Text Types: Book 2 - Imaginative Poetry by Teacher Superstore

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About Ready-Ed Publications Ready-Ed Publications was established in 1984 with the purpose of creating practical classroom blackline master activities. At the time, the role of the teacher was becoming ever more diverse with an increasing range of duties and responsibilities within the school and school community. Since then, the role of the teacher has continued to evolve with an escalating range of tasks and obligations, ensuring a reduction in time available to prepare work for the daily instructional program.

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Throughout these past 24 years, Ready-Ed Publications has built a reputation as publishers of Australian made, high quality, innovative, timesaving materials for teachers of primary and lower secondary levels. In addition, all materials are based on state or national curriculum guidelines or specific age-related interest areas and subjects.

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Publications

Ready-Ed Publications aims to assist busy professionals by making available contemporary classroom materials that contain relevant and stimulating work to support the requirements of the curriculum. Text Types Book 2 Imaginative Poetry © 2009 Ready-Ed Publications Printed in Australia Author: June Keir

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Published by:

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Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www. microsoft.com/permission.

o c . che e r o t r s super Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.com.au info@readyed.com.au

ISBN: 978 1 86397 767 8

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for noncommercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

Contents

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Narrative Poems 2

Poems That Comment on Important Issues 33 Poetry Crossword

34 35

What is Poetry? 1

Repetitive Poems

What is Poetry? 2

Dylan Thomas Portraits

Purpose and Audience

Ezra Pound Couplets

Shape Poems 1

The Form Poem

Shape Poems 2

Free Verse

Rhyme 1

Imagery

Rhyme 2

Using Similes

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Text Types Tables Teachers’ Notes Outcome Links

Rhythm

Alliteration 1

Couplets

Alliteration 2

Quatrains

Tricky Twists

Cinquains

Poems of Comparison

Limericks

Humorous Poems 1

Poems About Feelings

Humorous Poems 2

Haiku

Let’s Look More at Poems 1

36 37 38 39 40

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Sound Poems

46 47 48

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Let’s Look More at Poems 2

Using Sounds: Onomatopoeia

Let’s Look More at Poems 3

Syllabic Poems

A Challenge: Villanelle

Nonsense Poems

Responding to Poetry

Cut Up Poems

So Now You’re a Poet

Acrostic Poems

Answers

Narrative Poems 1

Resources/Bibliography/ Acknowledgements

54-55 56

Text Types: Table 1 & 2 Book 1: Imaginative Narratives Text Type

Social Purpose

Structural Features

• Construct a pattern of events

• Use of word chains to • Orientation – gives a build topic information setting for the events to follow; background • Extensive use of nouns, information about adjectives, verbs and who, what, where adverbs to enhance and when the plot, setting and characters • Complication – begins a sequence of • Use adjectives to events that present build noun groups problems and create • Use time connectives tension and gives to sequence events an evaluation of complication events • Use thinking and saying

• Amuse or entertain

• Teach readers that problems should be resolved • Incorporate generally valued patterns of behaviour

• Resolution – problems resolved in some way

verbs to show how characters are saying, feeling and thinking

Applications •

Fairy tales

•

Anecdotes

•

Short stories

•

Plays

•

Personal letters

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• Deal with the unusual or unexpected

Narrative Tea ch er

Language Features

•

Picture books

Book 2: Imaginative Poetry Structural Features

Language Features

Applications

• Express feelings and reflections on experiences and about people

• Subject – what the poem is about

• Action verbs

• Books/ anthologies

Poetry

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Social Purpose

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• Noun groups

• Theme – idea developed • Adverbs throughout text • Adverbial • Mood or tone – what phrases the author wants the reader to feel about the poem; the emotional atmosphere

• Greeting cards

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• An aesthetic experience – works through emotion, sensory experiences and imagination • May tell a story

• May describe things in an unusual way

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Text Type

• Poetic language • Sound patterns

• Rhythmic qualities

• Magazines

Text Types: Table 3 Book 3: Informative Texts Social Purpose

Structural Features

Tea Explanation Procedure ch er

• Recipe • Instruction manual • Itinerary • Agenda • Game rules • Directions

• Begin with general • Use technical language • Science texts introductory statement • Use words to establish • Speeches • Identify the subject cause and effect - because, • Newspaper • Give a sequential as a result of and magazine explanation • Simple present tense articles • Concluding statement

• Retell a series of events • Entertain • Tell what happened – described in order, e.g. time • Evaluate what happened • Tell who was involved • May express feelings or attitudes

• Orientation • Statement of significance • Tell who was involved, what happened, where and when, sequentially • A reorientation that sums up what happened

• Use words such as “I” or “we” • Use of passive voice such as “by a driver” • Use of abstract words such as computer, washingmachine • Use conjunctions, time connectives and adverbial phrases to connect events and build topic information • Descriptive language • Use past tense

• Letter • Newspaper report • Television interview • Journals and diaries

• Begin with a general statement including the topic • Give facts – qualities, habits, behaviours

• Technical language • Past tense • Use relating and action verbs • Generalised terms • Use technical terms

• Lecture • Research assignment • Documentary • Current affairs program

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Recount

• Use present tense • Use technical terms • Use adjectives – how, when, where • Use nouns • Use words that show cause and effect

• Tell how and why things occur in technical or scientific fields • Tell how things work • Tell how things are alike or different • Give reasons for why and how things occur

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Report

Applications

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• Tell/show how to do • Begin by outlining the goal something • Include a series of steps or • Give steps in order • May include a list of actions equipment or materials • Include “how to” instructions

Description

Language Features

• Classify or describe • Present information • Generally describe an entire class of things

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Text Type

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• Describe characteristics of • Introductory paragraph • Verbs in the present tense a particular thing about the subject • Adjectives to describe • May be about a person, • Series of paragraphs features animal or an imaginative describing different thing aspects of the subject • Concluding paragraph

• Can set the scene for a text • May be part of a dramatic text or narrative

Text Types: Table 4 Book 4: Argumentative Texts Social Purpose

Structural Features

• Argue a case for or against a particular position • Advance or justify an argument

• Point of view is • Simple present stated tense • Justification • Words that link of arguments • Words that presented in logical qualify – usually, order probably • Words that express attitudes or feelings

• Summarise, analyse and respond to artistic or literary text • May be reviews • May be personal responses

• Introductory paragraph • Give background information on the text • Give a reaction or opinion • Express personal feelings

• Look at more than one side of an issue • Present opinions and give reasons for them • Allow exploration of various perspectives before coming to a decision • Make recommendations based on evidence

• Opening statement • Words that presenting the compare or issue contrast • Arguments for and against • Supporting evidence • Summary • Conclusion

r o e t s Bo r e p ok u S • Introductory paragraph • Nouns and verbs to convey opinion/emotion • Descriptive language

• Thesis • Advertisement • Legal defence • Debate/Public speaking • Editorial

• Editorials • Letters • Newspaper or magazine articles

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• Debates • Interviews • Newspaper articles • Essays

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Response Discussion

Applications

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Language Features

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Text Type

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Teachers’ Notes: Writing Poetry There are several components in a balanced writing program: modelled writing, interactive writing, shared writing, guided writing and independent writing. These components are interdependent.

Teachers should give students the time to write and a purpose to write at every opportunity. Students need to write to express themselves in meaningful ways and to have fun doing so. Students who have positive writing experiences will want to write.

Students also need opportunities for independent writing where they can practise the skills that they have learnt during more guided writing sessions. Writing based on shared experiences gives the students opportunities to select texts and audiences appropriate to those experiences.

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In modelled writing the teacher demonstrates the explicit points of the exercise. In interactive writing a student has the opportunity to take over the role of the teacher and writes the text for the class to see. During a shared writing session different text types may be explored and more complex writing structures can be used.

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When teaching how to write it is important to create an atmosphere in which children feel confident enough to experiment with and conform to, the accepted conventions of writing. In order to do this, teachers should provide their students with a range of authentic writing opportunities across all genres. When children feel supported in their writing and can see value in, and a purpose for, their writing they will become able writers. It is important that teachers encourage a love of writing and an appreciation of different types of writing so that children will develop into adults who are not only literate, but who enjoy writing in all its forms.

© ReadyEdPubl i cat i ons Children need to see a purpose for their writing other than to receive a mark •f or r ev i eout wof pur pWriting ose on l y• is as process involving the steps ten, or to see their work displayed on the

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of gathering ideas and/or information, organising those ideas then making a draft which will later be edited and revised.

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classroom walls. The wider the audience for the written work, the more motivated the child will be to write. It is not difficult to provide this range of audience. Within the school, within the local community and in the wider community there is an endless supply of willing and eager readers.

When planning a writing session teachers should take into account the various learning styles of their students. While some students are visual learners and need to see pictures, images or diagrams to assist their learning, others are auditory learners who process the spoken message quite readily. Auditory learners fall into two categories; those who are able to listen to others and learn and those who need to hear themselves vocalise the message or discuss it with others. Kinaesthetic learners need to experience what they are learning through touch and practical experiences.

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Writing, however, is a complex activity. Writers must make decisions about purpose, context, and content and at the same time try to conform to the conventions of grammar, structure, punctuation and style. It is not possible for children to manage all of this and produce legible text. It is important that these tasks are broken down as children learn to write. Focusing on only a few aspects of writing during each writing session will reduce the complexity of the task and will enable children to come to grips with the targeted skills.

Classrooms that offer opportunities for all types of learning will best cater for students’ individual needs.

Teachers’ Notes: Teaching Poetry The reading and writing of poetry should be an integral part of every classroom’s literacy program. An enjoyment of poetry assists students with many of the requirements of other texts. We all enjoy the sounds of language. The imagery, form and rhythm involved in writing poetry easily translate into other forms of writing. Poetry is language used in particular ways. It involves the use of rhythm and meter and sometimes rhyme.

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“The range of poetry is so vast, its forms so diverse, and its pleasures so gratifying, that no child should grow up without being given the opportunity to appreciate it. In order to appreciate it, children should not be “taught” poetry but should be exposed to it.”

Choosing poems that you enjoy and can read out loud and “perform” well, is the best way to interest students in poetry, or any other form of imaginative or creative writing. It is through your enjoyment as a teacher that students will learn to appreciate the great joys of reading, listening to and writing good poetry.

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Poetry is used to express reflections, feelings and ideas about experiences and is a part of our lives. Allowing students to lose themselves in poetry is one of the best ways of encouraging enjoyment of this form. Poetry allows students to find and express wonder at the natural forms of their environment.

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Initially choose poems that use rich language, are easily understood, have definite rhythms, but not always those that rhyme. Sometimes select poems that have subjects appropriate to your students’ interests but also introduce poetry that will stimulate interest in other experiences.

In writing sessions children should understand that poetry: • is simple to write; • can be about any topic, experience or feeling; • may use only a few words to convey meaning; • may express personal feelings or ideas; • has varied forms; • has unique shapes or forms; • can end with a twist or punch; • can be either serious or funny; • can be used in creative or playful ways.

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Children should be given every opportunity to appreciate good poetry and the focus of poetry sessions in the classroom should be on enjoyment – not endless lessons of deconstruction. In order to enjoy the equally wonderful experience of writing poetry, children will need to examine basic poetic forms. A balance of reading, and of being read poetry for pure enjoyment, with some sessions of poetry examination and deconstruction interspersed, will be necessary.

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Make the classroom poetry oriented. Remember that enjoyment of poetry and an understanding of its varied forms can only lead to competence in other forms of writing. Some suggestions for assisting with this: • Focus on personal response and enjoyment, and assist in making their responses more perceptive through reading and discussion. • Use poetry reading to fill in the gaps in the day that are too short for longer work. • Have wall charts displaying the students’ favourite poems, illustrated by students. • Prominently display students’ own poetry writing. • Have bookshelves with a wide selection of poetry books on; including anthologies. • Display interesting shape poems.

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It is because poetry relies on the selection of particular language structures, such as imagery, rhythm and sometimes rhyme to capture the essence of an emotion, a mood or an experience, that its enjoyment will lead to increased competence in all other forms of writing. The choice of poems that are suitable for study in the classroom is unlimited. Exposure to as many poetic forms as possible is ideal. 8

Students should understand that poetry, like narrative, usually has a subject and a theme. It also has a certain feeling or tone that shows how the poet feels about the subject.

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The Arbuthnot Anthology of Children’s Literature (1961)

• Use a metronome to assist understanding of meter/rhythm/beat. • Look at both the lyrics and beat of popular music. • Use poetry to enhance writing in other areas of the curriculum. There are many poems dealing with social issues that can be used to demonstrate values. Studying the weather and producing rhyming weather reports can add to the enjoyment of the subject. • Use poetry in maths lessons; think of the rhythm in multiplication tables! Write poems about maths to assist in understanding and learning mathematical processes.

Ideas for a poetry session: • Listen to CDs of the sounds of nature, or better still, go outside and listen to the sounds around the school, or travel to the ocean, train station, or zoo to experience these sounds first hand.

The most important aspect of teaching poetry, as in any other area of the learning cycle, is that when the teacher demonstrates sincere enthusiasm, understanding and creativity, it will carry over to the students and lessons will be enjoyable and productive for everyone.

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• Build up class anthologies of students’ favourite poems. • Read poetry by indigenous Australians. • Have a world map enlarged with examples of poems from other cultures alongside. • Hold special poetry events such as poetry lunches and invite a poet to read his or her own poetry. • Perform poetry. • Gather notes of students’ discoveries of interesting words, images, alliteration, etc. and display as something interesting, e.g. the leaves on a tree.

Term/ Technique

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Simile

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Compares a thing with another of a different kind. Uses words such as “than”, “like” or “as”.

Mine, fine, line

This is the boy who ran so fast This is the girl who never came last

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Rhythm

Repetition of the final sound of a word either within the line or at the end of a line. The flow of phrases and words determined by relations between accented and unaccented or long and short syllables. Create sensory impressions to assist readers to see, hear and feel what is described.

Shape and sound poems His legs were flying

“Rachel is small and dainty and vivid, like one of the bright bush birds that flit through my garden.” – Venie Holmgren

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Implies a comparison between two things. The song title, You Are My Sunshine. Metaphor Uses words such as “are” or “is”. Clickety clackety clomp Swish swash splash Onomatopoeia Sounds of the words suggest meaning. “Zoom,” said the zonk Long, lithe legs Repetition of the same initial consonant Alliteration sound. Swimming in the salty sea Representing feelings by using objects. Red rose for passion Symbolism Using an object to apply to a concept. The sun as a symbol for light and warmth The house spoke of years gone by Personification An object is given human characteristics. The waves whispered over the sand

Outcome Links Northern Territory • Reading and Viewing: (3.1, 3.2, 3.3) Learners read and view a wide range of texts with purpose. They use developing language structures and features to comprehend and compose. They develop understandings of the contextual nature of all language transactions and the relationship between readers, viewers, written and visual texts and audience. • Writing: (3.1, 3.2, 3.3) Learners write for a range of purposes. They control and produce texts of developing complexities in many forms. Formal spelling, punctuation and grammatical structures are integrated in contextual writing.

South Australia • Text and Context: (3.4, 4.4) Students learn about the relationships between text and context, including the influence of aspects such as purpose, audience, subject and mode. • Language: (3.7, 3.8, 4.7, 4.8) Students use higher order thinking and problem solving skills to exercise the language features of different texts. • Strategies: (3.11, 3.12, 4.11, 4.12) Students develop a repertoire of familiar strategies that they are able to draw on when listening to, speaking, reading, viewing and writing a range of longer and more complex texts.

ACT • ELA8: The student listens and speaks with purpose and effect. (8.EA.6, 8.EA.5) • ELA9: The student reads effectively. (9.EA.1, 9.EA.3, 9.EA.5, 9.EA.8, 9.EA.10, 9.EA.14) • ELA10: The student writes effectively. (10.EA.1, 10.EA.3, 10.EA.4, 10.EA.5, 10.EA.6, 10.EA.7, 10.EA.13, 10.EA.14, 10.EA.17) • ELA11: The student critically interprets and creates texts. (11. EA.1, 11.EA.4, 11.EA.12, 11.EA.13)

evaluate information, explore perceptions and possibilities, create new knowledge, reflect on their learning and evaluate their thinking. (Standards 3&4) Western Australia • Understanding Language: Students understand that the way language is used varies according to context. • Conventions: Students use the conventions of Standard Australian English with understanding and critical awareness. • Processes and Strategies: Students select from a repertoire of processes and strategies by reflecting on their understanding of the way language works for a variety of purposes in a range of contexts. • Speaking and Listening: Students speak and listen with purpose, understanding and critical awareness in a wide range of contexts. • Reading: Students read a wide range of texts with purpose, understanding and critical awareness. • Writing: Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context. New South Wales Stage 3 • Writing: WS3.9, WS3.10, WS3.11, WS3.13, WS3.14. • Reading: RS3.6, RS3.7, RS3.8. • Talking and Listening: TS3.1. • Values and Attitudes: V1, V2, V3, V4. Stage 4 • Outcome 1: A student responds to and composes texts for understanding, interpretation, critical analysis and pleasure. • Outcome 2: A student uses a range of processes for responding to and composing texts. • Outcome 4: A student uses and describes language forms and features and structures of texts appropriate to different purposes, audiences and contexts. • Outcome 5: A student makes informed language choices to shape meaning with accuracy, clarity and coherence. • Outcome 6: A student draws on experience, information and ideas to imaginatively and interpretively respond to and compose texts.

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Victoria • Reading: (Level 4&5) Students understand, interpret, critically analyse, reflect upon and enjoy written and visual, print and non-print texts. • Writing: (Level 4&5) Students engage in the active process of conceiving, planning, composing, editing and publishing a range of texts. Uses appropriate language for a particular purpose. • Speaking and Listening: (Level 4&5) Students develop active listening strategies and an understanding of the conventions of different spoken texts, including everyday communication, group discussion and storytelling.

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Queensland • Reading and Viewing: Students use a range of strategies to interpret, evaluate and appreciate written, visual and multi-modal texts. • Writing and Designing: Students use language elements to construct literary and nonliterary texts for audiences. • Language Elements: Interpreting and constructing texts involve selecting and controlling choices about grammar, punctuation, vocabulary, audio and visual elements in print based modes. • Literary and Non-Literary Texts: Evaluating literary and non-literary texts involves understanding the purpose, audience, subject matter and text structure.

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Tasmania • Writing and Representing: Students use language to construct written and visual texts. They learn to write effectively, using the structures and features of Standard Australian English. They write and represent for personal, social, educational and other purposes that meet the expectations of different audiences. (Standards 3&4) • Reading and Viewing: Students appreciate, analyse, use and learn from imaginative texts. They read, view and interpret texts for enjoyment and to make meaning, meeting the demands of daily life. (Standards 3&4) • Speaking and Listening: Students listen to, interpret and create spoken texts. They learn to speak and listen effectively in informal and formal contexts for different purposes and audiences. (Standards 3&4) • Thinking: Students use logical, critical, creative and reflective thinking skills. They process and

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• • • Text Types Book 2 • • •

What is Poetry? 1 Poetry uses words in certain ways and comes in many forms. Poetry involves the use of rhythm and sometimes rhyme.

Poetry makes use of patterns of sounds or words and is often used to express feelings that may be too deep or complicated for narrative writing.

r o e t s Bo r e p ok u S Poetry appeals to the imagination. Poetry is a way of expressing feeling, sharing experiences or telling a story.

* Find a short poem and answer the following questions.

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Narrative poems tell stories.

•

Lyrical poems tell us about ideas, thoughts or feelings. They don’t necessarily tell a “story”.

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What makes poetry different from other kinds of writing?

Title of Poem:________________________________ Author:______________________________

1. What feelings does this poem express?_ _____________________________________________

2. What words has the poet used to convey his/her feelings?_______________________________ _________________________________________________________________________________

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_________________________________________________________________________________ 3. Does the poem rhyme? _ _________________________________________________________

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4. If so, list the rhyming words used. _ _________________________________________________

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_________________________________________________________________________________ 5. Is this a narrative poem or a lyrical poem?_ ___________________________________________ 6. Did you enjoy reading this poem?___________________________________________________ 7. Explain why you liked or disliked the poem. _ _________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

• • • Text Types Book 2 • • •

A poem usually has three parts.

What is Poetry? 2 • A subject – what the poem is about.

• A mood or feeling – how the poet feels about the subject.

• A theme – ideas developed throughout the poem.

Whistling, wailing, chilling my bones. Rustling, rattling breaking boughs. Roaring, wailing, keeping me awake.

These two poems have the same title and are written by the same poet but they are very different.

Gently whispering, swishing the leaves. Eddying ripples cool white foam. Seagulls riding gently on the waves.

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r o e t s Bo r e p ok u The Wind (1) The Wind (2) S

poems by completing the table below. * Compare these ©twoR eadyEdPubl i cat i ons

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How does the poet feel about the wind?

What words best reveal the poet’s feelings about the wind?

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What is the poem about?

The Wind (1) pu Wind (2)• •f orr ev i ew r poseThe so nl y

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• • • Text Types Book 2 • • •

Purpose and Audience

Whenever you write anything there are two things to consider.

Purpose – why are you writing this?

Audience – who are you writing for?

There are several purposes for writing poetry: • To entertain – may tell a story • To express feelings • To reflect on people, places or experiences • To engage emotions, sensory experiences and the imagination • To describe things in unusual ways

Poets write for a variety of audiences including: • Themselves • Children • Adults • The newspaper • Magazines

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r o e t s Bo r e p ok u Purpose: S Audience:

* What other purposes for writing poetry can you think of?

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_________________________________________________________________________________ _________________________________________________________________________________

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_________________________________________________________________________________

* What other audiences can you find for poetry?

Shape Poems 1

• • • Text Types Book 2 • • •

There are many different types of poems.

The language used is an important part of the poem.

Some kinds of poems have a set structure.

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Crouching they wait, hearts pumping in anticipation. The starter’s gun releases them, like arrows from a bow. Straight and true they fly, to the bull’s eye of the finish line. By But only one Beverly can win. Boorer

Poem 2

A star gleaming in the night sky shining above my head

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Poem 1

Sometimes the poet uses the shape of the poem to tell the reader something extra.

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_______________________________ _______________________________

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* Which action words in Poem 1

help the reader to understand what is happening?

_______________________________ _______________________________ _______________________________ _______________________________ _______________________________

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_______________________________

• • • Text Types Book 2 • • •

Remember! The words and/ or lines try to look like the subject of the poems.

Shape Poems 2

S PA RKL INGD IAM ON D

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* Think of some interesting shapes. Draw them, then fill them with either the

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word that describes the shape or many words relating to the shape.

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• • • Text Types Book 2 • • •

Rhyme 1

Rhyme

We say two or more words rhyme when they have the same sound at the end, e.g. end/bend, flame/same, bird/absurd.

Train’s Coming

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Clickety clack, clickety clack

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Train’s coming along the track.

In Train’s Coming every line rhymes. List the rhyming words.

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Clickety clack, clickety clack.

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Rail’s humming, night’s black

* There’s another pattern in Train’s Coming. Can you find it?

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Title:

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Rhyme 2

• • • Text Types Book 2 • • •

Poets use many different rhyming patterns.

Rhyme

Poems may rhyme at the end of each line, at the end of every second line or follow any other rhyming pattern that the poet feels suits the poem.

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Rhyme at the end of every line.

* The poem Eastern

The Cat

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Rhyme at the end of every second line.

Dogs

Pretty bird, capped in red. Yellow and green.

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Chirping I heard, saw his bright head. Flew away when seen.

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Cat on the wall Raindrops fall Cats call Loud caterwaul Run for cover all

Rosella has an unusual rhyme. Explain how this rhyme works.

* Find another pattern in this poem.

Hark, hark Fading light Dogs bark Approaching night

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�� © ReadyEdPubl i ca t i ons f o rpoem r ev i eanw pu r pUse os e nl y • above. a two verse about animal or bird. any ofs theo rhyming patterns * Write•

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Title:

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First brainstorm rhyming words for your topic.

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Rhythm

• • • Text Types Book 2 • • •

Rhythm is like the beat in music. It is the way the emphasis is placed on certain syllables or words.

Rhythm

For example, Da dum, da dum, da dum. Or Dum dada Dum dada Dum, dum dum. There are many other rhythmic patterns.

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Say the poem, Train’s Coming aloud. Can you hear where the emphasis is on each line? List the syllables that are emphasised in this poem.

Train’s coming along the track. Rail’s humming, night’s black Clickety clack, clickety clack.

__________________________________________________

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Clickety clack, clickety clack

__________________________________________________ __________________________________________________

From part three of

This excerpt is from The Song of Hiawatha written by Henry Longfellow over 100 years ago. It is about a little Indian boy sitting in the doorway of his home in the forest. The whole poem takes up 54 pages! This poem has a very strong rhythm.

Hiawatha’s ©Childhood. ReadyEdPubl i cat i ons At the door on summer evenings Sat the little Hiawatha; Heard the whispering of the pine-trees, Heard the lapping of the waters, Sounds of music, words of wonder; ‘Minne-wawa!” said the pine-trees, Mudway-aushka!” said the water. Saw the firefly, Wah-wah-taysee, Flitting through the dusk of evening, With the twinkle of its candle Lighting up the brakes and bushes, And he sang the song of children, Sang the song Nokomis taught him: “Wah-wah-taysee, little firefly, Little, flitting, white-fire insect, Little, dancing, white-fire creature, Light me with your little candle, Ere upon my bed I lay me, Ere in sleep I close my eyelids!”

•f orr evi ew * p ur pexcerpt ose so n l yto• Read this aloud and listen

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the rhythm. In the first five lines the syllables that are emphasised are underlined. Use a coloured pencil to underline all the syllables that should be emphasised in the rest of the poem.

Henry Longfellow has used some interesting adjectives to describe Hiawatha’s surroundings.

o c . che e r o t r s super

by Henry W Longfellow

* List six of these adjectives.

•__________________•__________________ •__________________•__________________ •__________________•__________________

* How do you think Henry Longfellow felt about little Hiawatha’s life?

______________________________________ ______________________________________

Couplets

• • • Text Types Book 2 • • •

have two lines that rhyme.

r o e t s Bo r e p ok u S

* Underline the syllables that give rhythm, not rhyme, to these couplets.

Teac he r

Wheels are spinning Dreams of winning

Thirsty people sipping Hot dogs dripping

ew i ev Pr

Cars madly racing Spectators pacing

Winners Grinners

* Write a couplet poem that has a definite rhythm. Jot down some words to get you started.

w ww Couplet 1

Couplet 3

. te

m . u

is animals.

o c . che e r o t r s super Couplet 2

Couplet 4

Quatrains

• • • Text Types Book 2 • • •

A quatrain is a four line stanza or verse.

Growing Up

r o e t s Bo r e p ok u S

by Kelly Hall (aged 12)

(Line 1) (Line 2) (Line 3)

* Write the line numbers of the two sets of lines that rhyme with each other in this quatrain. Line ____ and line ____

(Line 4)

ew i ev Pr

Puberty comes to us all When we go from small to tall Embarrassing it may seem But we can get through it as a team

Teac he r

A poem which consists of a quatrain may rhyme on the: – first and second and third and fourth lines – or first and third, second and fourth lines

Line ____ and line ____

* Try writing some quatrains of your own. Write as many words as you can think of that relate to flying.

w ww

Quatrain 1

. te

m . u

o c . che e r o t r s super Quatrain 2

• • • Text Types Book 2 • • •

Cinquains

They don’t have to rhyme. (Line 1) One word: title (Line 2) Two descriptive words

r o e t s Bo r e p ok u S

by Margaret Warner

(Line 3) Three words

expressing action (Line 4) Four words expressing emotion or feeling (Line 5) One word repeating title or giving a synonym

* Cinquain Planner. Use your own ideas to fill in the spaces. Naming Word

bushfire ferocious, ravenous licking, leaping, devouring insatiable tongues of fire conflagration

Describing Words

•tall •strong

Action Words •bending •swaying •racing •transporting •accessing •processing

ew i ev Pr

Teac he r

kangaroo powerful, vulnerable watching, grazing, listening spirit of the land macropod

Cinquain poems consist of five lines.

by Margaret Warner

Words expressing emotion or feeling

Synonym

beautiful, safe, green, clean

plant

status, security, warmth, enjoyment help, contact, entertainment, fun

vehicle

•square •bright

dog

w ww

bicycle

. te

workstation

m . u

tree

o c . che e r o t r s super

Write your cinquain poem.

(Line 1) (Line 2) (Line 3) (Line 4) (Line 5)

• • • Text Types Book 2 • • •

Limericks • Limericks are often amusing or silly. • They have a set five line form.

Have fun with limericks!

• The first, second and fifth lines rhyme.

• The third and fourth lines rhyme and are shorter. • There is an emphatic rhythm in a limerick.

r o e t s Bo r e p ok u S

There was an old man named Brown, He’d no money for that, Instead wore a hat,

Whenever he went to town.

ew i ev Pr

Teac he r

Who wanted to wear a crown.

* Underline the syllables in the limerick above that you

would emphasise if you were reading the poem aloud.

* Choose an article of clothing and write a limerick with three

_________________________________________________________________________ _________________________________________________________________________

w ww

m . u

_________________________________________________________________________ _________________________________________________________________________

. te

_________________________________________________________________________

o c . che e r o t r s super

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

• • • Text Types Book 2 • • •

Poems About Feelings This poetry can take any form, so the poet is free to express his or her feelings in any form.

Many great poems have been written about feelings or emotions.

r o t * eB s r e o p ok Happiness u S

Make a list of as many feelings as you can. Beside each one write what makes you feel this way. Feeling

I feel happy when I see dolphins at play I feel happy when the rain falls I feel happy when I hear the birds sing

What makes you feel this way?

ew i ev Pr

Teac he r

I feel happy when the sun shines

__________________________________

w ww

The poet could have written these lines differently. Try rewriting this poem using the words, “Happiness is” at the beginning of each line.

part of it, into a poem.

__________________________________

__________________________________ __________________________________ __________________________________ __________________________________ Which way is better? Why? __________________________________ __________________________________

__________________________________

. te

* Use any poetic form to turn your list, or

m . u

o c . che e r o t r s super

__________________________________ __________________________________ __________________________________ __________________________________ __________________________________

• • • Text Types Book 2 • • •

Haiku Haiku is a traditional form of Japanese verse. Haiku is usually serious verse that conveys feelings or emotions about ideas, thoughts or experiences. A Haiku has only three lines. (First line)

– 5 syllables

r o e t s Bo r e p ok u S (Second line) – 7 syllables (Third line)

grimy fingernails back bent with hours of digging green seedlings rising

~ Venie Holmgren

River

such a long river weaving through the land so strong blue and beautiful

ew i ev Pr

Teac he r

Grimy Fingernails

– 5 syllables

~ Kelly Hall (aged 12)

__________________________________

w ww

* Think of something you like to do.

. te

What results from your efforts? Make this into a haiku poem.

m . u

__________________________________

* Write a haiku about an animal.

o c . che e r o t r s super

_________________________________ (Line 1 = 5 syllables)

_________________________________ (Line 2 = 7 syllables)

_________________________________ (Line 3 = 5 syllables)

• • • Text Types Book 2 • • •

Sound Poems Sound poems can take any poetic form. Some may rhyme while others will not. Sound poems use any of the sounds that the poet finds interesting or ones that arouse emotion.

* r o e t s Bo r e p ok u S

What thoughts, feeling or emotions is this poet trying to convey to his/her audience?

I Like the Sea

I like the sound of water splashing, Splashing, crashing, smashing

Sand castles the children built.

____________________________

* Brainstorm

ew i ev Pr

Teac he r

Little waves tumbling, huge waves crashing.

* Brainstorm

sounds of music

sounds of space

w ww

. te

o c . che e r o t r s super

Write two sound poems using your brainstormed sound words. Title:

m . u

Title:

Using Sounds: Onomatopoeia

• • • Text Types Book 2 • • •

Onomatopoeia (ono – matta – peea) is the use of words that help the reader to hear what is happening; words that imitate sounds in nature, words that sound like the action they describe.

Ducks quack

Bees buzz

Bulls bellow

Lightning cracks

r ohelp that might you to hear the following: e t * List some onomatopoeic wordsr s B

The sea:

e p u S

oo k

A hive full of angry bees:

•___________________________________

Teac he r

•___________________________________

ew i ev Pr

•___________________________________

* List some onomatopoeic words that might help you to see a picture in your mind of: A fox in the chook pen:

Horses escaping running along the road:

© ReadyEd•___________________________________ Publ i cat i ons •___________________________________ •___________________________________ •f orr evi ew pu r posesonl y• •___________________________________

•___________________________________

What might the following sounds describe?

m . u

Swishhhh__________________________

Whoosh!_ _________________________

Hushhhhhh________________________

w ww

Boom!_ ___________________________

two short poems using some of the onomatopoeic words above. . * Write You can add more t onomatopoeic words of your own. Poem 1

o c . che e r o t r s super Poem 2

• • • Text Types Book 2 • • •

Syllabic Poems

Syllabic poems use a pattern of numbers to control the number of syllables in each line. An example of a pattern in a syllabic poem with 9 lines is set out below.

Teac he r

Line 1 (1 syllable) Line 2 (2 syllables) Line 3 (3 syllables) Line 4 (4 syllables) Line 5 (5 syllables) Line 6 (4 syllables) Line 7 (3 syllables) Line 8 (2 syllables) Line 9 (1 syllable)

r o e t s Bo r e p ok u S

ew i ev Pr

Mouse Creeping Shivering Nose all twitchy Eyes darting around Searching corners For small crumbs Hungry Cold

* Insert a slash (/) between the

syllables on each line of this poem.

* Syllabic poems about animals are fun and they are easy to write. Just think of an animal,

then list adjectives that describe that animal. Use the adjectives as the basis of your poem. Your syllabic poem. * b © R e a d y E d P u l i cat i ons Think of an animal! •f orr evi ew pur posesonl y• (Line 1) 1 syllable

w ww

. te

m . u

(Line 2) 2 syllables

(Line 3) 3 syllables

Adjectives that describe your animal.

o c . che e r o t r s super (Line 4) 4 syllables

(Line 5) 5 syllables

(Line 6) 4 syllables

(Line 7) 3 syllables

(Line 8) 2 syllables

(Line 9) 1 syllable

Nonsense Poems

• • • Text Types Book 2 • • •

Nonsense poems are just what the name suggests – poems that may not make a lot of sense.

Some words may be real words to help give a sense of reality.

* r o e t s Bo r e p ok u S

Draw what you think this poem is about. Have fun and use your imagination as the poet has done.

ew i ev Pr

Galeepers Galeepers grow in the deepers They rumble in the grey They humble on the highfers And they tumble in the frey

Teac he r

They usually rely on rhyme and rhythm. Without these they would not be worth reading.

Galeepers have ryne and hoolers And all those rumbly crey They have most crumpily moolers And they morgle in the trey And when you meet a galeeper You will frumble in the shay Your habe will mall sakeeper And you’ll shumble in the glay

w ww

Nonsense words

. te

Title:

m . u

Then you can create a nonsense poem using this list. Remember that it is rhyme and rhythm that will turn your list of nonsense words into poetry.

_____________________________________

o c . che e r o t r s super

• • • Text Types Book 2 • • •

Cut Up Poems Cut up poems are a good way to experiment with words and how they go together. You will need magazines, scissors and paste. Cut (or tear) whole lines, groups of words or single words out of the magazines. Paste them into whatever form of poetry you like. They don’t have to be in any particular order.

r o e t s Bo r e * p ok u S Illustrate this poem.

This is a huge pool

Some magnificent mornings

The nature reserve

ew i ev Pr

Teac he r

Towards the end of winter

w ww

. te

m . u

* Construct your own cut and paste poem. Illustrate it when you have finished.

o c . che e r o t r s super

• • • Text Types Book 2 • • •

Acrostic Poems People

In acrostic poems the first letter of each line spells the title vertically.

Popular Eager Ordinary Proud Lovely

Tree Tall Regal Evergreen Everywhere

r o e t s Bo r e p ok u S

Each line must be a word which relates to the subject being spelled out.

Everyone

Teac he r

Use your dictionary if you get stuck for words.

Fish

F ins I _ _____________ S _ _____________ H iding

Writing

ew i ev Pr

* Writing acrostic poems. Here are some ideas to get you started.

Food

W ords R _ _____________ I _ _____________ T _ _____________ I nk N _ _______ G rammar

F _ _____________ O n my plate O _ _____________ D one to perfection

* Write some acrostic poems using your own words.

w ww

Title:

. te

Title:

m . u

o c . che e r o t r s super

• • • Text Types Book 2 • • •

Little Miss Muffet Little Miss Muffet sat on her tuffet, eating her curds and whey.

r o e t s Bo r e p ok u S

Along came a spider and sat down beside her, and frightened Miss Muffet away. ~ Traditional Nursery Rhyme

ew i ev Pr

Teac he r

Narrative poems tell a story and entertain. Nursery rhymes are good examples of narrative poems. A narrative poem has an orientation, a complication and a resolution.

Narrative Poems 1

Orientation = introduction of setting (when and where) and main character(s) Complication = problem or challenge faced Resolution = problem or challenge solved

* Rewrite Little Miss Muffet as a modern

* How does the language used

________________________________________

_______________________________

________________________________________

_______________________________

________________________________________

dictionary to find the * Use your.

* Write a completely new nursery rhyme.

show that Little Miss Muffet is a very old nursery rhyme?

nursery rhyme. Think about which words you will need to replace. You can rename Miss Muffet to help with your rhyming.

w ww

m . u

© ReadyEd________________________________________ Publ i cat i ons ________________________________________ _______________________________ •f orr evi ew p ur posesonl y• ________________________________________ _______________________________

o c tuffet:_______________ . che e r o t __________________ r s super meanings of the following words:

______________________________________ ______________________________________ ______________________________________

curds:_______________ __________________ whey:_______________ __________________

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ 31

• • • Text Types Book 2 • • •

Narrative Poems 2

The most common poem that tells a story is a ballad. Ballads have a definite rhythm and usually rhyme. Ballads, like nursery rhymes, usually have an orientation, a complication and a resolution. Read Carry Me.

We galloped through the darkest night My brave, strong steed and I Heading for the foamy brine The raging, frantic sea.

r o e t s Bo r e p ok u S

* What details are included in the orientation of this ballad?

_____________________________________________ _____________________________________________

* What is the complication of this ballad?

_____________________________________________ _____________________________________________

I boarded then an ancient ship Without my brave, strong steed For to carry me now I had a need Of a ship on the stormy sea. ‘Twas many a night I journeyed on And oh, how ill I felt As beneath the stars I knelt And prayed for release from the sea.

ew i ev Pr

Teac he r

Carry Me

My wife and children met me then In a land so far away And never again for even a day Will I travel on the lonely sea.

sailor resolve his problem? * How does the© ReadyEdPubl i cat i ons _____________________________________________

•f orr evi ew pur posesonl y•

_____________________________________________

w ww

m . u

* Think of your favourite adventure story and rewrite it as a ballad. _______________________________________________________________ _______________________________________________________________

Ballads _______________________________________________________________ are often . e_______________________________________________________________ adventure t o c stories. c _______________________________________________________________ e.

Remember: orientation, complication, resolution.

her r o t s super

• • • Text Types Book 2 • • •

Poems That Comment on Important Issues

Poetry can be a way of expressing deep feelings about issues in society. These poems can use poetic form and are often referred to as social poems.

R efugees pray on their boats, hoping for land, instead of what seems, an endless sea E ndless seems their trip, as they ride through tempests, and drift over seas

r o e t s Bo r e p ok u S

What is the feeling that the poet has expressed in Refugees?

_______________________________

* Which words in this poem help express how the poet feels?

_______________________________

F inally they see land, but to be rejected by government, they travel the seas once more U nhappiness is written on every face G one are people, more dying every day E xhausted, perished, shivering and silent, together they wait, searching for a land that may accept them

ew i ev Pr

Teac he r

Refugees

E veryday seems full of sadness; instead of what was once hope.

~ Kelly Hall (Aged 12)

about this subject.

. te

_________________________________

m . u

w ww

* Think of a subject that you feel very strongly about. * List your main concerns * Write a poem about this issue.

o c . che e r o t r s super

_________________________________ _________________________________ _________________________________

* List the words that will help you express your feelings.

_________________________________ _________________________________ _________________________________

Poetry Crossword

• • • Text Types Book 2 • • •

1. 3.

r o e t s Bo r e p ok u S 6.

ew i ev Pr

Teac he r

10.

. te

Down

m . u

w ww Across

I really love to do, a crossword or two. Entertains my brain, in the pouring rain.

o c . che e r o t r s super

2. Five line stanza or poem.

1. Amusing five line poem.

5. Words with same sounds at the end. 3. Is written to entertain.

8. The pattern or beat of words.

4. Traditional form of Japanese poetry.

9. Two rhyming lines.

6. Four line stanza or poem.

10. Words written in verse.

7. Narrative poem.

11. How we feel.

10. Writer of poetry.

• • • Text Types Book 2 • • •

Repetitive Poems

In repetitive poems one or more words are repeated for emphasis.

Wombat

r o e t s Bo r e p ok u S

Friends are mates Friends are good company Friends are true Friends are honest Friends are with you in good times and bad

Solid is a wombat Fat is a wombat Pushy is a wombat Determined is a wombat Wonderful is a wombat

ew i ev Pr

Teac he r

Friends

* How does the repetition of the word

* Which words in this poem really

________________________________________

“friends” help show what friends are?

shows what a wombat is like?

© ReadyEdP________________________________________ ubl i cat i ons ________________________________________ •f o r r ev eobject wp r p sespoems. onl y• an animal or i any to u write twoo repetitive * Use a feeling, ________________________________________

• Write one poem with the repeated word at the beginning of the line. • Write the second poem with the repeated word at the end of the line.

w ww Title:

. te

Title:

m . u

________________________________________

o c . che e r o t r s super

• • • Text Types Book 2 • • •

Dylan Thomas Portraits

A Dylan Thomas Portrait asks and answers questions in a set form.

Did you ever see a mouse? Long-tailed, pink-nosed, twitch-whiskered.

The first line asks the question: Did you ever … ?

r o e t s Bo r e p ok u S

Teac he r

Did you ever touch a spider? Hairy-legged, fat- bodied, big-eyed. Did you ever taste a snail? Slimy-skinned, tough-bodied, dirt-filled. Did you ever smell a pig? Mud-covered, curly-tailed, pink-wrinkled.

Now it’s your turn to have fun with a Dylan Thomas Portrait.

ew i ev Pr

The second line must have three, four or five double word expressions describing the subject of the question.

Did you ever hear a frog? Loud-croaking, water-splashing, insect-crunching, mud-plopping.

©R eadyEdPubl i cat i ons _________________________ ? •f orr evi ew pur posesonl y• __________________________________________________________________________ Did you ever see a

w ww

m . u

Did you ever hear a _________________________ ? __________________________________________________________________________

. te

Did you ever touch a _________________________ ?

o c . che e r o t r s super

__________________________________________________________________________ Did you ever taste a _________________________ ?

__________________________________________________________________________ Did you ever smell a _________________________ ? __________________________________________________________________________

• • • Text Types Book 2 • • •

Ezra Pound Couplets

Ezra Pound Couplet

Flowers bobbing on their stalks, Old men nodding in their chairs.

r o e t s Bo r e p ok u S An Ezra Pound Couplet captures a precise moment.

An apple hanging from a tree, A bug dangling from a leaf.

* Complete these Ezra Pound Couplets.

ew i ev Pr

The first line describes something and the second line describes something which can be compared to the first line.

Teac he r

Children dancing in a row, Ants marching in a line.

A bunch of grapes on the vine,

. te

________________________________________________

m . u

w ww

Sometimes the second line will just pop into your brain. For others you A traffic jam© of cars the road, Rone ad yEdPubl i ca t i o n s may have to gaze around ________________________________________________ theo room, look •f orr evi ew pur poses nl yout•of the window or go outside A gaggle of geese on the pond, (with your teacher’s permission, of course). ________________________________________________

o c . che e r o t r s super

A basket of puppies playing,

________________________________________________ A snake slithering over the grass,

________________________________________________ Clouds drifting in the sky, ________________________________________________

• • • Text Types Book 2 • • •

The Form Poem

Form poems use individual words; either nouns, verbs or adverbs.

Each stanza or verse has four lines.

Line 2 – Three words Line 3 – Four words Line 4 – Three words

r o e t s Bo r e p ok u S

* What is the rhyming

pattern of this verse?

Sports Day Running, jumping, swimming, racing Hot, tired, snappy Competing, trying, pushing, pacing Damp, sore, happy.

ew i ev Pr

Walking the Dog Brown, patchy, leggy, hairy Pulling, straining, tugging Wilful, naughty, loving, contrary Prancing, dancing, hugging.

Teac he r

Line 1 – Four words

* List the rhyming words in this form poem.

_____________________________________ © R e a d y E d P ubl i cat i ons _____________________________________ _____________________________________ •f orr evi ew pu r posesonl y• _____________________________________

Title:

w ww

m . u

* Write two form poems. _____________________,_____________________,_____________________ ,_____________________

. te

_____________________,_____________________,_____________________

o c . che e r o t r s super

_____________________,_____________________,_____________________ ,_____________________ _____________________,_____________________,_____________________ . Title:

_____________________,_____________________,_____________________ ,_____________________ _____________________,_____________________,_____________________ _____________________,_____________________,_____________________ ,_____________________ _____________________,_____________________,_____________________ . 38

• • • Text Types Book 2 • • •

Free Verse

Free verse poems do not have any rhyme at all, but they usually have rhythm. Let’s compare!

What the poem says is more important than forcing it to rhyme.

r o e t s Bo r e p ok u S

“You are old, Father William," the young man said,

"And your hair has become very white; And yet you incessantly stand on your head --

Do you think, at your age, it is right?" by Lewis Carroll

*This is a traditional rhyming verse The rhyme in this verse works well.

Friendship means the world to me My mates are so much fun We laugh and learn through all the day We’ll always be good friends.

ew i ev Pr

Teac he r

What might have been a good poem is sometimes ruined by forced rhyme.

* What does this free verse poem about friendship mean to you?

________________________________________ ________________________________________

________________________________________ © ReadyEdP ubl i cat i ons Oranges hanging low on branches Does this poem about friendship need * •grow f o r r evi ew pu r p o s e s o n l y • They don’t on ranches to rhyme to convey the message about I hope they don’t have fleas.

w ww

*The writer of this verse has tried to make it rhyme but it really doesn’t work. The verse makes little sense.

. te

friendship? Give reasons for your answer.

________________________________________

m . u

They just grow on trees.

________________________________________ ________________________________________

o c Remember that . che e r rhythm is what o t r s super is important.

* Try some free verse of your own.

Imagery

• • • Text Types Book 2 • • •

There are several different types of imagery. • The poet can use another word to describe a certain type of person, rather than say plainly that they are wonderful or dreadful.

* How does a poet feel about a

r o e t s Bo r e p * ok u S person he/she calls an angel?

______________________________________ How does a poet feel about a person he /she calls a demon?

_____________________________________

ew i ev Pr

Teac he r

Imagery is used to help the reader conjure up a mental picture and is used to create vivid descriptions. Images can be visual – they help the reader to make mental pictures, or they can be aural – the sounds of the words help the reader to hear what is meant.

• Simile: The poet can say that a person or thing is “like” something else, e.g. My hate is fierce like a raging tiger or My love is warm like the sun. • Metaphor: The poet makes a comparison by saying that something “is” something else, e.g. My father is a giant.

______________________________________________________________

tree

______________________________________________________________

love

______________________________________________________________

flying

______________________________________________________________

. te

m . u

dog

w ww

o c . che e r o t r s super

* Write similes (using the words “like” , “as” or “than” for the following things/feelings:

horse

___________________________________________________________

anger

___________________________________________________________

competition ��

fire

___________________________________________________________

Using Similes

• • • Text Types Book 2 • • •

Similes are often used in poems because they are a useful way of showing how one thing is similar to another. As Happy As

Well known sayings are ways of showing how things are similar. Over-used similes are called clichés.

r o e t s Bo r e p * ok u S • •

As happy as a sand boy. As fit as a flea.

• •

As strong as an ox. As big as a mountain.

Find some more sayings/clichés.

___________________________________________

ew i ev Pr

A puppy is as happy as a buzzing bee in a hive as happy as a dancer in the jive as happy as a flea on a dog.

Teac he r

Comparing things that are similar in one or more ways helps the poet to show meaning and or feelings.

____________________

* Add your own words to the following:

____________________

As beautiful as a _______________________________

____________________

As lovely as ___________________________________

____________________

As ugly as a __________________________________

m . u

* Find an interesting object in your classoom and write a poem about it.

w ww

Really look at it and think of some similes to help you describe your object.

It might help to draw the object first.

. te

Title:

o c . che e r o t r s super

• • • Text Types Book 2 • • •

Alliteration 1 Around the ragged rocks the ragged rascal ran.

Alliteration is the repetition of consonant sounds at the beginning of words.

r o e t s Bo r e p ok u S She sells sea shells on the sea shore.

Tongue Twisters

• Ants ate all our antsy apples

• Echidnas and eccles are equally exciting

• Dogs dig deep down in dark drains

• Cats creeping carefully in cool cages

• Big bad bulls bashed bold Brian

• Five fat frenzied frogs flopped freely

* Write some alliterative tongue twisters with these letters.

ew i ev Pr

Teac he r

Sometimes verses like these are called tongue twisters.

M______________________________________________________________________

w ww

T______________________________________________________________________

* Use one of your . ttongue twisters to help you write a longer poem.

m . u

P______________________________________________________________________

o c . che e r o t r s super

Alliteration can turn an ordinary poem into a really great poem.

• • • Text Types Book 2 • • •

Alliteration 2

Alliteration helps the rhythm of a poem. Using adjectives, nouns or adverbs in the same line or verse often makes the poem sound more catchy.

Writing a poem using all the letters of the alphabet, will help you see how sounds can improve your poetry.

* Finish this poem. You can use your dictionary to help you.

Teac he r

I Am an ABC … I am an actor and I am bright. I am clever and I am daggy. I am eager and I am funny. I am great and I am happy.

ew i ev Pr

r o e t s Bo r e p ok u S

( i, j )

_____________________________________________________________________

(k, l )

_____________________________________________________________________

(m, n ) _____________________________________________________________________ (o, p )

_____________________________________________________________________

(q, r )

_____________________________________________________________________

(s, t )

_____________________________________________________________________

(w,x )

_____________________________________________________________________

w ww (y, z )

m . u

(u, v )

_____________________________________________________________________

. te

with * Write a verse using at least three words on every line which beginc o

. che e r o t r s super

the same letter. E.g. Hot horrid hog languishing in his humid pen.

Tricky Twists

• • • Text Types Book 2 • • •

The last lines Poems with Poems can The first The very last say something have unexpected a twist have only lines describe negative about line often endings just like a few lines, usually an object. one aspect of the begins with ‘No’. narratives. five or six. other lines.

r o e t s Bo r e p ok ? u S

Teac he r

Poems with a twist are easy and fun to write.

Camping

Hiking shoes on Backpacks shouldered Wearing sunhats Water bottles full Stormy weather

ew i ev Pr

Birdsong Birds in the trees Wings folded Pretty colours Lovely voices No song

* Write your own poem with a twist using your answers to these questions:

Think of something you like to do._ ___________________________________________ What do you need in order to do this activity?

© ReadyEdPubl i cat i ons What could go wrong to stop you doing this? •f orr evi ew pur posesonl y• _ _______________________________________________________________________ _ _______________________________________________________________________

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Your Twist Poem

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Illustrate your poem in a humorous way.

* Write a poem with a twist about school. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ 44

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Poems of Comparison

Poets can use their poetry to compare different situations. The shorter form of verse allows poets to make striking comparisons using few words. Going to School

In the poem Going to School the poet makes a comparison between her grandfather and herself travelling to school.

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Grandpa rode a horse to school, Hooves plod, saddle creaks. Snakes slide, birds cheep.

Draw Grandpa going to school.

Tiny lizards, bullock teams,

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Frosty hills, time for dreams.

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I ride a bus to school,

Wheels swish, crowd cram. Horns toot, traffic jam, Kids yell, jets scream, Rush, smog, no sunbeam. Sometimes wish I was Grandpa. by Beverly Boorer

between when Grandpa went to school and when the child goes to school. Sights

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Sounds

Transport to school

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Child now

Grandpa

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* Using the poem Going to School fill in the table below showing the main differences

Humorous Poems 1

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Humorous poems are those that make us laugh.

My Sister Mummy calls her Possum Or sometimes Sausage Roll, Daddy calls her Pumpkin Or even Baby Doll. But the name I think that suits her best Is Aggravating Little Pest

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They can be written in any format at all.

* Why is the poem, Little Sister funny? ___________________________________________ ___________________________________________ ___________________________________________

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by Diana Lawrenson

Draw the little sister.

family feel about the little sister?

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___________________________________________

* Write a poem about

someone you like. Try to show how other people might feel about this person.

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Humorous Poems 2

Making it Funny

Often, in humorous poems it is the unexpected twists at the end that make them funny.

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One Sick Schoolbag At school we go to Matron

* Draw the inside of the sick school bag.

If we’re not feeling well.

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But my bag was sent to Matron Because it had a smell.

As she looked inside askance, “The remains of many lunches Being feasted on by ants.” by Diana Lawrenson

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“Good gracious, child!” gasped Matron

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* What does the word “askance” mean?

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* How does the use of the word “askance” help us to see what is happening in the poem?

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* Write a short poem about something funny that has happened to you. Try to use descriptive words that help the reader to picture what is happening.

Let’s Look More at Poems 1

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Read the poem Foxes.

Foxes

* The poet uses repetition to create

a certain feeling. What is this feeling?

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On the top of a high hill where brambles run wild, Two playful foxes romp in the moonlight. Owls are flying, swooping. Ready to hunt anything that moves. Look out, little foxes!

_______________________________ What patterns does the poet use to show the dangers the little foxes face?

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An old mossy log by a cold, rushing river, Hides two baby fox cubs and their mother. Thunder booms. Rain pelts down. Water pours into the fox’s lair. Look out, little foxes! In a dry, dusty cave under snow-capped mountains, Fox cubs sleep under Mother’s foxtail rug. Wind howls. Soft snowflakes fall. Hunting dogs dash past the fox’s den. Look out, little foxes! By the lake, in a clearing where the sun shines warm, Two tiny foxes play at hide-and-seek. Up high an eagle waits. Her family love fox pie for supper. Look out, little foxes!

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Which action words describe * b © ReadyEdPu l i cat i ons what foxes like to do? •f orr evi ew pur o sesonl y• p _______________________________

By the side of the road on a dark frosty night, Two busy foxes sniff at bunny trails. A monster thunders past. Yellow eyes dazzling, black wheels whizzing. Look out, little foxes!

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* Explain why you liked or

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On a sandy seashore with foamy waves crashing Two happy foxes run and play all day. Angry crab waves his claw, Sharp edges snapping, black eyes bulging, Look out, little foxes!

by Beverly Boorer

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In a grassy green field, by a tumbledown fence, Two cheeky foxes are looking for fun. Echidna rolls up tight. Strong claws digging, sharp spikes quivering. Look out little foxes!

disliked this poem.

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Let’s Look More at Poems 2

The Worm I wouldn’t like birds If I were a worm I wouldn’t like magpies Or wrens I’d have to be firm If I were a worm And tell them We’d never be friends

The Moon There’s a moon On my walk At the top of the hill And it’s perfectly round And it’s perfectly still

r o e t s Bo r e p ok u S I wouldn’t like worms If I were a dog I know cause I Had them last week I leapt like a frog As I jiggled and jogged And I wiggled and squirmed Cheek to cheek

And it holds Back the clouds With its circle of light And it’s perfectly round And it’s perfectly bright It’s as full As a hug And as cool As a stare And it’s perfectly round Even when it’s not there

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I wouldn’t like cats If I were a bird I wouldn’t like Siamese Or Blue I’d soon spread the word If I were a bird That a friendship Just never would do

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Turned ... I wouldn’t like dogs If I were a cat I wouldn’t like shepherds Or mutts And that would be that If I were a cat No maybes, no ifs, And no buts.

by Jackie Hosking

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* Which poem did you like best?_____________________________________________ * Why did you prefer this poem?_____________________________________________

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o * What is the feeling in The Moon?____________________________________________ c .

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* What does the narrator feel in The Worm Turned?______________________________

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* What is the rhyme pattern in The Moon?_____________________________________ * What is the rhyme pattern in The Worm Turned? _______________________________ 49

Let’s Look More at Poems 3

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The Bookworm’s Poem

What is the most important message this poet is trying to convey?

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Such wondrous, fine, fantastic tales Of dragons, gypsies, queens and whales And treasure isles and distant shores Where smugglers row with muffled oars. See pirates wearing purple pants, Watch genie do a disco dance! Cannibals crouching round the pot, Stirring away at something hot!

What fantastic things does the poet suggest can be found in books?

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"We'll say it very loud We'll say it very slow Read ... Read ... READ! READ! Hook or by Crook and Great Gazooks! Half our lives are reading books! The library shelves hold books galore, From east to west upon the floor. And in the bedroom, by the bed, More books are waiting to be read!

* This is a poem with a message.

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If all children could install A wooden bookshelf on the wall Then fill it up with lots of books! Don't worry,

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Cause we promise you,

* Did you enjoy reading this poem?

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That in about a week or two, You'll want nothing else to do! Soon you'll start to feel the need, Of having something good to read!

_ __________________________________

Read ... Read ... READ! READ!"

_ __________________________________

By Kate Sellen

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Learn how the camel got his hump And why the monkey lost his rump. Meet witches up on magic mountains With fairies dancing in the fountains There's something here for everyone You'll see that reading is great fun!

• • • Text Types Book 2 • • •

A villanelle is 19 lines long. It has two rhymes while also repeating two lines throughout the poem.

A Challenge: Villanelle The first five stanzas are triplets (three lines). The last stanza is a quatrain.

The first and third lines of the first stanza are alternately repeated so that the first line becomes the last line in the second stanza and the third line becomes the last line in the third stanza.

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The last two lines of the poem are one and three respectively, making a rhyming couplet.

Forgotten Years We live and breathe our darkest fears A time when bravely spirits fly Will these become forgotten years? Will Gaia’s cries fall on deaf ears? Until pollution chokes the sky? We live and breathe our darkest fears

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Your challenge: Write your own villanelle.

Hatred and greed are now our peers And life a prize for men to buy Will these become forgotten years?

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The heartfelt plea that no one hears Becomes the politicians’ lie Will these become forgotten years?

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When drug lords feed on children’s tears Consume their souls then watch them die We live and breathe our darkest fears

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Our words are cheap and barbed like spears So when our children ask us why We live and breathe our darkest fears Will these become forgotten years?

By Jenny Mounfield

Responding to Poetry

• • • Text Types Book 2 • • •

• Sometimes poetry is read just for the enjoyment of it. • Sometimes we feel that we need to examine a particular poem more closely so that we can understand it better. • If the poem is a rhyming poem we might look at how well it rhymes. We can look at rhythm or form.

r o e t s Bo r e p ok u S • The most important aspect of any poem is how we feel about it as readers.

Title of Poem:

Author:

* Copy the two verses that you enjoyed the most.

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Have a look through some poetry books. Find a poem that you really enjoyed reading.

_______________________________ _______________________________

_______________________________ _______________________________ _______________________________ _______________________________

_______________________________ _______________________________

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_______________________________ _______________________________ _______________________________ _______________________________ the following: * Comment on. t

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Rhyme (if any)_ _________________________________________________________________ ______________________________________________________________________________ Rhythm________________________________________________________________________ ______________________________________________________________________________ Form (what type of poem it is?)_____________________________________________________ ______________________________________________________________________________ Why you enjoyed this poem_ ______________________________________________________ ______________________________________________________________________________

• • • Text Types Book 2 • • •

So Now You’re a Poet

This is your opportunity to show your skill at writing poetry.

* Write a poem that is good enough to be published either in the school

magazine or in any other place for others to read. Follow the steps below.

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1. Consider your audience. Who are you writing this poem for? (It is okay to write it for yourself.)

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2. What would you like to write about? What do you enjoy doing or seeing?

__________________________________________________________________________________ __________________________________________________________________________________

Brainstorm ideas

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3. What form will your poem take?

* Write your masterpiece. Use another sheet of paper if you need more space.

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_________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

• • • Answers • • •

Page 12 (1)The rough sounds and feeling of the wind. (2) The gentleness of the wind. (1)Annoyed, angry (2)Happy, safe, interested (1)Chilling, roaring, wailing (2)Gently, whispering, cool

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Page 14 The shape of the poem reflects the subject and how it is being described. Crouching, hearts pumping, releases, fly, win.

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Creep/ing Shiv/er/ing Nose/all/twitch/y Eyes/dart/ing/a/round Search/ing/corn/ers For/small/crumbs Hung/ry Cold Page 31

Language used - Tuffet, curds, whey. Tuffet: a small mound or low seat. Curds: casein from cow’s milk.

Whey: watery liquid that separates from the curd when the milk is clotted.

Page 17 First line in first verse rhymes with first line in second verse. This pattern is followed for all lines. Two syllables in first word of each first line.

Carry Me ballad

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Page 16 Clack, track, black, clack. Emphasis on first and third words in each line. It’s a syllabic pattern.

Orientation details – The narrator is on his horse heading for the raging frantic sea. It is night-time. Complication – The narrator is suffering from seasickness and is fearful of the stormy sea.

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Page 19 Cars madly racing Thirsty people sipping Spectators pacing Hot dogs dripping Page 20 1 & 2, 3 & 4

Wheels are spinning Winners Dreams of winning Grinners

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Page 24 Grimy Fingernails – It’s hard, dirty work. River – That it is beautiful and stands out.

Page 27 MOUSE

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Refugees poem helplessness, rejection, exhaustion, endless, rejected, unhappiness, gone. Page 34 Across 2. Cinquain 5. Rhyme 8. Rhythm 9. Couplet 10. Poetry 11. Emotion

Down 1. Limerick 3. Narrative 4. Haiku 6. Quatrain 7. Ballad 10. Poet

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Page 23 Sun shining, dolphins at play, rain falling, birds singing.

Page 25 - student response

Resolution – Prays for release and when disembarks the ship and resolves never to travel on the lonely sea again.

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Page 18 Click, click, Trains, long, Rail’s, nights Click click Some adjectives in Haiwatha’s Childhood: whispering, lapping, twinkle, little, flitting, white-fire, dancing.

Page 35

Friends - By reinforcing the topic of friendship. Wombat – Solid, fat, pushy, determined, wonderful. Page 38 Walking the Dog – First and third lines. rhyme, second and fourth lines rhyme. Sports Day – racing and pacing. Snappy and happy.

• • • Answers • • •

Page 45

Page 49

Sounds

Transport to school

Feeling in The Moon – perfection, beauty.

horses snakes tiny lizards

saddle creaking horseback birds cheeping

Feeling in The Worm Turned – The narrator expresses dislike of things while imagining she/he is four different animals or the narrator feels she would do things differently if she were a worm, bird, cat, dog.

cars

wheels swishing bus

Rhyme pattern in The Moon – The third line and last line of the first two verses rhyme. The fourth line and last line of the final verse rhyme.

wheels turning

horns tooting

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kids yelling

jets screaming

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smog

aeroplanes traffic jam

Rhyme pattern in The Worm Turned – In the first and last verses the second line and fifth line rhyme and the fourth line and last line rhyme. In the second verse, the second line and sixth line rhyme and the fourth line and last line rhyme. In the third verse the second line and sixth line rhyme and the fifth line and last line rhyme. Page 50 The Bookworm’s Poem

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Child now

Grandpa

Sights

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Message – Reading is important.

My Sister

Fantastic things to be found in books – wondrous, fine fantastic tales, interesting and different people and places.

The different names for the sister make it funny and the last line is humorous because the narrator thinks that the least flattering name suits her little sister best.

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The contrast between the usual reason for going to matron – feeling ill, and the unusual reason for going to matron in the poem – having a dirty schoolbag.

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By the names that they use to describe her.

What can be learnt – Knowledge/facts about many different people and places.

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Repetition - The feeling of having to be very careful or watchful.

Pattern – The repetition of the line ‘Look out little foxes!’ at the end of each verse.

Action words – sleep, play, look for fun, sniff, run.

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Resources

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Agard, John. and Nichols, Grace. 2004, From Mouth to Mouth: oral poems from around the world, Walker. Bloom, Valerie. 2002, Hot Like Fire, Bloomsbury. Chatfield, H. and Lacey, S. 1989, Let’s Enjoy Poetry, Longman Cheshire, Melbourne. Crew, Gary. and Smith, Craig. 1998, Troy Thompson's Excellent Poetry [sic] Book, Lothian. Dale, Kim. 2001, Eyes in the Dark, Lothian. Foster, John. (selected by) Aust. release. 2001, Pet Poems, Oxford University Press. Foster, John. (collected by). 1998, Word Whirls: and other shape poems, Oxford University Press. Hedley, A. (selected by). 2000, Treasury of Poetry, Parragon. Herrick, Steven. 1999, The Spangled Drongo: a verse novel, University of Queensland Press, (UQP Storybridge series). Huth, Angela. 1996, Casting a Spell, Orchard. Janecko, Paul. B. 2001, A Poke in the I: a collection of concrete poems, Walker. McDougall, Jill. and Taylor, Jenny. 2000, Anna the Goanna: and other Poems, Aboriginal Studies Press. Morrow, Robyn (compiled by). 1996, Beetle Soup, Scholastic Australia, Gosford. Northern Territory Government Department of Education and Training Curriculum Guidelines, Poetry. Robinson, Moira (selected by). 1999, Waltzing Matilda meets Lazy Jack: 30 Australian Ballads, Poems and Rhymes, Silverfish. Taylor, Michelle. A. 2007, If the World Belonged to Dogs, University of Queensland Press. Tullock, Nicholas. 1997, Alphabet Spook, Oxford University Press. Winer, Yvonne. 2000, Butterflies Fly, Margaret Hamilton.

Bibliography

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Acknowledgements

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Carroll, Lewis. 1903, Father William reprinted from The Hunting of the Shark and other Poems and Verses, Harper and Brothers, New York. Holmgren, V. 1989, from The Sun Collection, Five Islands Press. Holmgren, V. 1995, from Peasant in January, Dialogue Press, Wyndham. Longfellow, H. W. 1887, Hiawatha’s Childhood (excerpt) Frederick Warne and Co, London. Scott, Foresman and Company. 1961, The Arbuthnot Anthology of Children’s Literature, USA.

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We gratefully acknowledge the contributions of the following authors: Boorer, Beverley. 2008, Three poems: Going to School, Foxes and Athletes. Hall, Kelly. 2008, Three poems: Refugees, Growing Up and River. Hosking, Jackie. 2008, Two poems: The Worm Turned and The Moon. Mounfield, Jenny. Forgotten Years. Sellen, Kate. The Bookworm’s Poem. Warner, Margaret. Two poems: Kangaroo (First published in Yellow Moon literary magazine) and Bushfire published in the SCWC (South Coast Writers’ Centre Anthology).