Lesson video

Hi, everyone, I'm Miss Chu.

And I'm really excited to be teaching you today's lesson because in today's lesson we're going to be analysing one of John Lyons's poems called "Carnival Dance Lesson." And this poem is really fun and uplifting, so this will get us in the mood to plan and generate our own vocabulary for a carnival.

So when you are ready, let's get started.

Today's lesson outcome is I can analyse "Carnival Dance Lesson" by John Lyons and use the poem as inspiration to generate for vocabulary for my own poem.

Here are the keywords for today.

Get ready to do my turn, your turn.

Poem.

Language.

Vocabulary.

Carnival.

Well done, you said those beautifully.

A poem is a piece of writing that uses creative and rhythmic language to express thoughts, feelings, or ideas within a specific structure or pattern.

Language includes the words, phrases, and techniques used by the poet to convey meaning and create imagery within the poem.

Vocabulary is the words we know and use to communicate with others.

And carnival is a celebration often associated with parades, costumes, and lively activities, which can be reflected in the themes of poetry.

So today's lesson outline looks like this.

We're going to be reading and responding to "Carnival Dance Lesson." Then we will look at the structure and language in "Carnival Dance Lesson." And finally, we will generate vocabulary.

So let's get started with reading and responding.

Carnival occurs every year in Trinidad, the Monday and Tuesday before Ash Wednesday around the time of Easter in March or April.

During carnival, people wear really colourful costumes covered in sequins and feathers.

Here are some photos to show you some of the costumes that people wear.

How often does carnival happen in Trinidad? Is it every weekend, every year, or every month? Pause the video, and have a think about what the answer could be.

Okay, hopefully you have pointed to b, every year.

That's right, it happens annually.

Let's learn a little bit about calypso now.

It is a type of music common in the Caribbean.

It originates, it comes from, Trinidad and Tobago.

It is the national music of Trinidad and Tobago and often associated with carnival because of the way it sounds.

It was developed in the 17th century.

It was brought by enslaved people, who worked on sugar plantations.

And it was used by enslaved people as a way to communicate with each other and to mock, that means make fun of, their masters.

Calypso often uses call and response, that means I say something and you say it back, and the lyrics are usually funny or witty.

Calypso can be played by steel pans, there's a photo of a group of people playing the steel pans, percussion instruments, and guitars.

There's another picture of another band using percussion instruments and guitars.

Notting Hill Carnival in London happens annually at the end of August.

I wonder if you've ever been? It's very fun.

Let's see if you remember what calypso is.

What is it? Is it a traditional food from Trinidad? Is it an instrument, a type of music, or a type of costume? Pause the video, and have a think about what the answer could be.

Okay, so the answer is, hopefully you said it is a type of music.

Well done.

Now let's read "Carnival Dance Lesson." Are you ready? "Carnival Dance Lesson.

One two three, you can dance like me.

With arms held high that's how you start, let deh music touch your heart.

One two three, you can dance like me.

Yuh must be relax, I insist, wine wid de riddum, jerk yuh waist.

Shake up, jump up, BACCHANAL! Lehwe celebrate, is carnival.

One two three, you can dance like me.

Jump in the band, let us have some fun, happy times have now begun.

One two three, you can dance like me.

Boodum-di-dum! Boodum-di-dum! You can dance like me." Did you like that poem? I think the illustrations, that means the drawings, that John Lyons adds to the poem really brings it to life, and you can really picture the way the people are dancing at carnival.

What I would like you to do now is I'd like you to watch John Lyons himself read "Carnival Dance Lesson." Enjoy.

<v ->"Carnival Dance Lesson" written in nation language.

</v> Nation language is like a patois.

It's not English as written, but English as spoken in Trinidad.

"Carnival Dance Lesson.

One two three, you can dance like me.

With arms held high that's how you start, let deh music touch your heart.

One two three, you can dance like me.

Yuh must be relax, I insist, wine wid de riddum, shake yuh waist.

Shake up, jump up, BACCHANAL! Lehwe celebrate, carnival.

One two three, you can dance like me.

Jump in the band, let's have some fun, happy times have now begun.

One two three, you can dance like me.

Boodum-di-dum! Boodum-di-dum! Boodum-di-dum! Boodum-di-dum! You can dance like me." <v ->Now is this true or false?</v> "Carnival Dance Lesson" is written in nation language.

I wonder if you remember what John Lyons said about that poem.

If it's true, you point to true.

If it's false, you point to false.

Pause the video, have a think, and then use your finger and point.

So the answer is true.

That's right.

Nation language is like Patois or nation language is exactly like English? Don't think it's exactly like English, so it is like Patois.

Well done.

Now we are going to re-watch John Lyons reading "Carnival Dance Lesson." This time though, I would like you to refer to the poem in front of you as he's reading it, and I want you to think about this question.

How does John Lyons create rhythm when he reads the poem? Watch the video now and have a think about this question.

<v ->"Carnival Dance Lesson" written in nation language.

</v> Nation language is like a patois.

It's not English as written, but English as spoken in Trinidad.

"Carnival Dance Lesson One two three, you can dance like me.

With arms held high that's how you start, let deh music touch your heart.

One two three, you can dance like me.

You must be relax, I insist, wine wid de riddum, shake yuh waist.

Shake up, jump up, BACCHANAL! Lehwe celebrate, carnival.

One two three, you can dance like me.

Jump in the band, let's have some fun, happy times have now begun.

One two three, you can dance like me.

Boodum-di-dum! Boodum-di-dum! Boodum-di-dum! Boodum-di-dum! You can dance like me." <v ->Have you thought about how John Lyons</v> effectively creates rhythm in this poem? Hold that thought because later on we will look at the poem more in depth.

Now I'm going to respond to the poem.

What did you like about the poem? What did you dislike about the poem? Do you have any questions, and does it remind you of anything? Hmm? What did I like about the poem? Well, I really liked that there was a repeated chorus that sort of ran through and it made it sound a little bit like a song.

The "One two three, you can dance like me." I really like that part of the poem.

Is there anything I dislike about the poem? Hmm? I think I would've liked to have known what happened later on at the carnival.

I think that John Lyons only gave us a little snippet of the beginning part of the carnival, and actually I would've liked it if he'd written a bit more about the rest of the carnival.

And do I have any questions? I guess my question would be is everyone allowed to join in at carnival or do you have to be part of a troop or a group? Now it's your turn to respond to the poem.

What did you like about the poem? What did you dislike about the poem? And do you have any questions or does it remind you of anything? I would like you to pause the video now and just think about how you would answer those questions.

Okay, I actually heard some people saying that they like the language used in the poem to describe the dance, and it made the dance lesson feel really authentic.

And it also reminded me, when I was listening to other people's conversations, of going to Notting Hill Carnival and also a carnival in Antigua that I've been to.

Now it's your turn to read "Carnival Dance Lesson." Remember to read with expression.

This will help to bring the poem to life.

There are some key things to remember about reading aloud.

Using an expressive voice, the volume, how loud you are, emphasis on some keywords, and using facial expressions.

What should you do when you read aloud? Should you use an expressive voice, wave your arms around like this, use expressions? Pause the video and have a think about which of these you should do when you're reading aloud.

Okay, hopefully you've had a think.

So you should definitely use an expressive voice.

We don't want anyone to fall asleep.

And you should also use facial expressions to either show happiness, sadness, depending on what the tone or the themes of the poem are.

Now we are onto Task A.

I would like you to reread the poem "Carnival Dance Lesson" with expression now that you've had a practise of reading it.

Remember to use the reading aloud tips of expressive voice, volume, and emphasis on keywords, and facial expressions.

Pause the video and have a go at doing Task A.

Okay, hopefully you've reread the poem.

I want you to pause now and check that you are using the reading aloud tips of did you use an expressive voice? Have a think.

Did you vary your volume? Did you emphasise keywords, and did you use facial expressions? Hopefully you did.

Now we are onto the second part of the lesson, structure and language in "Carnival Dance Lesson." Let's now look at the structure.

Poems are usually organised in verses.

Verses refer to a group of lines in a poem.

They can also be referred to as stanzas.

Can you say verses? Verses.

Stanzas.

Well done.

Let's look at what the verses are in "Carnival Dance Lesson." So we've got our lines.

So each time the words move down, that's another line.

If the lines are grouped together, that's called a verse.

So we've got verse one there, and verse two there, and verse three.

How many verses are there in this poem? I want you to pause the video and count the verses, and then when you're ready, you can press play again.

Okay, shall we check together? So there are one, two, three, four, five, six, seven.

Is that it? No, keep going.

Eight, nine, and 10.

Well done.

So there are 10 verses of varying, that means different, lengths.

Can you spot a pattern in the verses? Hmm? Whisper it to me.

Yeah.

Let's look at rhyme now.

Rhyme is the use of similar or the same sounds in words, and usually at the end of the lines.

Rhyming words create a musical quality within the poem, so it enhances the flow when you're reading it.

Let's see if "Carnival Dance Lesson" has a rhyming structure.

"One two three, you can dance like me." Oh, I think I've heard the first rhyming couplet.

"Three" and "me." And remember, we're looking at the last words in each of the lines.

So we've got "high," "start," "heart." Oh, "start" and "heart," "three," and "me." So it does rhyme.

Let's look at the next part.

Do these words rhyme, "relax," "riddum," "waist." Not so much in that one.

"up," "AL," "val." "BACCHANAL," "carnival." Yes.

"three," "me," "band," "fun," "begun." So "fun," and "begun," "three," "me," "dum," "dum," and "me." Let's now look at repetition.

Repetition involves repeating the same words or phrases for emphasis and for rhythm.

Let's see if some of these words are repeated.

Have a look.

Skim and scan through now, and just see if you can find some words that are repeated.

"One two three, you can dance like me." Is that repeated again? "One two three, you can dance like me." Yes, it's repeated in the third verse.

This is called a refrain.

Your turn.

Refrain.

Well done.

Or chorus.

Chorus.

Like in a song.

That's right.

Are there any more repeated words? "One two three, you can dance like me.

One two three, you can dance like me." And then finally, "You can dance like me." The "Boodum-di-dum! Boodum-di-dum!" is repeated, and that creates a sort of rhythm.

Is it true or false? There is no repetition in the poem "Carnival Dance Lesson." Hmm? I should know this one.

Pause the video and have a think about the answer.

Yes, it is false.

There is repetition throughout the poem.

There is repetition only once? No, it is throughout.

Punctuation, like commas, full stops, dashes, or ellipses can affect the rhythm, pace, and interpretation of the poem.

Let's have a look at the punctuation in "Carnival Dance Lesson." I can see in the first line there's a comma, then there's a full stop, comma, full stop, comma, full stop.

So there's a bit of a pattern there.

And then in the other part of the poem, the second half of the poem, we've got comma, comma, full stop.

And then I can see a piece of punctuation which shows excitement or surprise.

What is it? Whisper it to me.

Yes, it's the exclamation mark after "BACHHANAL!" and "Boodum-di-dum! Boodum-di-dum!" which shows excitement.

So true or false? There are exclamation marks in the poem "Carnival Dance Lesson." Pause the video and have a think about whether this is true or false.

The answer is true, of course.

Exclamation marks are used to create a sense of enthusiasm and energy or are exclamation marks used to create a sense of gentleness and tranquillity in the poem? Do you remember what I said it was for? Yes, enthusiasm and energy.

Well done.

Now let's look at the language in "Carnival Dance Lesson." Remember John Lyons saying that some of the words in his poem are written in Patois? Let's see if we can find them.

So "let deh music." "let deh" would be let the music touch your heart.

So figuratively speaking, it's feeling an emotion in your hearts.

"Yuh must," you must.

"wine wid de riddum," means wind your hips with the rhythm.

"jerk yuh waist" means move your waist.

And then what about the second half? We've got "BACCHANAL!" Have you ever heard of the word bacchanal? Can you say it? Bacchanal.

Your turn.

That means party.

Let's have a great time.

And, "Lehwe celebrate." Let's celebrate it is carnival.

"Boodum-di-dum! Boodum-di-dum!" That is the sound to reflect the beat of the rhythm, almost like the drums or the percussion instruments.

"Boodum-di-dum! Boodum-di-dum!" What type of poetic device does John Lyons use in the poem "Carnival Dance Lesson?" Is it a simile, repetition, or personification? Hmm? Have a think about this.

Pause the video, and then press play when you've thought of the answer.

Okay.

So was there a simile in the poem? Did he say something was as mm as or like something? No, I don't think he did, but there is definitely repetition.

We've talked about repetition throughout the poem, so there's definitely repetition.

Let's have a think about the third one.

Personification.

Did he make anything have human-like qualities or compare something as having human-like qualities? No.

So we can't tick that one.

Task B.

Now you're going to create your own fun and energetic dance based on the poem "Carnival Dance Lesson." I want you to think of eight, one, two, three, four, five, six, seven, eight different dance movements like this.

So here are some examples you could use.

You could steal some of my ideas.

Number one, you could say, "Put both arms in the air.

Shake them from side to side four times." One, two, three, four.

Move your left arm down onto your right waist, oh here, and then move your right arm down onto your left waist.

Move your waist in a circular motion.

Jump to the back with your arms behind your head.

Jump to the front with your arms up, wiggle your hips, and then have your arms on your waist.

And that is my dance.

I wonder what your dance is gonna be like.

I want you to pause the video and think of eight steps to create a dance.

Then I want you to practise your dance and perform it to an audience.

Pause the video and have a go.

Okay, pause right there.

I want you to think about these questions.

Did you create eight different movements? Nod your head if you did.

Well done.

Did you practise your dance a few times to get it right? Did you choose music to dance to? And did you perform your dance to an audience? I can't wait to see your dance.

Now we're going to think about generating some vocabulary.

"Carnival Dance Lesson" has these elements.

Let's think about the theme.

Well, it's a carnival.

It has music and dancing.

What's the tone of the poem? Well, it's fun, it's positive, it's energetic, it's happy.

So when we describe a carnival, we want to think about whether it's positive or negative.

And based on the themes, and the tone, and the description, the words that John Lyons uses, I would say that he's trying to create a positive image in our minds.

We're going to use our five senses now to think of vocabulary that we could include in our own carnival.

Here are some ideas about what you could describe.

So things that you could see would be people, there'd be lots of people at a carnival, and lots of vibrant, bright colours, their costumes, and movement.

You could definitely hear music, laughter, chatter.

It's going to be very noisy.

And what could you smell? Perhaps if you've never been to a carnival, you might not know, but you could smell cooking meat, sizzling meat, lots of flowers on display.

Maybe you might smell sweet popcorn.

And then the things that you could taste would be the food and the drink.

You could describe those.

And then things that you could feel.

Maybe the costumes.

What do you think they might feel like? People.

Maybe you're bumping into everyone.

Instruments.

Maybe you're playing an instrument.

And also feelings.

You can actually feel with your hands or you could feel emotions.

So let's have a think about that.

Now I'm going to have a go at creating expanded noun phrases for each sense.

I'm going to start with what I can see, so I need to think of a noun.

I'm going to choose people because I think that would be easy for me to describe.

And two adjectives to describe the people that, and then an action that they could have done.

What could I touch there? Well, because they have such majestic and grand headpieces, I could think of two adjectives to describe the headpieces.

And then perhaps I could describe what types of drinks would be available at carnival.

So let me have a think.

I could describe people as glittering and chattering.

Glittering, chattering people that danced.

I could also say energetic, exuberant performers that danced because they were performing.

And for the headpieces, I could say that they were velvety and feathered or I could say that they had soft, silky costumes.

I could feel how soft and silky that they were.

And then for my drink, I could say sweet fizzy drink or I could maybe change my noun and say smokey, juicy meat.

Now it's your turn to create expanded noun phrases for each sense.

I would like you to do one for what you can hear and perhaps what you can smell.

So, mm mm two adjectives.

Mm mm music.

Two adjectives for meat.

Mm mm meat.

Pause the video and have a think about what adjectives would be appropriate for those two nouns.

Okay, so you might have said that you could hear the blaring Calypso music.

You could have said that you could smell the sizzling, mouth-watering, or delicious meat.

You could have also said that you could hear the melodic, rhythmic steel pans.

Or you could smell, maybe you can't smell as much, or maybe you could smell the cold refreshing drinks available.

You could change smell to taste if you wanted to.

In your final task, which is Task C, I would like you to generate vocabulary.

Create a word map for all five senses and generate at least two expanded noun phrases for each of your senses.

So what you can hear, smell, see, taste, and touch, or how you feel.

Pause the video and have a go.

Okay, well done.

You gave that such a good go.

Let's have a look at some of the examples that I saw.

I saw somebody had written down, "energetic, melodic tunes that echo through the streets." They could smell, "fragrant, sticky caramel popcorn." You could see "vibrant, colourful costumes adorned with feathers and sequins." And they could taste "sweet, rich, shaved ice treats and fruit juices." And they could feel the "vibrant pulsation of rhythmic vibrations" throughout Carnival.

To summarise.

Reading and rereading poems leads to a richer response and a greater understanding of language within them.

Analysing a poem's language allows the reader to observe different writing styles and exposes diverse language choices and writing techniques.

Summarising the themes and tone of a poem identifies emotions and main ideas conveyed within a poem.

Engaging the five senses of sight, sound, smell, taste, and touch enriches vocabulary by making writing more engaging, vivid, and impactful.

I really hope you enjoyed this lesson analysing "Carnival Dance Lesson" by John Lyons and also generating vocabulary.

Goodbye.