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Hello, everyone.

My name's Mrs. Riley.

I hope you are really well today and excited for our learning.

In our lesson today, we are going to be using one of Joseph Coelho's poems as inspiration to write our very own poem.

So I hope you are excited to create something amazing together.

Let's get started.

The outcome of today's lesson is to write your own "M.

S." poem.

These are our key words for our lesson today.

That means they're going to be really important.

The key words are structure, repetition, and personification.

Let's just practise saying those words.

My turn, your turn.

Are you ready? Structure.

Repetition.

Personification.

Well done.

Structure in poetry refers to the way a poem is organised or put together.

So before you wrote a poem and thought about all the different words you were going to use, you might first of all think about the structure, how is your poem going to look? Repetition is the repeated use of sounds, words, phrases, or structural elements that are repeated for emphasis.

So if there was a really important part in a poem, you might use some repeated words to emphasise how important that part is.

And personification is a way of describing a non-living thing as if it acts or feels like a human.

For example, if I said "my heart danced when I heard the wonderful news," my heart is an organ in my body, it's not actually a person, but I'm giving it the traits of a person by saying it danced to emphasise and show that I felt really happy.

So in our lesson today, we're going to first prepare to write, and then in the second learning cycle, we're going to actually write our very own poem.

But let's start off with some preparation.

In today's lesson, we'll be writing our own poem following the structure laid out in Joseph Coelho's poem called "M.

S.".

This poem is taken from his published collection of poems called "Werewolf Club Rules," which was Coelho's first published book of poetry.

So the first book of poetry that he got published was this book, "Werewolf Club Rules," and one of the poems from this collection is "M.

S.", which is what we're looking at today.

So let's first remind ourselves of this brilliant poem, "M.

S." Watch and listen to Joseph Coelho himself performing it now.

<v ->This poem is called The "M.

S.".

</v> Now I design the "M.

S." to help all young people out there write poems. Each letter of the "M.

S.", M-O-R-E-R-A-P-S, stands for a different poetic device.

So if you listen carefully, you might hear all the different poetic devices in this poem.

And those devices will help you guys write better, stronger poems. It goes like this.

The "M.

S.".

The "M.

S." are a trick to help with your writing.

They add a kick to language, make writing more exciting.

M is for metaphor, saying one thing is another.

The sun is an oven.

The earth is everyone's mother.

Aw.

O is for onomatopoeia, words that are also sounds.

Whoosh went the wind and howl went the hound.

R is for rhyme, words that sound the same.

You can put a cat in a hat or simply try rhyming your name.

E is for emotion, happy, worried, sad.

Great writing shares a feeling from the good to the bad.

The other R is for repetition, but don't repeat any old word.

Find a phrase with a musical rhythm that sounds like a song from a bird.

A is for alliteration, word sharing the same starting letter used in the tongue twister that made Betty's bitter batter better.

P is for personification.

Human features used to describe a thing.

I looked to the sky and saw the sun's bright shining grin.

S is for simile, using as and like to compare.

For instance, when my mother gets angry, she smiles like a rampaging bear.

The "M.

S." are a wonderful way to add a punch to your writing.

Master them like a juggler.

Make your words ripe for the biting.

<v ->Okay, I hope you enjoyed that.

I certainly did.

</v> So we're now going to, I would now like you to read the poem out loud with a partner reading one verse each, and then swapping.

It's available in the additional materials.

Once you've read the poem, I'd like you to discuss the purpose of the poem and how Joseph Coelho wants to inspire you to write your own poem.

So you're going to read the poem aloud, one verse each with a partner, and then discuss the purpose.

What's Joseph Coelho trying to achieve in this poem and how he wants you to inspire you to write your own poetry.

So pause the video while you do that now.

Okay, well done.

Let's come back together.

Here is a list of the different poetic devices that are included in Joseph Coelho's "M.

S." poem.

So they're metaphor, onomatopoeia, rhyme, emotion, repetition, alliteration, personification, and simile.

All of these are poetic devices.

And you'll see if we look at the first letter of each word going down, we can see it spells the word MORERAPS, which is why that's the title of the poem.

So how does Joseph Coelho intend for us to use this to write our own poem? Discuss that with your partner now.

Pause the video.

Okay, let's come back together.

So Joseph Coelho's "M.

S." poem was written as a way of helping to remember all the poetic devices we can use when creating poetry.

I wish I'd had this poem available to me when I was a child because I can remember really enjoying including things like metaphors or onomatopoeia in my poems or in my writing.

But often it was hard to remember them all.

So this poem, I think, would've really helped me to remember all the different poetic devices that you can use to make your writing even more impressive.

And there they all are.

So each letter of MORERAPS stands for a different poetic device.

For example, the M, the first letter in MORERAPS, stands for metaphor.

Coelho intends to inspire anyone to write their own MORERAPS poem by using the poetic devices in the same order.

Now, we've already looked at some of the poetic devices included in the "M.

S." poem in more detail.

We've already looked at metaphor, onomatopoeia, alliteration, and simile.

So in our lesson today, we're going to think a little bit more about repetition and personification.

Now, a poet's always looking for ways to have an impact on the reader.

To do this, a poet may use repetition, which is one of our keywords, which is the repeated use of sounds, words, phrases, or structural elements that are repeated for emphasis.

Repeating a word or phrase, which is a group of words, in a sentence, can emphasise a point, making it more memorable.

It also can help to create a rhythm, making the poem more engaging and easier to read aloud.

So repetition is a really useful poetic device to use.

Okay, let's check your understanding.

Why might a poet use repetition? A, to emphasise a point, B, to create rhyme, C, to give detailed imagery, or D, to create a rhythm.

Pause the video and choose your answer or answers now.

Okay, let's come back together.

Well, the correct answers are a poet might use repetition to emphasise a point, which was A, and D, to create a rhythm, which was, I already said it was D.

So to emphasise a point and to create a rhythm, that's why you might use repetition.

Personification is a powerful tool in poetry.

It's a way of describing non-living things as if it's acts or feels like a human.

Here are some examples.

The river happily skipped through the mountains.

Now we all know that rivers can't actually skip, but we are giving that non-living thing a human trait, that it would skip, to try to describe, to create a feeling of how that river is moving through the mountains.

The river happily skipped through the mountains.

So that is an example of personification.

Here's another one.

: The flowers proudly smiled at the gardens.

Now again, we wouldn't normally think of a flower smiling, we think of a human smiling, but we're giving the flower a human character trait by saying it proudly smiled.

So this again, as an example of personification.

Here's another one: The tower sternly stared down over the city.

Now a tower can't sternly stare, but it gives an impression that this tower, this maybe majestic tall tower, is almost looking down, it creates a feeling about this tower by using that personification.

So there are three examples.

Okay, let's check your understanding.

Which of these is an example of personification? A, his shoes moaned in agony after the run.

B, his shoes were broken after the run.

C, his shoes had holes in them after he ran.

Pause the video and choose your answer now.

Okay, well done.

So A, his shoes moaned in agony after the run is an example of personification.

You could have said his shoes were broken after the run, but this is like a more inventive and creative way of saying that his shoes moaned in agony.

Now, of course, shoes can't actually moan in agony, but it's a way of showing that they were broken after the run in a more imaginative and creative way.

Joseph Coyer wrote a poem called "The Satyr's Head" about an old Victorian garden where he played as a child with his friends.

We're now going to watch and listen to Joseph Coelho performing this poem, "The Satyr's Head," which is also from "The Werewolf Club Rules," a collection of poems. And I want you to see when you watch this poem and listen to it, if you can spot any examples of personification in this poem.

So sit back and enjoy watching this poem now.

And as you watch, see if you can spot any personification.

<v ->My poem, "The Satyr's Head," is absolutely inspired</v> by an old Victorian garden that was very close to where I lived in Roehampton when I was growing up.

So at the bottom of my block of flats, there was an old abandoned derelict Victorian mansion.

And in its garden there was this old fountain and the fountain had this marble sort of statue within it.

And it was the head of a Satyr.

Satyr is like a mythological creature, which is half man, half goat, with big curly horns.

And me and my friends were scared of it.

So I wanted to write a poem inspired by the Satyr, and this poem is called "The Satyr's Head." The hidden garden we played in was bordered in red brick crenelations of a faded fort, ivy scarred and wind aged, a Victorian garden.

The towering walls tempted us to climb the bricks, testing their mortar forming steps and handholds.

We climbed, urging frail frames against the height, then daring to drop to the spiky grass below, protected by a wisp of arrogance and armour of childhood.

We danced in the light of the Satyr's grin, the limestone details of the fountain, weathered and mean, the endless grimace of a fiend.

The garden cloaked our tower block's stares, its trees veiling the aerials, the satellite dishes.

Its bricks a smoke screen to the traffic's roar, the yells of our mothers.

Its bushes covering up the smog, the jam-sweet scent of winter berries disguising the stench from the bins.

We danced like our fathers told us we could, spinning in the dead leaves that spun from our steps, like wry circus performers.

<v ->Okay, let's come back together.

</v> So could you now discuss, did you spot any personification and how did the use of it help you to imagine this garden that he played in when he was younger? Pause the video and discuss that with your partner now.

Okay, lovely.

Let's come back together.

I really liked Joseph Coelho used an example, I think it was the walls or something that tempted them, in which of course, again, walls can't actually do that, a human could, but it kind of helped me to imagine this garden sort of tantalisingly sit, you know, luring them in to come and play there.

So we're going to write our own poems following the MORERAPS structure.

That was one of our keywords, wasn't it? Structure.

And it refers to the way a poem is organised or put together.

So we're going to use the structure of the"M.

S." poem to create our own poem.

We'll follow the same structure and order as "M.

S.".

Therefore, our first line must include a metaphor.

So you can see there the first line is a metaphor.

So our first line of our poem is going to include a metaphor.

So which poetic device must we include in the second line of our MORERAPS poem? Will it be A, metaphor? B, an example of onomatopoeia? Or C, a simile? Pause the video and decide your answer.

Okay, let's come back together.

So the correct answer is B, onomatopoeia, because that is the second line in "M.

S.".

So we are going to follow that structure.

So the second line in our poem will include an example of onomatopoeia.

The third will include rhyme, the fourth will include some emotion and so on.

We need to decide first what the subject of our poem will be.

The subject of a poem is the main topic or idea that the poet is writing about.

Poems can be written about anything.

So the sky's the limit.

But here are some examples, some ideas of subjects that might help you to decide.

You might choose something in nature.

For example, you might write a poem about the rain, the sunshine, storms, rainbows or waterfalls or anything else that you love from nature, like a sunset or the clouds.

You might choose something that means something to you.

For example, family or friends or hobbies, or a favourite teddy bear.

Maybe you might choose a place like a country or a city, a train station, a football stadium or a park.

We saw, didn't we, earlier in Joseph Coelho's poem that he wrote a poem about a garden that he used to explore.

So you can see how a place can be a nice inspiration for a poem.

So I would like you to now choose a subject for your poem.

Explain to your partner why you chose it, and you can use these ideas to help you.

So the things that I just said, nature, something that means something to you or a place, or you might choose something completely different and that's okay as well.

So choose a subject, have a little think about what you want to write your perm about, and then explain to your partner why you chose it.

Here's an example of what you might say.

"I've chosen the topic for my 'M.

' poem to be a train station," so they've chosen a place.

"I love trains, and the hustle and bustle of a train station will be a fun topic for poetry.

So this is what you are going to do.

Choose a subject and then explain to your partner why you've chosen it.

So pause the video and enjoy this task now.

Okay, wow, you guys have chosen so many really exciting subjects for your poems. So for your task now, I would like you to create two lines of your "M.

S." poem.

So you've already got your subject.

So one of these lines must include repetition and the other personification because these are the two out of the perfect devices, these are the two that we've kind of looked at closely in this learning cycle.

So I want you to put that to good use and think of a line with repetition and think of a line with some personification and then you are gonna share them with your partner.

Now a reminder, repetition means repeating words, phrases, or sounds to have an impact on the reader.

And personification means referring to a non-living thing as if it acts or feels like a human.

So whatever your subject is, for example, Jin's subject was the train station, he would think of a line about a train station, which included some repetition, and he would think about a line that included some personification about maybe a train or a clock in the train station or something in the train station that he's going to give a kind of human characteristic, human trait to.

So I hope you enjoy this task.

Pause the video now.

Okay, let's come back together.

Well done.

So here's an example.

Jin chose the train station as his subject.

So here is his example of, first of all, repetition.

I look at the platform as trains arrive and leave, arrive and leave, arrive and leave.

So Jin has really emphasised that kind of, sort of repetitive nature of stations, the fact that trains keep coming and going, coming and going, it's like this never ending cycle, by using the repetition of the words arrive and leave.

He's repeated that phrase three times.

And then he's done a line with personification and he said the station clock watches anxiously as people dive between closing doors.

So this idea that the clock in the station is almost like a human nervously watching, are people gonna get their train in time? So he's given that clock, a non-living thing, he's given it a kind of human character trait by saying that it's anxiously watching the people.

So he's used some personification.

So we're now going to look at our second learning cycle where we're going to actually write the poem.

Now, Joseph Coelho created "M.

S.", we know, to help remember all the different poetic devices a writer could use when creating poetry.

And we will now write our own "M.

S." poem by following the same structure.

We will write a line for each poetic device in the order that spells "M.

S." vertically.

So if we wrote "M.

S." going down, that's the structure we are going to use.

Poets spend time generating ideas before they start writing a poem.

It's quite difficult just to go straight in with a poem.

So often poets spend a bit of time generating some ideas first.

A poet's writing a MORERAPS poem would generate ideas for each of the poetic devices.

They may generate more than one idea for a particular device, and in this case, they will then decide which idea to use when they come to write.

So if you are thinking, okay, I'm gonna use, I'm gonna write my poem about waterfalls.

So I need to think of a few examples of metaphors about waterfalls.

You might generate a few ideas and then pick your favourite one when you come to writing the poem.

So let's look at some ideas that I generated for a MORERAPS poem about the sun.

So I chose that nature idea as my subject, and I picked in particular the sun the subject of my poem.

So here are my ideas I generated.

So you can see I put this in a table, which is a useful tool, and I put on the left hand side of the table the different poetic devices, which, as you can see, it goes down in the MORERAPS structure.

So metaphor, onomatopoeia, rhyme, emotion, repetition, alliteration, personification, and simile.

And then on the right side, I wrote down some ideas, and I'll choose which is my favourite idea when I write the poem.

So a metaphor about the sun, I put burning bulb, a blazing torch, and a giant lamp.

So these are things that I can compare the sun to, but I'm not saying "like" or "as," like I would in a simile, I'm just saying it is that thing.

So I could say the sun is a burning bulb or the sun is a blazing torch or a giant lamp.

So few ideas there.

So onomatopoeia, the words that kind of sound like what they are.

So I've used this idea of crackle and sizzle.

So the idea of the sun shining down on the roads, pavements, and streets.

So those two words, crackle and sizzle, kind of sound, don't they, like what they mean.

For rhyme, I thought I could use the words bright and light or I could use the words hot and spot or burn and turn.

So I've got three different ideas of some rhyming words I could use in my poem.

For emotion, I tried to think what emotion the sun kind of makes me feel.

Does it make me feel worried or sad? And actually I feel that that sun is a symbol for joy and hope.

So I wrote that down as a note.

I'm gonna write a line about the sun being a symbol for joy and hope.

Repetition, I thought a bit like how Jin's is, that arriving and leaving for the trains I could maybe do rising and setting, rising and setting, again that cycle that the sun continues to do, rising and setting, for my repetition.

Alliteration, so I needed to pick the same sound at the start of each word.

So I chose the g sound.

So I've done golden, globe, gleaming, three words that start with that g sound.

So personification, I need to imagine, give the sun a kind of human character trait.

So I've done the sun could gaze down proudly, perhaps.

You know, the sun helps, doesn't it, all the flowers and trees to grow, so it's gazing down proudly, perhaps at all the lovely things it's helped to grow.

And then a simile, so again, I'm comparing the sun.

So I thought I could compare it to a blazing bonfire.

It burns like a blazing bonfire.

Remember, a simile always has "like" or "as." and if any of these poetic devices, if you come to write in your poem and you think, "Oh, I can't quite remember what alliteration is or a simile is," we can use the "M.

S." poem because that's what it's there to do.

It's there to remind us what each of these poetic devices do.

It explains them and it gives an example.

So you don't have to worry if you can't remember what these poetic devices are, because that is exactly what the "M.

S." poem is for.

That's what Joseph Coelho has helped us out massively.

So I took those ideas I generated and wrote this poem about the sun.

So "The Sun." So here was my metaphor: The sun, a blazing torch, illuminating the world.

Onomatopoeia here: Pavements sizzle as it burns down.

A rhyme: burning bright, a blinding light.

Emotion: A symbol for joy and hope.

Repetition: Rising and setting, rising and setting.

Alliteration: A golden globe gleaming above.

Personification: Gazing down proudly upon the green lands.

And my simile: The sun burns on like a blazing bonfire.

So you can see there the MORERAPS structure down the side and then what each of my line, what lines are to match that poetic device.

And now I'm going to show you my poem without writing the poetic device at the side.

So this is just what the poem would sound like if I read it properly.

The Sun, a blazing torch illuminating the world.

Pavement sizzle as it burns down.

Burning bright, a blinding light.

A symbol for joy and hope.

Rising and setting, rising and setting.

A golden globe gleaming above.

Gazing down proudly upon the green lands.

The Sun, burns on like a blazing bonfire.

So that's my poem that I wrote about the subject of the sun using the MORERAPS structure.

So could you discuss with a partner your response to my MORERAPS poem about the sun? Perhaps you might say something like this.

"It made me feel happy and amazed to think about all the ways the sun impacts our lives." Maybe you might say what your favourite part is like, "My favourite part was the rhyming line because it was catchy to read." Or maybe you might say you enjoyed, "How the poem followed the MORERAPS structure and used lots of different poetic devices.

So could you now use those ideas to help you? Think about what did you think about my MORERAPS's poem about the sun? Was there something you liked? Was there any questions you had about it? So pause the video and discuss that with your partner now.

Okay, let's come back together.

So it's now time for your second and final task of today's lesson.

And you now have your chance to write your own MORERAPS poem.

You are going to write a line for each poetic device following the same order.

You can write the name of the poetic device at the start of each line, if you would like to.

So if that helps you to remember for the first line, for example, is metaphor, you can write metaphor and then write the line.

Or you don't have to do that.

It's up to you.

And remember, if you get to one of the poetic devices like onomatopoeia, and you think, "Oh, I can't remember what that was," use the poem "M.

S." to help you.

That's what it's there to do.

So here is the structure you'll be following.

So your first line, you are going to include a metaphor about whatever subject you chose.

Then in your second line, and an example of onomatopoeia, one of those words that sounds like what it's describing.

Then in your third line, try and include some rhyming words.

In your fourth line, try and include something about emotion.

In your fifth line, try and include some repetition, like rising and setting, rising and setting.

Then you are going to include a line with some alliteration words that start with the same sound.

Then you are going to use some personification, and finally a simile where you compare something using "like" or "as." So good luck.

I really hope you enjoy writing your own "M.

S." poem.

I can't wait to read them.

Pause the video while you complete this task now.

Okay, let's come back together.

So here is another example of one of these MORERAPS poems that you might have written.

Here's Jin's example.

So Jin wanted it chose the train station as his subject.

So a busy beehive of activity.

That's the metaphor.

Comparing a train station to a beehive, a busy beehive of activity.

The continuous hiss of doors sliding open and shut.

There's the onomatopoeia, the word hiss.

Rows of people standing up straight, altogether they silently wait.

I can spot there Jin's rhyming words, straight and wait.

The excitement builds as hundreds of journeys begin.

Jin's including some emotion there, the excitement builds how people are feeling.

I look at the platform as trains arrive and leave, arrive and leave, arrive and leave.

There's Jin's repetition.

Trustee trains travelled tirelessly, transporting tired travellers.

Oh my goodness, Jin's included alliteration there.

And he's chosen 1, 2, 3, 4, 5, 6, 7 words that start with a t sound.

The station clock watches anxiously, as people dive between closing doors.

There's example of personification.

He's using that clock.

He's saying that it anxiously is watching.

And finally trains pass through like rivers flowing endlessly.

There's a simile using the word "like" comparing trains to rivers.

So Jin has used all, he's used the MORERAPS structure and managed to include, write a poem about train stations, including every single poetic device that is included in MORERAPS, and hopefully you manage to do the same.

So let's summarise what we've done today.

We have learned that "M.

S." is a type of poem that Joseph Coelho invented to help him remember the different poetic devices.

And hopefully help us remember too.

A poetic device is a technique used by poets to enhance the meaning, sound, and overall impact of their poems. Repetition is the repeated use of sounds, words, phrases, or structural elements that are repeated for emphasis.

Personification is a way of describing a non-living thing as if it acts or feels like a human.

And the subject of a poem is the main topic or idea that the poet is writing about.

So I hope you have enjoyed writing your own poem today.

I hope you feel really proud of yourself, that you've not only written your own poem, but you've also written a poem that includes all of those brilliant poetic devices.

Perhaps you might, after this lesson, want to have a go at writing another MORERAPS poem about a different subject using all of those different poetic devices.

Or next time you write a poem of any kind, you might just use Joseph Coelho's poem to help you try to include some of those brilliant poetic devices that will make your poem so exciting and engaging to read.

So thank you for all your hard work today, and hopefully I'll see you for some more learning another time.

I've finished the video