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.