Introduction
Over the course of this term we will be investigating something called "poetic devices". These things, or devices as they shall henceforth be called, are types of language used for dramatic effect (Childs & Fowler, 2006). A poet employs the use of poetic devices in order to draw attention to particular elements of the poem, deepen readers' immersion and develop significance (Bennet & Royle, 2004).
If you're wondering why I am inflicting something as awful as poetry on you, watch this video.
This lesson, we will be looking at our first poetic device: Alliteration. So buckle up!
Task
Your Task for this lesson is to create and publish a short poem using StoryBird. Your poem must be at least three lines, and make use of Alliteration. Your poems will be used to form a book of class poetry, which will be refined and shared with the rest of the school at the end of the term.
Click HERE to go to our class StoryBird page.
Your user name is: JDoe12
Your password is: voorch
Process
1. Use the code hdyggc to join our GoogleClassroom.
2. Read me: What is Alliteration you ask?
Well, alliteration is the repetition of the initial (first) consonant sound of a series of words (Childs & Fowler, 2006). For example: Peter Piper picked a peck of pickled peppers.
If you say that phrase out loud, you will hear the sounds the ''P's" make. Go on, give it a try. Now try again faster. And again, even faster this time. Not so easy is it.
Want to see Daniel Radcliffe (Harry Potter) have a go at a much more difficult one? Click on the video below, then continue on to the rest of the work under it.
3. Brainstorm: So why do we use Alliteration in poetry? Think about it, and post your answers to the AnswerGarden question HERE. Be succinct, you've only got 20 characters.
4. Have a go. Working in groups of 2-3, write 3 short sentences using alliteration in a GoogleDoc.
5. Still in your groups, create a Wordle or Bubbl.us chart to brainstorm new or shared ideas about why we use alliteration in poetry. Uses alliteration as your central bubble. Copy and paste it to your GoogleDoc when done, and upload it to our GoogleClassroom with your names as the title.
6. Start working on your poem.
- Go to our StoryBird page by clicking HERE.
- Enter Username: JDoe12 and Password: voorch
- Select poem and choose an image.
- Start to write your poem.
- Put your hand up if you need help.
Evaluation
This rubric will be used to assess your finished poem, however you will also be assessed on the quality of your work across the whole WebQuest.
| High Distinction | Distinction | Credit | Pass | Fail | |
| Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805) | |||||
| Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725) | |||||
| Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625) | |||||
| Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728) | |||||
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Effective contribution to group work and group work scenarios.
|
ACARA., (2015). Australian Curriculum: English. Sequence of Content (v8.1). URL:https://www.qcaa.qld.edu.au/downloads/p_10/ac_english_p-10_sequence_content.pdf. p.15-22. retireved: 30/7/2017.
Conclusion
That, dear students, was your introduction to alliteration.
Do you feel confident using it? Or does the reckless, repetition of rhetoric seem redundant?
Think about the fabulous poem you've just created, does it fit within the scope of the legendary, late Mr Williams? Or do you prefer the laconic, latency of the lyrically illiterate?
Lastly, complete this quick quiz about the alliterative use of alphabet, then you're free to indulge in your hard earned independence.
The expectation for the completion of this lesson is that you will have:
- Submitted an answer to the AnswerGarden question.
- Uploaded a group document to GoogleClassroom with three short alliteration sentences and a wordle or bubbl.us chart.
- Finished your poem
- completed the above quiz
If you have not completed any of these steps, they are to be completed for homework.
If you're all done ahead of time, click THIS link to view definitions for some more poetic devices.
Credits
Hyperlinks for all resources used in Webquest current as of 30/07/2017
Dead Poet Society clip: https://youtu.be/aS1esgRV4Rc
Tonight Show clip: https://youtu.be/aKdV5FvXLuI
GoogleClassroom: https://classroom.google.com/c/Njk4ODEyNzYxMlpa
AnswerGarden: https://answergarden.ch/511118
Wordle: http://www.wordle.net/
Bubbl.us: https://bubbl.us/
StoryBird: https://storybird.com/classes/mr-gleggs-7a-english/
Kahoot Quiz: https://play.kahoot.it/#/k/ab40ce52-3560-4706-87fd-78e08b8b3b2b
Quizlet definitions: https://quizlet.com/9916695/poetic-device-terms-and-examples-flash-cards/
Literary references:
Childs, P., &Fowler, R., (2006). The Routledge Dictionary of Literary Terms (3rd ed.). Milton Park. Routledge.
Bennett, A., & Royle, N., (2004). Introduction to Literature, Criticism and Theory (3rd ed.). Harlow. Pearson.
Teacher Page
Created by Sam Glegg for EDU302 task 3 at the University of the Sunshine Coast.
Rationale:
As a tool for inquiry-based learning, WebQuests are a simple, easily understood and effective method of scaffolding students’ learning. The directive nature of the program allows for carefully controlled pathways to guide the students’ through a new topic whilst minimising the amount of time spent sifting through the internet for information (Milson & Downey, 2001). Using WebQuest has the added benefit of helping young students become familiar with the use of the internet for learning, as opposed to the more familiar purpose of social media. Exposure to online learning has become a vital part of the Australian Curriculum (ACARA, 2017), therefore this program meets the requirements admirably and in two different ways. Firstly, the structure of the program means that students are only exposed to websites and information which is directly related to the task at hand, ensuring continued focus and an awareness of the basic operation of those sites which will be in regular use. Secondly, because the students do not need to go searching for information, the risk of exposure to inappropriate, unsafe or incorrect information or websites is kept to a minimum (Milson & Downey, 2001).
The step-by-step procedure of a WebQuest perfectly allows for the integration of Bloom’s Revised Taxonomy (Churchill, 2013) in a lesson where it may otherwise have been neglected. As the students’ progress through the program, it is easy to increase the order of their thinking from remembering and understanding in the beginning through to creating and applying in the later stages, as has been done in this WebQuest.
This topic covered in this WebQuest is not a new topic to these students. Most have heard of it before as it is featured in the curriculum for year 6 (ACARA, 2017). However, whilst the topic is not new, the process of its use is relatively unexplored. Therefore, this WebQuest is designed to guide students from a brief and entertaining refresher of the basic methodology of alliteration, through simple engagement with the topic, finishing with the creation of an alliterative poem. Because alliteration is a sound based device, the key to understanding it come from hearing the repetitive sounds aloud. Therefore there is little use of bulk scholarly research for the students to digest in this WebQuest. However, the quest focuses on the students using alliteration as much as is possible, whilst also critically analysing the reasoning behind the use of this particular poetic device. As the unit progresses throughout the term, students will be able to return to this point and reanalyse their thoughts on the effectiveness of the device.
As part of the curriculum, the examination of poetic devices such as alliteration falls under the following criterion:
Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)
And
Experiment with text structures and language features and their effects in creating literary texts, for example, using rhythm, sound effects, monologue, layout, navigation and colour (ACELT1805).
(ACARA, Year 7 content descriptors, 2017)
Finally, although WebQuest is a useful and creative way to scaffold classroom learning there are some drawbacks to the use of this website. Whilst relatively simple and quick to create, the system is quite outdated at this stage, which means it is not equipped to utilise the full range of ICT available to teachers. WebQuest also lacks a monitoring system for teachers, meaning that there is no way to keep an eye on how much of the work is being done by the students, whereas some newer programs, such as blackboard, do have this function. It also does not lend itself to more abstract subject matter such as literary devices and oral techniques, as it really is a tool to guide research and lower order thinking, and incorporating bulk amounts of reading material is not conducive to broad spectrum leaning.
Rational references:
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Information and Communication Technology (ICT) Capability. retrieved from: http://v7-5.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Australian Curriculum English: Year 7 Content Descriptors. retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/english/?year=11581&strand=Language&strand=Literature&strand=Literacy&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Australian Curriculum English: Sequence of Content. v8.1. p.15-22. retrieved from: https://www.qcaa.qld.edu.au/downloads/p_10/ac_english_p-10_sequence_content.pdf.
Churchill, R., (2013). Teaching: Making a difference (2nd ed.). Milton: John Wiley and Sons.
Milson, A., & Downey, P. (2001) WebQuest: Using Internet Resources for Cooperative Inquiry. Social Education. 65(3). p. 144-146. retrieved from: https://uta-ir.tdl.org/uta-ir/bitstream/handle/10106/11730/WebQuest%20using%20internet%20resources.pdf?sequence=1