Clouds

Learning intention

I am learning to identify imagery and emotive language used by authors to increase reader enjoyment and engagement with a text.

Success criteria

I can:

• Identify and define newly encountered words in a text
• Identify language choices designed to engage readers
• Discuss and analyse examples of imagery in a text
• Experiment with creating my own imagery

Essential knowledge

For comprehensive resources regarding literary devices, view the NSW Department of Education resource Stage 3 Reading - Literary Devicesungroup.

Introduction

Display the following words on the board and explain that these words are clues that reveal the topic of the text the class will be reading:

• Stratus
• Nimbostratus
• Cirrus
• Cumulus
• Contrails

Read each word out loud to the class. Then ask them to think quietly about these words and whether they can guess what the text will be about. Ask for student volunteers to raise their hand and share their thoughts about the topic of the text based on this list of words. Project the Ducksters Earth Science for Kidsungroup webpage about clouds on the board, and scroll down to the diagram under the sub-heading ‘types of clouds.’ Underneath the diagram the description/definition of each cloud type is shown. Contrails are shown in the diagram but there is no definition provided. Ask students to look at the picture and see if they can recognize what contrails could be. Explain to the class that they now know they will be reading a text about clouds. Ask students to predict what type of text they will be reading. They can choose from one of the following:

• Play
• Article
• Story
• Poem
• Persuasive

Go through the list and ask for votes for each type of text, asking why after each. (Please note – many students may think they are reading an article based on the technical language they have been provided with in the warm-up activity.) Reveal to students that the text they will be reading is a poem. Read the poem ‘Clouds’ out loud to the class or listen to the audio recording if preferred.  After reading, ask students the following question:

• Does it surprise you that technical language has been used in a poem? Why/Why not?

Teacher modelling – 10 minutes

Remind students that when writing a poem, authors work hard to engage readers and make them feel included as they read the poem. Re-read the first stanza out-loud to the class:

Sit down by a window

where you can see the sky.

Is it clear and brilliant blue?

Or does a cloud float by?

Explain that when examining a poem, readers need to look closely and notice different choices that the author has made. Demonstrate how to play a simple game called ‘I notice…’ In this game, students will look at the poem and with a partner take turns to say ‘I notice…’ and identify a feature of the poem that is designed to engage readers. Explain that the first stanza will be used as a demonstration and that students will be using a different stanza when it is their turn. Examples from the first stanza to use when demonstrating:

• I notice that the author speaks directly to the readers using the word ‘you.’ This is called ‘direct address’
• I notice that there are two questions that the author asks the reader in the first stanza
• I notice that the first line of the poem is an instruction for readers to follow
• I notice an example of alliteration – brilliant blue

Now re-read the final stanza of the poem:

If it’s cold, there’s one more kind

that you can bring about.

Run out there and puff warm air.

A tiny cloud comes out!

Instruct the students to form pairs and play ‘I notice’ with their partner with their observations of the final stanza of the poem. When students have finished playing ‘I notice,’ return to a whole class discussion in which students report back what they have noticed about the poem. Use the following prompts.

• How did the author of the poem include the reader in this stanza? (Suggested answer: Use of the word ‘you,’ the inclusion of an instruction for readers to follow)
• Why do you think it is important for readers to be included in the poem? (Suggested answer: When the poem starts and finishes with this inclusive language and engaging activities for readers, they are more likely to be able to relate to the poem and feel interested and connected with the text.

Guided practice – 10 minutes

Explain that the other stanzas in the poem are focused on the different cloud types. Revise the concept of ‘imagery’ with students. Ensure they understand the way that figurative and descriptive language can encourage readers to visualise the subject of the poem in their minds. Often the imagery compares the subject of the poem with something similar using a simile or a metaphor. Place students back in pairs and provide each pair with the following table:

Assign each pair with one of the following stanzas, try to have an even number of pairs focusing on each:

• Stanza 2
• Stanza 3
• Stanza 4
• Stanza 5

Instruct pairs to complete the table for their stanza, copying the relevant details from the poem into the table. When students have had time to complete their table, match pairs together to form groups of four. In these groups, students are to share what they found during the activity. Ask them to complete the following tasks:

• Share your analysis of your stanza with the new pair
• Listen carefully to the other pair when they explain their stanza analysis
• Discuss possible answers to the following question: Why do you think that imagery and reader engagement techniques are used together with technical language in this poem?

Independent activity – 15 minutes

Display the diagram of clouds on the Ducksters Earth Science for Kidsungroup webpage again. Explain to students that they are going to develop some imagery for a different cloud type, one that was not included in the poem. It may also be useful to scroll down to show the descriptions/definitions of the cloud types when the time comes for students to plan and compose their imagery example.

Offer the following options:

• Cumulonimbus
• Cirrocumulus
• Fog
• Altocumulus

Students can work together in pairs to complete the steps and compose their own example of cloud imagery.

Differentiation

Students requiring additional support with the guided practice activity can be offered the following evidence/answers relating to Stanza 4 to paste into the appropriate column of the table. They have been jumbled up.

• Fluffy whale, poodle or a bear
• Cumulus clouds usually occur during fine weather
• Cumulus
• Or do you spot a fluffy whale, a poodle or a bear?

Then during discussion of the discussion question, provide the following sentence starters for students to complete:

• I think that imagery and reader engagement techniques were used in the poem because…
• I think technical language was used in the poem because…
• I think that when both imagery and technical language is used together, readers can…

Students requiring extension can read the poem ‘Tin soldier’ on page 7 of this issue of Touchdown. After reading, students complete the following tasks:

• Identify three examples of imagery in the poem
• Identify two features of the poem that are engaging for readers
• Identify one way this poem is different to the poem ‘Cloud’

Assessment

Students complete an exit ticket using the Exit ticket - ticket stubungroup template.