y7 writing poetry
TRANSCRIPT
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Year 7 Poetry
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Metaphors Inventing
Extending
Think of an animal…..
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My teacher is an eagle
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My teacher is an eagle swooping around the room, hovering over his students, diving down on innocent prey and demolishing them with the terrible grip of his talons.
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My teacher is an eagle swooping around the room,
hovering over his students, d i v i n g
down on innocent prey demolishing them with the terrible grip of his talons.
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The WriterThe writer is a magpieAs he dips into other lives,Selecting bright baubles.
What other metaphors might we suggest for the writer?
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Analysis Looking at the poem written as an example, explain the writer uses extended metaphor and structure.
My teacher is an eagle swooping around the room,
hovering over his students, d i v i n g
down on innocent prey demolishing them with the terrible grip of his talons.
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AnalysisLooking at the poem written as an example, explain how the writer uses extended metaphor and structure.
Use of Extended Metaphor Choices of Structure and Layout
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Look at the image of the meercat.• Make a list down the centre of
the page of the key things you can see.
Now take each idea in turn an use a little bit of technique (e.g. alliteration or imagery) to begin to develop each idea.
eyesnoseearstoesfur
Activity 1
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Now think of your language choices.• What verbs could you use to
describe the meercat?• What adverbs could you use?• Adjectives?
Activity 2
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AnalysisLooking at the meerkat poem, explain the writer’s lexical choices and use of language techniques.
Lexical choices Language techniques used
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Poems of possibilities
Places (classroom, shed…) Abstract nouns
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Poems of possibilities In the (name of place) of (abstract noun)...
For example: In the library of secrets ... The shelves whisper quietly Concealing...
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The City of Doom In the city of doom – The streets are awash with dead starfish And the windows have wept tears of ice. The shops are empty as silence.
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The city of emptiness In the city of emptiness – The streets are silent as snow. Houses are hollow as bones. The cars glide by with no-one driving them. The train station is waiting for a train that will never arrive. The traffic lights flicker for no-one.
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In the box of impossibilities… ACTIVITY – in groups take six ideas and start to write a poem. You might like to think about how you might link ideas and the order of things, maybe starting with the obvious and moving on to the most crazy idea.