Post on 20-Jan-2016
LEARNING OBJECTIVE
Read and interpret a wide range of poems
Think of as many silver things as you
can in thirty seconds.
SILVER – WALTER DE LA MARE
Slowly, silently, now the moonWalks the night in her silver shoon;
This way, and that, she peers, and seesSilver fruit upon silver trees;
One by one the casements catchHer beams beneath the silvery thatch;
Couched in his kennel, like a log,With paws of silver sleeps the dog;
From their shadowy cote the white breasts peepOf doves in silver feathered sleep
A harvest mouse goes scampering by,With silver claws, and silver eye;
And moveless fish in the water gleam,By silver reeds in a silver stream.
SILVER – WALTER DE LA MARE
What images can you see in your
head?
What words tell you…
That it was a moonlit scene?
That everything is still and calm?
That it is set in the countryside?
DEFINITIONS! There is some difficult
language in this poem. In pairs, underline words that you don’t understand and discuss what they could
mean.
DEFINITIONS! shoon – shoes
casements – windowsCouched
lying downCote
dove coteMoveless
motionless
GOLDEN Fiercely, brightly, now the sunClimbs the sky in his golden cloak;This way, and that, he glares and seesGolden fruit upon golden trees;
GOLDEN What would the mood of the poem be? What time of day would it be? Would it be a town or country scene?
LEARNING OBJECTIVE
Read and interpret a wide range of poems
WALTER DE LA MARE
Walter de la Mare uses imagery and sound to write
mysterious poems. Walter de la Mare was an English author and poet,
probably best known for his children’s poetry. He was born
in 1873 and died in 1956.
THE LISTENERS
The Listeners was published in 1913. It
uses literary words that are not often used today.
‘champed’,‘smote’, ‘spake’, ‘Ay’.
THE LISTENERS
Why do they think the poem is called
The Listeners and not The Traveller?
THE LISTENERS
From what viewpoint is this poem told
from?
PERSPECTIVEThe poem begins with the reader seeing things from the Traveller’s point of view and, at the end, leaves the reader with the listeners’ point of view:
‘... the silence surged softly backward,When the plunging hoofs were gone’.
IT’S A MYSTERY…
The poem does not explain everything
about the mysterious situation. Readers have to use their imagination
to fill in the gaps.
THE LISTENERS‘Is there anybody there?’ said the
Traveller, Knocking on the moonlit door; And his horse in the silence champed the grasses Of the forest’s ferny floor: And a bird flew up out of the turret, Above the Traveller’s head:
THE LISTENERSAnd he smote upon the door again
a second time; ‘Is there anybody there?’ he said. But no one descended to the Traveller; No head from the leaf-fringed sill Leaned over and looked into his grey eyes, Where he stood perplexed and still.
THE LISTENERSAnd he felt in his heart their strangeness,
Their stillness answering his cry, While his horse moved, cropping the dark turf, ’Neath the starred and leafy sky; For he suddenly smote on the door, even Louder, and lifted his head:— ‘Tell them I came, and no one answered, That I kept my word,’ he said.
THE LISTENERSNever the least stir made the listeners,
Though every word he spake Fell echoing through the shadowiness of the still house From the one man left awake: Ay, they heard his foot upon the stirrup, And the sound of iron on stone, And how the silence surged softly backward, When the plunging hoofs were gone.
THE LISTENERSWhose house is it? Who are
‘they’?Who is the Traveller and
why did he come?Who are the listeners?
Where does the Traveller ride away to?
TASKTo write a short recount of the story of the listeners.
To write a diary entry from the perspective of the traveller.
To write a short newspaper article of what happened at the old inn door.
LEARNING OBJECTIVE
Identify and explain poetic devices for creating images.
THE LISTENERSThe Listeners is a
poem that they have to listen to very
carefully, because it uses sounds very
effectively.
What can you tell me about the rhythm?
What can you tell me about the rhyme?
What do you think ‘soft sounding’ words are?
What do you think ‘hard sounding’ words are?
LET’S FIND…RhythmRhyme
AlliterationOnomatopoeias
Hard sounding wordsSoft Sounding words
LEARNING OBJECTIVE
To use figurative language to begin to write imagery poems.
FIGURATIVE LANGUAGE
I am going to say a word or phrase, on
your mini – whiteboards, write
the name of the literary device.
A MYSTERYtoday we are going to begin
to create our own poems about a mystery character, the poem will mainly focus on the description of the
character, rather than attempting to tell a story.
OUR CHARACTERThis man can be found sitting on the platform of this train station. He sits and he waits and waits, always glancing towards the clock, but never getting on a train. He never speaks, he never smiles, he just waits and waits…What is he waiting for? Why?
OUR CHARACTER•Do we need to explain
why he is waiting in our poem?
•Why might we leave out this piece of vital
information?
SUCCESS CRITERIA•With your partner,
discuss what you think we should
include in our success criteria for our poem.
Structure of a Free Form Poem
Lines
• Begin a new line on your page for each line of the poem
Stanzas
• Break up lines with a similar theme into stanzas.
Rhythm and Rhyme
• Try and include some rhythm and rhyming words
Language of a Free Form Poem
• Describe using adjectives, similes and powerful verbs.
• Use onomatopoeias.
• Use alliteration.
Language of a Free Form Poem
• Use metaphors
• Use adverbial starters
• Use Prepositional starters.