unbroken thought or agitated states of mind for a speaker (McDermott, 2018). Several lines in the poem are short and carry over the idea to create this effect, for example, It’s a rum- Ba band another rum- Ba band a never slum- Ba band any num- Ba of rum- Ba bands Objective 2 By using musical instruments, modulated volume and pace as well as careful enunciation, the students will engage in expressive choral speaking. Objective 3 Students may note that even though they may enjoy playing their favourite music loudly, responsible behavior requires that they respect others who may not wish to hear it. Like the persona, there may be those who wish that some popular tunes be banned as they are seen as a nuisance. Objective 4 J.B. Boothroyd’s poem, Now” uses an up-tempo, pulsating and jarring rhythm to reflect “And the persona’s annoyance with the rumba and to emphasize its impact on the hearers. Boothroyd uses lineation to help in creating this rhythm with many line breaks, especially after the first syllable of the word, The many short lines also help to make the rhythm discordant. In “rumba”. addition, the poet’s use of alliteration (especially with and sounds) highlights “b”, “m”, “k” “sh” the jarring effect of the music. Onomatopoeia also contributes to this rhythm since words like and help to give the aural image of what the sound of the “shicker”, “bang”, “spatter” “ticker” words suggests. Finally, Boothroyd uses repetition as well to add to the pulsating rhythm of the poem. The repetition of lines like, a rum-/ Ba band another rum-“ helps to make the beat “it’s faster and more up-tempo. The poet uses several poetic elements to contribute to a discordant beat which reflects the music it is all about. Engagement Students will listen to a recording of a popular dancehall song and express how they would feel if they had to listen to that rhythm morning, noon and night. They will be asked to justify their responses. They will then be asked which of the items in the charter of rights allows for free choice of musical expression and entertainment and what responsibility accompanies this.
unbroken thought or agitated states of mind for a speaker (McDermott, 2018). Several lines in the poem are short and carry over the idea to create this effect, for example, It’s a rum- Ba band another rum- Ba band a never slum- Ba band any num- Ba of rum- Ba bands Objective 2 By using musical instruments, modulated volume and pace as well as careful enunciation, the students will engage in expressive choral speaking. Objective 3 Students may note that even though they may enjoy playing their favourite music loudly, responsible behavior requires that they respect others who may not wish to hear it. Like the persona, there may be those who wish that some popular tunes be banned as they are seen as a nuisance. Objective 4 J.B. Boothroyd’s poem, “And Now” uses an up-tempo, pulsating and jarring rhythm to reflect the persona’s annoyance with the rumba and to emphasize its impact on the hearers. Boothroyd uses lineation to help in creating this rhythm with many line breaks, especially after the first syllable of the word, “rumba”. The many short lines also help to make the rhythm discordant. In addition, the poet’s use of alliteration (especially with “b”, “m”, “k” and “sh” sounds) highlights the jarring effect of the music. Onomatopoeia also contributes to this rhythm since words like “shicker”, “bang”, “spatter” and “ticker” help to give the aural image of what the sound of the words suggests. Finally, Boothroyd uses repetition as well to add to the pulsating rhythm of the poem. The repetition of lines like, “it’s a rum-/ Ba band another rum-“ helps to make the beat faster and more up-tempo. The poet uses several poetic elements to contribute to a discordant beat which reflects the music it is all about. Engagement Students will listen to a recording of a popular dancehall song and express how they would feel if they had to listen to that rhythm morning, noon and night. They will be asked to justify their responses. They will then be asked which of the items in the charter of rights allows for free choice of musical expression and entertainment and what responsibility accompanies this.
nsc_poetry_lesson_plan.docx