Making puns 0 Overview Using this Resource Connecting to the Curriculum Marking Student Responses Further Resources This task is about showing your understanding of puns. Read the poem "Don't be Wet" School Journal, Part 3, No. 3 1994. Question 1Change answer The poem "Don't Be Wet" uses many puns. A pun is the humorous use of a word that has different meanings. Write the two different meanings for pool as used in the poem. Meaning One: Meaning Two: Question 1Change answer Write the two different meanings for school as used in the poem. Meaning One: Meaning Two: Question 1Change answer Write the two different meanings for scales as used in the poem. Meaning One: Meaning Two: Question 1Change answer b) Some words in the poem have two different ways of being spelt. Write in another way of spelling tails and give its meaning. Refer back to the poem for clues. Second spelling: Meaning: Question 1Change answer Write in another way of spelling whale and give its meaning. Refer back to the poem for clues. Second spelling: Meaning: Question 1Change answer Write in another way of spelling reel and give its meaning. Refer back to the poem for clues. Second spelling: Meaning: Task administration: This task can be completed with pen and paper or online (with NO auto marking). Copyright: Don't be wet - Text was first published by Learning Media Limited on behalf of the Ministry of Education. © David Hill, 1994. Illustration © Crown Copyright. Reproduced with permission. Source: School Journal, Part 3, No. 3, Learning Media, 1994. Level: 4 Curriculum info: English, Making meaning, Reading Key Competencies: Thinking, Using language, symbols, and texts Keywords: poetry, puns, School Journal, comprehension, language features, SJ-3-3-1994 Description of task: Students read the poem 'Don't be Wet' and complete two tables to show their understanding of puns. SJ-3-3-1994. Text provided. Curriculum Links: Links to the Literacy Learning Progressions for Reading: This resource helps to identify students’ ability to: recognise language features evaluate and integrate ideas and information as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions. Learning Progression FrameworksThis resource can provide evidence of learning associated with Making sense of text: vocabulary knowledge, set 6Reading for literary experience, set 5 within the Reading Learning Progressions Frameworks.Read more about the Learning Progressions Frameworks. Answers/responses: Y9 (03/1999) a) A game played on a billiard table. A place to swim. 2 correct – very easy 1 correct – very easy A place to learn. A group of fish. 2 correct – easy 1 correct – very easy Musical notes. The skin of fish. (Weighing scales was not accepted as the third line begins "So", referring to "piano", mentioned two lines previously.) 2 correct – difficult 1 correct – very easy b) tales (correct spelling needed) stories very easy moderate wail (correct spelling needed) shout/cry easy easy real (correct spelling needed) true/not imagined easy easy Special Holiday Attraction! Learning to Read Sea-dog Parcel Prescription What or who are they? What is Susan making? Boy's Song
