| << Chapter < Page | Chapter >> Page > |
By silver reeds in a silver stream.
Walter de la Mare
Shaped poems are a fun way of using words. Take a look at some of these examples and then make up your own ideas and techniques to write a few of your own shaped poems. One of your poems MUST be about a moon.
[LO 4.1.2]
Alliteration is used in tongue twisters and these are real fun to say. Here are a few examples. See how quickly you can say them without getting your tongue in a twist!
Collect some tongue twisters of your own and bring them along for your group to try out. Have a competition to see who the fastest talker in the class is.
While you are out there collecting things, collect poems about the moon and bring them for us to read and enjoy!
Use the poems brought to class to draw up each of the following from within your group:
A listening/note-taking opportunity (like for Silver).
Try not to use the same poems as the other groups in the class. Challenge the other groups to answer your quizzes.
Once in a blue moon you might have to unjumble proverbs and use the correct punctuation too. Consider the moon blue!
| lie dogs let sleeping |
| glitters all not gold that is |
| moss stone gathers a rolling no |
| your all basket one put in eggs don’t |
| is strike hot while iron the it |
| work many make hands light |
| play when away the is the cat will mice |
[LO 6.4.2]
| Learning Outcomes(LOs) |
| LO 1 |
| LISTENINGThe learner will be able to listen for information and enjoyment, and respond appropriately and critically in a wide range of situations. |
| Assessment Standards(ASs) |
| We know this when the learner: |
| 1.1 listens to and appreciates expressive, imaginative and narrative texts (e.g. ballads songs, short stories, folktales); |
| 1.2 listens actively and carefully for specific information and main ideas, and responds appropriately for example: |
| 1.2.1 takes notes, summarises and passes on information accurately; |
| 1.3 recognises how familiar oral texts are organised and describes some characteristic features (e.g. weather reports, directions, jokes, songs), this will include recognising tools used for humour, such as pausing and simple punch lines, and identifying the use of sound effects in different audio-visual texts. |
| LO 3 |
| READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.4 shows understanding of information texts; |
| 3.4.1 identifies main ideas and explains how details support the main idea; |
| 3.7 identifies and sicusses techniques used to create particular effects in selected visual, written and multimedia texts such as: |
| 3.7.1 simple literary devices and use of language (e.g. word play, register). |
| LO 4 |
| WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes a selected range of imaginative texts: |
| 4.1.1 to express imagination, ideas and feelings about self and others; |
| 4.1.2 to explore the creative and playful use of language by means of narrative and descriptive compositions, diaries, friendly letters, dialogues, poems, cartoons, limericks and songs; |
| 4.3 demonstrates basic skills in selected features of writing appropriate to the text type (e.g. uses straightforward language in simple descriptions). |
| LO 6 |
| LANGUAGE STRUCTURE AND USEThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.3 uses the dictionary and thesaurus o increase vocabulary and improve spelling; |
| 6.2 works with sentences: |
| 6.2.1 identifies and uses nouns, verbs, modals, adjectives, pronouns, prepositions, conjunctions, and articles. |
| 6.4 develops awareness and use of style: |
| 6.4.3 uses idioms and idiomatic expressions of the language appropriately. |
Ask learners to close their eyes and listen carefully to the poem by Walter de la Mare. Read it to them. They are to take particular note of WHAT THE MOON SEES as she passes over the scene below. Warn them to be ready to make a list as soon as the poem has been read. Have a page and pencil at the ready. Read it once and then allow learners to make their list. Give them about 2 minutes. Then read it again (they may not make notes while listening) and then allow them to complete their list. The poem must not be shown to the learners until after their paintings have been completed.
The ‘s’ sound. It is as though you are whispering.
Alliteration = same letter or sound repeated for effect .
| Complete these similes by adding words of your own. |
| 1. He is as hungry as a wolf . |
| 2. It is as light as a feather . |
| 3. She was as cool as a cucumber . |
| 4. I feel as sick as a dog . |
| 5. My teacher is as proud as a peacock of my neatness. |
PEERS INSTEAD OF LOOKS
Peers: This is more than just looks.
It is looking with difficulty (maybe through mist / clouds) and searchingly. What is there to see?
EYES AS VERBS
I see you. Close your eyes and don’t peep. I squint when sun shines in my eyes.
FAST WORD
scampering
The mouse had to be fast in case of owls out hunting.
PROVERBS
| lie dogs let sleeping | Let sleeping dogs lie. |
| glitters all not gold that is | All that glitters is not gold. |
| moss stone gathers a rolling no | A rolling stone gathers no moss. |
| you all basket one put in eggs don’t | Don’t put all your eggs in one basket. |
| is strike hot while iron the | Strike while the iron is hot. |
| work many make hands light | Many hands make light work. |
| play when away the is the cat will mice | The mice will play while the cat is away. |
Notification Switch
Would you like to follow the 'English home language grade 7' conversation and receive update notifications?
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|