WRITING BOOKLET Grade 5 Term 1 SURNAME, NAME:... CLASS:... 1 051-eng-wb-t3-(writing)
CONTENTS PAGE NUMBER Section 1 Introduction to POETIC DEVICES 4 Poetic devices introduction 4-10 Rhyme 11-13 Repetition and alliteration 14-15 Simile and methapor 16-17 Personification 18-20 Section 2 Introduction to PLAYSCRIPT WRITING 21 Playscript writing introduction 21-22 Playscript samples 23-29 Playscript writing rubric 30 Write your own playscript 31-34 Notes 35 Evaluation 36 In this booklet you will: * Learn about Poetry * Revise poetic devices / tools * Read and understand poems * Learn about playscripts * Learn the elements of playscirpts * Plan the plot, characters, setting and write a short playscript following the playscipt writing rules 2 051-eng-wb-t3-(writing)
Section 1: Poetic Devices / Terms - Introduction Think.Pair..Share! What is poetry in your opinion? Do you know any poetry types? 3 051-eng-wb-t3-(writing)
SECTION 1 : POETIC DEVICES / TERMS - NOTE-TAKING Watch the video and take notes on the definitions of the poetic devices. You may also give examples. https://www.youtube.com/watch?v=2edmkqopbju Metaphor: 4 051-eng-wb-t3-(writing)
Section 1: Poetic devices Finding some examples THE WITCHES Roald Dahl uses many different poetic devices in our book The Witches. Here are some parts from our reader. Read them carefully and write next to each sentence which poetic device is used. 1. She would roll it round and round her mouth like a piece of hot pork-crackling before spitting it out. (p63) 2. The room is full of it! Poo! Poo-oo-oo-oo-oo-oo! (p105) 3. Then very quickly the frightful burning searing scorching felling started spreading down into my chest and into my tummy and on and on into my arms and legs and all over my body! (p109) 5 051-eng-wb-t3-(writing)
Section 1 : Poetic Devices in Songs THINK PAIR SHARE Find out which poetic devices are used. See the box on the next page for help. 1. Repetition 2. 3. 4. 5. 6 051-eng-wb-t3-(writing)
6. 7. 8. Here are some poetic devices you can use : Onomatopoeia Metaphor Simile Alliteration Imagery Repetition Personification Rhyme Let s watch and sing! Can you find the poetic devices? https://www.youtube.com/watch?v=eiwtxqjz4mu 7 051-eng-wb-t3-(writing)
Section 1 : Poetic devices : Rhyme Poems can have different rhyming patterns. A B A B and A A B B are very popular ones: Read the poem The Life of a Cupcake by Shelby Greer. Answer the questions below and circle the rhyming words. Think of the Rhyming pattern and write on the lines. (ABAB? AABB? ) THE LIFE OF A CUPCAKE They put me in the oven to bake. Me, a deprived and miserable cake. Feeling the heat, I started to bubble. Watching the others, I knew I was in trouble. They opened the door and I started my life. Frosting me with a silver knife, Decorating me with candy jewels. The rest of my batch looked like fools. Lifting me up, she took off my wrapper. Feeling the breeze, I wanted to slap her. Opening her mouth with shiny teeth inside, This was the day this cupcake died. Watch this cupcake! Source: https://www.familyfriendpoems.com/poem/the-life-of-a-cupcake 1) The poem is written by a s point of view. 2) Have you enjoyed the poem? Why? Why not? 3) Choose one of the topics / themes below. Now, you write a short poem ( 4 lines ) and try to use ABAB or AABB rhyme pattern. *Space * Seasons * Friendship *Witches *Family 8
Section 1: Non Rhyming Poems - Free Verse FREE VERSE This type of poetry is called free verse because there is no rhyme and it does not have a rhytm. Read the poem LAZY by Roger McGough. Answer the questions below. * huddled: came together * counterpane: bedcover 1. What is this poem about? What is the poet talking about? Say it in your own words. ( Paraphrase it ) 2. A poetic device; Personification is used in this poem. Where? How? Explain. 3. What do you think the white counterpane is for the poet? Section 1 : Poetic devices Alliteration & Repetition Poetry is written to be read out loud! Reading a poem is like eating ice cream or chocolate. You don t just stick it into your mouth and swallow it. No, you enjoy it! You concentrate on its wonderful flavor. You might move it around a bit in your mouth. You notice if it has more than one flavor. You notice if it has nuts or not. Poets use words that you can move around in your mouth and enjoy their flavors. They use different kinds of repeating sounds to make these flavors. Not just rhyming, but other kinds of repeating sounds, too. Just like alliteration & repetition: 9
Read the poem Why Me? by Amy L.V. and see if you notice any sounds that repeat. Circle them. ALLITERATION - Which sounds are repeated? * bestowed : given * batches :groups * sew: stitch with a needle * itches: tickles * embroidery: needlework REPETITION : Which words are repeated? Now YOU try to write a short poem ( 4 lines ) using alliteration OR repetition. 10
Section 1 : Poetic devices - Simile and Metaphor Going to sea is like being in prison with a chance of drowning. - Oscar Wilde Discussion! What does Oscar Wilde try to say in this quote? How can going to sea be like being in a prison? Why? WRITE: Simile: You compare two different things. We use LIKE or AS to compare. Let s try! Life is like. Your smile is like. Her hair is like.. a circus sunshine snakes fire gold a roller coaster the sky the deep blue sea a bowl of cherries a surprise party fireworks art Metaphor: You compare two unlike things. One becomes the other. We do not use like or as. Life is. Your smile is. Her hair is.. 11
Section 1 : Poetic devices- Simile and Metaphor Find the similes & metaphors and circle them: IF YOU SPOT OTHER POETIC DEVICES TOO, SHARE! Snails Sliding steadily across the path Like boats slowly sailing across the ocean. Snakes slithering in the desert Like worms wriggling in the sun. MY LIFE My life is a dream, like a tiger waking up from her deep sleep. https://www.youtube.com/watch?v=znfeaguzpeq https://www.youtube.com/watch?v=jcev_3009gm Listen to the popular songs very carefully and write the similes and metaphors in them. You will see how often they are used in the lyrics of songs. Find at least 3 metaphors and similes and explain. Similes 1) 2) 3) Metaphors 1) 2) 3) 12
Section 1 : Poetic devices - Personification Personification gives an animal or an object life by talking about it like it was a person. Example: The spoon remembered the day that he fed the young prince. Can a spoon really remember? No, of course not, it has no brain. But what if we pretend that the spoon is a he and that he can remember, that he can have memories just like us. Then we have PERSONIFICATION! Read the poem and answer the questions: The Sun to the Night Sky by Angela Yardy Can't you make a bit more effort to brighten up the place? I have spent my whole day with a smile upon my face, You stagger on the earth, with your week starlight wink, And all my effort's wasted and gone in just one blink. 1) This poem is part of a conversation between the and the. 2) Who had a smile on its face the whole day? 3) Who had a problem? Why? 4) Why is there personification here? 5) Imagine the Night Sky answers the Sun. Brainstorm on the poetic devices you can use to write this poem. 16 051-eng-wb-t3-(writing)
Section 8 : WRITE A POEM POETRY CHALLENGE Write a poem from Night sky to the Sun. Make sure you use at least 4 poetic devices you learned in your poem. ----------------------------------------------------------------- 17 051-eng-wb-t3-(writing)
Section 8 : Poetic devices- Personification The By Angela Yardy She look s upon t he eart h below Wit h smiling eyes and cheek s t hat glow, N urt uring t he t hings t hat grow H er face light s up t he world. I n wint er when t he weat her s bleak She s oft en playing hide-and-seek And from behind t he clouds she ll peek To check t hat you re st ill looking. At night, when all is dark, she sleeps Behind t he moon till morning creeps U pon us all, t hen out she peeps To welcome a new day. 1. Give the poem a title : 2. Discuss with your partner. What is the poem about? Write. 3. CIRCLE as many examples of personification as you can find. 4. Find the rhyme pattern ( AABB? AAAB? ) 5. Why do you think the poet used she but not he? 18 051-eng-wb-t3-(writing)
Section 2: Playscript writing-introduction What do you know about plays? Have you been to plays? What do you remember about plays? Discuss with a partner and write all the words that come to your mind in the thought cloud. Watch the trailer of the musical drama School of Rock. Which of the following things you could see in a play / drama? Which of these couldn t be in a play? Why? Which could be in both? Be ready to discuss. https://www.youtube.com/watch?v=t4vasf8yeiu lights stage audience cast performance narrator character chapters props scenes costumes acts make-up roles music 19 051-eng-wb-t3-(writing)
Section 2: Playscript writing-introduction Match the playscript words with their meanings. a. someone who tells the story 1. Playscript b. people who act out the parts of the character in the play script 2. Acts c. person who wrote the play 3. Costumes d. part of the play produced to be acted on a stage 4. Narrator e. a script written for a play 5. Actors/actresses f. person who directs what goes on the stage 6. Props g. chapters in a play 7. Scene h. characters in a play 8. Stage director i. objects needed for the play 9. Cast j. clothes for actors 10. Playwright What is a playscript? Write your own sentence to show what you remember. In this booklet, we are also going to learn how to write a playscript. Here is a list of things you can find in a playscript. Read the playscripts on the next page and show their parts. A scene title An introduction A narrator Characters (Cast) Words characters say (speech) Colons (:) after characters names Correct punctuation marks (capital letters, full stops, question marks, exclamation marks (!) - no quotation marks!! Stage directions always in brackets (. ) to show how the actor must be acting 20 051-eng-wb-t3-(writing)
Section 2: Playscript writing-playscript samples Read the given playscript below and LABEL the parts. ( Cast, Intro, Act, Scene, Title, Stage Directions, Playwright, ) : SASHA AND THE PEARL By Rudy Linke SASHA: The hero of the story. She is a young girl of about 10 years. She is bright, brave and very loving. MOM: Sasha's mother. DAD: Sasha's dad. FAIRY: The fairy, like most fairies, is beautiful, with a flowing gown. A wand is not required. (Sasha's home.--nothing fancy but not dirt-poor either. The time period is not clear and may be whatever is suitable for the production. SASHA is in her bed, RIGHT of the stage. Her PARENTS are UPSTAGE LEFT, in the living room. A barrier should suggest that Sasha is in a different room and is unseen by her parents. SASHA is awake and listening) MOM:Oh, how I would like to have a beautiful necklace to show to all the ladies at the dance! DAD:You mean show off, don't you dear? MOM:Why, you're terrible (chuckling). I would like to impress all those uppity ladies with a wonderful necklace and watch them turn green with envy--just once! Oh, it doesn't have to be a diamond or even a ruby--no, no. I would much rather have a pearl. It's so much more elegant. DAD: Just one pearl, eh? MOM:That would be elegant. One pearl is exactly right. Of course, it would have to be a huge pearl! DAD:Of course. Only the best for my wife. (sigh) Except we can't afford jewelry. I can hardly afford to buy you a new dress, as much as I'd like to. MOM:Oh, dear, I didn't mean to sound ungrateful. I'm only wishing. DAD: Well, enough wishing, mother. It's time for dreams. Let's go to bed. MOM: Yes, it's late. (Exit MOM and DAD. SASHA gets out of bed) SASHA: Poor mommy! She wants a pearl necklace and we can't afford to buy one. She is a good mommy and deserves to have a pearl necklace. How I wish I could get her one! Oh, I wish and wish and wish! And then I'd wish and wish and wish some more! (Sasha falls asleep ) 21 051-eng-wb-t3-(writing)
FAIRY: (Enters her room slowly) Sasha... wake up. SASHA: (startled) Who are you? FAIRY: I'm a fairy who has heard your wishes. SASHA: (excited) You have brought me a pearl necklace for my mom? That's wonderful! FAIRY: No, child. I can't fulfill your wishes. Only you can fulfill your own wishes. It's the way things are. SASHA: Then why have you come? If you don't have a necklace, why are you here? FAIRY: To show you how to use your wish magic. SASHA: Wish magic? I have wish magic inside me? FAIRY: Everyone does. Children have lots of it. Some children have more than others. You, Sasha, have a lot of wish magic in you. SASHA: And I can use my wish magic to make a pearl necklace for my mom? FAIRY: Make one? No, child. But, you can use your magic to help you find a pearl. SASHA: Find one? Like from a jewelry store? I know where one is and I could take... FAIRY: No, no. That would be stealing and would be wrong. Now try to continue writing the playscript... Remember the ( stage directions ). 22 051-eng-wb-t3-(writing)
Section 2: Playscript writing-playscript samples The Playground Introduction: This is a story about the adventures of 4 children who find worms in the playground and play with them. However, they can t be sure about one thing Read the script as a class. Discuss what other parts / sections are needed. Scene 1 (In the playground the children play and Miss Brown drinks her tea.) Joe: Come and see what we have found Tash. (Tash and Raj drop the skipping ropes and walk to Joe and Nita) Tash: Raj: Nita: What is it? I hope it s exciting. Close your eyes and hold your hand out. (Tash and Raj do this and Nita places a big fat worm in their hands) Raj: Tash: Nita: Joe: Raj: Tash: Raj: Nita: Joe: Tash: Raj: Nita: That s disgusting. It feels all slimy. Look, there are loads of them. We could make a worm pie. I wouldn t want to eat worms, even if there was no other food in the world. We wouldn t really eat them, just pretend! I see. Shall we show Miss Brown? Nah, she ll probably tell us off. Why? We haven t done anything wrong. Yeah, we haven t hurt them. Well what shall we do then? Write the missing part(s) and complete them on the script 23 051-eng-wb-t3-(writing)
Section 2: Playscript writing-playscript samples First Scan the script. Discuss what is needed. - Then get roles and read the script as a class. Then take notes on it and complete the missing sections together as a class. Characters: Father, Son, Spirit Narrator: A long time ago there was a woodcutter who had only one son. One day he said. Father: I have decided to use all my savings to give you a good education, so that you can have a decent and honest job which will help us survive when I can no longer work. Boy: Thank you father. I will study hard and you will be proud of me. Father: You will leave next week. Narrator: The young boy went to the university and spent three years. One day the boy got a letter from his father. Boy: (thinking) My father doesn`t have any money and I can`t stay here anymore. I have to go back. Narrator: When he arrived home his father said. Father: I don`t know what we are going to do. With the money I earned cutting wood, we can hardly survive. Boy: Don`t worry father, I will go with you to the forest and I will help you. Father: It`s hard work. Besides, we only have one ax and we don`t have money to buy another one. Boy: Why don`t you ask our neighbor to lend you his ax? Father: That`s a good idea and we will buy another one when we have enough money. Narrator: The next day, their neighbor lent them an ax, and so they went to the forest to work. The boy said: Boy: I will take a short walk father. I`ll be back soon. Narrator: When he was in the deep woods, he saw an enormous oak tree. Then, he heard a voice calling him. Spirit: Help! Help! Let me out of here! I want to go out! Narrator: As the boy was walking, he saw a bottle with a little creature inside. Carefully, he picked up the bottle. Boy: What a strange little bottle and the voice is coming from inside. Spirit: Let me out! Let me out! Boy: I will open it! Narrator: As soon as he opened the bottle,the little creature started to grow, and grow, until it became a huge giant. Spirit: Prepare yourself! I`m going to eat you! I have been here for a long time, and I am very hungry! Boy: Wait, wait before you do, I have to be sure that it was you who was inside the bottle then you can eat me. Spirit: But it was me! You saw me! Boy: Prove it! Spirit: How? Boy: Get smaller again! 24 051-eng-wb-t3-(writing)
Spirit: Very well then I will eat you! Narrator: Then the giant got smaller, and smaller, and smaller, and the boy closed the bottle again. Spirit: Let me out! If you do, I will do whatever you want me to do! Let me out! I will make you rich! I`m telling you the truth! Let me out of here! Boy: You have to promise that you will not eat me! Spirit: I promise. Narrator: The boy opened the bottle, and the little creature started to grow, until it became a huge giant once again. Spirit: Thank you! Boy: How can you help me? Spirit: Take this handkerchief. When you suffer an injury, cover it with the handkerchief, and it will heal instantly. And when you cover a metal object with it, the metal will turn into silver. Boy: Go now you are free! Narrator: As soon as the giant left, the boy returned to where his father was. Father: Where have you been? It`s getting dark and we haven`t finished. Boy: Don`t worry father. I`ll do all the work. Narrator: The boy took the ax and cleaned it with the handkerchief. Suddenly the ax turned into silver, and broke. Father: You broke the ax! Now we have to pay for it, and we don t have any money! Narrator: The boy took the broken ax and saw that it had turned into silver. Boy: Don`t worry father I have something to tell you. Father: What is it? Boy: Look at it, father this is not an ordinary ax. Father: What do you mean? What`s this? Boy: It`s silver. Narrator: Then the boy told his father about the giant. Boy: We have to sell it, father. Father: Let`s go to town right away! Narrator: They sold the ax almost immediately, and bought a new one for their neighbor. Father: Let`s go give him this new ax. Boy: And with all this money I can go back to the university, where I will become a doctor. Father: What about the handkerchief? Boy: With this handkerchief I will heal all my patients. Father: I am very proud of you son! THE END By Grimm Brothers 25 051-eng-wb-t3-(writing)
Section 2: Playscript writing-rubric BEFORE WRITING YOUR PLAYSCRIPT - CHECK THE RUBRIC PLEASE Below basic (1) Basic (2) Proficient (3) Advanced (4) Points Layout of the Play Script Playscript was incorrectly formatted. (0-4 pts) Playscript was formatted correctly in some places. (5-9 pts) Playscript was generally formatted correctly. (10-13 pts) Playscript was formatted correctly. (14-15 pts) /15 Elements of Drama Plot Sentence structure Legibility No elements of drama (scene title, narrator, cast, punctuation, stage directions) were included (0-5 pts) Could not follow the plot of the story. (0-2 pts) Tenses were all incorrect. (0-2 pts) Writing is not legible. 0-2 pts) 1-2 elements of drama (scene title, narrator, cast, punctuation, stage directions) were included (6-10 pts) Plot was difficult to follow. (3-4 pts) Tenses were generally incorrect. (3-4 pts) Writing is not legible in some places. (3-4 pts) 3-4 elements of drama (scene title, narrator, cast, punctuation, stage directions) were included (11-20 p) Plot was developed well. (5-8 pts) Correct tenses were mostly used. (5-8 pts) Marginally legible handwriting, typing, or printing. (5-8 pts) All elements of drama (scene title, narrator, cast, punctuation, stage directions) were included (21-30 pts) Plot was developed very well with original ideas. (9-10 pts) Correct tenses were used constantly with a lot of extended sentences. (9 10) Legible handwriting, typing, or printing. (9 10) /30 /10 /10 /10 Mechanics Writing has six or more punctuation, capitalization, and spelling errors. 0-2 pts) Writing has three to five punctuation, capitalization, and spelling errors. (3-4 pts) Writing has one or two punctuation, capitalization, and spelling errors. (5-8 pts) Writing has no errors in punctuation, capitalization, and spelling. (9-10pts) /10 Imagination / Content / descriptions Script lacks use of any imagination and interest 0-4 pts) Script uses minimum use of imagination in creating scenes and characters (5-9 pts) Script displays creative imagination and vivid descriptions, with few minor errors (10-13 pts) Script is fantastically creative, descriptive and exceeds expected standards (14-15pts) /15 Comments: 26 051-eng-wb-t3-(writing)
Section 2: Write your own playscript Title: Cast: Introduction: Act 1, Scene 1: 27 051-eng-wb-t3-(writing)
Section 2: Write your own playscript-first draft Playwright : By, 28 051-eng-wb-t3-(writing)
MY Notes 29 051-eng-wb-t3-(writing)
Evaluation Put an X on the line where it is true for you. X 1. How much did you learn from this booklet? Put an X on the line. 0 50 100 2. Write something you have learnt that you did not know before. 3. If your homework was teaching how to write play scripts to primary school students, what would you include in your plan? You can write some activities, games and exercises. METAPHOR: 4. Do you remember the definitions for these words? CAST: PERSONIFICATION: NARRATOR: PROPS: 30 051-eng-wb-t3-(writing)
REVISION TASKS Prepare a poster / diorama / mind map.to show what you learned so far. Here are some examples: Write a poem on MARS. It can be any type of poem you like. Have a look at the example. Read the poster below Make one for your classroom What are the elements of Drama? Can you think of others to add? Prepare a poster or a ppt on the parts of a play - Show your teacher so that we can all use it 31 051-eng-wb-t3-(writing)