Unit 6 - Poem - The Comet
Video Explainer of the poem
LESSON PLAN for this poem:Click here
.png)
.png)
Rampaging through the heavens
Never stopping day or night,
A spectacle of a lifetime
A comet in full flight.
Faster than a cheetah
With a tail that’s miles
long,
Bigger than a mountain
So powerful and strong.
The outer ice is melting
Causing vapor from the force,
And leaves a trail behind it
As it travels on its course.
If one should come too close
to earth
The atmosphere will shake,
With shockwave reaching to
the ground
Causing the land to quake.
Scientists say the chemicals
In the dust they leave
behind,
Could have started life on
the earth
Which resulted in mankind.
I cannot say if this is true
I do not have the right,
But I know no better
spectacle
Than a comet in full flight.
B. Read the following lines
and answer the questions.
1. Rampaging through the
heavens
Never stopping day or
night,
a.
How does the comet travel?
The
comet travels continuously without stopping through the heavens.
b.
Which word could you replace 'rampaging' with?
a.
charging b. rolling c. speeding d. flying
2. Faster than a cheetah
With a tail that’s miles
long,
a. Why is the comet compared to a cheetah?
The comet is
compared to a cheetah because it moves extremely fast.
b.
Whose tail is compared here?
The
comet’s tail is compared here.
3. With shockwave reaching
to the ground
Causing the land to quake
a.
What is reaching to the ground?
The
shockwave is reaching the ground.
b.
What is causing the land to quake?
The
shockwave is causing the land to quake.
4. In the dust they leave
behind,
Could have started life on
the earth
Which resulted in mankind
a. What does the word 'they'
refer to?
The word ‘they’ refers to comets.
b. According to scientists,
how did life start on earth?
According to scientists, life
started on earth due to chemicals present in the dust left behind by comets.
5. But I know no better
spectacle
Than a comet in full
flight.
a.
Who does 'I’
refer to?
‘I’ refers to the poet.
b. What is the best spectacle
mentioned in the above lines?
The best spectacle mentioned is a comet in
full flight.
C. Complete the summary by
filling in the given spaces with suitable words/ phrases given below
(a trail spectacular spectacular
scene outer ice a cheetah day or night
emerging of life powerful and strong shock wave scientists)
The poet describes a moving
comet which speeds through the heavens and never takes a break by ____________.
When a comet is in full flight, it gives a ____________ which can never be
compared to anything else for a lifetime. The comet is compared to ____________
for its speed and a mountain as it is ____________. The ____________ melts
which causes a vapour from the force and leaves behind _________ as it travels
on its way. If it comes very close to the atmosphere, it causes a shake which in
turn produces a ____________ that reach the Earth’s surface. According to the ______________
the comets leave behind chemicals in the form of dust which resulted in the
____________ on earth and mankind came into existence. But the poet is not sure
whether this principle is true or not but he knows for sure that whatever the
truth may be, the sight of the comet in full flight is ____________.
Answer:
The poet describes a moving
comet which speeds through the heavens and never takes a break by day or
night. When a comet is in full flight, it gives a spectacular
scene which can never be compared to anything else for a lifetime. The
comet is compared to a cheetah for its speed and a mountain as it
is powerful and strong. The outer ice melts which
causes a vapour from the force and leaves behind a trail as
it travels on its way. If it comes very close to the atmosphere, it causes a
shake which in turn produces a shock wave that reach the Earth’s
surface. According to the scientists, the comets leave behind
chemicals in the form of dust which resulted in the emerging of life
on earth and mankind came into existence. But the poet is not sure whether this
principle is true or not but he knows for sure that whatever the truth may be,
the sight of the comet in full flight is spectacular.
D. Poem appreciation
If one should come too
close to earth
The atmosphere will shake,
With shock wave reaching
to the ground
Causing the land to quake.
1.
Pick out the rhyming words. – shake - quake
2.
Mention the rhyme scheme of the stanza. abcb
3.
When you read the poem aloud, you can feel/hear a rhythm. What according to you
gives rhythm to the poem- the rhyme or the words in a line? Support your answer
with examples from the poem. - The rhyme gives
rhythm to the poem.
Examples:
- night – flight
- long – strong
- ground – quake
These rhyming words create a musical flow when the poem is read aloud.
E. Answer the following
questions in about 80-100 words.
1. Narrate how the poet
describes the comet.
The poet describes the comet
as a powerful and breathtaking object moving rapidly through the heavens
without stopping day or night. It is compared to a cheetah for its speed and to
a mountain for its strength and size. The comet has a long tail made of vapour
formed when its outer ice melts. It leaves behind a trail of dust as it
travels. According to scientists, this dust may have helped in the creation of
life on earth. The poet considers a comet in full flight the greatest spectacle
in nature.
2. Give a detailed account of
the various effects caused by the comet to the earth.
When a comet comes too close
to the earth, it can cause serious effects. The atmosphere begins to shake and
powerful shockwaves reach the ground, causing the land to quake. The melting of
the comet’s outer ice releases vapour and dust into space. Scientists believe
that the chemicals present in this dust might have played a role in the origin
of life on earth. Though the poet is unsure of this theory, he acknowledges the
immense power and influence of comets.
F. * Listen to the passage on
'Comet' and fill in the blanks by choosing the correct answer.
Comets, meteors and asteroids
have several things in common. First, they are believed to be remnants of the
materials that created the Sun and the planets. Basically, they’re leftovers.
Comets, meteors and asteroids are too small
to be planets. Some are only a few feet in size, while others are a mile or
more long. Comets are mostly made of ice. They are very old. As comets travel close
to the Sun, some of the ice melts off and becomes a gas. This melting process causes
bits of dust and debris to trail behind the comet. This tail can be seen in the
night sky as a bright, quickly-moving light. Comets orbit at the very edge of
the galaxy, past Pluto.
1. Comets are believed to be
remnants of the materials created by the _____.
a.
Moon b. Sun c. star d. asteroids
2. Comets are mostly made of
_______.
a.
dust b. ice c. sand d. snow
3. The _______ can be seen in
the night sky as a bright, quickly-moving light.
a.
head b. star c. tail d. wings
4. Comets orbit at the very
edge of the galaxy, past the _______.
a.
Earth b. Neptune c. Pluto d. Saturn
5. State whether the
statement is true or false.
The
melting process causes bits of dust and debris to trail behind the comet.
Answers:
1.
Comets are
believed to be remnants of the materials created by the
b. Sun
2.
Comets are
mostly made of
b. ice
3.
The _______
can be seen in the night sky as a bright, quickly-moving light.
c. tail
4.
Comets orbit
at the very edge of the galaxy, past the
c. Pluto
5.
The melting
process causes bits of dust and debris to trail behind the comet.
True
Speaking
G. Imagine you are
interviewing an astronaut about his/her experiences in space. Select a partner
to be an astronaut and present the interview as a role-play in front of the
class.
Student: Good morning! Can
you tell us about your experience in space?
Astronaut: Good morning! Space is silent, beautiful and vast. I saw stars,
planets and even comets moving swiftly.
Student: What impressed you the most?
Astronaut: Seeing Earth from space—it looked small, blue and precious.
Student: Thank you for sharing your experience!
Astronaut: Thank you!
Writing
H. Imagine that you and your
friend get a chance to visit another planet. There, you befriend an alien who
takes you around the planet. After reaching the earth, write a letter thanking
him for all the help he did.
Dear
Friend,
I
hope you are well. I am writing this letter to thank you for the wonderful time
you gave us on your planet. We truly enjoyed exploring your beautiful world
with you. Your kindness, guidance and friendship made our visit unforgettable.
You patiently showed us your cities, nature and way of life. We felt safe and
happy because of your help. We will always remember this unique experience.
Thank you once again for everything you did for us. We hope to meet you again
someday.
With
love,
xxxxxx
Lesson Plan: Unit 6 Poem - The Comet
Poem Title: The Comet Author: Norman Littleford
1. Learning Objectives: By the end of this lesson, students will be able to:
- Understand and appreciate the poetic description of a comet's characteristics, movement, and potential impact.
- Identify and define new vocabulary related to the poem, such as "rampaging," "spectacle," "comet," "trail," and "quake".
- Analyze literary devices used in the poem, including similes (e.g., "Faster than a cheetah") and imagery.
- Summarize the main ideas and themes presented in the poem, including the scientific theory about comets and the origin of life.
- Connect the poem's content to scientific information about comets from additional sources.
2. Learning Outcomes: Students will be able to:
- Describe a comet using descriptive language and scientific facts, as presented in the poem and suppleme
- ntary materials.
- Discuss the potential significance of comets, both as a natural spectacle and in the context of scientific theories about the origin of life on Earth.
- Express their understanding of the poem's content through written summaries and answers to comprehension questions.
- Engage in imaginative tasks such as role-playing an interview with an astronaut or writing a letter to an alien, applying knowledge gained about space and celestial bodies.
3. Introduction: The teacher will initiate the lesson with a warm-up activity and questions to engage students:
- Warm-up Crossword Puzzle: "Fill in the crossword puzzle using the clues given below." focusing on celestial bodies and concepts like "Earth's only natural satellite" (Moon), "Morning star" (Venus), "The Blue planet" (Earth), "Largest planet in the solar system" (Jupiter), "Smallest planet in the Solar system" (Mercury), "Our Galaxy" (Milky Way), "Seventh planet from the sun" (Uranus), "Farthest planet in the Solar system" (Neptune), and "The Red planet" (Mars).
- Discussion Questions:
- "What are comets? Have you ever seen one or seen pictures of them?"
- "What do you know about objects that travel in space?"
- "How do you think a comet would look if it passed close to Earth?"
4. Reading and Understanding: The teacher will lead students through the poem, ensuring comprehension of each stanza and new vocabulary.
- Poem Reading: Students will read "The Comet" by Norman Littleford aloud.
- Vocabulary Introduction: The teacher will introduce and explain words from the glossary:
- rampaging (v) - going through an area making a lot of noise and causing damage
- spectacle (n) - an unusual or unexpected event or situation that attracts attention, interest
- comet (n) - an icy small Solar body, which when passing close to the Sun, warms and begins to release gases that are seen on rare occasions from the earth as a bright line in the sky
- trail (n) - a path often made or used for a particular purpose
- quake (v) - a sudden violent movement of the earth's surface, sometimes causing great damage (short form of earthquake)
- Stanza-by-Stanza Discussion: After reading each stanza, the teacher will ask guiding questions to ensure students grasp the descriptions and meanings.
5. Mind Map: Students will create a mind map or visual representation of the poem's key elements. This could be:
.png)
- Central Theme: "The Comet"
- Branches:
- Description: "Rampaging through the heavens," "Faster than a cheetah," "Tail that's miles long," "Bigger than a mountain," "Powerful and strong".
- Phenomena: "Outer ice is melting," "Causing vapor," "Leaves a trail".
- Effects on Earth: "Atmosphere will shake," "Shockwave reaching to the ground," "Causing the land to quake".
- Scientific Theory: "Chemicals in the dust... Could have started life on the earth Which resulted in mankind".
- Poet's Perspective: "I cannot say if this is true," "No better spectacle".
- Author: Norman Littleford, American poet, focus on life and nature.
6. Consolidation and Presentation: The teacher will provide a summary of the poem, reinforcing the main points.
- Summary: "The poet describes a moving comet which speeds through the heavens and never takes a break by day or night. When a comet is in full flight, it gives a spectacular scene which can never be compared to anything else for a lifetime. The comet is compared to a cheetah for its speed and a mountain as it is powerful and strong. The outer ice melts which causes a vapor from the force and leaves behind a trail as it travels on its way. If it comes very close to the atmosphere, it causes a shake which in turn produces a shock wave that reach the Earth’s surface. According to the scientists, the comets leave behind chemicals in the form of dust which resulted in the emerging of life on earth and mankind came into existence. But the poet is not sure whether this principle is true or not but he knows for sure that whatever the truth may be, the sight of the comet in full flight is spectacular".
7. Reinforcement: The teacher will provide additional information to deepen students' understanding.
- About the Author: Norman Littleford (1889-1947) was an American poet whose works focused on life and nature. His poems are known for being simple yet deep in thought, encouraging readers to explore ideas beyond the surface.
- Scientific Context (Listening Passage): Comets are believed to be remnants of materials that created the Sun and planets, essentially "leftovers." They are too small to be planets, varying in size from a few feet to a mile or more. Comets are mostly made of ice and are very old. As they travel close to the Sun, some ice melts into gas, causing bits of dust and debris to trail behind, which is seen as a bright, quickly-moving light in the night sky. Comets orbit at the very edge of the galaxy, past Pluto.
8. Evaluation: The teacher will ask three questions to assess student understanding:
- a) Lower Order Thinking Question (LOT): "What are comets mostly made of, according to the listening passage?".
- b) Middle Order Thinking Question (MOT): "Why does the poet compare the comet to a cheetah and a mountain?".
- c) Higher Order Thinking Question (HOT): "The poet states, 'I cannot say if this is true I do not have the right, But I know no better spectacle Than a comet in full flight.' What does this reveal about the poet's perspective on scientific theories versus natural beauty?".
9. Remedial Teaching: For slow learners, the teacher will implement the following strategies:
- Simplified Explanations: Break down complex stanzas or vocabulary into simpler terms.
- Visual Aids: Use pictures or videos of comets to help visualize the poem's descriptions.
- Paired Reading: Have students read the poem in pairs, taking turns and helping each other with pronunciation and comprehension.
- Focused Vocabulary Practice: Provide flashcards for new words from the glossary and conduct quick recall exercises.
- Graphic Organizers: Use simple charts to map the comet's characteristics and effects.
10. Writing: Students will choose one of the following writing tasks:
- Poem Appreciation: "When you read the poem aloud, you can feel/hear a rhythm. What according to you gives rhythm to the poem- the rhyme or the words in a line? Support your answer with examples from the poem".
- Narrative Description: "Narrate how the poet describes the comet".
11. Follow Up: The teacher will assign homework or an activity to reinforce learning:
- Creative Writing/Role-play:
- "Imagine you are interviewing an astronaut about his/her experiences in space. Select a partner to be an astronaut and present the interview as a role-play in front of the class".
- OR "Imagine that you and your friend get a chance to visit another planet. There, you befriend an alien who takes you around the planet. After reaching the earth, write a letter thanking him for all the help he did".
- Research Activity: "Research and find out about famous comets in history (e.g., Halley's Comet) and their significance."
- Crossword Challenge: Complete the "Warm up" crossword puzzle on solar system bodies as a take-home assignment.
