KS3 English Suitable for the New National Curriculum KS3 English (2014) Listening to... Rhythm in Poetry Resource Pack for Year 9 Update v1.1, February 2016 F58/ 3834 POD 3834 zigzageducation.co.uk Publish your own work... Write to a brief... Register at publishmenow.co.uk Photocopiable/digital resources may only be copied by the purchasing institution on a single site and for their own use Contents INSPECTION COPY Thank You for Choosing ZigZag Education .......................................................................................................... iii Teacher Feedback Opportunity.................................................................................................................................. iv Terms and Conditions of Use....................................................................................................................................... v Teacher’s Introduction .................................................................................................................................................. 1 CD Information .................................................................................................................................................................................. 3 ‘Night Mail’ by WH Auden ........................................................................................................................................... 4 Teacher’s Notes ..................................................................................................................................................................................... 4 Worksheet Solutions ............................................................................................................................................................................. 6 Worksheet A .......................................................................................................................................................................................... 8 Worksheet B .......................................................................................................................................................................................... 9 Follow-up Worksheet ......................................................................................................................................................................... 10 ‘Tarantella’ by Hilaire Belloc ..................................................................................................................................... 11 Teacher’s Notes ................................................................................................................................................................................... 11 Worksheet Solutions ........................................................................................................................................................................... 13 The Poem ............................................................................................................................................................................................ 16 Worksheet A ........................................................................................................................................................................................ 17 Worksheet B ........................................................................................................................................................................................ 18 Follow-up Worksheet ......................................................................................................................................................................... 20 ‘The Listeners’ by Walter de la Mare ....................................................................................................................... 21 Teacher’s Notes ................................................................................................................................................................................... 21 Worksheet Solutions ........................................................................................................................................................................... 23 The Poem ............................................................................................................................................................................................ 25 Worksheet A ........................................................................................................................................................................................ 26 Worksheet B ........................................................................................................................................................................................ 27 Follow-up Worksheet ......................................................................................................................................................................... 28 ‘The First Prelude’ by TS Eliot ................................................................................................................................. 29 Teacher’s Notes ................................................................................................................................................................................... 29 Worksheet Solutions ........................................................................................................................................................................... 31 Worksheet A ........................................................................................................................................................................................ 33 Worksheet B ........................................................................................................................................................................................ 34 Follow-up Worksheet ......................................................................................................................................................................... 35 ‘Pied Beauty’ by Gerard Manley Hopkins................................................................................................................ 36 Teacher’s Notes ................................................................................................................................................................................... 36 Worksheet Solutions ........................................................................................................................................................................... 38 The Poem ............................................................................................................................................................................................ 40 Worksheet A ........................................................................................................................................................................................ 41 Worksheet B ........................................................................................................................................................................................ 42 Follow-up Worksheet ......................................................................................................................................................................... 43 ‘If’ by Rudyard Kipling ................................................................................................................................................ 44 Teacher’s Notes ................................................................................................................................................................................... 44 Worksheet Solutions ........................................................................................................................................................................... 46 COPYRIGHT The Poem ............................................................................................................................................................................................ 48 Worksheet A ........................................................................................................................................................................................ 49 PROTECTED Worksheet B ........................................................................................................................................................................................ 50 Follow-up Worksheet ......................................................................................................................................................................... 51 ‘Two Limericks’ by Edward Lear .............................................................................................................................. 52 Teacher’s Notes ................................................................................................................................................................................... 52 Worksheet Solutions ........................................................................................................................................................................... 54 The Poem ............................................................................................................................................................................................ 56 Worksheet A ........................................................................................................................................................................................ 57 Worksheet B ........................................................................................................................................................................................ 58 Follow-up Worksheet ......................................................................................................................................................................... 59 ‘Cargoes’ by John Masefield ....................................................................................................................................... 60 Teacher’s Notes ................................................................................................................................................................................... 60 Worksheet Solutions ........................................................................................................................................................................... 63 The Poem ............................................................................................................................................................................................ 66 Worksheet A ........................................................................................................................................................................................ 67 Worksheet B ........................................................................................................................................................................................ 69 -i- INSPECTION COPY ‘Sea Fever’ by John Masefield .................................................................................................................................... 71 Teacher’s Notes ................................................................................................................................................................................... 71 Worksheet Solutions ........................................................................................................................................................................... 73 The Poem ............................................................................................................................................................................................ 75 Worksheet A ........................................................................................................................................................................................ 76 Worksheet B ........................................................................................................................................................................................ 77 Follow-up Worksheet ......................................................................................................................................................................... 78 ‘Eldorado’ by Edgar Allan Poe ................................................................................................................................... 79 Teacher’s Notes ................................................................................................................................................................................... 79 Worksheet Solutions ........................................................................................................................................................................... 81 The Poem ............................................................................................................................................................................................ 83 Worksheet A ........................................................................................................................................................................................ 84 Worksheet B ........................................................................................................................................................................................ 85 Follow-up Worksheet ......................................................................................................................................................................... 86 ‘From a Railway Carriage’ by Robert Louis Stevenson......................................................................................... 87 Teacher’s Notes ................................................................................................................................................................................... 87 Worksheet Solutions ........................................................................................................................................................................... 89 The Poem ............................................................................................................................................................................................ 91 Worksheet A ........................................................................................................................................................................................ 92 Worksheet B ........................................................................................................................................................................................ 93 Follow-up Worksheet ......................................................................................................................................................................... 94 ‘The Eagle’ by Alfred Lord Tennyson ...................................................................................................................... 95 Teacher’s Notes ................................................................................................................................................................................... 95 Worksheet Solutions ........................................................................................................................................................................... 97 The Poem ..........................................................................................................................................................................................100 Worksheet A ......................................................................................................................................................................................101 Worksheet B ......................................................................................................................................................................................102 Follow-up Worksheet .......................................................................................................................................................................103 ‘The Lady of Shalott’ by Alfred, Lord Tennyson .................................................................................................104 Teacher’s Notes .................................................................................................................................................................................104 Worksheet Solutions .........................................................................................................................................................................106 The Poem ..........................................................................................................................................................................................108 Worksheet A ......................................................................................................................................................................................109 Worksheet B ......................................................................................................................................................................................110 Follow-up Worksheet .......................................................................................................................................................................111 COPYRIGHT PROTECTED - ii - Teacher’s Introduction INSPECTION COPY This pack features a ready-to-go collection of 13 lessons on poems by famous writers such as Auden, Eliot and Tennyson, and a CD containing professional recordings of the poems. The pack provides Year 9 students with a comprehensive introduction to the key features of poetry, required as preparation for GCSE. It also arms them with the knowledge and vocabulary to confidently analyse and discuss poetry, and apply their learning. Structured lessons for every poem include: • A lesson plan with starter and plenary • An audio recording by a professional voice artist and a written copy of the poem (see CD track listing on the next page) • An initial worksheet to stimulate thought and discussion • ‘Key learning’ based teaching notes which outline the essential aspects of the poems • A follow-up worksheet to consolidate learning • Creative follow-up activities There are two student worksheets for each lesson. The first should be completed after listening to the poem, the second after study and discussion of the poem in its written form. The teacher may provide a brief contextual introduction to the poem and/or poet before the students listen to the recording. The first sheet encourages students to give their initial response in the form of answers to a series of questions. Class discussion of student answers then enables the teacher to judge their level of comprehension at this stage. More than one listening may be required. The teacher then conducts a study of the poem's key features including content, form and language using the comprehensive teacher notes. Students should be shown how to annotate their printed copy of the poem at this stage. A second student worksheet is then completed to check and consolidate what has been learned. The annotated sheet and worksheets may be retained by the student for further reference and study. Suggestions for discussion are provided, as is an extension worksheet, which guides students through the challenging process of producing their own written assignments. These extension tasks, directly linked to the poem studied, further consolidate and extend learning into other areas of the curriculum. The materials encourage use of a wide range of teaching methods, allowing students to work both individually and as a group. D Massey, February 2011 Acknowledgement ZigZag Education would like to thank Polly Baddeley for adding lesson plans to this resource. COPYRIGHT PROTECTED Update v1.1, February 2016 References to AFs removed. Free Updates! Register your email address to receive any future free updates* made to this resource or other English resources your school has purchased, and details of any promotions for your subject. * resulting from minor specification changes, suggestions from teachers and peer reviews, or occasional errors reported by customers Go to zzed.uk/freeupdates Listening to... Rhythm in Poetry Page 1 of 111 © ZigZag Education, 2011 INSPECTION COPY About the Author The author, Dorothy Massey, has a BA in English and Dip Ed from the University of Stirling and is currently taking an MA in Writing for Children at the University of Central Lancashire. Dorothy has over 20 years’ experience of teaching English and Literacy including ESOL, Family Learning and Adult Learning. She is the author of ‘Better English’, a Studymates publication, and has had short stories for children published in Mini Mysteries and Kooky Spookies, Pinestein Press and Letters to Africa, Uclan Press. Her blogs are: www.kidsbooksuk.blogspot.com and www.storyadore.blogspot.com Dorothy runs Fun and Friendly Creative Writing courses and programmes. She also gives workshops, talks, presentations and/or readings for schools and community groups. ‘Night Mail’ by W H Auden and (‘The First Prelude’) by T S Eliot are not included on the CD or in print form, as permission was not granted to print or record these poems. However, they can be easily found online in print and audio/video form. Please see: Night Mail: Print version : http://www.sovereignty.org.uk/siteinfo/newsround/auden.html The 1936 film which the poem accompanies (the poem itself begins at 18 minutes, 50 seconds): http://www.britishrailways.tv/index.php?Itemid=2&option=com_hwdvideoshare&task=viewvideo&video_id=1266 Information on the film: http://www.screenonline.org.uk/film/id/530415/ Audio: http://www.youtube.com/watch?v=b8_jmtbvzmY The First Prelude: Print version: http://en.wikisource.org/wiki/Preludes Audio (read by Sir Alec Guinness): http://www.youtube.com/watch?v=YgMbvZ8oIKk COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 2 of 111 © ZigZag Education, 2011 Teacher’s Notes INSPECTION COPY CD Information The CD provided should be used in conjunction with the teaching material contained in the pack. Each poem has been professionally recorded. The poems are provided in two formats, as both audio and as data files (.wma and .mp3 files). This means they will play on both a computer and a CD player. The track listing follows the order of the poems in this pack: ‘Night Mail’ by W H Auden is not included on the CD as permission was not granted to record it. However, audio recordings can be found online: http://www.youtube.com/watch?v=b8_jmtbvzmY 1. 2. ‘Tarantella’ by Hilaire Belloc ‘The Listeners’ by Walter de la Mare ‘The First Prelude’ by T S Eliot is not included on the CD as permission was not granted to record it. However, audio recordings can be found online: http://www.youtube.com/watch?v=YgMbvZ8oIKk 3. 4. 5. 6. 7. 8. 9. 10. 11. ‘Pied Beauty’ by Gerard Manley Hopkins ‘If’ by Rudyard Kipling ‘Two Limericks’ by Edward Lear ‘Cargoes’ by John Masefield ‘Sea Fever’ by John Masefield ‘Eldorado’ by Edgar Allan Poe ‘From a Railway Carriage’ by Robert Louis Stevenson ‘The Eagle’ by Alfred Tennyson ‘The Lady of Shalott’ by Alfred Lord Tennyson Answers Please note that the answer sheets do not have answers for every question on the student worksheets, as some questions ask for a personal response. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 3 of 111 © ZigZag Education, 2011 ‘Night Mail’ by WH Auden Teacher’s Notes Starter Development Students listen to the poem. Students complete worksheet A. by W. H. Auden INSPECTION COPY Suggested Lesson Plan ‘Night Mail’ With copies of the poem, check students’ understanding of vocabulary (see language section in notes above). Discuss the structure and rhyme scheme of the poem. Discuss how the rhythm of the poem gets faster and then slows, looking at how the use of rhymes and lists achieves this, and how the changes of the rhythm link to what is happening in the poem. Students complete the follow-up worksheet. Extension task: follow-up task – write an example letter. Plenary Discuss what the traveller’s purpose may have been and why no one answered (see discussion notes above). Please note Auden’s ‘The Night Mail’ cannot be reproduced here for copyright reasons. There is a wealth of online resources for text and audio/video for this poem: Print version: http://www.sovereignty.org.uk/siteinfo/newsround/auden.html The full version of the 1936 film which the poem accompanies (the poem itself begins at 18 minutes 50 seconds): http://www.britishrailways.tv/index.php?Itemid=2&option=com_hwdvideoshare&task=viewvideo& video_id=1266 Information on the film: http://www.screenonline.org.uk/film/id/530415/ Audio: http://www.youtube.com/watch?v=b8_jmtbvzmY Listening to... Rhythm in Poetry Page 4 of 111 COPYRIGHT PROTECTED © ZigZag Education, 2011 Notes on the Poem ‘Night Mail’ by W. H. Auden INSPECTION COPY Structure The poem has six stanzas of irregular length. Most of the lines are long with high syllabic counts. The stanzas take us on an overnight journey from England into Scotland, with each showing a different aspect of the journey. Sentences are extremely long and there is heavy use of the comma. Note, for example, the extent to which the poet uses lists. He lists the items of mail, the scenes and places through which the train passes, the recipients, the places where they live and so on. The poem was originally written as a commentary for a documentary film and was accompanied by music by Benjamin Britten. This may explain the fact that it is broken into several scenes or stanzas. Rhyme The first three verses are written in rhyming couplets, but the fourth verse breaks this convention completely with no end rhyme whatsoever. Then comes the fifth verse which opens with two lines each having internal rhyme (thanks/banks, joy/boy) and continues with rhyming words galore: invitations, relations, applications, situations, etc. before returning again to rhyming couplets. The sixth verse is irregular again, with a rhyming couplet set right in the middle of unrhymed verse. Examine this unconventional use of rhyme and discuss how it benefits the rhythm. Language Elicit from the students the following. Discuss their answers and encourage them to annotate the poem themselves with definitions and/or explanations. Lines 5–6 What and where is Beattock? What is the gradient? Lines 7–8 What are the meanings of the words sparse, rampages, gauges? Line 13 What is a watershed? Line 15 What is a boulder? Line 21 What is meant by the phrase ‘turn her course’? Line 27 What are ‘steam tugs’ and what is Auden describing with the phrase ‘glade of cranes’? Line 28 What are the ‘apparatus’ and ‘furnaces’? Line 37 What is meant by the word ‘situations’? Line 38 What is a declaration? Line 40 What is meant by the words ‘circumstantial’ and ‘financial’? What kind of news would fall into these two categories? Line 45 What is a ‘letter of condolence’? Line 49 What is meant by the word ‘catty’? Line 55 What are Cranston’s and Crawford’s? Lines 56–57 What are the meanings and significance of the adjectives used to describe the three cities, ‘working’ Glasgow, ‘well-set’ Edinburgh and ‘granite’ Aberdeen? COPYRIGHT Rhythm PROTECTED The rhythm of ‘Night Mail’ imitates the sound of the train’s wheels clacking over the sections of the railway line. It begins slowly and accelerates steadily until the penultimate verse where it is extremely fast. The final verse, where Auden describes the sleeping recipients, is fittingly sedate. The rhythm combined with the words of the poem suggests to the reader that it is not just the train that is moving, but the lives of the recipients too. It is still possible to buy copies of the Post Office documentary, which was also entitled ‘Night Mail’. Students might find it useful to watch the documentary to see how the rhythm of the poem combines with the accompanying music and visuals. Discussion Points To what extent has traditional or snail mail been replaced by email? What kinds of post are best suited to which methods? What are the advantages and disadvantages of these two methods? Listening to... Rhythm in Poetry Page 5 of 111 © ZigZag Education, 2011 Worksheet Solutions Worksheet A Solutions Did you like this poem? Write two sentences below saying what you liked and/or didn’t like about it. 2. Where is the train travelling? From England into Scotland 3. by W. H. Auden INSPECTION COPY 1. ‘Night Mail’ Auden lists lots of types of mail the train is carrying. Write below as many as you can remember. Letters of thanks, letters from banks, letters of joy from the girl and the boy, receipted bills and invitations, applications for situations, timid lovers' declarations, gossip, news circumstantial, news financial, letters with holiday snaps to enlarge in, letters with faces scrawled in the margin, letters from uncles, cousins, and aunts, letters to Scotland from the South of France, letters of condolence to Highlands and Lowlands, notes from overseas to Hebrides, the chatty, the catty, the boring, adoring, the cold and official and the heart's outpouring, clever, stupid, short and long, the typed and the printed and the spelt all wrong. 4. 5. In the last verse Auden mentions three Scottish cities. Can you name them? 1. Edinburgh 2. Glasgow 3. Aberdeen The poem ends with the poet imagining the people who receive the letters. He writes that, ‘none will hear the postman’s knock, without a quickening of the heart…’ What do you think Auden means by ‘a quickening of the heart’? Your heartbeat getting faster with excitement 6. Why would the postman’s knock have such an effect? Because it is exciting to receive a letter. You might have been waiting for a particular letter or may be just interested in what the letter could be. Listening to... Rhythm in Poetry Page 6 of 111 COPYRIGHT PROTECTED © ZigZag Education, 2011 ‘Night Mail’ Worksheet B Solutions by W. H. Auden INSPECTION COPY 1. What is the gradient of a hill? a) Its top or summit b) Its bottom c) The steepness of its slope d) Its length 2. Explain, as fully as you can, Auden’s choice of adjectives to describe the three major Scottish cities of Edinburgh, Glasgow and Aberdeen. a) working Glasgow There was a lot of industry in Glasgow, so it was a busy place. b) well-set Edinburgh The location of Edinburgh is impressive. c) granite Aberdeen The buildings of Aberdeen were mostly made of granite. 3. In which stanza of the poem do you think the rhythm is at its fastest and slowest? a) It is fastest in stanza ...5.... b) What do you think makes this stanza so fast? The list, with lots of short, repeated words. c) What effect do you think the poet was trying to create? The speed of the train as it travels downwards to Glasgow. 4. a) It is slowest in stanza ...6... b) What do you think makes this stanza slow? Longer vowel sounds, e.g. ‘soon’, ‘asleep’, ‘continue’. c) COPYRIGHT PROTECTED Why do you think the poet made this stanza slow? Because it is about people who are asleep in their beds, so the slow pace suits the calm sleepiness of the town. Listening to... Rhythm in Poetry Page 7 of 111 © ZigZag Education, 2011 A INSPECTION COPY Night Mail Worksheet A by W H Auden (1907–1973) 1. Did you like this poem? Write two sentences below saying what you liked and/or didn’t like about it. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ 2. Where is the train travelling? ................................................................................................................................................................................ ................................................................................................................................................................................ 3. Auden lists lots of types of mail the train is carrying. Write below as many as you can remember. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ 4. In the last verse Auden mentions three Scottish cities. Can you name them? 1. ............................................................................................................................................................................ 2. ............................................................................................................................................................................ 3. ............................................................................................................................................................................ 5. The poem ends with the poet imagining the people who receive the letters. He writes that, ‘none will hear the postman’s knock, without a quickening of the heart…’ What do you think Auden means by ‘a quickening of the heart’? ................................................................................................................................................................................ COPYRIGHT ................................................................................................................................................................................ PROTECTED ................................................................................................................................................................................ ................................................................................................................................................................................ 6. Why would the postman’s knock have such an effect? ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 8 of 111 © ZigZag Education, 2011 Night Mail Worksheet B B INSPECTION COPY by W H Auden (1907–1973) 1. What is the gradient of a hill? a) Its top or summit b) Its bottom c) The steepness of its slope d) Its length 2. Explain, as fully as you can, Auden’s choice of adjectives to describe the three major Scottish cities of Edinburgh, Glasgow and Aberdeen. a) working Glasgow ......................................................................................................................................................................... b) well-set Edinburgh ......................................................................................................................................................................... c) granite Aberdeen ......................................................................................................................................................................... 3. In which stanza of the poem do you think the rhythm is at its fastest and slowest? a) It is fastest in stanza _______. b) What do you think makes this stanza so fast? ......................................................................................................................................................................... ......................................................................................................................................................................... c) What effect do you think the poet was trying to create? ......................................................................................................................................................................... ......................................................................................................................................................................... COPYRIGHT PROTECTED 4. a) It is slowest in stanza _______. b) What do you think makes this stanza slow? ......................................................................................................................................................................... ......................................................................................................................................................................... c) Why do you think the poet made this stanza slow? ......................................................................................................................................................................... ......................................................................................................................................................................... Listening to... Rhythm in Poetry Page 9 of 111 © ZigZag Education, 2011 Night Mail follow up Follow-up Worksheet INSPECTION COPY by W H Auden (1907–1973) Reread the fifth verse of the poem. The first 14 lines of this verse list different types of letters. You are going to write the following three: a) An invitation to visit a relation b) A timid lover’s declaration c) An application for a job in Glasgow Letter a) will be ‘chatty’ and ‘spelt all wrong’. Letter b) will be ‘adoring’, ‘the heart’s outpouring’ and ‘boring’. Letter c) will be ‘clever,’ ‘typed’ and ‘official’. Use a separate piece of paper for each letter. Set each one out correctly and address an envelope to accompany each one. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 10 of 111 © ZigZag Education, 2011 ‘Tarantella’ by Hilaire Belloc Teacher’s Notes Starter Students listen to the poem. Students complete Worksheet A. Development Plenary INSPECTION COPY Suggested Lesson Plan ‘Tarantella’ by Hillaire Belloc • With copies of the poem, read the first part again to your students asking them to listen for how the language, rhythm and tone is joyful. Then read the second part. This time they should notice how the language, rhythm and tone contrast heavily with the first part. Ask students to identify joyful and gloomy words. • Students complete the follow-up worksheet. • Extension task: follow-up task Discuss how rhythm is important in poetry and music, identifying types of music with strong rhythm, e.g. rap, hip-hop, drum and bass. Discuss what things in everyday life have rhythm, like household objects, birdsong etc. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 11 of 111 © ZigZag Education, 2011 Notes on the Poem ‘Tarantella’ by Hillaire Belloc INSPECTION COPY Structure Although the poem is written in one stanza the mood, tone and pace all change about two-thirds of the way in with the poignant words, Never more. From this point on the poet is filled with sorrow that those joyful memories and the inn in which they took place are gone. Read the first part again to your students asking them to listen for how the language, rhythm and tone is joyful. Then read the second part. This time they should notice how the language, rhythm and tone contrast heavily with the first part. Ask students to identify joyful and gloomy words. The line length in the poem is important as it is crucial to the rhythm. Line breaks are deliberately placed to encourage the reader to pause or run on. Note how the long sentence beginning, And the cheers and the jeers, broken into short lines, gives a staccato effect. The shorter questions throughout the poem are slow and lyrical; you almost want to whisper them. This provides the happy nostalgia, contrasted by the doom-laden final sentences at the end. These mirror the staccato effect of the dance, but the pace is slowing ready for the final drop at the end. Rhyme The poem is full of rhyme, internal rhyme, assonance, alliteration and onomatopoeia, all of which recreate the sounds and rhythm of the dance. Look at examples and discuss how the simple phrase, the Hip! Hop! Hap of the clap contains clever use of more than one technique: in this case, rhyme, assonance, alliteration and onomatopoeia. Ask students to identify rhyming words and group them. Language The follow-up worksheet contains an exercise on words from the poem with which students are likely to be unfamiliar. They should be encouraged to ascertain the meaning from reading the words in the context of the poem. The only simile in the poem is the last line, Waterfall like Doom. This represents the poet’s own feelings about the sound of the waterfall which has replaced the sound of the jollity and dancing. The word doom also gives the poem stark finality and could represent the dancer falling to the ground in exhaustion after the dance. Rhythm The title of the poem is ‘Tarantella’, which is a very fast Italian dance. The poem itself recreates the rhythm of the frantic dance. I suggest that you encourage students to try to read the poem out loud themselves. They will appreciate how difficult this is. In places the rhythm is so fast it leaves you breathless. It starts off quite slowly, but as you read it gets quicker and quicker. At the end the poem COPYRIGHT slows considerably until the final word, doom. PROTECTED Discussion Points Discuss the similarities between rhythm in music and rhythm in poetry. Is rhythm as important in poetry as it is in song? What about prose? Does prose have rhythm? Do we use rhythm in our everyday speech? Do machines have rhythm? What about birds and animals? Water can have rhythm too – a dripping tap, the waves of the sea, a babbling brook. Listening to... Rhythm in Poetry Page 12 of 111 © ZigZag Education, 2011 ‘Tarantella’ Worksheet Solutions Worksheet A Solutions The poem you have just heard is called ‘Tarantella’. But what is a tarantella? There are two clues in the poem which might help you answer this question. • The first is what the girl in the poem is doing. • The second is what is suggested by the rhythm of the poem. Consider these clues and write below what you think a tarantella might be. A dance. 2. The poem begins with the question, ‘Do you remember an Inn, Miranda?’ Who do you think Miranda is? A lover, with whom he shares memories . 3. INSPECTION COPY 1. by Hillaire Belloc The question is repeated throughout the poem. Why do you think the poet repeats it? The repetition shows how important the memory is for him, and also emphasises his nostalgia. He would like to know that she shares those memories too. 4. What effect does this repetition have? It is like a refrain; a chorus that keeps the dance going round and round. 5. The tone in the poem changes about two-thirds of the way in. At first it is happy, but then it becomes sad. Why do you think this happens? He becomes aware that the memory is of a time that is gone and won’t return. He realises he will never be happy like that again. His future will be old age and death. 6. The poem ends with the word ‘doom.’ What effect does this have on you as a listener? It makes a contrast with the carefree happiness of the first section. It makes you think that good things must come to an end and you realise that youth comes to an end. It is a sad and thoughtful end. 7. COPYRIGHT Write one thing you liked about the poem and one thing you didn’t like about it. PROTECTED I liked… I didn’t like… Listening to... Rhythm in Poetry Page 13 of 111 © ZigZag Education, 2011 ‘Tarantella’ Worksheet B Solutions 2. Can you match the words below to their correct meaning? Use the word’s context in the poem to help you. INSPECTION COPY 1. by Hillaire Belloc Tedding mountain range on the France/Spain border Pyrenees castanet, a musical instrument made of two pieces of wood or plastic tied together Muleteers a thick white or grey frost Verandah someone who works with a mule (a mule is a horse/donkey crossbreed) Clapper a river in Spain Hoar an area joined to a building, used for sitting or standing Aragon spreading newly-cut hay on a floor Read the poem and give examples of the following: a) Three joyful words Cheers, Hip! Hop! Hap!, clap, twirl, swirl, glancing, dancing, ting, tong, tang b) COPYRIGHT PROTECTED Three sad words Never, dead, boom, doom, c) One simile Waterfall like doom d) One rhetorical question Do you remember an Inn? Listening to... Rhythm in Poetry Page 14 of 111 © ZigZag Education, 2011 3. ‘Tarantella’ The poem is crammed full of assonance (repeated vowel sounds). All these words are from the first stanza of the poem and are listed in the order they appear. inn for high jeers hammer clap backing spin Miranda bedding Pyrenees muleteers din hands and Ting tedding fleas wine vine Hip! chancing advancing Tong spreading that tar verandah Hop! glancing snapping Tang INSPECTION COPY remember of tease cheers penny Hap! dancing clapper guitar by Hillaire Belloc Place the words into the correct boxes. Some words might have more than one vowel sound, so will fit in more than one box! short i short a short e inn Miranda remember Miranda bedding tedding tedding verandah spreading din Hip! chancing bedding glancing dancing penny backing advancing hammer backing snapping spin Pyrenees advancing Ting guitar spreading clapper that hammer hap! clap hands chancing* glancing* dancing* and clapper snapping Tang long i long e short o high remember of wine fleas for vine tease Hop! Pyrenees Tong penny^ * NB This may depend on regional accent ^ NB The long e sound is provided by the ‘y’ at the end rather than by the first, short ‘e’ Belloc really did choose his words carefully for the sounds they made, didn’t he? 4. COPYRIGHT Other sounds repeated throughout the poem are ‘or’, ‘ow’, ‘oo’ and ‘ir’. These are used mainly in the PROTECTED final stanza to give a sad, mournful effect. I’ve given one example of each below. List as many other examples as you can. or more .......hoar.......torrent.......door ........................................................................................................ ow sound .......ground ...................................................................................................................................... oo boom .......doom......................................................................................................................................... ir twirl .......swirl.......girl ............................................................................................................................. Listening to... Rhythm in Poetry Page 15 of 111 © ZigZag Education, 2011 INSPECTION COPY Tarantella The Poem by Hilaire Belloc (1870–1953) Do you remember an Inn, Miranda? Do you remember an Inn? And the tedding and the spreading Of the straw for a bedding, And the fleas that tease in the High Pyrenees, Hilaire Belloc And the wine that tasted of the tar? And the cheers and the jeers of the young muleteers (Under the vine of the dark verandah)? Do you remember an Inn, Miranda? Do you remember an Inn? And the cheers and the jeers of the young muleteers Who hadn’t got a penny, And who weren’t paying any, And the hammer at the doors and the din? And the Hip! Hop! Hap! Of the clap Of the hands to the twirl and the swirl Of the girl gone chancing, Glancing, dancing, Backing and advancing, Snapping of a clapper to the spin Out and in --And the Ting, Tong, Tang of the guitar. Do you remember an Inn, Miranda? Do you remember an Inn? Never more; COPYRIGHT PROTECTED Miranda, Never more. Only the high peaks hoar: And Aragon a torrent at the door. No sound In the walls of the halls where falls The tread Of the feet of the dead to the ground No sound: But the boom Of the far waterfall like doom. Listening to... Rhythm in Poetry Page 16 of 111 © ZigZag Education, 2011 1. A INSPECTION COPY Tarantella Worksheet A by Hilaire Belloc (1870–1953) The poem you have just heard is called ‘Tarantella’. But what is a tarantella? There are two clues in the poem which might help you answer this question. • The first is what the girl in the poem is doing. • The second is what is suggested by the rhythm of the poem. Consider these clues and write below what you think a tarantella might be. ................................................................................................................................................................................ ................................................................................................................................................................................ 2. The poem begins with the question, ‘Do you remember an Inn, Miranda?’ Who do you think Miranda is? ................................................................................................................................................................................ ................................................................................................................................................................................ 3. The question is repeated throughout the poem. Why do you think the poet repeats it? ................................................................................................................................................................................ ................................................................................................................................................................................ 4. What effect does this repetition have? ................................................................................................................................................................................ ................................................................................................................................................................................ 5. The tone in the poem changes about two-thirds of the way in. At first it is happy, but then it becomes sad. Why do you think this happens? ................................................................................................................................................................................ ................................................................................................................................................................................ 6. The poem ends with the word ‘doom’. What effect does this have on you as a listener? COPYRIGHT PROTECTED ................................................................................................................................................................................ ................................................................................................................................................................................ 7. Write one thing you liked about the poem and one thing you didn’t like about it. I liked… ................................................................................................................................................................................ I didn’t like… ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 17 of 111 © ZigZag Education, 2011 Tarantella Worksheet B B INSPECTION COPY by Hilaire Belloc (1870–1953) 1. 2. 3. Can you match the words below to their correct meaning? Use the word’s context in the poem to help you. Tedding mountain range on the France/Spain border Pyrenees castanet, a musical instrument made of two pieces of wood or plastic tied together Muleteers a thick white or grey frost Verandah someone who works with a mule (a mule is a horse/donkey crossbreed) Clapper a river in Spain Hoar an area joined to a building, used for sitting or standing Aragon spreading newly-cut hay on a floor Read the poem and give examples of the following: a) Three joyful words .......................................................................................................................................... b) Three sad words .............................................................................................................................................. c) One simile........................................................................................................................................................ d) One rhetorical question .................................................................................................................................. COPYRIGHT PROTECTED The poem is crammed full of assonance (repeated vowel sounds). All these words are from the first stanza of the poem and are listed in the order they appear. remember bedding tar hammer chancing clapper inn fleas cheers din glancing spin Listening to... Rhythm in Poetry Miranda that jeers Hip! dancing Ting tedding tease muleteers Hop! backing Tong Page 18 of 111 spreading high vine Hap! and Tang of Pyrenees verandah clap advancing guitar for wine penny hands snapping © ZigZag Education, 2011 Tarantella B INSPECTION COPY by Hilaire Belloc (1870–1953) Place the words in the correct boxes. Some words might have more than one vowel sound, so will fit in more than one box! short i short e short a long i long e short o Belloc really did choose his words carefully for the sounds they made, didn’t he? 4. COPYRIGHT PROTECTED Other sounds repeated throughout the poem are ‘or’, ‘ow’ ‘oo’ and ‘ir’. These are used mainly in the final stanza to give a sad, mournful effect. I’ve given one example of each below. List as many other examples as you can. or more ow sound oo boom ir twirl Listening to... Rhythm in Poetry Page 19 of 111 © ZigZag Education, 2011 Tarantella follow up Follow-up Worksheet INSPECTION COPY 1. by Hilaire Belloc (1870–1953) Seek out and listen to music from as many different types of dance as you can. Here are some examples: Reggae punk rock club mix polka Scottish country dance Riverdance ballet samba African tribal the conga the locomotion 2. Listen to the rhythms. Tap, clap or drum them if it helps. Choose a dance beat you like and do one of the following: a) Research the origins of the dance and write an article about it. b) Write your own poem inspired by the rhythm. c) Write a paragraph in which you capture the rhythm and the atmosphere created by the dance. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 20 of 111 © ZigZag Education, 2011 ‘The Listeners’ by Walter de la Mare Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development • With copies of the poem, get the students to identify the rhyme scheme of the poem. Check students understand some of the old-fashioned vocabulary. Ask students to consider what three images they would use to summarise this poem. • Students complete the follow-up worksheet. • Extension task: follow-up task. Plenary by Walter de la Mare INSPECTION COPY Suggested Lesson Plan ‘The Listeners’ Discuss what the Traveller’s purpose may have been and why no one answered (see discussion notes above). COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 21 of 111 © ZigZag Education, 2011 Notes on the Poem ‘The Listeners’ by Walter de la Mare INSPECTION COPY Structure This narrative poem has only one stanza, of 36 lines. There are however several ‘scenes’ in the poem. The first scene is the Traveller knocking on the door of a castle-like building in the forest. The scene then switches to the Listeners inside, who hear his voice but ignore it. In the third scene the Traveller knocks again and speaks, but the Listeners still don’t reply. In the final scene the listeners hear the Traveller mount his horse and ride off. Students could be encouraged to identify where each scene begins and ends, and then examine the way in which the poet builds each scene with a series of images. Rhyme The poem has an ABCB rhyme scheme throughout. The rhymes are simple and complete, so students should have no difficulty identifying them. Language There are a few old-fashioned verbs in the poem which are not used today. These are smote (knocked), spake (spoke) and hearkening (listening). Rhythm The rhythm of ‘The Listeners’ is slow, almost laboured, as befits narration. It appears reasonably regular until the middle of the poem where the metre is upset by the long line: ‘Stood thronging the faint moonbeams on the dark stair,’ then resumes its regularity. Six lines later, the phrase, ‘cropping the dark turf’ appears to have an extra syllable; the word ‘the’ appearing not to be extraneous. The length of following line again has an adverse effect on the rhythm: ‘Fell echoing through the shadowiness of the still house’. Some critics have described the metre as jangled, whilst others compliment the poem for its flowing rhythm. Discuss these views. Discussion Points ‘Some people think that the poem represents a missed opportunity on the part of the Traveller. The COPYRIGHT house meant something to him, so he returned to it, but he came back too late and there was nothing left but shadows and memories. Alternatively he may have promised to deliver a messagePROTECTED from an acquaintance: ‘'Tell them I came, and no one answered,/ That I kept my word,' he said’. Discuss the above quotation. Which opinion is correct; the first, the second or both? Listening to... Rhythm in Poetry Page 22 of 111 © ZigZag Education, 2011 Worksheet Solutions Worksheet A Solutions ‘The Listeners’ is a deliberately mysterious poem. a) Having listened to it, who do you think the listeners in the title are? The people in the tower. b) And who is the Traveller? Someone who had journeyed to the tower in order to keep a promise. c) Where and when is the poem set? A castle in a forest, medieval England. 2. by Walter de la Mare INSPECTION COPY 1. ‘The Listeners’ The Traveller knocks on the door of a building. What did you learn about the building from the poem? It is alone in the forest. It is or was a castle (it has a turret). It has fallen into disrepair with the forest starting to creep in and take it over. A bird flies out of the turret; the sill is fringed with leaves. The building is empty and dark. 3. What was the question that the Traveller asked twice? ‘Is anyone there?’ And what did he say before he left? ’Tell them I came, and no one answer’d, ’That I kept my word,’ he said. 4. How do you think the Traveller is feeling at the end of the poem? Frustrated, because he was unanswered. He feels he has done all he could. He shows that he didn’t really want to be there by riding off as soon as he could. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 23 of 111 © ZigZag Education, 2011 ‘The Listeners’ Worksheet B Solutions INSPECTION COPY 1. by Walter de la Mare What is the Traveller’s horse doing: a) At the start of the poem? And his horse in the silence champ’d the grasses Of the forest’s ferny floor: (the horse was eating the grass in the forest) b) At the end of it? While his horse moved, cropping the dark turf, (the horse continued to eat the grass until the rider mounted and rode away on it). 2. Why does Walter de la Mare include these descriptions of the horse’s actions? What effect do they have on the poem overall? It shows the stillness of the place, because the horse is undisturbed. It also contrasts between the life of the horse and traveller compared to the dead stillness of the building. 3. What is a turret and where would you find one? A turret is a tower on a castle. 4. ‘Forest’s ferny floor’: is this an example of alliteration or assonance? Alliteration – (the repetition of the same sound, e.g. ‘f’). *Assonance is when there is repetition of the same vowel sound, e.g. only a host… the lone… 5. Find some words and phrases from the poem which help give it an eerie effect and write them below: Moonlit door, host of phantoms, lone house, the quiet of the moonlight, voice from the world of men, the faint moonbeams on the dark stair, the empty hall, their strangeness, their stillness, echoing through the shadowiness of the still house 6. He is alone, everyone else has gone – perhaps dead or under enchantment. 7. COPYRIGHT PROTECTED The poet describes the Traveller as ‘the one man left awake’. What do you think he means by this? What does he mean by ‘The silence surged softly backward,’ at the end of the poem? The noise and disruption of the Traveller is over and the silence returns, as if it were a wave that surges back over the building and covers it in silence once again. Listening to... Rhythm in Poetry Page 24 of 111 © ZigZag Education, 2011 INSPECTION COPY The Listeners The Poem by Walter de la Mare (1873–1956) Walter de la Mare Listening to... Rhythm in Poetry ‘IS there anybody there?’ said the Traveller, Knocking on the moonlit door; And his horse in the silence champ’d the grasses Of the forest’s ferny floor: And a bird flew up out of the turret, Above the Traveller’s head: And 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 Lean’d over and look’d into his grey eyes, Where he stood perplex’d and still. But only a host of phantom listeners That dwelt in the lone house then Stood listening in the quiet of the moonlight To that voice from the world of men: Stood thronging the faint moonbeams on the dark stair, That goes down to the empty hall, Hearkening in an air stirr’d and shaken By the lonely Traveller’s call. And he felt in his heart their strangeness, Their stillness answering his cry, While his horse moved, cropping the dark turf, ’Neath the starr’d and leafy sky; For he suddenly smote on the door, even Louder, and lifted his head:— ’Tell them I came, and no one answer’d, COPYRIGHT ’That I kept my word,’ he said. PROTECTED Never 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. Page 25 of 111 © ZigZag Education, 2011 A INSPECTION COPY The Listeners Worksheet A by Walter de la Mare (1873–1956) 1. ‘The Listeners’ is a deliberately mysterious poem. a) Having listened to it, who do you think the listeners in the title are? ......................................................................................................................................................................... ......................................................................................................................................................................... b) And who is the Traveller? ......................................................................................................................................................................... ......................................................................................................................................................................... c) Where and when is the poem set? ......................................................................................................................................................................... ......................................................................................................................................................................... 2. The Traveller knocks on the door of a building. What did you learn about the building from the poem? ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ . ............................................................................................................................................................................... 3. What was the question that the Traveller asked twice? ................................................................................................................................................................................ . ............................................................................................................................................................................... COPYRIGHT PROTECTED ................................................................................................................................................................................ And what did he say before he left? . ............................................................................................................................................................................... 4. How do you think the Traveller is feeling at the end of the poem? ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ . ............................................................................................................................................................................... Listening to... Rhythm in Poetry Page 26 of 111 © ZigZag Education, 2011 The Listeners Worksheet B B INSPECTION COPY by Walter de la Mare (1873–1956) 1. What is the Traveller’s horse doing: a) At the start of the poem? ......................................................................................................................................................................... . ........................................................................................................................................................................ b) At the end of it? . ........................................................................................................................................................................ ......................................................................................................................................................................... 2. Why does Walter de la Mare include these descriptions of the horse’s actions? What effect do they have on the poem overall? ................................................................................................................................................................................ . ............................................................................................................................................................................... 3. What is a turret and where would you find one? ................................................................................................................................................................................ . ............................................................................................................................................................................... 4. ‘forest’s ferny floor’: is this an example of alliteration or assonance? ................................................................................................................................................................................ . ............................................................................................................................................................................... 5. Find some words and phrases from the poem which help give it an eerie effect and write them below: ................................................................................................................................................................................ . ............................................................................................................................................................................... 6. COPYRIGHT The poet describes the Traveller as ‘the one man left awake’. What do you think he meansPROTECTED by this? ................................................................................................................................................................................ . ............................................................................................................................................................................... 7. What does he mean by ‘The silence surged softly backward’ at the end of the poem? . ............................................................................................................................................................................... . ............................................................................................................................................................................... Listening to... Rhythm in Poetry Page 27 of 111 © ZigZag Education, 2011 follow up INSPECTION COPY The Listeners Follow-up Worksheet by Walter de la Mare (1873–1956) 1. Think of a place you know well: your house or that of a relative, your school, a place where you meet friends, or a place you go on holiday. Write a paragraph in which you describe this place to a complete stranger. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ 2. Now imagine you return to this place 50 years in the future to find it different in some way. Write a poem or a piece of prose describing the changes that have occurred and how you feel about them. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 28 of 111 © ZigZag Education, 2011 ‘The First Prelude’ ‘The First Prelude’ by TS Eliot Teacher’s Notes by T S Eliot Starter Students listen to the poem. Students complete worksheet A. Development INSPECTION COPY Suggested Lesson Plan • With copies of the poem, get students to annotate the rhymes and then discuss the rhyme scheme. What effect does the rhyming have? (a sing-song, dreamlike or reflective quality) • Establish with students the definitions of ‘personification’, ‘onomatopoeia’ and ‘imagery’. Ensure students have an understanding of what in poetry is meant by ‘feet’, ‘stressed/unstressed’. • Students complete the follow-up worksheet. • Extension task: follow-up task. Plenary Discuss the mood of the poem. What do students think the writer’s viewpoint was? How does he seem to be feeling? What has suggested that? What do you think he feels about the people living in that street? What makes the reader think that? Please note Eliot’s first part of The Preludes cannot be reproduced here for copyright reasons. There is a wealth of online resources for text and audio/video for this poem: Print version: http://en.wikisource.org/wiki/Preludes Audio (read by Sir Alec Guinness): http://www.youtube.com/watch?v=YgMbvZ8oIKk COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 29 of 111 © ZigZag Education, 2011 Notes on the Poem ‘The First Prelude’ by T S Eliot INSPECTION COPY Structure The First Prelude is one stanza of 13 lines. Elicit from students the pattern of line length which is two 2 long, 1 short , 2 long, 1 short, 2 long, 1 short, 4 long. Discuss reasons why the poet chose this pattern and the effect it has on the reading. Note how the stress falls on the shorter lines, highlighting them in an almost brutal way. The line Six o’clock is particularly surprising as it is written as a separate sentence, without the expected ‘It’s’ or ‘at’ preceding it. Rhyme The stanza has the following rhyme scheme: ABCBDDEFEFEGG. Tell students to mark the scheme using the letters at the end of each line and/or a set of coloured highlighters/pencils. They could also write the rhyming words in groups, for example: a b c down passageways/days o’clock Language The language of the poem itself is straightforward, but the imagery and concepts of the poem are far more complex. The first line uses personification: The winter evening settles down. The smell of steaks in passageways may have a different effect on the modern day reader or listener from what Eliot intended. Your students will probably imagine the aroma of a thick juicy steak sizzling in a frying pan, but the steaks to which Eliot refers were more likely to be cheap cuts of meat. This is the first of a series of imagery referring to the working man and industry: the burnt out ends of smoky days (cigarette butts, working days filled with smoke), grimy scraps, chimneypots and cab-horse. Even the horse is a worker; he steams, indicating the sweat of his labour. These images and Eliot’s choice of words highlight the ugliness of the industry and of the scene itself. He also uses onomatopoeia. The shower wraps is a particularly clever example as it can be read as a pun on the word raps. Other examples are beat and stamps. The alliterative phrase smell of steaks in passageways also produces the sound of steaks sizzling. Discuss also the effect of the word your in the seventh line. The poet uses it to draw the reader/listener into the scene. Discuss also the strangeness of the last line. What effect will the lighting of the lamps have? Will it make the scene less or more depressing? Does it raise the mood of the poem or lower it? COPYRIGHT Rhythm The pattern of long and short lines in the poem give it a musical sing-song rhythm. ThePROTECTED pattern of feet per line is: 442, 442, 442, 4444. The tone rises with the four feet lines and drops with the two feet ones. The metre which gives it this rising effect is iambic (unstressed/stressed) tetrameter (four feet) and iambic dimeter (two feet). Discussion Points Discuss the effect of the last line on the mood of the reader. The reader can see the lighting of the lamps as a positive, brightening the dark, grimy street, or a negative, making the griminess still more apparent. Which, if either of these, was the students’ choice? Did their mood darken or lighten at the end of the poem? Which effect do they think Eliot intended when he wrote the Preludes? Listening to... Rhythm in Poetry Page 30 of 111 © ZigZag Education, 2011 ‘The First Prelude’ Worksheet Solutions Worksheet A Solutions by T S Eliot INSPECTION COPY Listen to the poem, Eliot’s ‘The First Prelude’, two or three times, then answer the following multiple choice questions. 1. In what time of year is the poem set? a) Summer b) Winter c) Autumn d) Spring 2. What time of day is it in the poem?: a) Six o’clock in the morning b) Six o’clock in the evening c) Midday d) Midnight 3. What is the weather like? a) Wet and windy b) Dry and windy c) Foggy d) Warm and sunny 4. Complete the line: A lonely cab horse… a) …dreams and champs b) …neighs and waits c) …chews and stamps d) …steams and stamps 5. Items mentioned which are lying on the ground are: a) Sweet wrappers b) Cigarette ends c) Leaves and newspapers COPYRIGHT PROTECTED d) Scraps of food 6. The overall tone of the poem is: a) Happy and joyful b) Humorous and silly c) Gloomy and negative d) Angry and disappointed Listening to... Rhythm in Poetry Page 31 of 111 © ZigZag Education, 2011 ‘The First Prelude’ Worksheet B Solutions by T S Eliot Give an example of the following techniques from the poem: a) Personification the shower wraps… (leaves and newspapers) around your feet b) Onomatopoeia beats, stamps c) Imagery the burnt-out ends of smoky days the grimy scarps of withered leaves 2. What is the effect of the word ‘your’ in the seventh line of the poem? It draws the reader in, and makes you imagine more vividly that you are there. 3. Find three words from the poem containing the long e sound and write them below. Evening, street, beat 4. Now find three words containing the long o sound… O’clock, smoky, broken …and three containing the long i sound: grimy, blinds, lighting 5. INSPECTION COPY 1. What effect do you think these long sounds have? They have a drawn-out, reflective sound, a bit sad, suggesting a low, thoughtful mood, perhaps of hopelessness or disappointment. 6. The line below is divided into four beats or feet. Break up the line following it into feet yourself. COPYRIGHT PROTECTED The win/ter eve/ning set/tles down With smell/ of steaks/ in passage/ways. Listening to... Rhythm in Poetry Page 32 of 111 © ZigZag Education, 2011 A INSPECTION COPY The First Prelude Worksheet A by T S Eliot (1888–1965) Listen to the poem, Eliot’s ‘The First Prelude’, two or three times, then answer the following multiple choice questions. 1. In what time of year is poem set? a) Summer b) Winter c) Autumn d) Spring 2. What time of day is it in the poem? a) Six o’clock in the morning b) Six o’clock in the evening c) Midday d) Midnight 3. What is the weather like? a) Wet and windy b) Dry and windy c) Foggy d) Warm and sunny 4. Complete the line: A lonely cab horse… a) …dreams and champs b) …neighs and waits c) …chews and stamps d) …steams and stamps 5. Items mentioned which are lying on the ground are: a) Sweet wrappers b) Cigarette ends c) Leaves and newspapers d) Scraps of food 6. The overall tone of the poem is: a) Happy and joyful b) Humorous and silly c) Gloomy and negative d) Angry and disappointed Listening to... Rhythm in Poetry Page 33 of 111 COPYRIGHT PROTECTED © ZigZag Education, 2011 The First Prelude Worksheet B B INSPECTION COPY by T S Eliot (1888–1965) 1. Give an example of the following techniques from the poem: a) Personification ......................................................................................................................................................................... b) Onomatopoeia ......................................................................................................................................................................... c) Imagery ......................................................................................................................................................................... 2. What is the effect of the word ‘your’ in the seventh line of the poem? ................................................................................................................................................................................ ................................................................................................................................................................................ 3. Find three words from the poem containing the long e sound and write them below. ................................................................................................................................................................................ ................................................................................................................................................................................ 4. Now find three words containing the long o sound… ................................................................................................................................................................................ …and three containing the long i sound: ................................................................................................................................................................................ COPYRIGHT PROTECTED 5. What effect do you think these long sounds have? ................................................................................................................................................................................ ................................................................................................................................................................................ 6. The line below is divided into four beats or feet. Break up the line following it into feet yourself. The win/ter eve/ning set/tles down With smell of steaks in passageways. Listening to... Rhythm in Poetry Page 34 of 111 © ZigZag Education, 2011 Follow-up Worksheet INSPECTION COPY The First Prelude follow up by T S Eliot (1888–1965) A prelude is an introductory piece of writing or music which sets the tone, scene and mood for a longer piece of work to follow. Write a prelude to one of the following events: a) A football match or other sporting event b) A firework display for Bonfire Night c) A school trip Your prelude should not describe the event itself, but the time leading up to the event. Be sure to indicate the mood of the person or people anticipating the event and hint at the event to follow. Choose strong, descriptive words. You can write in prose or verse. ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ 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Listening to... Rhythm in Poetry Page 35 of 111 © ZigZag Education, 2011 ‘Pied Beauty’ ‘Pied Beauty’ by Gerard Manley Hopkins Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development INSPECTION COPY Suggested Lesson Plan By Gerard Manley Hopkins • Explain unfamiliar vocabulary (see Language section in notes above). • Discuss what a sonnet is, especially its structure, and allow students to share any previous experience they have with sonnets. Direct students’ attention to the difference in Hopkins’ sonnet structure compared to a traditional sonnet. Check students’ understanding of alliteration and assonance. • Students annotate the poem, guided by the follow-up worksheet instructions. • Extension task: follow-up task. Plenary Ask students to recap some of the unusual things described in this poem. What attitude does the poet have towards diversity? Discuss with students how diversity can have a positive impact. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 36 of 111 © ZigZag Education, 2011 Notes on the Poem ‘Pied Beauty’ By Gerard Manley Hopkins INSPECTION COPY Language: The old-fashioned language of this poem is challenging for students. Elicit or provide explanations of the following: dappled, couple-colour, brinded, rose-moles, stipple, fallow and plough, tackle and trim. The following pictures would be invaluable: a pied animal, a speckled trout, a farm landscape showing fallow and ploughed fields, fishing tackle or rusted tools. Students could look for these themselves in the library or on the Internet. Explain the metaphor ‘fresh-firecoal chestnut falls’. The poet is comparing the hard-shelled dark brown chestnut, with a soft, orange-brown inside, to the coal in a fire, black on the outside with a glowing red hot interior. Also explain ‘he fathers-forth’, creates or gives birth to. Structure Tell students that the poem is a curtailed sonnet. What do they think that means? Whereas a traditional sonnet has eight lines and six, a curtailed sonnet has six and four and a half. Also ask students what they notice about the punctuation. Hopkins uses a lot of semi-colons and dashes as well as compound words: couple-colour, rose-moles, etc. Rhyme Indicate to students that there is an ABCABC rhyme scheme in first stanza. The second stanza has less regular ABCAC. Illustrate how to mark the scheme by a capital letter at the end of each line. Rhythm The poem has what is known as sprung rhythm, a style created by Hopkins based on the rhythms of Anglo-Saxon and Welsh poetry. It aims to replicate the rhythm of normal everyday speech. Bring students’ attention to the alliteration: p, f, hard c, t, as well as assonance: a dappled, tackle, adazzle e freckled, fresh i stipple, fickle, finches’ wings u couple, colour This repetition of short vowels sounds gives a lyrical, musical effect. Discussion Points The poem lends itself to a discussion on diversity, to people’s attitudes and reactions to things they find COPYRIGHT unusual or strange. Perhaps discuss the question, ‘what is normal?’ Another discussion topic could be whether we fail to appreciate the beauty of ordinaryPROTECTED everyday things. How many wonderful things go unnoticed? Do we really appreciate what we have? Listening to... Rhythm in Poetry Page 37 of 111 © ZigZag Education, 2011 ‘Pied Beauty’ Worksheet Solutions Worksheet A Solutions INSPECTION COPY 1. By Gerard Manley Hopkins Write one sentence summarizing what you think this poem is about. Unusual things that you might take for granted but if you reflect on them, you might find them beautiful. 2. In the first verse Hopkins thanks God for a number of dappled things. How many of them can you remember? Write them below. Skies, cow, rose-moles, trout, chestnuts, finches, landscapes, trades 3. The second verse celebrates things that are unusual. Below is a list of several adjectives Hopkins uses. I’ve given explanations of some of the words in brackets and some examples of when you might use each word. Original (new, creative) Spare (extra, unwanted) Strange Fickle (inconsistent, changing) Freckled (having freckles or spots) a t-shirt you designed yourself something left uneaten in your lunch box a foreign language you don’t understand someone who changes their friends all the time a toad’s back Now think of your own examples that would suit each adjective and write them below: 4. Original e.g. an original plan Spare e.g. a spare towel when you go to the beach Strange e.g. a strange dark figure in the street Fickle e.g. a cheating boyfriend Freckled e.g. a child’s face after a day in the sun The third line in the second stanza lists opposites. Give an example of something that each of these words might describe: Swift bird Slow tractor Sweet toffee Sour a grumpy face Dim inside a garden shed Adazzle city lights 5. COPYRIGHT PROTECTED Hopkins obviously considers dappled things to be beautiful. What do you think? List a few dappled things you find attractive below: e.g. cheetah skin, pebbles on a sandy beach, a fawn’s coat . . . and a few dappled things you don’t find attractive. e.g. chicken pox, mould spreading over bread, a ginger tabby cat… Listening to... Rhythm in Poetry Page 38 of 111 © ZigZag Education, 2011 ‘Pied Beauty’ Worksheet B Solutions: Annotation Sheet By Gerard Manley Hopkins For skies of cou p le-colour as a brind e d cow; Key P= p F= f For rose-moles in all sti pp le upon trout that swim; Fr e sh-firecoal ch e stnut falls; finches' wings; INSPECTION COPY Glory be to God for da pp led things - C/Ck = c Landsca p e p lott e d and p ieced - fold, fallow and p lough; T= t And all trades, their gear and tackle and trim. A= a E= e I= U= i u All things counter, original, s p are, strange; Whatever is fickle, fr e ckled (who knows how?) With swift, slow; sweet, sour; adazzle, dim; He fathers-forth whose beauty is past change: Praise him. You are going to annotate the poem yourself. 1. Firstly go through the poem and mark with four different coloured pencils words containing the following consonant sounds: p f hard c or ck t 2. Now use another four different coloured pencils to mark words containing the short vowels: a e i u 3. Complete a key under the words ‘alliteration’ and ‘assonance’ so that you know which colour represents which sound. 4. Mark the rhyme scheme using a capital letter at the end of each line. 5. In pencil underline any words you found difficult. In the margin to the left or right of the poem write an explanation of the word. Draw a line from the explanation to the word. 6. COPYRIGHT The two main themes of the poem are religion and nature. To the left of the poem PROTECTED write the word RELIGION in block capitals. Circle words and phrases in the poem which refer to religion. Draw lines from your tag to the words and phrases you have circled. 7. To the right hand side of the poem write the word NATURE. Circle relevant words and phrases and join them to your tag. 8. Finally add any other annotations you might find useful later when studying or writing about the poem. For example you might like to write the words ‘very short’ beside the last line to remind you that all the other lines are much longer. You might like to make notes about the rhythm, the structure of the poem, the author himself, or anything else you know. Listening to... Rhythm in Poetry Page 39 of 111 © ZigZag Education, 2011 The Poem INSPECTION COPY Pied Beauty by Gerard Manley Hopkins (1844–1889) Glory be to God for dappled things – For skies of couple-colour as a brinded cow; For rose-moles in all stipple upon trout that swim; Fresh-firecoal chestnut falls; finches' wings; Landscape plotted and pieced – fold, fallow and plough; And all trades, their gear and tackle and trim. All things counter, original, spare, strange; Whatever is fickle, freckled (who knows how?) With swift, slow; sweet, sour; adazzle, dim; He fathers-forth whose beauty is past change: Praise him. COPYRIGHT PROTECTED Dappled light on a woodland lane Listening to... Rhythm in Poetry Page 40 of 111 © ZigZag Education, 2011 Pied Beauty Worksheet A A INSPECTION COPY by Gerard Manley Hopkins (1844–1889) 1. Write one sentence summarizing what you think this poem is about. ........................................................................................................................................................................................ 2. In the first verse Hopkins thanks God for a number of dappled things. How many of them can you remember? Write them below. ........................................................................................................................................................................................ 3. The second verse celebrates things that are unusual. Below is a list of several adjectives Hopkins uses. I’ve given explanations of some of the words in brackets and some examples of when you might use each word. Original (new, creative) Spare (extra, unwanted) Strange Fickle (inconsistent, changing) Freckled (having freckles or spots) a t-shirt you designed yourself something left uneaten in your lunch box a foreign language you don’t understand someone who changes their friends all the time a toad’s back Now think of your own examples that would suit each adjective and write them below: Original ................................................................................................................................ Spare ................................................................................................................................... Strange ................................................................................................................................ Fickle ................................................................................................................................... Freckled ............................................................................................................................... 4. 5. The third line in the second stanza lists opposites. Give an example of something that each of these words might describe: Swift .......................................... Slow ............................................ Sweet ........................................ Sour ............................................ Adazzle ...................................... Dim ............................................. COPYRIGHT PROTECTED Hopkins obviously considers dappled things to be beautiful. What do you think? List a few dappled things you find attractive below: ........................................................................................................................................................................................ . . . . and a few dappled things you don’t find attractive. ........................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 41 of 111 © ZigZag Education, 2011 Pied Beauty Worksheet B B INSPECTION COPY by Gerard Manley Hopkins (1844–1889) Glory be to God for dappled things – For skies of couple-colour as a brinded cow; For rose-moles in all stipple upon trout that swim; Fresh-firecoal chestnut falls; finches' wings; Landscape plotted and pieced – fold, fallow and plough; And all trades, their gear and tackle and trim. All things counter, original, spare, strange; Whatever is fickle, freckled (who knows how?) With swift, slow; sweet, sour; adazzle, dim; He fathers-forth whose beauty is past change: Praise him. Key: alliteration assonance You are going to annotate the poem yourself. 1. Firstly go through the poem and mark with four different coloured pencils words containing the following consonant sounds: p f hard c or ck t 2. Now use another four different coloured pencils to mark words containing the short vowels: a e I u 3. Complete a key under the words ‘alliteration’ and ‘assonance’ so that you know which colour represents which sound. 4. Mark the rhyme scheme using a capital letter at the end of each line. 5. In pencil underline any words you found difficult. In the margin to the left or right of the poem write an COPYRIGHT explanation of the word. Draw a line from the explanation to the word. PROTECTED 6. The two main themes of the poem are religion and nature. To the left of the poem write the word RELIGION in block capitals. Circle words and phrases in the poem which refer to religion. Draw lines from your tag to the words and phrases you have circled. 7. To the right hand side of the poem write the word NATURE. Circle relevant words and phrases and join them to your tag. 8. Finally add any other annotations you might find useful later when studying or writing about the poem. For example you might like to write the words ‘very short’ beside the last line to remind you that all the other lines are much longer. You might like to make notes about the rhythm, the structure of the poem, the author himself, or anything else you know. Listening to... Rhythm in Poetry Page 42 of 111 © ZigZag Education, 2011 Pied Beauty Follow-up Worksheet follow up INSPECTION COPY by Gerard Manley Hopkins (1844–1889) Think of something you like a lot that other people don’t. It might be a school subject, a certain type of music, something you eat, a sport or hobby, an animal or anything else you can think of. Answer the following questions: 1. Why do you like the thing you have chosen? ................................................................................................................................................... ................................................................................................................................................... 2. Does it have a special meaning to you personally? If so what and why? ................................................................................................................................................... ................................................................................................................................................... 3. How does this thing make you feel? Write down as many adjectives as you can think of. ................................................................................................................................................... ................................................................................................................................................... 4. Why do you think other people don’t like it? ................................................................................................................................................... ................................................................................................................................................... 5. Write some words or phrases they might use to describe it. ................................................................................................................................................... ................................................................................................................................................... COPYRIGHT PROTECTED 6. Now do a mind map of your word. Write or draw it in the centre of a piece of blank paper and surround it with whatever words, phrases or even pictures come to mind. 7. Finally, write a poem or a paragraph in praise of the thing you love. Listening to... Rhythm in Poetry Page 43 of 111 © ZigZag Education, 2011 ‘If’ ‘If’ by Rudyard Kipling Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development INSPECTION COPY Suggested Lesson Plan By Rudyard Kipling • Inform the class that Kipling wrote in his autobiography that the poem was inspired by a raid by British forces against the Boers in 1895. Bearing this in mind, look at how the language of the poem supports the fact that the poem is addressed to a young soldier, whilst, at the same time, having a universal message. • Discuss as a class the rhyme scheme and the regular structure. Ask students how this complements the meaning of the poem (they might consider the reliability and strength that this suggests, or they might link it to the discipline and regularity of the army). • Students complete the follow-up worksheet. • Extension task: follow-up task. Plenary Discuss how this poem has dated. What do students think of the values and attitudes it suggests? Or about the masculine ideals it promotes? What are modern ideas about what makes a good person? COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 44 of 111 © ZigZag Education, 2011 Notes on the Poem ‘If’ By Rudyard Kipling INSPECTION COPY Structure ‘If’’ has a very regular structure. It consists of four eight-line stanzas with a regular rhythm, metre and rhyme scheme. It is sometimes printed with a dash after the title and/or every second line indented. Discuss possible reasons for these. The structure gives the poem a solid, reliable appearance in fitting with its content. It was, and still is, printed on inspirational cards and posters to hang in homes and offices and can be seen above Centre Court in Wimbledon. Rhyme The poem has a regular ABABCDCD rhyme scheme, but the first four lines of the poem all rhyme, giving the first stanza AAAABCBC. Discuss the effect of this, especially the repetition of the word you, and how it sets the moral tone of the poem. Language Overall the language should present no difficulties, although the words impostors, knaves and stoop may be unfamiliar to students. The most notable feature of the poem is the repetition of the phrase, If you can followed by a virtue (keep your head, trust yourself) and a situation (when all about you are losing theirs and blaming it on you). Sometimes the situation precedes the virtue, sometimes it is the other way round, but the moral stance is consistent throughout the poem. Detailed study with discussion of each of the conditions and virtues listed is essential in order to ensure that the students understand and relate to the poet’s message. Inform the class that Kipling wrote in his autobiography that the poem was inspired by a raid by British forces against the Boers in 1895. Bearing this in mind, look at how the language of the poem supports the fact that the poem is addressed to a young soldier, whilst, at the same time, having a universal message. Rhythm The poem has a regular rhythm and is written in iambic pentameter (five feet of unstressed/stressed syllables per line). This makes it read like a sermon or a passage from the Bible, which complements its moral tone and is perfect for the stoical message it conveys. There is little doubt that this memorable, lyrical rhythm is part of the poem’s continuing appeal. In 1995, 100 years after it was written, it was voted Britain’s most popular poem in a BBC poll. Discussion Points What qualities of the poem make it still popular today? Do students think its message and moral stance COPYRIGHT still apply? Did it inspire them or did they find it unrealistic in its demands? What advice would they give to someone in some of the situations listed? PROTECTED Listening to... Rhythm in Poetry Page 45 of 111 © ZigZag Education, 2011 Worksheet Solutions Worksheet A Solutions What effect does the repetition in this poem have on you as a listener? Did it inspire you, bore you or even irritate you? 2. Does the poem have a regular or irregular rhythm? regular irregular And does it have a regular or irregular rhyme scheme? regular irregular 3. To whom do you think the poem is addressed? To young men, to set out a model of behaviour and being for them. 4. The poem lists many conditions beginning with ‘If you can …’ How many times do you think that phrase is written in the entire poem? 11 5. At the end of the poem, Kipling promises two things to the person who fulfils the demands and meets the challenges. What are they? Yours is the Earth and everything in it and you’ll be a Man. 6. INSPECTION COPY 1. ‘If’ By Rudyard Kipling Do you think you personally could meet all the requirements and challenges? Yes No Give reasons for your answer. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 46 of 111 © ZigZag Education, 2011 ‘If’ Worksheet B Solutions Count the conditions beginning with ‘If you can…’ and write below the number of times it appears in the poem. 11 2. The poem also includes other conditions and virtues which do not begin, ‘If you can …’ Find and write two of them below. If neither foes nor loving friends can hurt you, If all men count with you, but none too much; 3. INSPECTION COPY 1. By Rudyard Kipling Mark the poem’s feet on the stanza below. The first two lines are done for you as an example. If you/ can keep/ your head/ when all/ about you Are lo/sing theirs/ and bla/ming it/ on you, / / / / / If you/ can trust/ yourself/ when all/ men doubt you, / / / / / But make/ allow/ance for/ their doubt/ing too; / / / / / If you/ can wait/ and not/ be tired/ by waiting, / / / / / Or be/ing lied/ about,/ don't deal/ in lies, / / / / / Or be/ing ha/ted, don't/ give way/ to hating, / / / / / And yet/ don't look/ too good,/ nor talk/ too wise: 4. Now mark the stressed syllables above the lines with a /. For example: COPYRIGHT PROTECTED / / / / / If you/ can keep/ your head/ when all/ about you Listening to... Rhythm in Poetry Page 47 of 111 © ZigZag Education, 2011 INSPECTION COPY If The Poem by Rudyard Kipling (1865–1936) Rudyard Kipling If you can keep your head when all about you Are losing theirs and blaming it on you, If you can trust yourself when all men doubt you, But make allowance for their doubting too; If you can wait and not be tired by waiting, Or being lied about, don't deal in lies, Or being hated, don't give way to hating, And yet don't look too good, nor talk too wise: If you can dream – and not make dreams your master, If you can think – and not make thoughts your aim; If you can meet with Triumph and Disaster And treat those two impostors just the same; If you can bear to hear the truth you've spoken Twisted by knaves to make a trap for fools, Or watch the things you gave your life to, broken, And stoop and build 'em up with worn-out tools: If you can make one heap of all your winnings And risk it all on one turn of pitch-and-toss, And lose, and start again at your beginnings And never breath a word about your loss; If you can force your heart and nerve and sinew To serve your turn long after they are gone, And so hold on when there is nothing in you Except the Will which says to them: ‘Hold on!’ COPYRIGHT If you can talk with crowds and keep your virtue, PROTECTED Or walk with kings – nor lose the common touch, If neither foes nor loving friends can hurt you, If all men count with you, but none too much; If you can fill the unforgiving minute With sixty seconds' worth of distance run, Yours is the Earth and everything that's in it, And – which is more – you'll be a Man, my son! Listening to... Rhythm in Poetry Page 48 of 111 © ZigZag Education, 2011 If Worksheet A A INSPECTION COPY by Rudyard Kipling (1865–1936) 1. What effect does the repetition in this poem have on you as a listener? Did it inspire you, bore you or even irritate you? ................................................................................................................................................................................ ................................................................................................................................................................................ 2. 3. Does the poem have a regular or irregular rhythm? Regular Irregular And does it have a regular or irregular rhyme scheme? Regular Irregular To whom do you think the poem is addressed? ................................................................................................................................................................................ ................................................................................................................................................................................ 4. The poem lists many conditions beginning with ‘If you can…’ How many times do you think that phrase is written in the entire poem? ................................................................................................................................................................................ ................................................................................................................................................................................ 5. At the end of the poem, Kipling promises two things to the person who fulfils the demands and meets the challenges. What are they? ................................................................................................................................................................................ ................................................................................................................................................................................ COPYRIGHT PROTECTED 6. Do you think you personally could meet all the requirements and challenges? Yes No Give reasons for your answer. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 49 of 111 © ZigZag Education, 2011 1. B INSPECTION COPY If Worksheet B by Rudyard Kipling (1865–1936) Count the conditions beginning with ‘If you can …’ and write below the number of times it appears in the poem. ................................................................................................................................................................................ 2. The poem also includes other conditions and virtues which do not begin, ‘If you can…’ Find and write two of them below. ................................................................................................................................................................................ ................................................................................................................................................................................ 3. Mark the poem’s feet on the stanza below. The first two lines are done for you as an example. If you/ can keep/ your head/ when all/ about you Are lo/sing theirs/ and bla/ming it/ on you, If you can trust yourself when all men doubt you, But make allowance for their doubting too; If you can wait and not be tired by waiting, Or being lied about, don't deal in lies, Or being hated, don't give way to hating, And yet don't look too good, nor talk too wise: 4. COPYRIGHT PROTECTED Now mark the stressed syllables above the lines with a /. For example: / / / / / If you/ can keep/ your head/ when all/ about you Listening to... Rhythm in Poetry Page 50 of 111 © ZigZag Education, 2011 1. follow up INSPECTION COPY If Follow-up Worksheet by Rudyard Kipling (1865–1936) Take some of the moral messages from the poem and turn them into mottos suitable for mugs, posters or t-shirts. For example, ‘If you can keep your head when all about you are losing theirs and blaming it on you;’ could become the motto: Don’t lose your head…. keep your cool instead! Aim to write at least six mottos inspired by the poem. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ 2. Choose one of the mottos and illustrate it. You can find illustrations in books, magazines or online if you don’t want to produce your own. COPYRIGHT Now design a poster or card incorporating your motto and an accompanying illustration. PROTECTED Listening to... Rhythm in Poetry Page 51 of 111 © ZigZag Education, 2011 ‘Two Limericks’ by Edward Lear Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development • Discuss with students the structure and rhyme scheme of the limericks. What effect does this strict format have (it creates a lilting, song-like text with the last line bringing a sense of completeness by returning to the initial rhyme)? • Students complete the follow-up worksheet. • Extension task: follow-up task. Plenary By Edward Lear INSPECTION COPY Suggested Lesson Plan Two Limericks Students share any limericks they have written. Discuss the comic aspects to limericks – in terms both of language (rhyme and word-play) and meaning (many limericks are rude!). Find out students’ opinions of limericks and why they think limericks became so popular. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 52 of 111 © ZigZag Education, 2011 Notes on the Poem Two Limericks By Edward Lear INSPECTION COPY Structure Limericks have a very tight structure. They are all five lines long, with a clearly defined rhythm and rhyme scheme. Rhyme Elicit from students the rhyme scheme (AABBA). Note how in these examples the last word of the first and last lines are the same, i.e. a place name. Lear used this format in many, but not all of his limericks. The comedy hinges on the comedic effect of the rhymes with the place names: Putney/chutney and Chertsey/curtsey. Language The language here is straightforward except that students may not know the places. You should discuss how the language is used to comical effect. Discuss also Lear’s use of prepositions: whose… which … within/ who … till … which and how they all come at the start of a line. Discuss also the fact that Lear capitalizes the names given to the subjects of his limericks: an Old Person of Putney and an Old Lady of Chertsey but doesn’t give them actual names. Rhythm The limericks have an anapaestic metre (two unstressed syllables followed by one stressed syllable). This gives a lilting, upbeat rhythm. Students might best appreciate this by substituting da for unstressed syllables and dum for stressed ones. So the line, There was an Old Person of Putney, would have the rhythm dum dum da da dum da da dum da. Illustrate this to students using the first limerick then encourage them to discover the identical pattern of the second for themselves. Note that the stress falls on the last word of each line. Count the number of stresses in each line. The first, second and fifth have three; the third and fourth, two. Discussion Points Find examples of other limericks and discuss how they compare to the original two in regard to: structure rhyme scheme COPYRIGHT rhythm language used PROTECTED absurdity and comedy Lear’s limericks were popular in the 19th Century, but people today still enjoy reading, reciting and writing limericks. Discuss reasons for their lasting appeal. Listening to... Rhythm in Poetry Page 53 of 111 © ZigZag Education, 2011 Worksheet Solutions Worksheet A Solutions Tick which statements reflect your opinion on listening to the limericks: a) b) c) d) e) f) g) The limericks were funny The limericks were silly The limericks were clever The limericks were probably easy to write The limericks were probably difficult to write I liked the limericks I didn’t like the limericks For each statement you ticked, explain why below. 2. What did you notice about the two limericks in regard to their: a) Length Short, five lines long b) By Edward Lear INSPECTION COPY 1. Two Limericks Rhythm Strong sense of rhythm – the limericks have an anapaestic metre (two unstressed syllables followed by one stressed syllable). This gives a lilting, upbeat rhythm. c) Rhyme scheme AABBA COPYRIGHT PROTECTED d) Language Straightforward, easy to understand, comic e) Tone Humorous, not supposed to be taken seriously or accepted as realistic, light-hearted Listening to... Rhythm in Poetry Page 54 of 111 © ZigZag Education, 2011 Two Limericks Worksheet B Solutions By Edward Lear There was an Old Person of Slough, Who danced at the end of a Bough; But they said, ‘If you sneeze, You might damage the trees, You imprudent Old Person of Slough.’ 1. What is the meaning of the word? a) Bough tree branch b) Imprudent rash, bold, someone who makes poor decisions INSPECTION COPY Below is another of Edward Lear’s limericks. Read it and answer the questions below: 2. Does this limerick have an AABBA rhyme scheme? Yes No 3. Does it have an anapaestic metre (two unstressed syllables followed by one stressed syllable?) Yes No 4. How many stresses do the third and fourth lines have? One Two Three 5. Do the first, second and fifth lines all have the same number of stresses? YES/NO 6. Is the last line of this limerick similar in structure to the last line of: a) There was an Old Person of Putney or b) There was an Old Lady of Chertsey 7. Is the poem’s tone: Serious Comical Listening to... Rhythm in Poetry Page 55 of 111 COPYRIGHT PROTECTED © ZigZag Education, 2011 The Poem INSPECTION COPY Two Limericks by Edward Lear (1812–1828) There was an Old Person of Putney, Whose food was roast spiders and chutney, Which he took with his tea Within sight of the sea, That romantic Old Person of Putney. There was an Old Lady of Chertsey, Who made a remarkable curtsey; She twirled round and round, Til she sunk underground, Which distressed all the people of Chertsey. COPYRIGHT PROTECTED Edward Lear Listening to... Rhythm in Poetry Page 56 of 111 © ZigZag Education, 2011 A INSPECTION COPY Two Limericks Worksheet A by Edward Lear (1812–1828) 1. Tick which statements reflect your opinion on listening to the limericks: a) b) c) d) e) f) g) The limericks were funny The limericks were silly The limericks were clever The limericks were probably easy to write The limericks were probably difficult to write I liked the limericks I didn’t like the limericks For each statement you ticked, explain why below. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ 2. What did you notice about the two limericks in regard to their: a) Length ......................................................................................................................................................................... ......................................................................................................................................................................... b) Rhythm ......................................................................................................................................................................... ......................................................................................................................................................................... c) COPYRIGHT PROTECTED Rhyme scheme ......................................................................................................................................................................... ......................................................................................................................................................................... d) Language ......................................................................................................................................................................... ......................................................................................................................................................................... e) Tone ......................................................................................................................................................................... ......................................................................................................................................................................... Listening to... Rhythm in Poetry Page 57 of 111 © ZigZag Education, 2011 B by Edward Lear (1812–1828) Below is another of Edward Lear’s Limericks. Read it and answer the questions below. There was an Old Person of Slough, Who danced at the end of a Bough; But they said, ‘If you sneeze, You might damage the trees, You imprudent Old Person of Slough.’ 1. What is the meaning of the word? a) Bough INSPECTION COPY Two Limericks Worksheet B ................................................................................................................................................................................ b) Imprudent ................................................................................................................................................................................ 2. Does this limerick have an AABBA rhyme scheme? Yes No 3. Does it have an anapaestic metre (two unstressed syllables followed by one stressed syllable?) Yes No 4. How many stresses do the third and fourth lines have? One Two Three 5. Do the first, second and fifth lines all have the same number of stresses? Yes No 6. COPYRIGHT PROTECTED Is the last line of this limerick similar in structure to the last line of: a) There was an Old Person of Putney or b) There was an Old Lady of Chertsey 7. Is the poem’s tone Serious Comical Listening to... Rhythm in Poetry Page 58 of 111 © ZigZag Education, 2011 1. follow up INSPECTION COPY Two Limericks Follow-up Worksheet by Edward Lear (1812–1828) Write your own limerick using the writing frame below. Make sure you keep to the rhythm, rhyme scheme and tone of Lear’s originals. There was an Old Lady of ....................................................................... , Who ..................................................................................................... , She ...................................................................................................... , ............................................................................................................ , That ………………................................................….Old Lady of .............. . Now write a serious poem using the form of a limerick. Your poem should be identical to a limerick in regard to length, rhythm and rhyme, but you should not use the writing frame this time. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ COPYRIGHT ................................................................................................................................................................................ ................................................................................................................................................................................ PROTECTED 2. Which of the two did you find easier to write and why? ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 59 of 111 © ZigZag Education, 2011 ‘Cargoes’ by John Masefield Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development by John Masefield INSPECTION COPY Suggested Lesson Plan ‘Cargoes’ • Discuss how each of the three stanzas is used to depict a different vessel which represents a civilisation. The first ship, the quinquireme, is from Old Testament times. The second, the Spanish galleon, sailed the Atlantic in the fifteenth to eighteenth century, and the third, the coaster, sailed the English Channel at the start of the twentieth century. • Go through unfamiliar vocabulary (see notes above). • Remind students of previous learning about feet and stressed/unstressed syllables. Establish the meaning of paeons, dactyls, trochees and mollosus (see Rhythm in notes above). • Students complete the follow-up worksheet. • Extension task: follow-up task. Plenary Students share some adjectives they would give to a modern vessel (e.g. as in the Extension task, a channel-crossing hovercraft). Discuss how the poem seems to make the various civilisations appear. How does our age compare to those previous? COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 60 of 111 © ZigZag Education, 2011 ‘Cargoes’ Notes on the Poem by John Masefield INSPECTION COPY Structure The structure of this poem is very rigid. Encourage students to talk about how the poem looks on the page. It consists of three verses, all of five lines. In each verse the third and fourth lines are about half the length of the first, second and fifth. Each verse is also a complete sentence, broken up by a considerable number of commas to achieve the rhythm. Each stanza is dedicated to a different ship which represents a different period in history. The first ship, the quinquireme, is from Old Testament times. The second, the Spanish galleon, sailed the Atlantic in the fifteenth to eighteenth century, and the third, the coaster, sailed the English Channel at the start of the twentieth century. Although the first two verses illustrate the luxury of the cargoes and paint romantic pictures, the final verse smacks of reality. The overall theme of capitalism and exploitation is subtly woven into the poem. Rhyme The poem relies strongly on structure, rhythm and language, rather than rhyme, for its effects. Masefield does, however, rhyme the last word of the second and fifth verses in each stanza. There’s also use of assonance. Demonstrate to students how the stress falls repeatedly on the vowel sounds. Language Your students will not be familiar with some of the language in this poem. Explanations of some of the words and phrases are given below: Quinquireme: Nineveh: Ophir: Haven: Isthmus of Panama: Moidore : an ancient Roman boat, with five files of oarsmen on each side ancient capital of Assyria (now Iraq) place in Old Testament where Solomon built his palace. The exact location is unknown but is thought to be Saudi Arabia a place of safety and shelter, a harbour the Spanish Empire a Portuguese gold coin Pictures of the boats and maps showing the places mentioned would be useful here. Also useful is some background information on the historical relevance of the ships; the slave trade, the Spanish exploitation of America and, finally, the industrial revolution of Britain. COPYRIGHT PROTECTED Rhythm There is a lot of variation in the rhythm of the poem, which relies heavily on three-syllable phrases. There are examples of: paeon – one stressed syllable followed by three unstressed syllables QUIN qui reme of / NI ne veh from mollosus – three consecutive strong beats: distant Ophir, palm-green shores, cheap tin trays Listening to... Rhythm in Poetry Page 61 of 111 © ZigZag Education, 2011 dactyls – one stressed syllable followed by two unstressed emeralds, amethysts road rails, pig lead by John Masefield INSPECTION COPY and trochees – one stressed syllable followed by one unstressed ‘Cargoes’ The first two verses have a calm, flowing lyrical lilt whereas the third has the staccato chug of a diesel engine. This is complemented by the carefully chosen language. Discussion Points Discuss exploitation throughout history: slavery, land seizure, exploitation of the working class. How does exploitation feature in society today? Examples with which students should be familiar include child labour, sweat shops, illegal immigrants. Have they or someone they know had personal experience of being exploited? Another discussion could be to compare the realism of this poem with the romanticised ‘Sea Fever’ written by the same poet. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 62 of 111 © ZigZag Education, 2011 ‘Cargoes’ Worksheet Solutions Worksheet A Solutions 2. INSPECTION COPY 1. by John Masefield In this poem the poet, John Masefield, deliberately uses rhythm to help you imagine the movements of the boats. Which of the following phrases best describes this rhythm? a) A lively dance b) A beating drum c) A choppy sea The second line in each stanza begins with a verb. Listen to the poem again and write down the verb in each stanza. The verb in stanza 1 is: rowing The verb in stanza 2 is: dipping The verb in stanza 3 is: butting Now you’ve identified the verbs that tell you how each boat was moving, listen to each verse separately. Can you hear how the rhythm changes? In the last stanza you get a chug…chug effect. The structure of the poem is similar, but the effect is different. 3. Can you remember which cargo each of the three boats was carrying? Place the cargo under the correct boat below: Palestinian Rowing Boat Spanish Galleon British Coaster ivory diamonds Tyne coal peacocks emeralds road rails sandalwood amethysts pig-lead cedarwood topazes firewood apes cinnamon iron-ware PROTECTED sweet white wine gold moidores cheap tin trays Listening to... Rhythm in Poetry Page 63 of 111 COPYRIGHT © ZigZag Education, 2011 4. ‘Cargoes’ Masefield makes each part of speech work towards the overall effect he wants. We’ve looked at how the verbs describe movement and the cargoes are listed as strings of nouns, but Masefield also uses carefully chosen adjectives. by John Masefield INSPECTION COPY Find three adjectives in each stanza and write them below: a) Stanza 1 1. distant 2. sunny 3. sweet What is the effect of using these adjectives? It makes this ship seem adventurous and hopeful. b) Stanza 2 1. stately 2. palm-green 3. gold What is the effect of using these adjectives? This ship is made to seem exotic and rich, representative of and carrying luxury. c) Stanza 3 1. dirty 2. salt-caked 3. mad COPYRIGHT PROTECTED What is the effect of using these adjectives? This vessel is associated with industry and pollution. It also conveys riches but in an unattractive form – more useful than beautiful. Listening to... Rhythm in Poetry Page 64 of 111 © ZigZag Education, 2011 ‘Cargoes’ Worksheet B Solutions 2. Match the words and phrases to their correct meaning: Quinquireme the Spanish Empire Ophir Old Testament place where Solomon built his palace Haven ancient capital of Assyria (now Iraq) Isthmus of Panama a Portuguese gold coin Moidore a place of safety or shelter Nineveh an ancient Roman rowing boat Complete the table below: Name of foot 3. Description Example from poem Paeon One stressed / three unstressed syllables QUIN /qui/ reme/ of Mollosus three stressed syllables Cheap/ tin/ trays Trochee one stressed / one unstressed pig lead Dactyl One stressed / two unstressed emeralds Which stanza relies mostly on paeon to achieve its rhythm? The first 4. INSPECTION COPY 1. by John Masefield COPYRIGHT PROTECTED Which relies on trochees? The last 5. And which has several dactyls and mollosus? The middle Listening to... Rhythm in Poetry Page 65 of 111 © ZigZag Education, 2011 INSPECTION COPY Cargoes The Poem by John Masefield (1878–1967) Quinquireme of Nineveh from distant Ophir, Rowing home to haven in sunny Palestine, With a cargo of ivory, And apes and peacocks, Sandalwood, cedarwood, and sweet white wine. Stately Spanish galleon coming from the Isthmus, Dipping through the Tropics by the palm-green shores, With a cargo of diamonds, Emeralds, amethysts, Topazes, and cinnamon, and gold moidores. Dirty British coaster with a salt-caked smoke stack, Butting through the Channel in the mad March days, With a cargo of Tyne coal, Road-rails, pig-lead, Firewood, iron-ware, and cheap tin trays. This image cannot currently be display ed. Listening to... Rhythm in Poetry This image cannot currently be display ed. Page 66 of 111 COPYRIGHT PROTECTED © ZigZag Education, 2011 Cargoes Worksheet A A Can you remember which cargo each of the three boats was carrying? Place the cargo under the correct boat below: INSPECTION COPY diamonds firewood apes cheap tin trays sandalwood road rails iron-ware amethysts cinnamon ivory sweet white wine pig-lead emeralds Tyne coal topazes peacocks cedarwood gold moidores by John Masefield (1878–1967) 1. In this poem the poet, John Masefield, deliberately uses rhythm to help you imagine the movements of the boats. Which of the following phrases best describes this rhythm? a) A lively dance b) A beating drum c) A choppy sea 2. The second line in each stanza begins with a verb. Listen to the poem again and write down the verb in each stanza. The verb in stanza 1 is: The verb in stanza 2 is: The verb in stanza 3 is: Now you’ve identified the verbs that tell you how each boat was moving, listen to each verse separately. Can you hear how the rhythm changes? In the last stanza you get a chug… chug effect. The structure of the poem is similar, but the effect is different. 3. Palestinian Rowing Boat Listening to... Rhythm in Poetry Spanish Galleon Page 67 of 111 British Coaster COPYRIGHT PROTECTED © ZigZag Education, 2011 INSPECTION COPY Cargoes A by John Masefield (1878–1967) 4. Masefield makes each part of speech work towards the overall effect he wants. We’ve looked at how the verbs describe movement and the cargoes are listed as strings of nouns, but Masefield also uses carefully chosen adjectives. Find three adjectives in each stanza and write them below: a) Stanza 1 1. ................................................................................................................................................................. 2. ................................................................................................................................................................. 3. ................................................................................................................................................................. What is the effect of using these adjectives? ......................................................................................................................................................................... b) Stanza 2 1. ................................................................................................................................................................. 2. ................................................................................................................................................................. 3. ................................................................................................................................................................. What is the effect of using these adjectives? ......................................................................................................................................................................... c) Stanza 3 2. COPYRIGHT PROTECTED ................................................................................................................................................................. 3. ................................................................................................................................................................. 1. ................................................................................................................................................................. What is the effect of using these adjectives? ......................................................................................................................................................................... Listening to... Rhythm in Poetry Page 68 of 111 © ZigZag Education, 2011 Cargoes Worksheet B 2. by John Masefield (1878–1967) Match the words and phrases to their correct meaning. Quinquireme the Spanish Empire Ophir Old Testament place where Solomon built his palace Haven ancient capital of Assyria (now Iraq) Isthmus of Panama a Portuguese gold coin Moidore a place of safety or shelter Nineveh an ancient Roman rowing boat Complete the table below. Name of foot Paeon INSPECTION COPY 1. B Description Example from poem One stressed/three unstressed syllables three stressed syllables Trochee pig lead emeralds 3. Which stanza relies mostly on paeon to achieve its rhythm? COPYRIGHT PROTECTED ................................................................................................................................................................................ 4. Which relies on trochees? ................................................................................................................................................................................ 5. And which has several dactyls and mollosus? ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 69 of 111 © ZigZag Education, 2011 1. follow up by John Masefield (1878–1967) You are going to write a fourth stanza for ‘Cargoes’ about one of the following: A cross-channel hovercraft A military submarine A pleasure cruiser First choose one of the modern-day sea vessels above. Write down a verb to describe the way the boat will move. INSPECTION COPY Cargoes Follow-up Worksheet ................................................................................................................................................................................ ................................................................................................................................................................................ 2. Now write down the cargo your vessel might contain. Write as many items as you can think of. You might not use all of them, but the more choice you have, the better. Research your vessel in books or online, if necessary. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ 3. Finally write down some adjectives you could use to describe: a) The vessel ................................................................................................................................................................................ ................................................................................................................................................................................ COPYRIGHT PROTECTED ................................................................................................................................................................................ b) The cargo ................................................................................................................................................................................ Now write your stanza. Use the same structure as Masefield: 1st line: introduce your vessel 2nd line: tell us what it’s doing and where 3rd line: list the cargo Has your poem got rhythm? Read it aloud to see. If not play around with it until it has. Rearrange the words, choose different adjectives, shorten or lengthen the lines. Listening to... Rhythm in Poetry Page 70 of 111 © ZigZag Education, 2011 ‘Sea Fever’ by John Masefield Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development • Ask students to identify the structure and rhyme scheme. Ask students how the poet has made the wind, the ship and the sea seem. Recap learning of ‘personification’ and ask students to pick out examples in the first half of the poem (see Language section of notes above). • Students complete the follow-up worksheet. • Extension task: follow-up task. Plenary by John Masefield INSPECTION COPY Suggested Lesson Plan ‘Sea Fever’ Students share ideas about why the poet liked sailing so much. Discuss what their experiences of sailing and the sea have been. Students have opportunity to share their own creative writing using Masefield’s structure. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 71 of 111 © ZigZag Education, 2011 Notes on the Poem ‘Sea Fever’ by John Masefield INSPECTION COPY Structure The poem has a tight structure: three verses of four lines each. Each line has a break half way through. Discuss how this is achieved by the use of commas, conjunctions (and, for, that, with, where etc). Each verse consists of one long sentence. This gives a conversational effect. The poem is dreamlike, heavy with nostalgia, and the structure reinforces this. Rhyme The poem has a simple AA/BB rhyme scheme. Masefield makes it appear effortless and not at all forced. He also uses lots of alliteration and assonance, with stress deliberately falling on the vowel sounds. This is evident even in the end rhyme. Language Encourage students to discuss what they think the following words mean: spray spume vagrant yarn rover whetted Point out and discuss the heavy use of personification in the first half of the poem. Line 1: the lonely sea Line 3: the wheel’s kick and the wind’s song Line 4: the sea’s face Lines 5 and 6: the call of the running tide The poem is littered with adjectives. How many can the students find? How do all these adjectives benefit the wave-like rhythm? Rhythm Masefield makes use of the spondee (pairs of stressed syllables) here to achieve wave-like rhythm. Encourage students to reproduce the motion of the waves as they listen to the poem or read it aloud COPYRIGHT themselves. They should place both hands in front of them, palms facing inwards, fingers together, thumbs at 45 degrees. As the poem is read, students swivel their wrists so that their hands rock in time PROTECTED to the beat. They should pause naturally at the end of each verse. Discussion Points Discuss with students the reality of life at sea. Is it as romantic and idyllic as the poem suggests? How might it be in reality? What difficulties might they encounter? Have any students spent time on a boat or ship, fishing, sailing or cruising? If so, what was the experience like? If not, what do they imagine it to be like? Listening to... Rhythm in Poetry Page 72 of 111 © ZigZag Education, 2011 ‘Sea Fever’ Worksheet Solutions Worksheet A Solutions This is a very rhythmic poem. Did the rhythm of the poem remind you of anything? The gentle rhythm of the waves in the sea. INSPECTION COPY 1. by John Masefield 2. How do you feel after listening to the poem? 3. There’s lots of repetition in ‘Sea Fever’. Write below some words and phrases that are repeated. I must go down to the seas again And all I ask Call White Gulls wind 4. The poem is written in rhyming couplets. Write below as many of the end rhymes as you can. sky – by, shaking – breaking, tide – denied, flying – crying, life – knife, fellow-rover - over 5. Why do you think the poet, John Masefield, wants a windy day? To help his ship sail by. 6. How does he feel about the sea and sailing? He loves it, it makes him feel peaceful, relaxed and happy. 7. How do you know this? He says ‘all I ask’ as if sailing can make him happy and he doesn’t need anything else. He describes it as quiet and sweet – words that suggest he is calm and relaxed when sailing. He describes it in great COPYRIGHT detail, evoking the experience of sailing very vividly, as if he can imagine it and remember it very PROTECTED well because it is dear to him. Listening to... Rhythm in Poetry Page 73 of 111 © ZigZag Education, 2011 ‘Sea Fever’ Worksheet B Solutions 2. Match these words from the poem to their correct meaning: Spray foam or froth spume a story or tale, usually spoken vagrant a person who travels widely yarn sharpened rover fine particles or drops of water whetted a homeless person How many words can you find in the poem which begin with the letter w? Write them below: Wild, windy, wind, white, whale, way, whetted, wheel 3. What is the effect of this repeated sound? It evokes the sound of the wind in the sail. 4. INSPECTION COPY 1. by John Masefield Complete these lines using your own phrases, but maintaining the rhythm. The first is done for you as an example. I must go down to the town again, to the supermarket store I must go down to the marketplace, I must go down to the beach some time, I must phone Aunty Sue again, 5. Now try these: COPYRIGHT PROTECTED And all I ask is a friend or two, And all I ask is a brand new And all I ask is a ten pound note, And all I ask is a sunny day 6. Now add second lines which rhyme. For example the first line could be made into the following couplet: I must go down to the town again, to the supermarket store And all I ask is the apple I buy isn’t rotten to the core. Listening to... Rhythm in Poetry Page 74 of 111 © ZigZag Education, 2011 INSPECTION COPY Sea Fever The Poem by John Masefield (1878–1967) I must go down to the seas again, to the lonely sea and the sky, And all I ask is a tall ship and a star to steer her by, And the wheel's kick and the wind's song and the white sail's shaking, And a grey mist on the sea's face, and a grey dawn breaking. I must go down to the seas again, for the call of the running tide Is a wild call and a clear call that may not be denied; And all I ask is a windy day with the white clouds flying, And the flung spray and the blown spume, and the sea-gulls crying. I must go down to the seas again, to the vagrant gypsy life, To the gull's way and the whale's way where the wind's like a whetted knife; And all I ask is a merry yarn from a laughing fellow-rover And quiet sleep and a sweet dream when the long trick's over. COPYRIGHT PROTECTED John Masefield Listening to... Rhythm in Poetry Page 75 of 111 © ZigZag Education, 2011 Sea Fever Worksheet A A INSPECTION COPY by John Masefield (1878–1967) 1. This is a very rhythmic poem. Did the rhythm of the poem remind you of anything? ................................................................................................................................................................................ ................................................................................................................................................................................ 2. How do you feel after listening to the poem? ................................................................................................................................................................................ ................................................................................................................................................................................ 3. There’s lots of repetition in ‘Sea Fever’. Write below some words and phrases that are repeated. ................................................................................................................................................................................ ................................................................................................................................................................................ 4. The poem is written in rhyming couplets. Write below as many of the end rhymes as you can. ................................................................................................................................................................................ ................................................................................................................................................................................ 5. Why do you think the poet, John Masefield, wants a windy day? ................................................................................................................................................................................ ................................................................................................................................................................................ 6. How does he feel about the sea and sailing? COPYRIGHT ................................................................................................................................................................................ PROTECTED ................................................................................................................................................................................ 7. How do you know this? ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 76 of 111 © ZigZag Education, 2011 1. by John Masefield (1878–1967) Match these words from the poem to their correct meaning: spray spume vagrant yarn rover whetted 2. B INSPECTION COPY Sea Fever Worksheet B foam or froth a story or tale, usually spoken a person who travels widely sharpened fine particles or drops of water a homeless person How many words can you find in the poem which begin with the letter w? Write them below: ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... 3. What is the effect of this repeated sound? ........................................................................................................................................................................................................... ........................................................................................................................................................................................................... 4. Complete these lines using your own phrases, but maintaining the rhythm. The first is done for you as an example. I must go down to the town again, to the supermarket store ........................................................................................................................................................................................................... I must go down to the marketplace, ...................................................................................................................... ........................................................................................................................................................................................................... I must go down to the beach some time, .............................................................................................................. ........................................................................................................................................................................................................... I must phone Aunty Sue again, .............................................................................................................................. 5. Now try these: COPYRIGHT PROTECTED ........................................................................................................................................................................................................... And all I ask is a friend or two, ............................................................................................................................... And all I ask is a brand new .................................................................................................................................... ........................................................................................................................................................................................................... And all I ask is a ten pound note, ........................................................................................................................... ........................................................................................................................................................................................................... And all I ask is a sunny day ..................................................................................................................................... 6. Now add second lines which rhyme. For example the first line could be made into the following couplet: I must go down to the town again, to the supermarket store And all I ask is the apple I buy isn’t rotten to the core. Listening to... Rhythm in Poetry Page 77 of 111 © ZigZag Education, 2011 1. follow up INSPECTION COPY Sea Fever Follow-up Worksheet by John Masefield (1878–1967) Think of something you like to do but haven’t done for ages. It might be a pastime or hobby, a place or person you like to visit, or something simple like watching a film, chatting with an old friend, walking the dog. Complete the sentences below: I haven’t ...........................................for ages. ............................................................................................................................................................................................................................. I’d love to ........................................again because............................................................................................................................................................................................................ 2. Now imagine yourself doing this thing you enjoy. Answer the questions below. a. Where are you? ........................................................................................................................................................................................................................................................................................................... b. Who is with you? ........................................................................................................................................................................................................................................................................................................... c. What can you see? ........................................................................................................................................................................................................................................................................................................... d. What do you smell? ........................................................................................................................................................................................................................................................................................................... e. What do you hear? ........................................................................................................................................................................................................................................................................................................... f. What are you wearing? ........................................................................................................................................................................................................................................................................................................... g. What exactly are you doing? ........................................................................................................................................................................................................................................................................................................... h. What thoughts are going through your mind? COPYRIGHT PROTECTED ........................................................................................................................................................................................................................................................................................................... i. How would you feel if you never, ever got to do this again? ........................................................................................................................................................................................................................................................................................................... 3. Use the answers you’ve given to write a poem or short story. Think carefully about the tone of your writing. Is it happy, joyful or celebratory? Perhaps it’s sad, nostalgic or wistful? Have the words you used helped achieve this tone? If not, can you think of other words that might? Listening to... Rhythm in Poetry Page 78 of 111 © ZigZag Education, 2011 ‘Eldorado’ by Edgar Allan Poe Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development • Explain to students the meaning of ‘Eldorado’ (see Language section of the notes above). With copies of the poem, students work out the structure and rhyme scheme. • Students complete the follow-up worksheet. • Extension task: follow-up task. Plenary by Edgar Allan Poe INSPECTION COPY Suggested Lesson Plan ‘Eldorado’ Draw students’ attention to the word ‘shadow’ and how it is used differently in the different contexts of the stanzas. Ask students what the different connotations of ‘shadow’ are as the poem progresses. Discuss what ‘Eldorado’ might have meant for the knight. What different things do people in society now desire and to what do they aspire? COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 79 of 111 © ZigZag Education, 2011 Notes on the Poem ‘Eldorado’ by Edgar Allan Poe INSPECTION COPY Structure The poem has four stanzas of six short lines, the third and sixth lines of each stanza being slightly longer than the first, second, fourth and fifth. Rhyme Encourage students to mark the rhyme scheme for themselves. They will discover that the regular rhyme scheme of AABCCB is broken only in the final stanza, where the first two lines don’t rhyme. The BB rhyme throughout the poem is Shadow/Eldorado. Language The word ‘Eldorado’ is Spanish for ‘Kingdom of Gold.’ Eldorado is the legendary kingdom of an American tribal chief who filled his kingdom with riches. Eldorado is now used to describe a place or enterprise promising fame or fortune. Discuss how Eldorado in the poem may be seen as a metaphor for wealth, fame, happiness or approval. Elicit, if you can, the meanings of the words gallant (stylish, smartly dressed) and bedight (dressed) in the first stanza. The word ‘shadow’ is repeated throughout the poem, but there are subtle differences in its meaning and effect. In the first stanza it simply implies that the knight has travelled through day and night, bad weather and good. In the second it is a metaphor for sadness and disillusion. In the third stanza the knight himself has become a ‘shadow’, as he meets a ‘pilgrim shadow.’ This could indicate that the Knight has died and become a ghost, or is nearing death. The ‘valley of Shadow’ in the final stanza is believed to refer to the biblical ‘Shadow of Death’. Discuss how understanding the meaning and message of the poem relies heavily on this one word. Rhythm The rhythm of the poem owes much to its regular syllabic count. This is 447447 until the final verse, where, in the second two lines, both the rhyme and the rhythm temporarily lose their regularity. These two lines have five, then three syllables, so on reading the poem aloud the irregularity is barely discernible. The overall rhythm is fast like the gallop of a horse. The stress pattern is regular, but unusual, with the stresses falling at the beginning and end of each line. The four-syllable lines follow a stressed, unstressed, unstressed, stressed pattern. The seven syllable lines have two stressed, three unstressed, then two stressed. It’s so musical it could be set to a tune. Discussion Points COPYRIGHT The poem lends itself to a discussion on what people want from life and the lengths they are prepared to go to find it. What do your students want for the future? What sacrifices might they need to make in PROTECTED pursuit of their dreams? Another discussion could be whether students believe in life after death and what form the afterlife might take. Listening to... Rhythm in Poetry Page 80 of 111 © ZigZag Education, 2011 ‘Eldorado’ Worksheet Solutions Worksheet A Solutions INSPECTION COPY 1. by Edgar Allan Poe In the first stanza the knight is ‘singing’. What does this tell you about his mood? He is in a carefree, light-hearted mood. 2. In the second stanza, however, Poe says, ‘o’er his heart a shadow fell’. What was the reason for this change in the knight’s mood? He was growing old and discouraged since he had still not found Eldorado. 3. Whom does the knight meet in the last stanza? A pilgrim shadow 4. And what question does the knight ask? ‘Where can it be, This land of Eldorado?’ 5. Complete the missing words in the last stanza. ‘Over the mountains Of the Moon, Down the valley of Shadow, Ride boldly ride,’ The shade replied, ‘If you seek for Eldorado.’ 6. Write a paragraph below summarising the story of the knight’s search for Eldorado. A knight has been travelling through day and night, good and bad weather, looking for Eldorado, which might be a metaphor for wealth, success or perfect happiness. As he grows old he starts to feel disillusioned and discouraged because he cannot find this place, or achieve his dream. At the end he finds out that only through dying and passing beyond death can he reach Eldorado. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 81 of 111 © ZigZag Education, 2011 ‘Eldorado’ Worksheet B Solutions by Edgar Allan Poe INSPECTION COPY 1. What is the meaning of the word ‘bedight’ in the first line of the poem? a) Singing b) Dressed c) Walking d) Riding 2. The knight is described as ‘gallant’. This means: a) Wearing armour b) Happy c) Stylish and well-dressed d) Brave 3. Write below two words or phrases from the first stanza that indicate a joyful, happy mood. Gaily, singing a song, 4. Now write two words or phrases from the second and third stanzas that indicate a change in mood. A shadow/ fell, His strength/ failed him 5. In which two lines of the poem do both the rhyme and rhythm lose their regularity? The shade replied, ‘If you seek for Eldorado.’ 6. Why do you think this happens? The atmosphere becomes more sombre as he has mentioned death and the broken rhyme may symbolise the end of the knight’s life. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 82 of 111 © ZigZag Education, 2011 INSPECTION COPY Eldorado The Poem by Edgar Allan Poe (1809–1849) Gaily bedight, A gallant knight, In sunshine and in shadow, Had journeyed long, Singing a song, Edgar Allan Poe In search of Eldorado. But he grew old, This knight so bold, And o'er his heart a shadow, Fell as he found, No spot of ground, That looked like Eldorado. And, as his strength, Failed him at length, He met a pilgrim shadow; ‘Shadow,’ said he, ‘Where can it be, This land of Eldorado?’ ‘Over the mountains COPYRIGHT PROTECTED Of the Moon, Down the valley of Shadow, Ride boldly ride,’ The shade replied, ‘If you seek for Eldorado.’ Listening to... Rhythm in Poetry Page 83 of 111 © ZigZag Education, 2011 Eldorado Worksheet A A INSPECTION COPY by Edgar Allan Poe (1809–1849) 1. In the first stanza the knight is ‘singing’. What does this tell you about his mood? ................................................................................................................................................................................ ................................................................................................................................................................................ 2. In the second stanza, however, Poe says, ‘o’er his heart a shadow fell’. What was the reason for this change in the knight’s mood? ................................................................................................................................................................................ ................................................................................................................................................................................ 3. Whom does the knight meet in the last stanza? ................................................................................................................................................................................ ................................................................................................................................................................................ 4. And what question does the knight ask? ................................................................................................................................................................................ ................................................................................................................................................................................ 5. Complete the missing words in the last stanza. ‘Over the mountains Of the ............................................................. , Down the Valley of ......................................... ’ COPYRIGHT PROTECTED Ride, ...................................................... , ride,’ The ...................................................... replied, If you seek for ................................................. ’ 6. Write a paragraph below summarising the story of the knight’s search for Eldorado. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 84 of 111 © ZigZag Education, 2011 1. 2. 3. B by Edgar Allan Poe (1809–1849) What is the meaning of the word ‘bedight’ in the first line of the poem? a) Singing b) Dressed c) Walking d) Riding The knight is described as ‘gallant’. This means: a) Wearing armour b) Happy c) Stylish and well-dressed d) Brave INSPECTION COPY Eldorado Worksheet B Write below two words or phrases from the first stanza that indicate a joyful, happy mood. ................................................................................................................................................................................ ................................................................................................................................................................................ 4. Now write two words or phrases from the second and third stanzas that indicate a change in mood. ................................................................................................................................................................................ ................................................................................................................................................................................ 5. In which two lines of the poem do both the rhyme and rhythm lose their regularity? ................................................................................................................................................................................ ................................................................................................................................................................................ COPYRIGHT PROTECTED 6. Why do you think this happens? ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 85 of 111 © ZigZag Education, 2011 Follow-up Worksheet INSPECTION COPY Eldorado follow up by Edgar Allan Poe (1809–1849) Write a poem in which someone is searching for something. The thing for which they search can be grand, like ‘the meaning of life’ or ‘everlasting peace’, or it can be insignificant like a lost pair of gloves. Whether or not the person finds what they are looking for is up to you. In your poem try to use the same syllabic count as Poe uses in Eldorado, that is 447447. Count syllables on your fingers as you write if you need to. If you really want a challenge, you could try to use the AABCCB rhyme scheme too. ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ ........................................................................................................................................................................................ COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 86 of 111 © ZigZag Education, 2011 ‘From a Railway Carriage’ by Robert Louis Stevenson Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development • Draw students’ attention to the rhythm of the poem, comparing it to the speed of a train. Demonstrate how a dactyl can create a rhythm reminiscent of a train sound (stress, unstress, unstress = BA ba ba). Read the first verse of the poem aloud, knocking on a desk or table to the beats. Ask the students to knock with you for the second verse. • Students complete the follow-up worksheet. • Extension task: follow-up task. Plenary by Robert Louis Stevenson INSPECTION COPY Suggested Lesson Plan ‘From a Railway Carriage’ Separate the board into two areas – the train (fast) and life outside (slow). Ask students to pick out words which demonstrate this contrast. Discuss times when students have travelled fast, e.g. plane, rollercoaster ride. How did they find the experience? COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 87 of 111 © ZigZag Education, 2011 Notes on the Poem ‘From a Railway Carriage’ INSPECTION COPY by Robert Louis Stevenson Structure The structure of this poem is very regular; two verses, each of eight lines, a regular rhythm and rhyme scheme. One thing it might be worth mentioning is his extensive use of the semi-colon, allowing the reader to make a pause, but only a short one. Rhyme The poem has a regular AA BB CC DD rhyme scheme. Although there are no definite internal rhymes, the poet relies heavily on assonance and alliteration. Encourage the students to find examples of both in the poem. Language Your students may well be familiar with Robert Louis Stevenson as the author of Treasure Island, Kidnapped and Jekyll and Hyde. Explain that ‘From a Railway Carriage’ is from A Child’s Garden of Verses, a collection of poems written for children from a child’s point of view. The language is, therefore, deliberately simple. This makes it much more accessible to modern readers than most other poems of its time. The collection was first published in 1885, yet the language hasn’t dated. Stevenson also uses simple similes and metaphors. Also point out the use of repetition and how this heightens the fast pace. Rhythm The fast rhythm here is achieved by the use of dactyls, one long syllable followed by two short ones. This represents the movement of the train speeding through the countryside. A good way to get the students to catch the rhythm is to read the first verse of the poem aloud, knocking on a desk or table to the beats. Ask the students to knock with you for the second verse, (if they haven’t started doing so already). As they knock they should silently read the written poem. Explain that they mustn’t knock too loudly or they won’t hear the words. As you read the second verse, gradually lower the volume of your voice until by the last two lines you are not speaking at all. They will then be matching the rhythm to the words silently, hearing only the beat. Discussion Points Discuss how Stevenson uses carefully chosen words and phrases to contrast the slow pace of life outside the train with the speed of the train itself. COPYRIGHT Faster than... charging, fly, in the wink of an eye, whistle by: clambers, scrambles, stands and gazes. Can students recall occasions when they were travelling at high speed (a roller coaster ride perhaps)? How did they PROTECTED feel? Some people find speed exhilarating, some terrifying. Why do they think that is? Listening to... Rhythm in Poetry Page 88 of 111 © ZigZag Education, 2011 ‘From a Railway Carriage’ Worksheet Solutions Worksheet A Solutions INSPECTION COPY by Robert Louis Stevenson 1. What did you think of this poem? Write a few words or phrases below to describe your feelings. 2. Where do you think the train is going? The train is passing through the countryside, perhaps going from one town to another. 3. What type of landscape does the poet describe? The countryside – meadows, hills and plains with horses and cattle 4. What did you notice about the rhythm of the poem? The rhythm is very fast, mimicking the speed of the train as it rushes by. 5. There are eight pairs of rhyming words in the poem. The first pair is: witches and ditches. Write below as many other pairs as you can remember. Battle – cattle, plain – rain, eye - by, scrambles – brambles, gazes – daisies (not full rhyme), road – load, river – ever (not full rhyme) 6. The poet, Robert Louis Stevenson, lists many objects and scenes he glimpses from the train window. Write down as many of these as you can. Bridges and houses, hedges and ditches; meadows, horses, cattle, hills, plains, rain, train stations, a child, brambles, a tramp, a green covered in daisies, a cart on the road, a man and his load, a mill, the river. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 89 of 111 © ZigZag Education, 2011 ‘From a Railway Carriage’ Worksheet B Solutions INSPECTION COPY 1. by Robert Louis Stevenson In the first verse Stevenson uses lots of words and phrases which indicate speed. List them below: Faster, charging, fly, wink of an eye, whistle 2. In contrast, the second verse contains many words and phrases to indicate the slow pace of life outside. List them here: Clamber, stand, gaze, lumping 3. Find examples of the following and write them here: a) One simile using like charging along like troops in a battle b) One simile using as Fly as thick as driving rain c) One metaphor painted stations 4. Now write down examples of how the poet uses the following in the poem: a) Alliteration Faster than fairies, faster than witches houses, hedges a glimpse and gone b) Assonance bridges and ditches painted stations c) COPYRIGHT PROTECTED Repetition faster than…faster than all…. Here is…. 5. What effects do these have on the pace and tone of the poem? They increase the speed of the poem, making the poem seem to run fast like the train. Listening to... Rhythm in Poetry Page 90 of 111 © ZigZag Education, 2011 INSPECTION COPY From a Railway Carriage The Poem by Robert Louis Stevenson (1850–1894) Faster than fairies, faster than witches, Bridges and houses, hedges and ditches; And charging along like troops in a battle, Robert Louis Stevenson All through the meadows the horses and cattle: All of the sights of the hill and the plain Fly as thick as driving rain; And ever again, in the wink of an eye, Painted stations whistle by. Here is a child who clambers and scrambles, All by himself and gathering brambles; Here is a tramp who stands and gazes; And there is the green for stringing the daisies! Here is a cart run away in the road Lumping along with man and load; And here is a mill and there is a river: Each a glimpse and gone forever. Listening to... Rhythm in Poetry Page 91 of 111 COPYRIGHT PROTECTED © ZigZag Education, 2011 Worksheet A INSPECTION COPY From a Railway Carriage A by Robert Louis Stevenson (1850–1894) 1. What did you think of this poem? Write a few words or phrases below to describe your feelings. ................................................................................................................................................................................ ................................................................................................................................................................................ 2. Where do you think the train is going? ................................................................................................................................................................................ ................................................................................................................................................................................ 3. What type of landscape does the poet describe? ................................................................................................................................................................................ ................................................................................................................................................................................ 4. What did you notice about the rhythm of the poem? ................................................................................................................................................................................ ................................................................................................................................................................................ 5. There are eight pairs of rhyming words in the poem. The first pair is: witches and ditches. Write below as many other pairs as you can remember. ................................................................................................................................................................................ ................................................................................................................................................................................ 6. The poet, Robert Louis Stevenson, lists many objects and scenes he glimpses from the train window. Write COPYRIGHT down as many of these as you can. PROTECTED ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 92 of 111 © ZigZag Education, 2011 B INSPECTION COPY From a Railway Carriage Worksheet B by Robert Louis Stevenson (1850–1894) 1. In the first verse Stevenson uses lots of words and phrases which indicate speed. List them below: ................................................................................................................................................................................ ................................................................................................................................................................................ 2. In contrast, the second verse contains many words and phrases to indicate the slow pace of life outside. List them here: ................................................................................................................................................................................ ................................................................................................................................................................................ 3. 4. Find examples of the following and write them here: a) One simile using like ....................................................................................................................................... b) One simile using as ......................................................................................................................................... c) One metaphor ................................................................................................................................................. Now write down examples of how the poet uses the following in the poem: a) Alliteration ......................................................................................................................................................................... ......................................................................................................................................................................... b) Assonance ......................................................................................................................................................................... COPYRIGHT ......................................................................................................................................................................... PROTECTED c) Repetition ......................................................................................................................................................................... ......................................................................................................................................................................... 5. What effects do these have on the pace and tone of the poem? ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 93 of 111 © ZigZag Education, 2011 Follow-up Worksheet INSPECTION COPY From a Railway Carriage follow up by Robert Louis Stevenson (1850–1894) 1. Imagine you are on a journey through the countryside in a car, train or coach. In the space below, write some scenes you might you view through the window. I’ve given a few examples. A dog herding sheep, a scarecrow, a river, cattle grazing ........................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................ ........................................................................................................................................................................................................................................................................................ 2. Read the poem again and write your own version of the second verse. Use the frame below. You should copy the rhyme scheme and the rhythm pattern of the original poem, but add your own words and phrases. Here is a ..................................................................................................................who ................................................................................................................................ ........................................................................................................................................................................................................................................................................................ And there is a ................................................................................................................................................................................................................................................. Here is a ................................................................................................................. who ............................................................................................................................... COPYRIGHT PROTECTED Here is a ............................................................................................................................................................................................................................................................... ........................................................................................................................................................................................................................................................................................ And here is a .................................................................................................... and there is a ...................................................................................................... ........................................................................................................................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 94 of 111 © ZigZag Education, 2011 ’The Eagle’ ‘The Eagle’ by Alfred Lord Tennyson Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development • Recap learning of the poetic terms alliteration, assonance, personification; also consolidate understanding of trochee, dactyl etc. Explain iambic pentameter and caesura (a break in the middle of a line). • Students complete the follow-up worksheet. • Extension task: follow-up task. Plenary INSPECTION COPY Suggested Lesson Plan by Alfred, Lord Tennyson Discuss how powerful animals are both admired by man and endangered. Why do students feel Tennyson admired the eagle? How are animals such as tigers and wolves depicted? How do people impact on the survival of these animals? COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 95 of 111 © ZigZag Education, 2011 ’The Eagle’ by Alfred, Lord Tennyson Notes on the Poem INSPECTION COPY Structure The poem consists of two short stanzas. The first describes the majestic eagle standing on a crag high above the sea. In the second the eagle surveys the sea then, having presumably seen a fish, dives to catch his prey. The brevity of the poem is fitting to the speed at which the eagle reacts. Rhyme Encourage students to examine the aaa, bbb rhyme scheme, by marking the rhyming words in some way. Elicit from them other words with the short a and aw sounds, firstly in the poem itself, and then in general. Use these examples to introduce or remind students of the term ‘assonance.’ Compare and contrast assonance with alliteration, using examples from the poem; the hard c sound of the first stanza, contrasting with the softer w of the second. Language The language of this poem is fairly straightforward, but students may need explanation of the words ‘crag’ and ‘azure’. When explaining the words indicate or elicit how they heighten the sense of loftiness. Personification Tennyson refers to the eagle throughout the poem as ‘he’. Explain that this is a technique known as personification. Elicit from the students other examples from the poem: hands (used to grab and hold things, in the eagle’s case, its prey), wrinkled, the verbs stands, crawls, watches, falls could all be used to describe human actions. Note also the powerful use of simile in the last line, And like a thunderbolt he falls, with the emphasis on the initial th sound of thunderbolt illustrating the suddenness of the eagle’s fall. Rhythm The rhythm is mainly iambic: unstressed, stressed syllables following a pattern. Tennyson deliberately breaks this at the start of the second and third lines, however, which begin with trochees: stressed syllables followed by unstressed ones. This allows him to deliberately place stress on the words close and ringed. Show how these techniques force the reader to speed up and slow down. The rhythm in the second stanza is more regular. Bring to their attention the fact that there is no running on (enjambment), that each line ends abruptly. This helps keep the pace stately and majestic. The third line of the first stanza is slowed down further by use of a caesura in the formCOPYRIGHT of a comma. Some versions of the poem also include a comma in the third line of the second stanza PROTECTED between the words thunderbolt and he. Discuss the effect this would have on the reading of the poem. Do students think the poem reads better with or without the comma? Ask students to read the poem aloud themselves individually or as a class, with emphasis on the rhythm and on stressing the correct syllables. Encourage them to be as dramatic as possible. Discussion Topics Whereas conservationists are working hard to reintroduce or maintain populations of eagles and other birds of prey, they are regarded as pests by many farmers. Discuss or debate the feelings of both sides and reasons why they feel as they do. Listening to... Rhythm in Poetry Page 96 of 111 © ZigZag Education, 2011 ’The Eagle’ Worksheet Solutions Worksheet A Solutions This short poem was written by Alfred, Lord Tennyson in 1851. INSPECTION COPY 1. by Alfred, Lord Tennyson Now you’ve listened to the poem, write down what you thought of it. Did you like it or dislike it? Did you understand it or find it difficult and confusing? 2. Write down in your own words the picture of the eagle the poem conjures up in your mind. a) Where is he? On a cliff rock over looking the sea b) What does he look like? c) What is he doing? Perching, looking around for prey d) What did you notice about the following? i) The poem’s use of rhyme The first stanza, all three lines rhyme (AAA) and the second stanza, all three lines rhyme (BBB). ii) The rhythm of the poem Quite slow and stately, pausing at the end of each line. iii) The vocabulary Tennyson uses Most of the words are quite simple and straightforward, with a word like ‘azure’ standing COPYRIGHT out as more unusual. He uses several adjectives such as lonely, wrinkled, crooked. PROTECTED 3. In the first line Tennyson uses the word ‘hands’ rather than feet. Why do you think he does this? Personification – so we can identify more with the eagle, as if it is a character with thoughts and feelings. Listening to... Rhythm in Poetry Page 97 of 111 © ZigZag Education, 2011 ’The Eagle’ 4. by Alfred, Lord Tennyson Which sounds or letters does the poet repeat throughout the poem? C – first stanza 5. What effects does this have? INSPECTION COPY W – second stanza The hard C sounds make the eagle sound harsh and strong. It could also make him sound ready or alert. The w is a softer sound, making the eagle seem more thoughtful or watchful. 6. How do you think Tennyson felt about the eagle? Admiration, as if he thought it was noble and powerful. 7. Write down some words or phrases from the poem to support this. he stands – this is quite a majestic phrase, coming at the end of the line. Like a thunderbolt – this emphasises the eagle’s speed and power. Ring’d with the azure world – since azure is not a word usually used, this might suggest specialness. Clasps – this makes the eagle sound strong. 8. Now write down some words that come to your mind when you hear the word ‘eagle’. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 98 of 111 © ZigZag Education, 2011 ’The Eagle’ by Alfred, Lord Tennyson Worksheet B Solutions 2. Match the poetic term to its meaning. INSPECTION COPY 1. alliteration repetition of vowel sounds for effect iamb a forced break in rhythm and pace trochee a stressed syllable followed by an unstressed one caesura an unstressed syllable followed by a stressed one assonance repetition of consonant sounds for effect personification giving a creature or object the qualities of a human Complete the table below, giving an example of each from the poem and stating its effect. Term Example Effect Hard c – makes the eagle sound Alliteration Clasps crooked strong. Watches wall wrinkled Soft w – makes the eagle sound watchful and careful. Assonance Close lonely Creates a long, reflexive sound, Sea beneath suggestive of the eagle’s still, waiting Watches wall pose before he dives. He clasps the crag with crooked hands; Iambic tetrameter The wrinkled sea beneath him Creates a regular rhythm, evocative crawls; of the tidal sea beneath the eagle. He watches from his mountain walls, Trochee Caesura Personification Close to the …., Emphasises the verbs. Ring'd with the…. COPYRIGHT PROTECTED he stands Like a thunderbolt, he falls Makes the eagle seem more majestic. Makes the eagle seem more human so hands we can relate to him better. 3. Write two sentences of your own below which use alliteration. 4. Now make up two sentences which use assonance. Listening to... Rhythm in Poetry Page 99 of 111 © ZigZag Education, 2011 The Poem INSPECTION COPY The Eagle by Alfred, Lord Tennyson (1809–1892) 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. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 100 of 111 © ZigZag Education, 2011 The Eagle Worksheet A A INSPECTION COPY by Alfred, Lord Tennyson (1809–1892) 1. This short poem was written by Alfred, Lord Tennyson in 1851. Now you’ve listened to the poem, write down what you thought of it. Did you like it or dislike it? Did you understand it or find it difficult and confusing? ................................................................................................................................................................................ 2. Write down in your own words the picture of the eagle the poem conjures up in your mind. i) Where is he? ................................................................................................................................................................................ ii) What does he look like? ................................................................................................................................................................................ iii) What is he doing? ................................................................................................................................................................................ iv) What did you notice about the following? a) The poem’s use of rhyme, ................................................................................................................................................................. b) The rhythm of the poem ................................................................................................................................................................. c) The vocabulary Tennyson uses ................................................................................................................................................................. 3. In the first line Tennyson uses the word ‘hands’ rather than feet. Why do you think he does this? ................................................................................................................................................................................ 4. Which sounds or letters does the poet repeat throughout the poem? ................................................................................................................................................................................ 5. COPYRIGHT PROTECTED What effects does this have? ................................................................................................................................................................................ 6. How do you think Tennyson felt about the eagle? ................................................................................................................................................................................ 7. Write down some words or phrases from the poem to support this. ................................................................................................................................................................................ 8. Now write down some words that come to your mind when you hear the word ‘eagle’. ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 101 of 111 © ZigZag Education, 2011 1. 2. B INSPECTION COPY The Eagle Worksheet B by Alfred, Lord Tennyson (1809–1892) Match the poetic term to its meaning: alliteration repetition of vowel sounds for effect iamb a forced break in rhythm and pace trochee a stressed syllable followed by an unstressed one caesura an unstressed syllable followed by a stressed one assonance repetition of consonant sounds for effect personification giving a creature or object the qualities of a human Complete the table below, giving an example of each from the poem and stating its effect. Term Example Alliteration Assonance Effect Iambic tetrameter Trochee Caesura COPYRIGHT PROTECTED Personification 3. Write two sentences of your own below which use alliteration. ................................................................................................................................................................................ ................................................................................................................................................................................ 4. Now make up and write two sentences which use assonance. ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 102 of 111 © ZigZag Education, 2011 1. follow up by Alfred, Lord Tennyson (1809–1892) Think of something you find powerful. Here are some ideas to get you started. It can be: A living creature: an elephant A person: the president of America A feeling: grief A natural phenomenon: a waterfall 2. Write the name of your powerful subject below. INSPECTION COPY The Eagle Follow-up Worksheet ................................................................................................................................................................................ 3. Now write some words or phrases you could use to indicate the power of your chosen subject. ................................................................................................................................................................................ ................................................................................................................................................................................ 4. Finally, write a short poem or piece of prose to describe your subject. Choose your words carefully to convey the feeling of power. Don’t be afraid to steal ideas from Tennyson. You might like to try his rhythm or rhyme scheme. You might use personification, or try using alliteration or assonance. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 103 of 111 © ZigZag Education, 2011 ‘The Lady of Shalott’ by Alfred, Lord Tennyson Teacher’s Notes Starter Students listen to the poem. Students complete worksheet A. Development by Alfred, Lord Tennyson INSPECTION COPY Suggested Lesson Plan ‘The Lady of Shalott’ • Ask students to identify the rhyme scheme and consider the effect of it on the feel and mood of the poem (dreamlike, chanting, almost magical or ritualistic). • Go through unfamiliar vocabulary with the students (see Language section of notes on the following page). • Students complete the follow-up worksheet. • Extension Task: follow-up task (requiring Internet access or full text copies of the poem). Plenary Ask students to consider the themes of the poem – a maiden kept away from the world, a spell or curse. Make links to other texts, e.g. Rapunzel, Sleeping Beauty. COPYRIGHT PROTECTED Listening to... Rhythm in Poetry Page 104 of 111 © ZigZag Education, 2011 ‘The Lady of Shalott’ Notes on the Poem INSPECTION COPY by Alfred, Lord Tennyson Structure Two versions of ‘The Lady of Shalott’ were printed. The first, published in 1833, had 20 stanzas, and the second, published in 1842, had 19. This extract is the four opening stanzas from the later version. Each of the four stanzas has nine lines. Note the indentation of the shorter fifth and ninth lines of each stanza. Rhyme The poem has the following rhyme scheme: AAAABCCCB. Most of the rhymes are complete, with the exception of shiver/ever, early/barley/cheerly and weary/airy. Note the consistent repetition of the rhyming fifth and ninth lines with Camelot and Shalott. Language Read the poem stanza by stanza, eliciting from the students what, if anything, they understand the following to mean. Explanations are given after each word and the stanza number before it. 1. 1. 2. 2. 2. 2. 3. 3. 3. 3. 3. 4. 4. barley and rye wold aspens quiver dusk imbower barges unhailed shallop flitteth casement reapers sheaves cereal crops used for making soup, alcoholic drinks, bread flat, unforested land tall poplar trees tremble (used as a verb) darken surrounded by and sheltered with trees flat-bottomed boats used for carrying goods unknown or unnamed slow-moving leisure boat flits: moves like a moth or butterfly’s flight window farm workers who cut and gathered the crops large bundles of cut cereal, tied in the middle. Discuss how Tennyson’s language heightens the mystery as well as describing the setting. Rhythm The poem has a gentle, flowing rhythm like that of the river in which it is set. This gives a mysterious, eerie effect. In each stanza, lines 1, 2, 3, 4, 6, 7 and 8 have four feet, whereas lines 5 and 9 have only three. The effect of this is a slowing down on the trimetric lines. COPYRIGHT The rhythm of the tetrametric lines is rocky, but the trimetric lines are smooth in contrast. Note how the second syllable of these lines is drawn out as it is read: many, island, flowing, Lady etc. PROTECTED Discussion Points This poem has inspired many beautiful paintings. The two most famous were by artists John Atkinson Grimshaw and Yang Zhang, but there are many more. Search and print off examples from the Internet for students to look at. Discuss what qualities of the poem have made it so inspirational for artists: the romantic, mysterious Lady herself, the folk-lore type story, Tennyson’s highly visual descriptions, the link with the popular legend of King Arthur etc. Which paintings do they prefer and why? Listening to... Rhythm in Poetry Page 105 of 111 © ZigZag Education, 2011 ‘The Lady of Shalott’ Worksheet Solutions Worksheet A Solutions 2. Circle words from the box below which you would use to describe the poem ‘The Lady of Shalott’. mysterious romantic interesting lyrical sensuous difficult eerie confusing modern realistic childish rhythmic flowing rhymed unrhymed Which of these best describes the setting of the poem? a) An island in a river b) A dense forest c) A country village d) A farm 3. INSPECTION COPY 1. by Alfred, Lord Tennyson The building in which the Lady of Shalott lives has: a) Four great walls, and four great towers b) Four grey walls, and four grey towers c) Four grey walls, and four great towers d) Four great walls, and four grey towers 4. Which of the following statements about the Lady of Shalott is correct? a) Only the reapers have seen her waving b) Only the reapers have heard her singing c) Everyone in the land has seen her waving d) Everyone in the land has heard her singing Listening to... Rhythm in Poetry Page 106 of 111 COPYRIGHT PROTECTED © ZigZag Education, 2011 ‘The Lady of Shalott’ Worksheet B Solutions INSPECTION COPY 1. by Alfred, Lord Tennyson Underline any words or phrases relating to plants in the poem. How many did you find? Write them below. 9. Fields of barley and of rye, where the lilies below, willows whiten, aspens quiver, a space of flowers, imbowers, willow-veiled, the bearded barley, piling sheaves 2. The third line of the poem refers to the fields of barley and rye which according to Tennyson, ‘clothe the wold and meet the sky’ Which of the following do you think is the most accurate transcription? a) Cover the flat land, stretching to the horizon b) Are used to make clothes, and reach the sky c) Cover the flat land and reach the sky d) Are used to make clothes, stretching to the horizon 3. How is the Lady of Shalott secluded from the world? She is living in a castle on an island in the river. 4. 5. Name the two boats mentioned in the third stanza. a) barges b) shallop In your own words explain the contrast of the two boats and how Tennyson uses carefully-chosen language to make the contrast clear. The barges are for the workers, carrying goods. He uses words like ‘heavy’ and ‘slow (horses)’ to emphasise that it is weighed down and used for trade. The shallop is for the rich, suggesting luxury with its silk sails. It moves lightly ‘flitteth’ and ‘skimming’, in contrast to the heavy barges, and it heads towards the royal castle of Camelot, emphasising its richness and importance. COPYRIGHT PROTECTED 6. Why is the reaper weary in the fourth stanza? He has been working all day, since ‘early’, and now it is night; he is finishing his work ‘by the moon’. 7. Why do you think he refers to the Lady of Shalott as a fairy? Because her singing is so beautiful, but also so mysterious since he cannot see the singer. Her voice comes from the secluded island on the river and no one has seen her, so she seems almost mythical. Listening to... Rhythm in Poetry Page 107 of 111 © ZigZag Education, 2011 INSPECTION COPY The Lady of Shalott The Poem by Alfred, Lord Tennyson (1809–1892) Alfred, Lord Tennyson On either side the river lie, Long fields of barley and of rye, That clothe the wold and meet the sky; And through the field the road runs by To many towered Camelot; And up and down the people go, Gazing where the lilies blow Round an island there below, The island of Shalott. Willows whiten, aspens quiver, Little breezes dusk and shiver Through the wave that runs for ever By the island in the river Flowing down to Camelot. Four grey walls and four grey towers, Overlook a space of flowers, And the silent isle imbowers The Lady of Shalott. By the margin, willow-veiled, Slide the heavy barges trailed By slow horses; and unhailed The shallop flitteth silken-sailed Skimming down to Camelot; But who hath seen her wave her hand? Or at the casement seen her stand? Or is she known in all the land, The Lady of Shalott? Only reapers, reaping early In among the bearded barley, Hear a song that echoes cheerly From the river winding clearly, Down to towered Camelot: And by the moon the reaper weary, Piling sheaves in uplands airy, Listening, whispers, ‘Tis the fairy Lady of Shalott.’ Listening to... Rhythm in Poetry Page 108 of 111 COPYRIGHT PROTECTED © ZigZag Education, 2011 The Lady of Shalott Worksheet A A INSPECTION COPY by Alfred, Lord Tennyson (1809–1892) 1. Circle words from the box below which you would use to describe the poem ‘The Lady of Shalott.’ mysterious romantic interesting lyrical sensuous difficult eerie confusing modern realistic childish rhythmic flowing rhymed unrhymed 2. Which of these best describes the setting of the poem? a) An island in a river b) A dense forest c) A country village d) A farm 3. The building in which the Lady of Shalott lives has: a) Four great walls, and four great towers b) Four grey walls, and four grey towers c) Four grey walls, and four great towers d) Four great walls, and four grey towers 4. Which of the following statements about the Lady of Shalott is correct? a) Only the reapers have seen her waving b) Only the reapers have heard her singing c) Everyone in the land has seen her waving d) Everyone in the land has heard her singing Listening to... Rhythm in Poetry Page 109 of 111 COPYRIGHT PROTECTED © ZigZag Education, 2011 The Lady of Shalott Worksheet B B INSPECTION COPY by Alfred, Lord Tennyson (1809–1892) 1. Underline any words or phrases relating to plants in the poem. How many did you find? Write them below. ................................................................................................................................................................................ ................................................................................................................................................................................ 2. The third line of the poem refers to the fields of barley and rye which according to Tennyson, ‘clothe the wold and meet the sky’ Which of the following do you think is the most accurate transcription? a) b) c) d) 3. Cover the flat land, stretching to the horizon Are used to make clothes, and reach the sky Cover the flat land and reach the sky Are used to make clothes, stretching to the horizon How is the Lady of Shalott secluded from the world? ................................................................................................................................................................................ ................................................................................................................................................................................ 4. Name the two boats mentioned in the third stanza. a) ............................................................................................................................................................................ b) ............................................................................................................................................................................ 5. In your own words explain the contrast of the two boats and how Tennyson uses carefully-chosen language to make the contrast clear. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ COPYRIGHT PROTECTED 6. Why is the reaper weary in the fourth stanza? ................................................................................................................................................................................ ................................................................................................................................................................................ 7. Why do you think he refers to the Lady of Shalott as a fairy? ................................................................................................................................................................................ ................................................................................................................................................................................ Listening to... Rhythm in Poetry Page 110 of 111 © ZigZag Education, 2011 follow up INSPECTION COPY The Lady of Shalott Follow-up Worksheet by Alfred, Lord Tennyson (1809–1892) 1. Find the complete poem online and read it. Research any words you don’t understand and annotate the poem yourself. Summarise each stanza with one sentence. ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ ................................................................................................................................................................................ 2. Now rewrite the poem as a short story. Do not limit your story to what you have written in the sentences. Use these as a guide to help you keep the narrative structure. Try to retain the following qualities of Tennyson’s poem: a) The attention to detail in description b) The mysterious atmosphere c) The romantic pastoral (countryside) setting COPYRIGHT PROTECTED The Lady of Shalott, by John William Waterhouse (1916) Listening to... Rhythm in Poetry Page 111 of 111 © ZigZag Education, 2011
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