Activity 6d- Write a Piece of Performance Poetry

Activity 6d- Write a Piece of Performance Poetry

The dragon runs towards the cliff,

He flaps his wings and soars into the sky,

The future is depending on him,

On the ground, his friends wave goodbye.

Skies boom with thunder as the clouds roll in,

Rain drops splatter onto his snout,

The dragon dodges a bolt of lightning,

Then he feels the doubt

Would he make it to the fantasy land,

Before the world plunged into darkness?

Did it even exist?

This story-told land?

For days, he flies on,

The skies were thickening,

The days were just like night,

For the sun had stopped it's shining.

The world's end was dangerously near,

When at last, he sighted the land,

Shining like a gem, despite the darkness,

He proceeded to land.

The darkness swoops in like a bird,

Cloaking the last glimmers of light,

The dragon flies, furiously, towards the tower of the Word...

Will he make it?

Can he save the world?

Or has the end arrived?

 

Activity 4b- Do a SWOT Analysis

Activity 4b- Do a SWOT Analysis

Activity 1g- Write an Acrostic Poem About Yourself

Activity 1g- Write an Acrostic Poem About Yourself

Judgemental at times

Early Bird

Stresses out alot

Sensitive to negative feelings

Is quiet  

Curious about a lot of things

Anxious about what people think

Likes to play musical instruments

At times, quite strange

Activity 5a- Write a Poem in Synthesis with the Theme of the Given Pictures

Activity 5a- Write a Poem in Synthesis with the Theme of the Given Pictures

The Old Man

The old man quietly reads,
Resting in his rocking chair,
He studys various seeds,
And grows some plants of rare

His wrinkled hands are just like bark,
Weathered from a lifetime of use,
These hands feed a little brown lark,
And set an orange butterfly loose

The old man- the human tree,
His wrinkled skin resembling bark,
His eyes reflect a still grey sea,
As he walks to his plants, movement stark

The human tree provides a home,
To insects great and small,
He studies them in a small, green dome,
Counting legs and antannae in all

We pass his house again one day,
Wondering what he was doing,
Wondering what words he would say,
Wondering what plant oil he was brewing.


The man is planting a shiny seed,
A special tree, I'm told,
He unroots a flowering weed,
And buries the seed of gold
Then the old man quietly reads,
Resting in his rocking chair,
He clasps some various seeds
This man is quite of rare.

Activity 1e- Draw a Picture Which Represents the Given Poem

Activity 1e- Draw a Picture Which Represents the Given Poem

Activity 5d- Write a Poem as a Script

Activity 5d- Write a Poem as a Script

The Mask                                                                     From 100 Best Poems on Life Melody: A mask of plastic happiness often covers her sadness                 Her beliefs hidden from most Cassie: Afraid of, but willing to face the unknown              Wondering where her place is in this life Melody: She has come close to sharing herself                  Never completely revealing anything to anyone                  Feelings of invisible chains corner her Cassie: When she dreams, reality shatters before her very eyes               Accomplishments she strives for just at hands grasp               She feels lost sometimes, not yet finding her notch in this world Melody: At times the glimmer in her calm eyes slowly disappears                 But within her heart a silent flame burns her inside and out Cassie: She roams day by day, playing roles              Strength unknowingly resides in her Melody: History repeats itself once again                  The translucent veil she so proudly wears Cassie: Little by little answers will come, pushing it aside Melody: One day there will be no more mask for her to wear Cassie: One day her beliefs will be known Melody: One day she'll know her place in this life Cassie: One day she will share herself Melody and Cassie together: One this mask will be no more

Activity 6e- Analyse the Parallels Between the Picture and the Poem

Activity 6e- Analyse the Parallels Between the Picture and the Poem

Response

The subject matter in both the poem and the picture share one similar action: protesting against something.

 In the poem, the poet has written a poem on behalf of a group of students who are rebelling and protesting against the treatment of their school. The reader is able to understand the subject matter due to the strong, informal language used by the students, the use of metaphors (e.g- All in all, it's just another brick in the wall...) and repetition.

The picture also displays some sort of protest against something. We can tell this by looking at  the position and direction of the crowds' arms, their closed fists and the facial expressions of the few people we can see. However, we are unable to tell what subject or person the crowd is protesting at.

Activity 6f- How are Teenagers Represented in the Given Poems?

Activity 6b- How are Teenagers Represented in the given Poems?

Through these given poems, teenagers are represented as wild and rebellious towards adults. All four poems describe adolescents as having a rebellion towards adults' expectations; not wanting to follow the adults, wearing different clothes that change every month, wanting to escape expectations etc...

The first poem is based on an adult's point of view, describing the teenagers on the bus and comparing them to their past experiences as a teenager. The poet states that teenagers seem to have no trouble or fuss about entering adolescence, in contrast to their 'awkward ages' she and her peers felt during their teenage years.

 

The second poem is based on the perspective of a teenager created by an adult poet. The person speaking is a teenager who is rebellious towards adults, wants to behave in a disrespectful manner and has a sneaky character. The poet even makes the teenager in the poem poke fun at his name (towards the end, the poet's name, Steve Turner, becomes a subject of mocking).

The third poem, titled Clothes, is written in a teenager's point of view. The poet first remembers her mother telling her how clothes were different in her time, responding with a laugh. Immediately afterwards, the poet wonders about the clothes of teenagers in the future, whether they would be laughing at the clothes of today, just like the poet laughing at her mother's clothing styles.

The fourth and final poem, Anthem for Youth, is written through the eyes of a teenager. The poet expresses a strong message to adults who want teenagers to 'grow up'  faster.

Activity 1d- Write a Poem that fits with the Given Picture

Activity 1d- Write a Poem to the Given Picture

The Monster in the Storm

What strange things are happening!

People swept off their feet

 A sudden chill in the air...

Every building on this street,

Quivers like they're scared.

I can hear the wind stirring,

A weather-vane quickly whirring

Like a monster rising from slumber

The earth begins to rumble.

Suddenly, lightning strikes,

It splits the sky in two.

The monster lets a sinister growl,

Unison with a mournful howl.

The city is deadly silent

Then... the storm arrives

Twisting, tearing, ferocious winds,

In a few seconds, life is deprived.

People scatter away,

Sirens blaring, children wailing,

Just the start of an eventful day

I turn around and run,

Hoping to beat the storm,

But the monster is catching up fast,

And it is swelling in form.

How long will this last,

Before the terror has past?

Activity 3b- Write a Limerick

Activity 3b- Limerick Poem

A Bee and a Fish
There was once a fish from the sea,
Who made friends with a bee,
The fish once splashed,
Which made the bee crash,
While the bee was drinking tea!

Activity 2c- Setting a Rhythm to a Couplet

Activity 2b- Setting a Rhythm to  a Couplet

Activity 4a- Provide a SPECS and SLIMS Analysis of the Given Poem

Activity 4a- Provide a SPECS and SLIMS Analysis of the Given Poem

The subject matter of this poem is about a boy and his family who are being sorted into queues by race and ethnic background.

I believe the poet is trying to communicate to readers about the confusion and emotions of children who have to choose which race they belong to, as they are of a mixed race.

In the Terminal, the poet mainly describes the confusion of the boy as he decides which ethnic race he belongs to. The confusion, perhaps caused by the tiredness the boy is experiencing, grows as his parents part ways and join different queues/ races.

The poet uses rhyming and present tense to create the atmosphere of the young boy's confusion.

The syllable structure in this poem is varied to include the present tense narrating of the boy's ordeal. The three stanzas are also different from each other, beginning with a small description of the boy, followed by a long stanza of his parents joining their nationality queues and the boy's thoughts as he is deciding. The third and final stanza concludes the poem with a statement that prompts the reader to decide the series of events that follow afterwards.

There is evidence of similes used by the poet. The second stanza likens the sorting as a sports game, with the boy having to choose which 'team' to join.

In personal opinion, I enjoyed reading this poem because the poem takes you into the perspective of a four year old boy, with the reader being able to feel the growing emotions of the young character. The poet conveyed their message very clearly and has achieved their overall purpose.

Activity 1f- Read the Poem and Answer the Given Questions

Activity 1f- Read the Poem and Answer the Given Questions



1. What is the person in this poem doing?

The person in this poem is writing Christmas cards while trying to remember the people he rediscovered in his address book.

2. Identify any similes or metaphors in this poem.

- 'The people in our lives that sail like green leaves and disappear like snow.'

3. Answer the poets question, "Where do they go, the people in our lives?" What do you think?

I think people in our lives go to either new places (moved away), have had new occupations or in some way, have lost communication with the poet over time.

4. Why does the poet send cards to people to the people he can't remember?

The poet sends cards to the people he can't remember because he wants to thank them for any care or kindness they've shown to him that he may have forgotten about.

5. Gives a summary of this poems effectiveness. What impact does this poem have on you?

This poem gives you a feeling that you are interacting with and feeling the emotions of the poet due to the use of first-person past tense and a few similes.

Activity 4c- Write a Comparison of the Given Song and Poem

Activity 4c- Compare the Given Song and

Poem

Song...

Poem...

Response
Comparing the given poem and song, I  believe the poem conveys its meaning better than the given song.

The poem, (actually a song in poetic format) takes the reader through time from the girl's departure to her life afterwards. It makes use of rhyming devices, dialogue lines and first person perspective (of the parents). The chorus occurs at three stages of the poem, all varied in some way. The chorus also uses an echoing effect to add to the subject matter of the poem.

The song on the other hand, is a reflective song based on a single scene, the scene of a loved one leaving the poet. Only two verses vary from the chorus, the first and the third stanza. The song does not personally describe the person who is leaving, but rather the emotional effect they had on the poet. The song's meaning is interpreted through the use of repetition. 

Activity 1b- Outline the Syllable Sequence of the Given Poem

Activity 1b- Outline the Syllable Sequence of a Poem

Winter
The snow was pelting,     (5 syllables)
                      drifting,   (2 syllables)
                      melting,   (2 syllables)
Soft and feathery,           (5 syllables)
Winter weathery,            (6 Syllables)
Floating and Flurrying and (7 Syllables)
The wind came crashing, (5 syllables)
Free.                              (1 syllable)
                        whirling, (2 syllables)
                         dashing, (2 syllables)
Bitter and freezing,          (5 syllables)
Nipping and Whipping,      (5 syllables)
Me!                                  (1 syllable)

Helen M. Shires (aged 7)

Activity 2a- Read and Answer the Questions About the Given Poem

Activity 2a- Read and Answer the Questions About the Given Poem

Questions

1. What scene is recreated for us by the language and 'flavour' of the opening stanza? Who is responsible of all these shouts?

The language and 'flavour' of the opening stanza creates the scene of an enthusiastic audience commenting as they observe the game.

2. In the second stanza we meet the football hero for the first time. As yet he remains unamed, being referred to only as he. What descriptive information are we given about him in this stanza?

The football hero is described as a 'flier with a crippled wing', which relates to his leg injury that stops him from playing at his best.

3. Identify the sport which is the focus of this poem. What evidence is there for your conclusion?

The sport that is the focus of this poem is most likely soccer. The second stanza describes the sport through the details of how the football hero's injury had affected the performance.

The fourth stanza tells the reader about the smells within the changing rooms during break. The poet also describes the players as they change soccer gear for the next half.

4. Comment on the effect achieved by starting the third stanza with "Gidday Kenny!" and finishing it with "Now, fellas..." How does the poet picture Kenny's situation?

The first phrase of dialogue used in the third stanza starts the picture of the teammates interacting with Kenny. As the stanza progresses, the reader learns that Kenny has a broken leg. Finally, the last phrase of dialogue ("Now fellas...") tells us that the team is discussing tactics to use in the soccer game after break.

5. What evidence is there in the poem to suggest that the scene occurs during the quarter, half-time or three-quarter break?

In the second stanza, the poet describes sirens going off and the audience rushing off to get some food, immediately after recreating the scene of the audience's ecstatic behaviour towards the game.

The second last stanza also includes a few words from the players, mainly about tactics to use in the game.

6.The sights, sounds and smells in the dressing room all bring back memories to Kenny. Identify some of these sights, sounds and smells.

The sights, sounds and smells Kenny encounter bring back memories of Kenny being part of the team. Some of these things that Kenny encounters are eucalyptus oil, sweat and mouthguards.

7. What memories do these trigger in Kenny?

These memories remind Kenny of the times and feelings he felt when he was able to play at his best and was accepted as part of the team.

8. Comment of 'Smoke wreathed and grinned its way around.'

This phrase is a personification of the smoke spreading around the room.

9. Why does Kenny leave the dressing room?

Kenny leaves the dressing room because he has realised that he couldn't be part of the team anymore due to his injury.

10. How does Kenny feel at the end of the poem?

Kenny feels rejected and sad knowing that he is no longer able to play free and proud with his teammates.

11. In your own words briefly state the theme of this poem. 

The theme of this poem is about Kenny's last performance and his final feelings that caused him to leave the team.

Activity 5b- Poetry Puzzle

Activity 5b- Poetry Puzzle

1. An Old Lady of Brooking

- She could bake sixty pies

- Without even going or looking

- There was an old lady of Brooking

- All quite the same size

- Who had a great genius for cooking;

An Old Lady of Brooking

There was an old lady of Brooking,

Who had a great genius for cooking;

She could bake sixty pies,

All quite the same size,

Without even going or looking.

2. The Railway Official

- It cut him-it cut him in two!

- Though he smiled and bowed

- A railway official of Skewe

- That engine was proud

- Met an engine one day that he knew

The Railway Official

A railway official of Skewe,

Met an engine one day that he knew,

Though he smiled and bowed,

That engine was proud,

It cut him-it cut him in two!

3. A Young Lad of St Just
- Who ate apple pie till he bust;

- What finished him off was the crust

- It wasn't the fru-it

- That caused him to do it

- There was a young lad of St Just

A Young Lad of St Just

There was a young lad of St Just,

Who ate apple pie till he bust,

It wasn't the fru-it,

That caused him to do it,

What finished him off was the crust.

Activity 1c- State Whether the Couplets are in Duple or Triple Metre

Activity 1c- State Whether the Couplets are in Duple or Triple Metre

1. All the ships are slowly moving,
    Down along the harbour side.

Answer: Duple Time

2. One at a time, two at a time,
    Noah will count them as upwards they climb.

Answer: Triple Time

3. Down come the raindrops on a summer day,
    Wetting the windows, washing dust away

Answer: Triple Time



Activity 2b- Haiku Poem

A Hunting Arctic Fox

Lightning bolt of fur,

A brave fox in the Arctic,

Pursuiting his prey.