Triantiwontigongolope

• English and media
• Secondary Education
• Age 11

Targets for the day 

Learners will be able to -

*recall the new words to write their correct spellings & frame sentences.

*summarize the poem in their own words.

*recall the key details and stated facts about the animal.

*read and comprehend the message contained in the poem

-Analyze the character of the insect shown in the poem.

-interpret the use of REFRAIN & CHUNKING.

Hear & Write Activity
Q-Listen to the words and write their correct spellings. Pick any two and frame proper sentences.

Q-Looking at the final lines of the poem, imagine a similar situation which is not real but you would like it to be.

In the last stanza, the speaker of the poem-

1. tells the reader more about the insect.
2. confesses about the fantasy insect.
3. describes where to find the insect.
4. wants the insect to be real.

Drag & Drop Activity

Drag the stated facts in the correct sequence as they appear in the poem.

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.

What does the poet hope?

1. The poet hopes he will meet this insect one day.
2. The poet hopes that we will learn the name of the insect.
3. The poet hopes that the sky will turn orange one day.
4. The poet hopes that the grass will turn pink one day.

How will you feel when you first see it ?

1. relaxed
2. happy
3. scared
4. confused

Chunking

Tri

   Tri-anti-wonti-

Triantiwontigongolope

Why do you think poet broke up the word in this way ?

What is the most likely reason the poet indented three lines at the end of each stanza?

1. to show movements of the insect.
2. to signal the rhyme in the lines of the stanza.
3. to show the pronunciation of the insect's name.
4. to suggest a change in alliteration.

So try:
Tri-
Tri-anti-wonti
Triantiwontigongolope
Using these words several times in the poem helps the reader understand that -

1. The name is difficult to pronounce & is important.
2. The reader should speak softly to the insect.
3. The poet used strong objects & imagery.
4. The poet's voice is shaking.

Based on the poem , the four stanzas describe-

1. the fictitious triantiwontigongolope.
2. how the triantiwontigomgolope looks.
3. where to find the triantiwontigongolope.
4. how to find the triantiwontigongolope.

SHORT ANSWER TYPE QUESTION(SAQ)

Find the padlet link  shared through the meeting chat to attempt the given SAQ on the poem.

Q-What makes Triantiwontigongolope a good poem? Describe at least two features of the poem which make it effective.

(Clues- fun, rhythm, alliteration, simile, imagery, humour, chunking etc.) 

Now I can, brainstorm the core ideas of the poem to answer the questions related to the same.

😒🙁😐🙂😃

Home Assignment

*Attempt the Think &Write activity pg-56 in your MCB BOOK

  & be prepared for the Speaking Activity- Joke Enactment  by building a similar funny conversation with your partner. 

Student Pairs will be as follows- 1 & 27 , 2& 26, 3&25, 4&24 ,5&23 and so on..............

Time Limit- Minimum - 1 min /Maximum-2 min

Points- 10 (You will judged on CONTENT, COORDINATION, PRESENTATION & LANGUAGE.