ENG1516 PROMOTING A READING CULTURE

QUESTION 1 1.1 Identify three poetic techniques which serve to highlight the emotions experienced by the children in a crowded taxi during the Covid pandemic. (3) Meaning – How the learners is feeling? Some are excited to get sweets to eats, some is hot sitting next to one another while other are glad to finally arrive at school. Fast rhythm – Feelings of joy, excitement, tension, and suspense are the result of this. Simile – Teacher smiles “as” she greets the students with her elbow. (2 1.2 Examine the end-rhymes “bleat” and “screech”. What do these words denote about the children’s attitudes within the context of the poem? (2) This words is used by the poet because we together bleat all the learners in the taxi is talking to each other so there are a lot of noises. And screech because the learner’s yells at Sam because he/she sneezed, indicated that there are also loud noises in the taxi. 1.3 Describe the character of Driver Lebo, as depicted in the poem. (2) Driver Lebo is a man that is in a hurry to get the learners to school “Honking, swerving, windows open due to heat”, “Passing speeding taxis as Lebo greets”. Driver Lebo the taxi driver try’s to bride the learners by giving them candy as they get in the taxi “soothes us with sweets to eat” 1.4 Refer to page 38 of Tutorial Letter 501 and discuss the relevance of this poem to the use of the Humanistic Theory in the Children’s Literature classroom. You should refer to Miss Ismail’s approach as an educator and the effect it has on learner’s attitudes. (3) The Humanistic Theory of Maslow is approached by Miss Ismail by caring for the learners and giving them the love and safety they need, “Miss Ismail smiles as classmates elbow - greet And settle to sing a rollicking rhyme as a treat”. Miss Ismail gives the learners a warm greeting and smile at school after they had a horrifying taxi ride. She made them feel welcome at the school where she then sang a rollicking rhyme to calm them down. [10] Downloaded by Camilla Ndhlovu () lOMoARcPSD|8375233 QUESTION 2 Describe the various methods the educator could use to encourage learners to recite and dramatize the poem. [5] Whenever necessary, employ various tempos (saying something loud, whispering or using different voice pitches), use voices how you would think how Lebo talked in the taxi or how the learners screech in the taxi. Alternatively, dramatize the poetry for your students and use your voice to make it come to life. Learners can perform the poetry with drama, by acting out what happened in the taxi. Making a story chart emphasizing on the important part of the poem the learners do not understand. By making flash cards on what happened to show the learners and to give them a picture of what happened. Create a song about the poems use a backup track and say the poem as the music plays in the background. Discuss the poem with your learners. Ask them questions like how would you have felt if you were in the taxi? What did you learn from the poem? Downloaded by Camilla Ndhlovu () lOMoARcPSD|8375233 QUESTION 3 Write a 5-line paragraph in which you discuss at least five different forms of poetry. [5] Limerick tells a story frequently, it is a one-stanza, humorous, five-line verse form. Ballad comes from popular culture and it is usually long, topics are usually romance or heroic tales. Haiku this Japanese lyric poem does not rhyme there is seventeen syllables that are divided in three verse lines. Sijo consist of three verse lines, every line has fourteen to sixteen syllables and Sijo is a Korean poetry form. Counting rhymes are used to play games and chants in some cases.