A Fiery Stew in Timbuktu

Learning intention

I am learning to experiment with rhyme and structure of poems so that I can write poems that follow irregular rhyming schemes.

Success criteria

• I can identify the rhyming scheme in poems.
• I can list describing words.
• I can include describing words in a poem.
• I can edit the poem, paying attention to the rhyme scheme.

 

Prior to reading A Fiery Stew in Timbuktu, read Cultured Vulture found on page 21 of this issue of Touchdown or listen to the audio recording. Discuss the scheme ensuring students note that it features pairs of lines that rhyme (rhyming couplets).

Read the first stanza of A Fiery Stew in Timbuktu or listen to the audio file. Discuss the rhyme scheme (AABB with pairs of lines that rhyme). Discuss whether students predict this rhyme scheme will continue throughout the poem. Place students in pairs or small groups and instruct them to read the remainder of the poem and discuss the rhyming pattern. Share responses, ensuring students note that the rhyming scheme changes in the poem. Discuss specific lines that do and do not rhyme, ensuring students note the following:

• The rhyming scheme of couplets continues up to the end of line 8
• Line 9 does not rhyme with any of the other lines
• Lines 10 and 11 are rhyming couplets
• Line 12 does not rhyme with any of the other lines
• Lines 13 and 14 are rhyming couplets
• Lines 15 and 16 are rhyming couplets
• Line 17 and line 20 rhyme
• Lines 18 and 19 do not rhyme with any of the other lines
• Lines 21 and 22 and lines 23 and 24 are rhyming couplets.

Inform students that this is called an irregular rhyming scheme. Draw students’ attention to the fact that the number of syllables per line (metre) also varies.

Inform students that they will be experimenting with creating their own poem where the rhyming scheme is irregular. First, complete an example collaboratively to gradually release responsibility to students.

Begin by discussing the subject matter of A Fiery Stew in Timbuktu with students (the narrator’s experiences of eating spicy food). Discuss types of food that students have tried that have extreme flavours, for example, food that is very salty such as cured meats and fish or hot chips; food that is very sweet such as watermelon, cakes and ice-cream and food that is crunchy such as celery, raw carrot or chips.

Select one of these types of food (e.g., crunchy). List any words students associate the word crunchy, for example:

(Note: students may like to use a thesaurus for this)

• munch
• chomp
• thwack
• crush
• grind
• crisp
• crumbly
• crackling

Refer back to A Fiery Stew in Timbuktu to identify how the poem is structured. Ensure students note that it begins with the phrase, There is a man… Tell students that this a common approach for Limericks to take, but Limericks follow a specific structure, featuring five lines and with the rhyming scheme AABBA. Inform students that they should use this opening line for their poem. Inform students that they shouldn’t worry about the rhyming scheme in the first draft. Instead, they should focus on getting their ideas on the page. Use the vocabulary identified to compose a poem with the students, for example:

 

There was an old man from Australia,

Who tried crunchy celery,

His teeth clattered,

His teeth banged,

He chomped some more,

And the celery cracked.

I asked the man, his name was Bob,

What is it like to eat something new,

He told me not to ever try eating new food,

And to stick to my usual diet.

Edit the poem with the students so it features an irregular rhyming scheme, with some rhyming couplets, some rhymes that skip a line and some lines that do not rhyme at all.

For example:

There was an old man from Wirralee,

Who tried crunchy celery,

His teeth clattered,

His teeth chattered,

He chomped some more,

And the celery cracked.

I asked the man, his name was Lore,

What is it like to eat something new,

He told me not to ever try it,

And to stick to my usual diet.

Place students with a partner. They may also work independently on this task if they prefer. Instruct them to compose their own poem by completing the following steps:

• Select a type of food
• List words that you associate with this type of food (Use a thesaurus to help you)
• Jot some ideas down for your poem, using the opening phrase, There was an old man…
• Edit the poem to ensure it features an irregular rhyming scheme