Professional Development Activity for “Enhancing the Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”. Teaching & Performing Poetry. February 25, 2005. What is POETRY? How do you define it?
Professional Development Activity for “Enhancing the Interface between the Junior Secondary and the Three-year Senior Secondary Curricula through Promoting the Learning and Teaching of Language Arts”
February 25, 2005
The spontaneous overflow of powerful feelings
Poetry is the lava of the imagination
Blood, imagination and intellect running together
What is Poetry?
Whatis happening in the poem?
Howis it presented by the poet?
Whydid the poet write this poem?
Mental pictures created with words
Explicit comparison, using ‘like’, ‘as’, ‘similar to’, ‘resembles’
Giving human qualities to an animal, object or abstract idea
The wind is angry ---
He’s been in a rage all night,
Stamping his feet, bellowing
and finally breaking out.
… … …
The sea is a hungry dog,
Giant and grey.
He rolls on the beach all day.
With his clashing teeth and shaggy jaws
The rumbling, tumbling stones,
And ‘Bones, bones, bones, bones!’
The giant sea-dog moans,
Licking his greasy paws.
… … … James Reeves
My shirtsleeve hangs
Over the rim of the laundry basket
Like a limp human arm
From the jaws of a crocodile.
Feelings and moods created by sounds
Repetition of initial consonant sounds in words
Use of words that sound like
the objects or actions they describe
Around the rugged rock, theragged rascal ran
I flung out my arms
Now a broom
Repetition of vowel sounds
Repetition of consonant sounds anywhere in the lines
He gives his harness bells a shake To ask if there issome mistake.
Stopping by Woods on a Snowy Evening
Whose woodsthese are I think I know. His house is in the village though; He will not see me stopping here To watch his woods fill up with snow.
My little horse must think it queer To stop without a farmhouse near Between the woodsand frozen lake The darkest evening of the year.
He giveshisharness bellsa shake To ask if there is some mistake. The only other sound\'s the sweep Of easy wind and downy flake.
The woods are lovely, dark and deep, But I have promises to keep, And miles to go before I sleep. And miles to go before I sleep.
S (32 times)
H (10 times)
W (8 times)
Effect: soft hissing sound
Workshop Activity 2
identify the visual and
1. Onomatopoeia (choo-choo puff-puff Pull, pull, pull)
2. Consonance([s] sound)
3. Onomatopoeia(boom, crash)
Consonance([r] sound in second line)
The attributes of rhythm
How it sings, sings, sings,
Blowing sharply from the sea-line,
With an edge of salt that stings;
How it laughs aloud, and passes,
As it cuts the close cliff-grasses;
How it sings again, and whistles
As it shakes the stout sea-thistles --–
How it sings!
How it shrieks, shrieks, shrieks,
In the crannies of the headlands
In the gashes of the creeks;
How it shrieks once more, and catches
Up the yellow foam in patches:
How it whirls it out and over
To the corn-field and the clover –--
How it shrieks!
How it roars, roars, roars,
In the iron under-caverns,
In the hollows of the shores;
How it roars anew, and thunders,
As the strong hull splits and sunders:
And the spent ship, tempest driven,
On the reef lies rent and riven –--
How it roars!
How it wails, wails, wails,
In the tangle of the wreckage,
In the flapping of the sails;
How it sobs away, subsiding,
Like a tired child after chiding;
Sit back and
listen to the rhythm
Rhyming / Rhyme scheme
A pattern of the end rhymes within the poem
Life is real! Life is earnest!
And the grave is not its goal;
Dust thou art, to dust returnest,
Was not spoken of the soul.
Rain, rain, go away
Come again another day
Little children want to play
So rain, rain, go away.
Write a poem
About a lion they said,
So from memories
Of lions in my head
I wrote about
Tawny eyes and slashing claws,
Lashing tail and sabred jaws
Twinkle, twinkle little star
How I wonder who you are
Up above the world so high
Like a diamond in the sky.
Unrhymed ten-syllable lines
A narrative poem written in four-line stanzas, with swift action and direct style
A poem without a regular pattern of metre or rhyme
A long stately poem in stanzas of varied length, meter and form
A five-lined rhymed poem that makes fun
Ode to Autumn
A fourteen-lined lyrical poem that conforms to a set rhyme scheme
A poem expressing grief, of subjective or meditative nature
Shall I Compare Thee
to a Summer’s Day?
A seven-lined diamond-shaped poem that specifies the part of speech in each line, sometimes with contrasting ideas
A poem in which the first letter of each line, when read vertically, spell out a word, which is usually the subject of the poem.
A Japanese-style poem of three lines, each with a fixed number of syllables (5,7,5 or 4,8,4) -- mainly about nature and feelings
Words are placed to make the shape of an object or ideas described
Delicious, heavenly, mouth-watering
A brown crispy square of deep-fried bean curd
Disgusting, unpleasant, repulsive
Workshop Activity 3
of poem in each item.
A: Shape poem
B: Free verse
C: Diamond poem
D: Acrostic poem
A stranger called this morning
Dressed all in black and grey
Put every sound into a bag
And carried them away
The whistling of the kettle
The turning of the lock
The purring of the kitten
The ticking of the clock
The popping of the toaster
The crunching of the flakes
When you spread the marmalade
The scraping noise it makes
The hissing of the frying pan
The ticking of the grill
The bubbling of the bathtub
As it starts to fill
The drumming of the raindrops
On the window-pane
When you do the washing up
The gurgling of the drain
The crying of the baby
The squeaking of the chair
The swishing of the curtain
The creaking of the chair
A stranger called this morning
He didn’t leave his name
Left us only silence
Life will never be the same.
You are a star in the sky,
Bright and shining,
Guiding me with your light,
With you, I know the way.
You are an umbrella in the rain,
Loving and protecting,
You help me so much,
With you, I know I am safe.
You are a candle on a dark night,
Warm and comforting,
You make me strong,
With you, I am never alone.
You are a rainbow after a storm,
Beautiful and colourful,
You always give me hope,
A promise that will last
Friendship is a precious gift
A gift to treasure and keep forever.
Step One: students see pictures, some of which are related to the poem. They write down words which they associate with the pictures, including sounds, smells, feelings – not only names of objects
to prepare students for reading the poem by pre-teaching some vocabulary
to introduce the concept of metaphors as “word pictures”
to generate some ideas for students to use in their own writing
Weaker classes made badges with
metaphors on them as gifts for their friends
A haunted house?
A light-hearted poem about the arrival of a new headmaster at the school
The speaker is probably a student or group of students.
The students are afraid of the new headmaster, and a lot of rumours are circulating about him
Another meaning of the poem is about rumours --- Can we always believe what we hear?
Also light-hearted, descriptive poem about a ghosts’ party
The speaker is a narrator, not a ghost
The poem describes how the ghosts enjoy themselves at a party
They are supposed to be scary ghosts – but why do they eat sweets and dance a jig?Looking at the subject matter
Different senses are used,
Hearing “stomp, werewolf’s howl”
Touch “icicle stare, razor-sharp”
Images are of scary monsters, supernatural evil creatures. The visual element is very strong
The poem rhymes, and has a strong rhythm, which adds to the light-hearted mood
There is some alliteration eg “growls like a grizzly bear”
Mainly visual and sound images
Many contrasts feature in the poem, e.g. spooky images at the beginning, but the middle part is quite funny (e.g. a baby sucking its thumb), noise vs. silence at different points, dark outside and noisy action inside the haunted house
The poem rhymes, and there is a change in the rhythmic pattern which divides description of the setting from the action of the party.
Alliteration, e.g. “bone all bare”
Abrupt ending as the ghosts vanishLooking at the language and structure
Getting ready for the rehearsal
Put special emphasis on:
Students must visualise and appreciate the poem before they can speak it meaningfully.
(For choral work)
Divide poem into
Refer to the examples of
“The Freight Train”
What do you think of the group’s performance?