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You will continue with Mrs Palmer’s non-chronological report about re-using plastic bottles throughout the next fortnight. I am uploading the work that both myself and Mrs Palmer are teaching in school each day so that we can all seamlessly come back together again at the same point on our long awaited return!

 

Mrs Mee’s Poetry unit of work

 

As our 'Be Unique' theme is 'Custodians of Nature' we will be looking at some of Julie Sheldon's poetry relating to the local area and the wildlife who reside (live) here. We were very lucky earlier on in the year, for Julie to read to us some of her positive, inspirational poetry relating to the pandemic, but Julie also loves nothing more than to get out in the fresh air, to see, hear, smell, feel and generally observe the 'goings on' around her. One of the best skills a writer can have is the skill of observation - to look up, to take the time notice and carefully consider what is happening in the world. Then consider why and what the impact is for everyone else. This is what inspires Julie, and many other writers, to put pen to paper and share those experiences for all to enjoy. 

 

Attached below is a selection of Julie's poems, relating to our local area for you to read and enjoy.


 

Your job this morning is to form an opinion about them and select your favourite poem. Then write a review of your chosen poem to recommend it to someone else to read. These will become part of a new display when we all return to school, so please make sure this is your best work! 

 

Things to consider:

  • Why did you enjoy this poem so much?
  • Is it something you have experienced and can relate to or something new that you haven’t seen or known before?
  • Is it funny and made you smile?
  • Does it rhyme? Do you particularly enjoy poems that rhyme and follow a rhythmic pattern?
  • What is the rhyming pattern? (Remember we labelled each line e.g.a,b,c,b, giving the rhyming lines the same letter)
  • Are there any rhyming couplets?
  • How many beats and syllables are there in each line?
  • How many stanzas are there and how many lines per stanza?
  • Is there any repartition that kept drawing you back to the same point?
  • What do you think the purpose of the repartition was? Did it show that an event keeps recurring regularly?
  • How does the poem make you feel?
  • What images do the words create in your mind?
  • What language choices has Julie made and are there any new and intresting words that you would like to use in your own writing?
  • Can you spot any of the figurative language devices we have learnt about previously when we studied, Tennyson’s ‘The Eagle’, ‘The Dreadful Menace', or Nicola Davies's ‘The Promise’?

 

You all know I’m a huge fan of Julie’s work, and her lovely personality just jumps right off the page as you read her poems, so I can wait to read your thoughts too!

You can press pause on the slides above to read each one in your own time.

 

WAGOLL

To support you with your work, here is a reminder of 'The Eagle' poem we read, analysed and reviewd by Alfred Lord Tennyson, as well as a WAGOLL to help you think about how to write your own review of one of Julie's poems.

 

The Eagle by Alfred Lord Tennyson.

I love the poem, 'The Eagle' by Alfred Lord Tennyson because I can relate to the feeling of seeing a large bird of prey, soaring around in the sky. I often see and enjoy watching buzzards and barn owls gliding gracefully around, sometimes even squabbling mid-air, when I walk my dog across the fields.

‘The Eagle’ is a very short poem of only two stanzas, each stanza only being three lines long. I love the rhyming pattern of it: each of the three lines in each stanza rhyme, so the pattern is A A A followed by B B B. Each line has eight syllables and is four beats long. When I tap out the beat as I read it, it sounds like a galloping horse which creates tension and the anticipation that something is going to happen quickly.

The alliteration in the first line makes you stress the powerful ‘c’ sound, which makes it sound quite aggressive. I think this adds to the image of the Eagle being a strong and powerful predator, ready to swoop and catch its prey. The description of the birds position so high up, ‘close to the sun’ and all alone ‘in lonely lands’, also creates an image of a powerful creature who is at the top of the food chain in their habitat. It also creates an image of an independent animal, who does not rely on anyone or anything to survive: they are completely self-sufficient and very able. I had never heard the word azure before, so had to look this up to discover it is an adjective meaning bright blue. I love this new word and will now use this in future in my own writing when describing a bright blue sea, sky or even a character’s eyes.

I like how Tennyson has used personification to describe the Eagles ‘hands’ and to describe the ‘wrinkled’ sea crawling. This created an image of nature being a living, feeling being, which I really enjoyed.

I would definitely recommend this poem to anyone who enjoys being outside, feeling and observing the natural world around them. I think that this short poem has enough detail to create a really clear image in the readers mind and could inspire artists to draw or paint the scene it describes.

 

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