LITERATURE

BOOKLET
1st Middle 2025

Student: _______________________________
Teacher: Micaela Nanni
 Literature
What is literature for you?

1
 Literature is the art of written work.

The word literature, literally means "things made from letters"

It took on the additional meaning of “knowledge acquired from reading or

studying books.”

*In this subject, we are going to explore, analyse and give our opinion on several
literary works.

Literature has two main forms and two main techniques

*Can you think of any examples that you know?

FORMS TECHNIQUES

Fiction Non-Fiction Prose Poetry

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 Unit 1
Summer reading:

The CHRONICLES of
The Lion, the Witch and the Wardrobe,
by C. S. Lewis

What did you like about the book?

What did you dislike about the book?
How did it make you feel?
What was your favourite part?

3
Read the following review on The Chronicles of Narnia and look up the words in the
dictionary

ABOUT THE CHRONICLES OF NARNIA

(from www.harpercollins.com)

The interest in the world of Narnia is always rising. Millions of children

enjoyed the blockbuster, The Chronicles of Narnia: The Lion, the Witch and
the Wardrobe. This belongs to the complete classic collection of seven novels
by C. S. Lewis . Each book stands alone as a work of genius, but together they
tell the entire history of a fantastic world that becomes as real as our own. A
world of magic and adventure—a place in which children’s imaginations
have no bounds.

The Lion, the Witch and the Wardrobe was first published in 1950, but C. S.
Lewis began creating the story long before that. The tales and ancient myths
his Irish nurse told always fascinated him; and when he was sixteen, a picture
of a faun carrying an umbrella in snowy woods popped into his head.

Years later, during World War II, four children stayed with Lewis at his
country house and stirred his imagination again. After that, he began writing
the story that would become The Lion, the Witch and the Wardrobe.

While writing, Lewis incorporated creatures from myths along with his own
memories—such as that of the old wardrobe from his childhood. As the
children found their way into Narnia, he still didn’t know what his story would
be about. Then the image of Aslan came to his mind. Lewis once said, “I don’t
know where the Lion came from or why he came. But once he was there, he
pulled the whole story together.”

After being illustrated by Pauline Baynes, The Lion, the Witch and the
Wardrobe was published and had great success. With so many stories to tell
about Narnia, Lewis wrote six more books. As you read the books for the first
time, or rediscover their magic, take some time to discuss them. So gather
round and journey to the wondrous land of Narnia.

Blockbuster:

Bounds:

Tale:

Woods:

Stir:

Publish:

Success:

4
After re-reading the review, complete the following activities:

1) What elements of books are mentioned in the text? Make a list and fill it with
the correct information. If there is something missing, look at the book and
complete it.

ELEMENT IN THE STORY

2) According to C.S. Lewis, who/what gave unity to the story? Why do you think
so?

3) a) How would you classify this work of literature in its form and technique?

b) Does it have any autobiographical elements or any references to Lewis’ life?

4) Imagine you had the opportunity to ask any question to C.S. Lewis. What would
you ask him?

5
 All stories are made up of six main parts:

Can you identify the parts of the story you read?

1. __________________________________________________________________________________________
__________________________________________________________________________________________
_________________________________________________________________________________________ .

2. ________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________ .

3. ________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________ .

4. ________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________ .

5. ________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________ .

6 ________________________________________________________________________________________
___________________________________________________________________________________________
__________________________________________________________________________________________ .

6
"When I was ten, I read fairy tales in secret and would have been ashamed if I had been found doing so.
Now that I am fifty, I read them openly. When I became a man I put away childish things, including the
fear of childishness and the desire to be very grown up.”
C. S. Lewis

Chapters 1 and 2:
“Lucy looks into a Wardrobe” and “What Lucy found
there”
1) What are the characters introduced in the first chapter? What do we get to know
about them?

2) What is the setting of the story? Why do they have to leave London?

3) In the first chapter, a crucial element appears: the Wardrobe. Can you draw and
describe it?

4) What is Mr. Taumnus? What does he look like?

7
 Chapters 3 and 4:
“Edmund and the Wardrobe” and “Turkish Delight”

1) Read the dedication of the book. What does Lewis mean when he says “(...)you
are alrerady to old for fairy tales”. Can you relate it to the beginning of chapter 3
and the reaction of Lucy’s brothers when she tells them about the land she
discovered?

2) Imagine you are Edmund and you come back from this magic trip. Write a brief
diary entry including:
His thoughts on the Turkish Delight.
His feelings about the Witch.
His plans for when he returns to his siblings.

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 Chapters 5 :
“Back on This Side of the Door”

What are the reasons why the Professor thinks what Lucy says she has seen is
true?

Chapters 6, 7 and 8:
“Into the forest” , “A Day with the Beavers” and “What happened after
Dinner”

1) Imagine you are entering Narnia for a day. What things would you take with
you? Why?

2) Let’s make magic!

Write your own piece of Deep Magic in the shape of an Old Rhyme

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 Chapters 9 :
“In the Witch’s House”

1) a) What seduces Edmund to betray his family? What does the Witch promise him?

b) Have you ever felt that way? If so, when? Did you follow that instinct?

Chapters 10 and 11:

“The spell begins to break” and “Aslan is nearer”

1) What does Father Christmas mean when

he says: “I’ve come at last. Aslan is on the
move. The Witch’s magic is weakening” ?
You can relate it to the names of these two
chapters.

2) What do you think is the importance of chapter 11 for Edmund? How is he

feeling? Has something changed in him? (You can focus on pages 124-127).

10
3) a) As the travellers advance in their journey, the landscape starts to change.
Take some time to read the description of the place again and draw it how you
imagine it to be.

b) Now imagine you are wandering through these places. Complete the following
thinking routine with the things you see, feel, think and wonder:

SEE FEEL THINK WONDER

c) GROUP WORK:
Get in groups and discuss the meaning of the flowers blooming, the birds
singing, the change of season (from winter to spring). You can consider
Father Christmas’ words and the name of the chapter as well

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 Chapters 12, 13 and 14:
“Peter’s First Battle” , “Deep Magic from the Dawn of Time”and
“The Triumph of the Witch”

1) Why does the Witch want to take Edumd to the Stone Table? Explain this quote:
“I would like to have it done on the Stone Table itself. That’s the proper place. That’s
where it has always been done before”
What does the Deep Magic say?

2) What is Aslan and the Witch’s agreement to free Edmund?

3) Imagine you were Edmund, and you found out that Aslan took your place. How
would you feel? What would you do next?

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 Chapters 15, 16 and 17:
“Deeper Magic from Before the Dawn of Time” , “What Happened about the
Statues”and “The Hunting of the White Stag”

1) If we focus on the title of Chapter 15, why does it use the comparative?
To get a clearer idea, re-read Aslan’s words on page 176 .

“Deeper Magic from Before the Dawn of Time”

2) Describe the appearance of Aslan after he came back to life. Compare it

and contrast it to the scene of his death.

Aslan on the stone Aslan back to life

3) Explain the meaning of this quote on page 188: “Did you hear what he
said? Us Lions. That means hi, and me. Us Lions. That’s what I like about
Aslan. No side, no stand-off-ishness”

13
 Do you know what an

Allegory is?

First, look up the term in the dictionary:

Allegory:

It is said that the story is an allegory for something, can you think for what?

As you discuss it with you classmates, complete this chart about the
characters and some elements of the story

Narnia
Possible Allegorical Meaning
Element

Aslan

The White
Witch

Edmund

The Stone Table

Spring
Returning

Read and discuss these questions

1. Why do you think Aslan chooses to die for Edmund?

2. How does Edmund’s story show the idea of forgiveness and
redemption?

14
Time to write:
An Allegory
Warm up:
1) Listen to the teacher and complete the thinking routine

colour symbol image

1) What do these symbols mean?

A heart – What does it represent?

A lion - What does it symbolize?

A storm – What could it mean in a story?

A key – What can it represent?

A road – What might it symbolize?

2) Match these descriptions with the most adecuate symbol

The old man gave the boy a special object before his long journey. It would
help him open the final door to his destiny. ________________
The young warrior stood before the great beast, feeling both fear and
strength inside him. _________________
Dark clouds gathered in the sky as the villagers prepared for something
terrible to come. ___________________
She reached the crossroads and had to decide which path to follow in life.
___________________
He held his mother’s letter to his chest, feeling warmth and love even
though she was far away. ____________________

3) Now think of an element and create your own symbol

"In a faraway land, there was a mysterious ________________________. It

symbolized ________________________________________________ because
____________________________________________________________________________
_____________________________."

15
Let’s get to work

1) Read this example and answer the questions

"A river dries up because the trees stop feeding it. When the trees
learn to share water again, the river flows back, and all the animals
return."

What could the river represent?

What lesson does this story teach?

2) Think of a lesson you want to teach, a topic you want to present.

3) Fill the able with the information you can use for your story

Story Element Your ideas

1. What lesson or
message do you want to
teach?

2. Who is your main

character?

3. What problem
happens?

4. How does the

problem get solved?

5. What is the hidden

meaning of your story?

4) Now write you allegorical story. You can write a draft version first, using the
dictionary, and then go for the final version.

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 Unit 2
Literary Genres

Literary genres are categories, types, or collections of literature. They often

share characteristics, such as their subject matter or topic, style, form, purpose,
or audience.

Literature genres are often divided into subgenres. There are two main genres:
fiction and nonfiction, and three other genres: drama, poetry and folklore.

The study of literary genres is not an exact science. When we read any kind
of literature piece, it is very common to see how the author mixes different
elements from the many genres that exist. Romeo and Juliet, for example, is a
drama, a tragedy, a play. Because of this, we can find many different lists of
literary genres available. Nonetheless there are some genres that most of the
authors will always agree on.

The list that we are going to work with in our Literature class is divided in five
genres and teen subgenres.

1. Fiction: Invented stories with imaginary characters and events. Fictional

stories contain elements that are made-up or created by the author’s
imagination.
Historical Fiction: stories based on, or around a person or event from
history.
Science Fiction: Stories which include futuristic technology; a blend of
scientific fact and fictional elements. Science fiction is one of the genres of
literature that is set in the future or on other planets. It usually deals with
aliens, the future, or advanced technology.
Fantasy: Stories set in places that do not exist, about people and creatures
that could not exist, or events that could not happen. It usually contains
monsters, magic, or other supernatural elements.
Realistic Fiction: Fictional stories that take place in modern times. The
characters are involved in events that could really happen.
Mystery/Suspense: Stories where a crime has happened and the
characters are trying to solve the crime.

2. Nonfiction: All the information in a nonfiction book is based on known

true facts. Nothing can be made up. Nonfiction books include science books,
history books, biographies, autobiographies, newspapers.
Informational Writing : writing that provides information on a topic
Persuasive Writing: writing that attempts to influence the reader.
Autobiography: the story of one’s life told by oneself.
Biography: the story of someone’s life told by someone else.

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The following three are also considered fiction but because of the importance
they have and the fact that they have many characteristics of their own and
subgenres, we classify them separately.

3. Drama: A story for theatrical performance by actors where conflicts and

emotions are expressed through dialogue and action.
Comedy: has a happy ending.
Tragedy: ends in death and sadness.

4. Poetry: writing that is concerned with the beauty of language. Is verse

written to create a response of thought and feeling from the reader. It often
uses rhythm and rhyme to help convey its meaning

5. Folklore: stories that were handed down through the oral tradition.
Fairy Tale: a story with magic, monsters, and/or talking animals.
Fable: a very short story, usually with talking animals and has a moral.
Myth: has gods or goddesses and often accounts for the creation of
something.
Legend: a story based on something that might have once been real, but
has since become exaggerated beyond the realm of nonfiction.

LET’S MAKE IT CLEAR

Make a graphic organizer, a table or a web that helps you visualize the
organization of genres and subgenres.

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 Identifying Genres and subgenres

Directions: Choose the genre and subgenre in which the story most likely
belongs. Then explain how you got your answer. Remember! Sometimes, more
than one answer is possible.

19
20
21
22
 Comparing Genres

Choose two genres and complete the diagram with characteristics that they
share, and characteristics that distinguish them.

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24
 Unit 3
Dear Olly, by Michael Morphurgo
Before reading
A. Cover
Look at the cover of the book and fill in the following chart by answering the
questions in pairs.

I see I think I wonder

Who
might
she be?

Where do
you think she
is?

When might
the story
have taken
place?

What can you

learn from
the title?

B. Structure

a. As you can see your book brings three stories.Go to the blurb to see
how these stories are related

b. Circle the statement that is true for you. Account for your
answer.

★ I’d prefer it if each character told me the whole story because

…………….........................…….………………………………………………………….................…………………………..…..

★ I’d prefer it if each character picked up the story where it was left because
….…...................................................………………………………………………………………………………………..…..

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 c. Think of a story you know, what three characters could be telling you the
story? Should they tell the whole story? Or only a part of it? If so, in what order?
Pair with someone who has chosen a different story.
Share with the class.

Story Characters
My story:
●
●
●
●
………...’s story:
●
●

Let’s go deeper into: WRITING AND THE BRAiN - RULE OF THREE

Explain the rule of three with your own words and give an example.

________________________________________________
________________________________________________
________________________________________________
________________________________________________

Literary Analysis

Before we get into the book, let’s revise some concepts.

Setting The time and the place or location of the action.

Plot: The arrangement of ideas and/or incidents that make up a story. This is
what happens in the story. It is composed of:

Beginning: The characters are introduced, together with the

setting of the story

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 Complication or Rising Action Intensification of conflict. At this point, the
problems that the characters must face start to appear.

Climax: This is the moment of greatest tension in the story. At this point, it
seems that everything is upside down, and the characters cannot find their
way out.

Falling action: Some solutions begin to appear.

Resolution: The way the story turns out. We usually find the solution of the
problems that the characters had to face, together with a teaching of how
facing the situation helped the characters grow, or learn something.

Some Literary Devices

Foreshadowing: A suggestion of what is going to happen. It is not always
present in stories, and we might find it at the beginning or middle of a
story.
Suspense: A sense of worry established by the author.
Flashback: a part of a story that describes or shows something that
happened in the past.

Point of View
The point of view refers to who tells the story and how it is told. The Narrator is
the person telling the story.
First person narrator - The narrator is a character, he/she participates in
the story but has limited knowledge/vision. He/she cannot tell us what
other characters are thinking or feeling.
Second person narrator - it is not very common in literature, but is also
possible to find it mainly in instructional texts.
Third Person Objective - The narrator is unnamed/unidentified (a
detached observer). He does not assume any character's perspective and is
not a character in the story. The narrator reports events and lets the reader
supply the meaning. There are two types of third person narrator:
Omniscient - All-knowing narrator, who shows multiple perspectives. The
narrator takes us into the characters and can evaluate a character for the
reader.
Limited - the narrator relates only their own thoughts, feelings, and
knowledge about various situations and the other characters.

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Theme
The idea or point of a story formulated as the central idea of the story. Short
stories often have just one theme, whereas novels usually have multiple
themes.

The theme of a story is woven all the way through the story, and the
characters' actions, interactions, and motivations all reflect the story's theme.

But don't confuse the theme with the story's plot or moral. The plot is simply
what happens in the story and the order of the story's events, and the moral is
the lesson that the writer wants the main character (and by extension, you) to
learn from the story. So when you're trying to recognize the theme of a story,
ask yourself what the author is trying to convey through the characters and
events of the story

E.g. innocence/ experience, life/death, madness/sanity, love/hate.

Characters
Imaginary people created by the writer. Stories usually include both main
characters and secondary characters. We might find:
Protagonist: the main character in the story.
Antagonist: a character or force that opposes the protagonist.
Flat character: a character who remains the same, doesn’t change during
the story.
Dynamic character: a character who changes in some important way,
usually because of an experience they’ve had.

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 Reading Comprehension

Olly’s story

Setting

Read pages 11-15 and complete this chart with the different time references
you find at the beginning of the book. Draw arrows to show how the author
goes from one to the other.

Let’s focus on words

Read up to page 19 and answer:

1. Find a word or phrase which shares the same meaning.

Stormed out : _____________________

Banging the door: _____________________

2. Examples of the Rule of Three with words

3. Find a Simile

…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..

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COMPASS POINTS

On page 20, Matt says he is going to become a clown in Africa. Let’s examine
this idea by completing the compass points in order to decide if it is a good
idea.

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Read pages 1-24. Answer the following questions.

1. Why did Matt want to go to Africa instead of following in his parents' footprints
and become a vet?

2. What was Olly worried about?

3. What was Matt's reaction when his uncles, aunts and grandparents gave their
opinion on the trip?

4. Where did Olly read her letter?

5. In his letter, Matt told Olly:

a. that she shouldn't worry because he would write often and that she should take
care of mum and the swallows.

b. that she shouldn't worry because he would be ok but he would miss them a lot.

c. that he would be careful and they shouldn't worry about the birds.

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READER RESPONSE

Read up to page 24. You will find the letter Matt wrote to Olly before leaving.

Imagine that Matt left an address for her to write back and write a letter to
Matt. In your letter you need to make reference to:

When and where you read the letter.

Your opinion on his plans.
Your mother’s reaction to his departure.
How you plan to do what he has requested you to do.
How you are feeling about his departure.

CHARACTERISATION - IMAGERY

Imagery is descriptive writing which appeals to one or more of the five senses.
It is often used in comparisons to create a more vivid impression for a reader.
Descriptive writing is more interesting if you show your reader what you mean
rather than just telling them. For example:

“She felt tired”.

This example isn’t very interesting, as it tells us how the character feels. Here is
it again, but this time showing the character’s feelings rather than telling:

“She yawned and struggled to keep her eyes open”.

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Let’s put it in practice!

1) Read up to page 28. The author says that Great Aunt Bethel was loud,
opinionated and judgemental. Can you find evidence in the pages you have
read so far?

Loud:

Opinionated:

Judgemental:

2) Can you imagine what she looked like? Complete the chart and write a
description that includes rich imagery:

VISUAL AUDITORY OLFATORY TACTILE Other personality

traits

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EXTENDED METAPHOR

The author resorted to the presence of the swallows throughout the story.
Explain why you think that these birds that fly off their nests are so important
in the story.

………………………………………………………..............................................................…………………………………………………..
…………………………………………………………………………………………………………................................................................
…………………………………………………………………………………………………………................................................................
…………………………………………………………………………………………………………................................................................

LET’S FOCUS ON WORDS!

Layers of meaning

Words can have different layers of meaning. There is the surface meaning,
called the denotation. There are also other things which we might associate
with the words, called the connotations.

For example, the word ‘red’ denotes the colour red. Red also has many
connotations such as danger, anger, love and heat.

Examples of denotations and connotations:

a. Rose
Denotation = flower
Connotation = love, romance

b. Dove
Denotation = a small white bird
Connotation = peace, hope

Read pages 29-34 and try to find words that reflect how the characters are
feeling. Classify them in the following chart

Positive connotation Negative connotation

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Read pages 35 - 38 and find at least 5 quotes that show that Olly tried her best
to take good care of the swallows.

1. ...……………………………………………………………………………………………………..………………………………………………………
…………………………………………………………………………………………………………..……………………………………………………….

2. ………………………………………………………………………………………………………..………………………………………………………
…………………………………………………………………………………………………………..………………………………………………………

3. ………………………………………………………………………………………………………..………………………………………………………
…………………………………………………………………………………………………………..………………………………………………………

4. ………………………………………………………………………………………………………..……………………………………………………
…………………………………………………………………………………………………………..………………………………………………………

5. ………………………………………………………………………………………………………..………………………………………………………
…………………………………………………………………………………………………………..………………………………………………………

Reading Comprehension

Answer the following questions (pages 29 - 37).

1. How is Olly feeling now that Matt has left? Give details.

2. What two names does Matt mention in his letter?

3. What do we learn about Matt's life in Africa in these pages?

35
 Hero’s story

PLOT

When we read pages 51 - 73 we discussed the fact that Hero had to deal with a
series of unfortunate events.

1. Go over these pages and write a list of the difficulties he had to go through.
These keywords may help

HOBBY FALCON - THUNDERSTORM - STADIUM - FOREST - SANDSTORM -

OASIS - PARROT TRAP - COBRA

2. Create a comic strip in which you show Hero’s first migration story.

COLOUR, SYMBOL, IMAGE

If you think about Hero’s journey to Africa...

COLOUR SYMBOL IMAGE

36
Reading Comprehension
Answer the following questions (pages 51-63).

1. The first time the hobby falcon appeared all the swallows were terrified,
especially Hero because he realised it was going after him. True or False?

2. In what country did the storm take place?

3. What was the main problem of the storm?

4. When he got into the light he was actually getting into a football stadium.
What was special about that experience?

5. How did he manage to get rid of the hobby falcon in the end?

37
IMAGERY
When you read pages 74 - 79. You will find many images and new vocabulary
related to sounds and actions. Watch the video and think about the following.
Classify new language in the following chart.

38
 Matt’s story

LIFE AT THE REFUGEE CAMP

Read pages 85 - 90 and answer:

A. We said that Hero’s story represents Matt’s life. What part of Hero’s story
could be considered as a foreshadowing of something that could happen to
Matt?

……………………………………………………………………………………………….............................................................................

B. Imagine sister Christina has to write a report on the refugee camp and
needs to include a list of Matt’s chores at this place. Write it down

………………………………………………………………………………………………...
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………

C. Imagine you are Matt and write a diary entry in which you explain what
“Matt’s happy hour” is, why you think it is important to offer entertainment to
these children and how you feel about it.
Remember to brainstorm and plan before writing.

CIRCLE OF VIEWPOINTS

Read up to page 101 and answer:

What do you think each of these characters thought and felt after Matt’s
accident?

1. Matt’s mum
2. Olly
3. Great Aunt Birte
4. Sister Christina
5. Gahamire
6. Doctor

39
FORESHADOWING
Read up to page 110 and then go back to page 42. Could you explain the
connection between both events?

…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………........................................................................................................

A NEW OUTLOOK ON LIFE

Matt’s experience at the refugee camp in Rwanda taught us many things
about life in a Refugee camp. Use the following visible thinking strategy to
compare what you used to think about refugee camps and what you think
about them now.

Vocabulary Building
Read up to page 115 and track down all the words related to Matt’s health.

40
 Unit 4
Poetry
Literary Analysis

A poem is a composition in verse to create a response of thought and feeling from

the reader. It often uses rhythm and rhyme to help convey its meaning.

Subject: the theme of the poem; what it is about.

Audience: the reader; the person who is reading the poem.
Tone: it´s the mood it creates in the reader; the writer’s attitude towards the
subject. E.g. light – happy – sad – melancholic – angry – sarcastic – questioning
– ironic – pessimistic – optimistic.
Structure: A poem is made up of stanzas. Each stanza has lines or verses.
Figurative Language: the use of words to suggest meanings beyond the
literal. There are a number of figures of speech. Some of the more common
ones are:

1. Metaphor: Making a comparison between unlike things without the use

of a verbal clue (such as "like" or "as"). Example: "My life is a dream"
2. Simile: Making a comparison between unlike things, using "like" or "as".
Example: "My life is like a dream"
3. Hyperbole: Exaggeration. Example: "I'm so hungry I could eat a horse."
4. Personification: Endowing inanimate objects with human
characteristics. Example: "Time let me play".
5. Alliteration: Repetition of the first consonant sound in a series of words
in the same line. Example: “We saw the sea sound sing.”
6. Anaphora: Repetition of a word or words at the beginning of successive
phrases. Example: “Go back to Mississippi, Go back to Alabama, Go back
to South Carolina”.
7. Imagery: A concrete representation of a sense impression; a feeling, or
an idea which appeals to one or more of our senses.

Tactile -> imagery sense of touch.

Aural imagery -> sense of hearing.
Olfactory imagery -> sense of smell.
Visual imagery -> sense of sight.
Gustatory imagery -> sense of taste.

8.Onomatopoeia: the use of words to imitate the sounds they describe.

Example: "crack" or "whir" or “ring”.
9.Symbolism: When objects or actions mean more than themselves.
Example: white = innocence, purity= hope

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On poets and poems...

42
 Dear Mum
by Brian Patten

Dear Mum,
while you were out
a cup went and broke itself,
a crack appeared in the blue vase
your great-great granddad
brought back from Mr. Ming in China.
Somehow, without me even turning on the tap,
the sink mysteriously overflowed.
A strange jam-stain,
about the size of a boy's hand,
appeared on the kitchen wall.
I don't think we will ever discover
exactly how the cat
managed to turn on the washer-machine
(especially from inside),
or how sis's pet rabbit went out and mistook
the waste-disposal unit for a burrow.
I can tell you I was scared when,
as if by magic,
a series of muddy footprints
appeared on the new white carpet.
I was being good
(honest)
But I think the house is haunted so,
knowing you're going to have a fit,
I've gone to Gran's for a bit.

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 Some types of poems

Acrostic
An acrostic poem is a type of poetry where the first, last or other letters in a line
spell out a particular word or phrase. The most common and simple form of an
acrostic poem is where the first letters of each line spell out the word or
phrase.

An acrostic poem using the first letter:

EASTER
E aster egg hunt
A s our family eats dinner together
S inging Easter songs
T ogether we search for Easter eggs
E aster eggs, we find them
R abbits hopping on our lawn

An acrostic poem using the letters in the middle of each line:

Fancy writing A poem?

Pi C k a topic of your choice
You can w R ite about anything
Let yOur imagination run wild
ChooS e the right words
Writing your T houghts on paper
Nothing is I mpossible
Be C reative!!

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 Cinquain

A cinquain is a five-lined poem with no rhyme. Each line has a fixed number of
syllables: 2 – 4 – 6 – 8 – 2.

My Messy Room
My room
is such a mess.
Toys all over the place.
Mom says, “Clean up!” But I like it
like this

My Mum
My mum
Is so caring
She is always helpful
She is so beautiful and kind
Love you.

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 Diamante

A diamante is a seven-lined contrast poem set up in a diamond shape.

Line 1: Noun or subject
Line 2: Two adjectives describing the first noun/subject
Line 3: Three –ing words describing the first noun/subject
Line 4: Four words: two about the first noun/subject, two about the
antonym/synonym
Line 5: Three –ing words about the antonym/synonym
Line 6: Two adjectives describing the antonym/synonym
Line 7: Antonym/synonym for the subject

Winter
Winter
Rainy, cold
Skiing, skating, sledging
Mountains, wind, breeze, ocean
Swimming, surfing, scuba diving
Sunny, hot
Summer

Bike
Bike
Shiny, quiet,
Pedaling, spinning, weaving
Whizzing round corners, zooming along roads
Racing, roaring, speeding
Fast, loud,
Car

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 Haiku
A haiku is a Japanese verse which consists of 3 lines and 17 syllables. It has a
structure of 5-7-5 syllable lines, representing an impression on many themes,
from love to nature. Haikus do not necessarily rhyme.

Cat Haikus

Forever waiting…
The empty bowl taunts me.
Well? Where’s my dinner?

Sleeps, eats, plays, eats; sleeps

in my favourite chair. “Grrr!”
Sleeps, eats, plays, eats, sleeps

Summer Haiku
The sky is so blue.
The sun is so warm up high.
I love the summer.

Limerick
A limerick is a rhymed humorous or nonsense poem of 5 lines which has a set
rhyme pattern: a-a-b-b-a.

How awkward when playing with glue There was an Old Man in a boat,
To suddenly find out that you Who said, ‘I’m afloat, I’m afloat!’
Have stuck nice and tight When they said, ‘No, you ain’t!’
Your left hand to your right He was ready to faint,
In a permanently how-do-you-do! That unhappy Old Man in a boat.

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 Palindrome
A palindrome, by definition, is a word, phrase, verse, sentence or even poem
that reads the same forward or backward.

Circle of Life
Child
follows
parent tryingly.
Step by step learning
everything with new start.
Rejoice and replant. Thoughts
become action and action blooms
~~~discovery~~~
blooms action and action become
thoughts. Replant and rejoice.
Start new with everything.
Learning step by step,
tryingly, parent
follows child.

Tongue Twister
A tongue twister is a humorous poem designed to be difficult to articulate
when read aloud.

Betty Botter

Betty Botter bought some butter So she bought some better butter,
“But”, she said, “the butter's bitter. Better than the bitter butter.
If I put it in my batter And she put it in her batter,
It will make my batter bitter. And the batter was not bitter.
But a bit of better butter – So 'twas better Betty Botter
That will make my batter better.” Bought a bit of better butter!

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 Shape poem

A shape poem is a type of poetry that describes an object and is shaped the
same as the object the poem is describing. You could have a circle-shaped
poem describing a cookie, or a poem about love shaped like a heart.

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One more poem

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