Unit 9

Unit 9
Learning objectives
• Make significant contributions to group
discussions, engaging with complex material, making
perceptive responses and showing awareness of a
speaker’s aims. Pages 130 131 7SL6
-
• Show awareness of poets' use of language and

its intended impact on the reader. Pages 132-
133 7Rw3
2
helm (Noun) the handle or wheel used to steer a ship
Anchors (noun) A heavy object joined to a shop by a chain or

rope and dropped to the bottom of the sea to stop
the ship from moving.
3
spy (verb) to spy on someone is to watch them
Secretly and see what they do
top-masts (Noun) the highest masts on a ship
4
bark (noun) The outer covering of a tree's branches or
trunk
burst (Verb) To break something apart suddenly or

violently.
5
lashed (verb) Hit with a whip or stick
implored (verb) beg someone to do something
6
sobbing (verb) to cry
decay (verb) To go bad, to rot.
7
colossal (adjective) Extremely large; enormous.
frown (Noun)a facial expression indicating

disapproval
8
pedestal (noun) A raised base upon which a statue
etc. stands.
sculptor (noun) A person who makes sculptures.
9
sneer (verb) to speak in scornful way
vast (adjective) very great , especially in area
10
visage noun a person’s face
wrinkle noun A small furrow or ridge in the skin; a

small crease in something.
11
Glossary
league a measure of distance
silken made from silk
12
twine string or thread
ne'er never or not
13
Thinking time
1. Look at the quotations on the opposite page to help
you think about poetry.
2. Discuss the meaning of 'the best words in the best
order.
Students may respond that the quotations

suggest poets think very carefully about their
choice of words and about how they will order
those words for the best effect.
14
3. How can a poem be like a 'painting that
speaks’?
Paintings can tell stories, or they can be
described, or they can send messages to the
viewer.
Poems can also do all of those things.
The main theme in the quotation is that a
poem
can be used to paint the picture'
15
4. How does 'all that is worth remembering
about life' help you to understand what poets
write about?
Poems often convey themes or key messages

about life. Some poets use poetry, and poetic
devices therefore, as insights into an aspect
of life.
16
Speaking and listening
Do you know some poems already?

What do you like or dislike about
them?
What different sorts of poetry
have you read?
17
Remember
Alliteration occurs when
two or more words close to
each other start with the
same letter or sound.
18
Developing your language - the
language of poetry
Poetry often uses ways to make words seem
stronger, more lively, more sensitive, and most
importantly, more effective. 'live devices that
feature in this unit are syllables and
alliteration.
19
Syllables
Syllables are different parts of a word.
Examples:
like has one Syllable
thunderstorm has three syllables
Poems are made up of lines of roughly the
same number of words, and often each
line has exactly the same number of
20
syllables.
Answer the following questions
1.Count the total number of syllables in your name.
2.Count the syllables in the names of three towns or cities in

your country.
3.How might knowing about syllables help in reading or

writing poetry?
21
4.Think of two alliterative phrases that can be used to describe
the weather in each of these photos.
22
5.Can you describe yourself, using alliteration?
Write this down.
6.Can you think of any occasions where

alliteration might not be effective? Explain your
answer.
23
`The Ballad of Sir Patrick Spens'
This extract is from a ballad that is
hundreds of years old. A ballad is a
traditional song or poem that tells a story.
It tells the story of a voyage taken by Sir
Patrick Spens, whose ship was caught in bad
storm on the way to Norway, wrecking the
ship and causing all on board to die. 24
The Ballad of Sir Patrick Spens
They had not sailed a league, a league,
A league but barely three,
When the sky grew dark, and the wind blew loud, And gurly grew
the sea.
5 The anchors broke and the top-masts snapped, It was such a
deadly storm;
And the waves came o'er the broken ship
Till all her sides were torn.
“O where will I get a good sailor
25
10 To take my helm in hand,
Till I get up to the tall top-mast
To see if I can spy land?“
“O here am I, a sailor good,

To take the helm in hand,
15 Till you go up to the tall top-mast,
But I fear you'll ne'er spy land.“
He had not gone a step, a step,

A step but barely one,
When a bolt flew out of the good ship's side, 26
And the salt sea it came in.
"Go fetch a web of silken cloth,
Another of the twine,
And wrap them into our good
ship's side,
Let not the sea come in."
They fetched a web of silken cloth,
Another of the twine,
And they wrapp'd them into the
good ship's si
But still the sea came in.
27
And many was the
feather-bed That
floated on the foam;
And many was the good lord's
son
That never more came home.
Anonymous
28
Understanding
answer the following questions.
1.Why did Sir Patrick Spens want to climb up? the tall top-
mast?
To see if he could spy land.
2.Explain why he did not do this.
Because the storm caused too much damage to the ship and it
sank quickly. However, also accept the less obvious response that
it was stated earlier that the top-masts had already
snapped. 29
3. What do 'silken cloth' and `feather-bed' tell
you about the people on board the ship?
Inference skills are needed here, and it is safe

to infer that the people on board the ship
were used to luxurious travel. However, an
astute student may infer differently that the
ship was carrying luxury cloth and feather
bedding as cargo.
30
4. Look at the whole poem and explain how the
ship's situation worsened.
Early on the sky grows dark and the wind gets

louder. Things begin to break and the storm is
described as 'deadly. The waves rise and the
ship begins to break apart such that it sinks
when it loses a bolt from its side.
31
Word builder
All the words in the Word cloud tell you
about the ship and the stormy sea.
Gurly is not in the dictionary, but the words
around it say that the sea grew, the weather
was dark and the wind was blowing. You can
guess therefore that gurly means something
like wild or rough.
32
Look at the words in the Word cloud in the context of the
poem. Answer these questions.
1. For each word, use the context to suggest its meaning.
2. Check your definitions using a dictionary. Write down the
correct definition for each incorrect definition.
3. Draw an outline picture of the ship in the storm. Label
your picture using each of the six words in the Word cloud.
33
4. Make a list of other words you know
that are parts of a ship. Use a dictionary
to help you.
5. Describe the wind and waves using

similes and metaphors.
34
Remember
The words that come
before and after a word
that help to identify the
word's meaning are called
its context. 35
The
End

Unit 9

Uploaded by

Copyright:

Available Formats

Unit 9

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Unit 9

Uploaded by

Copyright:

Available Formats

Unit 9

• Show awareness of poets' use of language and

Anchors (noun) A heavy object joined to a shop by a chain or

top-masts (Noun) the highest masts on a ship

burst (Verb) To break something apart suddenly or

implored (verb) beg someone to do something

decay (verb) To go bad, to rot.

frown (Noun)a facial expression indicating

sculptor (noun) A person who makes sculptures.

vast (adjective) very great , especially in area

wrinkle noun A small furrow or ridge in the skin; a

silken made from silk

ne'er never or not

Students may respond that the quotations

Poems often convey themes or key messages

Do you know some poems already?

2.Count the syllables in the names of three towns or cities in

3.How might knowing about syllables help in reading or

6.Can you think of any occasions where

“O here am I, a sailor good,

He had not gone a step, a step,

Inference skills are needed here, and it is safe

Early on the sky grows dark and the wind gets

5. Describe the wind and waves using

You might also like