Lesson 8 Explaining Language Choices

Learning Intention

I can reflect on my own writing to identify why certain language choices are effective

Key Competency

Using language

Success Criteria

My poems are accompanied by a commentary explaining my language choices

LEARNING TASK 1 

• Have a look at this site with your group and produce a list of success criteria for a poem commentary.
• Don't forget spelling, punctuation and grammar on your list!

LEARNING TASK 2

• Compare this with another group's list. Are there many differences? Are the differences important? If so, negotiate a new list that you all agree on.
• If you want to compare lists with another group, feel free to discuss with as many people as you like to ensure you are happy with your success criteria.
• Don't forget to add your personal targets!
• Post your final success criteria on your blog.

LEARNING TASK 3

• Choose 2 poems in your poetry portfolio that you think you can write a good commentary on.
• Write a commentary for each poem in one Google Doc focusing on the language choices that you made and the effect that you think these could have on a reader.
• Check your commentary against the success criteria and tomorrow we will use peer assessment to ensure that it is the best you can do.
• If it is, you can add it to your portfolio.

Lesson 7 My Poetry Portfolio

Learning Intention

I can create texts which engage my readers

Key Competency

Using language

Success Criteria

I have written a selection of poetry which at least 2 readers agree is enjoyable

 

LEARNING TASK 1 (15 minutes only)

• Take a red or purple poetry book from the shelf. You may need to ask Ms Kerry for extra copies.
• Open the book anywhere and read a poem. When you are finished, do it again - anywhere in the book; it doesn't matter.
• When you find one that you particularly like, share it with the group/class by giving them the page number and telling them why you like it. It may be amusing, through-provoking, simple, complicated, reminds you of something, is a good example of something (e.g. metaphor, simile etc.)
• Even if you don't want to explain, just share; you might be surprised at what you discover!

LEARNING TASK 2 (45 minutes - you will probably not finish this in the lesson, and that's OK, so when time's up move to the next task)

• Follow this link which is a website that will help you get started on writing your own portfolio of poetry.
• Use the following frames to write your own poems. (Use a Google Doc for now and share it with Mrs Abena - we will think about formatting later.)

1. Haiku If you are unsure about syllables click here then here
2. Bio-Poem
3. Cinquain
4. If Hope Could Be a....
5. Some of My Best Friends are Metaphors 

• Your portfolio needs at least 8 poems so you can choose another 3 frames or write 3 poems in whatever style you like.
• Remember to check your spelling and grammar. You do not have to use Standard English but if you choose not to, there should be a reason; it should not be an accident.

LEARNING TASK 3 (10 minutes)

• However many poems you have written STOP NOW.
• Share your document with the class and spend 10 minutes reading others' poetry.
• Use the comments feature in Google Docs (insert > comment) to leave feedback for the poems you read. Use the comments also to ask questions about why certain words or images were chosen. This will help everyone to write their commentaries later.

LEARNING TASK 4 (10 minutes)

Write a reflection in your blog about this lesson. You might like to think about the points below and/or other important experiences from the lesson:

• your reaction to people's poem choices from Task 1
• your reaction to the poems you found
• the topics you chose for your poems
• the poems you read from other learners

Lesson 6 Language Choices

Learning Intention

I can explain a writer's language choices and describe the effect on the reader

Key Competency

Using language

Success Criteria

I can identify SPAMO in a poem and explain what the intended effect is

I can explain the difference between effective similes and cliches

I can identify an extended metaphor and explain its meaning

SPAMO - In groups, write a definition of the word you have been given with examples. Negotiate on the whiteboards and then when agreed, write down the definition in your workbook.

Regroup with one person from each group and share your findings.

Discuss:

What is the difference in meaning between a simile and a metaphor? Is there one? Have a look at these and decide.

On mini whiteboards, write an ending to the similes from the teacher:

As hot as ...

As cold as ....

As big as...

As small as ...

Look at this simile poem. Is it 'good'? Why / why not?
Can you do any better?

Clever

As poor as a _______.
As strong as an ______,
As cute as a ______,
As smart as ______.

As thin as a ______,
As white as a ______,
As fit as a ______
As dumb as a ______.

As bald as an ______,
As neat as a ______,
As proud as a ______,
As ugly as ______.

Use fresh similes when
you speak and you write,
so your friends will think you are
quite clever and bright.

Look at these metaphor poems. What do you think of them?

Dictionary Work

What do these words mean? They are matched with the wrong definition. Record them in your workbook with a definition and an example.

• clasp - a jagged piece of rock
• crag - surrounded by
• crooked - hold on to tightly
• ringed - a shade of blue
• azure - not straight

Now look at this 'crunched' poem. This is all the words from the entire poem. Try to reconstruct it using every single word.

a and azure beneath clasps close crag crawls crooked falls from hands he he he he him his in lands like lonely mountain ringed sea stands sun the the the the thunderbolt to walls watches with with world wrinkled

Lesson 5 Self & Peer Assessment

Learning Intention

I can use success criteria / rubrics to assess my writing and that of my peers

Key Competency

Self management

Success Criteria

I have used peer feedback to improve my writing

I have provided constructive comments to enable another learner to improve their work

• Use the writing mats to check through your work. Is there anything you can change to make it better?
• Look at the success criteria that you agreed on last lesson.
• Share your writing on your blog with at least 2 other learners and ask them to comment.
• Comment on at least 2 other learners' writing using the success criteria as a basis for your comments.

Lesson 4 Murder most Foul!

Learning Intention

I can use deduction to read between the lines.
I can produce a text describing actions from the past.

Key Competency

Using language

Success Criteria

I have worked collaboratively to solve 2 crimes
I have produced a crime report using past tenses accurately

• In groups of 3, play the 'If' game to review talking about imaginary situations.
• Compare and check your homework. Any disagreements or questions?

STOP PRESS! THERE'S BEEN A MURDER...

• Luckily, we found a person at the scene with blood on his hands. Below is his statement, which he keeps repeating like a madman. His statement is about events which have already happened, so what tense will it be in?
• Complete the gaps with the correct form of the verb so we can figure out what happened.

• Listen to check your answer and fill out the crime report (make a copy and complete). Discuss your findings.

STOP PRESS! WE'VE JUST HAD A REPORT FROM AN ANONYMOUS MEMBER OF THE PUBLIC SAYING ANOTHER MURDER IS BEING PLANNED. WHAT IS GOING ON?!

• We had a statement that the anonymous member of the public gave us. She had typed what she heard word-for-word. Unfortunately the file was corrupted and the statement has been mixed up. Luckily, one of our officers had prepared a commentary which should help you put it back in the right order. Use it to sort out the mixed-up statement into the correct order. (Check your answers here.)
• Use these questions to discuss what the statement could mean and fill out another crime report.
• Phew! Things seem to have settled down, so just enough time to get back to your desk and complete one of the following tasks:

1. We need a press release for one of these crimes. The public will want to know all the details so use your crime report for information.
2. To raise the profile of the investigative team, we have decided to submit an article for the magazine 'Crime Weekly' describing the events of one crime as an entertaining mystery story.

Don't let the team down. As always, you will need to think about your purpose, audience and format (including graphics) and ensure you have an appropriate rubric to check your work. Looking at examples will help you to identify the essential ingredients for your writing. See the boss if you need any help and good luck!


Language Guidance
Past simple & past continuous
Crime Vocabulary Record

Sources:
Teachit Cruncher
Poetryteachers

Lesson 3 Get it Right!

Learning Intention

I can use peer assessment to improve my work and the work of others

Key Competency

Participating and contributing

Success Criteria

I have made improvements to my 'If' poem after considering peer feedback

I have suggested at least 3 improvement to other learners' 'If' poems

• In groups of 3, share your poems.
• Work together to make them as grammatically accurate as possible (unless you are trying to create a 'special effect' with the language)
• If you are struggling with the [if....would...] part, then ask Mrs Abena for a worksheet (Essential Grammar in Use Intermediate, Murphy, Unit 35)
• When you finish editing your poem, proofread it carefully. Check for:

1. 'I' when used to mean 'me' should always be capital
2. Don't put a comma at the end of a line unless you need one
3. Check your capital letters for proper nouns; don't use them randomly

• When you have done the best you can, show it to Mrs Abena
• Write it on coloured paper and illustrate for display

Extension:

Click here for Robert Frost's The Road Not Taken

Remember that we are aiming for EXCELLENT. 'Good enough' is not 8N!

Lesson 2 If I were...

Learning Intention

I can interpret language to determine if a situation is real or imagined

I can produce texts about imaginary situations using Standard English

Key Competency

Using language

Success Criteria

I have produced a poem based on a hypothetical situation

I can use if with would accurately

Stop the Bus!
In groups, work out the correct answers to the challenges you receive.
When you have completed your challenge, aim to be the first team to shout 'Stop the Bus!'
First team to correctly complete the challenge wins that round.

Read the lyrics of the song, listen and fill in the gaps.




Discuss these questions:

'If I were a boy...'
Is the singer a boy?
Does the first part of the sentence talk about a real or imaginary situation?

'I think I would understand...'
Look at the verb table for your workbook. What form of the verb is used after would? What can you say about this verb form?

Discuss: What would you do if you could go back in time and live your life over again? (If....I would...)

Read the poem 'If' sent via email. What kind of a life do you think the speaker had?

Use your blog to write a reflection which gives your response to the poem.

Write your own 'If' poem based on the theme of imaginary situations.

You can use this frame to help you if you want to:

If I had my life to live over,
I'd try...
I would...
I would take...
I would climb...
I would eat...
You see, I am....
If I had my life to live over,
I would play....
I would ride....
I would....

Lesson 1 Jabberwocky

Learning Intention

I can interpret a nonsense poem using my knowledge of how language works

I can use word classes effectively

Key Competency

Using language

Success Criteria

I can interpret & explain the situation communicated in Jabberwocky

I can produce and illustrate my own poem in the style of Jabberwocky

Additional materials below courtesy of Holly Fairbrother.

POETRY

LI: to decipher nonsense poems

Success Criteria:

* I can use my knowledge of the eight parts of speech to make sense of some abstract poetry and nonsense words

Writing AFs:

3 Organise and present whole texts effectively, sequencing and structuring information, ideas and events.

5 Vary sentences for clarity, purpose and effect



Reading AFs:

3 Deduce, infer or interpret information, events or ideas from texts.

5 Explain and comment on writer’s use of language, including grammatical and literary features at word and sentence level.

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Abstract art

Art that does not attempt to represent external, recognisable reality but seeks to achieve its effect using shapes, forms, colors, and textures.

This means, an abstract artist who wants to paint a picture of an apple, will create a painting that has the effect of an apple without looking realistically like a apple. However, you will still know it is an apple - like this image below...

What is this abstract image?

In pairs, work on analysing the three abstract paintings in the links below. Record your answers in your notebooks.

ABSTRACT 1             ABSTRACT 2             ABSTRACT 3

Now, vote for your favourite one here. Each of you must vote for yourself and include a reason for your choice.

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Try these NONSENSE SENTENCES.

LI: I can interpret a nonsense poem using my knowledge of how language works

and I can use word classes effectively

KC: Using language

Success Criteria

I can interpret & explain the situation communicated in Jabberwocky

I can produce and illustrate my own poem in the style of Jabberwocky

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NONSENSE SENTENCES.

Give your three nonsense sentences to another learner. Ask them to identify the word types of the nonsense words. Ask them to replace each nonsense word with a sensible word.

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 Nonsense Poetry

Nonsense verse (poetry) is a form of light, often rhythmical verse, usually for children, depicting peculiar characters in amusing and fantastical situations. It is whimsical and humorous in tone and tends to employ fanciful phrases and meaningless made-up words.

Some nonsense verse uses actual words but in a nonsensical or unusal way. 

The following poem makes extreme use of word incompatibility (words that don't work together) by pairing a number of opposites such as day/night, paralayzed/walking, dry/drowned, lie/true, in conjunction with lesser incompatibilities such as swords/shot and rubber/wall.

One bright day in the middle of the night,

Two dead men got up to fight.

Back-to-back they faced one another,

Drew their swords and shot each other.

One was blind and the other couldn't see,

So they chose a dummy for a referee.

A blind man went to see fair play,

A dumb man went to shout "hooray!"

A deaf policeman heard the noise,

And came and shot the two dead boys.

A paralyzed donkey walking by,

Kicked the copper in the eye,

Sent him through a nine inch wall,

Into a dry ditch and drowned them all.

(If you don't believe this lie is true,

Ask the blind man -- he saw it too!)

Other nonsense poems are just about nonsense things.

Have a look at the following videos of a selection on nonsense poems by Dr Suess, Edward Lear and Spike Milligan.

 

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THE JABBERWOCKY

The Jabberwocky is a nonsense poem by a famous writer called Lewis Carroll. It appears in his book 'Alice in Wonderland'.

 

When Alice hears the poem 'The Jabberwocky', this is what she thinks:

"It seems very pretty," she said when she had finished it, "but it's rather hard to understand!" (You see she didn't like to confess even to herself, that she couldn't make it out at all.) "Somehow it seems to fill my head with ideas--only I don't exactly know what they are! However, somebody killed something: that's clear, at any rate---" 

Click on 'The Jabberwocky'; look at the extract of the poem and complete the activities.

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 Have a look at the following clips about the Jabberwocky.

 Write your own poem in the style of The Jabberwocky. Replace all the nonsense words with words of your own.

Then, create a storyboard that explains your poem. Here is a template to download and complete.

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 EXTRA CHALLENGE...

Have a go at writing your own nonsense poem using any of the different styles we have looked at.