LO: Understand poetic devices

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LO: Understand poetic devices Monday 3rd October LO: Understand poetic devices

Success Criteria I can identify poetic devices. I understand the meaning of each poetic device. I can find examples of each poetic device.

Handwriting LO: Join looping letters Join these letters in groups of 3 ggg jjj fff yyy LO: Join looping letters

Think – pair – share What is a poem?

Poetic Device A feature with a poem. Can you think of any features that we see in poems?

rhyme The use of words with the same vowel and consonant sounds at the end e.g. cat, rat, mat

alliteration The repetition of the same consonant sounds, usually at the beginning of words, e.g. round the rugged rocks the ragged rascal ran

assonance The repetition of the same vowel sounds, e.g. eager beaver; Ousted from the house, the mongrel growled and howled.

onomatopoeia Words that imitate the sounds they describe. E.g. pitter, patter, The clanging of the engine and the hissing of the steam.

personification Describing something as it it had human features and feelings. E.g. The wind whispered to them as they ran through the woods.

symbolism An object or action with a deeper meaning, representing something else. E.g. a dove; breaking a mirror

imagery Well-chosen words that help the reader to appreciate what has been seen, smelt, heard, felt or tasted e.g. the clouds were low and hairy, the roar of trees, a scent of ripeness from over a wall.

simile The comparison of two things, usually ‘like’ or ‘as’. E.g. cool as a cucumber.

metaphor Comparing two things by stating that one is another. E.g. All the world’s a stage. Her home was a prison.

Task Read through ‘My Mother Saw a Dancing Bear’ – can you spot any of the poetic devices we have discussed?

Tuesday 4th October LO: Understand the meaning of a poem

Success Criteria I can identify the features of a poem I can use inference skills to understand the meaning in a poem I can ask further questions about a poem.

My mother saw a dancing bear By the schoolyard, a day in June My mother saw a dancing bear By the schoolyard, a day in June. The keeper stood with chain and bar And whistle-pipe, and played a tune And bruin lifted up its head And lifted up its dusty feet, And all the children laughed to see It caper in the summer heat

They watched as for the Queen it died. They watched it march They watched as for the Queen it died. They watched it march. They watched it halt. They heard the keeper as he cried, ‘Now, roly-poly﹗’ ‘Somersault﹗’ And then, my mother said, there came The keeper with a begging-cup, The bear with burning coat of fur, Shaming the laughter to a stop.

They paid a penny for the dance, But what they saw was not the show; Only, in bruin’s aching eyes, Far-distant forests, and the snow

Think – pair – share What mood does the poem set straight away? Look at words like ‘chain and bar’

Task Each group will be given one stanza of the poem Each person will have 3 talk tokens – you can only take if you put one of these down Annotate the stanza with your ideas – underline words or phrases which tell you We will rotate the stanzas so everyone can add their input

Wednesday 5th October LO: Understand how poets use language

Success Criteria I can identify negative vocabulary in a poem I can offer alternative vocabulary to create the same image I can use negative vocabulary to create a picture

Observant Observance

Expectant

Hesitant Hesitancy

Tolerant Tolerance

Substance

Watch this video about dancing bears https://www.youtube.com/watch?v=wk4Pm4zZPAM Whilst you are watching write the emotions you are feeling around a bubble which says ‘Dancing Bears’

Use your talk tokens How did you feel watching it? Was it mostly positive or negative? How do you think the bears feel? How would you feel if you were watching a dancing bear now you have seen this? Would this be acceptable in the UAE?

When an author wants to create a negative image, they use negative words – can you spot any in ‘My Mother Saw a Dancing Bear’ ?

Tasks Red – Highlight any vocabulary which creates a negative image. If you finish, write your own stanza for the poem which creates a negative image. Blue - Highlight any vocabulary which creates a negative image. If you finish, suggest a bank of negative words which could be used in a poem. Yellow - Highlight any vocabulary which creates a negative image independently. Green - Highlight any vocabulary which creates a negative image with the teacher.