[Upbeat music plays]

A female announcer says,
WELCOME TO TVOKIDS POWER
HOUR OF LEARNING.

Text reads “TVO Kids Power Hour of Learning. Teacher Edition. Today’s Junior Lesson:
Slam Poetry.”

The announcer says, TODAY’S JUNIOR LESSON. SLAM POETRY.

A woman with wavy light brown hair wears glasses and a cyan blue shirt.
She sits on a blue sofa. Lined up on a partial wall behind her are stuffed animals.

[Cheerful music plays]

She says, HELLO THERE, MY FRIENDS,
HOW ARE YOU?
TODAY WE'VE GOT
FUN THINGS TO DO.

WE WILL LEARN TO REVEAL
ALL THE THINGS THAT WE FEEL
AND PREPARE FOR OUR POET DEBUT.

THAT'S RIGHT, FRIENDS.
TODAY IS ALL ABOUT POETRY!

Text appears under the woman. It reads “Junior four to six. Teacher Jenny.”

She continues, I AM TEACHER JENNY,
AND I AM SO EXCITED
TO HAVE YOU WITH US TODAY!

NOW DID YOU KNOW THAT POETRY
DOESN'T EVEN HAVE TO RHYME?
IT CAN ACTUALLY COME IN ALL
KINDS OF FORMS.

IT COULD BE SHORT, LONG.
RHYMING, NOT RHYMING.

IT CAN TALK ABOUT HAPPY THINGS,
SAD THINGS. CONFUSING THINGS,
OR BEAUTIFUL THINGS.

IT CAN STICK TO ONE BEAT...

[Snapping fingers]

She says, OR IT CAN DO WHATEVER IT WANTS!
BUT TODAY, RATHER THAN TALKING
ABOUT THE POETRY
THAT YOU MIGHT READ,

Jenny looks at a book and then puts it down again.

She continues, WE ARE GOING TO BE TALKING ABOUT
THE POETRY THAT YOU CAN HEAR.

AND THIS IS CALLED
"SPOKEN WORD."
AND WHEN PEOPLE COME TOGETHER TO
PERFORM THEIR SPOKEN WORD
IN A COMPETITION,
THIS IS CALLED "SLAM POETRY."

AND WITH THESE TYPES OF POETRY,
THE WRITERS, OR POETS,
GET TO EXPRESS THEIR THOUGHTS
AND FEELINGS
ABOUT A TOPIC THAT'S REALLY
IMPORTANT TO THEM.

SO, UM, ANOTHER BRILLIANT PART
OF POETRY IS THAT THIS
SLAM POETRY,
THE AUDIENCE CAN ACTUALLY
PARTICIPATE
WITH THE PERFORMANCE!

SO IF YOU REALLY LIKE
WHAT YOU HEAR
IN A SLAM POETRY PERFORMANCE,
DON'T KEEP IT TO YOURSELF,
SHOUT IT OUT AND CHEER,
SO THAT THE POET KNOWS
THAT YOU REALLY LOVE
THEIR SPOKEN WORD POETRY.

AND ANOTHER THING YOU CAN DO TO
SHOW YOUR APPRECIATION IS...

[Snapping fingers]

Jenny says, SNAP!
SO EVERYONE, TRY IT WITH ME!

[Snapping fingers]

Jenny says, SNAP IT OUT! NICE.
SO NOW SOME PEOPLE MIGHT ASK,
WHAT'S THE DIFFERENCE BETWEEN
SLAM POETRY AND RAP?

WELL, WHEREAS RAP IS
A MUSICAL GENRE,
THAT EMPHASIZES RHYMING
AND RHYTHM,

SPOKEN WORD DOES NOT HAVE
TO INCLUDE RHYME
OR REGULAR RHYTHM.

THOSE CHOICES ARE REALLY
UP TO THE POET.
SO IN OTHER WORDS, THERE IS A
LOT OF CREATIVE FREEDOM.

AND IN THIS WAY,
SPOKEN WORD IS KIND OF LIKE
FREE VERSE POETRY,
WHERE THE RHYTHM AND RHYME
DO NOT HAVE TO BE REALLY
CONSISTENT.

AND WHILE BOTH RAP
AND SPOKEN WORD
CAN SEND OUT A MESSAGE
TO THE AUDIENCE,
THIS IS AN EVEN GREATER FOCUS
FOR SPOKEN WORD.

SO THINKING ABOUT THE MESSAGES
THAT WE SEND OUT,
WE ARE NOW GOING TO WATCH
A VIDEO
WHERE WE LEARN A LITTLE BIT
ABOUT RAP,
AND I WANT YOU TO PAY
SPECIAL ATTENTION
TO WHAT THE ARTIST, HUA LI,
HAS TO SAY ABOUT SONG WRITING,
AND THE MESSAGES
YOU SEND OUT TO PEOPLE
WITH THAT SONG WRITING.

BECAUSE WHAT SHE SAYS
IS ACTUALLY VERY RELEVANT
FOR WRITING SPOKEN WORD AS WELL.
AND REMEMBER, IF YOU LIKE WHAT
YOU HEAR IN THIS VIDEO,

DON'T FORGET TO...

[Snapping fingers]

Jenny says, SNAP!
LET'S TAKE A LOOK.

An animated sun shines in a blue sky. Puffy white clouds surround it.

A boy with short dark hair wears a grey shirt with green sleeves. He turns towards a girl standing beside him. She has long brown hair. The girl wears a blue jean jacket, yellow shirt and red pants.

[Slide whistle]

Text reads “Six Sticky Skeletons.”

The boy says, ZOE, SIX STICKY SKELETONS.
THREE TIMES FAST. GO.

Zoe says, SIX STICKY SKELETONS.
SIX STICKY SKELETONS.
SIX STICKY SKELETONS.

Text reads “Applause.” The letters in the word clap.

The letters cheer, YAY!

The boy asks, GREAT JOB! WANT TO MEET SOMEONE
WHO IS GREAT AT WORDPLAY?

Zoe picks up a ukulele and strums it.

[Ukulele music plays]

Zoe sings, SHE RAPS AND SINGS
AND WE'RE SO EXCITED
THAT SHE SAID YES
WHEN SHE WAS INVITED

Zoe says, PLEASE WELCOME HUA LI!

Hua Li opens a door and enters the room. She wears her black hair in two braids. Hua Li wears a pink jacket, a black crop top and loose white pants.

[Creak]

[Rap music plays]

Hua Li raps, DON'T HAND ME INDIFFERENCE
HUA LI RUNNING VOCAL SPRINTS
GOT ME BURNING UP LIKE
I'M A YOUNG ASIAN RAP ICARUS

MY HUBRIS,
I DO THIS
TURN AROUND
AND QUOTE CONFUCIUS

IT'S FRUITLESS,
THIS SMOOTHNESS
GUESS MY HUNGER
IS JUST THAT RUTHLESS

Zoe says, THAT WAS AMAZING! GOOD JOB!

The boy says, GOOD JOB!

Zoe and the boy fist bump Hua Li.

A robot says, BOBO-BOT IMPRESSED, YO!

Text reads “Hua Li.” Hua Li stands in a room with women. She stands in front of a car and caresses her face.


Hua Li sings, DO THEY REALLY FEEL
WHERE I COME FROM
OR IS IT FLATTERY?
I GET SO EASILY CUT DOWN
BY TALK OF PEDIGREE

Hua Li’s video fades.

Zoe and the boy sit on a red futon. Hua Li sits on a green chair beside Zoe.

Zoe asks, WHAT'S THE MOST IMPORTANT PART
ABOUT WRITING A RAP SONG?

Hua Li says, WELL, I THINK ONE OF THE MOST
IMPORTANT PARTS
IS DEFINITELY RHYMING.
IT MAKES THINGS SOUND
VERY MUSICAL,
THAT WE END OUR LINES WITH
THE SAME SOUND.

SO I'M GOING TO COME UP
WITH A LINE,
AND THEN EACH OF YOU COME UP
WITH A LINE TO ANSWER.

I'M IN THE ATTIC
WITH LUCAS AND ZOE.

Lucas says, UNDER THE LAMP,
IT SURE IS GLOWY.

Zoe says, OUTSIDE MY HOUSE,
IT'S COLD AND SNOWY.

Hua Li says, AMAZING! THE OTHER THING
THAT'S IMPORTANT
IS BEATS AND RHYTHM.

Text appears “Beats” and “Rhythm.”

[Squeak, squeak]

Lucas asks, HOW ARE THEY DIFFERENT?

Hua Li says, THE BEAT OF A SONG IS STEADY, RIGHT?
IT'S LIKE THE PART
THAT YOU CAN DANCE TO.

Zoe sways and says, YEAH.

Hua Li says, OKAY?

[Dance music plays]

Lucas and Zoe dance.

[Clap, clap, clap]

Hua Li claps her hands as she says, ALWAYS GOING...
AT THE SAME SPEED.
BUT THEN IF I WAS TO RAP AND
ONLY BE ON THE BEAT, LIKE...

[Hands clapping]

Hua Li raps flatly, I'M WITH LUCAS AND ZOE

She says, IT WOULD BE PRETTY BORING.

Zoe says, YEAH.

[Laughter]

Hua Li, SO RHYTHM IS WHAT COMES IN
IN BETWEEN THE BEATS
OR OVER TOP OF THE BEATS
TO INTERACT WITH THEM.

A video clip plays.

Hua Li sings, I'M NOT FEELING BETTER
LOOKS LIKE I'M ABOUT TO
WRECK HER

PEER INTO HER MIND
TRYING TO FIND MYSELF
A SIGN

AND SHE HASN'T CHANGED
WITH TIME SO I SEE WE IN A BIND

Hua Li holds a finger over a keyboard on a table in front of Zoe and Lucas.

[Steady beat plays]

Hua Li says, SO LET'S TRY A REALLY
SIMPLE RHYTHM,
WHERE WE'LL DO TWO WORDS OR
SYLLABLES PER BEAT.

RIGHT, SO IT WOULD BE LIKE...

Hua Li chants a rhythm, DA-DA DA-DA
DA-DA DA-DA

She raps, WORDS HAVE GOT US
CUCKOO LATELY

Zoe raps, WE'RE ALL SUPERSTARS
TO BE

Hua Li smiles and says, NICE.

Lucas raps, HANGING OUT WITH RAPPER
HUA LI

Hua Li says, AMAZING!

The robot says, SUPERSTARS.

Hua Li says, YOU KNOW, SOMETHING THAT'S
A LOT LIKE RHYME
IS ALLITERATION.

Zoe nods.

Hua Li asks, DO YOU THINK YOU CAN COME UP
WITH YOUR OWN
ALLITERATIVE PHRASES?

[Jazz piano music plays]

Lucas says, UM, I THINK I'VE GOT ONE.
WILD WATERMELONS WERE WACKY
WITH THE WACKY WORD SHOW.

[Popping as words appear]

Text appears “Wild watermelons were wacky
With the wacky word show.”

Hua Li says, AMAZING! AND HERE WE ARE ON
THE WACKY WORD SHOW!

[Laughter]

Zoe says, OH, I GOT ONE. I GOT ONE.
CRAZY CATS CLEARLY COMPENSATE
CUCKOO CLOCKS.

[Popping as words appear]

Text reads “Crazy cats clearly compensate
Cuckoo clocks.”

[Laughter]

Hua Li says, I LOVE IT!

Zoe says, SO YOU HAVE ANY ADVICE FOR,
LIKE, WHAT SONGS WE SHOULD WRITE?

Hua Li says, YOU KNOW, WHEN YOU'RE
A SUPERSTAR,
LOTS AND LOTS OF PEOPLE LISTEN
TO WHAT YOU HAVE TO SAY.

Zoe smiles and mutters, MM-HM.

Hua Li says,
IT'S IMPORTANT TO BE AUTHENTIC.
THE MOST SPECIAL THING ABOUT YOU
IS YOU!

Zoe says, YEAH, YOU'RE RIGHT.

Lucas says, YEAH.

Hua Li says, SO WHEN YOU'RE WRITING SONGS,
BE YOURSELF.
AND REPRESENT YOURSELF THE BEST
WAY THAT YOU CAN.

Zoe says, WE GOT THIS, LUCAS.

Zoe and Lucas bump fists.

Lucas say, YEAH.

Hua Li, Lucas and Zoe dance.

[Rap music plays]

Zoe raps, THANKS FOR BEING
ON OUR SHOW

Lucas raps, TO SHARE COOL STUFF
WE WANT TO KNOW

Hua Li raps, IT WAS A PLEASURE TO HELP
YOUR SONGS FLOW

They all high five.

[Hands slap together]

[Giggling]

The robot says, DANCING MACHINE, DIG?

The animated sun shines.

Jenny says, SO IF YOU LIKED WHAT YOU HEARD,
LET'S SEE THOSE SNAPS!

Jenny snaps her fingers.

[Snapping fingers]

Text reads “Junior four to six. Teacher Jenny.”

[Cheerful music plays]

Jenny says, SO YOU MAY HAVE NOTICED
THAT HUA LI SAID
WHEN YOU ARE WRITING A MESSAGE
THAT OTHER PEOPLE WILL HEAR,
IT'S IMPORTANT TO BE AUTHENTIC,
WHICH MEANS TO BE TRUE
TO YOURSELF AND WHO YOU ARE.

SO THINK ABOUT WHAT IS REALLY
GOING ON ON THE INSIDE FOR YOU.
WHAT ARE YOU THOUGHTS
AND YOUR FEELINGS?
AND THEN TRY TO EXPRESS
THEM INTO WORDS.

NOW I DON'T KNOW
ABOUT YOU,
BUT I FIND THAT HAVING AN OUTLET
FOR ALL MY THOUGHTS AND FEELINGS
IS REALLY NICE!
IT'S ACTUALLY KIND OF FREEING.

SO FOR THIS NEXT ACTIVITY,
WE ARE GOING TO BE USING A
GRAPHIC ORGANIZER.
AND GRAPHIC ORGANIZERS ARE
REALLY GREAT
FOR HELPING YOU ORGANIZE
ALL YOUR THOUGHTS.

OR IF YOU WANT, YOU CAN JUST
WRITE DOWN YOUR THOUGHTS
AND FEELINGS
ON A PIECE OF PAPER.
WHATEVER WORKS BEST FOR YOU!

OR MAYBE YOU CAN
AUDIO RECORD THEM.

SO WHAT WE'RE GOING TO DO IS
WRITE DOWN YOUR THOUGHTS
ABOUT HOW YOU LIKE
TO EXPRESS YOURSELF.

WHAT DO YOU DO TO GET ALL OF
THOSE BIG THOUGHTS AND FEELINGS
FROM THE INSIDE TO THE OUTSIDE?
AND DO YOU, MAYBE, DANCE?
DO YOU DRAW?
DO YOU YELL?!
MAYBE YOU LAUGH OR CRY.
MAYBE YOU JUMP UP AND DOWN.

WHATEVER IT IS, THINK ABOUT YOUR
FAVOURITE STRATEGIES
FOR REALLY JUST EXPRESSING YOURSELF.

UM, SO WE'VE GOT THIS GRAPHIC
ORGANIZER HERE,
SO LET'S GO TAKE A LOOK AT IT.

The animated sun shines.

Jenny’s face appears in a square by a graphic organizer. The organizer’s heading reads “Expressing Myself Graphic Organizer!” In the middle, text in a square bubble reads “Ways I like to express myself.” Short lines lead from that bubble to blank bubbles around it.

[Upbeat music plays]

Jenny says, SO WE CAN SEE HERE
THAT I HAVE MY
"HOW I LIKE TO EXPRESS MYSELF"
GRAPHIC ORGANIZER.

SO WHAT I'M GOING TO DO IS PUT
ALL MY DIFFERENT IDEAS
ON THE DIFFERENT WAYS I LIKE
TO EXPRESS MYSELF
IN EACH OF THESE BUBBLES,
AND AS I DO THIS,
YOU CAN DO THE EXACT SAME THING
ON YOUR END.

SO FIRST UP,
I THINK I'M GOING TO SAY
I REALLY LIKE TO EXPRESS MYSELF
THROUGH...DANCING!

The text “dancing” appears in a blank bubble.

Jenny continues, DANCING CAN BE A REALLY AMAZING
WAY TO CONNECT WITH
YOUR EMOTIONS AS YOU CONNECT
WITH THE FEELINGS
AND THE LYRICS OF ANOTHER
PIECE OF MUSIC.

SO AS YOU'RE DANCING
TO THE MUSIC,
YOU CAN FEEL THAT ENERGY,
THOSE EMOTIONS,

EVERYTHING COMING OUT THROUGH
YOUR MOVEMENT.
AND IT'S A REALLY KIND OF
BEAUTIFUL WAY
TO EXPRESS YOURSELF AND REALLY
JUST LET IT ALL OUT!

[Click]

“Talking” appears in a bubble.

Jenny explains, NOW ANOTHER ONE IS TALKING.
SO I FIND FOR MYSELF,
WHEN I'M TALKING,
I SOMETIMES REALLY NEED TO TALK
TO ANOTHER PERSON
IF I HAVE A LOT OF CONFUSING
THOUGHTS,

I'M NOT SURE HOW
TO WORK THROUGH IT ALL,
I'VE GOT EMOTIONS AND I DON'T
KNOW WHERE THEY'RE COMING FROM.

SO IF I HAVE A CHANCE TO SIT
AND TALK WITH SOMEBODY
THAT I'M REALLY CLOSE TO OR
THAT I REALLY TRUST,
THEN IT HELPS ME WORK THROUGH
ALL THOSE THOUGHTS
AND MAYBE EVEN GET SOME GREAT
ADVICE FROM THE PERSON
I'M TALKING WITH, AS WELL!

SO THAT CAN BE A GREAT WAY
TO EXPRESS YOURSELF
AND WORK THROUGH ALL THOSE
FEELINGS AND THOUGHTS.

[Click]

Text reading “drawing/painting” appears in a bubble.

Jenny says, NOW ANOTHER ONE IS DRAWING
OR PAINTING.

NOW THIS IS A REALLY GREAT ONE
IF YOU HAVE REALLY NO IDEA
WHERE ALL YOUR FEELINGS
ARE COMING FROM.
BUT MAYBE IF YOU PUT PEN TO
PAPER OR PAINTBRUSH TO PAPER,
YOU CAN ACTUALLY START TO
REALIZE WHAT YOU'RE FEELING,
AND MAYBE WHERE
IT'S COMING FROM,

AND YOU START TO DRAW PICTURES
AND START CONNECTING THOSE DOTS
IN A WAY THAT YOU DIDN'T
EVEN REALIZE!

SO DRAWING AND PAINTING CAN BE
A BEAUTIFUL ARTISTIC WAY
TO EXPRESS YOURSELF.

[Click]

“Singing” appears in another bubble.

Jenny says, NOW ANOTHER ONE IS SINGING.
AND THIS IS A GREAT ONE IF YOU
MAYBE LIKE
TO WRITE YOUR OWN MUSIC,
OR IF NOT!
YOU CAN ALSO FIND A SONG THAT
YOU REALLY RELATE TO,
YOU REALLY CONNECT TO IN THE
MOMENT EMOTIONALLY.

MAYBE IT'S THE MELODY,
MAYBE IT'S THE BEAT,
MAYBE IT'S THE MESSAGE THAT IS
COMING THROUGH THE LYRICS.

AND IT JUST REALLY FEELS RIGHT
FOR WHATEVER
YOU'RE GOING THROUGH,
SO YOU CAN JUST SING IT OUT,
LET THE EMOTIONS FLOW,
AND IT IS A FANTASTIC WAY
TO EXPRESS WHATEVER IT IS
YOU'RE FEELING.

[Click]

Text in another bubble reads “Laughing”.

Jenny says, LAUGHING IS ANOTHER GREAT ONE.
NOW IF YOU THINK SOMETHING
IS HILARIOUS,
YOU'RE NOT GOING TO WANT
TO HOLD IT ALL IN.

YOU NEED TO LET IT GO!
SO DON'T HOLD BACK, LET ALL THE
LAUGHTER JUST ROLL OUT OF YOU.
AND I ALSO FIND WITH LAUGHTER,
IT IS A FANTASTIC WAY TO JUST
MAKE YOURSELF FEEL BETTER.
IT'S REALLY A MOOD BOOSTER THAT,
YOU KNOW, YOU CAN FEEL THE ENDORPHINS
FLOWING, IT JUST OBVIOUSLY BRINGS
A SMILE TO YOUR FACE.
THERE'S NOTHING QUITE
AS AMAZING AS LAUGHING,
SO THAT'S ANOTHER FANTASTIC WAY
TO EXPRESS IT ALL
AND GET IT ALL OUT
OF YOUR SYSTEM.

[Click]

“Crying” appears in a bubble.

Jenny says, AND ANOTHER ONE IS CRYING.
SO THIS COULD BE CRYING FOR
SOMETHING SAD,
SOMETHING REALLY HAPPY,
MAYBE YOU JUST HAVE SO MUCH JOY
YOU DON'T KNOW WHAT
TO DO WITH IT ALL,
AND YOU HAVE TO LET IT OUT
WITH TEARS!

SO MY ADVICE IS DON'T HOLD BACK,
LET THE TEARS FLOW,
BECAUSE IT CAN BE AN INCREDIBLY
CATHARTIC EXPERIENCE
WHERE YOU CAN JUST SORT OF FEEL
EVERYTHING BEING RELEASED,
AND YOU JUST END UP SUPER
RELAXED, IT'S A GREAT FEELING.
ANOTHER ONE IS ACTING!

[Click]

“Acting” appears in a bubble.

Jenny says, NOW ACTING IS REALLY COOL,
BECAUSE MAYBE YOU'RE PLAYING
A CHARACTER
THAT YOU CAN RELATE TO
IN SOME WAY.

YOU HAVE SIMILAR FEELINGS,
SIMILAR EXPERIENCES,
AND THEN YOU CAN KIND OF LET ALL
THE EMOTIONS AND THOUGHT
OUT THROUGH YOUR PERFORMANCE.

BUT YOU COULD ALSO BE ACTING,
A CHARACTER THAT YOU HAVE
NEVER-- YOU HAVE NOTHING IN COMMON WITH!
AND THAT'S OKAY TOO,
BECAUSE YOU CAN SORT OF,
TAKE ON DIFFERENT EMOTIONS
THAT YOU'VE NEVER EVEN FELT BEFORE,

AND FEEL WHAT IT'S LIKE TO HAVE
THEM, AND THEN AGAIN,
LET THEM OUT THROUGH YOUR
PERFORMANCE.

AND FINALLY, LAST BUT CERTAINLY
NOT LEAST,
WRITING POETRY.

[Click]

“Poetry” appears in the last blank bubble.

Jenny says, POETRY CAN BE AN ABSOLUTELY
BEAUTIFUL AND CREATIVE WAY
TO LET ALL OF THOSE THOUGHTS
AND FEELINGS
ON THE INSIDE COME OUTSIDE.

AND YOU CAN DO IT IN A REALLY
CAPTIVATING KIND OF WAY AS WELL,
WHERE YOU CAN REALLY FIND
CREATIVE WAYS
TO DRAW IN THE INTEREST OF YOUR
READERS OR YOUR LISTENERS.

AND WE'RE GOING TO TALK ABOUT
A LOT OF THAT TODAY.
SO AGAIN, WRITING POETRY,
A WONDERFUL WAY TO EXPRESS YOURSELF.

I HOPE THAT YOU HAVE ALL
FOUND WONDERFUL WAYS
FOR YOU TO EXPRESS YOURSELF,
AND YOU'VE WRITTEN THEM DOWN
AS WELL.

AND NEXT WE HAVE ANOTHER GRAPHIC
ORGANIZER HERE.

[Click]

A new graphic organizer appears beside Jenny. In the centre bubble, it reads “What I want to express to others.” The bubbles around the centre bubble are blank.

Jenny says, AND FOR THIS ONE,
I WANT YOU TO SEE--
TO THINK ABOUT THE THOUGHTS AND
THE FEELINGS THAT YOU HAVE

THAT YOU WOULD LIKE TO SHARE
WITH OTHERS.
SO WHAT IS IT THAT'S REALLY
IMPORTANT TO YOU
THAT YOU WANT THE WHOLE
WORLD TO KNOW?

SO THIS IS YOUR CHANCE
TO GET IT DOWN ON PAPER!
EVERY-- ALL THE DIFFERENT KIND
OF MESSAGES
THAT ARE IMPORTANT TO YOU.
AND-- YOU KNOW, IT COULD BE
SOMETHING LIKE,
WE NEED TO TAKE BETTER CARE
OF THE EARTH.

OR MAYBE WE NEED TO BE KIND TO
OTHERS AND STOP--
STOP BULLYING FROM HAPPENING!
IT COULD BE ALSO SOMETHING ABOUT
SOMETHING YOU LOVE.
LIKE, "OH, I THINK DANCING
IS THE BEST WAY
"TO EXPRESS YOUR FEELINGS."

ANYTHING YOU WANT,
IT'S TOTALLY UP TO YOU.

SO WRITE DOWN YOUR IDEAS HERE,
AND I'M GOING TO WRITE DOWN
SOME OF MY IDEAS THAT I WANT TO
SHARE WITH THE WORLD.

“Be kind and considerate to others” appears in the first blank bubble.

She says, FIRST UP, BE KIND
AND CONSIDERATE TO OTHERS.
NOW THIS ONE IS SO IMPORTANT,
IT'S SO--
IT CAN HAVE SUCH A HUGE IMPACT,
NOT ONLY ON THE PEOPLE THAT
YOU'RE BEING KIND TO,
BUT IT CAN HAVE A REALLY
POSITIVE IMPACT ON YOU, TOO.

SO ONE, YOU MIGHT REALLY IMPROVE
THAT PERSON'S DAY,
THEIR WEEK, MAYBE THEIR
WHOLE MONTH!
IF YOU DO SOMETHING KIND,
YOU REALLY BRING A GENUINE SMILE
TO THEIR FACE
AND MAYBE MAKE LIFE A LITTLE BIT
EASIER FOR A DAY.

BUT ALSO WHEN YOU SEE THE SORT
OF IMPACT YOU'RE HAVING,
THAT'S PROBABLY GOING TO MAKE
YOUR SMILE GROW, AS WELL!
'CAUSE YOU CAN FEEL THE
KINDNESS,
THE EXCHANGE OF KINDNESS
BETWEEN TWO PEOPLE.

The text “Take time to get to know people” appears in a bubble.

Jenny continues, AND ANOTHER ONE THAT I LIKE
IS TAKE TIME
TO GET TO KNOW PEOPLE.

NOW THIS ONE IS GREAT,
BECAUSE SOMETIMES,
WE CAN KIND OF JUMP
TO CONCLUSIONS ABOUT PEOPLE
OR MAKE ASSUMPTIONS WHEN
WE DON'T EVEN REALLY KNOW THEM.

BUT IF YOU TAKE THE TIME TO GET
TO KNOW SOMEONE,
YOU MIGHT FIND OUT THAT THEY ARE
THE NICEST PERSON IN THE WORLD.
OR MAYBE THE FUNNIEST PERSON
IN THE WORLD,

AND THERE CAN BE SO MUCH TO THEM
THAT YOU WOULD NEVER KNOW
IF YOU DIDN'T STOP TO FIND OUT.
SO THAT'S ONE, AND ALONG THE
SAME LINES IS
"LISTEN TO THE VOICES AND
STORIES OF OTHERS."

Text appears in an empty bubble. It reads “Listen to the voice and stories of others.”

Jenny says, SO FOR THIS ONE,
I THINK IT CAN BE AMAZING.

YOU CAN LEARN SO MUCH
WHEN YOU STOP AND LISTEN
TO WHAT OTHER PEOPLE
HAVE TO SAY.

YOU MIGHT REALLY LEARN TO
BROADEN YOUR OWN PERSPECTIVE
WHEN YOU HEAR AN ENTIRELY
DIFFERENT PERSPECTIVE
OF SOMEBODY ELSE.

YOU MIGHT LEARN SOME IMPORTANT
LIFE LESSONS,
OR LEARN WHAT YOU CAN DO
WHEN YOU'RE IN A SIMILAR
SITUATION NEXT TIME.

Text in a bubble reads “Explore and experiment.”

She says, SO THIS ONE, I THINK,
IS A REALLY GREAT ONE TO REMEMBER.
AND EXPLORE AND EXPERIMENT.

SO THIS IS SOMETHING THAT'S
IMPORTANT TO DO
WHEN YOU NEED TO FIGURE OUT
WHAT IT IS IN LIFE
THAT YOU ARE PASSIONATE ABOUT.

THERE ARE SO MANY THINGS OUT
THERE TO DISCOVER AND EXPLORE.
SO IF YOU DON'T TAKE THE TIME TO
LOOK AND FIGURE OUT
ALL THE DIFFERENT THINGS, YOU
MIGHT NEVER FIND YOUR PASSION!
SO WHY NOT TAKE THE TIME TO
EXPLORE AND EXPERIMENT,
AND SEE WHAT FEELS LIKE THE
RIGHT FIT FOR YOU?

Text in a bubble reads, “Be kind to yourself, practice self-care.”

Jenny continues, THIS ONE IS ALSO IMPORTANT.
IT'S GREAT AND WONDERFUL TO BE
KIND TO OTHER PEOPLE,
BUT YOU HAVE TO REMEMBER TO BE
KIND TO YOURSELF, TOO.

SO THAT COULD MEAN NOT PUTTING
SO MUCH PRESSURE ON YOURSELF,
BEING OKAY TO FAIL EVERY ONCE
IN AWHILE.

THAT'S TOTALLY ALL RIGHT,
WE CAN ALWAYS TRY AGAIN LATER.
AND SOMETHING LIKE PRACTICING
SELF-CARE,
WHERE YOU TAKE TIME TO DO THE
THINGS THAT YOU REALLY LOVE,
THAT MAKE YOU FEEL RELAXED
OR REENERGIZED.
THAT'S A REALLY GREAT WAY TO
TREAT YOURSELF RIGHT.

“Take care of the Earth” appears in a bubble.

Jenny says, ANOTHER MESSAGE THAT I WOULD
WANT TO SEND OUT TO PEOPLE
IS TAKE CARE OF OUR EARTH!

I THINK YOU MIGHT KNOW
AS WELL AS I
THAT IF WE DON'T TAKE CARE
OF OUR EARTH,
IT'S NOT REALLY GOING TO BE ABLE
TO TAKE CARE OF US.

SO REMEMBERING TO,
YOU KNOW, NOT LITTER,
AND KEEP THE EARTH AS CLEAN AND
HEALTHY AS YOU POSSIBLY CAN
SO THAT IT CAN KEEP YOU HEALTHY
IN RETURN.

AND...
TAKING LIFE ONE DAY
AT A TIME.

Text in a bubble reads “Take life one day at a time.”
She continues, NOW IT CAN BE REALLY EASY TO
LOOK AT ALL THE GOALS
THAT YOU'VE SET FOR YOURSELF
FOR YOUR WHOLE LIFE,
ALL THE THINGS YOU WANT
TO ACCOMPLISH,

BUT IF YOU LOOK AT THEM
LIKE THAT,
IT MIGHT START TO OVERWHELM YOU.

SO DON'T BE AFRAID TO TAKE
THINGS ONE BABY STEP AT A TIME,
AND NOT OVERWHELM YOURSELF WITH
ALL THOSE DIFFERENT THINGS
YOU NEED TO GET DONE.

JUST KNOW YOU CAN ONLY DO SO
MUCH IN ONE DAY, SO MAKE A PLAN,
AND ALLOW YOURSELF TO TAKE
THE TIME TO GET THERE.

The last bubble reads “Believe in yourself.”

Jenny says, AND FINALLY...
BELIEVE IN YOURSELF.

YOU MAY NOT REALIZE THIS,
BUT YOU ARE CAPABLE
OF WONDERFUL, AMAZING THINGS!
SO DON'T--
DON'T PUT PRESSURE ON YOURSELF
TO BE PERFECT ALL THE TIME,
BUT IF THERE'S SOMETHING
THAT YOU REALLY WANT,
BELIEVE THAT YOU CAN DO IT.

YOU MIGHT HAVE TO TRY REALLY
HARD TO DO IT,
BUT IT'S POSSIBLE.

JUST BELIEVE IN YOURSELF.
SO THESE ARE ALL OF MY MESSAGES
THAT I WANT TO SEND OUT,
AND I HOPE YOU'VE HAD SOME TIME
TO WRITE DOWN MESSAGES
THAT ARE SUPER IMPORTANT TO YOU,
AS WELL.

The animated sun shines.

Jenny sits on her sofa.

She says, SO EXPRESSING OURSELVES
EFFECTIVELY
IS IMPORTANT IN ALL
AREAS OF LIFE.

Text beneath her face reads “Junior four to six. Teacher Jenny.”

Jenny says, IT'S IMPORTANT AT HOME
WITH OUR PARENTS AND FAMILY
AS WELL AS AT SCHOOL WITH OUR
TEACHERS AND OUR FRIENDS.

CAN YOU THINK OF A TIME
WHEN YOU NEEDED TO EXPRESS
HOW YOU FELT AT HOME
OR AT SCHOOL?

MAYBE SOMETHING WAS REALLY
IMPORTANT TO YOU,
BUT A FRIEND, TEACHER, OR FAMILY
MEMBER DIDN'T KNOW THAT.

OR THEY DIDN'T UNDERSTAND WHY
IT WAS IMPORTANT.

BUT IF YOU ARE ABLE TO EXPLAIN
IT TO THEM
AND HELP THEM UNDERSTAND,
THEN THEY MIGHT BE ABLE TO
BETTER SUPPORT YOU AS A RESULT!

SO EXPRESSING OURSELVES IS ALSO
REALLY IMPORTANT
WHEN WE FEEL STRONGLY
ABOUT AN ISSUE.

WHEN WE NEED TO COMMUNICATE
AN IMPORTANT MESSAGE
SO THAT PEOPLE UNDERSTAND IT.

MAYBE YOU HAVE SEEN A FRIEND
BE BULLIED AT SCHOOL,
AND YOU KNOW IT'S WRONG,
BUT THE PERSON DOING
THE BULLYING DOESN'T UNDERSTAND
HOW HARMFUL IT IS.

BY FINDING WAYS TO EFFECTIVELY
COMMUNICATE WHY IT'S HARMFUL,
WE MIGHT BE ABLE TO PLAY A ROLE
IN PREVENTING BULLYING!

BUT EXPRESSING OURSELVES
IS NOT ALWAYS EASY.
FOR STARTERS, WE MIGHT NOT EVEN
KNOW WHAT IT IS
THAT WE WANT TO SAY!

HAVE YOU EVER HAD SO MUCH
EMOTION GOING ON,
MAYBE ANGER OR STRESS OR EXCITEMENT,
BUT YOU WEREN'T EVEN SURE WHY?

I KNOW THAT HAS DEFINITELY
HAPPENED TO ME.

SOMETIMES IT TAKES TIME TO
REALLY PROCESS THOSE THOUGHTS
AND FEELINGS, AND REFLECT
ON WHERE EXACTLY
THEY ARE COMING FROM.

OR MAYBE WE DO KNOW WHAT
WE WANT TO SAY,
BUT WE DON'T KNOW HOW
TO SAY IT.

AND AS WE'VE DISCUSSED,
AND WRITTEN DOWN
IN OUR GRAPHIC ORGANIZERS, THERE
ARE LOTS OF WAYS TO DO THIS.
PEOPLE CAN REVEAL OR PORTRAY
THEIR FEELINGS OR VIEWS
THROUGH SPEECH, DANCE,
SOME FORM OF ART,
OR MAYBE JUST THEIR BEHAVIOUR.

AND THERE ARE MANY WAYS THAT
PEOPLE CAN EXPRESS THEMSELVES
USING DIFFERENT STYLES OF WRITING.

SO WHAT ARE THE DIFFERENT
WAYS OF WRITING
THAT YOU CAN THINK OF?

HERE I'M GOING TO SOON PULL UP
A CHART WHERE ON ONE SIDE,
WE'RE GOING TO HAVE THE
DIFFERENT GENRES OF WRITING,

AND ON THE OTHER SIDE,
WE HAVE THE PURPOSE
FOR THAT STYLE OF WRITING.
SO LET'S LOOK AT A FEW EXAMPLES.

The animated sun shines.

Jenny appears in a rectangle beside a chart labeled “Expressing in Different Genres!” The chart has two columns. The column on the left has the heading “Genre of Writing” and lists “Friendly letter, song, persuasive essay.” The column on the right has the heading “Purpose of writing” and lists “Convey personal information. Express feelings. Present an opinion, persuade readers.” Both columns have three rows of question marks at the bottom.

[Upbeat music plays]

Jenny says, SO MY FIRST EXAMPLE FOR A GENRE
OF WRITING IS A FRIENDLY LETTER.

NOW WHAT WOULD THE PURPOSE
OF THIS BE?
FOR THIS ONE, YOU'RE REALLY
TRYING TO CONVEY
PERSONAL INFORMATION
TO A FRIEND,
TO SORT OF CATCH THEM UP WITH
WHAT'S GOING ON WITH YOUR LIFE.

NEXT WE HAVE A SONG.
NOW A SONG, AS WE'VE TALKED
ABOUT A LITTLE BIT ALREADY,
IS REALLY GREAT FOR EXPRESSING
YOUR FEELINGS,
PUTTING THEM INTO THE SOUND
OF THE MUSIC,
INTO THE LYRICS OF THE SONG,
SO THAT'S THE PURPOSE FOR THAT.

WHAT ABOUT A PERSUASIVE ESSAY?
A PERSUASIVE ESSAY,
YOU'RE REALLY TRYING TO PRESENT
AN OPINION
AND REALLY PERSUADE YOUR READERS
THAT YOUR OPINION IS
THE RIGHT ONE.

SO YOU'RE GOING TO GET THE
DIFFERENT FACTS

AND REALLY TRY TO CONVINCE THEM
THAT THIS IS THE WAY THINGS ARE.
SO THIS IS THE PURPOSE OF
A PERSUASIVE ESSAY.

NOW I WANT YOU TO TRY TO COME UP
WITH SOME DIFFERENT GENRES
OF WRITING THAT YOU CAN
THINK OF.

LITERALLY ANYTHING YOU CAN THINK
OF THAT YOU'D BE WRITING.
AND THEN I WANT YOU TO WRITE
NEXT TO IT
WHAT IS THE PURPOSE
OF THAT TYPE OF WRITING?
AND AS YOU DO THAT,
I'M GONNA COME UP WITH
A FEW MORE EXAMPLES OF MY OWN.
FIRST UP, A JOURNAL.

Text reading “Journal” fills a spot in the Genre of Writing column.

Jenny says, NOW WITH A JOURNAL,
THAT'S SOMETHING THAT YOU'RE
DOING VERY PERSONALLY.

YOU'RE THINKING ABOUT
YOUR OWN EXPERIENCES,
AND YOU'RE REFLECTING ON THEM.
REFLECTING ON WHAT HAPPENED
THROUGHOUT THE DAY,
AND EXPRESSING YOUR THOUGHTS
ON IT.

The text “Reflect, express thoughts” appears in the Purpose of writing column.

Jenny continues, SO THAT WOULD BE THE PURPOSE
THERE.

WHAT ABOUT A TEXT MESSAGE?

“Text message” appears under “journal.”

She says, NOW WITH A TEXT MESSAGE,
WHICH I'M SURE MANY OF YOU
ARE FAMILIAR WITH,
YOU'RE SENDING A SUPER SHORT
QUICK MESSAGE
TO QUICKLY CONVEY INFORMATION
TO SOMEBODY.

The words “Send info fast/make plans” appears under “purpose of writing”.

She continues, IT COULD BE MAYBE MAKING PLANS
OR SHARING HOW YOU'RE DOING,
BUT YOU'RE DOING IT REALLY
QUICKLY AND EFFICIENTLY.

WHAT ABOUT A NEWS REPORT?

“News report” appears under “Genre of Writing.”

Jenny explains, NOW WITH A NEWS REPORT,
YOU ARE TRYING TO SHARE
REALLY IMPORTANT INFORMATION,
AND WHEN YOU'RE DOING THIS,
YOU HAVE TO MAKE SURE
THAT YOU'RE GETTING YOUR
FACTS STRAIGHT…

“Share important info” appears in the “Purpose of Writing” column.

She continues, …AND ALL THE INFORMATION IS THERE
CLEARLY FOR YOUR READERS.

SO WHEN WE'RE THINKING ABOUT HOW
EACH OF THESE GENRES
OF WRITING ARE DIFFERENT,
IT'S IMPORTANT TO NOTE THAT
THE DIFFERENT GENRE OF WRITING
IS GOING TO AFFECT
HOW YOU WRITE. SO FOR EXAMPLE,
IF YOU'RE WRITING A TEXT
MESSAGE,
YOU WILL LIKELY USE SHORT FORMS
LIKE LOL, IDK,
THAT SORT OF THING.

AND YOU MIGHT NOT EVEN USE THE
RIGHT PUNCTUATION OR GRAMMAR.

BUT IF YOU ARE DOING AN ESSAY
OR A NEWS REPORT,
YOU HAVE TO MAKE SURE YOU'RE
USING EVERYTHING IN FULL FORM,
NO SHORT FORMS ALLOWED, AND YOUR
INFORMATION HAS TO BE SHARED
VERY FORMALLY, AND ALL THE
PROPER GRAMMAR
AND EVERYTHING IS THERE.

AND THIS IS GOING-- WE ARE NOW
GOING TO BE WATCHING A VIDEO
WHERE THIS VERY LESSON IS
LEARNED BY TUMBLEWEED THE MOUSE,
SO LET'S TAKE A LOOK AT THAT.

The animated sun appears.

[Exciting music plays]

Tumbleweed says, TUMBLETOWN READS!

Tumbleweed looks at a book. The cover of the book shows a two story yellow house with a white picket fence around it. The title reads “Tumbletown Reads.”

[Barking, owl hooting, car horn honking]

Tumbleweed says, YAY, IT'S SATURDAY!
I HAVE THE WHOLE DAY OFF.
WHAT A GREAT DAY TO CATCH UP
WITH MY FRIENDS!

[Phone notification chime]

Tumbleweed says, I HAVE A TEXT MESSAGE!
OH, LOOK.
IT'S A MESSAGE FROM TWIGGY.
"ARE WE ON FOR BREAKFAST?"

OH, OKAY. I'LL ANSWER HER.
OKAY, LET'S SEE.
UM, YOU BET.
CAFE IN FIVE MINUTES.
COME ON, ANSWER! ANSWER!

[Phone notification chime]

OH, THERE IT IS.
"COOL, SEE YOU THEN."
OKAY, GREAT, 'CAUSE I'M SO
HUNGRY I COULD EAT THIS PHONE!
AND THAT VOIDS THE WARRANTY,
SO I WON'T.
I WILL JUST GO
TO THE CAFE.
WHICH I'M DOING NOW.
NE-- NOW.

[Running water]

Tumbleweed pilots a boat.

[Sings to himself]

Tumbleweed drives a red car.

Tumbleweed drives a red car.

He sings, I AM DRIVING IN MY CAR
DO, DO, DO, DO

[Horn honks]

Tumbleweed and Twiggy, a guinea pig, stand outside of a General Store.
Tumbleweed says, SO, THERE I WAS.
I HAVE A RUBBER BOOT
ON ONE HAND,
AND THE OTHER ONE IS STUCK
IN THE TUMBLE DRYER.

[Chuckling]

[Phone notification chime]

Twiggy says, HANG ON.
IT'S DIMITRI.
"MEET AT THE PARK
TO FLY KITES".
HEY, THAT SOUNDS
LIKE FUN!
WANNA GO?

Tumbleweed says, I CAN'T, I GOTTA
MEET LOUIS AT THE GYM.

[Phone notification chime]

Tumbleweed says, OH, LOOK AT THIS.
A MESSAGE.
"WHERE ARE YOU?
"WAITING FOR YOU
AT THE BOOK CLUB."

[Gasp]

Tumbleweed says, I FORGOT!
I HAVE A BOOK CLUB
MEETING!
I GOTTA GO!

Twiggy says, YEAH, ME TOO.
HEY, YOU'RE
SITTIN' ON GUM.
TUMBLEWEED:

Tumbleweed says, I-- I AM?
GET IT, GET IT.

Tumbleweed rolls on his side.

Twiggy says, RIGHT HERE.

[Laughing]

Twiggy says, HOLD STILL.
THIS ISN'T HELPING.
OW. OW. OW.

Tumbleweed kicks Twiggy in the face.

[Laughing]

Tumbleweed chortles, YOU'RE TICKLING!

Twiggy says, UGH! AWKWARD.

[Car engine starts]

Tumbleweed drives as he sings, TO THE BOOK CLUB

Dimitri and Twiggy stand in the park. Dimitri, a brown rabbit, flies a red kite.

[Chuckling]

Dimitri says KITES!

Tumbleweed sings, TO THE BOOK CLUB
TO THE BOOK CLUB

Tumbleweed says,
NO, I THINK THERESA'S RED SCARF
REPRESENTED HERSELF,

A yellow bus passes on the street outside of a two-story house.

[Bus engine]

Tumbleweed says, AND SHE WAS WRAPPING HERSELF
AROUND HER NECK.
YOU SEE?

A guinea pig and hamster say, OOH! YEAH, MON!
THAT'S GOOD.

[Phone notification chime]

Tumbleweed says, OH, EXCUSE ME.
I GOT A TEXT MESSAGE HERE.
"MOVIE LATER TONIGHT?"
FROM SAL?!
SAL, I'M RIGHT HERE!

Sal says, HEY, I WANTED TO USE
MY NEW PHONE. HEH!

Tumbleweed drives his red car.

He sings, GOING TO THE GYM
GYM, GYM, GYM, GYM!
GOIN' TO THE GYM

Tumbleweed and Louis stand in running wheels.

He says, I JUST TEXTED
MY COUSIN BURFY.
WHERE'S THE TRAINER?

Louis says, OOH, I'LL TEXT HER.
WHERE-- ARE-- YOU—

Tumbleweed says, I'M TIRED
OF THIS EXERCISE.
LET'S GO
WEIGH OURSELVES.
I WANNA SEE IF I'VE
LOST ANY WEIGHT.

Louis says, YEAH! MY MOM SAYS
I'M GETTING REALLY SKINNY.

Tumbleweed says, LET'S SEE.
OH, I HAVEN'T LOST
ANY WEIGHT!
I GAINED WEIGHT.
BUT IT'S ALL MUSCLE.

A dark theatre has lights lining a stair.

[Voices from a movie]

The voices say, CHINCHILLA, CHINCHILLA--
CHINCHILLA!
CHINCHILLA.

TUMBLEWEED:

THIS MOVIE NEEDS SUBTITLES.

CHINCHILLA.

CHINCHILLA!

Tumbleweed says, HUH. THIS MOVIE
NEEDS SUBTITLES.

[Chuckling]

Sal says, I LOVE THIS MOVIE.

The sign on a skyscraper reads “Tumbletown Gazette.”
Tumbleweed walks into an office.

[Upbeat music plays]

He asks, YOU WANTED TO SEE ME, CHIEF?

A grey and white guinea pig says, MM, YES.
IT'S ABOUT YOUR
LATEST ARTICLE.

The guinea pig says, WELL, I WISH I COULD SAY,
TUMBLEWEED,
BUT I CAN'T READ IT!

A piece of paper reads “Ths wk in TT, thr r mny gr8 evnts. I chkd out the seed fest @ the mrkt n it wz awsum.

The guinea pig says, "THS WK IN TT,
THR R MNY GR8 EVNTS."
I-- I CAN'T READ
THIS AT ALL!

[Phone notification chime]

Tumbleweed says, OH, HANG ON.
I GOTTA ANSWER THIS MESSAGE.

The guinea pigs says, TUMBLEWEED, IF YOU LOOK
AT THAT DEVICE I WILL—

Tumbleweed says, I JUST--
ONE MINUTE!
I--

The guinea pig says, DO NOT-- THANK YOU.
THIS STYLE OF WRITING
IS FINE
FOR SENDING QUICK MESSAGES
TO YOUR FRIENDS,
BUT NOT FOR COMMUNICATING
WITH YOUR READERS
IN A NEWSPAPER!

Tumbleweed says, BUT IT'S FAST
AND MY FRIENDS LOVE IT!

The guinea pig says, AND THAT'S FINE FOR THEM,
BUT WHEN YOU'RE WRITING
SOMETHING SERIOUS
LIKE AN ESSAY
OR A REPORT,
PEOPLE HAVE TO
BELIEVE YOU,
SO YOU MUST SPELL CORRECTLY
AND WRITE IN FULL SENTENCES!

Tumbleweed says, OKAY, FROM NOW ON
I'LL BE SURE TO ONLY--

[Phone notification chime]

Tumbleweed says, OH, I GOT A MESSAGE.

[Exasperated sigh]

Tumbleweed says, OH LOOK, IT'S FROM SAL!
HEY, LOOK AT THAT.
CAN YOU READ THAT?

The guinea pig says,
OH, LET ME TRY.
"U R INVITD" AND THEN
THERE'S A NUMBER TWO.
WHY WOULD THERE BE
A NUMBER TWO THERE?

Text in the book reads “The End” and the book closes.

Tumbleweed explains, NO, THAT'S "TONIGHT".
SEE?

The guinea pigs says, OH!

Tumbleweed says, YOU'RE DOING GOOD.
KEEP GOING.

An animated red figure carries a red sign. It reads “TVO Kids.”


The guinea pig says, WELL, THEN THERE'S A "LOL".
WHAT'S A LOL?

Tumbleweed explains, LAUGH OUT LOUD!

The guinea pig says, NOT LOLLIPOP?

Tumbleweed says, OH, ROFL, DUDE!

The animated sun shines.

[Upbeat music plays]

Jenny sits on her sofa. Text appears beneath her. It reads “Junior four to six. Teacher Jenny.”

Jenny says, I HOPE YOU ENJOYED THAT
TUMBLETOWN VIDEO.
I CERTAINLY DID.

AND NOW IT'S TIME TO FOCUS
SPECIFICALLY ON THE VERY POWERFUL FORM
OF EXPRESSION, SPOKEN WORD.
AND AS WE'VE DISCUSSED,
WITH THIS FORM OF EXPRESSION,
THE PURPOSE IS BOTH TO EXPRESS
YOUR FEELINGS
AND SEND AN IMPORTANT MESSAGE
TO YOUR AUDIENCE.

BUT THERE ARE CERTAIN THINGS
YOU CAN DO
TO MAKE YOUR SPOKEN WORD
REALLY ENGAGING
AND CAPTIVATING FOR
YOUR AUDIENCE.

AND ONE OF THOSE THINGS IS TO
INCLUDE POETIC DEVICES.
NOW THESE ARE SPECIFIC
TECHNIQUES THAT YOU CAN USE
IN WRITING TO CONVEY AN EVEN
DEEPER AND RICHER MEANING,
AND SOMETIMES POWERFUL IMAGES
FOR YOUR AUDIENCE.

SO LET'S TAKE A LOOK AT SOME
LITERARY DEVICES.

Jenny appears in a small rectangle next to a chart. The heading above the chart reads “Poetic Devices.” The chart has three columns, labeled “Poetic Device, Definition, Example.” The first column, “Poetic Device”, has “Rhyme” and “Repetition” in rows beneath it.

Beside “Rhyme”, the definition reads “When syllables, words, or lines sound similar.” In the example column, it reads “Such a beautiful day, I shall go out and play!”

Beside “Repetition”, the definition reads “Repeating certain words or phrases.” In the example column, it reads “A horse is a horse, of course, or course. And no one can talk to a horse of course.”

Jenny says, SO HERE WE HAVE A LIST OF
SEVERAL POETIC DEVICES,
THE FIRST BEING RHYME,
WHICH I'M SURE YOU'VE HEARD OF.
SO THIS HAPPENS WHEN SYLLABLES,
WORDS OR LINES SOUND SIMILAR.

SO MY EXAMPLE IS
"SUCH A BEAUTIFUL DAY,
"I SHALL GO OUT AND PLAY!"
NOW WHICH TWO WORDS
ARE RHYMING HERE?

IF YOU GUESSED "DAY" AND "PLAY,"
YOU ARE CORRECT.

SO THESE ONES REALLY SOUNDS
SIMILAR AND YOU'LL NOTICE
THAT THEY REALLY KIND OF CAPTURE
THE ATTENTION OF THE LISTENER
BECAUSE THEY ARE RHYMING, AND SO
WHEN YOU'RE WANTING TO FOCUS
ON CERTAIN WORDS, A RHYME IS
A GREAT WAY TO DO THAT.

WHAT ABOUT REPETITION?
SO THIS IS WHEN YOU'RE REPEATING
CERTAIN WORDS OR PHRASES.

SO MY EXAMPLE FOR THIS ONE IS
"A HORSE IS A HORSE,
OF COURSE, OF COURSE,"
"AND NO ONE CAN TALK TO A HORSE,
OF COURSE."

SO WHAT ARE WE REPEATING HERE?
THIS ONE IS "HORSE" AND
"OF COURSE,"

SO AGAIN, I'M SURE AFTER
HEARING THIS ONE,
EVERYONE IS JUST PICTURING
HORSES IN THEIR HEADS,
AND YOU CAN'T REALLY ESCAPE IT.

SO WHEN YOU'RE REPEATING
SOMETHING, IT ALSO REALLY DRAWS
THE AUDIENCE
INTO THAT SPECIFIC WORD
OR PHRASE.

[Click]

“Metaphor” and “Simile” appear in the column under “Poetic Device.”

Beside “Metaphor”, the definition reads “When a writer compares one thing to another.” In the example column, it reads “Life is a roller coaster.”

Beside “Simile”, the definition reads “A metaphor (comparison0 using ‘like’ or ‘as’.” In the example column, it reads “Her eyes were like diamonds.”


NOW NEXT UP WE HAVE A METAPHOR,
WHERE WE ARE--
WE HAVE A WRITER COMPARING ONE
THING TO ANOTHER THING.
SO THIS IS A REALLY CREATIVE WAY
TO EXPLAINS SOMETHING.

MY EXAMPLE HERE IS
"LIFE IS A ROLLER COASTER."
NOW LIFE ISN'T ACTUALLY
A ROLLER COASTER,
BUT WHAT THIS AUTHOR IS SAYING
IS THAT LIFE HAS ITS UPS,
IT HAS ITS DOWNS,
IT HAS ITS LOOP-THE-LOOPS.
WE NEVER NECESSARILY KNOW
WHAT TO EXPECT
WHEN IT'S A ROLLER COASTER,
SO FOR THIS ONE,

IT'S REALLY A WAY TO SORT OF
ENRICH THE READER
OR THE LISTENER'S UNDERSTANDING
OF WHAT YOU'RE TRYING
TO EXPLAIN.

AND FINALLY WE HAVE HERE
A SIMILE,
WHICH IS QUITE SIMILAR
TO A METAPHOR.

NOW THIS IS WHEN YOU'RE DOING
A COMPARISON,
BUT YOU'RE USING THE WORD
"LIKE" OR "AS."
NOW IF WE WERE TO SAY
"HER EYES WERE LIKE DIAMONDS,"
WE'RE NOT SAYING HER EYES
ARE ACTUAL DIAMONDS,
BUT MAYBE THE GLISTEN AND
SPARKLE LIKE DIAMONDS.

SO THIS IS A REALLY GREAT WAY
TO COMPARE,
BUT YOU'RE ALWAYS USING THE
WORDS "LIKE" OR "AS."

AND NOW WE'RE ACTUALLY GOING
TO WATCH A QUICK VIDEO
WITH TEACHER CHARMAIN,
WHO IS GOING TO GO IN-DEPTH
WITH WHAT EXACTLY A SIMILE IS.
LET'S TAKE A LOOK.

Teacher Charmain stands in front of a large screen. Her wears her black hair pulled away from her face. She wears a blue tee-shirt and black pants.

On the screen behind her, a red heading reads “Similes”. Beneath that, text reads “Similes compare different things. They usually use the words “like” or “as”. A drawing beneath the words shows two people. One looks up at the other’s face. The text in a speech bubble beside the smaller person reads “He is as tall as a giant.”

HI, TVO KIDS,
IT'S TEACHER CHARMAIN HERE.

Text reads “Teacher Charmain.”

Teacher Charmain says, SOMETIMES IN OUR WRITING, WE
WANT TO ADD SOME DESCRIPTION.
WE ADD SOME DESCRIBING NOUNS,
PEOPLE, PLACES OR THINGS
WITHIN OUR WRITING
TO MAKE IT MORE INTERESTING,
AND MAKE OUR WRITING MORE
INVITING AND MORE ENGAGING
FOR OUR READERS,
AND SOMETIMES WE DO THINGS LIKE
ADDING ADJECTIVES BEFORE A NOUN
TO DESCRIBE THEM.

BUT THERE'S ANOTHER EVEN MORE
INTERESTING WAY
OF ADDING DETAIL TO YOUR
WRITING,
AND THAT IS USING SIMILES.

SIMILES ARE A WAY OF COMPARING
TWO DIFFERENT THINGS
USING THE WORD "LIKE" AND "AS."

SO HERE'S AN EXAMPLE,
I'VE GOT A FRIEND HERE THAT'S
REALLY TALL,
AND THEN THE LITTLE BOY IS KIND
OF LOOKING AT HIM, SAYING,
"HE IS AS TALL AS A GIANT."

SO THAT'S A WAY OF DESCRIBING
HIS TALL FRIEND THERE.
HE'S COMPARING HIM
TO WHAT A GIANT LOOKS LIKE.
HE'S NOT REALLY A GIANT,
IT'S JUST A WAY OF COMPARING IT.
AND HE'S USING THAT WORD, "AS,"
AS A WAY TO COMPARE IT.

LET'S TRY ANOTHER EXAMPLE.

Charmain taps the screen. A drawing shows a girl swimming. The text beneath it reads “She swims like a fish.”

Charmain says, HERE'S A GIRL WHO'S A GREAT
SWIMMER, AND MY SENTENCE SAYS,
"SHE SWIMS LIKE A FISH."
WELL, WE KNOW THAT FISH SWIM
REALLY WELL,
SO THAT'S A GREAT WAY TO COMPARE
THEM, SO WE CAN TELL THAT SHE'S A
STRONG SWIMMER.

SO AS YOU CAN SEE, THIS TIME WE
USED THE WORD "LIKE,"
SO THAT IS DEFINITELY A SIMILE,
'CAUSE IT'S COMPARING TWO THINGS
USING THE WORD "LIKE OR "AS."
IN THIS CASE, LIKE.

LET'S TRY ANOTHER.

Charmain taps the screen. A boy watches a television. Beneath him, the text reads “The film was as exciting as watching paint dry.”

Charmain says, WELL, HERE I HAVE A FRIEND
WHO IS WATCHING A FILM ON TV,
AND HE SEEMS TO THINK, EH,
NOT SO EXCITING.

MAYBE IT'S NOT EXACTLY THE MOST
EXCITING SHOW EVER.
AND IT SAYS, "THE FILM WAS AS
EXCITING AS WATCHING PAINT DRY."

WELL, IF YOU'VE EVER WATCHED
PAINT DRY,
THERE ISN'T MUCH TOO IT.
IT JUST SITS THERE.
IT'S KINDA...

[Yawn]

She continues, …BORING.

SO HE'S COMPARING THIS FILM TO
WATCHING PAINT DRY
BY USING THE WORD "AS."
SO THE FILM IS AS EXCITING AS
WATCHING PAINT DRY.
KIND OF BORING.

Charmain taps the screen.

Text reads “Similes. Similes compare different things. The usually sue the words like or as. Compare it t things the audience will understand.”

She taps the screen again.

A drawing shows a woman holding a weight over her head. Text beneath her reads “She was as strong…” In a box, text reads “…as lots of other things, …as an ox, and …as a leaf on a tree.”

Charmain says, LET'S TRY ONE TOGETHER.

I'VE GOT THREE DIFFERENT
EXAMPLES.

I'VE GOT MY FRIEND OVER HERE WHO
SEEMS REALLY STRONG,
SHE'S LIFTING SOME HEAVY WEIGHTS
OVER HER HEAD.

SO I WANT TO FINISH MY SENTENCE.
"SHE WAS AS STRONG..." AND THEN
WE WANT TO FINISH IT OFF.

HERE'S SOME EXAMPLES, SEE WHICH
ONE YOU THINK FITS BEST.
IS SHE "AS STRONG AS LOTS OF
OTHER THINGS?"
"AS STRONG AS AN OX?"
OR "AS STRONG AS A LEAF
ON A TREE?"

SO WE WANT TO COMPARE
HER STRENGTH TO SOMETHING
HERE IN OUR LIST THAT IS ALSO
REALLY STRONG,
BECAUSE WE CAN SEE THAT
SHE'S REALLY STRONG.

I THINK A TREE--
A LEAF ON A TREE,
WELL, A LEAF ISN'T
A STRONG THING,
SO I THINK WE CAN JUST CROSS
THAT ONE OUT.

Charmain puts a line through “…as a leaf on a tree.”

She says, I DON'T THINK THAT'S APPLICABLE.
AND "AS LOTS OF OTHER THINGS,"
THAT'S NOT REALLY VERY
DESCRIPTIVE TO TALK ABOUT HER STRENGTH,
SO I THINK THAT'S OUT.

Charmain puts a line through “…as lots of other things.”

She explains, WHEN I THINK OF AN OX,
THAT'S A BIG ANIMAL
THAT CARRIES THINGS FOR FARMERS
OR FOR OTHER THINGS,
SO THEY ARE REALLY STRONG.
I THINK THAT'S A GREAT EXAMPLE.

SO I'M GOING TO FINISH OFF
MY SENTENCE.

Charmain writes beside “She was as strong…”

She says, SHE WAS AS STRONG AS AN OX.
I THINK THAT'S A GREAT
COMPARISON.

Charmain taps the screen.

Text reads “Similes. Similes compare different things. The usually sue the words like or as. Compare it t things the audience will understand.”

SO THERE YOU GO.
SIMILES ARE A WAY OF COMPARING
DIFFERENT THINGS.
THEY USUALLY USE THE WORD "LIKE"
OR "AS" TO DO THAT COMPARISON.

AND WE COMPARE THE TWO THINGS SO
THE AUDIENCE CAN--
THE AUDIENCE WILL UNDERSTAND,
AND MAKE SENSE TO THEM,
SO IT HAS TO BE TWO THINGS THAT
ARE COMPARABLE.

WELL, THERE YOU GO, TVOKIDS,
NOW YOU CAN IMPROVE YOUR WRITING
BY USING SIMILES.
WAY TO GO!

Teacher Charmain waves.

[Upbeat music plays]
An animated sun shines.

Jenny appears in a rectangle beside her Poetic Devices chart.

“Alliteration” and “Hyperbole” appear in the column under “Poetic Device.”

Beside “Alliteration”, the definition reads “The repetition of a sound or letter at the beginning of multiple words in a series.” In the example column, it reads “Peter Piper picked a peck of pickled peppers.”

Beside “Hyperbole”, the definition reads “Exaggerated statements no to be taken literally.” In the example column, it reads “I’m so hot I could melt.”

Jenny says, I HOPE YOU ENJOYED THAT VIDEO!

SO NOW WE HAVE TWO MORE POETIC
DEVICES TO QUICKLY GO OVER.

THE FIRST IS ALLITERATION,
AND THIS IS WHEN THERE'S
REPETITION OF A SOUND OR LETTER
AT THE BEGINNING OF MULTIPLE
WORDS IN A SERIES.

FOR EXAMPLE, "PETER PIPER PICKED
A PECK OF PICKLED PEPPERS."
WHAT YOU NOTICE HERE IS THE
LETTER P APPEARING
AGAIN AND AGAIN AND AGAIN
AND AGAIN.

THIS REALLY CAPTURES YOUR
AUDIENCE'S ATTENTION,
AND IT'S KIND OF FUN TOO,
SO THAT'S A TECHNIQUE
YOU COULD USE.

AND FINALLY WE HAVE HYPERBOLE.
THIS IS AN EXAGGERATED STATEMENT
NOT TO BE TAKEN LITERALLY.
SO IF I WERE TO SAY
"UGH, I AM SO HOT I COULD MELT!"
I DON'T ACTUALLY MEAN
THAT I'M GOING TO MELT,
BUT I'M TRYING TO SAY,
"THIS IS HOW HOT I AM!
"IT'S SO, SO, SO HOT THAT
I COULD MELT."

SO THOSE ARE OUR POETIC DEVICES,
AND NOW FOR A LITTLE BIT
OF INSPIRATION,
WE'RE GOING TO WATCH A FEW
VIDEOS AND SONGS WHERE ALL--
WHERE SEVERAL OF THESE POETIC
DEVICES ARE BEING USED.

SO AS YOU WATCH, SEE IF YOU CAN
PICK OUT WHICH ONES YOU HEAR.

The animated sun shines.


An animated yellow sun rises in a blue sky. Letters spelling “Wacky” bounce. A blue curtain closes and “Wacky Word Songs” appears on the curtain.

TVO Kids Presents.

[Energetic music and singing]

Zoey sings, IT'S THE WACKY
WACKY WORD SONGS
OH, YEAH!

Text reads “With Zoey.”

[Screaming as a rollercoaster rumbles on a track]

Zoey says, WHEW! HI.
I RODE
THAT ROLLER COASTER.
IT WAS KINDA SCARY,
BUT I WAS AS BRAVE
AS A LION.

An animated lion smiles.

Zoey continues, THE COASTER
WENT UP SO HIGH,
IT SOARED
LIKE AN EAGLE!

An eagle flies across Zoey’s television screen.

NOTICE THE COMPARISON I MADE
TO DESCRIBE MY WILD RIDE?
THOSE COMPARISONS
ARE CALLED SIMILES.

The animated word simile bounces beneath Zoey as she talks.

A SIMILE IS A WAY
TO DESCRIBE SOMETHING
BY COMPARING IT
TO SOMETHING DIFFERENT
IN AN IMAGINATIVE WAY.

WE USE THE WORDS "LIKE" OR "AS"
IN SIMILES.
TIME TO FLY LIKE A BIRD
INTO MY SONG!

Zoey sits on a tree stump. She wears a cowboy hat, a red bandana, a plaid shirt, brown jeans, and cowboy boots. A guitar leans against the tree stump. Zoey’s stump sits in front of decrepit barn with missing windows. Behind the barn, there is blue water under a cloudy sky.

She says, HOWDY! THEY CALL ME SIMILE SAM
'CAUSE I LOVE SIMILES!
[Country music plays]

Zoey sings as she sits at a table. An animated bear sits beside her.

Zoey sings, IT'S DINNER TIME
AND I'M HUNGRY AS A BEAR
MY BEANS ARE COLD AS ICE

A block of ice forms around an animated can of beans.

Zoey points to a bowl as she sings,
BUT I JUST DON'T CARE
I'LL SING LIKE A BIRD

An animated bird lands by Zoey as she sits on her tree stump. The stump appears on a dark stage, between red stage curtains.

Zoey sings,AND SHINE LIKE A STAR

Stars flash around Zoey. She holds her guitar as she sits in a wooden shed.

Zoey sings, I'LL PLUCK THE STRINGS
OF MY TINY GUITAR

[Zoey plays a chord]

Three Zoeys appear dancing in the shed.

Zoey sings,DO THE SIMILE BOOGIE,

DANCE WITH ME

FLOAT LIKE A BUTTERFLY,
THAT'S A SIMILE

An animated butterfly floats past Zoey as she sings.

Zoey sings, USE "LIKE" OR "AS"
TO COMPARE DIFFERENT THINGS

THEN FLAP YOUR ARMS
LIKE A PAIR OF CHICKEN WINGS

Zoey flaps her arms as an animated bucket of chicken wings uses a pair of wings to fly past.

She sings, I'VE BEEN BUSY AS A BEE,
WORKIN' LIKE A DOG

An animated bee flies. A grey and white animated dog runs past Zoey as she holds up her hands and pants.

Zoey sings,WHEN I LAY MY HEAD DOWN
I SLEEP LIKE A LOG

An animated log falls. Three Zoeys dance in a pasture as cows graze.

Zoey sings,I'LL WAKE UP FEELIN'
AS LIGHT AS A FEATHER

Animated blue feathers fall.

Zoey sings,AND WE CAN MAKE
MORE SIMILES TOGETHER

DO THE SIMILE BOOGIE,
DANCE WITH ME
DO THE SIMILE BOOGIE,
DANCE WITH ME
DO THE SIMILE BOOGIE,
DANCE WITH ME
DO THE SIMILE BOOGIE

Zoey bounces.

USING SIMILES MAKES ME FEEL
AS WISE AS AN OWL.

[Chuckling]

Zoey smiles at an animated owl. The owl waves its wing. “Wacky Word Songs.” TVO Kids.

[Giggling]

Apartment Eleven Productions.

An animated yellow sun rises in a blue sky.

Letters spelling “Wacky” bounce. A blue curtain closes and “Wacky Word Songs” appears on the curtain.

TVO Kids Presents.

[Upbeat music and singing]

Zoey sings, IT'S THE WACKY
WACKY WORD SONGS
OH, YEAH!

Text reads “With Zoey.”

Zoey looks down at a toy train on a table.

She says, SIT...
ROLL OVER. ROLL OVER!

I'M TRYING TO TRAIN A TRAIN.

The words “train” and “train” appear.

[Slide whistle, slide whistle]

Zoey says, YOU'D THINK YOU COULD TRAIN SOMETHING
THAT'S ACTUALLY CALLED A TRAIN.

Zoey shakes a treat in front of the train.

[Whoosh]

She continues, IT TURNS OUT THAT THERE ARE LOTS
OF WORDS LIKE TRAIN
THAT ARE BOTH NOUNS AND VERBS.

Text reads “Nouns” and “Verbs.”

[Slide whistle, slide whistle]

THAT MEANS THEY'RE BOTH A THING
AND A THING TO DO.

MAYBE IT'S BETTER
IF I SHOW YOU A SHOW

Text reads “Show” and “Show.”

[Slide whistle, slide whistle]

AND RHYME SOME RHYMES.

Text reads “Rhyme” and “Rhymes.”

[Slide whistle, slide whistle]

[Energetic music plays]

Zoey stands in a kitchen.

Zoe sings, DON'T COOK THE COOK,
DON'T COOK THE COOK

Text reads “cook” and “cook.”

[Chomp, chomp]

Text reads “lunch” and “lunch.”

She sings, WHEN YOU LUNCH,
JUST EAT YOUR LUNCH

LET'S FISH FOR FISH,
LET'S FISH FOR FISH

Zoey stands on a dock.

Text reads “fish” and “fish.”

[Splash, splash]

Text reads “wish” and “wish.”

She sings, IF THE FISH AREN'T BITING
WISH A WISH

I WISH FOR A TUNA SANDWICH,
MM-MM-MM

Zoey stands on grass.

She sings, YOU PET YOUR PET,
YOU PET YOUR PET

Text reads “pet” and “pet.”

An animated dog bounces with a newspaper in his mouth.

[Rhythmic barking]

Zoey sings, THEY WILL BARK A BARK
SO YOU DON'T FORGET

Text reads “bark” and “bark.”

Zoey dances.

Zoey stands on a sports field.

Zoey sings, GO MARCH A MARCH

Text reads “march” and “march.”
Text reads “cheer” and “cheer.”

AND CHEER A CHEER
WHOO-HOO!

[Cheering]

IF YOU SPY A SPY,
THEN FEAR A FEAR

Text reads “spy” and “spy.”

Zoey looks anxious as she says, YIKES!
She stands in a classroom. An animated glue tube, toothbrush and hair brush appear by her.

She sings, DON'T GLUE YOUR GLUE
OR BRUSH YOUR BRUSH
Text reads “glue” and “glue.”
Text reads “brush” and “brush.”

She sings, DON'T IRON YOUR IRON
OR DUST THE DUST

Text reads “iron” and “iron.”
Text reads “dust” and “dust.”

[Needle scratching record]

[Rhythmic sneezing]

[Rock music plays]

Zoey stands on a beach with light blue water behind her.

Text reads “rock” and “rock.”
Text reads “roll” and “roll.”

An animated guitar and rock appear.

She sings, LET'S ROCK A ROCK
AND ROLL A ROLL

Text reads “dance” and “dance.”

THEN DANCE A DANCE
THAT'S ROCK AND ROLL

LET'S DANCE A DANCE
THAT'S ROCK AND ROLL, YEAH
THAT'S ROCK AND ROLL, YEAH
THAT'S ROCK AND ROLL, YEAH
THAT'S ROCK AND ROLL, YEAH
THAT'S ROCK AND ROLL, YEAH
THAT'S ROCK AND ROLL, YEAH

[Cheering]

[Energetic music plays]

Zoey says, I LOVE WORDS THAT ARE BOTH
THINGS AND THINGS TO DO,
SO NOW I'M GOING TO
END THE END. BYE!
Zoey waves.

[Giggling]

The TVO Kids and Apartment Eleven Productions logos appear.

[Electronic music plays]

A boy in a white baseball hat and sunglasses stands beside a television screen. On the screen, a girl with long, curly dark hair looks at him.

The boy says, HEY, GUYS.
I HAVE A CHALLENGE FOR YOU.
TONGUE TWISTERS.

A boy with brown hair and a grey shirt sighs. A boy with short curly black hair looks down.

[Sigh, groaning]

A robot says, DANGER AHEAD!

The boy with the white hat says, WHEN YOU USE WORDS THAT START
WITH THE SAME SOUND,
IT'S CALLED ALLITERATION.
ALL THOSE SAME SOUNDS CLOSE
TOGETHER CAN BE HARD TO SAY.
THAT'S WHY ALLITERATION MAKES
FUNNY TONGUE TWISTERS.

TRY TO SAY THIS FAST.
SIX SLIPPERY SNAILS SLIDE
SLOWLY. GO!

Children try to say the tongue twister.

A boy says, SIX SIP-- SIX SLIPPERY SNAILS
SLIDE SO-- SLOWLY.

A boy with brown hair says, SIX SLIPPERY NAILS SIDE--
SLIDE SLOWLY.
SLIX SLIPPERY NAILS--

The boy and the robot say, OOPS!

The boy with brown hair says, SNAILS.

The boy wearing the grey shirt says, SLIP SIPP--

[Giggling]

The boy with curly black hair says, SLICK-- SIX SLIPPERLY--

Two girls with long hair and green shirts say,
SIX SLIPPERY SIDES ST--

One of the girls says, NOPE.

The other says, OKAY.

A boy wearing a white shirt says, SIX SLIPPERY SNAILS
SLIDE SLOWLY.

[Ding]

A thumbs up icon appears.

The robot says, WELL DONE!

The boy in the white shirt smiles.

[Electronic music plays]

Lights shine on a stage. A crowd waves their arms in the air as a band plays on the stage. A girl wearing orange glasses and a pointed orange song holds a mic.

The girl sings, ALLITERATION SONG,
ALLITERATION SONG
A-A-ALLITERATION SONG

STARTING SENTENCES
WITH THE SAME SOUND

Text reads “same sound.”

[Slide whistle]

The girl raps, FOREVER FINDING FLIPS
TO FLOP WORDS AROUND

Text reads “repetitive rap.”

[Slide whistle]

She sings, REPETITIVE RAP,
READY TO TRY?

Text reads “super simple.”

[Slide whistle]

She sings, IT'S SUPER SIMPLE TO SING MY
ALLITERATION SONG,
ALLITERATION SONG
A-A-ALLITERATION SONG

[Slide whistle]

As she sings, the lyrics appear, BETTER BE BOUNCING,
BUSTING A BEAT

She sings, MAKING MORE MUSIC,
THAT'S SILLY AND SWEET

Text reads “silly and sweet.”

[Slide whistle]

BEFORE MY BYE-BYE,
HEY, WHY DON'T YOU TRY?

Text reads “super simple.”

[Slide whistle]

She sings, IT'S SUPER SIMPLE TO SING MY
ALLITERATION SONG
ALLITERATION SONG

Text reads “alluring, adorable.”

[Slide whistle]

She sings, ALLURING, ADORABLE,
HEY, SING ALONG
ALLITERATION SONG,
ALLITERATION SONG
A-A-LLITERATION SONG

[Cheering]

The boy in the white hat says,
NOW LET'S TRY THE PETER PIPER
TONGUE TWISTER.

Text reads “Peter Piper Picked a Peck of Pickled Peppers.”

Children try to say the tongue twister.

A boy says, PETER PACK A PICK-- UH,
PETER PACK--

A boy with red hair says, A PECK OF PICKLES?

One of the girls with green shirts says, PETER PICKED-- PETER PIPER
PICKED A PECK OF PICKLES PEPPER?

The robot says, INCORRECT.

The other girl says, PETER PECKER--
I GOT IT WRONG.

The first girl says, PIPER PEPPER PICKLE...
PICK?

The boy with short curly black hair says, PETER PIPER PICKED A PECK
OF PICKLED PEPPERS.

[Ding]

A thumbs up icon appears.

Voices say, YEAH!

The boy proudly says, YES!

Letters spelling “Wacky” bounce. A blue curtain closes and “Wacky Word Songs” appears on the curtain.

[Upbeat music and singing]

Zoey sings, IT'S THE WACKY
WACKY WORD SONGS
OH, YEAH!

Text reads “With Zoey.”

[Energetic music plays]

Zoey says, OH, HI.
I WAITED FOR YOU
FOR A MILLION YEARS.

[Boing]

Text reads “a MILLION years.”

[Laughing]

NOT REALLY. I'M EXAGGERATING TO
AN IMPOSSIBLE LEVEL.
THAT'S SOMETHING CALLED HYPERBOLE.

Text reads “Hyperbole.”

AN EXAGGERATION THAT'S
SO EXTREME,
NOBODY WOULD BELIEVE IT'S TRUE.
BUT IT'S A FUN WAY TO REALLY GET
YOUR POINT ACROSS.

I WROTE THE MOST AMAZING SONG IN
THE UNIVERSE ABOUT IT!

Text reads “most amazing song in
the universe.”

[Bonk]

Red, blue pink, and yellow suited Zoeys holding megaphones pop up on a football field. Fans pack the stands behind them.

The Zoeys yell, HYPE IT UP, HYPE IT UP

Zoey sings, HYPE IT UP WITH HYPERBOLE
MAKES GOOD FUN VERBALLY
WHEN YOU DON'T TAKE THINGS
TOO LITERALLY

EXAGGERATE EVERYTHING SKILLFULLY

The Zoeys sing into their megaphones, HYPE IT UP, HYPE IT UP

Zoey sings, YOU HEARD THAT STORY
A MILLION TIMES TODAY?

YOU HAVE A GAZILLION
VIDEO GAMES TO PLAY?

YEAH, YOU KNOW
IT CAN'T REALLY BE
IT'S JUST OUR FRIEND
HYPERBOLE

The Zoeys sing into their megaphones, HYPE IT UP, HYPE IT UP

Zoey sings, IT TOOK FOREVER
FOR THE SNOW TO MELT
NOT FOR REAL,
BUT THAT'S HOW IT FELT

AN EXAGGERATION
THAT CAN'T REALLY BE
YEAH, THAT'S OUR FRIEND HYPERBOLE

The Zoeys sing into their megaphones, HYPE IT UP

Zoey sings, HYPE IT UP WITH HYPERBOLE

The Zoeys sing into their megaphones, HYPE IT UP

Zoey sings, EXAGGERATE YOUR STORY SKILLFULLY

The Zoeys sing into their megaphones, HYPE IT UP

Zoey sings, EMPHASIZE YOUR POINT EXCEPTIONALLY

The Zoeys sing into their megaphones, HYPE IT UP

Zoey sings, JUST USE OUR FRIEND HYPERBOLE

The Zoeys sing into their megaphones, HYPE IT UP

[Trumpet plays]

Zoey says, HYPERBOLE!

Text reads “Hyperbole.”

[Boing]

She continues, YOU'LL NEVER FIND
A BETTER, FUNNIER,
MORE EXTREME EXAGGERATION.

[Slide whistle]

The “Wacky Word Songs” logo appears.

[Giggling]

The TVO Kids and Apartment Eleven Productions logo appear.

An animated sun shines.

Teacher Jenny sits on her sofa.

Jenny asks, SO WHAT DID YOU FIND
IN THOSE VIDEOS?

Text reads “Junior four to six. Teacher Jenny.”

Jenny says, I KNOW I DEFINITELY SAW
SOME HYPERBOLE,
SOME SIMILES, SOME ALLITERATION,
AND SOME RHYMES.

AS YOU CAN SEE, THESE VARIOUS
POETIC DEVICES
CAN BE SUPER FUN TO USE!

AND THEY CAN BE A GREAT ADDITION
TO YOUR SPOKEN WORD POETRY,
IF YOU CHOOSE TO INCLUDE THEM,
OF COURSE.

REMEMBER, AS A SPOKEN WORD POET,
YOU HAVE COMPLETE CREATIVE FREEDOM
AND YOU CAN INCLUDE WHATEVER YOU
WANT IN YOUR SPOKEN WORD.
IT'S ENTIRELY UP TO YOU.
SO DO WHAT FEELS RIGHT.

NOW IT'S TIME TO START
THINKING ABOUT
WHAT YOU ARE GOING TO
WRITE ABOUT
FOR YOUR SPOKEN WORD PERFORMANCE!

SO LET'S DO A QUICK RECAP
OF WHAT WE'VE LEARNED SO FAR.

NUMBER ONE,
SPOKEN WORD IS ABOUT EXPRESSING YOURSELF.

NUMBER TWO,
SPOKEN WORD SENDS OUT A MESSAGE
TO YOUR AUDIENCE
THAT IS IMPORTANT TO YOU.
SO YOU HAVE TO THINK, WHAT DO
YOU WANT THEM TO KNOW?

NUMBER THREE,
TO DEEPEN THE MEANING
OF YOUR SPOKEN WORD POETRY
AND FURTHER CAPTURE YOUR
AUDIENCE'S ATTENTION
AND IMAGINATION,
YOU CAN INCLUDE POETIC DEVICES
SUCH AS METAPHOR, SIMILE,
HYPERBOLE,
REPETITION, ALLITERATION, AND
RHYME.

SO NOW IS THE VERY EXCITING STEP
IN THE WRITING SPOKEN WORD PROCESS
WHERE YOU GET TO CHOOSE A TOPIC.

AND REMEMBER,
THIS SHOULD BE SOMETHING
THAT YOU REALLY CARE ABOUT.

YOU CAN GO BACK TO THE LIST
THAT WE CREATED
ON THE GRAPHIC ORGANIZER AT THE
BEGINNING OF THE SHOW,
AND LOOK AT ALL OF THE MESSAGES
THAT YOU INCLUDED
THAT YOU WANTED TO SHARE WITH
THE WORLD.

NOW READ THROUGH ALL OF THOSE
DIFFERENT MESSAGES
AND CHOOSE THE ONE THAT YOU FEEL
THE MOST PASSIONATE ABOUT.
AND THEN YOU CAN START WRITING.

SO I'M NOW GOING TO SHOW YOU
WHAT MY WRITING PROCESS
LOOKS LIKE.

The animated sun shines.

Jenny appears in a rectangle beside the Expressing Myself Graphic Organizer that she filled in earlier.

She says, SO I'M GOING TO CHOOSE FROM ALL
OF MY DIFFERENT IDEAS
THAT I WROTE DOWN BEFORE,

"LISTEN TO THE VOICES AND
STORIES OF OTHERS."
SO I'VE GOT MY TOPIC.

Jenny opens a mostly blank page on her computer. At the top, text reads “Writing Spoken Word Poetry-First Draft. Message: Listen to the voices & stories of others & learn.”

She says, NOW MY JOB IS TO WRITE DOWN ALL
OF MY THOUGHTS
AROUND HOW LISTENING TO THE
VOICES AND STORIES OF OTHERS
CAN REALLY HELP US LEARN.

SO I'LL WRITE OUT SOME OF THOSE
IDEAS NOW.
AND REMEMBER, THIS DOESN'T HAVE
TO BE PERFECT,
THIS IS YOUR FIRST DRAFT.

Jenny writes,
EVERYONE HAS A STORY TO SHARE,
EVERYONE HAS EXPERIENCES THAT
MAKE THEM WHO THEY ARE.

WHEN WE STOP AND LISTEN
TO THESE STORIES,
WE CAN LEARN MANY THINGS.

WE CAN LEARN
WHAT ASPECTS OF LIFE
MADE THAT PERSON WHO THEY ARE.
WE CAN LEARN ABOUT LIFE'S JOY,
STRUGGLES, AND LESSONS.

WE CAN LEARN TO STOP BEING
JUDGEMENTAL
AND INSTEAD BE UNDERSTANDING.
WE CAN LEARN TO BE HUMBLE.
WE CAN LEARN TO REFLECT.
WE CAN LEARN. WE CAN GROW.

WE CAN BE INSPIRED.
WE CAN DEVELOP A GENUINE FRIENDSHIP.
WE CAN EXCHANGE SIMILARITIES
AND DIFFERENCES.

WE CAN SEE THE WORLD THROUGH THE
EYE'S OF ANOTHER PERSON.

SO STOP AND LISTEN
AND TELL ME WHAT YOU CAN LEARN.

Jenny says, AND-- SO THESE ARE ALL OF MY
FIRST IDEAS THAT I HAD.
AND I THINK THEY'RE REALLY GOOD,

BUT IF I WANT TO MAKE IT
REALLY INTERESTING AND ADD IN
SOME POETIC DEVICES,
IS THERE SOMETHING MORE
THAT I COULD DO?

Jenny opens a computer page called “Poetic Devices Checklist.” It lists “Metaphor, simile, personification, repetition, hyperbole, onomatopoeia and rhyme.

She says, SO I'VE GOT MY CHECKLIST HERE,
THESE ARE MY POETIC DEVICES.

BUT I THINK I ONLY USED REPETITION.
I THINK I COULD MAKE IT A LITTLE
MORE INTERESTING.

Jenny brings up her blank screen and reveals her rewritten poem, line by line.

She says, SO NOW I'M GOING TO GO OVER AND
REVISE AND EDIT
MY-- MY POETRY TO SEE HOW I CAN
MAKE IT MORE INTERESTING
FOR THE VIEWERS.

SO FIRST OF ALL, I THOUGHT
"EVERY SINGLE PERSON"
HAD A LITTLE BIT MORE PUNCH
THAN "EVERYONE,"
SO I MADE THAT CHANGE.

ALL OF MY CHANGES ARE IN PURPLE.

AND THEN I WANTED TO
MAKE A RHYME
TO REALLY CAPTURE THE ATTENTION,
SO I RHYMED "SHARE" WITH "DARE."

ADDED IN A WHOLE OTHER LINE,
AND THEN I'M TAKING A PAUSE
TO SAY "TO LISTEN,"
TO REALLY HONE IN
ON THE IMPORTANCE OF LISTENING.

AND THEN CHANGING A FEW WORDS
SO I THINK THE RHYTHM
SOUNDS A LITTLE BETTER.
CHANGING "A LOT" BECAUSE IT
RHYMES A LITTLE BIT BETTER
WITH "ARE."

I SAW THIS LINE, I THOUGHT,
"YOU KNOW,
"I DON'T REALLY NEED THIS LINE."
AND KEPT THIS ONE,
KEPT THIS ONE,
KEPT THIS ONE, KEPT IT.

AND I WANTED TO, AGAIN,
REALLY FOCUS ON THE IMPORTANCE
OR REFLECTING AND CONNECTING,
SO I PUT THESE ONES TOGETHER
WITH A RHYME
TO REALLY ADD EMPHASIS.

AND ENDING OFF WITH
"WE CAN LEARN."

AND I'VE GOT A FEW MORE CHANGES,
"WE CAN GROW, LIKE A SNOWBALL
ROLLING IN THE SNOW."
THIS IS A SIMILE,
WHERE WE'RE COMPARING ONE THING
TO A SNOWBALL, GROWING BY
ROLLING IN THE SNOW!

AND WE'RE ADDING EACH SNOWFLAKE,
WHICH IS BEING COMPARED TO
A STORY OR WORD.
AND THEN WE'RE ADDING
ANOTHER RHYME.

"WE CAN BROADEN OUR
PERSPECTIVES,
"HELP OUR NEW FRIENDS BE HEARD."
BE INSPIRED...
HAVE OUR FRIENDSHIPS BLOSSOM,
SO THIS IS A METAPHOR.
WE'RE COMPARING THE GROWING
FRIENDSHIP TO A BLOSSOM GROWING.

AND I'VE TAKEN OUT ONE MORE
LINE, A FEW MORE THINGS.
AND I'M ADDING IN ONE MORE LINE
FOR ADDED RHYMES.

She reads, "STOP AND LISTEN TO THE VOICES,
THE WORDS.
"JUST STOP AND LISTEN,
AND TELL ME WHAT YOU LEARN."

Jenny says, SO THESE ARE MY EDITS.
I HOPE THAT WAS HELPFUL TO SEE,
AND AS YOU CAN SEE NOW,
I HAVE INCLUDED METAPHOR,
A SIMILE, REPETITION, AND RHYME.

[Upbeat music plays]

Jenny sits on her sofa.

SO THAT WAS MY WRITING PROCESS,
AND I HOPE IT HELPS YOU OUT
WITH YOURS.

SO NOW I WILL READ THE FINISHED
PRODUCT TO YOU.
BUT AS I READ, SEE IF YOU CAN
PICK OUT ANY STRATEGIES
OR THINGS THAT YOU FELT REALLY
CAPTIVATED YOUR INTEREST
AS AN AUDIENCE MEMBER.
SO HERE WE GO!

Jenny reads, EVERY SINGLE PERSON
HAS A STORY TO SHARE.
EVERY SINGLE PERSON
HAS SOMETHING TO OFFER YOU
IF YOU DARE
TO LISTEN.

EACH PERSON HAS EXPERIENCES
THAT MAKE THEM WHO THEY ARE.

WHEN WE STOP AND LISTEN
TO THESE STORIES,
WE CAN LEARN A LOT.

WE CAN LEARN ABOUT LIFE'S JOYS,
STRUGGLES, AND LESSONS.
WE CAN LEARN TO STOP BEING
JUDGEMENTAL,
AND INSTEAD BY UNDERSTANDING.

WE CAN LEARN TO BE HUMBLE,
WE CAN LEARN TO REFLECT,
AND ABOVE ALL,
WE CAN LEARN TO CONNECT.

WE CAN LEARN, WE CAN GROW.
LIKE A SNOWBALL
ROLLING IN THE SNOW,
WITH EACH ADDED SNOWFLAKE,
EACH STORY, EACH WORD,
WE CAN BROADEN OUR PERSPECTIVES,
HELP OUR NEW FRIENDS BE HEARD.

WE CAN BE INSPIRED
AS OUR RICH FRIENDSHIPS BLOSSOM.
AND WE CAN SEE THE WORLD
THROUGH THE EYES
OF ANOTHER PERSON.

SO STOP AND LISTEN
TO THE VOICES, THE WORDS.
JUST STOP AND LISTEN,
AND TELL ME WHAT YOU LEARNED.

The animated sun shines.

Jenny asks, HOW DID IT GO?
DID YOU NOTICE ANYTHING
THAT YOU FOUND PARTICULARLY
ENGAGING OR INTERESTING?

She continues, AS YOU MAY HAVE SEEN,
EMPHASIZING CERTAIN WORDS
CAN HELP REALLY DRAW
YOUR AUDIENCE IN.
YOU CAN DO THIS BY RHYMING WORDS
OR BY CHANGING THE PACE,
THE SPEED OF CERTAIN PARTS OF
YOUR SPOKEN WORD.

AND WHEN YOU RHYME CERTAIN
WORDS, FOR EXAMPLE,
THAT WILL HELP DRAW FOCUS
TO THOSE PARTICULAR WORDS
AND IDEAS.

SO THIS IS ESPECIALLY THE CASE
WHEN YOU'RE RHYMING
ONLY OCCASIONALLY THROUGHOUT
THE SLAM POETRY.

THE PACING OR SPEED CAN ALSO
BE IMPORTANT.

YOU MAY HAVE NOTICED THAT
SOMETIMES I SPOKE
REALLY SLOWLY,
WHILE OTHER TIMES,
I SPOKE REALLY QUICKLY.

YOU WERE PROBABLY MORE LIKELY TO
PAY VERY CLOSE ATTENTION
TO WHAT I WAS SAYING WHEN I WAS
SPEAKING REALLY SLOWLY,
AND WHEN I WAS SPEAKING
REALLY FAST,
YOU MIGHT HAVE FELT MORE ENERGY
AND EXCITEMENT AND BUILD UP
AS I WAS SPEEDING UP MY PACE.

ANOTHER THING THAT IS IMPORTANT
TO CONSIDER
WHEN YOU'RE PERFORMING
IS HOW TO STRONGLY CONVEY EMOTIONS.

THINK ABOUT WHAT YOU CAN DO
WITH YOUR FACE,
OR YOUR BODY LANGUAGE,
OR YOUR VOICE
TO SHOW WHATEVER EMOTION IT IS
THAT YOU'RE FEELING
AS YOU PERFORM YOUR SPOKEN WORD.

YOU REALLY WANT THE AUDIENCE
TO CONNECT WITH YOU,
SO IF THEY CAN FEEL WHAT
YOU'RE FEELING,
YOU'RE DOING SOMETHING RIGHT.

SO REMEMBER TO PULL
YOUR AUDIENCE IN
AND STRONGLY COMMUNICATE
THE MESSAGE
THAT YOU WANT TO SHARE
WITH THEM.

EMPHASIZE CERTAIN WORDS
THROUGH RHYMING
OR THROUGH THE PACE,
AND FIND WAYS TO REALLY SHOW
YOUR EMOTION AS YOU PERFORM.

NOW LET'S SEE WHAT HAPPENS WHEN
TUMBLEWEED TAKES THE MIC
AT A POETRY SLAM.

The animated sun shines.

[Exciting music plays]

Tumbleweed says TUMBLEWEEK PRESENTS
TUMBLETOWN READS.

A blue book has a yellow house on the cover. It is titled “Tumbletown Reads.”

[Dog barks, owl hoots, car horn honks]

[Page turns]

Tumbleweed says, TODAY’S TALE.
THE TUMBLETOWN POETRY JAM.

[Car engine]

A sign reads “Tonight Tubletown Poetry Jam.”

[Bass string plucks]

A mouse asks, UH, IS THIS THING ON?
OH, OKAY.

The mouse stands on a small stage behind a mic. An audience faces her.

The mouse says, MY POEM IS CALLED
"WHY I DON'T WEAR SOCKS."

[Clapping]

The mouse says, THANK YOU.

I DON'T WEAR SOCKS.
NO SOCKS FOR ME.

I WANT MY PAWS TO BE FURRY
AND FREE.

Audience members call out, CHINCHILLA!
THAT WAS WICKED, MAN!
REALLY NICE.

A black mouse says, THAT MOUSE SPEAKS THE TRUTH
ABOUT SOCKS.

Tumbleweed, a beige hamster, says, I LOVE THAT YOU STARTED
A POETRY JAM, BRENT.
WHO KNEW THERE WERE SO MANY
POETS IN TUMBLETOWN?

A white rabbit with a grey face says, IT'S A BIG HIT, BUDDY!
YOU GONNA READ TONIGHT?

Tumbleweed says, YOU BET! I'M ON RIGHT AFTER
THAT GUY.

A chinchilla says, CHINCHILLA, CHINCHILLA.
CHINCHILLA. CHINCHILLA. CHIN-CHILL-A.

[Applause]

The chinchilla says, CHINCHILLA!

Tumbleweed says, WOW! TOUGH ACT TO FOLLOW!

[Audience cheers]

Audience members call out, THAT'S MY BOY!
CHINCHILLA!
CHINCHILLA!
GIVE ME A FUZZY KISS!

Tumbleweed says, THANK YOU! OKAY.
MY POEM IS CALLED
"BROWN FUR, FUZZY FACE."

[Clears throat]

Tumbleweed quickly shouts, AHEM. I HAVE BROWN FUR
AND IT KEEPS ME WARM
AND I LOVE BROWN FUR AND THIS
MORNING I ATE A TACO!

The audience is gone.

[Coughing]

Tumbleweed says, THANK YOU, TUMBLETOWN!

Tumbleweed drives his red car.

[Car engine, birds tweet]

Tumbleweed says, HMM. PEOPLE DIDN'T REALLY LIKE
MY POEM MUCH.
I'M GOING TO HAVE TO STEP UP
MY GAME FOR TOMORROW.

A sign on a tall building reads “Tumbletown Gazette.”

[Typing]

AND DONE! FINISHED MY WORK.
NOW TO WORK ON MY POEM.

LET'S SEE. OH, I GOT IT!
THIS IS GONNA BE GREAT.

[Owl hoots, cicadas buzz]

Three cars are parked outside a diner.

A brown and white mouse says,
THIS NEXT POEM I WROTE WHILE
WORKING AT MY FRUIT STAND.
IT'S CALLED "STOP EATING THE
FREE SAMPLES AND BUY SOMETHING."

A squeaky voice says, DOWN IN FRONT!

The rat says, FREE SAMPLES ARE GOOD.
FREE SAMPLES ARE GREAT.
BUT HONESTLY, YOU CAN'T JUST
KEEP EATING THE FREE SAMPLES.

YOU HAVE TO BUY SOMETHING.
TRY THE PEACH COBBLER!
PEACH COBBLER!

[Indistinguishable]

[Cheering]

A mouse cheers,
IT'S GREAT, WAY TO GO!

The poet protests, WAIT, I'M NOT DONE.
PEACH COBBLER!

The audience cheers, HE'S AMAZING!
YEAH, MAN!

The poet says, PEACH COBBLER!

Tumbleweed quickly says, THIS IS PART TWO OF MY POEM,
"BROWN FUR, FUZZY FACE."
AHEM. BROWN FUR, FUZZY FACE,
DRIVE MY CAR ALL OVER THE PLACE.
GIVE ME THE TURTLE SOUP
AND MAKE IT SNAPPY. THANK YOU.

Almost all the seats are empty.

A guinea pig struggles to get out of a seat. She says, HELP, I'M STUCK!

Brent asks, HEY, TUMBLEWEED,
HOW DID IT GO, BUDDY?

Tumbleweed says, NOT GOOD. ALL THE POETS GET
CHEERS EXCEPT ME!
WHAT AM I DOING WRONG?

Brent says,
BUT I WATCH THE AUDIENCE
SO I SEE WHAT THEY LIKE.

Tumbleweed says, WELL, DO TELL, DADDIO.

Brent says, WELL, THEY LIKE IT WHEN YOU MAKE
THEM FEEL SOMETHING, BUDDY.
TAKE YOUR TIME
READ SOME PARTS SOFTLY.

Brent shouts, AND OTHER PARTS LOUD!

[Scream]
Brent says, MAKE THE STORY COME ALIVE.

Tumbleweed says, WOW... ALL THIS TIME I JUST
WANTED NOT TO MAKE ANY MISTAKES.
THANKS, BRENT!
I'LL BE BACK TOMORROW.
BUT CAN I HAVE SOME FOOD NOW?

Brent says, SORRY, WE'RE CLOSED.

A sign pointing at the diner reads “Seed Diner.”

[Owl hoots, cicadas buzz]

Tumbleweed clears his throat, AHEM.

Tumbleweed speaks dramatically, BROWN FUR, FUZZY FACE...
DRIVE MY CAR
ALL OVER THE PLACE.
GIVE ME THE TURTLE SOUP!
AND MAKE IT... SNAPPY.

[Audience cheers]

Audience members call out, THAT WAS BEAUTIFUL.
I KNOW HIM, YOU KNOW!
ENCORE! ENCORE!
THAT HAMSTER IS SO COOL!
I THINK I'M GOING TO CRY!

Tumbleweed says, THANK YOU, THANK YOU!
NOW THIS POEM HAS A PART TWO,
AND IT GOES A LITTLE SOMETHING
LIKE THIS:

[Owl hoots, cicadas buzz]

Tumbleweed says, I HAVE BROWN FUR...
IT KEEPS ME WARM.
I LOVE MY BROWN FUR.
THIS MORNING... I ATE A TACO.

[Audience cheers]

The book closes.

[Slap]

Tumbleweed says, THANK YOU. THANK YOU.
I'LL BE HERE ALL WEEK.
TRY THE SEED SPECIAL!
IT'S REALLY GOOD.

A red figure carries a TVO Kids logo.

The animated sun rises.

[Upbeat music]

Jenny sits on her blue sofa.

Text reads “Junior four to six. Teacher Jenny.”

She says, I HOPE YOU ENJOYED THAT
POETRY SLAM!

AND I HOPE YOU LEARNED A LOT
ABOUT SLAM POETRY ON
TODAY'S SHOW.

I STRONGLY ENCOURAGE YOU TO JUST
START WRITING YOUR POETRY OUT,
AND TRY TO INCLUDE THE MANY
STRATEGIES THAT WE TALKED ABOUT TODAY.

AND REMEMBER, IT DOESN'T HAVE TO
BE PERFECT THE FIRST TIME.

YOU CAN REWRITE AND REVISE AS
MANY TIMES AS YOU WANT.
AND WHEN YOU ARE READY
TO PERFORM,
YOU MIGHT JUST GET A FEW...

Jenny snaps her fingers.

[Snapping]

She says, SNAPS OF YOUR OWN!
AND YOU MIGHT JUST BE READY
TO COMPETE
IN A SLAM POETRY COMPETITION.

SO GOOD LUCK WITH YOUR SPOKEN
WORD POETRY, EVERYONE!

DON'T BE AFRAID
TO EXPRESS YOURSELF,
SHARE IMPORTANT MESSAGES,
AND HAVE FUN WITH IT.

BYE FOR NOW!

Jenny waves.

The animated sun appears.

Text reads “TVO Kids would like to thank all the teachers involved in the Power Hour of Learning as they continue to teach the children of Ontario from their homes.”

TVO Kids Power Hour of Learning.