PART I

Invent an interesting-sounding word (e.g. stumpf, cackletate, breep, sweeldorp, hodneycrib) and ask the children to write a description/definition, like they'd find in the dictionary. It should sound real enough to fool the class!

Example "A sweeldorp is a square wheel used in countries where the people don't like to travel. It can be made of various kinds of woven roots and twigs. When not in use it is usually hung over the front door. A lazy person or someone who doesn't like to get up in the morning is sometimes called a sweeldorp."

Further Hints
1. Ask the children to repeat the word a few times, letting the sound suggest a meaning; what do they think it should mean?
2. This can be done as a group, for younger children or those having difficulty writing. Or can be done in small groups of 3-4, as appropriate.

PART II

Reverse the process of Part I, by asking them to make up the word this time to describe an action or event.

Examples
1. The wind___________through the trees on an Autumn day. (e.g. fluffled, wishelled)
2. Fork falling to the floor. (e.g. twangle)
3. Fingernails drawn across a blackboard. (e.g. wheeking)
4. Bird droppings on the pavement (e.g. splink)
5. A football____________kicked hard against glass.
6. Boots________________going up the stairs.

Further Hints
1. Get them to make up some of their own.
2. Afterwards, point out how language changes and develops. Real words can start off as made-up words like "galumph" and "chortle" from "The Jabberwocky" by Lewis Carroll.

PART III

Now they can think of a real word suggested by their made-up word in Part II. This part is harder, but can yield some great images.

Example
"The wind wishelled through the trees on an Autumn day"
becomes
"The wind washed through the trees"
or
"The wind wished through the trees."

© Eva Salzman 

Want to take your poetry teaching further?  
poetryclass poets are available for INSET - details here

| Home |      Poetry Lessons index page  |   Return to Top