1. Poetry

2. Learning Objective Learning Outcomes
Building a basic understanding and appreciation of poetry and how to apply it to the art of storytelling.
Learning Outcomes
Develop an enjoyment of poetry.
Explore a variety of poetry structures.
Experiment with the effects created by words.
Explore the quality of sounds produced by creating poetry.
Explore the use of similes, metaphors, and figurative language.
Use poems you have read as models for your own writing.
Create an original poem to be published

3. Some Basic…POETRY VOCABULARY
Tells a story or describes a person or thing. Has a regular rhyme pattern, very often having four lines per verse, with the 2nd and 4th lines rhyming.
Ballad
Free Verse
Line
Stanza
Verse
Can be used to create an atmosphere and express mood or feeling Has an irregular rhythm.
A unit of verse consisting of words in a single row.
A verse of a poem.
Students should be taking notes using the outline provided.
A division of a poem.

4. Cori Confident Original Reliable Interested Acrostic Poem TASK ONE:
Write your own Acrostic Poem in the your notes using your name! You have 3 minutes to complete this

5. Metaphor
A metaphor compares two unlike things using the words
‘is or was’; for example ‘He is a computer’.
He is very angry.
He is very gentle.
She is very slow.
She is a warm person.
He is very mean.
She is very pretty
TASK TWO
Read each sentence and write a metaphor for each. For example:
She is very fast.
She is a speedboat.
You have 3 minutes

6. Color Poems GREY TASK THREE
Grey is the playground just before lunch time.
Grey is the fog as it swirls around the houses.
Grey is the color of the shells lying on the beach in winter.
Grey is the rainy spray on an afternoon road.
Grey is the soft coat on my mouse.
Grey is grey,
And most of all
Grey is my tired mom’s hair.
TASK THREE
Use the Y-chart to determine what your chosen color looks, feels and sounds like.
You have 3 minutes.

7. Simile He laughs like a ……….. He waddled like a …….. TASK FOUR
A simile compares two unlike things using the words ‘like’ or ‘as’; for example: ‘My friend is like a diamond’.
He laughs like a ………..
He waddled like a ……..
As big as a ………
He clung like a ……. to his surfboard.
TASK FOUR
Read each sentence and
write a simile for each.
For example:
She shines like …the sun.
You have 2 minutes.

8. Simile Poems
TASK FIVE
Use the model to write your own simile poem about an animal of your choice. You have 5 minutes.
SHAPE OF A GREYHOUND
A head like a snake
A neck like a drake
A back like a beam
A belly like a bream
A foot like a cat
A tail like a rat.

9. Figurative Language TASK SIX TASK SEVEN Are you chilling?
LITERAL LANGUAGE
Literal language is meaning exactly what you say; for example: Go jump in the lake.
FIGURATIVE LANGUAGE
Figurative language is saying one thing and meaning another; for example: ‘Go jump in a lake!’
TASK SIX
What would the meaning of the sentences be if you took them literally? You have 2 minutes.
Are you chilling?
Please give me a break!
That boy is two-faced!
My friend drives me up the wall!
TASK SEVEN
Read the sentences and decide if they should be taken literally (L) or figuratively (F) You have two minutes.
He was the apple of my eye.
He was very nice.
She had a mouth like a speedboat.
He had a crush on her.
She was a very good student.

10. Shape and Alliteration Poems
Alliteration repeats a consonant over and over; For example: ‘Betty bought some butter but the butter was bitter’.
TASK EIGHT:
The ‘Toothpaste’ and ‘Snail’ shape poems use alliteration. Write a shape poem from one of these ideas using alliteration: A ball, a snake,, a ghost, a star, or a banana, your choice. You have 5 minutes.

11. Try write your own limerick. You have 5 minutes.
A limerick is a fun poem that has five lines. Lines one, two and five have three strong downbeats and the ends rhyme. Lines three and four have two strong downbeats and rhyme.
O’Toole
There once was a boy named O’Toole
Who didn’t act smart when at school.
He tried to read books
But got dirty looks,
And he grew up to be quite a fool.
Anna Maria
Anna Maria from France
Hated to sing and to dance
But she boogied one day
What and awful display!
When her neighbor set fire to her pants.
TASK NINE:
Try write your own limerick. You have 5 minutes.

12. Read through this sample of a rap, yes it’s a little cheesy and you can do better, but it’s a good sample of the format.
Rap
Write-a-Rap Rap
Hey, everybody, let’s write a rap.
First there’s a rhythm you’ll need to clap.
Keep that rhythm and stay in time,
‘cause a rap needs rhythm and a good strong rhyme.
“But what’ll we write?” I hear you shout.
There ain’t no rules for what a rap’s about.
You can rap about a robber, you can rap about a king,
You can rap about a chewed up piece of string…
you can rap about almost …… anything!
You can rap about the ceiling, you can rap about the floor,
you can rap about the window, write a rap on the door.
You can rap about things that are mean or pleasant,
you can rap about wrapping up a Christmas present.
But when you think there just ain’t nothing left to say…..
you can wrap it all up and put it away.

13. A Poem to Perform TASK TEN - HOMEWORK
Here’s a better student sample of Rap… pay special attention to the rhyme and the pick-ups….
TASK TEN - HOMEWORK
Make some notes to help you write a rap about the art (your art form, specifically).
Think about: things that you love about art, things that you don’t think are fair about art or that you don’t understand about art, things you want to do with art, things that you wish you could change about your art and what art means to you.
Write a draft first (for example):
Line 1 Art is ……….. and
Line 2 ……………..
And keep going until …………………….. Line 10 ……………..
Practice reading your rap and clap the rhythm, your rap must be at least 10 lines long.
Be prepared to read your rap to the class, using expression, timing, volume, speed and rhythm tomorrow.