Y8 in danger v ad 2

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In danger

Task 1:

What do you think when you see this? What adjectives could you use to describe it?

Can you guess what the lesson may be about?

LO: Explore how writers communicate their ideas and perspectives

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Any ideas what the lesson may be about now?

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You must have got it by now?

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Some of the images are shocking – be prepared. DO NOT watch it all the way to the end!!!!!

What is your view on killing animals for fur?

LO: Explore how writers communicate their ideas and perspectives

http://www.youtube.com/watch?v=jpXA1OT3gRk

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This is Twiggy: the first ‘supermodel’ from the 1960’s. She still models today and is a regular on your TV sets,, advertising Marks and Spencer’s clothing.model form the 1960’s. She advertises clothes for Marks and Spencers now.

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Why might she be connected with the previous images?

Build:Task 2

a) As a class, let’s look at the picture of Twiggy Lawson and Jasmine the Alsatian. What are your first impressions? What is the advert about?

b) What is the purpose of the advert?

c) Who is the audience and give some reasons.

d) Where would be the best place to have this advert published? Is this an effective media? Is Twiggy an effective selling technique?

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a)Look at the ‘Animal Aid’ leaflet. What are your first impressions?

b)What is the poster about? How does the logo help you work it out?

c)What is the purpose of the leaflet? Are farm animals as important as ‘endangered ‘ animals?

d)Who is the audience and how do you know?

e)Where could the leaflet published for maximum effect?

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Task 3

Look carefully at the logo. If not for this, it wouldn’t be apparent what the advert is for. How is the logo effective? What literary technique does the name use?

Task 4:Can you link any words / ideas together and write out 5 points comparing and contrasting. For example: 1) Both texts are concerned with the treatment of animals.

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However,On the other hand,On the contrary,In opposition to,This differs from,The other advert,

Likewise,Similarly,Alternatively,In the same way,ButUnlikeInstead whereas

Emotive language

Logo

triplets

Rhetorical questions

Statistics

coloursPersonal pronouns

Create your own advert for animals which demonstrates some of the techniques we have studied so far this year. Peer assess.

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Imperatives

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LO: Create an extended metaphor

of your life

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Task 1) Read the following poem extracts and write down your guess what the theme of the poem is.

In Praise of IroningIt has to be loved the way a laundress loves her linens,the way she moves her hands caressing the fine muslinsknowing their warp and woof,

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It has to be loved as if it were embroideredwith flowers and birds and two joined hearts upon it.It has to be stretched and stroked.It has to be celebrated.

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Archangels then will attend to its metalsand polish the rods of its rain.Seraphim will stop singing hosannasto shower it with blessings and blisses and praisesand, newly in love,we must draw it and paint it,our pencils and brushes and loving caressessmoothing the holy surfaces.

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In Praise of IroningIt has to be loved the way a laundress loves her linens,the way she moves her hands caressing the fine muslinsknowing their warp and woof,like a lover coaxing, or a mother praising.It has to be loved as if it were embroideredwith flowers and birds and two joined hearts upon it.It has to be stretched and stroked.It has to be celebrated.O this great beloved world and all the creatures in it.It has to be spread out, the skin of this planet.The trees must be washed, and the grasses and mosses.They have to be polished as if made of green brass.The rivers and little streams with their hidden cressesand pale-coloured pebblesand their fool’s goldmust be washed and starched or shined into brightness,the sheets of lake watersmoothed with the handand the foam of the oceans pressed into neatness.It has to be ironed, the sea in its whiteness

and pleated and goffered, the flower-blue sea,the protean, wine-dark, grey, green seawith its metres of satin and bolts of brocade.And sky- such an O! overhead- night and daymust be burnished and rubbedby hands that are lovingso the blue blazons forthand the stars keep on shiningwithin and aboveand the hands keep on moving.It has to be made bright, the skin of this planet,till it shines in the sun like gold leaf.Archangels then will attend to its metalsand polish the rods of its rain.Seraphim will stop singing hosannasto shower it with blessings and blisses and praisesand, newly in love,we must draw it and paint it,our pencils and brushes and loving caressessmoothing the holy surfaces.Pablo Neruda

http://www.youtube.com/watch?v=BrTsZmxFC5I

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In praise of ironingIt has to be spread out, the skin of this planet,has to be ironed, the sea in its whiteness;the sheets have to be embroidered,with trees and flowers, with love. It has to beWashed with careAnd dried in the scent of spring flowers.

Remember , a metaphor is a direct comparison without ‘as’ or ‘like’.

You are going to produce your own extended metaphor poem about your life.

You are going to produce a short poem which uses an extended metaphor.

beta pathwayhttp://www.youtube.com/watch?v=BrTsZmxFC5I



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The poem is what we call an extended metaphor, where we compare something to something else ( but don’t use ‘like’ or ‘as’) with a theme that goes on for a while (extended). The poet has used a mix of ordinary and extraordinary images to tell us how important the world is to her. The whole poem starts with laundry and ends with angels!

Task 2)Explain how the poem is an ‘extended metaphor.’ What does it compare the Earth to and how does it ‘extend’ , (continue with) imagery connected to this main idea?

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You are going to develop and your idea into a poeme.g. I think life is a box of chocolatesA baby born is the excitement of the present…

I think life is a computer game…I think life is a football game…I think life is a flower..

Careful NOT to use LIKE or ASUse the graphical organiser on the next slide to help you.

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Task 3) Produce a Venn Diagram to help you. Choose a idea and plan it out like the followinge.g.

Extended Metaphor

Explain your theme

Pacman is a computer game where you have you eat as many power pellets as possible, and avoid the ghosts chasing you.

The chase = pursuit of knowledge

Power pellets = knowledge

Ghosts = the obstacles in your school life

Success = conquering your demons, the ghosts

Life can be compared to a computer game because there are obstacles to overcome

Life is similar- how?

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Extended MetaphorTheme =

Life is similar - how?

e.g. Life is like a football game where you need fitness, endurance…

RulesGoalsObstaclessuccess

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LifeLife is a box of crayonsFull of variety and colourFilled with exciting choices but also dull, grey moments.

You decide what goes into your finished picture.When it is time to leavethe picture you made, It remains with your loved ones.

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Present your ideas back to the class

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LO: Exploring how a poet uses language to present a viewpoint

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Commas Commas are used to :• Separate items in a list : My favourite sports are football, basketball, swimming and athletics. • To separate a main clause from a subordinate clause (s) in complex sentences when the subordinate clause

appears before or in the middle of a main clause : Quickly to avoid the snarling dog, Becky jumped over the wall. The fierce dog, who had escaped its leash, came tearing after her.

• To introduce direct speech and replace the full stop at the end of a spoken sentence: He said, “Hello.”• “Don’t talk to me,” replied Becky. • To attach a question tag to a statement : You do understand, don’t you?”

Put the missing commas in each of the sentences below.

1. The hedgehog which is about 30 centimetres long has prickly spines. 2. Have you seen my new pet rat Stinky? 3. In the middle of the night our dog started to bark.4. I saw two animals a deer and an elk in the woods.5. Can I have a pet rabbit Dad?6. The most popular breeds of dog in the UK are the labrador the cocker spaniel the German

shepherd the Staffordshire bull terrier and the boxer.

THE JAGUAR by Ted Hughes

LO: Exploring how a poet uses language to present a viewpoint

Jaguars are the biggest wild cats in the Western Hemisphere. They are hunted for their beautiful fur, and are dying out as their habitat is destroyed by pollution.

The following is a jaguar born in captivity but , like the foxes at the fur farm, it is still pacing its cage; a sure sign it is bored and wants to run free.

http://www.youtube.com/watch?v=bE9YcdCl7H4



The apes yawn and adore their fleas in the sun.The parrots shriek as if they were on fire, or strutLike cheap tarts to attract the stroller with the nut.Fatigued with indolence, tiger and lion Lie still as the sun. The boa-constrictor’s coilIs a fossil. Cage after cage seems empty, orStinks of sleepers from the breathing straw.It might be painted on a nursery wall.

Task 1Write out 3 similes.Write out a metaphor.

But who runs like the rest past these arrivesAt a cage where the crowd stands, stares, mesmerized,As a child at a dream, at a jaguar hurrying enragedThrough prison darkness after the drills of his eyes On a short fierce fuse. Not in boredom—The eye satisfied to be blind in fire,By the bang of blood in the brain deaf the ear—He spins from the bars, but there’s no cage to him

Task 2:

Write 5 examples of the negative words/ phrases which show how the jaguar feels about his imprisonment.

Task 3:

Find examples of alliteration. How does this emphasize the blood pounding in the jaguar’s enraged body? Explain it in a PEE statement.

The poet uses the alliteration ‘______’ to create a rhythm to show the blood pounding in the jaguar’s enraged body.

More than to the visionary his cell:His stride is wildernesses of freedom:The world rolls under the long thrust of his heel.Over the cage floor the horizons come.

A visionary is often a mystical figure who can see the future. What is the only future the jaguar wants to see?

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The apes yawn and adore their fleas in the sun.The parrots shriek as if they were on fire, or strutLike cheap tarts to attract the stroller with the nut.Fatigued with indolence, tiger and lion Lie still as the sun. The boa-constrictor’s coilIs a fossil. Cage after cage seems empty, orStinks of sleepers from the breathing straw.It might be painted on a nursery wall. But who runs like the rest past these arrivesAt a cage where the crowd stands, stares, mesmerized,As a child at a dream, at a jaguar hurrying enragedThrough prison darkness after the drills of his eyes On a short fierce fuse. Not in boredom—The eye satisfied to be blind in fire,By the bang of blood in the brain deaf the ear—He spins from the bars, but there’s no cage to him More than to the visionary his cell:His stride is wildernesses of freedom:The world rolls under the long thrust of his heel.Over the cage floor the horizons come.

Task 4

Explain how this poet makes you feel a mixture of admiration for this proud creature, and pity for its situation, using PEE statements.

a) The poet uses negative words like ‘_______’so the reader feels sorry for the jaguar. These make you feel…

B) Another technique he uses is alliteration ‘_____’ to show…

c) He also compares the jaguar to…

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“The conditions in the zoo are appalling” Reviewed November 30, 2012 While the animals at the zoo have plenty of room to roam, the facilities are run down, dirty and very old-fashioned. The animals don’t look that well cared for. They are all a bit flea bitten and nothing like zoos in Britain. To be honest, it’s so hot and dusty, I wouldn’t take kids here for an extended period of time. Seeing alligators covered in garbage is pretty terrible. Cages weren’t very clean and water facilities were limited. The animals could certainly do with a lot more shade and plants and water features to play around in.

From Trip Advisor

Write your own review for trip advisor as if you were the poet, Ted Hughes, about a visit to Riyadh Zoo. Make sure you write about:- The condition of the animals- Cages/ pens- Food available for the animals- Suitability for families

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• Share with class. Discuss which review would be the most helpful to a tourist , wishing to visit somewhere with children. Discuss why.

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1. Look at the first two verses. How can you tell that the animals are bored?

2. Look at the third verse onwards. How is the Jaguar different from the other animals in the zoo?

3. Write a short paragraph describing what the writer admires about the jaguar

4. Look at the images below. Choose five and write down the picture you think the writer is trying to create. Write it like this: “image (b) makes the parrots seem like …”

The apes yawn and adore their fleas in the sun.The parrots shriek as if they were on fire, or strutLike cheap tarts to attract the stroller with the nut.Fatigued with indolence, tiger and lion Lie still as the sun. The boa-constrictor’s coilIs a fossil. Cage after cage seems empty, orStinks of sleepers from the breathing straw.It might be painted on a nursery wall. But who runs like the rest past these arrivesAt a cage where the crowd stands, stares, mesmerized,As a child at a dream, at a jaguar hurrying enragedThrough prison darkness after the drills of his eyes On a short fierce fuse. Not in boredom—The eye satisfied to be blind in fire,By the bang of blood in the brain deaf the ear—He spins from the bars, but there’s no cage to him More than to the visionary his cell:His stride is wildernesses of freedom:The world rolls under the long thrust of his heel.Over the cage floor the horizons come.

a) shriek as if they were on fireb) strut like cheap tartsc) coil is a fossild) breathing strawe) it might be painted on a nursery wallf) as a child at a dreamg) hurrying enraged through prison darknessh) on a short fierce fusei) there's no cage to him /j) More than to the visionary his cellk) His stride is wildernesses of freedoml) The world rolls under the long thrust of his heelm) Over the cage floor the horizons come

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LO: Analysing poetry techniques in a pre-20thcentury poem

He clasps the crag with crooked

hands;

Close to the sun in lonely lands,

Ring’d with the azure world, he stands.

The wrinkled sea beneath him crawls;

He watches from his mountain walls,

And like a thunderbolt he falls.

Task 1)Produce a quick sketch of each line

Task 2) What do you think the poem is about?

Task 3) Write a sentence to explain and the reasons why.

Feed back to the class.

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He clasps the crag with crooked hands;






http://www.youtube.com/watch?v=q-mTNkXUFlg

Watch the following interpretation of the poem. Was it what you expected ?

Task 4)Give your OWN title to the poem. (See if you can come up with a metaphor).



The American Bald Eagle is a success story for surviving! It is the symbol for the USA yet was put on the Endangered Species list in 1978. Luckily, it has been protected and was removed from the Endangered Species list in 1995. For now.

Task 5 ) What technique is being used here?







Task 6) Explain how this word makes you feel. Why might the poet have used it. Can you come up with an alternative synonym (word with a similar meaning)?

Task 7 Azure is a word associated with royal seals and coats of arms . (Think back to the American seal). What might this suggest about how the poet views the eagle? How do other cultures around the world view the eagle?

The poet seems to be suggesting the eagle is a ‘god-like’ figure, looking down on everything from the sun.

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Task 8 What technique is used when you compare a thing to a person or something alive?

This is a picture of Zeus, king of the Greek gods. Only he can use a thunderbolt as a weapon. What does this suggest about the eagle? Think about a previous image in the poem.

Why does the poet imply the eagle ‘owns’ the crag?

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A Rhyme Scheme is the pattern of sounds at the end of lines. Each sound pattern uses a letter of the alphabet and you begin with ‘A’.

Jack and Jill AWent up the hill ATo fetch a pail of water BJack fell down CAnd broke his crown C And Jill came tumbling D After B

What is the Rhyme Scheme of this poem?







Th

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The Prisoner

The prisoner’s pacing path is stomped strides smoothHis fur is sunlight dappled darkness

Write your own poem about a powerful predator. Give it a metaphor title which could explain something about its strength or speed.

Make sure you try and use some:

• Similes• Metaphors• Alliteration• Symbolism (thunderbolt for god etc)• Rhymes if possible (not essential)

Write it in the middle of the page and put labels on to show all the techniques you used.

Metaphor

alliteration

metaphor

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Peer assess

Can your peer guess what your poem is about? Which predator is it and why? How many techniques have they used?

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LO: Working effectively in a group to produce a charity presentation on ‘Endangered Animals’

In your tables , decide which people are going to do the following. You need:

Project manager – write the ‘mission statement’ : the main idea of what your charity is all about; it’s aims; ideas. Makes overall decisions and delivers the idea. (Needs to be a good speaker and organiser).Art designer – designs the logo, cartoon animals , comic script tv ad ideaResearcher – Researches charities already out there and report back, finds out the details about animals Marketing Analyst – look at other websites, charities, and decides how to promote your charity e.g. TV ad idea? magazine ideas? TV schedule? Fun runs? Get schools involved?

1) Which animals you are going to research (must be endangered)2) Who is going to research what?3) What marketing strategies are you going to use? 4) Where will you advertise?5) Research existing sites.6) How are youi going to be different to charities already out there?7) How are you going to persuade people to give money?8) What will you get them to do? Text to pay? Sponsor? Go into schools to tell them?

The next lesson will tell you more about how you are going to deliver your ideas in a presentation.

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Has your group produced the following?

• Sponsorship pack ( what do you get if you sponsor an animal? Info? Keyrings? etc)

• Storyboard for a tv advert• Script for a radio advert• Promotion pack to schools for money raising activities (e.g. ‘Fun Run’)• Fact file on at least 3 endangered animals• Website design

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LO: Identify and create an effective speech• http://www.youtube.com/watch?v=8tbPCYctoeU

This is the former President of the United States , illustrating how NOT to deliver a speech!

So what does make a good speech?

http://www.youtube.com/watch?v=8tbPCYctoeU

http://www.youtube.com/watch?v=8tbPCYctoeU

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When do you give a speech?

In court

Press release

Grand opening of a hospital, etc

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Task 1: Add to the spidergram and think of all the important times in life you need to use speeches or you have seen them used on television.

The type of speech Explain importanceFuneralPress statement

So you’ve thought about where and why we make speeches.

Now you need to review the terminology to analyse them.

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Task 2: What makes a good speech?Watch the video where a 12 year old girl presented her speech to world leaders in 1992, and made headlines all over the world.

Write a sentence to explain why you think people around the world were so impressed by this speech? http://www.youtube.com/watch?v=xPx5r35Aymc

http://www.youtube.com/watch?v=xPx5r35Aymc

http://www.youtube.com/watch?v=xPx5r35Aymc

GO THROUGH

A FOREST

A ALLITERATION - she sells seashells

F FACTS - It’s 2013

O OPINIONS - Y8 is the best year.

R REPETITION – No food. No drink. No mess.

E EMOTIVE LANGUAGE – starving children

S STATISTICS – 60% of children, …

T THREE – sun, sand and surf holiday

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Hello, I’m Severn Suzuki speaking for E.C.O. – The Environmental Children’s Organisation.We are a group of twelve and thirteen-year-olds from Canada trying to make a difference:Vanessa Suttie, Morgan Geisler, Michelle Quigg and me. We raised all the money ourselves to come five thousand miles to tell you adults you must change your ways. Coming here today, I have no hidden agenda. I am fighting for my future.Losing my future is not like losing an election or a few points on the stock market. I am here to speak for all generations to come.

I am here to speak on behalf of the starving children around the world whose cries go unheard.

Task 3:

a) Write down any examples of ‘emotive language’ above.

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I am here to speak for the countless animals dying across this planet because they have nowhere left to go. We cannot afford to be not heard.I am afraid to go out in the sun now because of the holes in the ozone. I am afraid to breathe the air because I don’t know what chemicals are in it.b) Write out an examples of repetition I used to go fishing in Vancouver with my dad until just a few years ago we found the fish full of cancers. And now we hear about animals and plants going extinct every day — vanishing forever.In my life, I have dreamt of seeing the great herds of wild animals, jungles and rainforests full of birds and butterflies, but now I wonder if they will even exist for my children to see.Did you have to worry about these little things when you were my age?

c) Write out a triplet ‘list of three’.d) Write out a rhetorical question.All this is happening before our eyes and yet we act as if we have all the time we want and all the solutions. I’m only a child and I don’t have all the solutions, but I want you to realise, neither do you!e) Write out the personal pronoun/direct address to the audience

* You don’t know how to fix the holes in our ozone layer.* You don’t know how to bring salmon back up a dead stream.* You don’t know how to bring back an animal now extinct.* And you can’t bring back forests that once grew where there is now desert.If you don’t know how to fix it, please stop breaking it!

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Use an ACRONYM to help you plan your ideas. An acronym use the first letters of a word. We are going to use MIC got lost in A FOREST. Can you guess what the acronym letters stand for.MIC

A

F

O

R

E

S

T

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Modal

(words which show how likely you are to do somethinge.g. should , might, could)Imperative

(commands someone imperial would us)e.g. Stop! Conditional

(something which relies on a set of conditions e.g. If you want to save_____, you must____

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AlliterationFactsOpinionsRhetorical QuestionEmotive Language

Statistics

Triplets

Make up your own persuasive statements about saving the world using A FOREST techniques

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Use the A FOREST to write some phrases suitable for a speech on global warming or endangered animals.

Swap and peer asses.

Extension Write a speech to present back to the class. Try and make it last at least 2 minutes.

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LO: Appreciate the appeal of writers from our literary heritage

Pig

Task a) Write down some adjectives or phrases to describe a pig. (NOTHING rude or personal)

Task b)

The words on the next slide, and the youtube clip, are to do with a poem written by Ted Hughes. Predict what it is going to be about http://www.youtube.com/watch?v=3BAZfXW4GrA

http://www.youtube.com/watch?v=jx5HCXlECuo

http://www.youtube.com/watch?v=4Z-uO5TPQfM

http://www.youtube.com/watch?v=3BAZfXW4GrA

http://www.youtube.com/watch?v=3BAZfXW4GrA





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a) Dead h) Graves p) Not pathetic

b) Pink white eyelashes i) A poundage oflard and pork

q) Greased piglet

c) Thick pink bulk j) Trouble of cutting it up r) Squeal

d) scald k) Scour it like a doorstep s) Hot blood

e) Dignity ... entirely gone l) Weighed ... as muchas three men

t) Bite

f) Sack of wheat m) Faster and nimblerthan a cat

u) Chop

e) Thumped it n) Gash in its throat

g) Guilty o) Shocking

Task c: What do you think the poem is going to be about now? Write a pee statement , using one of the quotes as evidence of what you think it will show.

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The pig lay on a barrow dead.It weighed, they said, as much as three men.Its eyes closed, pink white eyelashes.Its trotters stuck straight out.

Such weight and thick pink bulkSet in death seemed not just dead.It was less than lifeless, further off.It was like a sack of wheat.

I thumped it without feeling remorse.One feels guilty insulting the dead,Walking on graves. But this pigDid not seem able to accuse.

It was too dead. Just so muchA poundage of lard and pork.Its last dignity had entirely gone.It was not a figure of fun.

Too dead now to pity.To remember its life, din, strongholdOf earthly pleasure, as it had been,Seemed a false effort, and off the point.

Too deadly factual. Its weightOppressed me – how could it be moved?And the trouble of cutting it up!The gash in its throat was shocking,but not pathetic.

Once I ran at a fair in the noiseTo catch a greased pigletThat was faster and nimbler than a cat,Its squeal was the rending of metal.

Pigs must have hot blood, they feel like ovens.Their bite is worse than a horse’s –They chop a half-moon clean out.They eat cinders, dead cats.

Distinctions and admirations suchAs this one was long finished with.I stared at it a long time. They were going to scald it,Scald it and scour it like a doorstep

‘View of a Pig’ by Ted Hughshttp://www.youtube.com/watch?v=LYAdCeYkypE&list=PLBCAF3D7D6E15BBEE

http://www.youtube.com/watch?v=LYAdCeYkypE&list=PLBCAF3D7D6E15BBEE

http://www.youtube.com/watch?v=LYAdCeYkypE&list=PLBCAF3D7D6E15BBEE

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Words and phrases used to describe The writer says… My response…

Weight & size

colours Pink and white Associated pink with femininity, loveWhite is innocence

similes

Violent words

Life of the pig

Death of the pig

Words you usually associate with pigs

Movement of the pig

Actions of the pig

Poet’s feelings about pig

Task d) Put the following into a double page spread and fill it in.

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Words and phrases used to describe The writer says… My response…

Weight & size Weighs as much as ‘three men’ Shock that it’s so heavy

colours Pink and white Associated pink with femininity, loveWhite is innocence

similes Like a sack of wheat Was totally lifeless and heavy

Violent words Gash, chop, Makes you think about the act of chopping it up

Life of the pig Din, stronghold of earthly pleasure It was noisy and had a pleasurable life

Death of the pig Gash in its throat was shocking Makes you feel repulsed by violence

Words you usually associate with pigs

Pink, cute , fat This description is only negative

Movement of the pig

Actions of the pig

Poet’s feelings about pig

Task d) Put the following into a double page spread and fill it in.

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Write out a PEE statement paragraph which explains:

How does the writer use language to make you feel sorry for the pig?

Share with the class.

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LO: Create a themed poem which uses parts of speech

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How things are done, the ADVERBS tell,As quickly, slowly, badly, well;

The PREPOSITION shows relation,As in the street, or at the station;

CONJUNCTIONS join, in many ways,Sentences, words, or phrase and phrase;

The INTERJECTION cries out, 'Hark!I need an exclamation mark!'

Through Poetry, we learn how eachof these make up THE PARTS OF SPEECH.

Every name is called a NOUN,As field and fountain, street and town;

In place of noun the PRONOUN standsAs he and she can clap their hands;

The ADJECTIVE describes a thing,As magic wand and bridal ring;

The VERB means action, something done -To read, to write, to jump, to run;

The Parts of Speech

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They shut the road through the woodsSeventy years ago.Weather and rain have undone it again,And now you would never knowThere was once a road through the woodsBefore they planted the trees.It is underneath the coppice and heathAnd the thin anemones.Only the keeper seesThat, where the ring-dove broods,And the badgers roll at ease,There was once a road through the woods.Yet, if you enter the woods

Of a summer evening late,When the night-air cools on the trout-ringed poolsWhere the otter whistles his mate,(They fear not men in the woods,Because they see so few.)You will hear the beat of a horse's feet,And the swish of a skirt in the dew,Steadily cantering throughThe misty solitudes,As though they perfectly knewThe old lost road through the woods ...But there is no road through the woods.

Questions

1. Find examples of the following in the woods:5 Nouns - 1 preposition5 Verbs - 1 adverb

2. What is the effect of the phrase ‘misty solitudes’ in the second verse. What kind of atmosphere does it suggest?

3. Find 2 eg’s of internal rhyme in the second stanza.

4. How does the poet suggest that, although ‘you would never know/ There was once a road through the woods,’ the road has not completely disappeared ?

5. Which 2 lines in the first verse create an atmosphere of peace and tranquillity and how does the poet use alliteration to create this effect?

6. Describe the atmosphere of the second stanza. Which words create this effect?

Activity •Create a poem using different parts of speech.

Remember the poem has to be about nature.Task a)

Nouns

Write out at least 20 nature nouns. Try to use interesting vocabulary like ‘crag’

e.g. forest

Task B)Verbs

Write out at least 20 verbs. Try to make them interesting.

ruminates daydreamsmuses

Task C)Adverbs

Write out a list of at least 10 adverbs

SlowlyQuickly

Task D)Prepositions

Write out a list of at least 10 prepositionse.g.

OnAbove

Examplestone listens carefully around

• Then expand your words into a sentence.

The stone listens carefully to the grass as it grows around it.

• Continue this process to form your poem.• Write your poem up. It must have at least 10 lines and be on the theme of nature.

• Create a poster for your poem.

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Plenary

Swap your poem poster with a peer and get them to identify all the parts of speech that they can find.

ExtensionCreate you own acronym (like A forest), poem or sentence which is an ‘aide memoire’ (a memory aid) e.g.

Big Elephants Can Always Understand Small ElephantsCreate a poster for it.

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LO: Creating description using poetic techniques and ambitious vocabulary

A comparison which uses like or as

A direct comparison where something ‘is’ something else

Repetition of initial letters

Sound words

Where something which isn’t alive is described as if it is alive (like a person or animal)

Alliteration

Onomatopoeia

Personification

simile

metaphor

AB C

DE

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Identify :• Similes• Metaphors• Personification• Onomatopoeia• Alliteration

1. short spells of sharp, glittering sunshine

2. a timid rainbow flirts with storm clouds

3. the old house on the hill wore its steep, gabled roof pulled over its ears like a low hat

4. lightening cracked like gunfire

5. stainless steel cranes silhouetted against the sapphire stained sky

6. the rumble and grumble of the angry storm 7. rain splintered down 8. rubbish flapped around like an angry bird 9. brutal black clouds crowd out the light 10. the crash and thrash of lightening splitting into silver sparks 11. battered broken down buildings buckle under the assault

12. leaves flitted fearfully by

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Read the poem Wind by Ted Hughes. Find some examples of the techniques you’re looked at.

Descriptive writing can use a lot of what we would ordinarily think of as poetic techniques

This house has been far out at sea all night, The woods crashing through darkness, the booming hills, Winds stampeding the fields under the window Floundering black astride and blinding wet

Till day rose; then under an orange sky The hills had new places, and wind wielded Blade-light, luminous black and emerald, Flexing like the lens of a mad eye.

At noon I scaled along the house-side as far as The coal-house door. Once I looked up - Through the brunt wind that dented the balls of my eyes The tent of the hills drummed and strained its guyrope,

The fields quivering, the skyline a grimace, At any second to bang and vanish with a flap; The wind flung a magpie away and a black- Back gull bent like an iron bar slowly. The house

Rang like some fine green goblet in the note That any second would shatter it. Now deep In chairs, in front of the great fire, we grip Our hearts and cannot entertain book, thought,

Or each other. We watch the fire blazing, And feel the roots of the house move, but sit on, Seeing the window tremble to come in, Hearing the stones cry out under the horizons.

• Similes• Metaphors• Personification• Onomatopoeia• Alliteration

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Write a description about an old stone cottage on a wind-swept island in the middle of a storm. Use the vocabulary on the next slide.

Remember to use poetice techniques

The old house creaked in the wind, its roots pulling at the dark earth…

The black storm clouds stabbed spears of rain down onto the ancient, stone – cottage…

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Nounsspark hurricane landscape cascades hammerillumination trees ship wind rage spectreskies thunder grass fingersmoon leaves cousin coast tongues placescacophony silhouettes havoc lightning torrents circuit roots clouds scent darkness rooftops pools mood anguish fear puddles

graves dagger anarchyfragrance mystery lake earth carnage force velvetelectricity

Adjectivesjagged omnipotent howling ancestraljet-black gold scarlet ebony old heavy crusted frozen magenta fragile metallic ambercrimson stainless steel skeletal silky bruised icy stealthily callous dark isolated silver humble tumultuous violet vicious belligerentbattered frantic brutal luminous

Verbsbreak violate juxtapose flash magnifybringlay howl gather echo clatter crashslash slither whistle murmursplatter whispertalk sweep tell reap

quiver rip terrorise undulate peal seal recoil cackle pulsate whip fall rumble tumble unleash rampageshatterreverberate align follow ride breakunchain

AdverbsViciously desperately violently vindictively suddenly avidly Blindly greedilygleefully zestfully

Create your own poetic description using some of the vocabulary and ideas so far

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Lo: Create an advert which encourages people to donate to your endangered animals charity

http://www.youtube.com/watch?v=YAnd0ebRVuE

Watch the video and identify ‘a forest’ techniques



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Assessment:

•I will use peer assessment this lesson.

•My teacher will assess my speaking and listening skills and give me advice.

•My teacher will mark my work on personification and make comments on ways to improve.

Welcome to the jungle it gets worse here every dayYa learn to live like an animal in the jungle where we playIf you hunger for what you see you'll take it eventually You can have everything you want but you better not take it from me

https://www.youtube.com/watch?v=o1tj2zJ2Wvg

Watch the music video ‘Welcome to the Jungle’ and listen to the lyrics. What is the band trying to say about the city?

https://www.youtube.com/watch?v=0cD9cBEaNBc

What’s this video trying to say about the jungle?



LO:Understand and create your own personificationPersonification is where a ‘thing’ is described as if it’s alive e.g. the house glared down (houses can’t see so can’t glare)

Welcome to the jungle it gets worse here every dayYa learn to live like an animal in the jungle where we playIf you hunger for what you see you'll take it eventually You can have everything you want but you better not take it from me

Personification Personification is a type of metaphor, where objects are described as if they have human or animal qualities.

From The Love Song Of J Alfred Prufrock by TS Eliot

The yellow fog that rubs its back upon the window-panes, The yellow smoke that rubs its muzzle on the window-panes, Licked its tongue into the corners of the evening, Lingered upon the pools that stand in drains, Let fall upon its back the soot that falls from chimneys, Slipped by the terrace, made a sudden leap, And seeing that it was a soft October night, Curled once about the house, and fell asleep.

Write down 5 words or phrases to describe a ‘jungle’.

Write down 5 words or phrases to describe a ‘city’.

Build: Task b)

Look at the following words:

cars garglesgutter hunchedhouses cruise

What can you say about them?

Some are nouns, some are verbs but what else?

When you pair the words they turn into alliteration. What could it mean?

Thinking about language

Task a)

The title of the poem we are going to study is called ‘City Jungle’ .

This is an oxymoron. Can you work out what oxymoron may mean? (Oxy means sharp and moron means dull).

What is unusual about the words ‘city’ and ‘jungle’? Is there a way you could describe them? Why are they strange together?

Demonstrate:Your task is to a) Sketch these images from the poem. b) Write the appropriate line from the poem underneath b) write your own example of personification for the image.

E.G. Poem Image - A motorbike snarlsMy Image - A motorbike coughed and stuttered into life

A)

B) C) D)

E)

F)

1. alone together2. awfully good3. bitter sweet4. clearly misunderstood5. crash landing6. cruel kindness7. deafening silence 8. freezer burn9. friendly takeover10. icy hot11. impossible solution

Famous Shakespeare Oxymorons

Damned saint“O brawling love! O loving hate! . . .O heavy lightness! serious vanity!Misshapen chaos of well-seeming forms!Feather of lead, bright smoke, cold fire, sick health!Still-waking sleep, that is not what it is!This love feel I, that feel no love in this.

The poem also uses other techniques such as:

A pun = a play on wordsAlliteration = she sells sea shells

1.Write out the 1 pun.2.Write out 2 examples of

alliteration.3. Use 2 of the metaphors in the

poem and change them into similes, using ‘as’ or ‘like’.

Write your own OXYMORON opposite poem , trying to use personification.

e.g.

Earth SkyThe Earth shakes itself awakeIt showers in the early morning rain

Peer assessment:

Show your work to a partner.

Explain what you have done to the images and why you have personified them that way.

Your partner will give you feedback on what you have done well and how you may have been able to improve it.

I am going to assess your speaking and listening as you do this.

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LO: Write a dramatic monologue

A dramatic monologue is where only one character speaks and shows us something of their personality. It’s like they are speaking to the reader.

The poem we are going to study is the thoughts of a ‘god’ with supernatural powers.

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Task 1a) List the names of as many gods as you can. b) List some adjectives which describe god-like qualities.

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Below is a copy of a poem. As you can see, the words and lines have been

silhouetted. This has been done in order to force you to respond to the poem

visually, to respond to the way that the poem has been structured, on the

page.

I may be smelly and I may be old,

Rough in my pebbles, reedy in my pools,

But where my fish float by I bless their swimming

And I like the people to bathe in me, especially women.

But I can drown the fools

Who bathe too close to the weir, contrary to rules.

And they take a long time drowning

As I throw them up now and then in the spirit of clowning.

Hi yih, yippity-yap, merrily I flow,

O I may be an old foul river but I have plenty of go.

Once there was a lady who was too bold

She bathed in me by the tall black cliff where the water runs cold,

So I brought her down here

To be my beautiful dear.

Oh will she stay with me will she stay

This beautiful lady, or will she go away?

She lies in my beautiful deep river bed with many a weed

To hold her, and many a waving reed.

Oh who would guess what a beautiful white face lies there

Waiting for me to smooth and wash away the fear

She looks at me with. Hi yih, do not let her

Go. There is no one on earth who does not forget her

Now. They say I am a foolish old smelly river

But they do not know of my wide original bed

Where the lady waits, with her golden sleepy head.

If she wishes to go I will not forgive her.

Predict what the poem may be about. What is the character ‘god’ of?

• What does the line look like? • What might the poem be about? • Why, do you think, the poem is one

verse long?• What is the effect of the different line

lengths? That is, what do they seem to capture?

• What might the pace of the poem be during short lines? Long lines? What might this reflect?

• What might the title of the poem be?

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Predictions In pairs, make a list of words and phrases that you associate with rivers and water. Keep this list safe. Think about:• possible adjectives to describe a river / water;• words to describe the movement of a river /

water;• what might happen in a river / water;• who and what you might find in a river / water.

Character and voice Read the following lines from the opening of the poem: “I may be smelly and I may be old,Rough in my pebbles, reedy in my pools,But where my fish float by I bless their swimmingAnd I like the people to bathe in me, especially women.” Who is the speaker of this poem? Explain your answer.

The River God The title of the poem is ‘The River God’. Listen to and then read a copy of the poem.

http://www.youtube.com/watch?v=UGB0KjZ8EF8

The poem is dominated by a word set linked to rivers and water. Work in pairs to make a note of them.

Compare the words from the poem with the list of words and phrases from the prediction activity. How many did you predict correctly?



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5

10

15

20

25

I may be smelly and I may be old,

Rough in my pebbles, reedy in my pools,

But where my fish float by I bless their swimming

And I like the people to bathe in me, especially women.

But I can drown the fools

Who bathe too close to the weir, contrary to rules.

And they take a long time drowning

As I throw them up now and then in the spirit of clowning.

Hi yih, yippity-yap, merrily I flow,

O I may be an old foul river but I have plenty of go.

Once there was a lady who was too bold

She bathed in me by the tall black cliff where the water runs cold,

So I brought her down here

To be my beautiful dear.

Oh will she stay with me will she stay

.

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God-likeLike the gods you listed earlier, the speaker of this poem – The River God – shows different attitudes and different aspects of his personality at certain points in the poem

In small groups, identify examples and evidence from the poem which captures the attitude and personality of the speaker

Group 1: Playful and humourousGroup 2: Loving and caringGroup 3: Selfish, spiteful and powerfulGroup 4: Lines 11 – 26

In lines 11 – 26 there is plenty of evidence of the above examples of the speaker’s attitude and personality. However, the tone and content in this section of the poem is more complex. Are there any words or phrases that make you feel sympathy for the speaker? Look for contrasts and look at the words the speaker uses to describe himself. (You can look at the entire poem, too.)

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Mother Nature

Create your own dramatic monologue in poetry or prose. You can be as creative as you like, but it must show something about the Earth in danger. You can create a poster, or even ideas for a costume to wear.

LO: Appreciate how to make a poem come alive with sensual imagery The following poem is all about the excitement of being a child. Make a list of fairy stories you were told as a child.

Like the poem we are going to read, fairy stories can have a deeper, and often, darker message. Can you think of the darker side of fairy tales and what they may be warning children about?

Bluebeard is a wealthy aristocrat, feared and shunned because of his ugly, blue beard. He has been married several times, but no one knows what became of his wives. He is therefore avoided by the local girls. When Bluebeard visits one of his neighbours and asks to marry one of her two daughters, the girls are terrified, and each tries to pass him on to the other. Eventually he talks the younger daughter into visiting him, and after hosting a wonderful banquet, he persuades her to marry him. After the ceremony she goes to live with him in his château.Very shortly after, Bluebeard announces that he must leave the country for a while; he gives all the keys of the château to his new wife, telling her they open the doors to rooms which contain his treasures. He tells her to use the keys freely, and enjoy herself whilst he is away. However, he also gives her the key to one small room beneath the castle, stressing to her that she must not enter this room under any circumstances. She vows she will never enter the room. He then goes away and leaves the house in her hands. Immediately she is overcome with the desire to see what the forbidden room holds, and despite warnings from her visiting sister, Anne, the girl abandons her guests during a house party, and takes the key to the room.The wife immediately discovers the room's horrible secret: its floor is awash with blood, and the murdered bodies of her husband's former wives hang from hooks on the walls. Horrified, she drops the key into the pool of blood. She flees the room, but the blood staining the key will not wash off. She reveals her murderous husband's secret to her sister Anne, and both plan to flee the castle the next day. But Bluebeard returns home unexpectedly the next morning, and, noticing the blood on the key, immediately knows his wife has broken her vow. In a blind rage he threatens to behead her on the spot, but she implores him to give her a quarter of an hour to say her prayers. He consents, so she locks herself in the highest tower with Anne. While Bluebeard, sword in hand, tries to break down the door, the sisters wait for their two brothers to arrive. At the last moment, as Bluebeard is about to deliver the fatal blow, the brothers break into the castle, and as he attempts to flee, they kill him. He leaves no heirs but his wife, who inherits all his great fortune. She uses part of it for a dowry to marry off her sister, another part for her brothers' captains' commissions, and the rest to marry a worthy gentleman who makes her forget her horrible encounter with Bluebeard. https://www.youtube.com/watch?v=M2q8QJ5qNUI

http://en.wikipedia.org/wiki/Ch%C3%A2teau

http://en.wikipedia.org/wiki/Prayers

Late August, given heavy rain and sunfor a full week, the blackberries would ripen.At first, just one, a glossy purple clotamong others, red, green, hard as a knot.You ate that first one and its flesh was sweetlike thickened wine: summer's blood was in itleaving stains upon the tongue and lust forpicking. Then red ones inked up and that hungersent us out with milk-cans, pea-tins, jam-potswhere briars scratched and wet grass bleached our boots.Round hayfields, cornfields and potato-drillswe trekked and picked until the cans were full,until the tinkling bottom had been coveredwith green ones, and on top big dark blobs burnedlike a plate of eyes. Our hands were pepperedwith thorn pricks, our palms sticky as Bluebeard's.

We hoarded the fresh berries in the byre.But when the bath was filled we found a fur,A rat-grey fungus, glutting on our cache.The juice was stinking too. Once off the bushthe fruit fermented, the sweet flesh would turn sour.I always felt like crying. It wasn't fairthat all the lovely canfuls smelt of rot.Each year I hoped they'd keep, knew they would not.

https://www.youtube.com/watch?v=hGxkRc0rd0o

Blackberry Picking by Seamus Heaney



Seamus Heaney – Blackberry-Picking

Part 1

Part 2

This poem is what we call anecdotal. Copy out and explain what happens in each section, paying particular attention to the emotions

An anecdote is a personal story.

1.The poem is full of colour and many of the colours are used to describe the blackberries themselves. Pick three quotations about the blackberries, copy them out and then explain what impression of the berries we are given.

Sight Sound Smell Taste Touch

•One of the reasons for the poem’s success is the way in which it vividly creates a sense of the scene through the use of the senses. Record examples of each of the five senses that are used:

As well as writing about a personal memory, a comment is being made about life itself. What do you think is the message / sub-text of the poem?

Write your own fairy tale which may be a warning or have a dark side to it

LO: Create your own eco friendly school of the future

Eco-schools are running a competition for pupils to design a school for the future. Could you come up with:- List of eco strategies- A revised logo for the school which

would reflect its eco- friendly nature- An awe-inspiring ‘green’ design which

would show case the school (lots of plants, water, windmills etc)

The school could be built over a river, down a hill, the roof could be made of glass, windmills. The choice is yours!!!!

LO: Create your own eco friendly school of the future

Eco friendly school of the future for St Thomas

As the state-of-the-art new St Thomas Community School nears completion, a number of eco-friendly features have been built in, making it a truly 21st century school.Swansea Council's contractors for the build, Carillion Regional Building has been on site for over a year and has constructed a state of the art, modern building with the environment in mind, which will provide an excellent educational centre for future pupils, but a resource for the whole St Thomas community.The impact of energy inefficiency and CO2 released from using fossil fuels on climate change is well known. The new St Thomas school has a number of green features, including:* Solar panels to provide additional hot water * Photovoltaic panels to provide additional electricity * Rainwater harvesting: rainwater collected off the roof is recycled into the school and used to flush toilets * Passive venting: stacks on the roof provide natural ventilation, reducing the need for air conditioning * Recycled tyres: the playground surfacing is made from recycled tyres and trainers, providing a safe playing surface Swansea Council Cabinet Member for Education, Mike Day said, "All of us by now are aware of our responsibilities to our global environment and future generations, so it is fitting that a facility for local children should be built with sustainability in mind."Carillion has done a great job and we look forward to seeing it up and running."Gareth Davies, Regional Director at Carillion Regional Building said, "The construction industry has a responsibility to be sustainable, and this was a major consideration when building the new school for the St Thomas area."The site team would like to thank all the local residents for their support during the build."

LO: Identify and appreciate what makes effective sensual imagery

Imagery is a technique using imaginative and descriptive words that stimulate your emotions, imagination or senses.

Look at the following ‘image’

• You must be able to understand and pick out three different types of imagery (level 3)• You should be able to use imagery in your own creative writing (level 4)• You could use imaginative and creative adjectives to produce effective imagery (level 5)

AF7 Select appropriate and effective vocabulary• You must be able to understand and pick out four different types of imagery (level 4)• You should be able to select language to create imagery in your own creative writing (level 4)• You could use imaginative and creative adjectives to produce effective imagery with an intentional effect (level 5)


Look at the image carefully.What words come to mind? Be ready to give me some ideas, what does the image connote.

AF7 Select appropriate and effective vocabulary• You must be able to understand and pick out four different types of imagery (level 4)• You should be able to select language to create imagery in your own creative writing (level 5)• You could use imaginative and creative vocabulary to produce effective imagery with an intentional effect (level 6)

Extension:Why is it important to use the senses? How does it help your imagination?

You’ve just used one of the senses in the previous slide? Which one?

Close your eyes. Don’t talk. What sense do you have to use now with this link?

http://www.youtube.com/watch?v=LTiRw7kx97E




1) Visual imagery makes you imagine…

2) Tactile

3) Auditory

4) Olfactory

Here are the words we use in English to explain some sensual imagery. Using the images as clues, write a definition for each one.


Class Objectives

• To pick out different types of imagery from a poem

• To use imagery in a poem to create a dramatic effect.


PLTS: Reflective Learners: I can assess myself and others and identify opportunities and achievements

I can give and receive feedback and use it to improve mine and other people’s achievements.


AF7 Select appropriate and effective vocabulary

Learning Outcomes

You must be able to understand and pick out four different types of imagery (level 4)You should be able to select language to create imagery in your own creative writing (level 5)You could use imaginative and creative vocabulary to produce effective imagery with an intentional effect (level 6)



Imagery Game

Some volunteers will look at an object in a boxUsing: 1. Two adjectives2. A simile 3. A Metaphors 4. A Clue of their choiceYou will describe that object but not reveal what it is.The class will try to work out what the object isAF7 Select appropriate and effective vocabulary• You must be able to understand and pick out four different types of imagery (level 4)• You should be able to select language to create imagery in your own creative writing (level 4)• You could use imaginative and creative adjectives to produce effective imagery with an intentional effect (level 5)


Nature: Full of Imagery!


Let’s read it line by line!



Nature's Beauty

Through the carved columns of woodSunlight strips slash through the green umbrella of leafy fingers.Gently the old giants hum and blowthe scent of leaf mould and woodsmoke through their ancient home.

Fragrant flowers pattern the wood floorLike paint spattersBuzzing bees nourish on nectarWafting perfumes and pollenInto the slow stream of life.

Lazy trout shimmer theirrainbow scales in thequicksilver riveras majestic deer lifttheir crowned headsto stare at you,The intruder. Anne Mann

Annotate the PoemWith your partner underline the type of imagery you have been

given.


1) Visual

2) Tactile

3) Auditory

4) Olfactory



PEE Paragraph!Choose one phrase you’ve underlined.

Point: Explain what type of imagery you are looking atEvidence: Quote the phrase you have found that shows that kind of imageryExplain: Describe the effect of the imagery

Challenge: • Can you explain the effect of the individual words chosen• Can you complete more than one PEE paragraph



Example

The poet uses olfactory imagery “the scent of honey” to help the reader imagine what it was like to be there amongst all the fragrant flowering plants.



Point

Evidence

Explanation

Learning Check

1) What is imagery, in one sentence.2) Why is imagery an effective technique for poets to use?3) Why did Cowles use imageryCowles used imagery to….Extension: Which words that Cowles used were really effective in creating imagery.



SHHHHHHHHHHHHH!


DON’T LET ANYONE SEE YOUR PICTURE!

Write a poem to describe your picture without saying what it is…

I M A G



Draw a simple image from nature. Keep it a secret!!

Your Task• Look at your image carefully• You should write a poem full of imagery (the four types) to help paint a picture in

our heads.• Work on your own.

1) For two minutes just write down a phrase that you might want to use that uses a certain type of imagery (ie. Tactile) on your post-it note. You have two post-it notes to use if you have time

Extension: Use a thesaurus to expand your vocabularyAF7 Select appropriate and effective vocabulary• You must be able to understand and pick out four different types of imagery (level 4)• You should be able to select language to create imagery in your own creative writing (level 4)• You could use imaginative and creative adjectives to produce effective imagery with an intentional effect (level 5)

I M A G


What phrases did we use?When I say, walk up and stick your post-it note to the sense that your imagery appeals to!

I M A G




Write a poem using imagery to paint a picture in the reader’s head.

You should also use:• Simile and metaphor• Personification

I M A G

Secret Challenge! If you have an emotion written on the back of your image, you have to try to select your language carefully to create that emotion in the reader!


Interesting vocabulary

If you’re stuck try for one minute then put your hand up.


Class Reading

One person read out their poemEveryone must listen carefully

Make sure you can explain which ‘imagery phrase’ helped you guess and then put your hand up



What emotion are they trying to evoke in the reader?


Plenary: Self-Assessment

• 1 point for every instance of imagery• 2 points for every time you used a simile, alliteration, or

metaphor.• 4 points for using three or more different types of imagery.

What did you score? Write it next to your poem.




AF7 Select appropriate and effective vocabulary

Learning Outcomes

You must be able to understand and pick out four different types of imagery (level 4)You should be able to select language to create imagery in your own creative writing (level 5)You could use imaginative and creative adjectives to produce effective imagery with an intentional effect (level 6)


Did you hit your objective?


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1) LO: Create your own Endangered Animals board game

• A board games idea e.g. Snakes and Ladders, Monopoly

• ‘counters’ (maybe your animal characters)

• It needs to be very colourful and attractive to children

List of Instructions

Game Objective

How to start

2) You are going to write to Waddingtons, the famous board games designers, persuading them to make your game for sale.

3. Design a computer game with a cover and game instructions

Remember you MUST have instructions . Use:Modals (could, should, might) Imperatives (Do NOT get caught on…) Conditionals (IF you get a chance card, you …).

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LO: Organise information from my reading in group workWAF6 : Using punctuation accurately-

Endangered Animals

Task 1)

All of the punctuation marks in the text on the next slide have been removed and replaced by numbers. Decide what punctuation mark has been replaced by each symbol.

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An endangered species is a group of plants or animals that is in danger of becoming extinct (1) where there will be non left living (1)(2) Here’s a terrifying fact (2) The World Conservation Union (4) which monitors endangered species (4) has worked out that 40% of earth’s species are under threat of extinction ( 3) Some of the animals that are listed as endangered are (5)(6) Blue Whale (6) Giant Panda (6) Snow Leopard (6) Tiger

1= 2=

3= 4=

5= 6=

Choose the correct punctuation mark• ! “”, () ; : .

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WAF6 : Using punctuation accurately- ANSWERS

An endangered species is a group of plants or animals that is in danger of becoming extinct (where there will be non left living). Here’s a terrifying fact. The World Conservation Union, which monitors endangered species, has worked out that 40% of earth’s species are under threat of extinction! Some of the animals that are listed as endangered are:• Blue Whale • Giant Panda • Snow Leopard • Tiger

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These are examples of food webs. If one thread of the web is cut (through extinction) , some of these animals could die.

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You are going to work in a small group to produce a food web. Why am I doing this in English? Here are some reasons:• You need to read the information given, very, very carefully• You need to organise the ideas from your reading• You need to organise how you will present your ideas in a group

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A Forest Web

In forest in the USA, a white oak tree drops an acorn which is quickly gathered up by an eastern grey squirrel. A yellow warbler (bird) lands on the tree as it finishes off its second moth of the day. In the top branches, a great horned owl sleeps, waiting for the darkness to begin its hunt the one of the hundreds of unsuspectingrodents (rats etc) scurrying across the forest floor. Above their home is a cascading stack of shelf mushrooms, one of the many fungi decaying the dead organic matter of the forest. Below their home live the millions of worms and bugs inhabiting the dark, rich, fertile forest soil. In the distance is the howl of a Coyote, which causes a white-tailed deer to lifts its head leaving its meal of grass for another time. A red-tailed hawk glides above the trees and gives out its unmistakable shriek, making the eastern cottontail freeze in its tracks. A fox snake beats its tail against a pile of leaves to mimic the sound of a rattle snake in hopes of warding off the predatory hawk. On the forest floor, bees and butterflies feed on flower nectar. A bullfrog leaps from the shore of a pond covered in duck weed hoping to find an insect meal. Through the clusters of cattails, a bass leaps from the water, undoubtedly in search for the minnows that reside in the waters that are full with bugs and plankton. An osprey soaring above eyes the movement in the pond hoping to score a fish of his own. A female wood duck glides down into the pond from her nest in the adjacent tree, letting out several quacks in an attempt to convince her ducklings to make the 30 foot leap from the nest above into the water. From a tall patch of grass, a grasshopper leaps up only to disappear with the flicker of the bullfrog’s tongue.

Working as a group , see if you can make a food web. It’s a lot harder then you think!!! (Use to photocopied sheets)

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• Peer assess who has produced the best food web which is clear, detailed and shows understanding of your reading.

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We are going to see the rabbitWe are going to see the rabbit,We are going to see the rabbit,Which rabbit, people say?Which rabbit, ask the children?Which rabbit?The only rabbit,The only rabbit in England,Sitting behind a barbed wire fenceUnder the floodlights, neon lights,Sodium lights,Nibbling grassOn the only patch of grassIn England, in England(Except the grass by the hoardingsWhich doesn’t count.)We are going to see the rabbit,And we must be there on time.First we shall go by escalator,Then we shall go by underground,And then we shall go by motorwayAnd then by helicopterway,And the last ten yards we shall have to goOn foot.

And now we are goingAll the way to see the rabbit.We are nearly there,We are longing to see it,And so is the crowdWhich is here in thousandsWith mounted policemenAnd big loudspeakersAnd bands and banners,And everyone has come a long way.But soon we shall see itSitting and nibblingThe blades of grassOn the only patch of grassIn- but something has gone wrong!Why is everyone so angry,Why is everyone jostlingand slanging and complaining?The rabbit has gone,Yes, the rabbit has gone.He has actually burrowed down into the earthAnd made himself a warren, under the earth.Despite all these people,And what shall we do?What can we do?

It is all a pity, you must be disappointed.Go home and do something else for today,Go home again, go home for today.For you cannot hear the rabbit, under the earth,Remarking rather sadly to himself, by himself,As he rests in his warren, under the earth:“It won’t be long, they are bound to come,They are bound to come and find me, even here.”Alan Brownjohn

Click for poem

Task 1) Find and write out e.g. of a) Repetitionb) Personal pronounsc) Connectivesd) Rhetorical questionse) Speech

http://www.youtube.com/watch?v=AQm9AogbWjE

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Task 2)Re-draft your extended metaphor poem with a wider range of techniques.ORCreate a totally new idea which shows how fragile animal survival is.

Write the poem in the centre of your page , leaving room for annotations.Try to use the following:• Similes• Extended metaphor• Repetition• Personal pronouns• Connectives• Rhetorical questions• Speech

Task 3)

Analyse and explain your ideas with labels , showing all the techniques you have used and compare through some peer marking

PLANET EARTHIt has to be spread out, the skin of this planet,has to be ironed, the sea in its whiteness;and the hands keep on moving,smoothing the holy surfaces.

PLANET EARTHIt has to be spread out, the skin of this planet,has to be ironed, the sea in its whiteness;and the hands keep on moving,smoothing the holy surfaces.

metaphor

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• Tyger tiger burning bright

http://www.youtube.com/watch?v=fXsiW7A--dY

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NEXT Slides are starters

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Using punctuation accurately End punctuation Add the correct punctuation to the end of these sentences .a) Was that your dog barking b) Scoop up the dog’s mess now c) How much does it cost to buy a pedigree dogd) Go e) There are an estimated 400 million dogs in the world

Apostrophes •Place the apostrophes where needed in these sentences.

a) Dont pull the dogs tail.b) Doctor John Dolittle is the main character of a series of childrens books

by Hugh Lofting. He is famous for being able to talk to animals. c) Id love to get a pet dog but its not fair to leave it in the house all day

when Im at work. d) Asian elephants ears are smaller than African elephants. e) Bugs Bunnys famous catch phrase is ‘Whats up, doc?’

http://en.wikipedia.org/wiki/Doctor_John_Dolittle

http://en.wikipedia.org/wiki/Doctor_John_Dolittle

http://en.wikipedia.org/wiki/Hugh_Lofting

http://departments.weber.edu/it/tech/LISTSERV/Cartoons8.htm

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WAF4 WHEN TO START A NEW PARAGRAPH IN NON-FICTION TEXTS

In non- fiction texts you need to start a new paragraph for:•a change in topic•a change in time•a change in place •a change of speaker •a change of viewpoint •to make a new point within a topic Task : Read through the two short news articles and annotate for the reasons why there has been a change in paragraph.

A fox cub has been rescued after being tangled up in a cricket net in Norfolk.

A member of the public saw the trapped animal and called the RSPCA. Staff from the charity then freed the cub and released him back into the wild.

The RSPCA inspector said that is the net had been lifted off the ground just a little bit, the fox wouldn’t have got stuck.

He believes that it’s important that sports clubs take more care with all their equipment to stop it harming animals.

A=

B =

C =

D =

Task a)

http://news.bbc.co.uk/cbbcnews/hi/newsid_8630000/newsid_8637600/8637678.stm

http://news.bbc.co.uk/cbbcnews/hi/newsid_8630000/newsid_8637600/8637678.stm

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RARE PIGS ARE MISTAKEN FOR SHEEP

These furry pigs look pretty unusual- in fact they’re so woolly they’ve been mistaken for sheep at their home in Essex!

They’re a really rare breed of pig that has curly, woolly hair on its back.The three pigs were imported to the UK in 2006 to start a special programme that,

it’s hoped, will save the breed.The three Mangalitza pigs are called Buddy, Margot and Porsche, and the staff at

Tropical Wings zoo believe Porsche might be pregnant already.The breed is thought to be native to Austria and Hungary, and many visitors do not

realise they’re pigs.Denise Cox who works at the zoo says, ‘At first sight people think they’re sheep.

It’s not until they turn around and you see their faces and snouts that you realise they are in fact pigs.’

She added: ‘The woolly coat makes them very hardy. In the summer it’s thought that it may help protect them from sunburn.’

A =

B =

C =

D =

E =

F =

Task B

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HAVEN’T WE SEEN THAT DANCING DOG BEFORE?

It was the dancing dog act that thrilled millions on Saturday night’s opening episode of Britain’s Got Talent. But if you felt that the routine was a bit too familiar then you will have a good cause. It has emerged that Tina and Chandi are TV veterans and have appeared on other talent shows. Rescue dog Chandi showed off her ballet and quickstep moves with her owner Tina Humphrey, 37, from Hampshire. But she had already impressed viewers three years ago when the pair picked up a £10,000 prize after winning a 2007 heat on BBC 1’s When Will I Be Famous? presented by Graham Norton. They have also won prizes at Crufts for their act, as recently as last year, and have appeared on Blue Peter and Richard and Judy. Chandi won all three Heelwork-To-Music and Freestyle Finals at Crufts 2009- the only dog to have achieved all three wins at the same event. An ITV spokesperson said that Britain’s Got Talent does not enforce any rules blocking performers who have appeared on other TV shows. But there are concerns that fresher talent is being stifled and that the duo will have an advantage because they are already known to viewers. Kate Nichols, 18, who was in the 2008 final of the show with her own dancing dog Gin, said: ‘Chandi is a showbiz dog, she has grown up appearing on shows and TV. What’s unique about Gin is that I taught her all those tricks at home. When she went on BGT it was the first time she’d ever been on stage. Miss Humphrey refused to get drawn into the row, simply saying: ‘I have nothing but admiration for fellow dog performers.’

Indicate where the paragraphs should go

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HAVEN’T WE SEEN THAT DANCING DOG BEFORE?It was the dancing dog act that thrilled millions on Saturday night’s opening episode of Britain’s Got Talent. But if you felt that the routine was a bit too familiar then you will have a good cause. It has emerged that Tina and Chandi are TV veterans and have appeared on other talent shows. Rescue dog Chandi showed off her ballet and quickstep moves with her owner Tina Humphrey, 37, from Hampshire. But she had already impressed viewers three years ago when the pair picked up a £10,000 prize after winning a 2007 heat on BBC 1’s When Will I Be Famous? presented by Graham Norton. They have also won prizes at Crufts for their act, as recently as last year, and have appeared on Blue Peter and Richard and Judy. Chandi won all three Heelwork-To-Music and Freestyle Finals at Crufts 2009- the only dog to have achieved all three wins at the same event. An ITV spokesperson said that Britain’s Got Talent does not enforce any rules blocking performers who have appeared on other TV shows. But there are concerns that fresher talent is being stifled and that the duo will have an advantage because they are already known to viewers. Kate Nichols, 18, who was in the 2008 final of the show with her own dancing dog Gin, said: ‘Chandi is a showbiz dog, she has grown up appearing on shows and TV. What’s unique about Gin is that I taught her all those tricks at home. When she went on BGT it was the first time she’d ever been on stage. Miss Humphrey refused to get drawn into the row, simply saying: ‘I have nothing but admiration for fellow dog performers.’

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Commas Commas are used to :• Separate items in a list : My favourite sports are football, basketball, swimming and athletics. • To separate a main clause from a subordinate clause (s) in complex sentences when the subordinate clause

appears before or in the middle of a main clause : Quickly to avoid the snarling dog, Becky jumped over the wall. The fierce dog, who had escaped its leash, came tearing after her.

• To introduce direct speech and replace the full stop at the end of a spoken sentence: He said, “Hello.”• “Don’t talk to me,” replied Becky. • To attach a question tag to a statement : You do understand, don’t you?”

Put the missing commas in each of the sentences below.

1. The hedgehog was about 30 centimetres long with prickly spines. 2. Have you seen my new pet rat Stinky? 3. In the middle of the night our dog started to bark.4. I saw two animals a deer and a elk in the woods.5. Can I have a pet rabbit Dad?6. The most popular breeds of dog in the UK are the labrador, the cocker spaniel, the German

shepherd, the Staffordshire bull terrier and the boxer.

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LO: Appreciate the historical context and appeal of writers from our literary heritage

They waited, and it grew lighter, with the dreary light of a snowy dawn. She went out, gazed alongthe road, and returning said, "He’s not coming. Drunk last night, I expect. The snow is not enough tohinder him, surely!"

We are going to look at an extract from one of Britain’s most famous novelists, Thomas Hardy. It was written over 14O years ago. Can you predict what it might be about?

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a) Can’t be put off. There’s no more victuals forthe pig. He ate the last mixing o’ barleymealyesterday morning.

b) Well – you must do the sticking – there’sno help for it.

c) What – he hasbeen starving?

d) I’ll stick him effectually,so as to make shortwork of it.

e) Don’t be such atender-hearted fool!

f) He must die slow.

g) That accounts for hiscrying so. Poor creature!

h) Have a little pity onthe creature!

i) Every good butcherkeeps un bleeding long.

j) Hold up the pail tocatch the blood, anddon’t talk!

k) A creature I have fedwith my own hands.

l) He’s dead. The meat must bewell bled.

There are two people talking here. A man and a woman: Arabella and Jude. The woman feels far more about the pig than the man. Make a list of comments made by Arabella using the letters, and the same for Jude.

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Starter – reminder of topic sentences

Stalactites and stalagmites are formed inside limestone caves. The water that drips steadily from the roof contains a mineral called calcite. The water dries but the calcite remains and slowly builds up into a column. Stalactites grow upwards from the cave floor. Sometimes the two columns meet to form a pillar. What is the topic sentence?What do the rest of the sentences do?Complete a paragraph using the following topic sentence:School uniform does not allow students to express themselves.