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*Triantiwontigongolope*
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Slide 1:
Slide
English and media
Secondary Education
Age 11
This lesson contains
26 slides
, with
interactive quizzes
,
text slides
and
1 video
.
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Items in this lesson
Slide 1 - Slide
Targets for the day
Learners will be able to -
*Identify the poetical devices used in the poem
*recall the key details and stated facts about the animal.
*read and comprehend the message contained in the poem
-interpret the use of REFRAIN & CHUNKING.
Slide 2 - Slide
Slide 3 - Slide
Slide 4 - Video
Slide 5 - Slide
Slide 6 - Slide
Slide 7 - Slide
Slide 8 - Slide
Slide 9 - Slide
Slide 10 - Slide
Slide 11 - Slide
Slide 12 - Slide
Slide 13 - Slide
Slide 14 - Slide
Slide 15 - Slide
In the last stanza, the speaker of the poem-
timer
1:00
A
tells the reader more about the insect.
B
confesses about the fantasy insect.
C
describes where to find the insect.
D
wants the insect to be real.
Slide 16 - Quiz
Drag & Drop Activity
Drag the stated facts in the correct sequence as they appear in the poem.
Slide 17 - Slide
FIRST
SECOND
THIRD
FOURTH
LAST
I haven't seen it either , and I don't know its address.
It purrs & purrs quite proudly if you call it by its name.
It lives on weeds and wattle gum.
It trembles if you tickle it or tread upon its toes.
One should offer it some sandwiches of sealing -wax & soap.
Slide 18 - Drag question
What does the poet hope for?
timer
1:00
A
The poet hopes he will meet this insect one day.
B
The poet hopes that we will learn the name of the insect.
C
The poet hopes that the sky will turn orange one day.
D
The poet hopes that the grass will turn pink one day.
Slide 19 - Quiz
How will you feel when you first see it ?
timer
1:00
A
relaxed
B
happy
C
scared
D
confused
Slide 20 - Quiz
Chunking
Tri
Tri-anti-wonti-
Triantiwontigongolope
Why do you think poet broke up the word in this way ?
Slide 21 - Slide
What is the most likely reason the poet indented three lines at the end of each stanza?
timer
1:00
A
to show movements of the insect.
B
to signal the rhyme in the lines of the stanza.
C
to show the pronunciation of the insect's name.
D
to suggest a change in alliteration.
Slide 22 - Quiz
Slide 23 - Slide
So try:
Tri-
Tri-anti-wonti
Triantiwontigongolope
Using these words several times in the poem helps the reader understand that -
timer
1:00
A
The name is difficult to pronounce & is important.
B
The reader should speak softly to the insect.
C
The poet used strong objects & imagery.
D
The poet's voice is shaking.
Slide 24 - Quiz
Based on the poem , the four stanzas describe-
timer
1:00
A
the fictitious triantiwontigongolope.
B
how the triantiwontigongolope looks.
C
where to find the triantiwontigongolope.
D
how to find the triantiwontigongolope.
Slide 25 - Quiz
Now I can, brainstorm the core ideas of the poem to answer the questions related to the same.
😒
🙁
😐
🙂
😃
Slide 26 - Poll
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