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Hong Kong Budding Poets (English) Award: 

Hong Kong Budding Poets (English) Award Presented by NET Section & Co-organised with Gifted Education Section EDB Primary Workshop 16 & 18 March 2006

Housekeeping Rap: 

Housekeeping Rap We welcome you all to our hood and hope you find this workshop good There are some things you need to know So listen up and here we go. Immobilise your mobile phones Don't ring your friends and don't call home Go to the lifts, turn left and see the toilets… Don't forget the key and bring it back and put it where the water is… Just over there!

Housekeeping Rap: 

Housekeeping Rap We don't do coffee …. sorry it’s true But downstairs Starbuck’s is there for you. We'll have a break at half past, then, Make sure you come back up again. Without any more ado Let me introduce the crew.

Introductions: 

Introductions This cool chick, her name is Joan I love talking on the phone. This is Pam, she’s full of life, Behave or I will give you strife. Here’s Carine she’s really sweet, If you work hard you’ll get a treat. Cindy is the next in line, We hope you think our Workshop’s fine!

Objectives: 

Objectives To encourage the teaching of poetry To encourage the use of poetry in teaching English To introduce a variety or poetic structures and devices To develop strategies for assisting entrants in the Budding Poets (English) Award

Poetry Discovery Chart: 

Poetry Discovery Chart Brainstorm what you know already what you want to know about how to get students writing poetry

Value of poetry: 

Value of poetry Fun Appreciate sounds words and patterns Variety Express feeling and opinions Vocabulary Language skills Phonic skills Confidence Imagination Creativity Creative writing Integration Spoken expression

Poetry and the Curriculum: 

Poetry and the Curriculum In the implementation of the English Language Curriculum, the use of a wide range of language arts materials such as songs, rhymes, poems, stories, tongue twisters and plays is advocated. ‘English Language Curriculum Guide’ (Primary 1-6) p.178

Teaching Poetry: 

Teaching Poetry Use the five senses Encourage careful observation of concrete events and scenes Encourage the use of figurative language Make each word count Consider using an existing poetry structure to create new work

Elements of Poetry: 

Elements of Poetry Form and Structure Rhyme Rhythm Imagery

1. Structure: 

1. Structure Each poem has a structure The structure is the framework of the poem rhyming couplets ballads odes limericks haiku cinquain sonnet

2. RhymeWords consist of Onsets and Rimes: 

2. Rhyme Words consist of Onsets and Rimes Onsets are the opening unit of a word or syllable prior to the vowel Rimes begin with a vowel and are the ending unit of a word or syllable Onset Rime c at gl ad m eat Words with the same rime, rhyme

Onset-rime Matrix: 

Onset-rime Matrix Look at the Onset-rime matrix Work together to fill in all the blank spaces on the grid Look for rhyming patterns

The Town Child: 

The Town Child I live in the town in a street, It is crowded with traffic and ____. There are buses and motors and ____, I wish there were meadows and _____. The houses all wait in a row, There is smoke everywhere that I ____. I don’t like the noises I ____, I wish there were woods very ____. There is only one thing that I love, And that is the sky far _____. There is plenty of room in the ____, For castles of clouds and me ____!

The Town Child: 

The Town Child I live in the town in a street, It is crowded with traffic and feet. There are buses and motors and trams, I wish there were meadows and lambs. The houses all wait in a row, There is smoke everywhere that I go. I don’t like the noises I hear, I wish there were woods very near. There is only one thing that I love, And that is the sky far above. There is plenty of room in the blue, For castles of clouds and me too!

Practical classroom suggestion: 

Practical classroom suggestion Provide plenty of opportunities for students to hear rhymes Let students collect rhyming families Display rhyming families creatively Any more ideas to share?

3. Rhythm: 

3. Rhythm Steady beat Repeating pattern Keeps time Continuous throughout the poem Measured flow

Water: 

Water Water has no taste at all, (4 beats) Water has no smell. (3 + rest ) Water’s in the waterfall, (4 beats) In pump, and tap and well. (3 + rest) Water’s everywhere about, Water’s in the rain. In the bath, the pond and out At sea it’s there again.

4. Imagery is …: 

4. Imagery is … Language using similes and metaphors that produces images in the mind A Halloween moon is a giant dinner plate lost in the dark The wind is like a wild horse Racing across the world Metaphor Simile

Mind Map: 

Mind Map big bright round Adjectives fiery shiny golden warm hot Title SUN Participles toasting sweating tanning burning glowing warming It makes me feel … hot sweaty happy Colour or Synonym orange red fireball warm fire skin afterglow heat Nouns

The Sun: 

The Sun The sun is like a red hot fire, It fills my heart with warm desire. It heats my skin from head to toe, And bathes me in its afterglow …

Picture Images: 

Picture Images Look at the picture provided Using the mind map, brainstorm relevant words to match your picture Write a four line rhyming poem Perform your poem

Some Ideas for Starting …: 

Some Ideas for Starting … Play at making similes and metaphors - the moon is like a banana...the moon is a white smile…. Make use of the 5 senses – lemons taste… the smell of baking bread… when I see icicles… the sound of rain… the scratchy feel of… Repetitive phrases - At the end of the rainbow I saw… In my magic box I will put …. list things you like…

More ideas …: 

More ideas … I am afraid of……… I wish I was…….. It’s a secret but….. I dreamed I saw…… In my pocket…. What is Yellow?……… Alliteration…One slithery snake… two toothsome tigers…four funny friends...

When choosing a poem: consider ….: 

When choosing a poem: consider …. Themes Textbook adaptation Teaching/consolidating vocabulary and grammar Developing poetry concepts Body language and percussion Rhythm, rhyme, diction Age and culturally appropriate Reading aloud Performance

It seems like only yesterday ...: 

It seems like only yesterday ... It seems like only yesterday, That I was born and life began. That year I learned to laugh and play, It seems like only yesterday. It seems like only yesterday, I met my love and we were wed. Life was good, what’s more to say? It seems like only yesterday. Now 80 years have been and gone, My life’s complete, I don’t have long. Treasure each moment, don’t lose your way, Or you will wish for yesterday. (see handout for full poem). Pamela Davies

Poetry Structures: 

Poetry Structures On your table, you have An example of a poetry structure An explanation of the structure - Prepare a short whole-class activity based on this structure - Teaching focus?

Poetry Discovery Chart: 

Poetry Discovery Chart Please complete your chart … Reflect on … What have you learned about poetry today? What do you still want to know about poetry?

Slide29: 

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