3.4 Writing poetry

English first additional language

Grade 4

The world of music

Module 29

Writing poetry

Activity 1

To write a simple note or message [lo 4.2.1]

WRITING NOTES

1. Write a short note to your best friend about the concert you have just attended. Your favourite group/singer was performing. Include details such as where you went, who went with you, where you sat, how many people attended, the success of the concert – and why, etc.

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Activity 2

To do creative writing with words that imitate their sound and begin with the same sound [lo 4.3.1]

WRITING POETRY

1. Write a short poem about your favourite musician or group.

Try to use words that imitate the sound of the object you are writing about (e.g. the crashing cymbals; the whining guitar). This is called onomatopoeia . (What a word!) Look at the poem about the gypsies again and try to find some “sound-imitating” words. Also try to use alliteration (words next to or close to each other start with the same sound, e.g. Tiny Tim). Your educator will guide you.

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Activity 3

To use a wider range of punctuation [lo 4.5.3]

APOSTROPHES (and some other punctuation marks):

1. Rewrite the following passage into direct speech. Punctuate it properly by putting in the necessary apostrophes – and other punctuation marks. (Note that contractions can be used in spoken English - direct speech - but not in written English).

She told her mother, “ Peters violin is still packed in its case. All his friends instruments are out and ready to play. He hasnt listened to his educators instructions. He doesnt really feel like practising today. Mary said that shed help him. His dads advice is always the same the more he practises the better hell become. Wasnt there an easier way

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Activity 4

To understand and produce texts in other learning areas (arts and culture) [lo 5.1.3]

POP MUSIC

Popular (pop) music changes all the time, so with each new generation there are new styles of music. Here is a list of some of the styles, and the years in which they first started to become widely popular. (Note that the dates do not follow in time sequence.)

A. Rock and roll ……………………………1955

B. Reggae ………………………………….1970

C. The Blues ………………………………..1950

D. Heavy Metal ……………………………..1960

E. Gospel ……………………………………1947

F. Rap, Scratch and Hip Hop ……………..1980

G. House Music …………………………….1988

H. Kwaito ……………………………………1995

1. You have probably learnt what a time-line is (in History). Use the information given above to draw up a time-line. Use the letters A – H to represent the type of music on your timeline. The first one has been done for you.

Timeline

Assessment

Learning outcome 4: writing

The learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment standard

We know this when the learner:

• writes for social purposes:

4.2.1 writes a simple note or message;

4.3 writes creatively:

4.3.1 uses some techniques for creative writing: repeating the same structure to create a poetic rhythm and pattern;

4.5 uses developing knowledge of language structure:

4.5.3 begins to use a wider range of punctuation (e.g. apostrophes).

Learning outcome 5: thinking and reasoning

The learner will able to use language to think and reason, and access, process and use information for learning.

Assessment standard

We know this when the learner:

5.1 uses language across the curriculum:

5.1.3 understands and produces texts used in other Learning Areas (e.g. a timeline).

Memorandum

Activity 1

Address xxxxxxxDateXxxxxxDear…Introduction.Body of note/letter.Conclusion.Kind regards / Yours SincerelyNameTeach the basic structure of a letter.

Activity 2

Discuss aspects of poetry such as metre, rhyme, poetic devices such as alliteration, assonance, simile, metaphor, etc.

Punctuation: Why is it necessary? Makes meaning clear, enhances mood/register, etc. Show how different ways of punctuating a sentence can change its meaning.

Activity 3

Teach the rules for contracting words.

• e.g. did not = didn’t (the ‘ replaces the missing letters)
• e.g. Peter’s ball… (the ‘ shows that the subject is not a plural, but is showing ownership.

Activity 4

Time line: link up with other learning area (History) – explain what a time line is, if necessary.

Timeline