Hong Kong Budding Poets (English) Award

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Hong Kong Budding Poets (English) Award

• Presented by NET Section
• Co-organised with Gifted Education Section
• EDB
• Primary Workshop
• 16 18 March 2006

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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!

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Housekeeping Rap

• We don't do coffee . sorry its true
• But downstairs Starbucks 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.

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Introductions

• This cool chick, her name is Joan
• I love talking on the phone.
• This is Pam, shes full of life,
• Behave or I will give you strife.
• Heres Carine shes really sweet,
• If you work hard youll get a treat.
• Cindy is the next in line,
• We hope you think our Workshops fine!

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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

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Poetry Discovery Chart

• Brainstorm
• what you know already
• what you want to know
• about how to get students writing poetry

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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
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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

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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

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Elements of Poetry

• Form and Structure
• Rhyme
• Rhythm
• Imagery

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1. Structure

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

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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
• Onset Rime
• c at
• gl ad
• m eat
• Words with the same rime, rhyme

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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

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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 dont 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 ____!

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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 dont 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!

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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?

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3. Rhythm

• Steady beat
• Repeating pattern
• Keeps time
• Continuous throughout the poem
• Measured flow

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Water

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

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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
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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
sweaty
happy
red
fireball
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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

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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

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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

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More ideas

• I am afraid of
• I wish I was..
• Its a secret but..
• I dreamed I saw
• In my pocket.
• What is Yellow?
• AlliterationOne slithery snake two
  toothsome tigersfour funny friends...

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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

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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, whats more to say?
• It seems like only yesterday.
• Now 80 years have been and gone,
• My lifes complete, I dont have long.
• Treasure each moment, dont lose your way,
• Or you will wish for yesterday.
  (see handout for full poem).

Pamela Davies
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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?

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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?

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