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Poems and poetry

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Grade 6

Module 7

POEMS AND POETRY

1. Poems for inspiration

Your teacher is going to read some poems to you, which you will discuss in the class.

What to do

  • Use all the inspiration from poems, as well as group and class discussions, to prepare a SPEECH entitled ‘It boggles my mind!’
  • Obviously you need to choose something you truly find amazing and WOW your audience into being boggled by your information and deliverance too.
  • Plan your speech (2 to 3 minutes) below.
Table 1
LO 2.1.2  
LO 3.1.1  

2. More amazing creatures

There are so many amazing creatures in nature and they can do some amazing things too! Read about some of them with your partner and then create a crossword puzzle. Your educator will supply the reading cards and TWO puzzle grids.

What to do

  • Once you have read the information, decide which words would be best to use in your puzzle. They are usually the key words. (Refer to the pugnacious ants cloze procedure.)
  • Plot your words in pencil on the grid provided. Try to connect as many words as possible so as to have only a few blackened blocks.
  • Once you are sure that you have used as many words as possible, number the blocks in which each word BEGINS.
  • Formulate the questions/clues. Number them ACROSS and DOWN.
  • Keep your grid with the answers to use as a memorandum.
  • Design a proper work card with your puzzle grid (without the answers) and questions and decorate/illustrate it appropriately.
  • Be sure to supply a heading to your work card.
Figure 1
Figure 1 (Picture 1.png)
Table 2
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       
                                       

Pencil the words in this grid and plan your answers in rough.

Table 3
LO 3.9  

3. BOOM !!!

THE LOUDEST NOISE ON EARTH

The loudest noise ever heard on earth was made not by an atomic or hydrogen bomb, but by a volcano.

On August 27, 1883, more than eighteen centuries after Pompeii had been buried by the ashes from Vesuvius, the entire island of Krakatoa in the East Indies blew up with a deafening roar that could be heard more than 5 000 km away. Stones, dust and ashes were hurled 26 km into the air and the eruption caused a 1,5 km tidal wave which swept over neighbouring islands and was still more than 30 cm high when it reached Cape Town, more than 7 000 km away!

Vast clouds of dust spread into the upper atmosphere, filtering the sunlight and producing beautiful sunsets that were visible all over the world. As far off as London these lingering effects of the great explosion were still being seen the following spring.

  • Did you know that without dust we would not have rain? Moisture in the air needs to cling to something to form a raindrop. That something is dust.
  • Did you know that the dust particles in the air cause light rays to split? When the rays, which are colourless, split, they then display colour, which we see in the beauty of a sunset. This is very much the way drops of water split rays to make a rainbow.
  • Did you know that dust particles are the cause of many allergies and illnesses and hay fever?
  • Did you know that most housewives and cleaners hate dust? It gets cleaned away and when you turn around it is back again! It causes problems in so many modern-day devices such as TV’s and computers!

What to do

  • In your groups, PNI dust. (Positive/Negative/Interesting)
  • Do a RAINBOW ACTIVITY to complete your list. (One member from each group visits all the other groups and adds to their PNI list ideas that are new.)
Table 4
LO 2.2.1   LO 2.2.4  
  • As a class, DEBATE ‘Dust is amazing.’
Table 5
LO 2.4.2  

4. WORDPOWER

Now it is time to create something amazing

Time to change

Change one letter in each word to make a new word. Use the clues.

Figure 2
Figure 2 (Picture 7.png)

Table 6
LO 6.1.1  

Now try this word metamorphosis trick

Change the adjectives to nouns. The first one has been done for you.

Table 7
Adjectives Nouns
Miraculous Miracle
Beautiful  
Mysterious  
Famous  
Natural  
Volcanic  

Try some more transformations

Change the meaning of each sentence by using a preposition opposite in meaning to the one in italics.

Table 8
Sentences ‘Transformed’ prepositions
She climbed under the fence.  
The children ran down the hill.  
We played against your team.  
The rain fell before the match started.  
Their performance was belowexpectation.  

Now that you know what PREPOSITIONS are, try using the correct ones in the proverbs below.

1. Rome was not built ___________________ .

2. A drowning man clutches ____________ a straw.

3. It is no use crying _______________spilt milk.

4. Birds _____________ a feather flock together.

5. People who live _____________glasshouses shouldn’t throw stones.

6. A man may lead a horse ___________ water, but he cannot make it drink.

7. There is no rose _________ a thorn.

8. There is no smoke ______________ fire.

9. Don’t put all your eggs ___________ one basket.

10. Necessity is the mother ___________ invention.

Table 9
LO 6.2.2  

5. MORE WORDPOWER

This is a challenge! You will need to refer to the poem THE TOAD .

What to do

  • Choose any amazing topic from nature, e.g. the sea / a sunset / a seed…
  • Write a ‘scientific’ paragraph about your chosen topic. Nouns will be important, not adjectives.
  • Now ‘use your mind to see’ and write a paragraph about the ‘magic’ of the same chosen topic. Adjectives are vital!

Imitate and create

What to do

  • Choose any mind-boggling or amazing topic and create a poem by imitating one of your choice. Your educator will point out important clues like: rhyme / rhythm / alliteration / rhyming patterns / punctuation / personification / punch line.
  • You may want to create one using just four lines. You might prefer to do one just asking questions. Maybe you fancy writing about what nature is…
Table 10
LO 4.1.1  

Now follow this recipe for a poem called a HAIKU.

A HAIKU is a Japanese form of poetry and is ‘cut down to size’ like Bonsai trees.

It consists of THREE LINES with SEVENTEEN SYLLABLES in all, arranged as follows:

1st line = 5 syllables, 2nd line = 7 syllables, 3rd line = 5 syllables.

Examples:

Hot beachShimmering heat wavesA hot pebble in the hand,Light-dance on the sea

SnailSnail crawling slowly -Leaving a shimmering line.Leave my garden, please!

Assessment

Table 11
LO 2
SPEAKINGThe speaker is able to communicate effectively in spoken language in a wide range of situations.
We know this when the learner:
2.1 communicates experiences, more complex ideas and information in more challenging contexts, for different audiences and purposes:2.1.2 uses language for creative and imaginative self-expression (e.g. poems, response to music);2.1.4 asks and responds to challenging questions;2.2 applies interaction skills in group situations:2.2.1 follows conventions for appropriate interaction in group work;2.2.2 gives balanced and constructive feedback;2.2.3 shows sensitivity to cultural and social differences (e.g. affirms and incorporates diverse language, experiences, examples);
Learning Outcomes(LOs)
 
LO 3
READING AND VIEWINGThe learner is able to read and view for information and enjoyment, and to respond critically to the aesthetic, cultural and emotional values in texts.
We know this when the learner:
3.1 reads and responds critically to a variety of South African and international fiction and non-fiction (journals, poetry, novels, short plays, newspapers, textbooks, etc.):
3.1.1 reads aloud and silently, adjusting reading strategies to suit the purpose and audience;
3.1.2 uses appropriate reading and comprehension strategies (skimming, and scanning, predictions, contextual clues, inferences, monitoring comprehension, etc.);
3.7 identifies and critically discusses cultural and social values in texts:
3.7.3 discusses the diversity of social and cultural values in texts;
3.8 understands and uses information texts appropriately:
3.8.1 summarises main and supporting ideas;
3.8.2 selects and records relevant information appropriately;
3.9 interprets and analyses independently details in graphical texts (maps, line graphs, bar graphs and pie charts) and transfers information from one form to another.
LO 4
WRITINGThe learner is 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 different kinds of texts for different purposes and audiences:
4.1.1 writes for personal, exploratory, playful, imaginative and creative purposes (e.g. journals, poems, myths, dialogues, argumentative essays);
4.1.2 writes informational texts expressing ideas clearly and logically for different audiences (e.g. research report, letter to the newspaper, technical instructions);
4.1.4 shows understanding of style and register (e.g. transfers information form story into a newspaper article).
LO 6
LANGUAGE STRUCTURE AND USEThe learner knows and is able to us the sounds, words and grammar of the language to create and interpret texts.
We know this when the learner:
6.1 works with words:
6.1.1 uses prefixes, stems and suffixes/extensions to form words;
6.2 works with sentences:
6.2.2 identifies and uses nouns, pronouns, prepositions, articles, conjunctions, and modals.

Memorandum

1. Poems for inspiration

For the educator:

  • Use poems of your choice, as inspiration for SPEAKING as well as WRITING activities.
  • Allow for group discussion as well as open class discussion on ‘Amazing things I have seen / heard / read.’
  • The poems and discussions serve as inspiration for individual speech on ‘It boggles my mind!’
  • The poems and discussions serve as inspiration for personal writing entitled ‘What amazes me.’

Encourage learners to write and talk about the obvious (metamorphosis) as well as the deeper changes (transformations).

2. Wordpower

1. pear

2. pup

3. pea carrot

4. sock

Table 12
Adjectives Nouns
Miraculous Miracle
Beautiful Beauty
Mysterious Mystery
Famous Fame
Natural Nature
Volcanic Volcano

Transformations:

  • over
  • up
  • for
  • after
  • above

Prepositions

1. in

2. at

3. over

4. of

5. in

6. to

7. without

8. without

9. in

10. of

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