scheme. Haiku: Haiku Poetry is a Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku poetry originated in the sixteenth century in Japan and reflects on some aspect of nature to create images. A Haiku is a type of poetry that can be written on many themes, from love to nature. Examples of Haiku Poetry: (5) The sky is so blue. (7) The sun is so warm up high. (5)I love the summer. Now, it s your turn. Write a Haiku poem and illustrate with a picture that goes with it: Cinquain: American poet Adelaide Crapsey created the cinquain based on the Japanese haiku. A cinquain consists of five unrhymed lines. Tree Line 1 is one word (the title) Strong, Tall Line 2 is two words that describe the title Line 3 is three words that tell the action Swaying, swinging, sighing Line 4 is a four word phrase that expresses feeling Memories of the summer Line 5 is one word that recalls the title Oak Hands on: You ve tried Haiku, now, try the cinquain eng-wb-t3-(poetry)

8 SECTION 2 LITERARY DEVICES Look at the list of the literary devices below and try to research and come up with more examples using your ipads. Definition Examples ONOMATOPOEIA Onomatopoeia is the imitation of natural sounds in word form. These words help us form mental pictures about the things, people, or places that are described. buzz, hiss, roar, POETIC DEVICES RHYME REPETITION A rhyme is when two words sound the same when spoken. Rhyme is used in poetry to help the poem become interesting and used to help create a pattern within a poem. Repetition is when one or more words or structures are repeated to show urgency or importance. Using a refrain and putting a chorus in a poem can also be repetition. Bright and night _ In your head, in your head they are fighting With their tanks and their bombs and their bombs and their guns. Squawking seagulls swoop on sunbathers. ALLITERATION Alliteration is the repetition of usually initial consonant sounds in two or more neighbouring words or syllables

9 DATE: Definition Examples I ve been working like a dog. SIMILE A simile is a comparison between two unlike things that have something in common. A simile always uses the words like or as to make a comparison. FIGURATIVE LANGUAGE METAPHOR PERSONIFICATION A metaphor is a figure of speech comparing two unlike things that have something in common. The comparison is made without the use of like or as. Personification is when an author gives an idea, object, or animal qualities or traits of a person. All the world is a stage. Snowflakes danced in the air with the wind. SYMBOLISM It is the use of symbols to signify ideas and qualities by giving them symbolic meanings that are different from their literal sense. The dove is a symbol of peace. HYPERBOLE Hyperbole is a figure of speech in which exaggeration is used for emphasis or effect. It may be confused with a simile because it often compares two items. The difference is that with a hyperbole the comparison is an exaggeration. I'm so hungry I could eat a horse eng-wb-t3-(poetry)

10 DATE: Match the correct poetic device with the correct sentence below. simile metaphor onomatopoeia personification alliteration rhyme internal rhyme symbolism 1. Whenever the trees are crying aloud. personification 2. The mouse beneath the stone is still as dead. 3. Life is a broken winged bird. 4. Chirp, tweet 5. Flickering, flitting, fireflies 6. I went to town to buy a gown. 7. I went to the market to buy a pear I made a mistake and forgot to share. 8. With this ring, I give you my love! Look at the meanings below and fill in the gaps with the words from the box. rhyme repetition onomatopoeia alliteration metaphors simile symbolism personification 1. alliteration The repetition of consonant sounds in the beginning of the words. 2. It gives human qualities to something which is non-human. 3. The use of words that imitate sounds. 4. It describes one thing as if it were something else. 5. It uses like and as to compare two apparently unlike things and it shows similarities between the two. 6. The use of symbols to represent ideas or qualities. 7. The repetition of sounds at the ends of the word. 8. It is the use of any element of language a sound, a word, a phrase, or a sentence more than once eng-wb-t3-(poetry)

11 DATE: Read the poems below and find at least 3 literary devices used in each poem. Underline the example and write the name of the literary device on the blanks: 1. Predictable Poor as a church mouse. strong as an ox, cute as a button, smart as a fox. thin as a toothpick, white as a ghost, fit as a fiddle, dumb as a post. bald as an eagle, neat as a pin, proud as a peacock, ugly as sin. When people are talking you know what they'll say as soon as they start to use a cliché. by Bruce Lansky The Railway Train by Emily Dickinson simile 1. I like to see it lap the miles, And lick the valleys up, And stop to feed itself at tanks; And then, prodigious, step Around a pile of mountains, And, supercilious, peer In shanties, by the sides of roads; And then a quarry pare To fit its sides, and crawl between, Complaining all the while In horrid, hooting stanza; Then chase itself down hill And neigh like Boanerges; Then, punctual as a star, Stop--docile and omnipotent-- At its own stable door eng-wb-t3-(poetry)

12 DATE: 3. Noises By Marinela Reka The snake hissed at the prey The blue balloon popped The large audience clapped The car screeched as it stopped 3. The cat meowed for attention The phone crackled by mistake I crunched on my food What noise do you make? 4. Dr. Seuss in Fox in Socks Through three cheese trees three free fleas flew. While these fleas flew, freezy breeze blew. Freezy breeze made these three trees freeze. Freezy trees made these trees' cheese freeze. That's what made these three free fleas sneeze eng-wb-t3-(poetry)

13 SECTION 3 SHORT POEMS DATE: Read the 2 poems below and answer the questions. Fame is A Bee (1788) By Emily Dickinson Fame is a bee. It has a song It has a sting Ah, too, it has a wing eng-wb-t3-(poetry)

14 DATE: 1. Which poem did you enjoy the most? Explain with your reasons. 2. What type of figurative language is used to compare fame to a bee? Why do you think so? 3. In April Rain Song what poetic device is used for rain? 4. What does the kind of song tell you about the poet s feelings about rain? 5. Find an example of each kind of figurative language in the poems. Metaphor Personification Symbolism Repetition eng-wb-t3-(poetry)

15 SECTION 4 MUSIC = POETRY? DATE: Song lyrics are poetry that is put to music. They also focus on feelings and ideas of the writer just like poems. Poetry and Music are about flow, rhythm, meaning and expression. Identify, label and explain the type of figurative language or poetic device used in the song lyrics. Examples may include: imagery devices such as metaphors, similes, personification, hyperbole; sound devices such as alliteration, onomatopoeia, rhyme, etc. 1. Firework by Katy Perry Identify, Underline & Label the Poetic Devices 1 Do you ever feel like a plastic bag 2 Drifting through the wind 3 Wanting to start again 4 Do you ever feel, feel so paper thin 5 Like a house of cards 6 One blow from caving in 7 Do you ever feel already buried deep 8 Six feet under scream 9 But no one seems to hear a thing 10 Do you know that there's still a chance for you 11 Cause there's a spark in you 12 You just gotta ignite the light 13 And let it shine 14 Just own the night 15 Like the Fourth of July Explain the Poetic Devices Used Simile the feeling of is compared to a _ eng-wb-t3-(poetry)

16 (Chorus) 16 Cause baby you're a firework 17 Come on show 'em what you re worth 18 Make 'em go "Oh, oh, oh!" 19 As you shoot across the sky 20 Baby you're a firework 21 Come on let your colors burst 22 Make 'em go "Oh, oh, oh!" 23 You're gonna leave 'em fallin' down DATE: 24 You don't have to feel like a waste of space 25 You're original, cannot be replaced 26 If you only knew what the future holds 27 After a hurricane comes a rainbow 28 Maybe you're the reason why all the doors are closed 29 So you can open one that leads you to the perfect road 30 Like a lightning bolt, your heart will blow 31 And when it's time, you'll know 32 You just gotta ignite the light 33 And let it shine 34 Just own the night 35 Like the Fourth of July (Repeat Chorus) 36 Boom, boom, boom 37 Even brighter than the moon, moon, moon 38 It's always been inside of you, you, you What do you think the theme of this song is? Why do you think so? After listening to the song and watching the video clip, what are your reflections about the song? eng-wb-t3-(poetry)

17 DATE: 2. Grenade by Bruno Mars Easy come easy go, that's just how you live Oh, take, take, take it all but you never give Should've known you was trouble from the first kiss Had your eyes wide open, why were they open Gave you all I had and you tossed it in the trash You tossed it in the trash, you did To give me all your love is all I ever asked 'Cause CHORUS What you don't understand is I'd catch a grenade for ya Throw my hand on a blade for ya I'd jump in front of a train for ya You know I'd do anything for ya oh oh oh oh oh I would go through all this pain Take a bullet straight right through my brain Yes, I would die for you, baby But you won't do the same No, no, no, no Black, black, black and blue, beat me 'til I'm numb Tell the devil I said, hey, when you get back to where you're from Mad woman, bad woman, that's just what you are, yeah You'll smile in my face then rip the brakes out my car Gave you all I had and you tossed it in the trash You tossed it in the trash, yes, you did To give me all your love is all I ever asked 'Cause CHORUS If my body was on fire Ooh, you'd watch me burn down in flames You said you loved me, you're a liar 'Cause you never, ever, ever did, baby But darling, I'd still catch a grenade for ya Throw my hand on a blade for ya I'd jump in front of a train for ya You know I'd do anything for ya I would go through all this pain Take a bullet straight right through my brain Yes, I would die for you, baby But you won't do the same No, you won't do the same You wouldn't do the same Ooh, you never do the same No, no, no, no Read more: Metrolyrics Print Grenade MetroLyrics eng-wb-t3-(poetry)

18 Language DATE: 1) What is the theme of the song? 2) Can you find any grammar mistakes in this song? Why do you think it is that way? Literary Terms Give an example for each of the following: 1) Hyperbole 2) Rhyme 3) Alliteration 4) Repetition 5) Internal Rhyme eng-wb-t3-(poetry)

19 DATE: SECTION 5 poem analysis Oh yes, we know it keeps them still, The most important thing we've learned, So far as children are concerned, Is never, NEVER, NEVER let Them near your television set -- Or better still, just don't install The idiotic thing at all. In almost every house we've been, We've watched them gaping at the screen. They loll and slop and lounge about, And stare until their eyes pop out. (Last week in someone's place we saw A dozen eyeballs on the floor.) They sit and stare and stare and sit Until they're hypnotised by it, Until they're absolutely drunk With all that shocking ghastly junk. They don't climb out the window sill, They never fight or kick or punch, They leave you free to cook the lunch And wash the dishes in the sink -- But did you ever stop to think, To wonder just exactly what This does to your beloved tot? IT ROTS THE SENSE IN THE HEAD! IT KILLS IMAGINATION DEAD! IT CLOGS AND CLUTTERS UP THE MIND! IT MAKES A CHILD SO DULL AND BLIND HE CAN NO LONGER UNDERSTAND A FANTASY, A FAIRYLAND! HIS BRAIN BECOMES AS SOFT AS CHEESE! HIS POWERS OF THINKING RUST AND FREEZE! HE CANNOT THINK -- HE ONLY SEES! eng-wb-t3-(poetry)

20 DATE: After reading the poem please answer the questions and get ready to discuss your answers in class: 1. What are the author s feelings and opinions about TV? Find words or phrases that support your answers. 2. Why is he yelling at the end of the poem? Which device does he use to do that? 3. Who is the author speaking to? How do you know that? 4. Find at least 2 different examples of poetic devices and name them. E.g.: Is never, NEVER, NEVER let = repetition Do you agree with Roald Dahl s thoughts on TV? Why / Why not? _ eng-wb-t3-(poetry)

21 DATE: No Difference by Shel Silverstein Small as a peanut, Big as a giant, We're all the same size When we turn off the light. Rich as a sultan, Poor as a mite, We're all worth the same When we turn off the light. Red, black or orange, Yellow or white, We all look the same When we turn off the light. So maybe the way To make everything right Is for God to just reach out And turn off the light! Answer the questions below about the poem No Difference. 1. Who is Shel Silverstein? Research and write at least 3 facts about him: 2. How many stanzas are there? 3. What is the theme of this poem? 4. What type(s) of figurative language is used in this poem? Give an example. 5. What message do you think the poet is trying to give to the readers? 6. Illustrate the poem: eng-wb-t3-(poetry)

22 Read the poem Life Doesn t Frighten Me and answer the questions. 1. Who is Maya Angelou? Research and find how her life affected her poetry. 2. What is the theme and moral of this poem? 3. Why does the speaker smile at frightening things? Life doesn t frighten me By Maya Angelou Shadows on the wall Noises down the hall. Life doesn t frighten me at all. Bad dogs barking loud. Big ghosts in a cloud. Life doesn t frighten me at all Mean old Mother Goose. Lions on the loose. They don t frighten me at all. Dragons breathing flame. On my counterpane. That doesn t frighten me at all. I go boo. Make them shoo. I make fun. Way they run. I won t cry. So they fly. I just smile. They go wild. Life doesn t frighten me at all. Tough guys fight. All alone at night. Life doesn t frighten me at all. Panthers in the park. Strangers in the dark. No, they don t frighten me at all. That new classroom where Boys all pull my hair (Kissy little girls With their hair in curls) They don t frighten me at all. Don t show me frogs and snakes. And listen for my scream, If I m afraid at all. It s only in my dreams. I ve got a magic charm That I keep up my sleeve, I can walk the ocean floor. 4. What does the poem reveal about the speaker s And never have to breathe. personality? Life doesn t frighten me at all. Not at all. Not at all. Life doesn t frighten me at all eng-wb-t3-(poetry)

23 ORAL PRESENTATION (Creative Project) Objective: Making a formal presentation on a song or poem of your choice. Presenting a clear and well-organized presentation. Establishing a presence in front of the audience through body language, eye contact, content of the presentation,etc. Task: Prepare and present a 3-4 minute oral presentation about a song or poem of your choice. At the end of the presentation you will have 2-3 minutes to answer questions or respond to comments from the audience. You can create a PowerPoint Presentation, a Prezi or any other ICT tool you wish and prepare cue cards (cue cards optional). Content: 1. Talk a bit about the singer or author of the song / poet (include references), 2. Talk a bit about the plot in the song / poem and the main theme, 3. How do you feel when you listen to / read it? 4. Why did the poet or singer write such a piece of music? 5. Why did I choose this song or poem and how does it relate to my life? 6. You should also add a short video or images to describe the song and its meaning to you. 7. Which literary devices are used in the song / poem? My notes about my presentation: Name of the song / poem: ICT tool I will use: Web sites I used: Other details: eng-wb-t3-(poetry)

24 Name of the Presenter Listening- Listen to your friends presenting their songs and take notes. Song/ Poem Singer/ Band/ Author Theme Name one poetic device and give an example from the song / poem: eng-wb-t3-(poetry)

25 Name of the Presenter Song/ Poem Singer/ Band/ Author Theme Name one poetic device and give an example from the song / poem: eng-wb-t3-(poetry)

26 ORAL PRESENTATION RUBRIC Quality of Content Literary Devices Creativity Presentation Style Listening / Note taking Understood the contents very well and obviously put in a lot of hard work and research in preparing the presentation. Found all / almost all the literary devices in the song/poem and explored their meaning well. Very creative and original. Very imaginative in style of presentation, usage of materials, and explanation methods. Simple, easy to understand, attractive visual aids. Clear voice, correct pronunciation, confident, relaxed, used notes well, good arm gestures and facial expressions, good eye contact with audience, held audience s attention. Student took clear notes and had a question prepared for each presenter. Teacher Comments: Understood the contents quite well and obviously put in some amount of hard work and research in preparing the presentation. Found most of the literary devices in the song/poem and explored their meaning well. Mostly creative and original. Generally imaginative in style of presentation, usage of materials, and explanation methods. Mostly simple, easy to understand, attractive visual aids. Mostly confident and relaxed. Clear voice, most words have been pronounced correctly. Used notes quite well and had good arm gestures and facial expressions, generally had good eye contact with audience and held their attention. Student took clear notes but did not have a question prepared for each presenter. Understood the contents a bit and seemed to have put in limited hard work and research in preparing the presentation. Found 1-2 literary devices in the song/poem and / or the meaning of the devices are nor clear enough. Lacked in original creativity. Style of presentation, usage of materials, and explanation methods lacked imagination and weren t very clear. Below average quality, not very easy to understand. Voice is low, a few words have been correctly pronounced Not very confident and a bit nervous. Read most of the presentation notes like a story, used minimum arm gestures and facial expressions, and made minimum eye contact with audience. Student took some notes, but the section was not attentive to details and questions were not prepared for each presenter. Hardly understood the contents and seemed to have put in almost no hard work and research in preparing the presentation. Either found no literary devices or the ones that are found are not correct or clear at all. A very poor quality of presentation that lacked energy, hardly used any extra materials, and wasn t very easy and/or fun to follow. Mumbles, incorrect pronunciation. Not at all confident and really nervous: was totally unprepared, read the entire presentation, turned from audience to read the PowerPoint, made no eye contact, moved arms and feet awkwardly. Student s notes were incomplete or not completed eng-wb-t3-(poetry)

27 MY NOTES: eng-wb-t3-(poetry)

28 STUDENT EVALUATION SECTION Now it s your turn to evaluate this booklet! Poor Average Good Very Good Excellent The booklet met my goals Well organized Understandable Useful My favorite parts were: Because: Some interesting things I learned in this booklet: What other topics should be included in the booklet? eng-wb-t3-(poetry)