2.  It does not follow any strict rules.  It does not need paragraphs, full stops, capital letters.  You can change the way you spell some words

3.  Stanzas  Rhyme  Rhythm  Metaphors  Similes  Imagery

4. Discuss this with your group.

6.  The skills you develop by reading a range of poetry make you a better reader all around.  What do you think the first thing we should read is and why?

7.  The title of a poem includes valuable clues as to what the poem will be about. Often it can hold the key to helping us understand what the poet is expressing  Based on the title what do you think the poem is about?

8.  Just like a song is written to be sung, poems are designed to be read aloud.  The first time we read the poem we are getting a feel for it, the same way we get a feel for the melody or sound of a song

9.  The second time we read a poem we need to spend the time to go through each line slowly and carefully, in the same way we would listen to the lyrics of a song more carefully the second or third time we heard it.

10.  Ask the 5 ‘w’s and 1 ‘h’.  Who is in the poem?  What is happening?  Where is it happening?  Why is it happening  When does it happen  How do the people involved feel? Answer as many of the question as possible in note form

11. What I know about the poemWhat I am yet to find out about the poem

12.  What strategies can you use to help you find the meaning of parts of the poem you are yet to understand?

13.  In your own words, describe what the poem is about. Make sure you use full sentences, the title and the poet. Eg The poem “……..” by ……… is about

14.  There are many types of language features found in all sorts of writing.  Sound devices are concerned with the way a word or group of word sound.

15. Sound DeviceDefinition Onomatopoeia Alliteration Assonance Sibilance Rhyme

16.  Re-read the poem. Look for any of the sound devices in the poem. When you find an example, underline it and label it in the margin. This is called annotation

17.  Sound devices can do a number of things  They can slow down the speed at which we say the poem (the rhythm)  They can speed up the sound of the poem (also rhythm)  They can sound harsh or slow

18.  Which sounds in English are harsh or hard? KK TT QQ ZZ

19.  Which sounds in English are soft? MM NN FF  Plus many more  Look at the sound devices you identified. Decide if they are a soft or harsh sound

20.  The vowels are all soft and slow. Label any examples of assonance as soft/slow  Why do you think the poet uses these soft and slow sounds?

21. Level Two  As with short stories, films and novels, poems too contain a main idea, or theme. That is, something the poet is trying to communicate to the reader.  Complete the following sentence I think the main idea of the poem “For Heidi with Blue Hair” is…..