POETRY

Unit 1 Lesson 3

AGENDA
1.) Active Learning: Three New Literary Devices

2.) Listening: Chocolate Cake

3.) Writing: Scramble Poem

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 VOCABULARY
bitter (adj) feeling unhappy, sad, or angry because of something that happened in the past
outrageous (adj) very strange or unusual
ricochet (n) when a fast-moving object, typically a bullet, hits a hard surface and bounces off
at a different angle; also the sound of this happening
to kick (v) to hit something or someone with your foot

to emphasise (v) to say or show that something is especially important or deserves special
attention
to rant (v) to speak in a loud and/or angry way
to mimic (v) to copy the way someone speaks and moves

to enhance (v) to increase or improve the quality, amount, or strength of something or someone
variety (n) collection of different types of things

scramble (v) to mix, stir, or throw something together

VOCABULARY
bitter

scramble
outrageous

variety ricochet

to enhance to kick
to mimic to rant to
emphasise

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SHARPEN YOUR SKILLS

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SHARPEN YOUR SKILLS

their

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SHARPEN YOUR SKILLS

their
they're

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SHARPEN YOUR SKILLS

their
they're
there

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SHARPEN YOUR SKILLS

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SHARPEN YOUR SKILLS

where

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SHARPEN YOUR SKILLS

where
were

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SHARPEN YOUR SKILLS

where
were
we're

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SHARPEN YOUR SKILLS

where
were
we're
were

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LITERARY DEVICES

Today we will learn about

three new literary devices.
Have your workbooks open
and pencils ready!

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 1

ONOMATOPOEIA

ONOMATOPOEIA
A word that is created to
mimic and describe a
sound.

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ONOMATOPOEIA
When we read
onomatopoeia, we can
hear what the speaker of
the poem is hearing.
This is a sensory effect that
makes writing come alive.

Let's Read
We are going to read a
poem called, "Noise
Day". It was written by
poet, Shel Silverstein.

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 Let's Meet The Poet
We are about to read a poem
by Shel Silverstein.

Silverstein was born in Chicago,

Illinois, USA and lived from
1930-1999.

He wrote many famous

children's books, short stories,
and poems. But he was also a
cartoonist and a performer.

Noise Day
By Shel Silverstein
Let's have one day for girls and boyses Use a drill, drive a nail,
When you can make the grandest noises. Turn the hose on the garbage pail,
Screech, scream, holler, and yell-- Shout Yahoo-Hurrah-Hurray
Buzz a buzzer, clang a bell, Turn up the music all the way,
Sneeze--hiccup--whistle--shout, Try to bounce your bowling ball,
Laugh until your lungs wear out, Ride a skateboard up the wall,
Toot a whistle, kick a can, Chomp your food with a smack and a
Bang a spoon against a pan, slurp,
Sing, yodel, bellow, hum, Chew-chop--hiccup--burp.
Blow a horn, beat a drum,
Rattle a window, slam a door, One day a year do all these,
Scrape a rake across the floor The rest of the days--be quiet please.

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 Can you find the Noise Day
onomatopoeia? By Shel Silverstein
Let's have one day for girls and boyses Use a drill, drive a nail,
When you can make the grandest noises. Turn the hose on the garbage pail,
Screech, scream, holler, and yell-- Shout Yahoo-Hurrah-Hurray
Buzz a buzzer, clang a bell, Turn up the music all the way,
Sneeze--hiccup--whistle--shout, Try to bounce your bowling ball,
Laugh until your lungs wear out, Ride a skateboard up the wall,
Toot a whistle, kick a can, Chomp your food with a smack and a
Bang a spoon against a pan, slurp,
Sing, yodel, bellow, hum, Chew-chop--hiccup--burp.
Blow a horn, beat a drum,
Rattle a window, slam a door, One day a year do all these,
Scrape a rake across the floor The rest of the days--be quiet please.

Can you find the Noise Day

onomatopoeia? By Shel Silverstein
Let's have one day for girls and boyses Use a drill, drive a nail,
When you can make the grandest noises. Turn the hose on the garbage pail,
Screech, scream, holler, and yell-- Shout Yahoo-Hurrah-Hurray
Buzz a buzzer, clang a bell, Turn up the music all the way,
Sneeze--hiccup--whistle--shout, Try to bounce your bowling ball,
Laugh until your lungs wear out, Ride a skateboard up the wall,
Toot a whistle, kick a can, Chomp your food with a smack and a
Bang a spoon against a pan, slurp,
Sing, yodel, bellow, hum, Chew-chop--hiccup--burp.
Blow a horn, beat a drum,
Rattle a window, slam a door, One day a year do all these,
Scrape a rake across the floor The rest of the days--be quiet please.

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 Can you find any other Noise Day
literary devices? By Shel Silverstein
Let's have one day for girls and boyses Use a drill, drive a nail,
When you can make the grandest noises. Turn the hose on the garbage pail,
Screech, scream, holler, and yell-- Shout Yahoo-Hurrah-Hurray
Buzz a buzzer, clang a bell, Turn up the music all the way,
Sneeze--hiccup--whistle--shout, Try to bounce your bowling ball,
Laugh until your lungs wear out, Ride a skateboard up the wall,
Toot a whistle, kick a can, Chomp your food with a smack and a
Bang a spoon against a pan, slurp,
Sing, yodel, bellow, hum, Chew-chop--hiccup--burp.
Blow a horn, beat a drum,
Rattle a window, slam a door, One day a year do all these,
Scrape a rake across the floor The rest of the days--be quiet please.

Noise Day
Alliteration!
By Shel Silverstein
Let's have one day for girls and boyses Use a drill, drive a nail,
When you can make the grandest noises. Turn the hose on the garbage pail,
Screech, scream, holler, and yell-- Shout Yahoo-Hurrah-Hurray
Buzz a buzzer, clang a bell, Turn up the music all the way,
Sneeze--hiccup--whistle--shout, Try to bounce your bowling ball,
Laugh until your lungs wear out, Ride a skateboard up the wall,
Toot a whistle, kick a can, Chomp your food with a smack and a
Bang a spoon against a pan, slurp,
Sing, yodel, bellow, hum, Chew-chop--hiccup--burp.
Blow a horn, beat a drum,
Rattle a window, slam a door, One day a year do all these,
Scrape a rake across the floor The rest of the days--be quiet please.

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 2

HYPERBOLE

HYPERBOLE
A phrase that exaggerates
something to an extreme to
make a description more
creative and humorous.

Writers use hyperbole to

emphasise something in a
creative and engaging way.

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 HYPERBOLE

I died of embarrassment.

HYPERBOLE
Can you really die from being embarrassed?

I died of embarrassment.

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 HYPERBOLE
Can you really die from being embarrassed?

I died of embarrassment.

No, you
can't.

HYPERBOLE

I walked a million miles to get here.

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 HYPERBOLE
Can you really walk one million miles?

I walked a million miles to get here.

Probably
not.

Let's
Read
We are going to read
a poem called, "I Ate
A Spicy Pepper". It
was written by poet,
Kenn Nesbitt.

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 Let's Meet
The Poet
Kenn Nesbitt is an American
children's poet known for his
humorous writing style.

He is famous for including

outrageous comparisons and
imagery.

I Ate A Spicy Pepper

By Kenn Nesbitt
I ate a spicy pepper
From my brother on a dare.
The pepper caught my head on
fire
And burned off all my hair.
My mouth erupted lava
And my tongue began to melt.
My ears were shooting jets of
steam.
At least that's how they felt.
I ricocheted around the room.
I ran across the ceiling.
I dove right in the freezer
To relieve the burning feeling.
I drank a thousand soda pops
And chewed a ton of ice
To try to stop the scorching
Of that spicy pepper's spice.

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 I Ate A Spicy Pepper
Can you find the
By Kenn Nesbitt
hyperboles?
I ate a spicy pepper I ricocheted around the room.
From my brother on a dare. I ran across the ceiling.
The pepper caught my head on I dove right in the freezer
fire To relieve the burning feeling.
And burned off all my hair.
I drank a thousand soda pops
My mouth erupted lava And chewed a ton of ice
And my tongue began to melt. To try to stop the scorching
My ears were shooting jets of Of that spicy pepper's spice.
steam.
At least that's how they felt.

I Ate A Spicy Pepper

Can you find the By Kenn Nesbitt
hyperboles?
I ate a spicy pepper
From my brother on a dare.
The pepper caught my head on
fire
And burned off all my hair.
My mouth erupted lava
And my tongue began to melt.
My ears were shooting jets of
steam.
At least that's how they felt.
I ricocheted around the room.
I ran across the ceiling.
I dove right in the freezer
To relieve the burning feeling.
I drank a thousand soda pops
And chewed a ton of ice
To try to stop the scorching
Of that spicy pepper's spice.

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 3

REPETITION

REPETITION
Repetition occurs when
you repeat the same word
or phrase again and again
in a piece of writing.

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 REPETITION
Writers use repetition for a
variety of reasons. One reason
is to stress key points and help
the reader remember the
main idea.

Another reason is to enhance

the rhythm of the writing.

Let's
Read
We are going to read a poem
called, "The Tourists Are
Coming". It was written by
poet, Benjamin Zephaniah.

Textbook page 114 activity 1

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 The Tourists Are Coming
By Benjamin Zephaniah
Tell them to be careful They must respect what we've
If they're not give them planted
an earful They must not take us for
The tourists are coming granted
The tourists are coming. The tourists are coming
The tourists are coming.
They may want to party
nightly They should practise what
But tell them they must they preach
be tidy When they're lying on our
The tourists are coming beach
The tourists are coming. The tourists are coming to play.

The Tourists Are Coming

By Benjamin Zephaniah
Because our land is sunny We will not be bitter
They come here with their If they don't drop their litter
money The tourists are coming
The tourists are coming The tourists are coming.
The tourists are coming.
If they don't mess about
We will not rant and rave We will not kick them out
If they will behave The tourists are coming to stay.
The tourists are coming
The tourists are coming.

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 The Tourists Are Coming
By Benjamin Zephaniah
If by chance you see But if they're out of
some order
Try to make them Show them to the border
welcome The tourists are coming
The tourists are coming The tourists are coming.
The tourists are coming.
And if it does start
If they treat us good raining
They're welcome in the Tell them off if they're
neighborhood complaining
The tourists are coming The tourists are coming
The tourists are coming. I say.

The Tourists Are Coming

By Benjamin Zephaniah
Tell them that we love Tell them if they can't keep the
living peace
And money can't buy That tourism may have to
everything cease
The tourists are coming The tourists are coming
The tourists are coming. The tourists are coming.

Call them names like fools Tell them not to be greedy

and criminals And be careful where they wee
If they don't respect our wee
animals The tourists are coming this
The tourists are coming way.
The tourists are coming.

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The Tourists Are Coming
By Benjamin Zephaniah

What phrase was repeated?

Textbook page 114 activity 1

The Tourists Are Coming

By Benjamin Zephaniah

What phrase was repeated?

The tourists are coming!

Textbook page 114 activity 1

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 The Tourists Are Coming
By Benjamin Zephaniah

1.) Who is the speaker in the poem talking to?

Textbook page 114 activity 2

The Tourists Are Coming

By Benjamin Zephaniah

1.) Who is the speaker in the poem talking to?

The people who live in the place where the

tourists go on holiday.

Textbook page 114 activity 2

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 The Tourists Are Coming
By Benjamin Zephaniah
2.) What does the speaker think about tourists?

1.) He welcomes tourists.

2.) He hates tourists.
3.) He likes tourists who protect the environment.
4.) He likes quiet tourists.
5.) He needs the income of tourism.
6.) He wants to stop tourism.
Textbook page 114 activity 2

IDEA: EVIDENCE:

1.) He welcomes tourists.

2.) He hates tourists.
3.) He likes tourists who
protect the environment.
4.) He likes quiet tourists.
5.) He needs the income of
tourism.
6.) He wants to stop tourism.

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 IDEA: EVIDENCE:

1.) He welcomes tourists. 1.) "If they treat us good/They're

welcome in the neighborhood"
2.) He hates tourists.
3.) He likes tourists who
protect the environment.
4.) He likes quiet tourists.
5.) He needs the income of
tourism.
6.) He wants to stop tourism.

IDEA: EVIDENCE:

1.) He welcomes tourists. 1.) "If they treat us good/They're

welcome in the neighborhood"
2.) He hates tourists.
2.) No evidence
3.) He likes tourists who
protect the environment.
4.) He likes quiet tourists.
5.) He needs the income of
tourism.
6.) He wants to stop tourism.

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 IDEA:
1.) He welcomes tourists.
2.) He hates tourists.
3.) He likes tourists who
protect the environment.
4.) He likes quiet tourists.
5.) He needs the income of
tourism.
6.) He wants to stop tourism.
IDEA:
1.) He welcomes tourists.
2.) He hates tourists.
3.) He likes tourists who
protect the environment.
4.) He likes quiet tourists.
5.) He needs the income of
tourism.
6.) He wants to stop tourism.
EVIDENCE:
1.) "If they treat us good/They're
welcome in the neighborhood"
2.) No evidence
3.) "They must respect what we've
planted"
EVIDENCE:
1.) "If they treat us good/They're
welcome in the neighborhood"
2.) No evidence
3.) "They must respect what we've
planted"
4.) "Tell them if they can't keep the
peace/that tourism may have to
cease"
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 IDEA:
1.) He welcomes tourists.
2.) He hates tourists.
3.) He likes tourists who
protect the environment.
4.) He likes quiet tourists.
5.) He needs the income of
tourism.
6.) He wants to stop tourism.
IDEA:
1.) He welcomes tourists.
2.) He hates tourists.
3.) He likes tourists who
protect the environment.
4.) He likes quiet tourists.
5.) He needs the income of
tourism.
6.) He wants to stop tourism.
EVIDENCE:
1.) "If they treat us good/They're
welcome in the neighborhood"
2.) No evidence
3.) "They must respect what we've
planted"
4.) "Tell them if they can't keep the
peace/that tourism may have to
cease"
5.) "They come here with their
money"
EVIDENCE:
1.) "If they treat us good/They're
welcome in the neighborhood"
2.) No evidence
3.) "They must respect what we've
planted"
4.) "Tell them if they can't keep the
peace/that tourism may have to
cease"
5.) "They come here with their
money"
6.) No evidence.
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 The Tourists Are Coming
By Benjamin Zephaniah
1.) Zephaniah repeats the line 'The Tourists are coming' in every
verse, sometimes with some changes. Why does he do this? Is it
to:

• Create rhythm
• Make it feel as if the tourists are coming any minute now
• Make it sound as if everyone is talking about it
• Make the poem longer
• Make it seem as if lots of tourists are coming.

Textbook page 114 activity 3

The Tourists Are Coming

By Benjamin Zephaniah
1.) Zephaniah repeats the line 'The Tourists are coming' in every
verse, sometimes with some changes. Why does he do this? Is it
to:
All of these could be argued EXCEPT
to make the poem longer.
• Create rhythm
• Make it feel as if the tourists are coming any minute now
• Make it sound as if everyone is talking about it
• Make the poem longer
• Make it seem as if lots of tourists are coming.

Textbook page 114 activity 3

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 The Tourists Are Coming
By Benjamin Zephaniah

What is the tone or mood of the poem?

TEXTBOOK PAGE 114 ACTIVITY 4

The Tourists Are Coming

By Benjamin Zephaniah

What is the tone or mood of the poem?

The mood of this poem is humor.

TEXTBOOK PAGE 114 ACTIVITY 4

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 Let's Listen To A Poem

We are about to listen to a

poem called, "Chocolate
Cake". It will be performed
by the writer of the poem,
Michael Rosen.

Let's Meet
The Poet
Michael Rosen is a British
children's book author, poet,
presenter, broadcaster,
professor, and many other
things.

He is one of the best-known

figures in the children's book
world. He has been involved
with over 140 books.

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 While We're Listening:

Follow along in your

workbook. Underline or
highlight any literary
devices that you see in
the poem.

Search The Poem:

Take a few minutes to

check in with a partner.

Look at the poem together

and finish underlining or
highlighting the literary
devices.

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 Chocolate Cake
By Michael Rosen

What literary devices did you find?

Chocolate Cake
By Michael Rosen

Repetition
• "I love"
• "lick"
• "bed"
• "Creep"
• "icing on the top"

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 Chocolate Cake
By Michael Rosen

Alliteration
• lick your lips
• bits of broken toys

Chocolate Cake
By Michael Rosen

Onomatopoeia
• Yowwww
• Shhhh
• Ooommm
• Mmmmm
• Clacky
• Ohhhh

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 Chocolate Cake
By Michael Rosen

Did you find any other devices?

SCRAMBLE POEM
You are about to write
your first poem of the unit!
Today you will work in
groups of 3-4 students and
work together to build a
poem.

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SCRAMBLE POEM
Each group will get:

• A word bank
• One blank piece of paper
• Pair of scissors
• Glue stick
• Crayons

SCRAMBLE POEM
Work with your group to
create a poem using the
words. Cut out each word and
glue them down in any order
that you like.
You may add 1-2 words
maximum of your own
writing and also change the
tense or form of a word for
correct grammar.

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SCRAMBLE POEM
When you finish, you may
decorate your poem with
the crayons by adding
pictures and a title.

SCRAMBLE POEM DIRECTIONS

Working in groups of 3-4 students:

1.) Have one student cut out each word from the word bank using scissors.

2.) Arrange the words in any order that you like on the paper. Add 1-2 words
per sentence if you like and make sure to check the grammar of your
sentences.

3.) Glue down the words once you are happy with the order they are in.

4.) Add a title to your poem.

5.) Decorate your poem using the box of crayons.

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 Vocabulary Task
Complete the gaps in your WB with words from the list.

1. She enjoys shocking people by saying the most ____ things.

2. There was a ____ for the best seats at the concert.
3. The lights in the theater ____ around the room like fireworks.
4. He scored with the last ____ of the football match.
5. The restaurant offers a wide ____ of local specialties.

Vocabulary Task
Complete the gaps in your WB with words from the list.

1. She enjoys shocking people by saying the most outrageous

things.
2. There was a scramble for the best seats at the concert.
3. The lights in the theater ricochet around the room like
fireworks.
4. He scored with the last kick of the football match.
5. The restaurant offers a wide variety of local specialties.

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 PLENARY
Today In Class I:

• Learned how to find literary devices in a poem.

• Wrote my own examples of three new literary devices.

• Created a scramble poem with my group.

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