SPEAKERS –READERS –WRITERS

SPEAKERS – READERS – WRITERS

• Writedownasmanykeytermstodowithpoetryasyoucanthinkof(evenifyoucan’trememberwhattheymean!)


Averseinapoem.Usuallyhasfourormorelines.Oftenhasarhythmicpattern.Separatedbyaspace.Containconnectedthoughts.


• Christopher(‘Kit’)Marlowe• ContemporaryofShakespeare• Perhapsbestknownforhisplays• ‘PassionateShepherd’published1599,sixyearsafterMarlowe’sdeath• Consideredoneoftheearliestexamplesofpastoralpoetry


• Whatdoesthe‘passionateshepherd’offer‘hislove’?• Canyouwriteamodern‘translation’ofthispoem?


• HowdoesMarlowestructurethispoem?• Howdoeshecelebratethethemesofnatureandlove?• Whichline/phraseisyourfavourite?• Whydoyouthinkthislineparticularlystoodouttoyou?



• Ahomonym isawordthatisspeltthesameasanotherwordandispronouncedthesame,butmeanssomethingdifferent.• homo- =same• -nym =name

• Writedownasmanyhomonymsasyoucanthinkof…


• WalterRaleigh• Courtierandpoet• OlderandthanMarlowe• ‘TheNymph’sReplytotheShepherd’waspublishedin1600


• Whydoesthenymphrejecttheshepherd’soffer?• Canyouwriteamodern‘translation’ofthispoem?



• Lookatthetwopoemssidebyside.• HowdoesRaleigh’snymphdirectlycontradictMarlowe’sshepherd?• Whatifthisisaboutmorethananymphreplyingtoashepherd?• WhatmightRaleighbesayingaboutMarlowe’spoetry,andotherpoemslikeit?



• Matchupthehomonyms…


• Matchupthehomonyms…


Theuseofrepeated‘s’soundsinalineorphrase.

The‘ssoundscouldbesoftCstoo.Ahissingqualityisoftencreated.


• SeamusHeaney,1939-2013• IrishpoetfromNorthernIreland;theeldestofninechildren• Hisfatherwasafarmer• Wonmanyawards,includingtheNobelPrizeforLiteraturein1995• Believedthatthekeyto‘pastoral’poetrywasthesoundsofthepoem


• Mindmap yourfamily’sjobs• Howmanydoyouknow?• Areanyofthesejobsanaspirationyouhave?• Doyoufeelyououghttofollowinsomeoneelse’sfootstepsordoyourownthing?


• Findevidenceinthepoem(quotations)tosupportthefollowingpoints:1. ThepenfeelscomfortableinHeaney’shand.2. Itisthesoundofhisfatherdiggingwhichcauses

himtolookdownandrememberhischildhood.3. Heaney’smemoryofhisfatherisfromtwo

decadesearlier.4. Asachild,Heaneyhelpedhisfather.5. In‘Digging’,Heaneynotonlyrespectshisfather’s

hardwork,butalsohisgrandfather’s.6. Heaney’sgrandfatherwasahardworker.7. Throughoutthepoem,Heaneyrealises hehas

differentskillstothoseofhisfatherandgrandfather.

8. Heaneyreassureshimselfattheendofthepoembysayingthathispenislikehisfather’sspade.


• Pastoralpoetryisaboutcreatingasenseofplace,ofnatureandofemotionalconnection.• Choosethreequotationsfromthepoemwhichyoufeeldothisandtrytoexplainwhy/how.



• Ahomograph isawordthatisspeltthesameasanotherwordbutispronounceddifferentlyandmeanssomethingdifferent.• homo- =same• -graph=written

• Writedownasmanyhomographsasyoucanthinkof…


• Createyourownpastoralpoem,inspiredbytheseimages…



• Usethehomograph imagesbelowtofillintheblanksinthisparagraph…

“Thestormsuddenlyhit.Aspeoplebeganto______the____,Icouldn’t____myselfaway.Therollingthundersoundedlikethe____lineona______ofmydad’s,andthelightningcutjewelled linesthroughthedarkeningsky.”


• Usethehomograph imagesbelowtofillintheblanksinthisparagraph…

“Thestormsuddenlyhit.Aspeoplebegantodesert thepark,Icouldn’ttearmyselfaway.Therollingthundersoundedlikethebass lineonarecordofmydad’s,andthelightningcutjewelled linesthroughthedarkeningsky.”


The useofstrongpunctuationinthemiddleofalineofpoetrysuchasasemi-colonorafull-stop.

The useofpunctuationinthemiddleofalinecangiveamorenaturalvoicetothepoemanddisruptanyrhythmpatterns.Itoftengoeshand-in-handwithenjambment.


• GerardManleyHopkins,1884-1899• Ahighlyreligiouspoetwhoconvertedtocatholicism andbecameapriest• Hewroteanumberofpoemsaboutthenaturalworld• Forhistime,hewroteinahighlycreativeandunusualway,playingaroundwithsoundsandrhythmsinhispoems


• Whatdoespiedmean?• Whatkindofthingdoyouthinkthispoemwillfocuson?


• Whatdifferent“dappledthings”doesthepoetrefertointhispoem?• Findpicturesofthemifyoucan.


“GlorybetoGodfordappled things–Forskiesofcouple-colour asabrinded cow”

Alliterative, strong start; like the beginning of a prayer

This word is almostonomatopoeic – it certainly allows us to picture the ‘things’

A hyphenated ‘made-up’ adjective. Helped by alliteration. The sound of it, along with the other hard ‘c’ sounds in the line are sensory.

A cow seems a very ordinary creature and yet hear it is being celebrated as much as the whole of the sky.

For all the complicated language, he also uses really simplistic words at times.


• Nowhaveagoat‘exploding’yourownchoiceofquotationfromthepoem.



• Ahomophone isawordthatisspeltdifferentlytoanotherwordbutsounds thesame.• homo- =same• -phone=sound

• Writedownasmanyhomophonesasyoucanthinkof…


• Writealistofcolours.• Thinkofasmanythingsasyoucanthatexistinnature foreachcolour.• Selectafewofthemandcreateapoemwhichcelebratesthecoloursofnature.• Youmightchoosetofocusononeortwocolours,orcelebratethewholelot!



• Rewritethefollowingparagraph,correctingthehomophone errors.

Imaidmyweighdowntherode.Suddenlyeyesoreawight hoarse.“Wareareeweofftwo?”ayeasked.“Tooseatheseeandwatchthesongodown.”“Islecomewithyew,”Isaid.Sew,Icourthimupandweeroadtogether,wilethewindblueinhourhare.

• Nowhaveagoatwritingyourownparagraph,packedwithincorrectlyusedhomophones.


• Rewritethefollowingparagraph,correctingthehomophone errors.

Imademyway downtheroad.SuddenlyIsaw awhite horse.“Whereareyou offto?”I asked.“To see thesea andwatchthesun godown.”“I’ll comewithyou,”Isaid.So,Icaught himupandwe rode together,while thewindblew inour hair.

• Nowhaveagoatwritingyourownparagraph,packedwithincorrectlyusedhomophones.


Moving fromonelineofapoemtothenextwithoutanypunctuationattheendoftheline.

Enjambment givesafluiditytoapoem,andcanoftencontributiontoamorenatural‘voice’.Itcandisruptarhythmpatternordisguiseobviousrhyme.


• W.B.Yeats,1856-1939• IrishpoetwhowontheNobelPrizeforLiteraturein1923• Famedforhispoetryaboutnaturebutalsoforhispoliticalwork• Hewasquiteanexperimentalpoetandisparticularlyknownforhisuseofsymbols


• Mindmap anythingyouknow/thinkaboutswans.• Trytoincludesomepowerful‘poetic’vocabularyinyournotes.


• HowdoesYeatspresenttheswansinthispoem?• Chooseandexplodeatleastthreequotationsinordertoanswerthisquestion.



• Howmanywordscanyoucreatefromthiswordwheel?

• What’sthelongestwordyoucanfind?• Youmustalwaysusethecentralletter.

ME

R

O

PT

HA

SSPEAKERS – READERS – WRITERS

• Lookupsomequirkyanimalfacts(suchasanimalsthateattheirmatesoranimalsthatmateforlife).• Writeapoem(itcanbehumorousorserious)aboutoneofthesefactsandhowitcouldbeametaphorforhumans.



• Whichofthefollowingaremetaphors?1. Thelibrarianwasassweetascandy.2. Thestarsarediamondsinthesky.3. Abigailisatallasagiraffe.4. Peterisanangel.5. Thehousewasazoo.6. Mybrothereatslikeapig.7. Herheartwasasbigastheocean.8. Thecarmovedlikeasnail.9. Mydadisateddybear.10. Thepuppywasasfastasascuttlingbeetle.• Canyouchooseoneofthesentencesthat

isnotametaphorandturnitintoone,extendingitifpossible?


Aself-contradictoryphrase. Oftenanadjectivebeforeanoun.Canprovokethoughtsorideas.


• TedHughes,1930-1998• MadePoetLaureatein1984• MuchofHughes’poetrydealswithanimals,thoughnotinanaturalisticwaysomuchasasymbolicone• Hehadanoftenhappy,butalsodeeplytroubledmarriagetoanotherpoet,SylviaPlath.


• Doyouknowwhatallthesewordsmean?• Lookthemupifneeded,andfillinthetable.

WORD MEANING

pike

angler/angling

malevolent

sinister

grandeur

subdued

kneading

pectorals

tench

monastery

immense

frailSPEAKERS – READERS – WRITERS

• Choosefourimagesfromthepoemanddrawtheminagrid,writingthequotationasacaption

“Greentigering thegold”


• Considerthestructureofthepoem.• Whatisthefocusofeach‘section’?Howdoestheperspective/contentchange?

Section 1 Section2 Section3

[Thefirstfourstanzas]

[The nextthreestanzas]

[The finalfourstanzas]

• WhydoyouthinkHughesusesthisstructure?



• Createpowerful,andoriginal,metaphorstodescribeeachoftheseanimals…


• Whatareyourfirstimpressionsofthispoem,particularlyincomparisonwith‘ThePike’thatwereadlasttime?




• Revisityourthreemetaphorsfromlastlesson.• Chooseoneandextendtheidea,writingadescriptiveparagraphabouttheanimal,butfocusingonyouroriginalmetaphor.


Arhythmic patternofalineconsistingoffivefeet.Eachfootcomprisesofanunstressedsyllablefollowedbyastressedsyllable.

Thisgivesthe aheartbeatlikerhythmtothepoem:

Di-dum,di-dum,di-dum,di-dum,di-dum

• JohnKeats,1895-1821• Consideredtobeoneofthefamous‘Romantic’poets,whospecialised inpoetryaboutnatureandman’srelationshipwithit• Hewroteaseriesof‘Odes’–celebratoryaddresses


• Usedifferentcolours tofillinanautumnleaf.

• Thedifferentcoloursshouldidentify:• specificquotationsfromthepoem

• writer’smethods

• yourownideas SPEAKERS – READERS – WRITERS


• Identifytheadverbsinthefollowingsentences:1. Igentlypushedtheheavydoorclosedand

tiptoedquietlyaway.2. Tomorrow,Iamgoingtothemarket.3. Theroomwasverybright,withgreenwalls

andapurplecarpet.4. Mirandawasliterallyjumpingupanddown

becauseshewassoexcited.5. Mr Grumpington almostforgottopickupthe

ugly,oldumbrellabythedoor.• Writetwomoresentencesofyourown,

containingadverbs.SPEAKERS – READERS – WRITERS

• YouaregoingtopretendyouareJohnKeatsandwriteyourownode.

• Chooseoneofthefollowingtitles:• ‘ToSpring’• ‘ToSummer’• ‘ToWinter’

• Challenge:CanyouusethesamerhythmandrhymeschemeasKeatsdidin‘ToAutumn’?



• Useadverbsinordertoanswerthequestionsbelow.Forexample:

Q:HowdidJamesAndersonbowl?A:Andersonbowledbrilliantly.

• [Youdonotneedtowriteoutthequestions]

1. Howdidyourbrotherplay?2. Howdidyourmumsaygoodbye?3. Howdidthedogbark?4. Howdidthekiteflyinthebreeze?5. Howdidyourdadtellyouoff?


When somethingnon-humanisgivenhumancharacteristics.

This isaparticularformofmetaphorandcanhelpbringanideaorobjecttolifeinapoem,aidingthereader/listener’sunderstanding.


• ThomasHardy,1840-1928• AVictoriannovelistandpoet• LivedinDorset• Influencedbythe‘Romantics’• Hiswritingischaracterised byitsrealismanddepictionsofrurallife(thecountryside)


NegativeImages Positive Images


• Choosefourquotationsfromthepoem(twonegativeandtwopositive)andexplodethem.


• HowisHardypresentingnatureinthispoem?



• Readthefollowingextractandidentifytheadverbs.Whichshapebestmatchesthelayoutoftheadverbs?

“Right,”saidHarry,backingawayfromtheaccusingstareofMrsNorris,butnotquicklyenough.

Drawntothespotbythemysteriouspowerthatseemedtoconnecthimwithhisfoulcat,ArgusFilchburstsuddenlythroughatapestrytoHarry’sright,wheezingandlookingwildlyaboutfortherule-breaker.Therewasathicktartanscarfboundaroundhishead,andhisnosewasunusuallypurpleandalmostglowing.

HarryhadneverbeeninsideFilch’s officebefore;itwasaplacemoststudentscarefully avoided.Theroomwasdingyandwindowless,litbyasingleoillampdanglingprecariouslyfromthelowceiling.


• Readthefollowingextractandidentifytheadverbs.Whichshapebestmatchesthelayoutoftheadverbs?

“Right,”saidHarry,backingawayfromtheaccusingstareofMrsNorris,butnotquickly enough.

Drawntothespotbythemysteriouspowerthatseemedtoconnecthimwithhisfoulcat,ArgusFilchburstsuddenly throughatapestrytoHarry’sright,wheezingandlookingwildly aboutfortherule-breaker.Therewasathicktartanscarfboundaroundhishead,andhisnosewasunusuallypurpleandalmost glowing.

HarryhadneverbeeninsideFilch’s officebefore;itwasaplacemoststudentscarefullyavoided.Theroomwasdingyandwindowless,litbyasingleoillampdanglingprecariously fromthelowceiling.


• Inspiredbyanythinginnature(youcanfindapicturetouseastimulusifyouwish),writeapoemwhich:• Createsasenseofcontrastorjuxtaposestwoideas(like‘TheDarklingThrush’)• Usesasmanypoetictechniquesthatwehavebeenidentifyingaspossible.



• Takesometimetolookatthispictureandtrytomemorise asmanydetailsaspossible.

• Youcanwritefivebulletpoints(nomore!)tohelpyouremember…


• Aspreciselyaspossible,identifywherethefollowingitemswere:• thebluejuicebottle• thecamera• thecrisps• thesunglasses• thebaseballcap• thepurpleschoolbook?


• Takesometimetolookatthispictureandtrytomemorise asmanydetailsaspossible.

• Youcanwritefivebulletpoints(nomore!)tohelpyouremember…


Apair orend-rhymedlines.

Thelastwordsoftwolines,nexttoeachother,rhyme.Thiscanemphasisaparticularidea,ifusedattheendofapoemorspeechorgiveafastpacetoapoem.


• WhatcanyourememberaboutW.B.Yeats?


• Whatisyourfirstimpressionofthispoem?


Stanza1:• Whatistheeffectoftheimageryusedtodescribethefairies’ world?• Whatistheeffectofthealliteration?• HowdoesYeatscreateasenseofurgency?• Whatmightthe‘waters’andthe‘wild’represent?• Whatissuggestedaboutthehumanworldhere?Stanza2:• HowdoesYeatspresentthefairiestoyou?• Howisthesenseofasupernatural/otherworldexaggerated?Stanza3:• HowdoesYeatsmakethefairiesseemmorepredatoryand• siren-like?• Whatmightbethesignificanceofthewaterimagery?Stanza4:• HowdoesYeatscreateashiftintoneandatmosphere• here?• Whatdoyounoticeaboutthesoundsinthisstanza?• HowdoesYeatscreateacontrastbetweenthefairyworld• andthehumanworld? SPEAKERS – READERS – WRITERS


• Completethesentencesusingprepositions.

1. “Dinner’sready”saiddadasheplacedthepizza___thetable.

2. Danielalwaysgoestobreakfastclub___schoolstarts.

3. ___thehorribleweather,theBBQwascancelled.

4. ___,wewentonholidaytoGreece.5. Lucyhid___thewardrobewhenthey

playedhideandseek.6. Benfinallyfoundhismissingtoy;itwas___

hisbedthewholetime.


• Explodeeachofthefivequotationsfrom‘TheStolenChild’,consideringwriter’smethods,context,meaningandeffect.1. “Thereliesaleafyisland…”2. “Comeaway,Ohumanchild!/Tothewaters

andthewild.”3. “Fortheworld’smorefullofweepingthanyou

canunderstand.”4. “Wherethewaveofmoonlightglosses/The

dimgray sandswithlight.”5. “Leaningsoftlyout/Fromfernsthatdroptheir

tears/Overtheyoungstreams.”SPEAKERS – READERS – WRITERS


• Makesomenotesaboutnounphrasesinyourownwords.

• Writeyourownexample(s).SPEAKERS – READERS – WRITERS

Aturningpointintheargumentorideainapoem.

Usuallyanabruptorsuddenturn.Usuallyinasonnet.Ofteninthe9th lineor13th lineofasonnet.“Yet”,“But”,“Although”mightindicatetheturn.


• D.H.Lawrence,1885-1930• Hewasawriterpreoccupiedwiththedehumanising impactofindustrialisation andthemodernworld• Hewasalsointerestedinideastodowithsexuality,spontaneity,instinctandemotionalhealth


• Whatisbeingdescribedinthispoem?• Thispoemcouldbedescribedascontainingpatheticfallacy.Whatdoesthismean?


• Explodethreequotationsfromthispoem.



• Anounisathing,personoridea.Anexpandednounphraseprovidesextrainformationaboutthenoun.Youcanuseadeterminer,adjectivesandaprepositionalphrase.

• Constructfour ofyourownusingthetablebelow.

Determiner Adjective Noun Prepositionalphrase

theaanmy

theseherouryourfivesomemanythose

coloufulgiganticminiaturepristine

dilapidatedancient

obnoxiousmischievouscrumpledecstaticmuscularrectangular

socksbus

enginebottle

televisionpondcustardpaperlettucecaravantongueLinda

imagination

besidetherivernearthetowninthewater

during thenightthiseveningonthetable

betweenthehousesunderneaththewaterfall

beforemorningtowardshome


A figurativecomparisonwhichcontinuesoveranumberofsentencesorpartofatext.

The ideaswillhelpthereader’sunderstandingofmeaningorfeelingthroughaneffective,ifsurprising,comparison.


• Whatareyourfirstimpressionsofthispoem?• Howdoesitrelatetootherpoemsthatwehaveread?


• Conductyourownresearchintothepoet,MayaAngelou.


• Nowthatyouhavedoneresearchintothepoet,hasyourfirstimpressionofthispoemchanged?• Whatdoyouthinksheistryingtosay?



• Identifythe‘problems’withthesenounphrasesandwriteimprovedversions:1. thesoggy,wetboot…2. thetall,broad,ugly,hairy,fierce

giant…3. theblackandbrowndoginthe

garden…4. awhitegeeseinthesky…5. manytiredstudentonthebus…6. alittle,small,roundcircleonthe

wall…


• JohnClare,1793-1864• AnEnglishpoetbestknowforhiscelebrationsoftheEnglishcountrysideandhissorrowatitsdestruction• Asonnet isa14linepoem,usuallywritteniniambicpentameterandusuallywiththethemeoflove


• Createabeautifullypresentedannotatedversionofthispoem.



HowdoesJohnClarepresentideasaboutnatureandthepastoral

in‘Sonnet’?

• Remember,youmustquote(andzoomin)tosupportallyourideas.Youneedtoconsider:• thecontentofthepoemanditsmeaning• thepoet’smethods• theeffectscreatedbythepoet’smethods• thecontextofthepoem• whatyouknowabout‘pastoral’poetry


Documents

SPEAKERS –READERS –WRITERS