Year 7 Independent Workbook

Types of Poetry

This workbook contains English lessons for the next 2 weeks. There are 6 lessons to complete and each lesson is designed to support your learning in the following key areas:

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

Creativity

These activities will prompt you to engage creatively with a task, demonstrating an independent approach.

Personal response

These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills.

Please note that many of you will be working at different speeds and levels. Please complete as much as you can of each lesson within an hour. If you are moving through the activities quickly, refer to the KS3 Cultural Enrichment Pack on the school website for extension activities. If you do not have access to a printer, complete the activities in your English book or on paper.

Lesson 1:

Vocabulary

These activities will introduce important vocabulary for this particular unit, helping you to develop an understanding of key concepts in English.

To begin with, let’s see what you remember about English word classes (which you will need to use for analysing texts as you progress through school)… as well as a few poetic and descriptive techniques…

Task 1: Match up the word class (e.g. noun/verb/adjective/adverb…) with the example box which shows that particular word class in bold. Then in the box beside it, write a definition of what that word class is. Check your definition against a dictionary definition – ARE YOU CORRECT?

e.g.

Try to make your definition as detailed as you can…

NOW… Have a go at matching up the boxes

below. Then add your definiton...

Thewavessmashedagainstthecliffs,beatingandbashingtherockswithfierceanger,asthewaterchurnedintofroth.

Goldenandgleaming,thedistantballofsunbeameddown,warmingthegroundinitshugesmile.

Aboveme,Icouldhearblackbirdssinging;behindme,therewasonlythefaintsoundofthewind,asIlayonthegrass.

Pantingheavily,theboyssankdownonthesofa.Theyyawnedloudly.TheJoeWicksworkouthadwornthemouttotally!

Thesecrettosuccessinlifeisloveandhappiness.

noun

Thequeueoutsidethesupermarketwascoiledaroundthecarparklikealongsnake.

Awordusedtoidentifyanyperson,placeorthing.

Aword(otherthanapronoun)usedtoidentifyanyperson,placeorthing.Thesecanbegeneralthings(commonnoun),thingsthatcanbetouched(concretenoun),thingsthatcan’tbetouched,likeemotions(abstractnoun),andparticularthingslikenamesofpeopleandplaces(propernoun).

noun

verb

adverb

adjective

preposition

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Extension Task:

Now that you feel confident on these word types, can you write a diamante poem? This is a diamond shaped poem with 16 unrhymed words which follows this structure:

Noun Adjective, Adjective

Verb, Verb, Verb Noun, Noun, Noun, Noun

Verb, Verb, Verb Adjective, Adjective

Noun

Here are some examples:

This poem is all about monsters using synonyms:

Monsters Evil, Spooky

Howling, Shrieking, Wailing Ghosts, Vampires, Goblins, Witches

Flying, Scaring, Terrifying Creepy, Crawly

Creatures

This poem is all moves from a cat to a dog using contrast and antonyms:

Cat Gentle, Sleepy

Purring, Meowing, Scratching Whiskers, Fur, Collar, Leash Barking, Licking, Digging

Slobbery, Playful Dog

Well done! Now let’s see what you remember about general poetic/descriptive techniques…

A lot of figurative language techniques are used in poetry. You have used them yourself, in your descriptive writing already. Sometimes they are referred to as ‘imagery’ because they help to create images and meanings in the mind of the reader.

Task 2: Draw an arrow to Match up the following techniques to their examples…

Then, for each technique, in the blank box next to each example, write your own sentence which uses that technique…

(For some, more than one technique could be applied. If so, pick one to do your own example for.)

The huge building sat there, waiting.

Its giant brick arms seemed to surround me in a way that was either welcoming or suffocating – I couldn’t tell which.

The wind blew, blustering about the bald brick building and back again.

Whoosh…bang…bang!

The tiny saplings which were newly planted shuddered and shivered and shook… and so did I.

Looking up, I saw the glass front of the building: it reflected the blue sky like an upright lake.

It was a giant’s mirror, which reflected everything behind me, as I walked nervously towards its shine.

metaphor

onomatopoeia

simile

personification

alliteration

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Do you remember what RHYME and RHYTHM are, from your work on Romantic Poetry? Just to remind yourself, before you start, write down their definitions below:

Now… What do you already know about different types of poetry?

Task 3:

Label what type of poem you think the following are (There are two examples for each). As you do, make a list of their particular features… (e.g. how many lines/rhyme/rhythm..)

Pick from: SONNET, HAIKU, LIMERICK, BALLAD, CINQUAIN, METAPHOR POEM,

SIMILE POEM… Label each pair of poems, taking care that your spelling is correct.

Poetic Technique Definition

Rhyme

Rhythm

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2

- (by Samuel Taylor Coleridge)

Flint

Anemeraldisasgreenasgrass,Arubyredasblood;Asapphireshinesasblueasheaven;Aflintliesinthemud.

Adiamondisabrilliantstone,Tocatchtheworld’sdesire;Anopalholdsafieryspark;Butaflintholdsafire.

- ChristinaRossetti

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Lesson 2:

Wider reading

These activities will encourage you to read and to research more widely around a topic, developing your independence and building cultural capital.

So what IS poetry? Watch the TED-Ed animation ‘What makes a poem…a poem?’

https://www.youtube.com/watch?v=JwhouCNq-Fc

The aim of this lesson is to delve more deeply into one of these particular types of poetry forms, which will be our main focus: SONNETS! So, with that in mind…

Task 1:

Watch the animated TED-Ed lesson (5.22mins) on ‘Why Shakespeare loved iambic pentameter’ by David Freeman and Gregory Taylor:

https://www.youtube.com/watch?v=I5lsuyUNu_4

It introduces more vocabulary to do with poetry: syllables, poetic meter (rhythm), Dactyl, Trochee, Iambs, Iambic Pentameter.

The three terms underlined above are elements which are very important in writing sonnets. Make sure you know what they are. Re-watch the Shakespeare video again and make a note of what you think these are in the grid below:

Poetic terms:

What is it?

Syllables

Poetic meter

Iambic

Pentameter

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Task 2:

Look at the following examples of sonnets. Then answer the questions below…

Find out

more:

https://en.wikipedia.org/wiki/The_New_Colossus = ‘The New Colossus’ is a Petrarchan sonnet by American poet Emma Lazarus, who wrote it in 1883 to raise money for the construction of a pedestal for the Statue of Liberty.

[Spenser]

(1795-1821)

Sonnet 18… by William Shakespeare:

(1564-1616 – published 1609)

1. What do they all have in common? List as many things as you can:

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Fairartthou,Phyllis;ay,sofair,sweetmaid,AsnorthesunnorIhaveseenmorefair;ForinthycheekssweetrosesareembayedAndgoldmorepurethangolddothgildthyhair.Sweetbeeshavehivedtheirhoneyonthytongue,AndHebespicedhernectarwiththybreath:AboutthyneckdoallthegracesthrongAndlaysuchbaitsasmightentangleDeath.Insuchabreastwhatheartwouldnotbethrall?Fromsuchsweetarmswhowouldnotwishembraces?Atthyfairhandswhowondersnotatall,Wonderitselfthroughignoranceembases.Yetnathelesstho’wondrousgiftsyoucallthese,Myfaithisfarmorewonderfulthanallthese.

ThomasLodge(1556-1625)

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2. What differences, if any, can you find? Once again, list them:

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3. How many lines does a sonnet have? __________________________________________

4. How many syllables are usually found in each line of a sonnet? __________________

5. What type of rhythm or ‘meter’ is always found on each line of a sonnet?

__ __ __ __ __ __ / __ __ __ __ __ __ __ __ __ __ (fill-in each blank with a letter)

6. What is the rhyme scheme or rhyming pattern?

= Using Sonnet 18 (above), go through the letters of the alphabet for each vowel sound you hear at the end of each line. Only change to a new alphabet letter when you hear a new vowel sound; otherwise, if it’s the same sound, use the same letter. Write down these letters next to each line.

… So now what is the rhyming pattern, if you were to write out those alphabet letters, reading down the line endings? (e.g. abab…)

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… and what else does this show you about the Shakespearean sonnet, in terms of its structure? What do you notice?

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Task 3: Now watch the following quick video…

https://www.youtube.com/watch?v=mSH5AoPC2MU = Sonnet Types

7. What are the THREE main types of sonnets called?

1. ________________________________________________________________________________

2. ________________________________________________________________________________

3. ________________________________________________________________________________

Here’s a recap:

… So if these are the FORMS of what a sonnet can be – it has a strict rhyme pattern, rhythm and structure… What else do the example sonnets show us (above)?

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8. Can you identify any similarities in the way in which women are described in them at all? (e.g. hair, eyes, face colours, movements…?) Make a list of anything you notice:

________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Certainly, the sonnet by Thomas Lodge seems to reflect the social conventions of ‘female beauty’ during the Elizabethan age. Can you think why? Consider these images from that time:

What do you notice? _________________________________________________________________ _______________________________________________________________________________________ Often, we see, throughout the history of humans, that people in society ASPIRE to be like those who are in positions of power – who then set the trend or the fashion or the importance of things… like… celebrities, actors, sport stars, royalty, rock stars/musicians: people who are in the public eye, who are very wealthy and famous. That was true of Tudor England – as we can see the fashion being set by the queen filters down into even the poetry men were writing at the time. How far do you think this is true of society today? How far do YOU emulate (copy) your favourite celebrities? (Write some examples below) _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ But… Sonnet 130 My mistress’ eyes are nothing like the sun; Coral is far more red than her lips’ red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. I have seen roses damasked, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground. And yet, by heaven, I think my love as rare As any she belied with false compare. Answer these questions below: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ____________________________________________________________________________________________

ShakespearealwayslikedtopushtheboundariesandgoAGAINSTconventionsandexpectations…

Whatdoyouthinkheisdoinghere,comparedtotheotherElizabethanpoetsliketheThomasLodgepoemyouhavejustseen?

WHYdoyouthinkheisdoingthis?Whatpointcouldhebemakingabouttherealityofhisown‘truelove’?

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Lesson 3:

Memory

These activities are designed to test your recall of key facts, developing memory skills which you will need for assessments and GCSE examinations.

Task 1:

Read through Sonnet 130 again below. Can you identify the rhyme scheme? Label it down the side, using the skill from memory. Then pick a line and circle the five strong beats to show its Iambic Pentameter rhythm. Use your memory to remember what this is! Then count up the syllables beside each line, using your memory to recall what they are.

Extra challenge = Can you label the separate ‘quatrains’ and the ‘turn’ or ‘volta’and the ‘rhyming couplet’?

My mistress’ eyes are nothing like the sun; Coral is far more red than her lips’ red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. I have seen roses damasked, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground. And yet, by heaven, I think my love as rare As any she belied with false compare

Task 2:

Learn either THIS poem (Sonnet 130, above) or Sonnet 18 (‘Shall I Compare Thee to a Summer’s Day?’ from lesson 2, page 10) off by heart, by completing one of the activities below!

When you reach your GCSEs, even though they seem very far off, you will have to memorise a lot of information (and a LOT of quotations from a range of texts for Literature) so this is a great way to start to ‘train your brain’!!...

Challenge: Learn the first quatrain from ONE of the following sonnets…

My mistress’ eyes are nothing like the sun;

Coral is far more red than her lips’ red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head.

Shall I compare thee to a summer’s day? Thou art more lovely and more temperate

Rough winds do shake the darling buds of May And Summer’s lease hath all too short a date

Turbo Challenge: Learn the first TWO quatrains from ONE of the following sonnets…

My mistress’ eyes are nothing like the sun;

Coral is far more red than her lips’ red; If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head.

I have seen roses damasked, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight

Than in the breath that from my mistress reeks.

Shall I compare thee to a summer’s day? Thou art more lovely and more temperate

Rough winds do shake the darling buds of May And Summer’s lease hath all too short a date Sometime too hot the eye of heaven shines,

And often is his gold complexion dimm’d; And every fair from fair sometime declines,

By chance or nature’s changing course untrimm’d

Super Challenge: Learn ALL of one of the following sonnets…

ALL of Sonnet 130

ALL of Sonnet 18

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Lesson 4:

Think back to your research work in Lesson 2… Do you remember how Shakespeare went against the conventional fashion of female beauty? At a time when his fellow poets and writers would pastiche a style or fashion of writing, he would play around with using parody instead of pastiche.

Task 1:

Remember Sonnet 18? Compare it to the two other examples. Which one is a Pastiche and which one is a Parody? Label them.

Creativity

These activities will prompt you to engage creatively with a task, demonstrating an independent approach.

PASTICHE

PARODY

Respectful Satire, sarcasm Imitating someone’s style, as an act of

admiration and to emulate them and follow their example as it is highly regarded.

Imitating someone’s style in order to mock it/them and poke fun at it/them. Also to

create irony or humour. Cheeky.

ShallIcomparetheetoasummer’sday?Thouartmorelovelyandmoretemperate:RoughwindsdoshakethedarlingbudsofMay,Andsummer’sleasehathalltooshortadate,Sometimetoohottheeyeofheavenshines,Andoftenishisgoldcomplexiondimmed,Andeveryfairfromfairsometimedeclines,Bychance,ornature’schangingcourse,untrimmedButthyeternalsummershallnotfade,Norlosepossessionofthatfairthouow’st,Norshalldeathbragthouwand’restinhisshade,Whenineternallinestotimethougrow’st.Solongasmencanbreatheoreyescansee,Solonglivesthis,andthisgiveslifetothee.

Pastiche or Parody?

(A Pastiche doesn’t have to be ‘happy’, remember: it is just aiming to ‘write in the style of’ in an earnest and heart-felt, serious way)

_________________________________________

(Thou, thee = you.

Thy, thine = your.

Art = are.)

Pastiche or Parody?

_________________________________________

(wellies = boots.

reeking = strong (usually used with smell)

stench = strong smell, like ‘stink’

reverence = respectfulness, admiration)

ShallIcomparetheetoawinter’snight?Thouartmorecoldthanlovedothcomprehend.Thosewinternightsarenotfilledwithsuchmight:Roughwinternightsdrawquicklytoanend.Sometimestheheavensopen,droppingsnow-Strongwindsarenotcompletelyfilledwithstrife,Yet,everythingisclothedfromheadtotoeTomakeallGod’sthingspureandnewlywhite.Butthyharshwinternowisspoiltandtainted:Thydaysareshortwithsadnessattheirend;Thineoldpossessionsnownotnewlypainted;Thyhouseaplacewherepainanddarknessblend.Solongasthouhidesallthingsthatarenice,Solonglivesthee,withinthyrealmofice!

ShallIcompareyoutoaBrusselSprout?Youaremorerottenandverysmelly!Betweenmyeyesyourreekingsmellhitsout,Witheverywaftofstinkjustlikeoldwellies…Sometimes,toogreenandleafysproutscanbe,Andoftenistheirtasteimprovedwithspice,AndforaChristmastime,baconandhoney,Respectfullypreparedwithcare:precise.Butyoureternalstenchshallneverfade,Orbeimprovedwithreverenceandcare.Therottingpiecesofyoursocksparade…Thestrengthofwhichextendsuptoyourhair!Aslongasmencanbreatheandmencaneat,Solongwillsproutsremindmeofyourfeet!

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Task 2:

Use the example of the Parody above (The one about the Brussel Sprout) to write your own parody of this Shakespearean sonnet!

Remember to use all of the elements of a sonnet…

Use these line starters to help you: Use this rhyme scheme

e.g. for the vowel sounds at the line ends:

‘Shall I compare you to a ____________________ ________________________? a

You are more ______________________ and very _________________________ b

______________________________________________________________________ a

_______________________________________________________________________ b

Sometimes, ___________________________________________________________ c

And __________________________________________________________________ d

And __________________________________________________________________ c

_______________________________________________________________________ d

But your _________________________ shall not ____________________________ e

Or ____________________________________________________________________ f

The ___________________________________________________________________ e

The ____________________________________________________________________ f

As long as _____________________________________________________________ g

So long will _____________________________________________________________ g

Count your syllables and make sure that you have TEN for each line (for the five strong beats – Iambs – and the five weak beats = that make up the Iambic Pentameter rhythm).

If you’re stuck for ideas, imagine it as a way of insulting someone you know very well – as a joke, of course!

How about these starting lines…?

Shall I compare you to a mouldy sock?

Shall I compare you to a lump of cheese?

What other starters can you think of?

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_______________________________________________________________________________________

This is one I wrote about a lesson I was teaching one Friday afternoon, last lesson…

What do you think it suggests about the atmosphere in the classroom? J

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ShallIcompareyoutoawallofnoise?Youaremorerestlessandmoredemanding…Deepvoicesmakemethinkit’sjusttheboys,Andsoftertonesmaybelesscommanding…

Sometimes,toobrightthesmartboardscreencanshine,Andoftenthisalonecanmakeyouloud,Andifitisbeforeyourluncheontime

Yourboisterousyoungappetitessitproud!Butyoureternalvoicesshouldnotfade–

Eveniftheybangaroundmyhead!Tomakeyouquestion,willimproveyourgrade–Andbetterthat,thanbrainsstayhomeinbed!

Solongasyoucantalkandquestionlife,SolongIhopeyourvoiceshavenostrife.

Tohelpyouwithyourrhyme,youneedtocreateawordbankofwordswithmatchingvowelsoundsthatyoucanusetoendyourlineswith.

Togetyourwords,writeoutthealphabetonaroughsheetofpaper.Writeyourfirsttwolines(whichdon’trhyme),thenusethealphabettogiveyouconsonantstofrontyourvowelsoundsofthe2linesyou’vestartedwith.J

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Does it conform to all the elements of a sonnet, do you think? Do a quick check:

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Lesson 5: Having focused on sonnets, lets skip to looking at a metaphor poem…

Task 1:

Read the following poem.

1. How many types of punctuation can you find? _________________________

2. Can you find examples of poetic techniques you revised in Lesson One? (e.g. metaphors and similes?) Label them on the poem, with what effect you think they create.

3. Can you find an example in the poem which makes this creature (spider) seem like an expert at the way in which it moves? (Write it as a quotation, in quotation marks)

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4. Can you find an example in the poem which makes the creature seem dangerous or threatening? (Write it as a quotation, in quotation marks)

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Technical accuracy

These activities will focus on the accuracy of your spelling, punctuation and grammar, helping you to develop crucial literacy skills.

Its black beady eyes are prison guards Always watchful, waiting: Its head and body are one: a space ship, Hanging, Suspended in an anti-gravity, alien world; Its back is a fur-lined pin-cushion; Its legs are samurai swords… Strong and balanced knitting needles… Long, pointed pistons of skill. When moving, they are an archer’s bow, Drawn back taught, then fired. It hangs up high like a trapeze artist or acrobat. When young, the wind carries it along like a hang-glider.

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5. Choosing either of your answers to question 2 or 3, can you explain how the language in the quotation makes the creature seem either an expert or a dangerous, threatening thing? Can you write this explanation into a paragraph? Use the P-E-E structure for your answer (Point, Evidence, Exploring).

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Challenge: Try doing this PEE yourself first. Only THEN, look at the example below to see what else you might have written…

Imagine that you are answering the following question (about the spider poem):

How does the poet present the creature using language?

Thepoetusesmetaphorstopresentthecreatureasifitissomethingwhichispassiveandunmoving,butwhichcouldbequitedangerous,ifandwhenitdoesmove.Forexample,themetaphor“Itslegsaresamuraiswords”makethemsoundasiftheyareharmful,likethecurved,sharpswordsofsamuraiwarriors–anditmakesitsoundlikeanexperiencedandexpertfighter,justlikeasamuraiwarriortoo.Alsoitsays“Whenmoving,theyareanarcher’sbow/Drawnbacktaught,thenfired”.Thismetaphorlinksthelegstoadifferentweaponwhichcanalsoinflictpainifithitsyou.Theverb“fired”alsohasconnotationsofagunshotorbulletbeingfired:anotherformofweaponry.Thislexicalfieldofweaponsandviolenceaddtotheimpressionofthespiderbeingdangerous–alsobecauseitsuggeststhatitmovesreallyfastandisveryaccurateand,likeabulletoranarrow,killsitspreywhenithitsit.

Inthisway,thewriterseemstoberevealingthattheydislikespidersandseethemasathreatbecausetheyarescaredthattheycancauseharm.

Task 2:

Use three different coloured pencils, one for each of the PEE: Point, Evidence (quotation) and Exploring. Colour in the different parts of the PEE in the above example.

Then circle the terminology/techniques/word classes that have been used in this explanation.

Task 3:

Revise the word classes you did in Lesson One (nouns, verbs, adjectives, adverbs…)

Find the following word classes in the poem and list them in the relevant boxes below:

NOUNS…

ADJECTIVES…

ADVERBS….

VERBS…

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Lesson 6:

Personal response

These activities will encourage you to respond to a given text or task, supporting you to develop your evaluation and critical thinking skills.

Task 1:

Read the poem below. What techniques can you spot? Label them on the poem and make a note about what effects/meanings they create or suggest.

Task 2:

Do the same for any powerful or emotive word classes. (Which word class, in particular, is used a lot in this poem? – what effect does that create?)

Write a PEE paragraph to answer the following question:

How does the poet use language techniques to describe the movement of this creature?

- Complete this on lined paper, to allow you room to develop ideas. - Then colour-in your answer using three different colours for each part of the PEE.

Skin glistens, draws out a shining slide of spit – elastic – the string bouncing back again to the silken surface of the mirror face, bungi-jumping the pond canyon from lily pad to rock like an extreme sports junkie. Skin glistens, as light dances down its silken back – playful – shimmering winks of movement – palms outstretched – darting, springing, reaching… for dreams.

Task 3:

Look back through the booklet and revise all of the vocabulary you have used. Practice writing out the spellings of the words. Use the Look, Cover, Write, Check method.

Then, try your hand at writing a poem. Do you remember how we started looking at a range of different types of poems? Why not try a different type of poem from a sonnet or metaphor poem? How about a cinquain…?

…Or a Haiku…? …Or simply a poem which is written in a shape to reflect its topic…?

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