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

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

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 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.