Year 7 Poetry

Metaphors Inventing

Extending

Think of an animal…..

My teacher is an eagle

My teacher is an eagle swooping around the room, hovering over his students, diving down on innocent prey and demolishing them with the terrible grip of his talons.

My teacher is an eagle swooping around the room,

hovering over his students, d i v i n g

down on innocent prey demolishing them with the terrible grip of his talons.

The WriterThe writer is a magpieAs he dips into other lives,Selecting bright baubles.

What other metaphors might we suggest for the writer?

Analysis Looking at the poem written as an example, explain the writer uses extended metaphor and structure.

My teacher is an eagle swooping around the room,

hovering over his students, d i v i n g

down on innocent prey demolishing them with the terrible grip of his talons.

AnalysisLooking at the poem written as an example, explain how the writer uses extended metaphor and structure.

Use of Extended Metaphor Choices of Structure and Layout

Look at the image of the meercat.• Make a list down the centre of

the page of the key things you can see.

Now take each idea in turn an use a little bit of technique (e.g. alliteration or imagery) to begin to develop each idea.

eyesnoseearstoesfur

Activity 1

Now think of your language choices.• What verbs could you use to

describe the meercat?• What adverbs could you use?• Adjectives?

Activity 2

AnalysisLooking at the meerkat poem, explain the writer’s lexical choices and use of language techniques.

Lexical choices Language techniques used

Poems of possibilities

Places (classroom, shed…) Abstract nouns

Poems of possibilities In the (name of place) of (abstract noun)...

For example: In the library of secrets ... The shelves whisper quietly Concealing...

The City of Doom In the city of doom – The streets are awash with dead starfish And the windows have wept tears of ice. The shops are empty as silence.

The city of emptiness In the city of emptiness – The streets are silent as snow. Houses are hollow as bones. The cars glide by with no-one driving them. The train station is waiting for a train that will never arrive. The traffic lights flicker for no-one.

In the box of impossibilities… ACTIVITY – in groups take six ideas and start to write a poem. You might like to think about how you might link ideas and the order of things, maybe starting with the obvious and moving on to the most crazy idea.