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SIDE

Year 9

ENGLISH

Starter Pack

2012

UNITONEPoetry

Introduction

GeneralOutline

Thisunit,PoetryispartofthestandardYear9SIDESecondaryEnglishcourseforSemester1and2.

Materials
Inadditiontothislessonbooklettheunitcontains:

Year9Poetry&ShortStoryReader

CompactDiscTheManfromSnowyRiver

Purpose
Studyingpoetryprovidesstudentstheopportunitytointeractwithlanguageindifferentwaysandto
learnmanipulationoflanguageusingavarietyoftechniques.Itprovidesthemwitharangeof
knowledgeandskillsthatcanbeappliedtoarangeoftexts.Itgivesopportunitiesfordeveloping
vocabulary,comprehensionskillsandwritingskills.

Overviewofcontent
ThisunitwillprovidestudentswitharangeofskillsencompassingelementsofReading,Writing,and
SpeakingandListeningOutcomes.Studentswillconsolidatereadingskillstheymayalreadyhave,
developtheabilitytorecognisearangeofliterarytechniques,developnewformsofwriting,comment
onavarietyofpoetryanddeveloplisteningskills.

TheunitwillendeavourtoaddressNAPLANReadingrequirementsinpreparationforYear9NAPLAN
testingwhichtakesplacemidyear.

Inadditiontothis,individualteachersmayconductadditionalteachingviaelectronicmedia.

KeyTerms
Asstudentsworkthroughthisunit,theywillneedtobetterunderstandsomeKeyTerms.Theseare:

Term

Explanation

algebraicnotation

Amethodofnotatingarhymeschemeusingletters

narrative

Astory

representation

Animagecreatedbyanauthorofapersonorgroupsofpeople

rhymescheme

Thepatternofrhymeinapoem(eg1stand3rdlinerhyme)

stanza

Aparagraphinapoem

stereotype

Ageneralisationthatsocietymakesaboutthecharacteristicsof
certaingroupswithinsociety

StudentswillbeassessedonReading,Writing,andSpeakingandListeningandassessmentwillcover
thefollowing:

READING:Studentsreadawiderangeoftextswithpurpose,understandingandcriticalawareness.

Contextualunderstanding

purposeoftexts

experiencescreatedintextscanhelpreadersunderstand
othersandthewiderworld

Conventions

Processesandstrategies

structuralfeaturestoanalyse,evaluateandclearlypresent
information

poetictechniques

formsofpoetry

terminologyofwritingconventions

WRITING:Studentswriteforarangeofpurposesandinarangeofformsusingconventionsappropriate
toaudience,purposeandcontext.

purposeoftext

context&audience

Conventions

formsofpoetry

poetictechniques

paragraphstructure

grammarconjunctions,punctuation,quotations

opinionativelanguage

writingprocessterminology

personalopinions

writingprocessplan,draft,edit,reflection

strategiestoreviseandimprovewritingincludingrereading

Contextualunderstanding

Processesandstrategies

andselfediting
SPEAKINGANDLISTENING:Studentslistenandspeakwithpurpose,understanding,criticalawareness
andeffectinawiderangeofsituations.
ContextualUnderstandings

purposeofspokentexts

contextofspokentexts


Structure
Thisunitprovidesapproximately1012hoursofcontentorupto3weekswork.
InthisunitstudentswillbeexpectedtoworkonEnglisheachweekforatotalof4hoursplushomework
time.

Itisexpectedthatstudentswillsubmitworkregularly,eitherbyemail,faxorpost.

Eachassessableitem,withtheexceptionofpracticeNAPLANtasks,willhaveanAssessmentChecklist
whichwilloutlinethemarkingcriteriainvolved.

Thecontentofthisunit,Poetrypromotesreading,writing,andlisteningskillsandisorganisedintothree
parts.
Part1Learningaboutpoetictechniques
Part2FocusonFormTheAustralianBushBallad
Part3ExploringmoreAustralianPoetry

TotalvalueofmarksforthisUnitis70marks.Seethetablebelowforthemarksbreakdown:

Activity/Assessment
Part1

Activity4

TOTAL

10marks

Activity9

Assessment1

30marks

10Marks

20Marks

Assessment2

Activity12

30marks

20Marks

10Marks

10Marks
Part2

Part3

IMPORTANTNOTE:
Eachsectionofworkhasaguideastothenumberofhoursitshouldtaketocomplete.Ifstudents
cannotcompletetheworkinthesuggestedtimeframetheywillneedtocompletetheremainingwork
inhomeworktime.

Poetry

Thereoncewasayearninechild
WhothoughtEnglishwasreallyquitemild
Butthenpoetryarose,
Totallyonthenose
Sotheyranfromthebuildingallwild!

WelcometoYear9English!Hopefullyyourenotrunning
fromthebuildinghavingseenthatthefirstunitisonpoetry!

Thisunitaimstodevelopyourknowledgeofpoetryandequipyouwithsomeimportantskillsin
bothreadingandwritingpoetry.Youmaybegroaningalready...afterall,whatspoetrygotto
dowithyou?Letstakeacloserlookandyoumayjustfindthatpoetryhasquiteaninfluenceon
yourlifewithoutyouevenrealisingit!

Part One: Learning about poetic techniques


Partoneshouldtakeyouabout3hourstocomplete

ActivityOnewhatsitallabout?

Youprobablyhaveagreatdealofexposuretopoetry.Fromyourearliestdaysasayoungchild
tolifeasateenageryouhavebeeninteractingwithpoetry.

Canyoumakealistofpoetrythatyouhavecomeacrossineverydaylife?Usetheboxbelowto
writeasmanyexamplesdownasyoucan.

Whatdidyouhaveonyourlist?

Nurseryrhymes,greetingcards,limericks,songs?

Therearemanyformsofpoetry,manyofwhichareusedineverydaylife.

Poemscanbefunandagreatsourceofentertainment;theycanhelptosharemomentsof
love,laughter,angerandindeedsadness.Theycanalsotellstories,manipulatelanguage,share
feelingsandexploreideas.Poetryisoftenusedtodevelopideasandunderstandingsabout
issueswithinsocietyandaboutsocietyitself.Inthisunit,wellbetakingalookatarangeof
AustralianpoetryandyouwillbeexploringtheimagesofAustraliathesepoemspresent.Aswe
dothisyouwilllearnaboutarangeoftechniques,analysisskillsandofcoursewritesome
poetryofyourown.

Howdoyoureadapoem?

Readingapoeminvolvesmorethanmerelyreadingthewordsonthepage.Wecan,ofcourse,
readapoemandfeelthatwelikedit(orindeeddislikedit),butsometimeswealsoneedtolook
moredeeplyatthepoemtodevelopanunderstandingofit.Manypoemshavelayersof
meaning.Onthesurfaceapoemmayappeartobeaboutonething,butmoredeeplyitcanbe
arepresentationofanotherissueormeaning.

Todevelopunderstandingofthemeaningofmanypoemsyouneedtoexplorethelanguage
andtechniquesusedbytheauthor.

Thetechniqueswewillcoverinthisunitare:

Simile

Metaphor

Personification

Alliteration

Onomatopoeia

Rhyme

Rhythm

Thisisbynomeansandexhaustivelistoftechniques,butsomeofthemorecommononesused
bypoets.Someofthesetechniquesmaybeunfamiliartoyou,butdontworry,wewillcover
eachinmoredetailastheunitprogresses.

ActivityTwo:Isreadingtheonlyway?

Readingpoetryisonewayofexperiencingpoems,butwecanalsolistentopoetry.Welistentosongsall
thetime,whicharepoemssettomusic.

Wecanalsolistentopoemsbeingrecited.Historically,poemswereoftenrecitedasaformof
entertainment.(Youknow,backbeforeTV,theInternetandevenradio!)

Oftenpoemsweresharedorallyandwedonotknowtheauthorsofmanysuchpoems.Goodexamples
ofthesetypesofpoemsareofcoursenurseryrhymes.

Manypoemsarewrittentoberecitedratherthantosimplybereadtooneself.Oftenthesepoemsare
narrativepoems;thatispoemsthattellastory.

OneofAustraliasmostfamousnarrativepoemsisTheManfromSnowyRiverbyA.B(Banjo)Patterson.

GotoyourUnit1&2Readernowandreadthepoemtoyourself.

Whatisyourreactiontothepoem?
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Whatisthepoemabout?
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Whatdidyounoticeaboutthewaythepoemiswritten?
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Whatrepresentation(image)ofAustraliadoesthepoemoffer?
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InyourkityouhaveaCDcalledTheManfromSnowyRiver.ListentothisCDnow.Ifyouhavenotyet
receivedyourCD,youcouldtryandfindareadingofthepoemontheinternet.

HowwaslisteningtotheCDdifferentfromreadingthepoemtoyourself?
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Didyounoticeanythingaboutthepoemthatyoudidntnoticewhenyoufirstreadit?
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Whichdidyouprefer:listeningtoorreadingthepoem?Why?
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Doyouthinklisteningtoapoemcanalteryourimpressionsofapoem?Why?
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Sendthisactivitytoyourteacher,theywillbeinterestedtoseeyourresponses.

Learningabouttechniques

Languageinpoetryis(obviously)ofparamountimportance.Choosingtherightwordsandphrasesto
createaneffectisquiteaskill.

Tocreatecertaineffectsinpoemspoetsrelyonarangeoftechniques.Thesetechniquescanbebroadly
definedaspicturetechniquesandsoundtechniques.

Picturetechniquesarethosethathelptocreateimagesinourheadasweread.

Soundtechniquesarethosethat(strangelyenough)createsoundeffectsinpoems.Theyenhancethe
enjoymentofthepoemandcanhelptodevelopmeaningaswell.

Creatingpicturesinpoetry

Simile,metaphorandpersonificationarethreecommonwayspoetstrytocreatepicturesinourminds.

Throughcleveruseofwordspoetscreatecomparisonsthathelpthereadervisualiseimagesrelatedto
thepoem.

ActivityThreeSimile

Similesarefiguresofspeechthatsayonethingislikeanother.Weusesimilesquitecommonlyinour
everydaylanguage.Forexample:

Shewasasbusyasabee

Hewasasmadasacutsnake
Flatoutlikealizarddrinking.

Commonly,similesusethewordslikeorastodrawcomparisonsbetweentwothingsthatarenot
alike.

Haveago:

Belowarealistofadjectivesandanimals.Tryandmatchthemuptomakesimiles.Youwillneedtoadd
connectingwords.Forexample:

Animal:Monkey
Adjective:agile

Simile:Thegymnastwasasagileasamonkeyinthetrees.

Writeatleastthreesimiles.

Animals

Adjective

Lion

Slippery

Snake

Nervous

Snail

Regal

Pelican

Thorny

Horse

Proud

Dog

Loyal

Eagle

Friendly

Shark

Rough

Lizard

Colossal

Whale

Fearsome

Hippopotamus

Smelly

1.__________________________________________________________________________

2.___________________________________________________________________________

3.___________________________________________________________________________

Readthepoembelow,madeupentirelyofsimiles:

FreedomIs...
Likealeafblowingfreely,

Likeabikedoingawheelie.

Likeafishswimmingastream,

Likeagymnastonabeam.

Likeahawksoaringthroughtheair,

Likeabigwheelatthefair.

Likeacatchasingitstail,

Likethewind,rainandhail.

Likeakiteupinthesky,

Likeabeezoomingby.

Likeaflowersoakingupthesun,

Likeatoddlerhavingfun.

ClaireGrierson(fromSadler,Hayllar&Powell,TheUntamedFire:PoetryforSecondarystudents,1997,p11)

Whatistheeffectofthesimiles?
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Doestheuseofsimilescommunicatethetopicoffreedomeffectively?Whyorwhynot?
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Whichsimiledidyoulikethebest?Why?
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Finally,useyourReadertofindapoemwithotherexamplesofsimiles.Chooseonesimileandexplain
whatyouthinkitmeans.Contactyourteacherforassistanceifyoufindthisdifficult.

Poem_______________________________________________________________________

Simile______________________________________________________________________

Meaning:
_____________________________________________________________________________________
_____________________________________________________________________________________

ActivityFourMetaphor

10Marks

Note Assessment Criteria is provided at the end of this activity. Read this now, so you know what your
teacher will be looking for.

Metaphorsareoftendescribedastakingsimilesonestepfurther.Metaphorstaketwodifferentthings
andcomparethembysayingonethingisanotherthing.

Forexample:Hesamule.
Inthisexample,apersonisbeingcomparedtomulewhichmaymeanthatthepersonisstubborn.

Wecanalsospeakmetaphorically.Forexample,youmighttellsomeonetogoflyakite.Youdont
reallymeanforthemtogooutsideandflyakite,youmeanforthemtogoawayorleaveyoualone!

Canyouthinkofsomeotherexamplesofmetaphors?Writethemintheboxbelow:

LookatthepoembelowbyColinThiele.Canyouseethemetaphorsinthispoem?(Hinttherearefour).
Underlineorhighlighteachmetaphor.

Snake
Thesnakebesidetheriverlies,
Limpandlanguidinthegrass.
Asmoothandjewelledropeofjet,
Asluggishstreamofmoltenglass.

Abreakingstickhedartsfromsight,
Aflashingjavelininflight.
(fromSadler,Hayllar&Powell,TheUntamedFire:PoetryforSecondarystudents,1997p13)

AnswerthefollowingquestionsaboutthepoemSnake:

1.

Atfirstthesnakeisunawareofthepoetspresence.Howdoweknowthis?

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2.

Inwhatwayisthesnakelikeajewelledropeofjet?Isthisanappropriatemetaphor?

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3.

Whatisitaboutthesnakethatleadsthepoettouseametaphordescribingitasasluggish

streamofmoltenglass?
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4.

Whataspectofthesnakesmovementiscapturedinthelastmetaphor?

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5.

Whichofthefourmetaphorsusedinthepoemdoyoufindthemoststriking?Why?

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(questionsfromSadler,Hayllar&Powell,TheUntamedFire:PoetryforSecondarystudents,1997p13)

Belowisalistoffourpoemsyouwillfindinyourreader.Readeachpoemandselectone.

TheBeachbyWilliamHartSmith

TheOldPrisonbyJudithWright

WeAreGoingbyOodgerooNoonuccal

Country Veranda by John Tranter

Completethefollowing:

Describewhatyourselectedpoemisabout.
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Listthemetaphorsinyourpoem:
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Howdothemetaphorshelptodevelopyourunderstandingofwhatthepoemisabout?
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Chooseoneofthemetaphorsandexplaintheimageithelpstocreate.

Metaphor___________________________________________________________________

Imagecreated:
_____________________________________________________________________________________
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Send to your teacher:


Activity 4
Activity Marks Sheet

ACTIVITY MARKS SHEET

Student Name_______________________ Date Sent to SIDE_________________

Identifies metaphors

Discusses effectiveness of metaphors

Demonstrates understanding of metaphors

Comments on subject of poem

Mark

/10

COMMENT:

NOTE Send this sheet to your teacher with your work

Achievement

Excellent

Achievement

High

Satisfactory

MARKING CRITERIA

Below
Expectation

Activity 4: Metaphor

ActivityFivePersonification

Personificationisanotherformofmetaphor.Personificationisusedtogivehumancharacteristicsto
animals,objectsorevenideas.Forexample:thearmsofthetree.

ReadthepoembelowbyEmilyDickinson.Itcleverlypersonifiesthemoon

TheMoon
Themoonwasbutachinofgold
Anightortwoago,
Andnowsheturnsherperfectface
Upontheworldbelow.
(fromSadler,Hayllar&Powell,TheUntamedFire:PoetryforSecondarystudents,1997p14)

Noticethehumancharacteristicsofachinandfacebeingusedtodescribethemoon.Shealsogives
themoonagendercallingitshe.

WhatisDickinsonspoemdescribingaboutthemoon?
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Haveago:

Choosethreethingsfromthelistbelow.Tryandpersonifyeachthinginaphraseorsentence.

Example:
Trees:Wickedfingersextendingfromahulkingbody

Thisexamplecreatesanideaofatreebeingfrightening,thebranchesbeingwickedfingersandthe
trunkahulkingbody.

Thesky

Thenight

Anelephant

Amailbox

Aflower

Thesun

Acloud

Afence

Aleopard

Ariver

Astar

Adingo

Atable

Aflamingo

Astreet

Arock

1.__________________________________________________________________________

2.__________________________________________________________________________

3.__________________________________________________________________________

ActivitySixRevision

Beforeyoumoveontolookatsoundsinpoetry,takeamomenttorevisewhatyouhavelearnedsofar.
Ifyoucannotcompletethefollowing,youmayneedtogobackandreviewtheworkyouhave
completedorseekhelpfromyourteacher.

Whatisasimile?
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Whatisametaphor?
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Whatispersonification?
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Labelthefollowingwithansforsimile,anmformetaphororpforpersonification:

Mycomputerhatesme

Asgoodasgold

Itsrainingcatsanddogs

Theroomwaslikeatip

Thecarwinkedatme

Soundinpoetry

Muchofthepleasureofpoetrycomesfromthepleasingsoundswehearwhenitisreadaloud.Thinkof
theyoungestchildrenwhogreatlyenjoytherhythmsandrhymesofnurseryrhymes.Thistypeof
fascinationneverreallyleavesus,althoughwedodevelopmorematuretastesovertime!Therefore,a
poetsabilitytomanipulatethesoundsoflanguagetocreatecertaineffectsisanimportantpartoftheir
writingtoolbox.

Wewillbelookingatthefollowingsounddevicesusedinpoetry:

Alliteration

Onomatopoeia

Rhyme

Rhythm

Activity7Alliteration

Alliterationdescribesthetechniqueofusingtwo(ormore)wordsclosetogetherthateachstartwiththe
sameconsonantsound,mostcommonlyatthebeginningoftheword.

Alliterationisusedquitecommonlyinsociety,notjustinpoetry.Weoftenseeitinnewsheadlines,
productnamesoradvertising.Forexample,Tictocbiscuits.

Alliterationisusedto:

Drawattentiontoparticularwords

Tomakewordseasytoremember

Tocreateanamusingeffect

Tocreateapleasant,interestingormusicalsound

Tonguetwistersareexcellentexamplesofalliterationuse.Lookatthefollowingexample:

OneOnewasaracehorse.
TwoTwowasone,too.
WhenOneOnewononerace,
TwoTwowonone,too.

Therearetwoconsonantsoundsbeingusedtocreatealliterationinthatexample.Whatarethey?

Gotoyourreaderandfindtwopoemsthatusealliteration,explaintheeffectyouthinkthealliteration
has.

PoemTitle

ExampleofAlliteration

Effect

Activity8Onomatopoeia

Youveseenthisoddwordanumberoftimesnowandyouareprobablystilltryingtofigureouthowitis
pronounced.

Onomatopoeiaonomatoepeaa

Nowthatwevesortedthatoutwhatisit?

Onomatopoeiareferstowordsthatsoundsimilartotherealsoundsthatwemayhear.

Forexample:Splash,quack,buzz.

Onomatopoeiaisespeciallyusefulinpoetrythatistobereadaloudasitenhancessoundsandhelpsto
conveymeaning,moodandatmosphere.

Canyouidentifythetwoexamplesofonomatopoeiainthefollowingpoem?Underlineorhighlight
them:

Bellbirds
Bellbirdschiminginthebush
Whileicecubesclink,
Clinkinmyglassoforangejuice.

WilliamHartSmith
(fromSadler,Hayllar&Powell,TheUntamedFire:PoetryforSecondarystudents,1997p18)

RhymeandRhythm

Youwillbefamiliarwithrhymeasitisthemostcommonpoeticdevice.Rhymeofcoursereferstothe
useofwordswithidenticalfinalsounds.

Forexample:toy,joy,boyetc.

Rhythmislikethebeatsofmusic.Rhythminpoetryconformstoapattern.

Youwilllookatrhythmandrhymeinmoredetailinthenextsectionofwork.

Poems
The Man from Snowy River
A.B (Banjo) Patterson
Therewasmovementatthestation,forthewordhadpassedaround
ThatthecoltfromoldRegrethadgotaway,
Andhadjoinedthewildbushhorseshewasworthathousandpound,
Soallthecrackshadgatheredtothefray.
Allthetriedandnotedridersfromthestationsnearandfar
Hadmusteredatthehomesteadovernight,
Forthebushmenlovehardridingwherethewildbushhorsesare,
Andthestockhorsesnuffsthebattlewithdelight.

TherewasHarrison,whomadehispilewhenPardonwonthecup,
Theoldmanwithhishairaswhiteassnow;
Butfewcouldridebesidehimwhenhisbloodwasfairlyup
Hewouldgowhereverhorseandmancouldgo.
AndClancyoftheOverflowcamedowntolendahand,
Nobetterhorsemaneverheldthereins;
Forneverhorsecouldthrowhimwhilethesaddlegirthswouldstand,
Helearnttoridewhiledrovingontheplains.

Andonewasthere,astriplingonasmallandweedybeast,
Hewassomethinglikearacehorseundersized,
WithatouchofTimorponythreepartsthoroughbredatleast
Andsuchasarebymountainhorsemenprized.
Hewashardandtoughandwiryjustthesortthatwon'tsaydie
Therewascourageinhisquickimpatienttread;
Andheborethebadgeofgamenessinhisbrightandfieryeye,
Andtheproudandloftycarriageofhishead.

Butsoslightandweedy,onewoulddoubthispowertostay,
Andtheoldmansaid,"Thathorsewillneverdo
Foralongandtiringgalloplad,you'dbetterstopaway,
Thosehillsarefartooroughforsuchasyou."
SohewaitedsadandwistfulonlyClancystoodhisfriend
"Ithinkweoughttolethimcome,"hesaid;
"Iwarranthe'llbewithuswhenhe'swantedattheend,
Forbothhishorseandhearemountainbred."

"HehailsfromSnowyRiver,upbyKosciusko'sside,
Wherethehillsaretwiceassteepandtwiceasrough,
Whereahorse'shoofsstrikefirelightfromtheflintstoneseverystride,
Themanthatholdshisownisgoodenough.
AndtheSnowyRiverridersonthemountainsmaketheirhome,
Wheretheriverrunsthosegianthillsbetween;
IhaveseenfullmanyhorsemensinceIfirstcommencedtoroam,
ButnowhereyetsuchhorsemenhaveIseen."

Sohewenttheyfoundthehorsesbythebigmimosaclump
Theyracedawaytowardsthemountain'sbrow,
Andtheoldmangavehisorders,"Boys,goatthemfromthejump,
Nousetotryforfancyridingnow.

And,Clancy,youmustwheelthem,tryandwheelthemtotheright.
Rideboldly,lad,andneverfearthespills,
Forneveryetwasriderthatcouldkeepthemobinsight,
Ifoncetheygaintheshelterofthosehills."

SoClancyrodetowheelthemhewasracingonthewing
Wherethebestandboldestriderstaketheirplace,
Andheracedhisstockhorsepastthem,andhemadetherangesring
Withstockwhip,ashemetthemfacetoface.
Thentheyhaltedforamoment,whileheswungthedreadedlash,
Buttheysawtheirwelllovedmountainfullinview,
Andtheychargedbeneaththestockwhipwithasharpandsuddendash,
Andoffintothemountainscrubtheyflew.

Thenfastthehorsemenfollowed,wherethegorgesdeepandblack
Resoundedtothethunderoftheirtread,
Andthestockwhipswoketheechoes,andtheyfiercelyansweredback
Fromcliffsandcragsthatbeetledoverhead.
Andupward,everupward,thewildhorsesheldtheirsway,
Weremountainashandkurrajonggrewwide;
Andtheoldmanmutteredfiercely,"Wemaybidthemobgoodday,
Nomancanholdthemdowntheotherside."

Whentheyreachedthemountain'ssummit,evenClancytookapull,
Itwellmightmaketheboldestholdtheirbreath,
Thewildhopscrubgrewthickly,andthehiddengroundwasfull
Ofwombatholes,andanyslipwasdeath.
ButthemanfromSnowyRiverlettheponyhavehishead,
Andheswunghisstockwhiproundandgaveacheer,
Andheracedhimdownthemountainlikeatorrentdownitsbed,
Whiletheothersstoodandwatchedinveryfear.

Hesenttheflintstonesflying,buttheponykepthisfeet,
Heclearedthefallentimbersinhisstride,
AndthemanfromSnowyRivernevershiftedinhisseat
Itwasgrandtoseethatmountainhorsemanride.
Throughthestringybarksandsaplings,ontheroughandbrokenground,
Downthehillsideataracingpacehewent;
Andheneverdrewthebridletillhelandedsafeandsound,
Atthebottomofthatterribledescent.

Hewasrightamongthehorsesastheyclimbedthefurtherhill
Andthewatchersonthemountainstandingmute,
Sawhimplythestockwhipfiercely,hewasrightamongthemstill,
Asheracedacrosstheclearinginpursuit.

Thentheylosthimforamoment,wheretwomountaingulliesmet
Intheranges,butafinalglimpsereveals
Onadimanddistanthillsidethewildhorsesracingyet,
WiththemanfromSnowyRiverattheirheels.

Andheranthemsinglehandedtilltheirsideswerewhitewithfoam.
Hefollowedlikeabloodhoundintheirtrack,
Tilltheyhaltedcowedandbeaten,thenheturnedtheirheadsforhome,

Andaloneandunassistedbroughtthemback.
Buthishardymountainponyhecouldscarcelyraiseatrot,
Hewasbloodfromhiptoshoulderfromthespur;
Buthispluckwasstillundaunted,andhiscouragefieryhot,
Forneveryetwasmountainhorseacur.

AnddownbyKosciusko,wherethepinecladridgesraise
Theirtornandruggedbattlementsonhigh,
Wheretheairisclearascrystal,andthewhitestarsfairlyblaze
Atmidnightinthecoldandfrostysky,
AndwherearoundTheOverflowthereedbedssweepandsway
Tothebreezes,andtherollingplainsarewide,
ThemanfromSnowyRiverisahouseholdwordtoday,
Andthestockmentellthestoryofhisride.

From:http://poemhunter.com/poem/themanfromsnowyriver/.Accessed8/11/2009

We Are Going
Oodgeroo Noonuccal
They came in to the little town
A semi-naked band subdued and silent
All that remained of their tribe.
They came here to the place of their old bora ground
Where now the many white men hurry about like ants.
Notice of the estate agent reads: 'Rubbish May Be Tipped Here'.
Now it half covers the traces of the old bora ring.
'We are as strangers here now, but the white tribe are the strangers.
We belong here, we are of the old ways.
We are the corroboree and the bora ground,
We are the old ceremonies, the laws of the elders.
We are the wonder tales of Dream Time, the tribal legends told.
We are the past, the hunts and the laughing games, the wandering camp fires.
We are the lightening bolt over Gaphembah Hill
Quick and terrible,
And the Thunderer after him, that loud fellow.
We are the quiet daybreak paling the dark lagoon.
We are the shadow-ghosts creeping back as the camp fires burn low.
We are nature and the past, all the old ways
Gone now and scattered.
The scrubs are gone, the hunting and the laughter.
The eagle is gone, the emu and the kangaroo are gone from this place.
The bora ring is gone.
The corroboree is gone.
And we are going.'

The Beach
William Hart-Smith
The beach is a quarter of golden fruit,
a soft ripe melon
sliced to a half-moon curve
having a thick green rind
of jungle growth;
and the sea devours it
with its sharp,
sharp, white teeth.

TheOldPrison
JudithWright

Therowsofcellsareunroofed,
afluteforthewind'smouth,
whocomeswithabreathofice
fromthebluecavesofthesouth.

Odarkandfierceday:
thewindlikeanangrybee
huntsfortheblackhoney
inthepitsofthehollowsea.

Wavesofshadowwash
theemptyshellbonebare,
andlikeaboneitsings
abittersongofair.

Whobuiltandlabouredhere?
Thewindandtheseasay
Theircoldnestisbroken
andtheyareblownaway

Theydidnotbreednorlove,
eachinhiscellalone
criedasthewindnowcries
throughthisfluteofstone.
From: http://poemhunter.com/poem/the-old-prison/. Accessed 8/11/2009

Country Veranda
John Tranter
IDRYWEATHER
Thiscountryverandasaboxforstoringthesky

slopes,acresofair

bleachedandadriftthere.

Fromoutside,ashadefilledstage,frominside

aquietcinema,empty

butfortherustlingview

whereaparrotscribblesacrookedscrawlofcrayon

andoffstageacrow

lamentshisloneliness

andsixneatmagpies,relaxedbutquitesoon

offtoaGeneralMeeting

stroll,chortleandyarn.

Whenthesummersuncracksthethermometer,laze

thereinadeckchair,

shakeoutthepaper

andrelaxwiththelocalnews:whowoncake

intheAmbulanceraffle;

whattheCouncildid

aboutthegravelconcessiondownatthecreek,who

sufferedanastyfall

butshouldbewellinaweek.

IIRAIN
Fromthatopenroomwheresheetshangouttodry

cool,wetpages

whoseversesevaporate

youstareoutatthetreessemaphoringtheirsophistry:

theirtangled,pointlessplots

andobsessiveparaphernalia,

drenchedamongthespaciousplacesofverticalrain

wherenophonerings

andneighborsaredistant.

Behindthatridgeofmistandblowingeucalyptustops

theworldwaitedonce:

exotic,inexhaustible.

Youvebeentherenow,andfoundthatitsnotmuchfun.

Ontheveranda,silence

fillsthelongafternoon.


From: Gray, Robert; Lehmann, Geoffrey, Australian Poetry in the Twentieth Century William Heinemann Australia (1991) pp360-361