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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. We welcome you all to our hood and hope you find this workshop good There are some things you need to know

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Hong Kong Budding Poets (English) Award

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

  2. 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!

  3. 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.

  4. 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!

  5. 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

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

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

  8. 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

  9. 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

  10. Elements of Poetry • Form and Structure • Rhyme • Rhythm • Imagery

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

  12. 2. RhymeWords 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 OnsetRime c at gl ad m eat Words with the same rime, rhyme

  13. 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

  14. 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 ____!

  15. 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!

  16. 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?

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

  18. 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.

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

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

  21. 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 …

  22. 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

  23. 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…

  24. 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...

  25. 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

  26. It seems like only yesterday ... Pamela Davies 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).

  27. 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?

  28. 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?

  29. Thank You for your participation • Please fill in an evaluation form … we value your comments!

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