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English Language iEARN - Unit Plan- Poetry Writing (Mothers’ Day Activity)

Classes VI-VIII

 

Presented By; Farah Kamal-Pakistan

 

Background : Poetry is a form of personal writing which touches the heart and moods.

Poetry looks and sounds different than other forms of text. This particular unit plan is designed to provide students with opportunity to experience poetry writing describing and expressing their emotions for their mothers with special significance to Mothers’ Day.

 

Objectives: By the end of the unit students would be able to:

        Read and enjoy a selection of poems written on personalities or describing an animal people or relationships

        Introduce to the “Special Poetry Techniques”

        Develop a set of vocabulary  for describing, expressing about mothers, their love and importance.

        Use the generated vocabulary to compose a free verse or rhyming poem on their mother

        Display the poems they wrote and read the ones done by their peers

        Post  their poems on the online Forums, iEARN Vision  and iEARN Lewin

 

Resources and Preparation: A variety of the selection of poems in the school library written on Vision as well as the Oxford Poem Tree  etc. Language HOD and teachers collaborate with the librarian to identify the selection.

Display poster on “Special Poetry Techniques” for each section. Copies for all grade VIII students.

 

Total Time: 3 English Language classes of 50 minutes each. 1 each of Library, Computer and Art Classes. Total 6-7, Teaching Periods.

 

Library Based Class- Poetry Reading

(Library period or substitute period can be utilized for this purpose)

 

        Guide the students to sit in groups, identify a poem read and discuss it:

-          the idea poet is try to convey in this poem

-          the rhyming words in the poem

-           what they found so special in this poem

Alternatively students can read some of the Online iEARN postings in the Lewin or A Vision and respond to them keeping the mind the above three questions.

 

Language Lesson-1: Language Classroom, What is Poetry?

 

        Spend few minutes to discuss with students/groups about the poem reading activity questions they focused in the library.

        Now write on the chalk board and explain involving the whole class “Special Poetry Techniques”. Remembering the terms Alliteration or Consonance is not important but their examples in the verses is very important so give students lots of example from the poems they have read.

 

Home Fun: Tell students to write as many words as they can think that can describe their mother, her personality, her relationship with them as son/daughter . They can use the following mind map:

 

 
  Cloud Callout: My Mother

 

 

 

 

 

Language Lesson-2: I can write my own poem

 

        Draw the following mind maps on the chalk board,  brainstorm class to generate 3 sets of vocabulary one by one, teacher may need to give first word herself and students would follow providing other words preferable rhyming:

  Cloud Callout: Words that tell how I feel about my mother

 

 


 

Cloud Callout: Words that tell what my mother does for me Cloud Callout: Words that describe my mother                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    

 

 

        In groups students would use the vocabulary to compose small verses for couplets.

        Teachers move round and facilitate groups in composing their verses and arranging words.

 

Home Fun:

Students continue working on their first drafts of the poems.

 
Language Lesson –3: I love my mother

 

        Students write the final version of their poems in their English Journals . Teachers move from group to group helping them proof read and composing their verses.

  
   Art Class Activity :

        Students would make greeting cards and write their poems to be taken home for their mothers.

 

Computer Classes Activity (at least 2 classes)

 

        Students would word process their poetry for display.

        Groups would post their poems on iEARN Forums: Lewin and Vision for publication.

 

International Mothers Day 5th May

 

Students would put up displays of their poetry on the soft boards and library and corridors. Some of the students will recite poems in the School Assembly.

 

 

………..x………..x…………

 

 

 

 

 

 

 

 

 

 

SPECIAL POETRY TECHNIQUES

 

Figures of Speech:

 

Poets use the following techniques to create word pictures in their poems.

 

1.     Simile make a comparison using the word 'like' or 'as'.

e.g: "When the sky begins to roar

Its like a lion at the door"(OUP The Poem Tree-5 Pg.30)

 

2.     Metaphor compares two different things without using the word of comparison 'like' or 'as'. e.g. "Trees are the kindest things I know" (OUP The Poem Tree-3 Pg.15).

 

3. Personification describe something non human as if it had human quality

                                    e.g. "The forests with their myriad tongues,

                                           Shouted liberty;" (OUP The Poem Tree-6 Pg.27).

 

3.     Hyperbole is an exaggerated statement. Sometimes hyperbole meant to be funny.

    e.g "His hands were so dirty the soap ran and hid.”

 

The Sound of Poetry:

 

 

The following techniques are used by poets in poems to make them pleasant sounding:

 

1.     Alliteration is the repetition of consonant sounds at the beginning of words.

e.g. "Tyger! Tyger! burning bright”

(OUP The Poem Tree-7 Pg.18) .         

 

2.     Assonance is the repetition of vowel sounds in the words.

 e.g "There to alight, at belfry height" (OUP The Poem Tree-6 Pg.13)

 

3.     Consonance is the repetition of consonant anywhere in the word, not just at the beginning.e.g. “…and , as might expected, edited the School Magazine”.

(OUP The Poem Tree-7 Pg.21) .

 

4.     End Rhyme is the use of rhyming words at the end of two or more lines   of the poetry e.g "As if he had no independent mind

  Or will of any kind."(OUP The Poem Tree-5 Pg.35).

 

5.     Internal Rhyme is the use of rhyming words within a line of poetry.

e.g "No! the hare's rash, making a dash"(OUP The Poem Tree-6 Pg.13) .

 

6.     Onomatopoeia is the use of words that sounds very much like the noise they name. e.g "How the small creatures of the woods

Must quake and cower as I pass by! " (OUP The Poem Tree-5 Pg.19).

 

7.     Repetition is the techniques of repeating a word or phrase for rhythm or emphasis "Where the mind is without fear and the head is held high;

  Where   knowledge is free

  Where the world has not broken up into fragments

By narrow domestic walls;" " (OUP The Poem Tree-6 Pg.19).

 

 

 


 

8.     Rhythm is the way a poem flows from one idea to another. In free verse poetry , the rhythm follows the poets natural voice. Almost as if he she were speaking to a reader.

In more traditional poems  a regular rhythm is established.

 

e.g of poem with regular rhythm:

            “In winter I get up at night

              And dress by yellow candle- light

            In summer quiet the other way,

            I have to go to bed by day.” (OUP The Poem Tree-3 Pg.8).

 


 

e.g of free verse: “To-morrow, to-morrow, and to-morrow,

                           Creeps in this petty pace from day to day, 

                            To the last syllable of recorded time;”

(OUP The Poem Tree-8 Pg.23).

 

 

....x…x….x…

 

 

Farah S. Kamal                                                       Adapted from: All Write- A student Handbook of Writing

     7-1-2001                                                                  Houghton Mifflin-MA-USA, 1998