Lesson video

Hello, welcome to this final lesson on creative writing in poetry with me, Miss Sarah Krzebietka.

In this lesson, we're going to write our own poems, which is an amazing opportunity.

We're going to use all of the skills that we've learned and put them into practise in our very own pieces of poetry.

So I'm really, really excited about that.

To make sure that we can get the very most out of this lesson, before we get started, please can you make sure that your mobile phone is switched off or put in a different room so it doesn't distract you.

Please make sure that you're somewhere quiet so that you can focus and also make sure that you've got a pen and something to write on.

Right, let's get started with writing our very own poems. Here we go.

Before we start writing our poems, what we're going to do is a quick recap task of the planning process, then we're going to move on to writing our own poems. After we've written them, we're going to give ourselves a little bit of feedback on our poetry and then finally, you're going to review your knowledge with a quiz.

Before we get tonnes of writing out poems in, let's think about planning, and what we learned about planning in our previous lesson.

So, I want you to read through the six statements on the screen, and I want you to decide which of them are true about the planning process.

So pause now, read through the statements carefully and decide which you think are true about the planning process, and which you think no, that's not true, that's false.

Brilliant job, if you said that one, two, four and six, are true statements about the planning process.

Planning helps us to organise our ideas.

Yes, mind maps can be used to help us to plan.

Yes, we looked at mind maps as a method for planning last lesson, and some of you might have chosen to use mind maps to help you plan.

Number four, lists can be used to help to plan.

Again, some of you might have used lists last lesson in order to help you to plan your poem and finally planning helps to make links between our key ideas.

Yes, remember we said planning helps us to organise our ideas so that they're not floating all over the place.

And it's a really helpful way for us to get our ideas in order, before we start writing.

Number three, planning is not important and planning in your head is the best way to plan are not true about the planning process, okay? So, last lesson, you planned a poem using one of these prompts or using your own idea.

So you were either writing about and quoted sporting events a really busy beach or an exciting holiday, or about your favourite animal or a completely new idea your own.

So let's just remind ourselves of what we talked about in our plan and what you will have written in your plan, hopefully when you were going through this in the previous lesson.

So remember we talked about how important it was to find what you were going to write about in each stanza.

So look back over that and remind yourself of what your plans were, so for example, in this case, I was going to describe the way the tiger looks in stanza one, then the way a tiger moves in stanza two, and then how I feel about tigers in stanza three.

So that was my plan.

So I've reminded myself of that so that I don't lose my focus when I'm writing.

Remind yourself of the rhyme scheme you chose to use, if you chose to use a rhyme scheme, I'm using the AABB rhyme scheme in my poem, remember we wrote down the figurative language techniques that we were going to try and use in our poem.

So I've just reminded myself again of what those were and what I was aiming to use.

And then finally, I know the time structuring my poem into three stanzas or verses with four lines per stanza, okay? So I just remind myself really clearly of what I'm going to write about and how I wanted to write my own poem before I start writing, okay? So, what we're going to do now is write the first stanza of our poetry, okay? But, what I would like to do before, is to go through an example.

So here we have the example stanza that has been written, which is to do with the plan that I have just show you based on a tiger.

So, the first stanza in the plan says, that I would describe the way a tiger looks.

So let's read through this opening stanza, as you see underneath, I have written a little checklist, that I'm going to check my stanza against after I've read it out to make sure that it has all the things that I wanted it to when I find it, so listen carefully.

Covered in lightening strikes of orange and black, Amber eyes alert and ready to attack! Paws pad softly through the grass and sand, as silent as a thief prowling across the land.

Pause now, and I want you to read through the questions that I've got at the bottom of the screen.

Did I stick to my plan? Have I described the way a tiger looks? Have I used the AABB rhyming scheme? Have I used figurative techniques? And do I have four lines of poetry in this stanza? Pause now, and see whether I have stuck to my plan, by answered yes or no to those questions.

Okay off you go.

Yea, I have stuck to my plan so well done if said yes to all of those questions.

I have described the way the tiger looks, I talked about its fur.

I've talked about its eyes, its paws, and I have used the AABB rhyming pattern.

I have used figurative techniques, I've got the metaphor, covered in lightning strikes of orange and black, and the simile as silent as a thief, and yes, I do have full lines of poetry in this stanza.

So I can be really pleased that I've stuck to my plan there.

In a moment, you are going to write your own opening stanza.

And this example is on the worksheet ready for you, and to help you and guide you.

Plus also available are some more prompts, okay? So if you're stuck with the opening lines or stanzas of your poetry, then I've put some previous opening stanzas that we've looked at on the worksheet to help you.

You can use parts of these, or you can use the whole thing to help you to write your own stanzas, okay? So use those please, to help you if you need them.

Also, for some further inspiration, I've put a sheet in your worksheet that has got some onomatopoeic words, some ideas for some personification and some ideas for simile and metaphor for the different prompts, okay? So please do use those help sheets if you need them.

Okay, what's I'd like you to do now then, is to have a go at writing your own opening stanza using your plan to guide you and using all of the guidance that is provided on the worksheet.

Okay, off you go.

Remember to resume once have finished.

So now we're moving swiftly on to your second stanza.

Isn't that exciting? You've already got one standard of your poetry done, that's amazing.

But before we do that, we're just going to listen to a reading of an example second stanza that I have written and we're going to check it again, against the plan to make sure that I done everything that I committed to doing in my plan.

So listen very carefully, here we go.

At first, each step is steady and slow, winding through the trees, knowing where to go.

Ears prick up, the tiger's lips curl into a smile, quick as a flash he reaches his prey, that will fill him for a while.

So just like we did with the first stanza, I want you to pause, I want you to read through the second stanza again, and I want you to look at the questions on the screen and to decide whether I have done all of those things that I said I was going to do in my plan, okay? Off you go.

Again, a successful stanza, I've stuck to my plan.

I've described the way a tiger moves, I said about its steps the way winds through the trees.

And it's quick as a flash, I've used the AABB rhyme scheme.

I have slow, go, smile, while, I have used figurative techniques.

In this case we've got personification and a simile, so the tiger's lips curl into a smile.

we've got personification there, and quick as a flash is our simile.

And then finally, I have used four lines of poetry in the stanza so I'm very happy about that.

Alright, now it's time then to have a go at your second stanza, using your plan to guide you.

You've also got the example that I have just been through and the guidance sheets that are on the worksheet already, and that you might have already used.

After that, when you've done your second stanza, you're going to have a go at your third stanza independently.

So without using an example to guide you, however, you can still use the other guide and sheets, the onomatopoeic words, the personification prompts and the simile and metaphor prompts that were on the work sheet to help you, okay? So second and third stanzas, off you go, remember to resume when you done so that we can go through and do the final activity for the lesson, okay? All right, let's listen to a full poem then, a full planned and written poem, and then I'm going to talk you through some feedback, and then you're going to give yourself some feedback on your own poem.

Covered in lightning strikes of orange and black, Amber eyes alert and ready to attack! Paws pad softly through the grass and sand, a silent as a thief prowling across the land.

At fist, each step is steady and slow, winding through the trees, knowing where to go.

Ears prick up, the tiger's lips curl into a smile, quick as a flash, he reaches his prey, that will fill him for a while.

Swoosh, so swift, the tiger is truly an amazing sight, I wish I could see a tiger, I wish with all my might.

Beauty and grace combined into something so strong, when will I see a tiger? I hope it won't be too long.

Yeah, I'm really proud of my poem.

I'm really happy with how it's turned out and I know that it's turned out so well because of all the processes that I put into planning it and making sure that it was really well organised before I decided to write it.

And by checking it against my plan as I went through.

So, you're going to give yourself some feedback in a moment.

Here's the feedback that I've given myself of my poem.

So I've said, I'm so proud of the way that I have used simile and metaphor to create powerful pictures for my reader.

My favourite line of my poem is, "As silent as a thief prowling across the land." Because it uses a great simile to describe the tiger's movements.

And finally, I enjoyed writing this poem because it helps me to express my thoughts and feelings about tigers.

So what I like to do now, is to pause for a final time, and to have a go at writing your own feedback on your own poem, using the prompts and guides that are available.

I do want you to resume for one final time once you're finished so that I can talk you through the final things that I'd like you to do.

Okay, off you go.

Okay, so I know that you will have done some amazing work on your poems because we've put the planning in, we've put the effort in, and I know your poems will be amazing.

So, if you would like to share your poetry, which I would really encourage you to do, then please ask your parent or carer to share it on Instagram or Facebook or Twitter, tagging @OakNational and using the hashtag LearnwithOak.

We'd love, love, love to see what you've been doing.

If you don't want to share it online, then perhaps ask your parents or carer to share it with your teacher, because I'm sure they will be equally excited to see all of the amazing things that you've been getting up to and to see this full poem that you've planned and created.

Finally, there is a quiz attached to the lesson, which I'd like to complete now, to do a final check of your learnings, about planning, about poetry and about how we can create the best poems possible.

Okay, amazing, amazing work and goodbye.