Grade 6 – Term 3

POETRY WORKBOOK

SURNAME, NAME:

CLASS:

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A Poem Is A Spider Web

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A poem is a spider web

Spun with words of wonder,

Woven lace held in place

By whispers made of thunder.

--Charles Ghigna

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In this booklet we will learn;

Poetry

PHONICS, SPELLING AND

VOCABULARY

Learn to use the terms 'image', 'simile', 'metaphor',

'onomatopoeia', 'setting', and 'genre'.

VOCABULARY

Use inference and deduction to recognize meaning.

Identify and describe the effect of writers’ and poets’ use of

literary, rhetorical and grammatical features, including imagery

and figurative language.

Compare poems, showing awareness of poets’ use of language

and its effect on the reader.

WRITING FICTION AND

POETRY

Write to express a personal viewpoint.

Explore some of the key linguistic and literary techniques used by

writers, and begin to use them for intended effect.

SPEAKING AND LISTENING Begin to make significant contributions to group discussions,

giving responses and showing awareness of a speaker’s aims.

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February 2017

Sun Mon Tue Wed Thu Fri Sat Notes:

1 2 3 4 Feb 6th: Term 3 starts

5 6 7 8 9 10 11

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28

March 2017

Sun Mon Tue Wed Thu Fri Sat Notes:

1 2 3 4 Mar 15th: General Assessment

Mar 24th: Writing Assessment

5 6 7 8 9 10 11 Dec 30th – Jan 2nd New Year’s Holiday

12 13 14 15 16 17 18

19 20 21 22 23 24 25

26 27 28 29 30 31

April 2017

Sun Mon Tue Wed Thu Fri Sat Notes:

1 7th April – End of term 3

10th April – 16th April Spring Break

2 3 4 5 6 7 8 Apr 23rd – National Sovereignty and Children's Day

9 10 11 12 13 14 15

16 17 18 19 20 21 22 17th April – Term 4 starts

23 24 25 26 27 28

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SECTION 1 - WHAT IS POETRY? ....................................................................................................................................... 5

TYPES OF POEMS ......................................................................................................................................................... 5

SECTION 2 – ..................................................................................................................................................................... 8

LITERARY DEVICES ....................................................................................................................................................... 8

SECTION 3 – ................................................................................................................................................................... 13

SHORT POEMS ........................................................................................................................................................... 13

SECTION 4 – ................................................................................................................................................................... 15

MUSIC = POETRY? ..................................................................................................................................................... 15

SECTION 5 – ................................................................................................................................................................... 19

POEM ANALYSİS ....................................................................................................................................................... 19

ORAL PRESENTATION (Term 4 Performance Work) ..................................................................................................... 23

MY NOTES: .................................................................................................................................................................. 27

STUDENT EVALUATION SECTION .................................................................................................................................. 28

You can check the website https://www.youngwriters.co.uk/glossary-poetry-terms

for definitions or examples of poetic terms and poem types.

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SECTION 1 - WHAT IS POETRY?

Poetry can be defined as writing in which feelings and ideas are given intensity by the use of:

…figurative language (such as simile and metaphor)

…poetic devices (such as rhyme and repetition)

…rhythm and meter (the pattern of stressed and unstressed syllables)

…the division of text into lines and verses (instead of sentences and paragraphs)

TYPES OF POEMS

1. Rhyming Poetry:

Rhyme is the repetition of the same or similar sounds at the end of two or more words at the ends of lines. This

technique makes the poem easy to remember and is therefore often used in Nursery Rhymes. There are two

types of rhyme:

Hands on: Work with a partner. Using your iPads, explain and find and write an example for each rhyme type

in the boxes below:

INTERNAL RHYME EXTERNAL (END) RHYME

Rhyme

Internal Rhyme

External Rhyme

(End Rhyme)

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Rhyme Scheme:

Rhyme scheme is a poet's strategy of choosing which lines in poetry will rhyme with each other. The rhyme scheme, or pattern, can be identified by giving end words that rhyme with each other the same letter. For instance, take the poem 'Twinkle, Twinkle, Little Star', written by Jane Taylor in 1806. Can you try to complete the rhyme scheme for the poem below?

'Twinkle, twinkle, little star, _______

How I wonder what you are. _______

Up above the world so high, _______

Like a diamond in the sky._______

Twinkle, twinkle, little star, _______

How I wonder what you are!' _______

Limericks:

A limerick is a funny (and sometimes rude) poem with a strong beat. Limericks are very light hearted poems and can sometimes be utter nonsense. They are great for kids to both read and write as they are short and funny. A limerick should have a specific rhyme scheme and consists of five lines. The first line of a limerick poem usually begins with 'There was a....' and ends with a name, person or place. The last line of a limerick is normally a little farfetched or unusual.

Read the limerick below and write the rhyme scheme in parenthesis. Use the words in the box to complete the descriptions:

Limerick from the Book of Nonsense by Edward Lear

There was an Old Man with a beard (___) Introduces the _____________________

Who said, 'It is just as I feared! (___) What’s ________________ about the character

Two Owls and a Hen, (___) Two _______________ lines that continue the story

Four Larks and a Wren, (___)

Have all built their nests in my beard!’(___) Gives the ______________ of the joke.

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You can scan these QR codes to visit the Limerick

making websites and try your own Limerick!

punchline unusual character short

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2. Non-rhyming Poetry:

Not all the poems need to rhyme. There are some poem types that do NOT follow a specific rhyme scheme.

Haiku:

Haiku Poetry is a Japanese poem composed of three unrhymed lines of five, seven, and five syllables. Haiku

poetry originated in the sixteenth century in Japan and reflects on some aspect of nature to create images.

A Haiku is a type of poetry that can be written on many themes, from love to nature.

Examples of Haiku Poetry:

(5) The sky is so blue. (7) The sun is so warm up high.

(5)I love the summer.

Now, it’s your turn. Write a Haiku poem and illustrate with a picture that goes with it:

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Cinquain:

American poet Adelaide Crapsey created the cinquain based on the Japanese haiku. A cinquain consists of

five unrhymed lines.

Line 1 is one word (the title)

Line 2 is two words that describe the title

Line 3 is three words that tell the action

Line 4 is a four word phrase that expresses feeling

Line 5 is one word that recalls the title

Hands on: You’ve tried Haiku, now, try the cinquain

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Tree

Strong, Tall

Swaying, swinging, sighing

Memories of the summer

Oak

SECTION 2 – LITERARY DEVICES Look at the list of the literary devices below and try to research and come up with more examples using your iPads.

Definition Examples

PO

ETIC

DEV

ICES

ONOMATOPOEIA

Onomatopoeia is the imitation of natural sounds in word

form. These words help us form mental pictures about the

things, people, or places that are described.

buzz, hiss, roar, ______________________________

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RHYME

A rhyme is when two words sound the same when spoken.

Rhyme is used in poetry to help the poem become interesting

and used to help create a pattern within a poem.

Bright and night

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REPETITION

Repetition is when one or more words or structures are

repeated to show urgency or importance. Using a refrain and putting a chorus in a poem can also be repetition.

In your head, in your head they are fighting With their tanks and their bombs and their bombs and their guns.

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ALLITERATION

Alliteration is the repetition of usually initial consonant

sounds in two or more neighbouring words or syllables

Squawking seagulls swoop on sunbathers.

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FIG

UR

ATI

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LAN

GU

AG

E

Definition

Examples

SIMILE

A simile is a comparison between two unlike things that have

something in common. A simile always uses the words “like”

or “as” to make a comparison.

I’ve been working like a dog.

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METAPHOR

A metaphor is a figure of speech comparing two unlike things

that have something in common. The comparison is made

without the use of like or as.

All the world is a stage. ____________________________________________

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PERSONIFICATION

Personification is when an author gives an idea, object, or

animal qualities or traits of a person.

Snowflakes danced in the air with the wind.

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SYMBOLISM

It is the use of symbols to signify ideas and qualities by giving

them symbolic meanings that are different from their literal

sense.

The dove is a symbol of peace. ______________________________________

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HYPERBOLE

Hyperbole is a figure of speech in which exaggeration is used

for emphasis or effect. It may be confused with a simile

because it often compares two items. The difference is that

with a hyperbole the comparison is an exaggeration.

I'm so hungry I could eat a horse. ___________________________________________

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Match the correct poetic device with the correct sentence below.

simile metaphor onomatopoeia personification

alliteration rhyme internal rhyme symbolism

1. Whenever the trees are crying aloud. ____personification________

2. The mouse beneath the stone is still as dead. __________________________

3. Life is a broken winged bird. __________________________

4. Chirp, tweet __________________________

5. Flickering, flitting, fireflies __________________________

6. I went to town to buy a gown. __________________________

7. I went to the market to buy a pear __________________________

I made a mistake and forgot to share.

8. With this ring, I give you my love! __________________________

Look at the meanings below and fill in the gaps with the words from the box.

rhyme – repetition – onomatopoeia – alliteration –

metaphors – simile –symbolism – personification

1. ______alliteration___________ The repetition of consonant sounds in the beginning of the words.

2. ___________________________ It gives human qualities to something which is non-human.

3. ___________________________ The use of words that imitate sounds.

4. ___________________________ It describes one thing as if it were something else.

5. ___________________________ It uses “like” and “as” to compare two apparently unlike things and

it shows similarities between the two.

6. ___________________________ The use of symbols to represent ideas or qualities.

7. ___________________________ The repetition of sounds at the ends of the word.

8. ___________________________ It is the use of any element of language – a sound, a word, a phrase,

or a sentence – more than once.

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Read the poems below and find at least 3 literary devices used in each poem. Underline the example and

write the name of the literary device on the blanks:

1. Predictable

Poor as a church mouse. strong as an ox,

cute as a button, smart as a fox.

thin as a toothpick, white as a ghost,

fit as a fiddle, dumb as a post. bald as an eagle,

neat as a pin, proud as a peacock,

ugly as sin. When people are talking

you know what they'll say as soon as they start to

use a cliché.

2. The Railway Train

by Emily Dickinson

I like to see it lap the miles, And lick the valleys up, And stop to feed itself at tanks; And then, prodigious, step

Around a pile of mountains, And, supercilious, peer In shanties, by the sides of roads; And then a quarry pare

To fit its sides, and crawl between, Complaining all the while In horrid, hooting stanza; Then chase itself down hill

And neigh like Boanerges; Then, punctual as a star, Stop--docile and omnipotent-- At its own stable door.

1. ________________________________

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2. ________________________________

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by Bruce Lansky

simile

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3. ___________________________________

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4. ___________________________________

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3. Noises

By Marinela Reka

The snake hissed at the prey

The blue balloon popped

The large audience clapped

The car screeched as it stopped

The cat meowed for attention

The phone crackled by mistake

I crunched on my food

What noise do you make?

4. Dr. Seuss in “Fox in Socks”

Through three cheese trees three free fleas flew.

While these fleas flew, freezy breeze blew.

Freezy breeze made these three trees freeze.

Freezy trees made these trees' cheese freeze.

That's what made these three free fleas sneeze.

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SECTION 3 – SHORT POEMS Read the 2 poems below and answer the questions.

Fame is A Bee (1788)

By Emily Dickinson

Fame is a bee. It has a song— It has a sting— Ah, too, it has a wing.

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1. Which poem did you enjoy the most? Explain with your reasons.

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2. What type of figurative language is used to compare fame to a bee? Why do you think so?

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3. In ‘April Rain Song’ what poetic device is used for “rain”?

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4. What does the kind of song tell you about the poet’s feelings about rain?

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5. Find an example of each kind of figurative language in the poems.

Metaphor

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Personification

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Symbolism

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Repetition

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SECTION 4 – MUSIC = POETRY? Song lyrics are poetry that is put to music. They also focus on feelings and ideas of the writer just like poems. Poetry and Music are about flow, rhythm, meaning and expression.

Identify, label and explain the type of figurative language or poetic device used in the song lyrics. Examples may include: imagery devices such as metaphors, similes, personification, hyperbole; sound devices such as alliteration, onomatopoeia, rhyme, etc.

1. “Firework” by Katy Perry

Identify, Underline & Label the Poetic Devices

Explain the Poetic Devices Used

1 Do you ever feel like a plastic bag

2 Drifting through the wind

3 Wanting to start again

Simile – the feeling of ______________ is compared to a ______________________________________________

4 Do you ever feel, feel so paper thin

5 Like a house of cards

6 One blow from caving in

7 Do you ever feel already buried deep

8 Six feet under scream

9 But no one seems to hear a thing

10 Do you know that there's still a chance for you

11 ‘Cause there's a spark in you

12 You just gotta ignite the light

13 And let it shine

14 Just own the night

15 Like the Fourth of July

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(Chorus)

16 Cause baby you're a firework

17 Come on show 'em what you’re worth

18 Make 'em go "Oh, oh, oh!"

19 As you shoot across the sky

20 Baby you're a firework

21 Come on let your colors burst

22 Make 'em go "Oh, oh, oh!"

23 You're gonna leave 'em fallin' down

24 You don't have to feel like a waste of space

25 You're original, cannot be replaced

26 If you only knew what the future holds

27 After a hurricane comes a rainbow

28 Maybe you're the reason why all the doors are

closed

29 So you can open one that leads you to the

perfect road

30 Like a lightning bolt, your heart will blow

31 And when it's time, you'll know

32 You just gotta ignite the light

33 And let it shine

34 Just own the night

35 Like the Fourth of July (Repeat Chorus)

36 Boom, boom, boom

37 Even brighter than the moon, moon, moon

38 It's always been inside of you, you, you

https://www.youtube.com/watch?v=QGJuMBdaqIw

What do you think the theme of this song is? Why do you think so?

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After listening to the song and watching the video clip, what are your reflections about the song?

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2. “Grenade” by Bruno Mars

Easy come easy go, that's just how you live

Oh, take, take, take it all but you never give

Should've known you was trouble from the first kiss

Had your eyes wide open, why were they open

Gave you all I had and you tossed it in the trash

You tossed it in the trash, you did

To give me all your love is all I ever asked

'Cause

CHORUS

What you don't understand is

I'd catch a grenade for ya

Throw my hand on a blade for ya

I'd jump in front of a train for ya

You know I'd do anything for ya

oh oh oh oh oh

I would go through all this pain

Take a bullet straight right through my brain

Yes, I would die for you, baby

But you won't do the same

No, no, no, no

Black, black, black and blue, beat me 'til I'm numb

Tell the devil I said, hey, when you get back to where

you're from

Mad woman, bad woman, that's just what you are,

yeah

You'll smile in my face then rip the brakes out my car

Gave you all I had and you tossed it in the trash

You tossed it in the trash, yes, you did

To give me all your love is all I ever asked

'Cause

CHORUS

If my body was on fire

Ooh, you'd watch me burn down in flames

You said you loved me, you're a liar

'Cause you never, ever, ever did, baby

But darling, I'd still catch a grenade for ya

Throw my hand on a blade for ya

I'd jump in front of a train for ya

You know I'd do anything for ya

I would go through all this pain

Take a bullet straight right through my brain

Yes, I would die for you, baby

But you won't do the same

No, you won't do the same

You wouldn't do the same

Ooh, you never do the same

No, no, no, no

Read more: Metrolyrics Print Grenade | MetroLyrics

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Language 1) What is the theme of the song?

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2) Can you find any grammar mistakes in this song? Why do you think it is that way?

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Literary Terms Give an example for each of the following:

1) Hyperbole

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2) Rhyme

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3) Alliteration

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4) Repetition

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5) Internal Rhyme

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SECTION 5 – poem analysis

The most important thing we've learned,

So far as children are concerned,

Is never, NEVER, NEVER let

Them near your television set --

Or better still, just don't install

The idiotic thing at all.

In almost every house we've been,

We've watched them gaping at the screen.

They loll and slop and lounge about,

And stare until their eyes pop out.

(Last week in someone's place we saw

A dozen eyeballs on the floor.)

They sit and stare and stare and sit

Until they're hypnotised by it,

Until they're absolutely drunk

With all that shocking ghastly junk.

Oh yes, we know it keeps them still,

They don't climb out the window sill,

They never fight or kick or punch,

They leave you free to cook the lunch

And wash the dishes in the sink --

But did you ever stop to think,

To wonder just exactly what

This does to your beloved tot?

IT ROTS THE SENSE IN THE HEAD!

IT KILLS IMAGINATION DEAD!

IT CLOGS AND CLUTTERS UP THE MIND!

IT MAKES A CHILD SO DULL AND BLIND

HE CAN NO LONGER UNDERSTAND

A FANTASY, A FAIRYLAND!

HIS BRAIN BECOMES AS SOFT AS CHEESE!

HIS POWERS OF THINKING RUST AND FREEZE!

HE CANNOT THINK -- HE ONLY SEES!

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After reading the poem please answer the questions and get ready to discuss your answers in class:

1. What are the author’s feelings and opinions about TV? Find words or phrases that support your answers.

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2. Why is he yelling at the end of the poem? Which device does he use to do that?

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3. Who is the author speaking to? How do you know that?

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4. Find at least 2 different examples of poetic devices and name them.

E.g.: ‘…Is never, NEVER, NEVER let’ = repetition

1.

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2.

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5. Do you agree with Roald Dahl’s thoughts on TV? Why / Why not?

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No Difference

by Shel Silverstein

Small as a peanut, Big as a giant,

We're all the same size When we turn off the light.

Rich as a sultan, Poor as a mite,

We're all worth the same When we turn off the light.

Red, black or orange,

Yellow or white, We all look the same

When we turn off the light.

So maybe the way To make everything right

Is for God to just reach out And turn off the light!

Answer the questions below about the poem “No Difference”.

1. Who is Shel Silverstein? Research and write at least 3 facts about him:

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2. How many stanzas are there?

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3. What is the theme of this poem?

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4. What type(s) of figurative language is used in this poem? Give an

example.

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5. What message do you think the poet is trying to give to the readers?

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6. Illustrate the poem:

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Life doesn’t frighten me By Maya Angelou

Shadows on the wall Noises down the hall.

Life doesn’t frighten me at all. Bad dogs barking loud. Big ghosts in a cloud.

Life doesn’t frighten me at all

Mean old Mother Goose. Lions on the loose.

They don’t frighten me at all. Dragons breathing flame.

On my counterpane. That doesn’t frighten me at all.

I go boo.

Make them shoo. I make fun.

Way they run. I won’t cry. So they fly. I just smile.

They go wild. Life doesn’t frighten me at all.

Tough guys fight. All alone at night.

Life doesn’t frighten me at all.

Panthers in the park. Strangers in the dark.

No, they don’t frighten me at all.

That new classroom where Boys all pull my hair (Kissy little girls

With their hair in curls) They don’t frighten me at all.

Don’t show me frogs and snakes.

And listen for my scream, If I’m afraid at all.

It’s only in my dreams. I’ve got a magic charm

That I keep up my sleeve, I can walk the ocean floor.

And never have to breathe.

Life doesn’t frighten me at all. Not at all. Not at all.

Life doesn’t frighten me at all.

Read the poem “Life Doesn’t Frighten Me”and answer the

questions.

1. Who is Maya Angelou? Research and find how her life

affected her poetry.

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2. What is the “theme” and “moral” of this poem?

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3. Why does the speaker smile at frightening things?

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4. What does the poem reveal about the speaker’s

personality?

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ORAL PRESENTATION (Creative Project)

Objective:

Making a formal presentation on a song or poem of your choice.

Presenting a clear and well-organized presentation.

Establishing a presence in front of the audience through body language, eye contact, content of the presentation ,etc.

Task: Prepare and present a 3-4 minute oral presentation about a song or poem of your choice. At the end of the presentation you will have 2-3 minutes to answer questions or respond to comments from the audience. You can create a PowerPoint Presentation, a Prezi or any other ICT tool you wish and prepare cue cards (cue cards optional).

Content: 1. Talk a bit about the singer or author of the song / poet (include references), 2. Talk a bit about the plot in the song / poem and the main theme, 3. How do you feel when you listen to / read it? 4. Why did the poet or singer write such a piece of music? 5. Why did I choose this song or poem and how does it relate to my life? 6. You should also add a short video or images to describe the song and its meaning to you. 7. Which literary devices are used in the song / poem? My notes about my presentation: Name of the song / poem: _______________________________________________________________________________ ICT tool I will use: _______________________________________________________________________________ Web sites I used: _______________________________________________________________________________ Other details: ____________________________________________________________________________________________________________

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Listening- Listen to your friends presenting their songs and take notes. Name of the Presenter

Song/ Poem Singer/ Band/ Author Theme Name one poetic device and give an example from the song / poem:

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Name of the Presenter

Song/ Poem Singer/ Band/ Author Theme Name one poetic device and give an example from the song / poem:

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ORAL PRESENTATION RUBRIC

4 3 2 1

Quality of

Content

Understood the

contents very well

and obviously put in

a lot of hard work

and research in

preparing the

presentation.

Understood the contents

quite well and obviously

put in some amount of

hard work and research

in preparing the

presentation.

Understood the contents a bit

and seemed to have put in

limited hard work and

research in preparing the

presentation.

Hardly understood the

contents and seemed to

have put in almost no hard

work and research in

preparing the presentation.

Literary

Devices

Found all / almost all

the literary devices

in the song/poem and

explored their

meaning well.

Found most of the

literary devices in the

song/poem and explored

their meaning well.

Found 1-2 literary devices in

the song/poem and / or the

meaning of the devices are

nor clear enough.

Either found no literary

devices or the ones that are

found are not correct or

clear at all.

Creativity Very creative and

original. Very

imaginative in style

of presentation,

usage of materials,

and explanation

methods. Simple,

easy to understand,

attractive visual aids.

Mostly creative and

original. Generally

imaginative in style of

presentation, usage of

materials, and

explanation methods.

Mostly simple, easy to

understand, attractive

visual aids.

Lacked in original creativity.

Style of presentation, usage

of materials, and explanation

methods lacked imagination

and weren’t very clear.

Below average quality, not

very easy to understand.

A very poor quality of

presentation that lacked

energy, hardly used any

extra materials, and wasn’t

very easy and/or fun to

follow.

Presentation

Style

Clear voice, correct

pronunciation,

confident, relaxed,

used notes well,

good arm gestures

and facial

expressions, good

eye contact with

audience, held

audience’s attention.

Mostly confident and

relaxed. Clear voice,

most words have been

pronounced correctly.

Used notes quite well

and had good arm

gestures and facial

expressions, generally

had good eye contact

with audience and held

their attention.

Voice is low, a few words

have been correctly

pronounced Not very

confident and a bit nervous.

Read most of the

presentation notes like a

story, used minimum arm

gestures and facial

expressions, and made

minimum eye contact with

audience.

Mumbles, incorrect

pronunciation. Not at all

confident and really

nervous: was totally

unprepared, read the entire

presentation, turned from

audience to read the

PowerPoint, made no eye

contact, moved arms and

feet awkwardly.

Listening /

Note taking

Student took clear

notes and had a

question prepared for

each presenter.

Student took clear notes

but did not have a

question prepared for

each presenter.

Student took some notes, but

the section was not attentive

to details and questions were

not prepared for each

presenter.

Student’s notes were

incomplete or not

completed.

Teacher Comments:

27 061-eng-wb-t3-(poetry)

MY NOTES:

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28 061-eng-wb-t3-(poetry)

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