Monster Advice

Learning Intention:

I am learning to use questioning and research skills when analysing a text so that I can respond to the text using metalanguage.

Success Criteria:

• I can identify poetic devices in a text.
• I can describe the effects of poetic devices in a text.
• I can use metalanguage when sharing opinions of a text.

Oral language and communication:

Prior to reading the text, ask the class to share what they know about techniques used in poetry. Students may have answers such as rhythm, rhyme, metaphor, personification, simile and repetition. Explain that students will be evaluating a poem based on the techniques used, and that they will be using technical language (metalanguage) to describe what they did and didn’t like about the text.

Understanding text:

Read Monster Advice aloud to the class, or, if you have a digital subscription, listen to the audio recording.

Display the poem. Ask students to point out things they notice, such as the invented word “wansta”, the repetition of “really” or the fact the word GULP is in capitals and brackets and replaces the word “dinner”. Have students fill out a KWLH chart as follows:

Under “K” – Students write what they already know about the poem (e.g. It rhymes)

Under “W” – Students write questions about want they to know (e.g. What it’s called when the final word of a poem is missing but the rhyme makes it clear what’s supposed to come next? What is it called when two lines in a row rhyme? Why is this poem’s rhythm so fast?)

“L” – Leave this blank for now, as it will be what students have learnt.

“H” – Students brainstorm ways they will find out their questions (e.g. Going to the library, searching online, asking others)

Creating text:

Give students time to investigate the answers to their questions under the “W” column. Encourage them to write more questions that occur to them as they’re researching.

Some useful sources include:

Young Writers’ page Rhyming Coupletsungroup

Wilton Public School’s PDF Examples of Poetic Devicesungroup

BBC’s page How to Understand Rhythm in Poetry, subheading Effect of rhythmungroup

Australian Association for the Teaching of English’s Glossary of Poetry Techniquesungroup

Teaching note: As it is difficult to find an appropriate site explaining subverted rhymes (since they’re often used to cut off a profanity or innuendo), it may be best to inform students what a subverted rhyme is yourself, as below.

Subverted rhyme/Teasing rhyme/Mind rhyme: The suggestion of a rhyming word left unsaid (or replaced by another), where the listener must use the context of the poem to infer the missing word. In the case of Monster Advice, the missing word is “dinner”.

Once students have discovered answers to their questions, they can write it in the “L” column of their KWLH chart.

Assessment for/as learning:

Students write an evaluation of the poem based on their research. They can mention points they liked and didn’t like and give an overall judgement. A template for sentences and an example evaluation are below.

Template sentences:

The use of ________________ (poetic device) helped ____________ (how the poetic device affected the poem). I thought this was clever because____________________ (reason why student liked the poem). I wish ______________ (something the poem was lacking) because ___________________ (reason it could have improved the poem). Overall, ______________________________ (student’s overall thoughts of the poem).

Example evaluation:

The use of rhyming couplets and fast rhythm helped give a sense of urgency to the poem. I thought this was clever because the subject matter is about playing against a monster, which is a very tense situation. I wish the poet had used a simile because it helps me visualise the situation. Overall, I think the poem was a fun read.