Outline – Poetry in motion

Middle Childhood Integrated – Year 7

/ Total notional hours: 25

In the beginning

/ Section duration: 2 hours 30 minutes
The Arts: Drama / English: Listening and Speaking / English: Reading / English Viewing / Task
Students:
  • view, compare and respond to two dramatised balcony scenes from Shakespeare’s Romeo andJuliet – presented in both Shakespearian English and a modern interpretation.
/ Students
  • listen, interpret and respond to a poetry recitation:
–of Doug MacLeod’s Geeky
–from Homer’s Iliad. / Students:
  • identify the poetic features in Geeky and Romeo and Juliet
  • read a short text from the Iliad in old English and analyse in terms of vocabulary, rhyme and rhythm
  • translate the Iliad into modern English
  • read a short text from Shakespeare’s Romeo andJuliet in Shakespearian English and modern English and complete an analytical comparison in terms of vocabulary, audience, era, rhyme and rhythm.
/ Students:
  • view two versions of Shakespeare’s Romeo andJulietand will:
–interpret the language, costumes and other features
–make comparisons and note contrasts. /
  • Geeky – analytical table
  • Geeky – reflective response and comic strip
  • Iliad translation
  • Romeo and Juliet – interpreting old English
  • Romeo and Juliet – comparison between the old and modern English versions
  • Romeo and Juliet – analytical table
  • Romeo and Juliet – reflection on personal preferences.

Telling tales

/ Section duration: 2 hours 30 minutes
The Arts: Visual Arts / English: Listening and Speaking / English: Reading / English: Viewing / Task
Students:
  • create artworks in response to verses from Dorothea MacKellar’s My Country
  • create a poetry pathway in response to a selected poem written by either Henry Lawson or Banjo Paterson.
/ Students:
  • listen, interpret and respond to poetry recitations of The Drover’sBallad (Henry Lawson) and Mulga Bill’s Bicycle (Banjo Paterson) in a true/false task.
/ Students:
  • listen to and read the poems The Drover’s Ballad (Henry Lawson) and Mulga Bill’s Bicycle (Banjo Paterson) and indentify key events in the stories told in the poems
  • analyse either The Drover’sBallad (Henry Lawson) or Mulga Bill’s Bicycle (Banjo Paterson) in terms of vocabulary, setting, theme, rhyme and rhythm.
/ Students:
  • view a video about the relationship between Henry Lawson and Banjo Paterson and respond to related questions.
/
  • artworks in response to verses from My Country poem
  • viewing quiz
  • key events identification – Mulga Bill’s Bicycle and Ballad of the Drover
  • rhyme identification – MulgaBill’s Bicycle or Ballad of the Drover
  • rhythm identification – Mulga Bill’s Bicycle or Ballad of the Drover
  • poetry pathway.

It’s all nonsense

/ Section duration: 5 hours
The Arts: Visual Arts / The Arts: Media / English: Listening and Speaking / English: Reading / English: Writing / Task
Students:
  • create an artwork in response to one of five nonsense poems
  • create a cartoon style drawing to complete a photostory for Doug MacLeod’s Nonsense Verse
  • create a mask or cape made from found materials to be worn in a stage production of the Jabberwocky
  • display and photograph mask/cape.
/ Students:
  • create and follow a design plan to create a mask or cape made from found materials to be worn in a stage production of the Jabberwocky.
/ Students
  • listen to and read a range of nonsense poetry to identify poetic features and key information.
/ Students:
  • will listen to and read a poem listing the features of nonsense verse and identify the features
  • interpret the story from the Jabberwocky poem, including matching text of individual verses with correct illustrations.
/ Students:
  • compose a nonsense poem using the structure of one of the two poems presented as a model
  • investigate the vocabulary of nonsense verse, including portmanteau words from Jabberwocky
  • respond to an audio of Doug MacLeod’s poem about Lewis Carroll – could this be how the Jabberwock was written? Why/not?
/
  • features of nonsense verse identification
  • cartoon style artwork in response to nonsense poetry
  • write a nonsense poem based on a modelled poem
  • investigate nonsense verse vocabulary and create possible meanings
  • identify storyline of Jabberwocky though matching activity
  • reflection and comic drawing – the origins of Jabberwocky
  • mask/cape design plan and labelled sketch
  • mask/cape photographs.

In short

/ Section duration: 2 hours 30 minutes
English: Listening and Speaking / English: Writing / English: Reading / Task
Students:
  • listen to a range of poetry including nursery rhymes, haiku, rebus and riddle poems and analyse for storyline, rhyme, rhythm and setting.
/ Students:
  • compose a rebus poem using rebus/text messaging/SMSshorthand
  • compose modern and traditional haiku poems
  • compose rhyming riddle poems
  • write a paragraph explaining the origins of a nursery rhyme
  • write rhyming riddles.
/ Students:
  • explore the history of modern and traditional haiku
  • explore the origins of sharing messages including autographs, text and SMS messaging
  • explore the stories behind a range of nursery rhymes
  • investigate the features of rhyming riddles and solve these puzzles
  • solve rebus and text/SMS shorthand messages.
/
  • modern and traditional haiku poems
  • nursery rhyme matching activity
  • paragraph about the origin of a nursery rhyme
  • identify poetic features of a rhyming riddle
  • rhyming riddle
  • multiple choice quiz
  • draft ideas and publish a copy of a rebus poem.

Painted words

/ Section duration: 2 hours 30 minutes
The Arts: Visual Arts / The Arts: Media / English: Writing / Task
Students:
  • respond to three of Leon Pericles’ artworks by listing words or phrases (for each artwork) that come to mind while viewing the artworks.
/ Students:
  • plan and build a film set (in a box)
  • brainstorm ideas for a background set for a poem including environment and props
  • brainstorm, list and collect materials needed to complete the background set.
/ Students:
  • convert their responses to one of Pericles’ artworks into a narrative/ballad poetic form that will become the basis for a film/theatre set and scene development.
/
  • responses to Leon Pericles’ artworks
  • poem
  • planning notes for set box design
  • plans for walls and floor of set box with required materials detailed on them
  • set box with walls and floor built and decorated
  • photographs of completed set box.

Stage works

/ Section duration: 5 hours
The Arts: Visual Arts / The Arts: Media / Task
Students:
  • create set furnishings
  • create props and characters – puppets or models with costumes.
/ Students:
  • draw a plan to show the positioning of set furnishings
  • arrange set and props to create atmosphere
  • design characters and costumes to represent era and personality.
/
  • planning notes for set box interior
  • floor plan showing furnishing positions
  • props list
  • photographs of set box with furnishings and props
  • photographs of costumed puppet or model actors.

What’s in the box?

/ Section duration: 5 hours
The Arts: Visual Arts / The Arts: Media / English: Listening and Speaking / Task
Students:
  • create a ‘board’:
–to open film, including title, writer, main actors
–to close film, including credits. / Students:
  • createa storyboard for the video
  • make a video, or take photographs for a photo show or photo book using the poem, set box and costumed ‘actors’
  • edit and store video or present photographs in a digital/book form
  • add audio of poetry reading to video or digital photo show
  • reflection on set box and video, photo show or photo book creation.
/ Students:
  • create an audio recording of the poem.
/
  • storyboard
  • video photo show or photo book with audio
  • reflection sheet.


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