In Term 3, I have learn about poetry. There are a lot of different type of poems, including limericks, haikus, tongue-twisters so on so forth.
The following are descriptions on these poems.
Limericks - Limericks are poems which is also known as poems which are nonsense. It consists of five lines in which the last line rhymes with the first two lines, and the third and fourth line rhyme with each other.
Haikus - Haikus are poems which the lines do not have to rhyme. Haikus consists of three lines, in which the first and third line has five syllabuses each and the second line consists of seven syllabuses.
Tongue-twisters - Tongue twisters are poems which sometimes rhyme. These poems are called tongue-twisters as they literally made your tongue twist! These poems consists of lines where line after line, there are several similar sounding words, thus making it difficult to say them quickly.
Parodies - Parodies are songs in which they make some popular songs into a more interesting one, with humorous lyrics. Parodies usually mean no insult but are just composed to let people have a good laugh.
Wednesday, August 11, 2010
Thursday, August 5, 2010
Poem Assignment
This is the poem that I chose. It is entitled Snapshotland.
Snapshotland
In Snapshotland everyone is happy all the time.
It is the promised land where people sit with flasks of tea
on smooth sand by a flat sea and smile and smile and smile.
The sun shines all day long and every day in Kodachrome
or sepia on sandboys and sandgirls who never
stop smiling from the time they first appear, with buckets,
in crisp, gingham pinfores and nonnets on the sea-shore.
Lovers stay in love forever, married couples never
grow tired of each other; everything is always just right.
The dolphins know exactly when to leap into the air
and stay there for the permanent delight of passengers
aboard the pleasure-boat which never passes out of sight.
Noboday in Snapshotland grows old unless they want to,
juding by the way they go on smiling so, in deck-chairs,
on the beach, or in old-fashioned gardens with lavender
and grandchildren here and there - and no one dies, ever.
Even if they don't appear later, the people are still
always there, smiling through the lavender and dolphins
and the buckets full of pebbles on the same sea-shore.
Sylvia Kantaris
Step 1 : Forget what the poem may or may not mean, or what it may be about.☑
Step 2 : Look at the title and jot down about half a dozen things that it suggests to you. Give literal meanings as well as other associations.
- Photographs
- Still
- Frozen
- Land of guns
- Dangerous land
Step 3 : Read the poem onc quickly and then several times more slowly. Try to hear the poem aloud in your head.☑
Step 4 : Make a list if all those things which force their attention on you or which catch your interest for one reason or another. You might jot down unusual/odd/striking words, rhymes or repetitions/patterns/contrasts ,etc.
- 'and smile and smile and smile' repetition
- 'Kodachrome' striking and unusual name
- 'sandboys and sandgirls' striking phrase
- 'Lovers stay in love forever; married couples never grow tired of each other' contrasts
- 'Nobody in Snapshotland grow old' Striking phrase
- 'and no one dies - ever.' striking phrase.
Step 5 : Look at and list any features of lanugage used in the poem, eg.
No captital letters; no full stops at all line-end; presence/absence of adverbs/adjectives; all verbs are either active/passive; tenses - all past except in the last line - ,etc.
- No structure in the poem
- No all stanzas have rhyming lines
- Poem in present tense
Step 6 : Try to find groups of words (thematic boxes),eg.
(a) All similes make reference to animals/death/plants, etc.
(b) All the first words of lines are conjuctions, etc.
*Don't worry if your groups of words seem silly or improbable. Look at what you have observed and ask yourself what is its significance.
- Every first lines of its stanzas are made up of captial letters.
Step 7 : Look at your lists, notes and groups. Do you see any patterntaking shape?
- The first and last stanzas have 3 lines each while the 2nd, 4th stanzas have 4 lines each and the 3rd stanza has 5 lines
Step 8 : Read the poem again and try to make intelligent guessesof what the poem may mean.
The poem is about a photograph, in which everything is inside is still. Every thing that happened when the photograph was taken remains that way forever.
Step 9: Answer the following questions:
Who is "speaking" in the poem? Is it the POET or a PERSONA?
It is the poet who is speaking.
Who is the poem "spoken" to? In other words, who is the audience for this poem? Is it to a particular person, to the poet himself (reflective) or to the public in general?
It is to the the public.
What is the speaker's attitude to this audience? Is it angry, sincere, joking, teasing, etc.?
He is more of sincere, explaining to the audience the definition and happenings of Snapshotland.
What is the POET's attitude to this audience? (This may be different from the speaker.)
He is sincere, explaining to the audience the definition and happenings of Snapshotland.
Why is the poem organized in the way that it is?
It is to attract readers attention to the interesting subject Snapshotland.
What is the EFFECT of all the things you have written down in Steps 2-8?
It helps me to understand and comprehend the poem better.
Snapshotland
In Snapshotland everyone is happy all the time.
It is the promised land where people sit with flasks of tea
on smooth sand by a flat sea and smile and smile and smile.
The sun shines all day long and every day in Kodachrome
or sepia on sandboys and sandgirls who never
stop smiling from the time they first appear, with buckets,
in crisp, gingham pinfores and nonnets on the sea-shore.
Lovers stay in love forever, married couples never
grow tired of each other; everything is always just right.
The dolphins know exactly when to leap into the air
and stay there for the permanent delight of passengers
aboard the pleasure-boat which never passes out of sight.
Noboday in Snapshotland grows old unless they want to,
juding by the way they go on smiling so, in deck-chairs,
on the beach, or in old-fashioned gardens with lavender
and grandchildren here and there - and no one dies, ever.
Even if they don't appear later, the people are still
always there, smiling through the lavender and dolphins
and the buckets full of pebbles on the same sea-shore.
Sylvia Kantaris
Step 1 : Forget what the poem may or may not mean, or what it may be about.☑
Step 2 : Look at the title and jot down about half a dozen things that it suggests to you. Give literal meanings as well as other associations.
- Photographs
- Still
- Frozen
- Land of guns
- Dangerous land
Step 3 : Read the poem onc quickly and then several times more slowly. Try to hear the poem aloud in your head.☑
Step 4 : Make a list if all those things which force their attention on you or which catch your interest for one reason or another. You might jot down unusual/odd/striking words, rhymes or repetitions/patterns/contrasts ,etc.
- 'and smile and smile and smile' repetition
- 'Kodachrome' striking and unusual name
- 'sandboys and sandgirls' striking phrase
- 'Lovers stay in love forever; married couples never grow tired of each other' contrasts
- 'Nobody in Snapshotland grow old' Striking phrase
- 'and no one dies - ever.' striking phrase.
Step 5 : Look at and list any features of lanugage used in the poem, eg.
No captital letters; no full stops at all line-end; presence/absence of adverbs/adjectives; all verbs are either active/passive; tenses - all past except in the last line - ,etc.
- No structure in the poem
- No all stanzas have rhyming lines
- Poem in present tense
Step 6 : Try to find groups of words (thematic boxes),eg.
(a) All similes make reference to animals/death/plants, etc.
(b) All the first words of lines are conjuctions, etc.
*Don't worry if your groups of words seem silly or improbable. Look at what you have observed and ask yourself what is its significance.
- Every first lines of its stanzas are made up of captial letters.
Step 7 : Look at your lists, notes and groups. Do you see any patterntaking shape?
- The first and last stanzas have 3 lines each while the 2nd, 4th stanzas have 4 lines each and the 3rd stanza has 5 lines
Step 8 : Read the poem again and try to make intelligent guessesof what the poem may mean.
The poem is about a photograph, in which everything is inside is still. Every thing that happened when the photograph was taken remains that way forever.
Step 9: Answer the following questions:
Who is "speaking" in the poem? Is it the POET or a PERSONA?
It is the poet who is speaking.
Who is the poem "spoken" to? In other words, who is the audience for this poem? Is it to a particular person, to the poet himself (reflective) or to the public in general?
It is to the the public.
What is the speaker's attitude to this audience? Is it angry, sincere, joking, teasing, etc.?
He is more of sincere, explaining to the audience the definition and happenings of Snapshotland.
What is the POET's attitude to this audience? (This may be different from the speaker.)
He is sincere, explaining to the audience the definition and happenings of Snapshotland.
Why is the poem organized in the way that it is?
It is to attract readers attention to the interesting subject Snapshotland.
What is the EFFECT of all the things you have written down in Steps 2-8?
It helps me to understand and comprehend the poem better.
Monday, July 26, 2010
Limericks
This is a limerick which I composed for Language Arts Lesson.
There once was a bus driver,
who once drove pass a river.
He saw an animal,
which meat he usually served for dinner,
And said : ' Come here you little beaver!'
There once was a bus driver,
who once drove pass a river.
He saw an animal,
which meat he usually served for dinner,
And said : ' Come here you little beaver!'
Tuesday, July 20, 2010
Sounds
I heard the owls hooting in the dark.
I heard the sheep bleating beyond the hill.
I heard the wolves howling beside the graveyard.
I heard the sparrows squaking on the tree.
i heard the dogs barking outside the kennel.
I heard the horses neighing in the stable.
I heard the bulls snorting in the farm.
I heard the bees buzzing in the beehive.
I heard the frogs croaking on a water lily.
I heard the mice squeaking in the hole.
I heard the roosters cackling in the penhouse.
I heard the turkeys gobbling in the slaughterhouse.
I heard the pigeons cooing by the street.
I heard the ducks quacking by the pond.
I heard the pigs snorting in the pen.
I heard the cats purring in the drain.
I heard the sheep bleating beyond the hill.
I heard the wolves howling beside the graveyard.
I heard the sparrows squaking on the tree.
i heard the dogs barking outside the kennel.
I heard the horses neighing in the stable.
I heard the bulls snorting in the farm.
I heard the bees buzzing in the beehive.
I heard the frogs croaking on a water lily.
I heard the mice squeaking in the hole.
I heard the roosters cackling in the penhouse.
I heard the turkeys gobbling in the slaughterhouse.
I heard the pigeons cooing by the street.
I heard the ducks quacking by the pond.
I heard the pigs snorting in the pen.
I heard the cats purring in the drain.
Tongue Twisters
In Language Arts class, I had learnt poetry and one of its components is tongue twisters. Tongue Twisters are like poems but there are a lot of rhyming words which requires you to 'twist' the tongue in order to recite it fluently.
Here are a few examples:
a) How much wood would a woodchuck chuck
If a woodchuck could chuck wood?
He would chuck, he would, as much as he could,
And chuck as much wood as a woodchuck would
If a woodchuck could chuck wood.
b)I cannot bear to see a bear
Bear down upon a hare.
When bare of hair he strips the hare,
Right there I cry, "Forbear!"
c)I need not your needles, they're needless to me;
For kneading of noodles, 'twere needless, you see;
But did my neat knickers but need to be kneed,
I then should have need of your needles indeed.
You can see more at this link
Meanwhile, I am preparing the first tongue twister for this Friday's lesson.
Bye!
Here are a few examples:
a) How much wood would a woodchuck chuck
If a woodchuck could chuck wood?
He would chuck, he would, as much as he could,
And chuck as much wood as a woodchuck would
If a woodchuck could chuck wood.
b)I cannot bear to see a bear
Bear down upon a hare.
When bare of hair he strips the hare,
Right there I cry, "Forbear!"
c)I need not your needles, they're needless to me;
For kneading of noodles, 'twere needless, you see;
But did my neat knickers but need to be kneed,
I then should have need of your needles indeed.
You can see more at this link
Meanwhile, I am preparing the first tongue twister for this Friday's lesson.
Bye!
Friday, July 16, 2010
Compulsory Blog Entry #16
(Poem) Life is ...
Life is a challenge,
as a baby, walk and talk,
as a toddler, jump and climb,
as a student, study and strive,
as an adult, wealth and health.
Life is a challenge,
which we welcome for the joy it brings,
when we finally taste success,
in a task that we conquer,
thanks to the challenges in life.
Life is a challenge,
as a baby, walk and talk,
as a toddler, jump and climb,
as a student, study and strive,
as an adult, wealth and health.
Life is a challenge,
which we welcome for the joy it brings,
when we finally taste success,
in a task that we conquer,
thanks to the challenges in life.
Compulsory Blog Entry #15
Recently, I have read a book entitled - How to Survive Middle School.
This is a very entertaining book about the life of a boy, David Greenberg, would was faced with many setbacks in his middle school life. He is very skillful in making videos and has created his own videos called Talktime and uploads them on youtube. His videos are interviews of celebrities which he does in his room, which has a huge poster of the New York skyline. His videos are a big hit on the Internet and has a few hundred views a day and lots of positive comments. However, a bully in his class finds it boring and lame and makes really cruel remarks about hime. The bully also creates a video of David with lots of rude remaeks and uploads it on youtube.
This story depicts how a middle school boy surives middle school and how it endures through lots of tough time. I definitely recommend this book to you!
Details : How to survive middle school by Donna Gephart.
This is a very entertaining book about the life of a boy, David Greenberg, would was faced with many setbacks in his middle school life. He is very skillful in making videos and has created his own videos called Talktime and uploads them on youtube. His videos are interviews of celebrities which he does in his room, which has a huge poster of the New York skyline. His videos are a big hit on the Internet and has a few hundred views a day and lots of positive comments. However, a bully in his class finds it boring and lame and makes really cruel remarks about hime. The bully also creates a video of David with lots of rude remaeks and uploads it on youtube.
This story depicts how a middle school boy surives middle school and how it endures through lots of tough time. I definitely recommend this book to you!
Details : How to survive middle school by Donna Gephart.
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