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Transcript: What Could it Be? | Primary Lesson | TVOkids
The name of the show appears in colourful letters on an animated sky. It reads "TVO Kids Power hour of learning. Teacher edition."
The announcer says WELCOME TO
TVOKIDS
POWER HOUR OF LEARNING.
TODAY'S PRIMARY LESSON:
WHAT COULD IT BE?
The caption changes to "Today's primary lesson: What could it be?"
The caption changes to "Primary 1 to 3. Teacher Kristy."
Teacher Kristy is in her thirties, with short straight brown hair with bangs and wears a yellow T-shirt with a print on the front, a black cardigan sweater and a thin headband.
She says HI, I'M KRISTY
AND I'M REALLY EXCITED
TO BE BACK WITH YOU TODAY ON
TVOKIDS POWER HOUR OF LEARNING.
TODAY WE HAVE A REALLY EXCITING
LESSON PLANNED FOR YOU.
WE'RE GONNA BE LEARNING ALL
ABOUT DIFFERENT KINDS OF POETRY
AND LEARNING HOW TO WRITE
OUR VERY OWN SENSORY POEMS.
FOR TODAY'S LESSON, YOU'RE
GOING TO NEED A PIECE OF PAPER,
YOU'RE GOING TO NEED A PENCIL,
YOU'RE GOING TO NEED...
MAYBE IF YOU HAVE A DICTIONARY
OR A THESAURUS HANDY,
THOSE ARE REALLY USEFUL TOOLS
TO COME UP WITH
SOME REALLY GREAT WORDS
TO HELP MAKE YOUR POEMS
THEIR VERY, VERY BEST.
SO, GRAB THOSE MATERIALS
AND LET'S GET READY
TO WRITE SOME POETRY.
"I WANDERED LONELY AS A CLOUD
THAT FLOATS ON HIGH
"O'ER HILLS AND VALES.
"WHEN ALL AT ONCE
I SAW A CROWD,
"A HOST OF GOLDEN DAFFODILS.
"BESIDE THE LAKE
BENEATH THE TREES,
"FLUTTERING AND DANCING
IN THE BREEZE."
THOSE WORDS ARE FROM
WILLIAM WORDSWORTH'S POEM,
I WANDERED LONELY AS A CLOUD.
HE WASN'T ALWAYS
THE GREATEST AT TITLES.
THEY WERE USUALLY THE FIRST LINE
OF HIS POEM.
ONE OF THE THINGS
I LOVE ABOUT POETRY
IS POETS PAINT A PICTURE
WITH THEIR WORDS.
A POEM IS REALLY
A GROUP OF WORDS PUT TOGETHER
TO SHOW FEELINGS AND TO TELL
SOME KIND OF AN IDEA.
WHEN I TEACH POETRY
TO MY STUDENTS IN MY CLASS,
I ALWAYS HAVE THEM FOCUS
ON THE EMOTION IN A POEM.
YOU DON'T NEED
TO WRITE SENTENCES,
YOU CAN USE BRIEF PHRASES.
POEMS CAN TELL STORIES
LIKE THAT WORDSWORTH ONE,
AND PAINT THAT PICTURE
OF A FIELD OF DAFFODILS.
I LOVE THE IDEA OF HIM
DESCRIBING HIMSELF AS A CLOUD
FLOATING ALONG AND SEEING
THAT HOST OF DAFFODILS
FLUTTERING AND DANCING.
DAFFODILS DON'T REALLY DANCE,
BUT WHEN HE USES THAT WORD,
THAT DESCRIPTION, IT PAINTS
THIS PICTURE INSIDE OUR HEADS
THAT WE COULD REALLY IMAGINE.
AND WITH POETRY,
WE FOCUS ON THE FEELINGS
AND WE FOCUS
ON THE DESCRIPTION
TO HELP OUR READER
OR HELP OUR AUDIENCE
UNDERSTAND THE FEELINGS
OF THE SITUATION
THAT WE ARE PRESENTING.
SO, OUR POEMS CAN TELL STORIES
AND THEY CAN BE SERIOUS STORIES
LIKE WORDSWORTH'S.
THEY CAN BE REALLY,
REALLY FUNNY.
I LOVE DENNIS LEE FOR HIS VERY,
VERY FUNNY POEMS,
OR SHELL SILVERSTEIN
HAS SOME VERY SILLY POEMS
IF YOU WANT TO READ POEMS
BY SOME FUN AUTHORS.
POEMS SHARE THOSE FEELINGS
AND WE CAN USE POETRY
TO DESCRIBE SOMETHING
IN REALLY SPECIFIC DETAIL,
SO THAT OUR READER
CAN BE THERE WITH US.
WHEN YOU'RE WRITING YOUR POEMS,
IT'S IMPORTANT TO REMEMBER
THAT SOMETIMES POEMS RHYME
AND SOMETIMES POEMS DON'T RHYME.
A LOT OF THE TIME WE GET USED TO
POEMS FEELING LIKE THEY RHYME
ALL THE TIME, BUT ALL POETRY
DOESN'T HAVE TO RHYME.
A POEM CAN BE ABOUT
ABSOLUTELY ANYTHING.
IT COULD BE ABOUT
WALKING YOUR DOG.
IT COULD BE ABOUT
A PEANUT BUTTER SANDWICH
YOU HAD FOR LUNCH.
YOU CAN WRITE A POEM
ABOUT ABSOLUTELY ANYTHING.
YOU CAN WRITE IT ABOUT A FAMILY
MEMBER WHO YOU REALLY LOVE
AND YOU WANT TO SHARE WHAT IT'S
LIKE TO CARE ABOUT THAT PERSON.
POEMS CAN BE FUN, THEY CAN BE
SILLY, THEY BE SERIOUS,
BUT MOST OF ALL, POEMS CAN BE
REALLY, REALLY FUN TO WRITE.
TODAY WE'RE NOT GONNA FOCUS
SO MUCH ON THE SERIOUS POETRY,
BUT WE ARE GOING TO FOCUS
ON LOOKING FOR REALLY GOOD
DESCRIPTIVE WORDS
TO HELP PULL OUR READER
INTO OUR POEM.
IN A FEW MINUTES,
WE'RE GONNA READ SOME EXAMPLES
OF DIFFERENT TYPES
OF POETRY,
AND WE ARE GOING
TO BE WRITING OUR OWN POEM.
FIRST UP, THOUGH,
I'M GONNA LET YOU WATCH A VIDEO
WITH LADY VOCAB DOING A SONG
ALL ABOUT PERFORMING.
AND WHEN WE WATCH SONGS
AND WE LISTEN TO THEM,
WE SHOULD REMEMBER
THAT SONGS ARE A KIND OF POEM
AND THAT POEMS ARE REALLY MEANT
TO BE PERFORMED.
SO, READ TO SOMEONE
OR SHARED WITH SOMEONE.
A blue slate pops into view; the title of the show is overwritten in capital golden letters. It reads "The lady vocab show."
Professor P says YOU'VE TUNED IN TO THE
LADY VOCAB SHOW WITH ME,
PROFESSOR P, YOUR HOST
AND A STAR IN THE SHAPE OF
LADY VOCAB!
Professor P is in his late twenties; he has short, dark, curly hair, a moustache and dark rimmed square glasses. He's wearing a dark grey sweater with a silver "P" on it, over a white shirt and tie.
Lady Vocab says THANKS, PROFESSOR P.
ARE YOU READY TO
PARTY WITH YOUR WORDS?
Lady Vocab is in her thirties; she has straight blond hair in a bob and wears a plastic striped black and white dress that reads "window shuttle, machine package, magnetic over" with black leather gloves and square futuristic white glasses.
She stands in front of an old fashioned metal microphone.
A sign behind her reads "Vocab" in a column decreasing in size.
Professor P stands in front of a keyboard and says INDEED, MY LADY.
LET'S KICK THINGS
OFF WITH...
He turns to a screen behind him that reads PERFORM.
She says OOH, AS IN LATER ON YOU AND
I WILL
PERFORM
A SONG?
The word perform appears in large purple block letters.
He says RIGHT.
PERFORM IS A VERB WHICH
COULD MEAN TWO THINGS.
EITHER TO ENTERTAIN AN
AUDIENCE BY DANCING,
SINGING OR ACTING.
OR TO FULFILL OR
ACCOMPLISH A TASK.
She opens her arms as she says WE DO ALL KINDS
OF THAT STUFF...
SING, DANCE,
DEFINE WORDS.
HOW'S THAT
FOR A TASK?
He says RIGHT YOU ARE,
MY LADY.
AND, YOU KNOW,
THAT REMINDS ME
OF WHEN I WAS JUST A
YOUNG LAD GROWING TALL
DREAMING OF
BECOMING A TEACHER,
I USED TO BE AFRAID
OF PERFORMING.
She lowers her glasses and asks WHAT?
YOU, AFRAID OF
PERFORMING?!
He shrugs as he says I WAS AFRAID OF
MAKING A MISTAKE
IN FRONT OF
THE AUDIENCE.
She continues BUT THAT'S JUST PART
OF PERFORMING.
YOU MUST GO ON.
He says YOU'RE RIGHT.
I GUESS THAT'S WHY THEY
SAY THE SHOW MUST GO ON.
She chuckles and says AND NOW, LOOK, YOU
PERFORM IN FRONT OF
THE TVO KIDS AT
HOME EVERY WEEK.
He says I'VE COME A LONG
WAY SINCE THEN.
I MEAN, I'M
MUCH TALLER.
He laughs and continues
THANKS FOR THE
ENCOURAGEMENT, MY LADY.
ANY TIME.
She says AND SPEAKING OF
PERFORMING, HIT IT!
She spells out the Word and the letters pop into view.
She says P-E-R-F-O-R-M
She sings YOUR AUDIENCE IS WATCHING
BETTER ENTERTAIN THEM
PERFORM
PERFORM
YOU CAN SING,
DANCE OR ACT
The word flashes on screen as they sing PERFORM
ON A STAGE,
THAT'S A FACT
PERFORM
A POEM OR A SONG
PERFORM
DOESN'T HAVE TO BE LONG
PERFORM
YOU'LL BE NUMBER ONE
PERFORM
JUST HAVE FUN
Professor P says HOPE YOU ENJOYED
THIS PERFORMANCE.
BE SURE TO CATCH
THE NEXT ONE
ON AN ALL-NEW EPISODE
OF THE LADY VOCAB SHOW.
PERFORM
PERFORM...
They keep dancing as the image fades to black and a logo of TVO Kids appears.
Teacher Kristy now sits next to a board with a poem on it and says WELCOME BACK.
I HOPE YOU ENJOYED
WATCHING LADY VOCAB.
SHE'S A LITTLE BIT SILLY
SOMETIMES,
BUT A COUPLE OF THE THINGS I
REALLY LIKED IN HER VIDEO WERE...
FIRST OF ALL SHE TALKED
ABOUT THE WORD "PERFORM,"
AND SHE PERFORMED IT
IN A SONG.
IN HER SONG,
SHE TALKS ABOUT POETRY
BEING A TYPE
OF PERFORMANCE.
SO I MENTIONED EARLIER,
POETRY IS USUALLY WRITTEN
TO BE READ OUT LOUD
OR TO BE PERFORMED.
SO, WE'RE GONNA TAKE A LOOK
AT A FEW POEMS RIGHT NOW
THAT ARE THREE
DIFFERENT KINDS OF POEMS
THAT ARE GREAT
FOR BEGINNERS TO WRITE.
OUR FIRST POEM
IS CALLED
BANANAS,
AND IT'S A REALLY SIMPLE
RHYMING POEM.
SO, LET'S READ IT TOGETHER.
The poem reads "A banana can be very sweet. It is quite a wonderful treat. If it's yellow, it is best. If it's green, it needs some rest."
(READING OUT LOUD)
Teacher Kristy says SO, NOT A SUPER HARD POEM
TO WRITE.
IT'S REALLY
FOUR SIMPLE SENTENCES,
BUT WHAT THEY DID
TO MAKE IT A POEM IN THIS CASE
IS THEY MADE A RHYMING POEM.
AND IT'S WHAT WE WOULD CALL
AN AB, AB...
OH, NO.
IT'S AN AABB POEM.
I'M LOSING TRACK
OF MY POETRY HERE.
WHEN I SAY THAT,
WHAT I MEAN IS...
She underlines the words "sweet" and "treat" and says THESE TWO WORDS RHYME,
Then she underlines the words "best" and "rest" and says AND THESE TWO WORDS
RHYME WITH EACH OTHER.
SO, WE HAVE THIS PAIR
AND THIS PAIR.
AND THAT'S WHAT MAKES IT
A RHYMING POEM.
ONE OF THE FUN THINGS
ABOUT POETRY
IS YOU CAN SOMETIMES PLAY
WITH ALMOST RHYMES TOO
TO GET SOME PRETTY SILLY
RESULTS.
DOWN HERE, WE HAVE
A DIFFERENT KIND OF POEM.
THIS ONE HERE
IS AN ACROSTIC POEM.
IT'S CALLED ACROSTIC
BECAUSE WE WILL WRITE A WORD
DOWN THE SIDE,
AND FROM EACH LETTER,
WE COME ACROSS.
The poem reads "Scholastic, caring, helpful, outside fun, opportunities, love to learn."
She says SO, THIS IS CALLED
SCHOOL POEM,
AND IF I LOOK
REALLY CAREFULLY
I CAN SEE
THAT THE FIRST LETTERS-
S, C, H, O, O,
AND WAY DOWN
AT THE BOTTOM, L,
SPELL "SCHOOL."
SO, IT'S ABOUT SCHOOL
AND EACH LINE
STARTS WITH A WORD
OR A REALLY SHORT SENTENCE
THAT GOES WITH THAT LETTER.
SO, WE HAVE
"SCHOLASTIC, CARING,
"HELPFUL, OUTSIDE FUN,
"OPPORTUNITIES,
LOVE TO LEARN."
SO, EACH LINE STARTS
WITH ONE OF THE LETTERS
IN THE WORD "SCHOOL,"
AND THE WHOLE POEM
TELLS ABOUT SCHOOL.
ONE ACTIVITY
THAT I LOVE DOING
IS HAVING MY STUDENTS
WRITE ACROSTIC POEMS
USING THEIR NAME
AND PICKING A WORD
FOR EACH LETTER OF THEIR NAME
OR LITTLE SENTENCE
THAT TELLS ALL ABOUT THEM.
ONE OF THE TRICKIEST YEARS
WAS A YEAR I HAD
A STUDENT NAMED XAVIER
AND HIS NAME STARTED
WITH AN X.
THAT ONE WAS A LITTLE BIT TRICKY
FOR US TO FIGURE OUT.
THE LAST KIND OF POEM
WE'RE GOING TO LOOK AT TODAY
IS THE KIND OF POEM
WE'RE GOING TO BE FOCUSING ON
AND WRITING TOGETHER.
THIS KIND OF POEM...
AS I THROW MY PAPER ON THE FLOOR
AND MAKE A MESS IN MY ROOM...
THIS KIND OF POEM
IS A SENSORY POEM.
SO, THIS IS WHERE WE FOCUS
ON OUR FIVE SENSES.
SO, THE PATTERN OF THE POEM
IS WE DO A SENTENCE FOR EACH
OF OUR FIVE SENSES,
AND THEN WE ASK A QUESTION
AND WE ANSWER IT WITH
WHAT THE POEM IS ABOUT.
SO, THIS POEM IS CALLED
TOOTHPASTE.
(READING ALOUD)
The third poem reads "I hear the swish, swish, swish. I smell something fresh. I see foaming bubbles. I feel my teeth getting clean and smooth. I taste something minty fresh. What could it be? It's toothpaste!"
Techer Kristy says AND IF I LOOK,
I CAN SEE I'VE GOT
WHAT I HEAR,
WHAT I SMELL,
WHAT I SEE,
WHAT I FEEL,
WHAT I TASTE.
MY ONE, TWO, THREE,
FOUR, FIVE SENTENCES...
SENSES,
EACH IN A SENTENCE.
THAT'S A BIT
OF A TONGUE TWISTER.
RIGHT NOW,
WE'RE GONNA CHECK OUT
AN EPISODE OF
THE WACKY WORD SHOW.
I LOVE THIS ONE 'CAUSE
IT REALLY MAKES US THINK
ABOUT THE KIND OF WORDS
WE'RE USING,
AND IN POETRY,
BECAUSE WE WRITE SO LITTLE,
OUR WORD CHOICE
BECOMES REALLY IMPORTANT.
IF WE THINK
OF THAT SCHOOL POEM,
WE ONLY HAD ONE WORD
FOR SOME OF THOSE LINES.
SO WE WANNA PICK
THE BEST WORDS WE CAN
TO TELL IN SOMETHING
THAT'S NOT VERY BIG.
SO, ENJOY THIS EPISODE
OF
WACKY WORD SHOW...
IT'S PRETTY SILLY.
-AND I'LL SEE YOU BACK
IN A FEW MINUTES.
A caption reads "TVO Kids presents."
Colourful animated letters with googly eyes jump around and form the name "Wacky Word Songs."
A song says IT's THE WACKY WACKY WORD SONGS.
OH YEAH.
Zoey is in her early teens, with long straight brown hair and wears brown trousers, a polka dotted yellow sweater and a denim jacket.
In the attic, Zoey talks to a toy train and says SIT.
ROLL OVER.
ROLL OVER.
I'M TRYING TO TRAIN A TRAIN.
YOU'D THINK YOU COULD TRAIN
SOMETHING THAT'S ACTUALLY CALLED
A TRAIN.
IT TURNS OUT THAT THERE ARE LOTS
OF WORDS, LIKE TRAIN, THAT ARE
BOTH NOUNS AND VERBS.
THAT MEANS THEY'RE BOTH A THING
AND A THING TO DO.
BUT MAYBE IT'S BETTER IF I SHOW
YOU A SHOW AND RHYME SOME
RHYMES!
(music plays)
Zoey sings a song that says DON'T COOK THE COOK.
DON'T COOK THE COOK.
WHEN YOU LUNCH, JUST EAT YOUR
LUNCH.
LET'S FISH FOR FISH.
LET'S FISH FOR FISH.
IF THE FISH AREN'T BITING,
WISH A WISH.
I WISH FOR A TUNA SANDWICH, MMM.
DO PET YOUR PET.
DO PET YOUR PET.
THEY WILL BARK A BARK SO YOU
DON'T FORGET.
A dog barks.
(BARKING)
Zoey sings GO MARCH IN MARCH.
AND CHEER AND CHEER.
WOOHOO.
IF YOU SPY A SPY, THEN FEAR A
FEAR.
YIKES.
DON'T GLUE YOUR GLUE, OR
BRUSH
YOUR BRUSH.
DON'T IRON YOUR IRON,
OR DUST THE DUST.
ACHOO!
LET'S ROCK A ROCK, AND ROLL
ROLL.
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.
(AUDIENCE APPLAUDING)
The song ends.
Zoey says I LOVE WORDS THAT ARE BOTH
THINGS AND THINGS TO DO.
SO NOW I'M GONNA END THE END.
BYE!
A caption reads "Apartment 11 production."
Teacher Kristy says I HOPE YOU ENJOYED
THAT PRETTY SILLY EPISODE
OF
WACKY WORD SHOW.
BUT I REALLY LIKED THE MESSAGE
ABOUT WORDS WE HAVE THAT CAN BE
BOTH VERBS AND NOUNS.
IT'S IMPORTANT TO REMEMBER THOSE
SOMETIMES WHEN WE'RE WRITING.
IT'S ALSO
A REALLY GOOD WAY
TO THINK OF WHAT KINDS OF
DESCRIPTIVE WORDS WE WANNA USE.
ARE WE GOING TO WANT
TO TELL ABOUT AN ACTION
THAT SOMETHING CAN DO
OR ARE WE GOING TO WANT TO TELL
ABOUT WHAT IT LOOKS LIKE
OR WHERE IT IS?
SO, THAT CAN HELP US THINK ABOUT
WHAT WE'RE GOING TO CHOOSE
WHEN WE WRITE OUR POEM.
WE'RE GOING TO TAKE A LOOK
AT ANOTHER SENSORY POEM,
AND WE'RE GOING TO READ IT
AND WATCH FOR THE FIVE SENSES.
SO, I'LL
READ THROUGH IT ONCE
AND THEN
WE'LL JUST LISTEN TO IT
AND I'LL READ THROUGH IT
A SECOND TIME
AND LET'S FIND
ALL OF THOSE FIVE SENSES.
SO, OUR SENSORY POEM SHOULD HAVE
SOMETHING ABOUT TASTE,
SOMETHING ABOUT SMELL,
SOMETHING ABOUT TOUCH,
SOMETHING ABOUT HEARING,
AND SOMETHING
ABOUT SIGHT IN IT.
ONE OF THE THINGS I THINK
THAT IS REALLY INTERESTING
ABOUT THIS ONE
IS IT'S CALLED
FIREWORKS.
AND WHEN I READ THAT TITLE,
ONE OF THE THINGS I WONDERED
WAS HOW ARE THEY GOING TO TELL
ABOUT TASTE OF FIREWORKS?
'CAUSE I DON'T EAT FIREWORKS.
UGH.
BUT THE AUTHOR DOES
A REALLY INTERESTING THING
WHEN IT COMES TO TASTE.
SO, LET'S READ THIS ONE
TOGETHER.
"FIREWORKS.
"I HEAR POPS AND BURSTS.
"I SMELL SMOKE IN THE AIR.
"I SEE THE BRIGHT COLOURS
AT NIGHT.
"I FEEL EXCITEMENT
IN THE AIR.
"I TASTE SWEET TREATS.
"WHAT COULD IT BE?
IT'S FIREWORKS."
SO, THE AUTHOR DID, AGAIN,
WRITE A SENTENCE FOR EACH
OF THE FIVE SENSES.
LET'S DOUBLE CHECK.
"I HEAR POPS AND BURSTS."
SO, THEY'VE GOT
OUR HEARING RIGHT THERE.
"I SMELL SMOKE IN THE AIR."
"I SEE BRIGHT COLOURS
AT NIGHT.
"I FEEL--."
I REALLY LIKED THIS ONE,
'CAUSE WE CAN'T REACH OUT
AND TOUCH A FIREWORK EITHER,
SO THEY DESCRIBED, INSTEAD
OF HOW IT FEELS TO TOUCH IT,
THEY DESCRIBED HOW IT FELT
FOR THEIR EMOTIONS,
HOW THEY FELT INSIDE.
"I FEEL EXCITEMENT IN THE AIR."
SO, THEY HAD TO BE EXTRA
CREATIVE WITH THIS ONE.
"I TASTE SWEET TREATS,"
BECAUSE OFTEN WHEN WE GO
TO FIREWORKS
WE HAVE SPECIAL TREATS THAT
WE CAN EAT WHILE WE'RE THERE.
SO, THAT WAS A REALLY CREATIVE
WAY THE AUTHOR THOUGHT
TO MAKE THOSE FIREWORKS
FIT THEIR FIVE SENSES.
AND THEN IT FINISHES
WITH THAT QUESTION,
"WHAT COULD IT BE?
IT'S FIREWORKS."
I REALLY LOVE THE WAY THE AUTHOR
BROKE THAT DOWN FOR US,
AND THE WAY
THEY'VE USED A SENTENCE
FOR EACH OF THE FIVE SENSES.
I WANT YOU TO START THINKING
ABOUT WHAT'S SOMETHING
YOU KNOW
REALLY, REALLY WELL
THAT YOU COULD WRITE
A FIVE SENSES POEM ABOUT?
I'M TRYING TO THINK OF SOME
OF MY FAVOURITE THINGS TO DO.
I LIKE MAKING CRAFTS,
I LIKE PLAYING GAMES,
I LIKE WORKING IN MY GARDEN,
I LIKE RIDING MY BIKE.
I LIKE LIFTING WEIGHTS.
SO, ALL OF THOSE THINGS
ARE THE KINDS OF THINGS
THAT I COULD WRITE
A SENSORY POEM ABOUT.
WHEN I GET
TO CHOOSE MY TOPIC,
I WANNA THINK ABOUT THE THING
THAT'S GOING TO BE EASIEST
FOR ME TO TELL ABOUT.
SO, I WANT YOU...
WE'RE GOING TO WATCH
ANOTHER EPISODE
OF THAT SILLY
LADY VOCAB AGAIN...
AND I WANT YOU,
WHILE YOU'RE WATCHING THAT,
TO START TO THINK ABOUT
WHAT COULD YOU WRITE
YOUR SENSORY POEM ABOUT.
SO, IT SHOULD BE SOMETHING
YOU KNOW A LOT ABOUT,
SOMETHING THAT'S
INTERESTING TO YOU,
AND SOMETHING PROBABLY
THAT YOU REALLY LIKE.
ACTUALLY, I GUESS YOU WROTE
ABOUT SOMETHING REALLY GROSS
THAT COULD BE
KIND OF FUN TOO.
SOMETHING REALLY DISGUSTING
LIKE DIRT.
WOULD YOU WRITE A SENSORY POEM
ALL ABOUT DIRT?
SO, WE COULD HAVE A LOT OF FUN
WITH THESE.
I COULD WRITE A SERIOUS SENSORY
POEM ABOUT SOMETHING I LIKE.
I COULD WRITE A SILLY SENSORY
POEM ABOUT SOMETHING YUCKY.
IT'S REALLY UP TO US.
WE'RE THE POETS, AND WE GET
TO HAVE FUN WITH IT.
SO, ENJOY LADY VOCAB AND I'LL
SEE YOU BACK IN A FEW MINUTES
TO GET STARTED ON OUR DRAFT.
Another episode of "The Lady Vocab Show" rolls.
Lady Vocab says OH YEAH!
WOW,
PROFESSOR P!
AREN'T YOU FULL OF
ENERGY TODAY!
Professor P says THAT'S BECAUSE
I LOVE OUR SHOW,
MILADY.
She says GLAD TO
HEAR IT.
ARE YOU READY
TO DANCE
TO A
NEW WORD?
He says I CANNOT
WAIT!
THE WORD OF THIS
WEEK IS VIBRANT!
He pulls the cloth and uncovers a white board that reads "AUTHENTIC."
He continues IT IS AN ADJECTIVE
WHICH MEANS
FULL OF ENERGY
AND ENTHUSIASM.
She says OH, AS IN I LOVE
VIBRANT COLOURS?
Stars flash on screen and a purple caption reads "Vibrant."
He says PRECISELY, AND I
LIKE TO THINK
MY VOICE
IS VIBRANT.
She says I WOULD
AGREE!
YOU KNOW,
PROFESSOR P,
WHEN I WAS JUST
A YOUNG GIRL,
GROWING UP,
DREAMING OF
BECOMING A STAR.
WELL I CERTAINLY
KNEW
MY WAY AROUND
DICTIONARIES,
BUT FOR
PERFORMING,
WELL I WAS
LACKING A CERTAIN
ENERGY OR
ENTHUSIASM.
He says WELL YOU'RE
MOST CERTAINLY
A VIBRANT PERFORMER
NOW, MILADY.
She says THANKS,
PROFESSOR P.
SPEAKING OF WHICH,
HIT IT!
[MUSIC PLAYING]
Stars flash on screen. Lady Vocab spells as a caption reads "V I B R A N T."
He sings VIGOROUS
ENERGY,
ENERGY
ENERGY,
ENERGY
She sings BURNING
BRIGHT
LIKE
A STAR
He sings BEING VIBRANT
GETS YOU FAR
She sings and dances as a caption reads "Vibrant."
He sings SHINING LIKE
A STAR
She sings and dances as a caption reads "Vibrant."
She sings GONNA GET
YOU FAR
They both sing and dance as a caption reads "Vibrant."
He sings IF YOU'RE TALL
OR TINY
They both sing VIBRANT
She sings YOU'RE SO BRIGHT
AND SHINY
They both sing VIBRANT
As she continues to dance, he says THERE YOU
HAVE IT, FOLKS.
A BRAND NEW
WORD
AND SOME TIPS
ABOUT PERFORMING.
REMEMBER TO BE
VIBRANT!
WE'LL SEE
YOU NEXT WEEK!
A narrator says THE LADY VOCAB SHOW
IS FILMED
LIVE BEFORE A
STUDIO AUDIENCE
IN BEAUTIFUL
DOWNTOWN
TVO TOWN.
IF YOU'RE VISITING
TVO TOWN,
BE SURE TO
VISIT US HERE,
AT
THE LADY
VOCAB SHOW.
The show ends.
Kristy now shows a brainstorming organizer says I HOPE YOU REALLY ENJOYED
THAT LADY VOCAB VIDEO.
IT'S, AGAIN,
A LITTLE BIT SILLY.
I LOVE HER COSTUMES
AND OUTFITS.
SHE LOOKS PRETTY FABULOUS.
AND I LOVE THE WORD THAT
SHE WAS SINGING ABOUT TODAY.
SHE CHOSE THAT WORD
"VIBRANT,"
AND VIBRANT MEANS COLOURFUL
AND BRIGHT AND BOLD,
AND IT'S SUPER DESCRIPTIVE.
THOSE ARE THE KIND OF WORDS
WE WANT TO THINK ABOUT.
THIS ORGANIZER
THAT I HAVE HERE,
I'M GOING TO USE TO HELP
BRAINSTORM ALL KINDS OF IDEAS
FOR MY SENSORY POEM.
SO, I KNOW THAT IT'S MY WORK,
SO I'M GONNA START
BY WRITING MY NAME THE TOP.
I'LL RIGHT KRISTY UP THERE.
AND IT IS MAY 2021.
ALL RIGHT, SO I'M GONNA START
TO THINK ABOUT—
I KNOW I'M GOING TO WRITE
ABOUT MY GARDEN.
'CAUSE THAT'S SOMETHING
I REALLY LIKE.
I'VE BEEN SPENDING
A LOT OF TIME IN THERE
NOW THAT THE WEATHER
IS NICER.
AND I KNOW A LOT
ABOUT MY GARDEN.
IT'S ONE OF MY FAVOURITE
PLACES TO BE.
SO, I'M GONNA THINK ABOUT ALL
KINDS OF THINGS ABOUT MY GARDEN.
She starts writing her ideas on the organizer.
She writes "Lots of flowers and plants, bulbs, lilies, raspberry."
She says SO, THERE'S LOTS
OF FLOWERS...
AND PLANTS.
I COULD TELL ABOUT SOME OF THE
KINDS OF FLOWERS AND PLANTS.
I HAVE BULBS, I HAVE...
SOME OF MY FAVOURITES
ARE LILIES.
I HAVE LOTS
OF DIFFERENT ONES.
I HAVE A BIG RASPBERRY
ON MY FRONT LAWN
THAT PROBABLY SHOULDN'T BE
IN MY FLOWER GARDEN
BUT I DON'T WANT
TO CUT IT DOWN
'CAUSE IT MAKES
DELICIOUS BERRIES EVERY SPRING.
UM, LET ME THINK
OF WHAT ELSE.
OH, I REALLY LIKE
MY ROSES.
MY ROSES SMELL
REALLY NICE.
THAT'S A GOOD SENSORY THING
TO THINK ABOUT.
"SMELL REALLY NICE."
HMM.
I DON'T THINK I LOVE
THAT WORD "NICE."
THAT'S KIND OF A BORING WORD.
I'M GONNA PUT A LITTLE BOX
AROUND THAT
AND I'M GONNA THINK ABOUT,
BEFORE I WRITE A DRAFT,
MAYBE FINDING A BETTER WORD
THAN "NICE."
I WANT MY WORDS IN MY POEM
TO BE VIBRANT.
HMM.
I'M NOT SURE SOMETHING
CAN SMELL VIBRANT,
BUT MAYBE THE COLOURS,
MAYBE I HAVE SOME...
OOH, MY PINK ROSES
ARE VIBRANT PINK.
I'M GOING TO BORROW THAT WORD
FROM LADY VOCAB.
"VIBRANT PINK."
OH, I ALSO KNOW MY ROSES HAVE
SOME REALLY PRICKLY THORNS.
SO, RIGHT NOW,
WHATEVER YOUR TOPIC IS
THAT YOU'RE WRITING ABOUT,
WE'RE JUST WRITING DOWN...
OOH, I SMUDGED SOME INK.
WE'RE JUST WRITING DOWN
ALL THE IDEAS WE CAN THINK.
I'VE SAID IT BEFORE
ON ANOTHER LESSON,
BUT DON'T FORGET, YOU SHOULD
REALLY BE WORKING IN PENCIL.
I'M WORKING IN PEN
BECAUSE I WANT IT TO SHOW UP
A LITTLE BIT BETTER
FOR THE CAMERA.
BUT IT'S ALWAYS NICE
TO BE ABLE TO ERASE THINGS
AND CHANGE THINGS AROUND.
THE OTHER THING IS,
WITH AN ORGANIZER LIKE THIS,
I'M NOT STUCK
TO THESE LITTLE BUBBLES.
I CAN MAKE EXTRA SPACES
AND EXTRA IDEAS.
I'M TRYING TO THINK
OF MY SENSORY WORDS.
WELL, I TALKED
ABOUT SOMETHING I SMELL,
AND I HAVE
THOSE PRICKLY THORNS.
OOH, I COULD SAY
"THE EARTH IS WET."
OOH, MAYBE DAMP.
I LIKE THAT WORD BETTER.
"DAMP AND SOFT."
HMM.
I KNOW THE EARTH
HAS A SMELL.
I WONDER HOW I COULD DESCRIBE
THE SMELL OF EARTH.
THAT MIGHT BE A BIT OF A
CHALLENGE FOR ME TO THINK ABOUT.
I'M GOING TO COME OVER HERE
AND I'M GOING TO TAKE A LOOK.
LET'S SEE,
WHAT ELSE CAN I TALK ABOUT?
OH, I KNOW SOMETHING I SEE
A LOT OF IN MY GARDEN.
I SEE A LOT OF ANIMALS.
SO, THERE ARE BIRDS
IN MY GARDEN.
THERE ARE DEFINITELY A LOT
OF SQUIRRELS IN MY GARDEN,
WHICH I'M NOT CRAZY ABOUT
'CAUSE THEY SOMETIMES
DIG STUFF UP.
Kristy sneezes and says EXCUSE ME.
THERE'S A RABBIT
IN MY GARDEN
WHO SOMETIMES CHEWS THE TOP
OFF OF MY FLOWERS.
OH, LOTS OF EARTHWORMS.
SO, I'M JUST GOING
TO START THINKING
AS I WORK THROUGH
MY ORGANIZER
AND AS YOU WORK THROUGH
YOUR ORGANIZER,
ALL OF THE DIFFERENT IDEAS
OF WHAT I SEE IN MY GARDEN.
LET'S THINK.
SOMETHING ELSE AT THE END
THAT I COULD TALK ABOUT.
I TALKED ABOUT MY ROSES.
I TALKED...
OH, I COULD TALK ABOUT
I HAVE SOME STEPPING STONES.
MAYBE SOME OF THE STRUCTURES
IN MY GARDEN.
STEPPING STONES,
I HAVE A LITTLE GAZEBO
THAT I CAN SIT IN.
I HAVE A HEATER
IN THE CORNER
'CAUSE SOMETIMES
IT'S REALLY CHILLY OUT THERE
AND IT'S NICE AND SIT OUT
AND HAVE MY TEA.
SO, I'VE WRITTEN A WHOLE BUNCH
OF DIFFERENT IDEAS HERE.
THERE ARE TWO TOOLS
THAT WE CAN USE
WHEN WE'RE WRITING POETRY
THAT CAN BE REALLY,
REALLY HELPFUL.
ONE TOOL IS A DICTIONARY.
AND A DICTIONARY IS A BOOK
THAT LISTS ALL SORTS OF WORDS.
IT USUALLY LISTS THEM
IN ALPHABETICAL ORDER,
SO THE WORDS THAT START
WITH A GO AT THE BEGINNING,
ALL THE WAY TO THE WORDS THAT
START WITH Z GO AT THE END.
IF I'M WRITING
AN ACROSTIC POEM,
LIKE IF I WROTE ONE
ABOUT MYSELF
AND I WANTED TO WRITE ONE
THAT WAS CALLED
KRISTY,
I COULD USE A DICTIONARY TO HELP
ME THINK OF WORDS TO USE.
SO, IF I WAS STUCK FOR A WORD
THAT STARTED WITH K,
I COULD USE MY DICTIONARY
AND I COULD LOOK UP ALL KINDS
OF WORDS THAT STARTED WITH K
UNTIL I FOUND ONE
THAT TOLD ABOUT ME.
SO, I'M GONNA THINK.
I THINK I'M PRETTY KIND.
THAT COULD BE THERE.
AND I CAN USE
THAT DICTIONARY,
ESPECIALLY FOR SOME
OF THE TRICKY ONES.
LIKE, I TOLD ABOUT ONE OF MY
STUDENTS WHOSE NAME WAS XAVIER,
AND WE HAD TO THINK
OF AN X WORD FOR HIM.
WE ENDED UP ACTUALLY
WRITING "EXCITING,"
AND WE STUCK A LITTLE E
BESIDE IT,
TO MAKE THAT ONE WORK.
IT WAS KIND OF SNEAKY.
ANOTHER SUPER USEFUL TOOL...
AND THIS IS REALLY GOOD
FOR POEMS LIKE THE KIND
WE'RE WRITING HERE,
WHERE WE WANT
MORE INTERESTING WORDS...
ANOTHER REALLY GOOD TOOL
IS A KIND OF BOOK
THAT'S CALLED A THESAURUS.
AND WHAT I LOVE
ABOUT A THESAURUS
IS IF YOU LOOK UP A WORD
IN YOUR THESAURUS,
IT'S GONNA TELL YOU A WHOLE
BUNCH OF DIFFERENT WORDS
THAT MEAN THE SAME.
SO, FOR EXAMPLE, IF I LOOKED UP
THE WORD "PRETTY,"
IT WILL GIVE ME
A WHOLE BUNCH OF WORDS
THAT MEAN THE SAME THING
AS PRETTY.
SO, IT MIGHT SAY "LOVELY."
IT MIGHT SAY "BEAUTIFUL."
AND ALL SORTS OF OTHER WORDS
THAT MEAN PRETTY.
WHEN I WRITE MY IDEAS DOWN
AND I START TO WRITE MY POEM,
I WANT-- THINKING BACK
TO LADY VOCAB...
I WANT MY WORDS
TO BE VIBRANT.
I WANT EXCITING WORDS
IN MY POEM
THAT ARE GONNA GRAB
MY READER'S ATTENTION.
SO, INSTEAD OF
SAYING "NICE,"
WELL, WHAT DO I MEAN BY
THE ROSES SMELL "NICE"?
WELL, THEY SMELL...
DO THEY SMELL SWEET?
DO THEY SMELL SOUR?
DO THEY SMELL STINKY?
I WANNA CHOOSE
THOSE REALLY STRONG WORDS
THAT GRAB MY ATTENTION.
SO, USING A THESAURUS
IS A GREAT TOOL.
IF YOU DON'T HAVE A BOOK
THAT'S A THESAURUS AT HOME,
YOU PROBABLY HAVE THEM
IN YOUR CLASSROOM.
YOU CAN ASK YOUR TEACHER ABOUT
THOSE WHEN YOU'RE AT SCHOOL.
BUT YOU CAN ALSO USE THESAURUSES
ON THE INTERNET.
SO, IF YOU LOOK UP
A THESAURUS ONLINE,
YOU CAN TYPE IN THE WORD
YOU'RE USING,
AND IT WILL GIVE YOU
A WHOLE BUNCH MORE WORDS
THAT MEAN THE SAME THING,
SO THAT YOU CAN USE THE BEST,
MOST INTERESTING WORDS.
WHEN YOU'RE USING
A THESAURUS,
ONLY CHOOSE WORDS THAT YOU'VE
ALREADY HEARD OF BEFORE.
SOMETIMES THE WORDS
THEY GIVE YOU
DON'T MEAN
EXACTLY THE SAME THING,
AND I'VE SEEN STUDENTS GRAB
BRAND-NEW WORDS
THAT THEY'VE NEVER
HEARD OF BEFORE,
AND THEN WHAT THEY WRITE
DOESN'T END UP MAKING SENSE.
SO, IF I LOOK UP "PRETTY,"
I'VE ALREADY HEARD THE WORDS
"LOVELY" AND "BEAUTIFUL" BEFORE.
I KNOW WHAT THOSE MEAN,
SO THEY WOULD BE
GOOD CHOICES TO USE.
SO, WHEN I START
WORKING ON MY DRAFT,
I'M GOING TO WANT TO LOOK
AT WHAT ARE THOSE WORDS
LIKE "NICE"?
LIKE "SMELL"?
WHAT'S A BETTER WORD
FOR "SMELL"?
I LIKE "DAMP."
BETTER THAN "WET."
THAT'S A GOOD CHOICE.
AND WHERE THOSE
INTERESTING WORDS ARE
THAT I CAN USE TO MAKE
MY WRITING STRONGER,
AND I LOVE THE WORD
"EVOCATIVE."
THAT MEANS IT CAN REALLY MAKE
SOMEBODY HAVE A PICTURE
IN THEIR HEAD OF JUST WHAT
WE ARE TRYING TO SAY.
WE ARE GOING TO CHECK OUT
ANOTHER VIDEO
WHERE SOMEBODY
IS CONVINCING US
ALL ABOUT SOMETHING
THAT THEY LOVE TO DO.
WE'RE GONNA CHECK OUT
WHEN I GROW UP,
AND WE'RE GOING
TO VISIT SOMEBODY
WHO WOULD LIKE TO BE
A SOUND EDITOR.
AND WE'RE GONNA
FIND OUT ALL ABOUT
WHAT IT'S LIKE TO BE
A SOUND EDITOR,
AND I WANT YOU TO PAY ATTENTION
TO THE DIFFERENT REASONS
THAT THAT PERSON WOULD LIKE
TO BE A SOUND EDITOR.
DOES SHE CONVINCE YOU
THAT BEING A SOUND EDITOR
WAS AN INTERESTING JOB?
DO YOU THINK SHE'D BE ABLE
TO PERSUADE US
IF SHE DID
PERSUASIVE WRITING?
WE'LL SEE YOU BACK
IN A FEW MINUTES.
The episode rolls.
Mikaela pops up against a colourful animated background. She's around 12, with mid-length curly brown hair, and wears a blue sweater.
[WHOOSH]
She says MY NAME'S MIKAELA, AND SINCE
I CAN REMEMBER,
I'VE DREAMT ABOUT WHAT I'LL BE
WHEN I GROW UP!
THERE ARE SO MANY COOL JOBS,
SO I DECIDED TO TRY THEM ALL.
In animation, gear from different jobs appears on her: an astronaut's helmet, a construction worker's vest and helmet, a chef's hat and apron, and a police officer's hat and badge.
She says I BUILT AN AWESOME STUDIO IN
MY GARAGE,
SO I CAN MAKE AND SHARE VIDEOS
ABOUT MY JOURNEY.
She pops up in her garage. The place has a multi-coloured tile floor, hangers with different uniforms, a bike, a desk, and a colourful back wall with a graffiti that reads "When I grow up!"
She says IT'S ALL ABOUT DISCOVERING
WHAT I'LL BE
WHEN I GROW UP!
The name of the show appears in purple surrounded by colourful silhouettes of different animals and shapes. It reads "When I grow up."
A film countdown clocks appears.
In her studio, Mikaela says OH, HEY EVERYONE.
I'M HARD AT WORK EDITING A NEW
VIDEO.
RIGHT NOW I'M FOCUSING ON THE
SOUNDS. THAT'S RIGHT SOUND.
DID YOU KNOW THAT'S A HUGE PART
OF EDITING?
FOR EXAMPLE, WHAT IF THE SOUND
DOESN'T MATCH UP
(OUT OF SYNC)
Mikaela says WITH THE PICTURE?
(OUT OF SYNC)
Mikaela says DOESN'T MATCH UP WITH
THE PICTURE!
DOESN'T MATCH UP WITH
THE PICTURE!
OR A SOUND EFFECT THAT, WELL,
DOESN'T SOUND RIGHT.
She drops a pen.
[GLASS BREAKING]
She puts a glass of water on her desk.
[BOING SOUND]
She rings a bell.
[DOG BARK]
Mikaela says THERE'S A JOB THAT FOCUSES
COMPLETELY ON EDITING SOUND.
IT'S CALLED A SOUND EDITOR.
I'M GONNA CHECK OUT THE JOB SO
MY AUDIO
DOESN'T SOUND LIKE THIS...
She claps.
[CHICKEN SOUND]
Mikaela says WHEN I GROW UP.
[WHOOSH]
Outside a building, Mikaela says THIS IS WHERE SOUND EDITORS WORK
ON TV AND MOVIES
TO MAKE EVERYTHING SOUND
AWESOME!
(ECHOED VOICE)
Mikaela says IT'S SO COOL BECAUSE THERE'S SO
MANY COMPUTERS AND VIDEOS,
AND WAIT. CAN YOU
GUYS HEAR ME?
I THINK I KNOW WHAT HAPPENED.
GOOD THING WE'RE AT THE RIGHT
PLACE TO SEE HOW IT'S DONE.
COME ON!
[WHOOSH]
She walks in and says WOW! THIS PLACE IS MUCH BIGGER
THAN MY STUDIO.
Claire says HEY MIKAELA.
Mikaela says OH, HI CLAIRE.
A caption reads "Claire. Sound editor."
Claire is in her thirties, with long straight strawberry blond hair and wears jeans and a black sweater.
Mikaela says CLAIRE'S A SOUND
EDITOR HERE.
CLAIRE WHAT'S YOUR FAVOURITE
PART ABOUT BEING A SOUND EDITOR?
Claire says UMM. MY FAVOURITE IS HAVING FUN
AND MAKING IT WORK.
Mikaela says COOL. LET'S GO.
FIRST, SHOULD OUR FOOT STEPS BE
NORMAL OR SILLY?
Claire says UMM. SILLY.
Mikaela says AGREED.
[HORN NOISES]
Mikaela says 1. 2. 1.
[WHOOSH]
At the editing room, Claire says OK MIKAELA. IF WE'RE GONNA DO
SOME SOUND EDITING,
WE'RE NEED A VIDEO.
DID YOU BRING ONE?
Mikaela says YEP. I FILMED ONE SPECIAL
JUST FOR TODAY.
LET'S WATCH IT!
Claire says I CAN'T WAIT.
In the video, Mikaela takes a stroll. She breathes deeply and plays hopscotch.
(MIKAELA IN VIDEO)
[BREATH IN AND OUT]
[HOPPING SOUNDS]
A boy rides his skate past her.
[SKATEBOARD SOUNDS]
(SKATEBOARDER)
He turns and says WOAH SORRY DUDE!
She crawls through a tunnel.
[CRAWLING NOISE]
(LAUGH)
Mikaela says OOPS.
(CRYING VOICE)
Mikaela says STUNNING, JUST STUNNING!
[SHAKING BONES]
Mikaela says WHAT DID YOU THINK CLAIRE?
Claire says I THINK IT'S A GREAT VIDEO TO
HAVE SOME FUN WITH
SOUND EDITING.
WE CAN DO SOME SOUND EFFECTS. WE
CAN DO FOLEY FOR THE HOPSCOTCH.
WE CAN WORK ON THE DIALOGUE FOR
THE SKATEBOARDER.
AND THEN WHEN YOU GO INTO THE
TUBE WE CAN HAVE A LOT OF FUN.
Mikaela says SOUNDS GOOD!
She raises one eyebrow.
[CRAZY SPINNING SOUNDS]
[WHITE NOISE]
[MUFFLED MUSIC]
Back in her studio, Mikaela says OH HI THERE. SPEAKING OF SOUND,
I WAS JUST TESTING OUT SOME
MUSIC I'M GONNA USE IN ONE
OF MY VIDEOS.
ANYWAY WHY DON'T YOU CHECK OUT
HOW CLAIRE BECAME A
SOUND EDITOR.
[MUFFLED MUSIC]
[WHOOSH]
In animation, a comic book cover appears with the title "When they were growing up! By Mikaela!"
[PAGE FLIP]
The pages of a comic book flip.
Mikaela says WHEN CLAIRE WAS A KID SHE LOVED
PLAYING MUSIC,
SO SOUND WAS VERY IMPORTANT TO
HER.
A comic book frame shows young Claire playing the piano and a dialogue bubble that reads "I love music!"
[PIANO SOUNDS]
Mikaela says IN HIGH SCHOOL SHE STARTED
MAKING SHORT FILMS
ABOUT HER EVERYDAY LIFE.
[CAMERA SOUNDS]
Mikaela says CLAIRE LOVED WORKING ON THE
Another frame shows Claire playing drums with a trash can lid.
[HITTING SOUNDS]
[DIGITAL LAUGH]
Mikaela says SHE WAS AMAZED AT HOW MUCH A
SCENE COULD CHANGE
JUST WITH SOUND!
Another frame shows Claire watching a movie and a dialogue bubble that says "This sounds awesome!"
Mikaela says AT FILM SCHOOL CLAIRE LEARNED
THAT THERE WAS A PART OF
SOUND.
(WOO HOO)
Mikaela says SHE ENJOYED IT SO MUCH,
FROM THAT POINT ON
SHE KNEW SHE WANTED TO BE
A SOUND EDITOR.
Another frame shows Claire at her desk and a dialogue bubble that reads "I love the sound of my job!"
[TRUMPET SOUNDS]
[WHOOSH]
(SINGING)
In the studio, Mikaela dances and sings NOW THAT YOU'VE LEARNED ABOUT
CLAIRE,
LET'S GET BACK TO THE SHOW.
[CYMBAL]
[WHITE NOISE]
(CLAIRE)
Claire says ALRIGHT MIKAELA, WELL THIS IS
WHERE WE'RE GOING TO BE
RECORDING FOLEY.
AND ANDREA'S GONNA RECORD
IT FOR US.
Mikaela says HI ANDREA!
Andrea says HI MIKAELA.
Andrea is in her twenties, with long straight brown hair and wears a black sweater, a gray cardigan and a blue scarf.
Claire says NOW THE AUDIO FROM WHEN YOU WERE
PLAYING HOPSCOTCH
DIDN'T QUITE WORK, SO WE'RE
GONNA RECREATE IT HERE
IN THE STUDIO.
AWESOME!
[HOP SOUND]
Mikaela jumps on a platform in front of a screen.
Claire says YOU GOT IT THAT'S YOUR
HOPSCOTCH COURSE.
NOW ANDREA'S GONNA ROLL THE
VIDEO AND YOUR GOING TO DO
YOUR STEPS IN REAL TIME HERE AND
MATCH WHAT YOU SEE IN THE VIDEO.
Mikaela says GOT IT.
Claire says I'M GONNA GET OUT
OF YOUR WAY.
Mikaela says ROLL IT ANDREA!
Andrea rolls Mikaela's video on the screen.
[HOP SOUNDS]
As she watches the video, Mikaela jumps on the platform and makes hopping sound to match the hops on the video.
Claire says WOO! THAT WAS
PRETTY GOOD!
I THINK WE GOT IT.
Mikaela says WAIT CAN I JUST DO
ONE MORE?
Claire says SURE.
Mikaela says ROLL IT AGAIN ANDREA!
[HOP SOUNDS]
Mikaela starts jumping on the platform again.
Mikaela says DID WE GET THAT ONE ANDREA?
Andrea gives her the thumbs up.
Mikaela says NICE.
[WHOOSH]
Now a slate rolls with the caption "When I grow up!"
Mikaela says NOW THAT WE'VE DONE FOLEY,
CLAIRE'S GONNA SHOW ME HOW
TO DO SOUND EFFECTS TO MAKE A
VIDEO SEEM MORE FUN.
HOPEFULLY IT'S A SNAP!
She snaps her fingers.
[SQUEAKY DOOR OPENING SOUND]
Mikaela snaps her fingers again and says I MEAN, A SNAP.
[A SNEEZE]
Mikaela says I MEAN A SNAP.
[WATER SPLASH]
She keeps snapping and the wrong sound keeps coming out.
Mikaela says I MEAN A SNAP!
[CAT MEOW]
Mikaela says I MEAN A SNAP!
[SNAP]
Mikaela says AHH.
[WHOOSH]
Claire says OK MIKAELA, SO THIS
IS MY OFFICE.
Mikaela says COOL.
Claire says AND THIS IS WHERE I DO
MY SOUND EDITING.
Mikaela says WHAT SOUND EFFECTS ARE
WE DOING FIRST?
WELL THE FIRST SCENE IN YOUR
VIDEO TAKES PLACE IN THE PARK
WHERE YOU'RE JUST
WALKING ALONG.
SO WE WANT TO THINK ABOUT ALL
THE SOUNDS YOU COULD BE HEARING
IN THE BACKGROUND.
In animation, Mikaela stands in the park and hears loud animal noises coming from the bushes.
[LOUD ANIMAL NOISES]
[SIGH OF RELIEF]
Mikaela says WHAT DID YOU HAVE
IN MIND?
Claire says WELL YOU COULD HERE SOME BIRDS.
[BIRD CHIRPS]
Claire says WE CAN HEAR SOME TRAFFIC.
[CAR SOUNDS]
Mikaela says YOU COULD HEAR A
POLICE SIREN.
[POLICE SIREN]
Mikaela says AND IN A PARK YOU COULD EVEN
HEAR PEOPLE PLAYING TENNIS.
LIKE THIS.
[BALL HITTING SOUNDS]
Claire and Mikaela play air tennis.
Mikaela says WHAT ABOUT THE
SKATEBOARDER?
Claire says WELL YOU COULD HAVE THE NATURAL
SOUND OF A SKATEBOARD GOING BY.
[ROLLING SKATEBOARD]
Mikaela says OR YOU COULD DO SOMETHING A
LITTLE DIFFERENT.
[SLIDE WHISTLE]
Mikaela says THAT'S THE ONE.
AND WHAT ABOUT WHEN I WENT
THROUGH THE TUBE?
I WAS THINKING
SOMETHING CRAZY!
Claire says OHH. WELL HOW
ABOUT THIS?
Claire plays different sounds as Mikaela crawls through the tunnel.
[SCARY LAUGHTER] [COW MOO]
[ROOSTER SOUND] [WOLF SOUND]
[ANGRY CAT MEOW]
(LAUGH)
Mikaela says THAT'S DEFINITELY CRAZY.
[WHOOSH]
[WHOOSH]
Mikaela says GUYS THIS IS SO COOL.
CLAIRE'S ABOUT TO SHOW ME
HOW TO RECORD ADR.
THAT STANDS FOR AUTOMATED
DIALOGUE REPLACEMENT.
IT MEANS THAT YOU CAN RECORD
YOUR VOICE TO REPLACE AUDIO
THAT DIDN'T WORK, OR MAKE YOUR
VOICE SOUND DIFFERENT.
(HIGH PITCH VOICE)
LIKE THIS.
(LOW PITCH VOICE)
OR LIKE THIS.
(SCARY LOW PITCH VOICE)
OR LIKE THIS.
[WHOOSH]
In the recording studio, Mikaela says HOW DOES THIS
WORK CLAIRE?
Claire says SO IN VIDEOS IT'S REALLY
IMPORTANT TO UNDERSTAND WHAT
PEOPLE ARE SAYING.
SO I THINK THERE ARE A FEW
PLACES WHERE IT WOULD BE A
GOOD IDEA TO REPLACE
IT WITH ADR.
WHEN YOU FIRST WALK IN YOU TAKE
A BIG BREATH.
AND THEN LATER WHEN THE
SKATEBOARDER ROLLS BY,
THE SKATEBOARDER WAS
REALLY LOUD,
SO WE COULDN'T REALLY
HEAR WHAT HE SAID.
DO YOU WANNA REDO
HIS VOICE?
In the skater's voice, Mikaela says TOTALLY DUDE.
Claire says AND THEN WHEN YOU GO IN THE TUBE
YOU CAN DO WHATEVER YOU WANT.
HERE'S YOU MICROPHONE, SO
WHENEVER YOUR READY TO ROLL.
Mikaela says AND, ACTION!
(BREATH IN AND OUT)
(SKATER VOICE)
WOAH! SORRY DUDE!
Claire says THAT WAS PRETTY GOOD, BUT LET'S
TRY IT A LITTLE BUT FASTER.
OK.
(SKATER VOICE)
Mikaela says WOAH, SORRY DUDE!
WHAT'D YA THINK?
Claire says THAT WAS EXCELLENT.
As the video shows her crawling across the tunnel, Mikaela says EXCUSE ME. PARDON ME.
COMING THROUGH.
OH. OH. SORRY. SORRY!
UM, JUST GOING.
DID WE GET IT CLAIRE?
Claire gives her the thumbs up.
Mikaela says AWESOME!
[WHOOSH]
Mikaela says SO WHERE ARE WE AT CLAIRE?
Claire says EVERYTHING'S READY TO GO.
IT'S TIME TO FINISH YOUR VIDEO.
Mikaela says LET'S DO IT!
They high-five.
They start editing the video.
Claire says HOW DO YOU FEEL ABOUT
THIS SOUND?
[DOG BARKING]
Mikaela says GOOD.
Claire says ALRIGHT.
Mikaela says WHY DON'T WE MOVE THAT OVER
THERE?
Claire says YEAH!
SHOULD WE BRING THIS
UP A BIT?
[CRAZY LAUGHTER] [COW MOO]
[CAT MEOW]
(LAUGH)
Mikaela says I HAVE AN IDEA! LET'S MOVE
THAT OVER HERE.
[CAT MEOW] [ROOSTER]
[CRAZY LAUGH]
Mikaela says CLAIRE I THINK
IT'S READY!
[DRUM ROLL]
In animation, Mikaela takes the film to the screening room.
[WHOOSH]
Claire says ALRIGHT THE
VIDEO'S DONE.
Mikaela says AND NOW IT'S TIME FOR MY
FAVOURITE PART.
THE FINAL SCREENING.
BUT THERE'S ONE THING MISSING.
[POPCORN POPPING]
[HAPPY HORN SOUNDS]
A bucket of pops corn appears on her hands and she says AHH. POPCORN.
ROLL IT PLEASE!
[PROJECTOR SOUNDS]
A slate reads "A Mikaela Film."
Mikaela says WANT SOME POPCORN?
[BIRDS CHIRPING]
[TRAFFIC] [DOG BARKING]
[POLICE SIRENS]
[TENNIS BALL SOUNDS]
[HOPPING NOISES]
[SKATEBOARD ROLLING]
[SLIDE WHISTLE]
(SKATEBOARDER)
Skater says WOAH, SORRY DUDE!
(LAUGH)
[TRAFFIC]
[POLICE SIRENS]
(MIKAELA IN VIDEO)
Mikaela says EXCUSE ME. PARDON ME.
COMING THROUGH.
[ANIMAL NOISES]
Mikaela says OH. SORRY!
(LAUGH)
[CLAPPING]
The video ends.
Claire and Mikaela clap.
Mikaela says BRAVA!
Claire says BRAVA!
[WHOOSH]
Back in her studio, Mikaela says WASN'T THAT GREAT?
I LEARNED SO MUCH,
AND NOW I'M PRETTY SURE I WANNA
BE A SOUND EDITOR.
(WHISPERS)
FOR NOW.
YOU GET TO WORK WITH LOTS OF
CREATIVE PEOPLE TO FIGURE OUT
HOW TO MAKE VIDEOS SOUND
AWESOME.
AND WHEN RECORDING GOES WRONG,
YOU GET TO SAVE THE DAY.
NOW I KNOW MY VIDEOS WILL SOUND
PERFECT. FOR EXAMPLE,
She drops a pen.
[EXPLOSION SOUND]
Mikaela says WELL ALMOST PERFECT.
SEE YOU NEXT TIME ON...
She puts on headphones.
As she talks, a male voice says WHEN I GROW UP!
In animation, Mikaela turns the TV off as a films countdown clock appears.
[REMOTE CLICKING]
Music plays as the end credits roll.
Teacher Kristy now shows another organizer with boxes for the different senses and says I HOPE YOU ENJOYED THAT
WHEN
I GROW UP
SOUND EDITOR CLIP.
I LOVE THE WAY THEY FOUND
DIFFERENT WAYS
TO TALK ABOUT
MUSIC AND SONG,
AND ALL OF THE STEPS
IT TAKES TO MAKE A SONG.
THEY ALSO USED A LOT
OF SENSORY LANGUAGE IN THERE
TO DESCRIBE WHAT IT'S LIKE
TO BE IN THAT SOUND BOOTH
AND THEY WORK ON ALL
OF THOSE DIFFERENT SOUNDS
TO HELP MAKE THAT VIDEO
MAKE SENSE.
WHAT WE'RE TRYING TO DO
WITH OUR SENSORY POEM
IS MAKE SOMEBODY
BE ABLE TO HEAR THOSE SOUNDS
AND PICTURE BEING THERE
WITHOUT ANYTHING TO SEE,
AND THAT'S THE CHALLENGE
OF A POEM.
SO, IN OUR POEM, WE WORKED
ON OUR SENSORY BRAINSTORM.
SO, I PUT DOWN LOTS OF IDEAS
ABOUT MY GARDEN
AND I HOPE YOU HAVE LOTS
OF IDEAS ABOUT YOUR TOPIC
FOR YOUR SENSORY POEM.
AND NOW I'M GOING
TO TAKE THOSE IDEAS
AND I'M GOING TO SORT THEM
INTO WHAT I SEE,
WHAT I TASTE,
WHAT I SMELL,
WHAT I HEAR,
AND WHAT I TOUCH,
SO I CAN START TO THINK ABOUT
WHAT THOSE SENTENCES WILL BE
WHEN I PUT THEM
IN MY POEM.
I'M GONNA PUT MY NAME
ON MY WORK.
AND AGAIN, I'M WORKING IN PEN
SO IT SHOWS UP ON THE CAMERA,
BUT I HOPE YOU'RE REMEMBERING
TO USE A PENCIL.
LET'S TAKE A LOOK.
SO, THINGS THAT I SEE
IN MY GARDEN.
THIS IS PROBABLY
THE EASIEST ONE
BECAUSE A GARDEN IS SOMETHING
THAT'S REALLY MEANT
FOR LOOKING AT.
SO, I SEE LOTS OF COLOURS.
IN THE FLOWERS,
I SEE ANIMALS.
I SEE COLOURS...
MAYBE I SHOULD SAY
SOME OF THE COLOURS.
I'M A LITTLE FUSSY
WITH MY GARDEN,
SO MY FLOWERS ARE MOSTLY
PINK, PURPLE, AND WHITE.
YOU CAN SEE ON HERE,
I'M NOT WORRIED
ABOUT BEING SUPER TIDY
ON THIS ORGANIZER,
AS LONG AS I CAN READ IT.
THIS IS NOT MY...
NOT EVEN MY DRAFT.
THIS IS MY WAY OF ORGANIZING
MY DRAFT IDEAS.
SO, SIGHT.
SO, I'M PUTTING
THOSE IDEAS DOWN,
SO I SEE...
MAYBE PRETTY FLOWERS?
THAT COULD BE SOMETHING
I COULD SAY THERE.
THAT'S AN IDEA FOR SIGHT.
WELL, WHEN I LOOK
AT MY ORGANIZER,
TASTE WAS PROBABLY
THE HARDEST.
I GUESS I COULD SAY...
I TALKED ABOUT HAVING TEA
OUT IN MY GARDEN,
SO I COULD SAY
"I TASTE MY WARM CUP OF TEA,"
BUT "WARM" IS MORE
OF A TOUCH WORD.
I TASTE MY BITTER CUP OF TEA?
MY SWEET CUP OF TEA,
MAYBE?
BUT I THINK THE THING THAT
JUMPED OUT OF THE MOST
WHEN I WAS TALKING
ABOUT TASTE
WAS MY BLACK RASPBERRIES
THAT GROW IN MY GARDEN.
SO, I THINK I'M GONNA TALK
ABOUT THE TASTE
OF THOSE RASPBERRIES.
SO, I TASTE...
MY RASPBERRIES.
BEFORE I MAKE THIS
INTO MY DRAFT
ON MY CHART,
MAYBE I'LL THINK ABOUT...
I WONDER HOW I COULD
DESCRIBE THAT TASTE.
THERE, I TASTE MY...
LET'S SEE. MAYBE "SWEET"?
I COULD SAY.
THAT COULD BE A WORD.
MY-- MAYBE "DELICIOUS."
COULD BE A WORD.
I'M STARTING TO THINK ABOUT WHAT
THOSE DESCRIPTIVE WORDS ARE
TO HELP PULL MY READER
OR MY AUDIENCE
INTO WHAT I'M WRITING ABOUT.
SO, SMELLS.
WELL, DEFINITELY IF I'M TALKING
ABOUT SMELLS, THE FLOWERS,
I THINK.
AND THE EARTH
HAS A SMELL TO IT TOO.
SO, WHICH OF THOSE
FOR MY "I SMELL"?
I THINK WHEN I GO OUTSIDE,
THE THING THAT SMELLS MORE
STRONGLY IN MY GARDEN
IS DEFINITELY THE FLOWERS.
I SMELL THE-- HMM.
HOW COULD I DESCRIBE
MY FLOWERS?
I SMELL THE "SOMETHING."
FLOWERS.
I'M GOING TO HAVE TO THINK
OF A GOOD WORD
TO FIT IN THIS SPOT,
SO THIS MIGHT BE
A GOOD TIME TO USE MY THESAURUS
TO HELP ME
COME UP WITH A WORD.
I SMELL THE...
I DON'T WANNA SAY
"I SMELL THE SMELLY FLOWERS."
I MEAN, I CAN SAY
"I SMELL THE--."
THEY SMELL KIND OF SWEET,
SOME OF THEM.
SO WHEN I SEE
IT I USED "SWEET" HERE,
I'M GONNA CROSS OUT "SWEET."
OVER HERE,
BECAUSE I DON'T WANNA USE THAT
SAME DESCRIPTIVE WORD TWICE.
I WANT TO BE CAREFUL NOT TO BE
REPEATING ITSELF.
THAT'S NOT GOING TO BE
VERY INTERESTING
OR EXCITING FOR MY READER.
I TALKED ABOUT, ON MY
BRAINSTORM, THINGS I COULD HEAR.
WELL, I CAN'T HEAR THE EARTH
OR THE FLOWERS.
I GUESS I HEAR THE WIND
IN THE LEAVES.
THAT'S ONE THING
I HEAR IN MY GARDEN.
I HEAR THE WIND
IN THE LEAVES.
OH, YOU KNOW WHAT?
I KNOW WHAT I'M GONNA DO
FOR THIS ONE.
I HEAR...
AND THE FUNNY THING IS...
I DECIDED ON THIS ONE
'CAUSE I'M LISTENING
AND I CAN HEAR THIS RIGHT
OUTSIDE MY WINDOW RIGHT NOW.
"I HEAR THE BIRDS CHIRPING."
HMM. I LIKE THAT.
"CHIRPING" IS A GOOD WORD.
OOH. YOU KNOW WHAT?
I'M THINKING OF WORDSWORTH
AND HOW HE SAID
THE DAFFODILS WERE DANCING.
AND I'M GONNA SAY,
INSTEAD OF CHIRPING,
I'M GONNA USE THE WORD
"SINGING."
I HEAR THE BIRDS SINGING.
IT'S NOT REALLY LIKE
THEY WROTE A SONG OR ANYTHING,
BUT I THINK
THIS SOUNDS PRETTIER.
"CHIRPING" COULD BE
NOT AS NICE A WORD.
SO, "SINGING."
IS A MORE INTERESTING WORD.
I THINK IT'S REALLY
GOING TO HELP MY READER
LIKE WHAT I HAVE TO WRITE.
SO, TOUCH. HMM.
LET'S LOOK AT MY ORGANIZER.
WHAT DID I HAVE?
WELL, I COULD TOUCH
THE STONES.
DEFINITELY DON'T WANT
TO TOUCH THE HEATER.
I TALKED ABOUT MY TEA,
THAT WARM TEA.
WHAT ELSE MIGHT GO
FOR MY TOUCH SENTENCE?
OOH, I TALKED ABOUT
MY ROSE AND ITS THORNS.
"THORNS ON MY ROSE."
WHAT ELSE DO I TOUCH
IN MY GARDEN?
WELL, I TOUCH THE WEEDS
WHEN I PULL THEM OUT.
LET'S LOOK OVER HERE.
HAVE I TALKED ABOUT ANY
OF THESE THINGS YET?
'CAUSE I WANT TO MAKE SURE...
SO, I HAVEN'T TALKED
ABOUT THE TEA,
I HAVEN'T TALKED ABOUT
THE WEEDS, AND I HAVEN'T...
OKAY, SO I COULD USE
ANY OF THESE IDEAS.
MY POEM FEELS KIND OF SERIOUS
RIGHT NOW.
I WONDER IF I COULD DO
SOMETHING A LITTLE BIT FUN
OR A LITTLE BIT SILLY
IN MY POEM.
HMM.
OH, I JUST...
YOU KNOW WHAT MIGHT BE FUNNY?
I LIKE WHEN I, UM...
ONE OF THE SOUNDS MY CLASS
WORKS ON IS THE SOUND "OW."
AND WHEN WE DO IT WE DO
LIKE A FINGER PRICK
AND WE GO, "OW!"
AND EVERYBODY DOES
A REALLY FUNNY ACTION
AND LOOKS SUPER SILLY
WHEN THEY DO IT.
AND THEY USUALLY MAKE FACES
AND IT KIND OF MAKES ME LAUGH.
SO, MAYBE I CAN USE
THAT WORD "OW" IN MY POEM.
SO, WHAT IF I SAID,
"I TOUCH THE THORNS.". AND THEN I DO "OW!"
AT THE END
WITH AN EXCLAMATION POINT?
THAT SOUNDS A LITTLE BIT FUNNIER
THAN ANY OF THE OTHER THINGS.
SO, MAYBE THAT WILL GET
MY READER'S ATTENTION
AND MAYBE THEY'LL HAVE A LITTLE
BIT OF A LAUGH IN THERE
AND ENJOY IT
A LITTLE BIT MORE.
I THINK THAT'S
A LITTLE BIT FUNNY IN THERE.
SO, LET ME CHECK
WHAT I HAVE.
I SEE PRETTY FLOWERS,
I TASTE MY RASPBERRIES.
I TASTE...
OH, I'VE GOT "I TASTE
MY DELICIOUS RASPBERRIES."
I SMELL THE SWEET FLOWERS,
I HEAR THE BIRDS SINGING,
I TOUCH THE THORNS- OW!
I THINK I HAVE A REALLY,
REALLY GOOD START HERE.
WHEN I TAKE THIS
AND I WRITE IT OUT AS A POEM,
I'M GONNA CHECK THROUGH
AND SEE IF THERE'S ANYWHERE
I CAN USE MORE EXCITING
OR INTERESTING WORDS
WHEN I TURN THIS DRAFT
INTO MY FIRST WRITTEN OUT COPY
OF MY POEM.
SO, AS YOU TAKE YOUR IDEAS
AND YOU TURN THEM
INTO YOUR WRITTEN OUT POEM,
I WANT YOU TO LOOK FOR PLACES
WHERE YOU COULD PUT
REALLY INTERESTING WORDS
THAT ARE GOING TO CATCH
YOUR READER'S ATTENTION.
DON'T FORGET,
IF YOU'RE HAVING TROUBLE
AND YOU FIND IF YOU'RE USING...
LIKE, I'M NOT CRAZY
ABOUT THAT WORD "SWEET."
MAYBE I WANT SOMETHING BETTER.
I CAN TAKE THAT
AND I CAN USE MY THESAURUS
TO HELP ME FIND
AN EVEN BETTER WORD
THAT MEANS THE SAME THING.
SO, DON'T FORGET TO USE THOSE
DICTIONARY AND THESAURUS TOOLS
TO HELP YOU MAKE YOUR WRITING
MORE INTERESTING.
NEXT UP, WE ARE GONNA TAKE
A LOOK AT MY DRAFT OF MY POEM
AND SEE HOW IT ALL
CAME TOGETHER.
NOW THAT WE'VE DONE
ALL OF THAT BRAINSTORMING,
WE MADE AN ORGANIZER,
AND IT'S TIME TO CHECK OUT
OUR FINISHED PIECE OF WORK.
I TOOK ALL OF THOSE IDEAS
WE PUT TOGETHER
ON OUR BRAINSTORMING CHART
AND THEN ON OUR PLANNING SHEET,
AND I TURNED THEM INTO
MY VERY OWN SENSORY POEM.
SO, ALL ABOUT MY GARDEN.
AND WHAT I TRIED TO DO
WHEN I TURNED MY BRAINSTORMING
INTO MY POEM,
WAS REALLY THINK
ABOUT INTERESTING WORDS.
SO, YOU'RE GOING TO NOTICE
I ADDED IN
SOME NEW DESCRIPTIVE WORDS
TO MAKE MY WRITING
MORE EXCITING.
AND THINKING BACK TO MY POEM
FROM THE BEGINNING
THAT I READ
FROM WILLIAM WORDSWORTH,
HOW HE PAINTED THAT PICTURE
IN SOMEBODY'S HEAD,
I THOUGHT ABOUT HOW CAN I PAINT
A PICTURE OF MY GARDEN
FOR MY READER
OR FOR MY AUDIENCE?
SO, LET'S CHECK IT OUT.
She reads the poem aloud.
The poem reads "My garden. I hear bird singing sweetly. I smell the beautiful, fragrant flowers. I see the beautiful petals in pink, purple, and white. I feel the prickly rose thorns, ouch! I taste the sweet, juicy berries. What could it be? It's my garden!"
(READING ALOUD)
She says YOU KNOW WHAT?
IT'S A GOOD THING
I'VE GOT MY MARKER HERE.
She spots the missing plural in "birds."
She says LET'S PUT A CARET IN.
ALL RIGHT,
I MISSED A LETTER.
LET'S GO BACK
AND TRY THAT AGAIN.
"I HEAR BIRDS SINGING SWEETLY."
(CONTINUING TO READ ALOUD)
She says YOU KNOW,
AS I'M READING THIS DRAFT,
I NOTICE THAT I USED
THE WORD "BEAUTIFUL" TWICE,
AND IT SOUNDS
KIND OF REPETITIVE.
SO, I THINK I'M GOING
TO CHANGE THAT WORD.
She crosses out the second "beautiful" before the word "Petals."
She says SO, ONE OF
THE REALLY IMPORTANT THINGS
IS WHEN YOU REVIEW YOUR
FIRST DRAFT OF SOMETHING,
TO BE READY TO EDIT IT,
MAYBE ADD A MISSING LETTER
IN THERE,
BUT ALSO TO REVISE IT,
TO CHANGE SOME WORDS
THAT YOU DON'T LIKE
HOW THEY SOUND.
THIS ONE I DON'T LIKE,
'CAUSE I'M SAYING
THE SAME WORD TWICE
REALLY CLOSE TO EACH OTHER,
SO I'M GOING TO GET RID
OF THIS WORD "BEAUTIFUL,"
AND I'M GOING TO THINK OF...
I SEE THE...
LET'S SEE.
ANOTHER WORD
FOR "BEAUTIFUL."
WHAT ABOUT "LOVELY"?
HAVE I USED...
OH, I DON'T THINK I'VE USED
THE WORD "LOVELY" ANYWHERE ELSE,
SO I'M GOING TO CHANGE
THAT WORD.
I'M GONNA GET RID
OF "BEAUTIFUL,"
AND I'M GONNA SEE IF I LIKE
HOW IT SOUNDS BETTER.
SO, LET'S READ IT OVER.
I'M GOING TO GO BACK
TO THE BEGINNING
TO MAKE SURE IT ALL FLOWS
AND SOUNDS GOOD.
(READING ALOUD)
She says "I hear bird singing sweetly. I smell the beautiful, fragrant flowers. I see the lovely petals in pink, purple, and white. I feel the prickly rose thorns, ouch! I taste the sweet, juicy berries. What could it be? It's my garden!"
She says SO, I'VE GONE THROUGH,
I'VE WRITTEN A SENTENCE
FOR EACH OF THE FIVE SENSES,
AND I WENT THROUGH
AND I ADDED THOSE REALLY GOOD
DESCRIPTIVE WORDS.
SO, I COULD HAVE JUST SAID
"I HEAR BIRDS SINGING,"
BUT I ADDED THAT
DESCRIPTIVE WORD "SWEETLY."
SO, MY BIRDS AREN'T CAWING
IN A BIG, LOUD VOICE.
THEY SOUND REALLY PRETTY.
AND THAT SENTENCE HELPS ME
CONVEY THAT TO MY AUDIENCE.
(READING ALOUD)
She says "smell the beautiful, fragrant flowers."
She says NOW,
"FRAGRANT" IS ANOTHER WORD
THAT JUST MEANS
THEY SMELL STRONGLY,
BUT IT ALSO USUALLY MEANS
THEY SMELL...
SOMETHING THAT'S FRAGRANT
USUALLY SMELLS NICE.
I CAN USE TOOLS LIKE MY
DICTIONARY AND MY THESAURUS
TO HELP ME THINK OF NEW WORDS
THAT MIGHT FIT.
I DO WANT TO MAKE SURE
I UNDERSTAND THEM, THOUGH.
CHANGING THAT WORD TO "LOVELY."
MEANS I WASN'T REPEATING MYSELF.
I DIDN'T SAY,
"I SEE THE COLOURFUL PETALS."
"I SEE THE LOVELY PETALS,"
AND THEN I LISTED MY COLOURS.
I THOUGHT...
SOME OF THE STUFF FEELS NICE
BUT I THOUGHT
IT WOULD BE FUNNY
TO DO THE PRICKLY ROSE THORNS
AND HAVE MY "OUCH!"
AND THEN I HAVE
THIS GIANT RASPBERRY
THAT GROWS IN THE MIDDLE
OF MY FLOWER BED,
AND IT HAS WONDERFUL BERRIES,
AND I USED TWO WORDS
TO DESCRIBE THEM-
"SWEET" AND "JUICY,"
TO HELP MY AUDIENCE KNOW
EXACTLY WHAT MY GARDEN IS LIKE.
THANK YOU SO MUCH
FOR JOINING ME TODAY
ON
TVOKIDS POWER HOUR
OF LEARNING.
I LOVED READING AND WRITING
POETRY WITH YOU TODAY.
I HOPE YOU THOUGHT OF LOTS
OF IDEAS OF DIFFERENT THINGS
YOU CAN WRITE POEMS ABOUT.
IF YOU'RE NOT SURE
HOW TO WRITE A POEM,
WRITING A SENSORY POEM
LIKE THE ONE WE DID TODAY
IS A GREAT PLACE TO START
FOR BEGINNING POETS.
ALL YOU NEED TO DO
IS PICK A TOPIC
AND THINK ABOUT
ALL THE FIVE SENSES.
WHAT DO YOU SEE?
WHAT DO YOU HEAR?
WHAT CAN YOU FEEL?
WHAT CAN YOU TASTE?
WHAT CAN YOU SMELL?
AND THEN,
YOU'VE REALLY GOT A POEM.
IT'S NOT THAT HARD TO DO,
AND YOU'LL HAVE LOTS
AND LOTS OF FUN
WRITING AND PERFORMING
YOUR POEMS
FOR YOUR FRIENDS
AND FAMILY.
THANKS AGAIN FOR JOINING US
AND WE'LL SEE YOU NEXT TIME
ON
TVOKIDS POWER HOUR
OF LEARNING.
A caption 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."
Copyright 2021, The Ontario Educational Communications Authority.
The announcer says WELCOME TO
TVOKIDS
POWER HOUR OF LEARNING.
TODAY'S PRIMARY LESSON:
WHAT COULD IT BE?
The caption changes to "Today's primary lesson: What could it be?"
The caption changes to "Primary 1 to 3. Teacher Kristy."
Teacher Kristy is in her thirties, with short straight brown hair with bangs and wears a yellow T-shirt with a print on the front, a black cardigan sweater and a thin headband.
She says HI, I'M KRISTY
AND I'M REALLY EXCITED
TO BE BACK WITH YOU TODAY ON
TVOKIDS POWER HOUR OF LEARNING.
TODAY WE HAVE A REALLY EXCITING
LESSON PLANNED FOR YOU.
WE'RE GONNA BE LEARNING ALL
ABOUT DIFFERENT KINDS OF POETRY
AND LEARNING HOW TO WRITE
OUR VERY OWN SENSORY POEMS.
FOR TODAY'S LESSON, YOU'RE
GOING TO NEED A PIECE OF PAPER,
YOU'RE GOING TO NEED A PENCIL,
YOU'RE GOING TO NEED...
MAYBE IF YOU HAVE A DICTIONARY
OR A THESAURUS HANDY,
THOSE ARE REALLY USEFUL TOOLS
TO COME UP WITH
SOME REALLY GREAT WORDS
TO HELP MAKE YOUR POEMS
THEIR VERY, VERY BEST.
SO, GRAB THOSE MATERIALS
AND LET'S GET READY
TO WRITE SOME POETRY.
"I WANDERED LONELY AS A CLOUD
THAT FLOATS ON HIGH
"O'ER HILLS AND VALES.
"WHEN ALL AT ONCE
I SAW A CROWD,
"A HOST OF GOLDEN DAFFODILS.
"BESIDE THE LAKE
BENEATH THE TREES,
"FLUTTERING AND DANCING
IN THE BREEZE."
THOSE WORDS ARE FROM
WILLIAM WORDSWORTH'S POEM,
I WANDERED LONELY AS A CLOUD.
HE WASN'T ALWAYS
THE GREATEST AT TITLES.
THEY WERE USUALLY THE FIRST LINE
OF HIS POEM.
ONE OF THE THINGS
I LOVE ABOUT POETRY
IS POETS PAINT A PICTURE
WITH THEIR WORDS.
A POEM IS REALLY
A GROUP OF WORDS PUT TOGETHER
TO SHOW FEELINGS AND TO TELL
SOME KIND OF AN IDEA.
WHEN I TEACH POETRY
TO MY STUDENTS IN MY CLASS,
I ALWAYS HAVE THEM FOCUS
ON THE EMOTION IN A POEM.
YOU DON'T NEED
TO WRITE SENTENCES,
YOU CAN USE BRIEF PHRASES.
POEMS CAN TELL STORIES
LIKE THAT WORDSWORTH ONE,
AND PAINT THAT PICTURE
OF A FIELD OF DAFFODILS.
I LOVE THE IDEA OF HIM
DESCRIBING HIMSELF AS A CLOUD
FLOATING ALONG AND SEEING
THAT HOST OF DAFFODILS
FLUTTERING AND DANCING.
DAFFODILS DON'T REALLY DANCE,
BUT WHEN HE USES THAT WORD,
THAT DESCRIPTION, IT PAINTS
THIS PICTURE INSIDE OUR HEADS
THAT WE COULD REALLY IMAGINE.
AND WITH POETRY,
WE FOCUS ON THE FEELINGS
AND WE FOCUS
ON THE DESCRIPTION
TO HELP OUR READER
OR HELP OUR AUDIENCE
UNDERSTAND THE FEELINGS
OF THE SITUATION
THAT WE ARE PRESENTING.
SO, OUR POEMS CAN TELL STORIES
AND THEY CAN BE SERIOUS STORIES
LIKE WORDSWORTH'S.
THEY CAN BE REALLY,
REALLY FUNNY.
I LOVE DENNIS LEE FOR HIS VERY,
VERY FUNNY POEMS,
OR SHELL SILVERSTEIN
HAS SOME VERY SILLY POEMS
IF YOU WANT TO READ POEMS
BY SOME FUN AUTHORS.
POEMS SHARE THOSE FEELINGS
AND WE CAN USE POETRY
TO DESCRIBE SOMETHING
IN REALLY SPECIFIC DETAIL,
SO THAT OUR READER
CAN BE THERE WITH US.
WHEN YOU'RE WRITING YOUR POEMS,
IT'S IMPORTANT TO REMEMBER
THAT SOMETIMES POEMS RHYME
AND SOMETIMES POEMS DON'T RHYME.
A LOT OF THE TIME WE GET USED TO
POEMS FEELING LIKE THEY RHYME
ALL THE TIME, BUT ALL POETRY
DOESN'T HAVE TO RHYME.
A POEM CAN BE ABOUT
ABSOLUTELY ANYTHING.
IT COULD BE ABOUT
WALKING YOUR DOG.
IT COULD BE ABOUT
A PEANUT BUTTER SANDWICH
YOU HAD FOR LUNCH.
YOU CAN WRITE A POEM
ABOUT ABSOLUTELY ANYTHING.
YOU CAN WRITE IT ABOUT A FAMILY
MEMBER WHO YOU REALLY LOVE
AND YOU WANT TO SHARE WHAT IT'S
LIKE TO CARE ABOUT THAT PERSON.
POEMS CAN BE FUN, THEY CAN BE
SILLY, THEY BE SERIOUS,
BUT MOST OF ALL, POEMS CAN BE
REALLY, REALLY FUN TO WRITE.
TODAY WE'RE NOT GONNA FOCUS
SO MUCH ON THE SERIOUS POETRY,
BUT WE ARE GOING TO FOCUS
ON LOOKING FOR REALLY GOOD
DESCRIPTIVE WORDS
TO HELP PULL OUR READER
INTO OUR POEM.
IN A FEW MINUTES,
WE'RE GONNA READ SOME EXAMPLES
OF DIFFERENT TYPES
OF POETRY,
AND WE ARE GOING
TO BE WRITING OUR OWN POEM.
FIRST UP, THOUGH,
I'M GONNA LET YOU WATCH A VIDEO
WITH LADY VOCAB DOING A SONG
ALL ABOUT PERFORMING.
AND WHEN WE WATCH SONGS
AND WE LISTEN TO THEM,
WE SHOULD REMEMBER
THAT SONGS ARE A KIND OF POEM
AND THAT POEMS ARE REALLY MEANT
TO BE PERFORMED.
SO, READ TO SOMEONE
OR SHARED WITH SOMEONE.
A blue slate pops into view; the title of the show is overwritten in capital golden letters. It reads "The lady vocab show."
Professor P says YOU'VE TUNED IN TO THE
LADY VOCAB SHOW WITH ME,
PROFESSOR P, YOUR HOST
AND A STAR IN THE SHAPE OF
LADY VOCAB!
Professor P is in his late twenties; he has short, dark, curly hair, a moustache and dark rimmed square glasses. He's wearing a dark grey sweater with a silver "P" on it, over a white shirt and tie.
Lady Vocab says THANKS, PROFESSOR P.
ARE YOU READY TO
PARTY WITH YOUR WORDS?
Lady Vocab is in her thirties; she has straight blond hair in a bob and wears a plastic striped black and white dress that reads "window shuttle, machine package, magnetic over" with black leather gloves and square futuristic white glasses.
She stands in front of an old fashioned metal microphone.
A sign behind her reads "Vocab" in a column decreasing in size.
Professor P stands in front of a keyboard and says INDEED, MY LADY.
LET'S KICK THINGS
OFF WITH...
He turns to a screen behind him that reads PERFORM.
She says OOH, AS IN LATER ON YOU AND
I WILL
PERFORM
A SONG?
The word perform appears in large purple block letters.
He says RIGHT.
PERFORM IS A VERB WHICH
COULD MEAN TWO THINGS.
EITHER TO ENTERTAIN AN
AUDIENCE BY DANCING,
SINGING OR ACTING.
OR TO FULFILL OR
ACCOMPLISH A TASK.
She opens her arms as she says WE DO ALL KINDS
OF THAT STUFF...
SING, DANCE,
DEFINE WORDS.
HOW'S THAT
FOR A TASK?
He says RIGHT YOU ARE,
MY LADY.
AND, YOU KNOW,
THAT REMINDS ME
OF WHEN I WAS JUST A
YOUNG LAD GROWING TALL
DREAMING OF
BECOMING A TEACHER,
I USED TO BE AFRAID
OF PERFORMING.
She lowers her glasses and asks WHAT?
YOU, AFRAID OF
PERFORMING?!
He shrugs as he says I WAS AFRAID OF
MAKING A MISTAKE
IN FRONT OF
THE AUDIENCE.
She continues BUT THAT'S JUST PART
OF PERFORMING.
YOU MUST GO ON.
He says YOU'RE RIGHT.
I GUESS THAT'S WHY THEY
SAY THE SHOW MUST GO ON.
She chuckles and says AND NOW, LOOK, YOU
PERFORM IN FRONT OF
THE TVO KIDS AT
HOME EVERY WEEK.
He says I'VE COME A LONG
WAY SINCE THEN.
I MEAN, I'M
MUCH TALLER.
He laughs and continues
THANKS FOR THE
ENCOURAGEMENT, MY LADY.
ANY TIME.
She says AND SPEAKING OF
PERFORMING, HIT IT!
She spells out the Word and the letters pop into view.
She says P-E-R-F-O-R-M
She sings YOUR AUDIENCE IS WATCHING
BETTER ENTERTAIN THEM
PERFORM
PERFORM
YOU CAN SING,
DANCE OR ACT
The word flashes on screen as they sing PERFORM
ON A STAGE,
THAT'S A FACT
PERFORM
A POEM OR A SONG
PERFORM
DOESN'T HAVE TO BE LONG
PERFORM
YOU'LL BE NUMBER ONE
PERFORM
JUST HAVE FUN
Professor P says HOPE YOU ENJOYED
THIS PERFORMANCE.
BE SURE TO CATCH
THE NEXT ONE
ON AN ALL-NEW EPISODE
OF THE LADY VOCAB SHOW.
PERFORM
PERFORM...
They keep dancing as the image fades to black and a logo of TVO Kids appears.
Teacher Kristy now sits next to a board with a poem on it and says WELCOME BACK.
I HOPE YOU ENJOYED
WATCHING LADY VOCAB.
SHE'S A LITTLE BIT SILLY
SOMETIMES,
BUT A COUPLE OF THE THINGS I
REALLY LIKED IN HER VIDEO WERE...
FIRST OF ALL SHE TALKED
ABOUT THE WORD "PERFORM,"
AND SHE PERFORMED IT
IN A SONG.
IN HER SONG,
SHE TALKS ABOUT POETRY
BEING A TYPE
OF PERFORMANCE.
SO I MENTIONED EARLIER,
POETRY IS USUALLY WRITTEN
TO BE READ OUT LOUD
OR TO BE PERFORMED.
SO, WE'RE GONNA TAKE A LOOK
AT A FEW POEMS RIGHT NOW
THAT ARE THREE
DIFFERENT KINDS OF POEMS
THAT ARE GREAT
FOR BEGINNERS TO WRITE.
OUR FIRST POEM
IS CALLED
BANANAS,
AND IT'S A REALLY SIMPLE
RHYMING POEM.
SO, LET'S READ IT TOGETHER.
The poem reads "A banana can be very sweet. It is quite a wonderful treat. If it's yellow, it is best. If it's green, it needs some rest."
(READING OUT LOUD)
Teacher Kristy says SO, NOT A SUPER HARD POEM
TO WRITE.
IT'S REALLY
FOUR SIMPLE SENTENCES,
BUT WHAT THEY DID
TO MAKE IT A POEM IN THIS CASE
IS THEY MADE A RHYMING POEM.
AND IT'S WHAT WE WOULD CALL
AN AB, AB...
OH, NO.
IT'S AN AABB POEM.
I'M LOSING TRACK
OF MY POETRY HERE.
WHEN I SAY THAT,
WHAT I MEAN IS...
She underlines the words "sweet" and "treat" and says THESE TWO WORDS RHYME,
Then she underlines the words "best" and "rest" and says AND THESE TWO WORDS
RHYME WITH EACH OTHER.
SO, WE HAVE THIS PAIR
AND THIS PAIR.
AND THAT'S WHAT MAKES IT
A RHYMING POEM.
ONE OF THE FUN THINGS
ABOUT POETRY
IS YOU CAN SOMETIMES PLAY
WITH ALMOST RHYMES TOO
TO GET SOME PRETTY SILLY
RESULTS.
DOWN HERE, WE HAVE
A DIFFERENT KIND OF POEM.
THIS ONE HERE
IS AN ACROSTIC POEM.
IT'S CALLED ACROSTIC
BECAUSE WE WILL WRITE A WORD
DOWN THE SIDE,
AND FROM EACH LETTER,
WE COME ACROSS.
The poem reads "Scholastic, caring, helpful, outside fun, opportunities, love to learn."
She says SO, THIS IS CALLED
SCHOOL POEM,
AND IF I LOOK
REALLY CAREFULLY
I CAN SEE
THAT THE FIRST LETTERS-
S, C, H, O, O,
AND WAY DOWN
AT THE BOTTOM, L,
SPELL "SCHOOL."
SO, IT'S ABOUT SCHOOL
AND EACH LINE
STARTS WITH A WORD
OR A REALLY SHORT SENTENCE
THAT GOES WITH THAT LETTER.
SO, WE HAVE
"SCHOLASTIC, CARING,
"HELPFUL, OUTSIDE FUN,
"OPPORTUNITIES,
LOVE TO LEARN."
SO, EACH LINE STARTS
WITH ONE OF THE LETTERS
IN THE WORD "SCHOOL,"
AND THE WHOLE POEM
TELLS ABOUT SCHOOL.
ONE ACTIVITY
THAT I LOVE DOING
IS HAVING MY STUDENTS
WRITE ACROSTIC POEMS
USING THEIR NAME
AND PICKING A WORD
FOR EACH LETTER OF THEIR NAME
OR LITTLE SENTENCE
THAT TELLS ALL ABOUT THEM.
ONE OF THE TRICKIEST YEARS
WAS A YEAR I HAD
A STUDENT NAMED XAVIER
AND HIS NAME STARTED
WITH AN X.
THAT ONE WAS A LITTLE BIT TRICKY
FOR US TO FIGURE OUT.
THE LAST KIND OF POEM
WE'RE GOING TO LOOK AT TODAY
IS THE KIND OF POEM
WE'RE GOING TO BE FOCUSING ON
AND WRITING TOGETHER.
THIS KIND OF POEM...
AS I THROW MY PAPER ON THE FLOOR
AND MAKE A MESS IN MY ROOM...
THIS KIND OF POEM
IS A SENSORY POEM.
SO, THIS IS WHERE WE FOCUS
ON OUR FIVE SENSES.
SO, THE PATTERN OF THE POEM
IS WE DO A SENTENCE FOR EACH
OF OUR FIVE SENSES,
AND THEN WE ASK A QUESTION
AND WE ANSWER IT WITH
WHAT THE POEM IS ABOUT.
SO, THIS POEM IS CALLED
TOOTHPASTE.
(READING ALOUD)
The third poem reads "I hear the swish, swish, swish. I smell something fresh. I see foaming bubbles. I feel my teeth getting clean and smooth. I taste something minty fresh. What could it be? It's toothpaste!"
Techer Kristy says AND IF I LOOK,
I CAN SEE I'VE GOT
WHAT I HEAR,
WHAT I SMELL,
WHAT I SEE,
WHAT I FEEL,
WHAT I TASTE.
MY ONE, TWO, THREE,
FOUR, FIVE SENTENCES...
SENSES,
EACH IN A SENTENCE.
THAT'S A BIT
OF A TONGUE TWISTER.
RIGHT NOW,
WE'RE GONNA CHECK OUT
AN EPISODE OF
THE WACKY WORD SHOW.
I LOVE THIS ONE 'CAUSE
IT REALLY MAKES US THINK
ABOUT THE KIND OF WORDS
WE'RE USING,
AND IN POETRY,
BECAUSE WE WRITE SO LITTLE,
OUR WORD CHOICE
BECOMES REALLY IMPORTANT.
IF WE THINK
OF THAT SCHOOL POEM,
WE ONLY HAD ONE WORD
FOR SOME OF THOSE LINES.
SO WE WANNA PICK
THE BEST WORDS WE CAN
TO TELL IN SOMETHING
THAT'S NOT VERY BIG.
SO, ENJOY THIS EPISODE
OF
WACKY WORD SHOW...
IT'S PRETTY SILLY.
-AND I'LL SEE YOU BACK
IN A FEW MINUTES.
A caption reads "TVO Kids presents."
Colourful animated letters with googly eyes jump around and form the name "Wacky Word Songs."
A song says IT's THE WACKY WACKY WORD SONGS.
OH YEAH.
Zoey is in her early teens, with long straight brown hair and wears brown trousers, a polka dotted yellow sweater and a denim jacket.
In the attic, Zoey talks to a toy train and says SIT.
ROLL OVER.
ROLL OVER.
I'M TRYING TO TRAIN A TRAIN.
YOU'D THINK YOU COULD TRAIN
SOMETHING THAT'S ACTUALLY CALLED
A TRAIN.
IT TURNS OUT THAT THERE ARE LOTS
OF WORDS, LIKE TRAIN, THAT ARE
BOTH NOUNS AND VERBS.
THAT MEANS THEY'RE BOTH A THING
AND A THING TO DO.
BUT MAYBE IT'S BETTER IF I SHOW
YOU A SHOW AND RHYME SOME
RHYMES!
(music plays)
Zoey sings a song that says DON'T COOK THE COOK.
DON'T COOK THE COOK.
WHEN YOU LUNCH, JUST EAT YOUR
LUNCH.
LET'S FISH FOR FISH.
LET'S FISH FOR FISH.
IF THE FISH AREN'T BITING,
WISH A WISH.
I WISH FOR A TUNA SANDWICH, MMM.
DO PET YOUR PET.
DO PET YOUR PET.
THEY WILL BARK A BARK SO YOU
DON'T FORGET.
A dog barks.
(BARKING)
Zoey sings GO MARCH IN MARCH.
AND CHEER AND CHEER.
WOOHOO.
IF YOU SPY A SPY, THEN FEAR A
FEAR.
YIKES.
DON'T GLUE YOUR GLUE, OR
BRUSH
YOUR BRUSH.
DON'T IRON YOUR IRON,
OR DUST THE DUST.
ACHOO!
LET'S ROCK A ROCK, AND ROLL
ROLL.
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.
(AUDIENCE APPLAUDING)
The song ends.
Zoey says I LOVE WORDS THAT ARE BOTH
THINGS AND THINGS TO DO.
SO NOW I'M GONNA END THE END.
BYE!
A caption reads "Apartment 11 production."
Teacher Kristy says I HOPE YOU ENJOYED
THAT PRETTY SILLY EPISODE
OF
WACKY WORD SHOW.
BUT I REALLY LIKED THE MESSAGE
ABOUT WORDS WE HAVE THAT CAN BE
BOTH VERBS AND NOUNS.
IT'S IMPORTANT TO REMEMBER THOSE
SOMETIMES WHEN WE'RE WRITING.
IT'S ALSO
A REALLY GOOD WAY
TO THINK OF WHAT KINDS OF
DESCRIPTIVE WORDS WE WANNA USE.
ARE WE GOING TO WANT
TO TELL ABOUT AN ACTION
THAT SOMETHING CAN DO
OR ARE WE GOING TO WANT TO TELL
ABOUT WHAT IT LOOKS LIKE
OR WHERE IT IS?
SO, THAT CAN HELP US THINK ABOUT
WHAT WE'RE GOING TO CHOOSE
WHEN WE WRITE OUR POEM.
WE'RE GOING TO TAKE A LOOK
AT ANOTHER SENSORY POEM,
AND WE'RE GOING TO READ IT
AND WATCH FOR THE FIVE SENSES.
SO, I'LL
READ THROUGH IT ONCE
AND THEN
WE'LL JUST LISTEN TO IT
AND I'LL READ THROUGH IT
A SECOND TIME
AND LET'S FIND
ALL OF THOSE FIVE SENSES.
SO, OUR SENSORY POEM SHOULD HAVE
SOMETHING ABOUT TASTE,
SOMETHING ABOUT SMELL,
SOMETHING ABOUT TOUCH,
SOMETHING ABOUT HEARING,
AND SOMETHING
ABOUT SIGHT IN IT.
ONE OF THE THINGS I THINK
THAT IS REALLY INTERESTING
ABOUT THIS ONE
IS IT'S CALLED
FIREWORKS.
AND WHEN I READ THAT TITLE,
ONE OF THE THINGS I WONDERED
WAS HOW ARE THEY GOING TO TELL
ABOUT TASTE OF FIREWORKS?
'CAUSE I DON'T EAT FIREWORKS.
UGH.
BUT THE AUTHOR DOES
A REALLY INTERESTING THING
WHEN IT COMES TO TASTE.
SO, LET'S READ THIS ONE
TOGETHER.
"FIREWORKS.
"I HEAR POPS AND BURSTS.
"I SMELL SMOKE IN THE AIR.
"I SEE THE BRIGHT COLOURS
AT NIGHT.
"I FEEL EXCITEMENT
IN THE AIR.
"I TASTE SWEET TREATS.
"WHAT COULD IT BE?
IT'S FIREWORKS."
SO, THE AUTHOR DID, AGAIN,
WRITE A SENTENCE FOR EACH
OF THE FIVE SENSES.
LET'S DOUBLE CHECK.
"I HEAR POPS AND BURSTS."
SO, THEY'VE GOT
OUR HEARING RIGHT THERE.
"I SMELL SMOKE IN THE AIR."
"I SEE BRIGHT COLOURS
AT NIGHT.
"I FEEL--."
I REALLY LIKED THIS ONE,
'CAUSE WE CAN'T REACH OUT
AND TOUCH A FIREWORK EITHER,
SO THEY DESCRIBED, INSTEAD
OF HOW IT FEELS TO TOUCH IT,
THEY DESCRIBED HOW IT FELT
FOR THEIR EMOTIONS,
HOW THEY FELT INSIDE.
"I FEEL EXCITEMENT IN THE AIR."
SO, THEY HAD TO BE EXTRA
CREATIVE WITH THIS ONE.
"I TASTE SWEET TREATS,"
BECAUSE OFTEN WHEN WE GO
TO FIREWORKS
WE HAVE SPECIAL TREATS THAT
WE CAN EAT WHILE WE'RE THERE.
SO, THAT WAS A REALLY CREATIVE
WAY THE AUTHOR THOUGHT
TO MAKE THOSE FIREWORKS
FIT THEIR FIVE SENSES.
AND THEN IT FINISHES
WITH THAT QUESTION,
"WHAT COULD IT BE?
IT'S FIREWORKS."
I REALLY LOVE THE WAY THE AUTHOR
BROKE THAT DOWN FOR US,
AND THE WAY
THEY'VE USED A SENTENCE
FOR EACH OF THE FIVE SENSES.
I WANT YOU TO START THINKING
ABOUT WHAT'S SOMETHING
YOU KNOW
REALLY, REALLY WELL
THAT YOU COULD WRITE
A FIVE SENSES POEM ABOUT?
I'M TRYING TO THINK OF SOME
OF MY FAVOURITE THINGS TO DO.
I LIKE MAKING CRAFTS,
I LIKE PLAYING GAMES,
I LIKE WORKING IN MY GARDEN,
I LIKE RIDING MY BIKE.
I LIKE LIFTING WEIGHTS.
SO, ALL OF THOSE THINGS
ARE THE KINDS OF THINGS
THAT I COULD WRITE
A SENSORY POEM ABOUT.
WHEN I GET
TO CHOOSE MY TOPIC,
I WANNA THINK ABOUT THE THING
THAT'S GOING TO BE EASIEST
FOR ME TO TELL ABOUT.
SO, I WANT YOU...
WE'RE GOING TO WATCH
ANOTHER EPISODE
OF THAT SILLY
LADY VOCAB AGAIN...
AND I WANT YOU,
WHILE YOU'RE WATCHING THAT,
TO START TO THINK ABOUT
WHAT COULD YOU WRITE
YOUR SENSORY POEM ABOUT.
SO, IT SHOULD BE SOMETHING
YOU KNOW A LOT ABOUT,
SOMETHING THAT'S
INTERESTING TO YOU,
AND SOMETHING PROBABLY
THAT YOU REALLY LIKE.
ACTUALLY, I GUESS YOU WROTE
ABOUT SOMETHING REALLY GROSS
THAT COULD BE
KIND OF FUN TOO.
SOMETHING REALLY DISGUSTING
LIKE DIRT.
WOULD YOU WRITE A SENSORY POEM
ALL ABOUT DIRT?
SO, WE COULD HAVE A LOT OF FUN
WITH THESE.
I COULD WRITE A SERIOUS SENSORY
POEM ABOUT SOMETHING I LIKE.
I COULD WRITE A SILLY SENSORY
POEM ABOUT SOMETHING YUCKY.
IT'S REALLY UP TO US.
WE'RE THE POETS, AND WE GET
TO HAVE FUN WITH IT.
SO, ENJOY LADY VOCAB AND I'LL
SEE YOU BACK IN A FEW MINUTES
TO GET STARTED ON OUR DRAFT.
Another episode of "The Lady Vocab Show" rolls.
Lady Vocab says OH YEAH!
WOW,
PROFESSOR P!
AREN'T YOU FULL OF
ENERGY TODAY!
Professor P says THAT'S BECAUSE
I LOVE OUR SHOW,
MILADY.
She says GLAD TO
HEAR IT.
ARE YOU READY
TO DANCE
TO A
NEW WORD?
He says I CANNOT
WAIT!
THE WORD OF THIS
WEEK IS VIBRANT!
He pulls the cloth and uncovers a white board that reads "AUTHENTIC."
He continues IT IS AN ADJECTIVE
WHICH MEANS
FULL OF ENERGY
AND ENTHUSIASM.
She says OH, AS IN I LOVE
VIBRANT COLOURS?
Stars flash on screen and a purple caption reads "Vibrant."
He says PRECISELY, AND I
LIKE TO THINK
MY VOICE
IS VIBRANT.
She says I WOULD
AGREE!
YOU KNOW,
PROFESSOR P,
WHEN I WAS JUST
A YOUNG GIRL,
GROWING UP,
DREAMING OF
BECOMING A STAR.
WELL I CERTAINLY
KNEW
MY WAY AROUND
DICTIONARIES,
BUT FOR
PERFORMING,
WELL I WAS
LACKING A CERTAIN
ENERGY OR
ENTHUSIASM.
He says WELL YOU'RE
MOST CERTAINLY
A VIBRANT PERFORMER
NOW, MILADY.
She says THANKS,
PROFESSOR P.
SPEAKING OF WHICH,
HIT IT!
[MUSIC PLAYING]
Stars flash on screen. Lady Vocab spells as a caption reads "V I B R A N T."
He sings VIGOROUS
ENERGY,
ENERGY
ENERGY,
ENERGY
She sings BURNING
BRIGHT
LIKE
A STAR
He sings BEING VIBRANT
GETS YOU FAR
She sings and dances as a caption reads "Vibrant."
He sings SHINING LIKE
A STAR
She sings and dances as a caption reads "Vibrant."
She sings GONNA GET
YOU FAR
They both sing and dance as a caption reads "Vibrant."
He sings IF YOU'RE TALL
OR TINY
They both sing VIBRANT
She sings YOU'RE SO BRIGHT
AND SHINY
They both sing VIBRANT
As she continues to dance, he says THERE YOU
HAVE IT, FOLKS.
A BRAND NEW
WORD
AND SOME TIPS
ABOUT PERFORMING.
REMEMBER TO BE
VIBRANT!
WE'LL SEE
YOU NEXT WEEK!
A narrator says THE LADY VOCAB SHOW
IS FILMED
LIVE BEFORE A
STUDIO AUDIENCE
IN BEAUTIFUL
DOWNTOWN
TVO TOWN.
IF YOU'RE VISITING
TVO TOWN,
BE SURE TO
VISIT US HERE,
AT
THE LADY
VOCAB SHOW.
The show ends.
Kristy now shows a brainstorming organizer says I HOPE YOU REALLY ENJOYED
THAT LADY VOCAB VIDEO.
IT'S, AGAIN,
A LITTLE BIT SILLY.
I LOVE HER COSTUMES
AND OUTFITS.
SHE LOOKS PRETTY FABULOUS.
AND I LOVE THE WORD THAT
SHE WAS SINGING ABOUT TODAY.
SHE CHOSE THAT WORD
"VIBRANT,"
AND VIBRANT MEANS COLOURFUL
AND BRIGHT AND BOLD,
AND IT'S SUPER DESCRIPTIVE.
THOSE ARE THE KIND OF WORDS
WE WANT TO THINK ABOUT.
THIS ORGANIZER
THAT I HAVE HERE,
I'M GOING TO USE TO HELP
BRAINSTORM ALL KINDS OF IDEAS
FOR MY SENSORY POEM.
SO, I KNOW THAT IT'S MY WORK,
SO I'M GONNA START
BY WRITING MY NAME THE TOP.
I'LL RIGHT KRISTY UP THERE.
AND IT IS MAY 2021.
ALL RIGHT, SO I'M GONNA START
TO THINK ABOUT—
I KNOW I'M GOING TO WRITE
ABOUT MY GARDEN.
'CAUSE THAT'S SOMETHING
I REALLY LIKE.
I'VE BEEN SPENDING
A LOT OF TIME IN THERE
NOW THAT THE WEATHER
IS NICER.
AND I KNOW A LOT
ABOUT MY GARDEN.
IT'S ONE OF MY FAVOURITE
PLACES TO BE.
SO, I'M GONNA THINK ABOUT ALL
KINDS OF THINGS ABOUT MY GARDEN.
She starts writing her ideas on the organizer.
She writes "Lots of flowers and plants, bulbs, lilies, raspberry."
She says SO, THERE'S LOTS
OF FLOWERS...
AND PLANTS.
I COULD TELL ABOUT SOME OF THE
KINDS OF FLOWERS AND PLANTS.
I HAVE BULBS, I HAVE...
SOME OF MY FAVOURITES
ARE LILIES.
I HAVE LOTS
OF DIFFERENT ONES.
I HAVE A BIG RASPBERRY
ON MY FRONT LAWN
THAT PROBABLY SHOULDN'T BE
IN MY FLOWER GARDEN
BUT I DON'T WANT
TO CUT IT DOWN
'CAUSE IT MAKES
DELICIOUS BERRIES EVERY SPRING.
UM, LET ME THINK
OF WHAT ELSE.
OH, I REALLY LIKE
MY ROSES.
MY ROSES SMELL
REALLY NICE.
THAT'S A GOOD SENSORY THING
TO THINK ABOUT.
"SMELL REALLY NICE."
HMM.
I DON'T THINK I LOVE
THAT WORD "NICE."
THAT'S KIND OF A BORING WORD.
I'M GONNA PUT A LITTLE BOX
AROUND THAT
AND I'M GONNA THINK ABOUT,
BEFORE I WRITE A DRAFT,
MAYBE FINDING A BETTER WORD
THAN "NICE."
I WANT MY WORDS IN MY POEM
TO BE VIBRANT.
HMM.
I'M NOT SURE SOMETHING
CAN SMELL VIBRANT,
BUT MAYBE THE COLOURS,
MAYBE I HAVE SOME...
OOH, MY PINK ROSES
ARE VIBRANT PINK.
I'M GOING TO BORROW THAT WORD
FROM LADY VOCAB.
"VIBRANT PINK."
OH, I ALSO KNOW MY ROSES HAVE
SOME REALLY PRICKLY THORNS.
SO, RIGHT NOW,
WHATEVER YOUR TOPIC IS
THAT YOU'RE WRITING ABOUT,
WE'RE JUST WRITING DOWN...
OOH, I SMUDGED SOME INK.
WE'RE JUST WRITING DOWN
ALL THE IDEAS WE CAN THINK.
I'VE SAID IT BEFORE
ON ANOTHER LESSON,
BUT DON'T FORGET, YOU SHOULD
REALLY BE WORKING IN PENCIL.
I'M WORKING IN PEN
BECAUSE I WANT IT TO SHOW UP
A LITTLE BIT BETTER
FOR THE CAMERA.
BUT IT'S ALWAYS NICE
TO BE ABLE TO ERASE THINGS
AND CHANGE THINGS AROUND.
THE OTHER THING IS,
WITH AN ORGANIZER LIKE THIS,
I'M NOT STUCK
TO THESE LITTLE BUBBLES.
I CAN MAKE EXTRA SPACES
AND EXTRA IDEAS.
I'M TRYING TO THINK
OF MY SENSORY WORDS.
WELL, I TALKED
ABOUT SOMETHING I SMELL,
AND I HAVE
THOSE PRICKLY THORNS.
OOH, I COULD SAY
"THE EARTH IS WET."
OOH, MAYBE DAMP.
I LIKE THAT WORD BETTER.
"DAMP AND SOFT."
HMM.
I KNOW THE EARTH
HAS A SMELL.
I WONDER HOW I COULD DESCRIBE
THE SMELL OF EARTH.
THAT MIGHT BE A BIT OF A
CHALLENGE FOR ME TO THINK ABOUT.
I'M GOING TO COME OVER HERE
AND I'M GOING TO TAKE A LOOK.
LET'S SEE,
WHAT ELSE CAN I TALK ABOUT?
OH, I KNOW SOMETHING I SEE
A LOT OF IN MY GARDEN.
I SEE A LOT OF ANIMALS.
SO, THERE ARE BIRDS
IN MY GARDEN.
THERE ARE DEFINITELY A LOT
OF SQUIRRELS IN MY GARDEN,
WHICH I'M NOT CRAZY ABOUT
'CAUSE THEY SOMETIMES
DIG STUFF UP.
Kristy sneezes and says EXCUSE ME.
THERE'S A RABBIT
IN MY GARDEN
WHO SOMETIMES CHEWS THE TOP
OFF OF MY FLOWERS.
OH, LOTS OF EARTHWORMS.
SO, I'M JUST GOING
TO START THINKING
AS I WORK THROUGH
MY ORGANIZER
AND AS YOU WORK THROUGH
YOUR ORGANIZER,
ALL OF THE DIFFERENT IDEAS
OF WHAT I SEE IN MY GARDEN.
LET'S THINK.
SOMETHING ELSE AT THE END
THAT I COULD TALK ABOUT.
I TALKED ABOUT MY ROSES.
I TALKED...
OH, I COULD TALK ABOUT
I HAVE SOME STEPPING STONES.
MAYBE SOME OF THE STRUCTURES
IN MY GARDEN.
STEPPING STONES,
I HAVE A LITTLE GAZEBO
THAT I CAN SIT IN.
I HAVE A HEATER
IN THE CORNER
'CAUSE SOMETIMES
IT'S REALLY CHILLY OUT THERE
AND IT'S NICE AND SIT OUT
AND HAVE MY TEA.
SO, I'VE WRITTEN A WHOLE BUNCH
OF DIFFERENT IDEAS HERE.
THERE ARE TWO TOOLS
THAT WE CAN USE
WHEN WE'RE WRITING POETRY
THAT CAN BE REALLY,
REALLY HELPFUL.
ONE TOOL IS A DICTIONARY.
AND A DICTIONARY IS A BOOK
THAT LISTS ALL SORTS OF WORDS.
IT USUALLY LISTS THEM
IN ALPHABETICAL ORDER,
SO THE WORDS THAT START
WITH A GO AT THE BEGINNING,
ALL THE WAY TO THE WORDS THAT
START WITH Z GO AT THE END.
IF I'M WRITING
AN ACROSTIC POEM,
LIKE IF I WROTE ONE
ABOUT MYSELF
AND I WANTED TO WRITE ONE
THAT WAS CALLED
KRISTY,
I COULD USE A DICTIONARY TO HELP
ME THINK OF WORDS TO USE.
SO, IF I WAS STUCK FOR A WORD
THAT STARTED WITH K,
I COULD USE MY DICTIONARY
AND I COULD LOOK UP ALL KINDS
OF WORDS THAT STARTED WITH K
UNTIL I FOUND ONE
THAT TOLD ABOUT ME.
SO, I'M GONNA THINK.
I THINK I'M PRETTY KIND.
THAT COULD BE THERE.
AND I CAN USE
THAT DICTIONARY,
ESPECIALLY FOR SOME
OF THE TRICKY ONES.
LIKE, I TOLD ABOUT ONE OF MY
STUDENTS WHOSE NAME WAS XAVIER,
AND WE HAD TO THINK
OF AN X WORD FOR HIM.
WE ENDED UP ACTUALLY
WRITING "EXCITING,"
AND WE STUCK A LITTLE E
BESIDE IT,
TO MAKE THAT ONE WORK.
IT WAS KIND OF SNEAKY.
ANOTHER SUPER USEFUL TOOL...
AND THIS IS REALLY GOOD
FOR POEMS LIKE THE KIND
WE'RE WRITING HERE,
WHERE WE WANT
MORE INTERESTING WORDS...
ANOTHER REALLY GOOD TOOL
IS A KIND OF BOOK
THAT'S CALLED A THESAURUS.
AND WHAT I LOVE
ABOUT A THESAURUS
IS IF YOU LOOK UP A WORD
IN YOUR THESAURUS,
IT'S GONNA TELL YOU A WHOLE
BUNCH OF DIFFERENT WORDS
THAT MEAN THE SAME.
SO, FOR EXAMPLE, IF I LOOKED UP
THE WORD "PRETTY,"
IT WILL GIVE ME
A WHOLE BUNCH OF WORDS
THAT MEAN THE SAME THING
AS PRETTY.
SO, IT MIGHT SAY "LOVELY."
IT MIGHT SAY "BEAUTIFUL."
AND ALL SORTS OF OTHER WORDS
THAT MEAN PRETTY.
WHEN I WRITE MY IDEAS DOWN
AND I START TO WRITE MY POEM,
I WANT-- THINKING BACK
TO LADY VOCAB...
I WANT MY WORDS
TO BE VIBRANT.
I WANT EXCITING WORDS
IN MY POEM
THAT ARE GONNA GRAB
MY READER'S ATTENTION.
SO, INSTEAD OF
SAYING "NICE,"
WELL, WHAT DO I MEAN BY
THE ROSES SMELL "NICE"?
WELL, THEY SMELL...
DO THEY SMELL SWEET?
DO THEY SMELL SOUR?
DO THEY SMELL STINKY?
I WANNA CHOOSE
THOSE REALLY STRONG WORDS
THAT GRAB MY ATTENTION.
SO, USING A THESAURUS
IS A GREAT TOOL.
IF YOU DON'T HAVE A BOOK
THAT'S A THESAURUS AT HOME,
YOU PROBABLY HAVE THEM
IN YOUR CLASSROOM.
YOU CAN ASK YOUR TEACHER ABOUT
THOSE WHEN YOU'RE AT SCHOOL.
BUT YOU CAN ALSO USE THESAURUSES
ON THE INTERNET.
SO, IF YOU LOOK UP
A THESAURUS ONLINE,
YOU CAN TYPE IN THE WORD
YOU'RE USING,
AND IT WILL GIVE YOU
A WHOLE BUNCH MORE WORDS
THAT MEAN THE SAME THING,
SO THAT YOU CAN USE THE BEST,
MOST INTERESTING WORDS.
WHEN YOU'RE USING
A THESAURUS,
ONLY CHOOSE WORDS THAT YOU'VE
ALREADY HEARD OF BEFORE.
SOMETIMES THE WORDS
THEY GIVE YOU
DON'T MEAN
EXACTLY THE SAME THING,
AND I'VE SEEN STUDENTS GRAB
BRAND-NEW WORDS
THAT THEY'VE NEVER
HEARD OF BEFORE,
AND THEN WHAT THEY WRITE
DOESN'T END UP MAKING SENSE.
SO, IF I LOOK UP "PRETTY,"
I'VE ALREADY HEARD THE WORDS
"LOVELY" AND "BEAUTIFUL" BEFORE.
I KNOW WHAT THOSE MEAN,
SO THEY WOULD BE
GOOD CHOICES TO USE.
SO, WHEN I START
WORKING ON MY DRAFT,
I'M GOING TO WANT TO LOOK
AT WHAT ARE THOSE WORDS
LIKE "NICE"?
LIKE "SMELL"?
WHAT'S A BETTER WORD
FOR "SMELL"?
I LIKE "DAMP."
BETTER THAN "WET."
THAT'S A GOOD CHOICE.
AND WHERE THOSE
INTERESTING WORDS ARE
THAT I CAN USE TO MAKE
MY WRITING STRONGER,
AND I LOVE THE WORD
"EVOCATIVE."
THAT MEANS IT CAN REALLY MAKE
SOMEBODY HAVE A PICTURE
IN THEIR HEAD OF JUST WHAT
WE ARE TRYING TO SAY.
WE ARE GOING TO CHECK OUT
ANOTHER VIDEO
WHERE SOMEBODY
IS CONVINCING US
ALL ABOUT SOMETHING
THAT THEY LOVE TO DO.
WE'RE GONNA CHECK OUT
WHEN I GROW UP,
AND WE'RE GOING
TO VISIT SOMEBODY
WHO WOULD LIKE TO BE
A SOUND EDITOR.
AND WE'RE GONNA
FIND OUT ALL ABOUT
WHAT IT'S LIKE TO BE
A SOUND EDITOR,
AND I WANT YOU TO PAY ATTENTION
TO THE DIFFERENT REASONS
THAT THAT PERSON WOULD LIKE
TO BE A SOUND EDITOR.
DOES SHE CONVINCE YOU
THAT BEING A SOUND EDITOR
WAS AN INTERESTING JOB?
DO YOU THINK SHE'D BE ABLE
TO PERSUADE US
IF SHE DID
PERSUASIVE WRITING?
WE'LL SEE YOU BACK
IN A FEW MINUTES.
The episode rolls.
Mikaela pops up against a colourful animated background. She's around 12, with mid-length curly brown hair, and wears a blue sweater.
[WHOOSH]
She says MY NAME'S MIKAELA, AND SINCE
I CAN REMEMBER,
I'VE DREAMT ABOUT WHAT I'LL BE
WHEN I GROW UP!
THERE ARE SO MANY COOL JOBS,
SO I DECIDED TO TRY THEM ALL.
In animation, gear from different jobs appears on her: an astronaut's helmet, a construction worker's vest and helmet, a chef's hat and apron, and a police officer's hat and badge.
She says I BUILT AN AWESOME STUDIO IN
MY GARAGE,
SO I CAN MAKE AND SHARE VIDEOS
ABOUT MY JOURNEY.
She pops up in her garage. The place has a multi-coloured tile floor, hangers with different uniforms, a bike, a desk, and a colourful back wall with a graffiti that reads "When I grow up!"
She says IT'S ALL ABOUT DISCOVERING
WHAT I'LL BE
WHEN I GROW UP!
The name of the show appears in purple surrounded by colourful silhouettes of different animals and shapes. It reads "When I grow up."
A film countdown clocks appears.
In her studio, Mikaela says OH, HEY EVERYONE.
I'M HARD AT WORK EDITING A NEW
VIDEO.
RIGHT NOW I'M FOCUSING ON THE
SOUNDS. THAT'S RIGHT SOUND.
DID YOU KNOW THAT'S A HUGE PART
OF EDITING?
FOR EXAMPLE, WHAT IF THE SOUND
DOESN'T MATCH UP
(OUT OF SYNC)
Mikaela says WITH THE PICTURE?
(OUT OF SYNC)
Mikaela says DOESN'T MATCH UP WITH
THE PICTURE!
DOESN'T MATCH UP WITH
THE PICTURE!
OR A SOUND EFFECT THAT, WELL,
DOESN'T SOUND RIGHT.
She drops a pen.
[GLASS BREAKING]
She puts a glass of water on her desk.
[BOING SOUND]
She rings a bell.
[DOG BARK]
Mikaela says THERE'S A JOB THAT FOCUSES
COMPLETELY ON EDITING SOUND.
IT'S CALLED A SOUND EDITOR.
I'M GONNA CHECK OUT THE JOB SO
MY AUDIO
DOESN'T SOUND LIKE THIS...
She claps.
[CHICKEN SOUND]
Mikaela says WHEN I GROW UP.
[WHOOSH]
Outside a building, Mikaela says THIS IS WHERE SOUND EDITORS WORK
ON TV AND MOVIES
TO MAKE EVERYTHING SOUND
AWESOME!
(ECHOED VOICE)
Mikaela says IT'S SO COOL BECAUSE THERE'S SO
MANY COMPUTERS AND VIDEOS,
AND WAIT. CAN YOU
GUYS HEAR ME?
I THINK I KNOW WHAT HAPPENED.
GOOD THING WE'RE AT THE RIGHT
PLACE TO SEE HOW IT'S DONE.
COME ON!
[WHOOSH]
She walks in and says WOW! THIS PLACE IS MUCH BIGGER
THAN MY STUDIO.
Claire says HEY MIKAELA.
Mikaela says OH, HI CLAIRE.
A caption reads "Claire. Sound editor."
Claire is in her thirties, with long straight strawberry blond hair and wears jeans and a black sweater.
Mikaela says CLAIRE'S A SOUND
EDITOR HERE.
CLAIRE WHAT'S YOUR FAVOURITE
PART ABOUT BEING A SOUND EDITOR?
Claire says UMM. MY FAVOURITE IS HAVING FUN
AND MAKING IT WORK.
Mikaela says COOL. LET'S GO.
FIRST, SHOULD OUR FOOT STEPS BE
NORMAL OR SILLY?
Claire says UMM. SILLY.
Mikaela says AGREED.
[HORN NOISES]
Mikaela says 1. 2. 1.
[WHOOSH]
At the editing room, Claire says OK MIKAELA. IF WE'RE GONNA DO
SOME SOUND EDITING,
WE'RE NEED A VIDEO.
DID YOU BRING ONE?
Mikaela says YEP. I FILMED ONE SPECIAL
JUST FOR TODAY.
LET'S WATCH IT!
Claire says I CAN'T WAIT.
In the video, Mikaela takes a stroll. She breathes deeply and plays hopscotch.
(MIKAELA IN VIDEO)
[BREATH IN AND OUT]
[HOPPING SOUNDS]
A boy rides his skate past her.
[SKATEBOARD SOUNDS]
(SKATEBOARDER)
He turns and says WOAH SORRY DUDE!
She crawls through a tunnel.
[CRAWLING NOISE]
(LAUGH)
Mikaela says OOPS.
(CRYING VOICE)
Mikaela says STUNNING, JUST STUNNING!
[SHAKING BONES]
Mikaela says WHAT DID YOU THINK CLAIRE?
Claire says I THINK IT'S A GREAT VIDEO TO
HAVE SOME FUN WITH
SOUND EDITING.
WE CAN DO SOME SOUND EFFECTS. WE
CAN DO FOLEY FOR THE HOPSCOTCH.
WE CAN WORK ON THE DIALOGUE FOR
THE SKATEBOARDER.
AND THEN WHEN YOU GO INTO THE
TUBE WE CAN HAVE A LOT OF FUN.
Mikaela says SOUNDS GOOD!
She raises one eyebrow.
[CRAZY SPINNING SOUNDS]
[WHITE NOISE]
[MUFFLED MUSIC]
Back in her studio, Mikaela says OH HI THERE. SPEAKING OF SOUND,
I WAS JUST TESTING OUT SOME
MUSIC I'M GONNA USE IN ONE
OF MY VIDEOS.
ANYWAY WHY DON'T YOU CHECK OUT
HOW CLAIRE BECAME A
SOUND EDITOR.
[MUFFLED MUSIC]
[WHOOSH]
In animation, a comic book cover appears with the title "When they were growing up! By Mikaela!"
[PAGE FLIP]
The pages of a comic book flip.
Mikaela says WHEN CLAIRE WAS A KID SHE LOVED
PLAYING MUSIC,
SO SOUND WAS VERY IMPORTANT TO
HER.
A comic book frame shows young Claire playing the piano and a dialogue bubble that reads "I love music!"
[PIANO SOUNDS]
Mikaela says IN HIGH SCHOOL SHE STARTED
MAKING SHORT FILMS
ABOUT HER EVERYDAY LIFE.
[CAMERA SOUNDS]
Mikaela says CLAIRE LOVED WORKING ON THE
Another frame shows Claire playing drums with a trash can lid.
[HITTING SOUNDS]
[DIGITAL LAUGH]
Mikaela says SHE WAS AMAZED AT HOW MUCH A
SCENE COULD CHANGE
JUST WITH SOUND!
Another frame shows Claire watching a movie and a dialogue bubble that says "This sounds awesome!"
Mikaela says AT FILM SCHOOL CLAIRE LEARNED
THAT THERE WAS A PART OF
SOUND.
(WOO HOO)
Mikaela says SHE ENJOYED IT SO MUCH,
FROM THAT POINT ON
SHE KNEW SHE WANTED TO BE
A SOUND EDITOR.
Another frame shows Claire at her desk and a dialogue bubble that reads "I love the sound of my job!"
[TRUMPET SOUNDS]
[WHOOSH]
(SINGING)
In the studio, Mikaela dances and sings NOW THAT YOU'VE LEARNED ABOUT
CLAIRE,
LET'S GET BACK TO THE SHOW.
[CYMBAL]
[WHITE NOISE]
(CLAIRE)
Claire says ALRIGHT MIKAELA, WELL THIS IS
WHERE WE'RE GOING TO BE
RECORDING FOLEY.
AND ANDREA'S GONNA RECORD
IT FOR US.
Mikaela says HI ANDREA!
Andrea says HI MIKAELA.
Andrea is in her twenties, with long straight brown hair and wears a black sweater, a gray cardigan and a blue scarf.
Claire says NOW THE AUDIO FROM WHEN YOU WERE
PLAYING HOPSCOTCH
DIDN'T QUITE WORK, SO WE'RE
GONNA RECREATE IT HERE
IN THE STUDIO.
AWESOME!
[HOP SOUND]
Mikaela jumps on a platform in front of a screen.
Claire says YOU GOT IT THAT'S YOUR
HOPSCOTCH COURSE.
NOW ANDREA'S GONNA ROLL THE
VIDEO AND YOUR GOING TO DO
YOUR STEPS IN REAL TIME HERE AND
MATCH WHAT YOU SEE IN THE VIDEO.
Mikaela says GOT IT.
Claire says I'M GONNA GET OUT
OF YOUR WAY.
Mikaela says ROLL IT ANDREA!
Andrea rolls Mikaela's video on the screen.
[HOP SOUNDS]
As she watches the video, Mikaela jumps on the platform and makes hopping sound to match the hops on the video.
Claire says WOO! THAT WAS
PRETTY GOOD!
I THINK WE GOT IT.
Mikaela says WAIT CAN I JUST DO
ONE MORE?
Claire says SURE.
Mikaela says ROLL IT AGAIN ANDREA!
[HOP SOUNDS]
Mikaela starts jumping on the platform again.
Mikaela says DID WE GET THAT ONE ANDREA?
Andrea gives her the thumbs up.
Mikaela says NICE.
[WHOOSH]
Now a slate rolls with the caption "When I grow up!"
Mikaela says NOW THAT WE'VE DONE FOLEY,
CLAIRE'S GONNA SHOW ME HOW
TO DO SOUND EFFECTS TO MAKE A
VIDEO SEEM MORE FUN.
HOPEFULLY IT'S A SNAP!
She snaps her fingers.
[SQUEAKY DOOR OPENING SOUND]
Mikaela snaps her fingers again and says I MEAN, A SNAP.
[A SNEEZE]
Mikaela says I MEAN A SNAP.
[WATER SPLASH]
She keeps snapping and the wrong sound keeps coming out.
Mikaela says I MEAN A SNAP!
[CAT MEOW]
Mikaela says I MEAN A SNAP!
[SNAP]
Mikaela says AHH.
[WHOOSH]
Claire says OK MIKAELA, SO THIS
IS MY OFFICE.
Mikaela says COOL.
Claire says AND THIS IS WHERE I DO
MY SOUND EDITING.
Mikaela says WHAT SOUND EFFECTS ARE
WE DOING FIRST?
WELL THE FIRST SCENE IN YOUR
VIDEO TAKES PLACE IN THE PARK
WHERE YOU'RE JUST
WALKING ALONG.
SO WE WANT TO THINK ABOUT ALL
THE SOUNDS YOU COULD BE HEARING
IN THE BACKGROUND.
In animation, Mikaela stands in the park and hears loud animal noises coming from the bushes.
[LOUD ANIMAL NOISES]
[SIGH OF RELIEF]
Mikaela says WHAT DID YOU HAVE
IN MIND?
Claire says WELL YOU COULD HERE SOME BIRDS.
[BIRD CHIRPS]
Claire says WE CAN HEAR SOME TRAFFIC.
[CAR SOUNDS]
Mikaela says YOU COULD HEAR A
POLICE SIREN.
[POLICE SIREN]
Mikaela says AND IN A PARK YOU COULD EVEN
HEAR PEOPLE PLAYING TENNIS.
LIKE THIS.
[BALL HITTING SOUNDS]
Claire and Mikaela play air tennis.
Mikaela says WHAT ABOUT THE
SKATEBOARDER?
Claire says WELL YOU COULD HAVE THE NATURAL
SOUND OF A SKATEBOARD GOING BY.
[ROLLING SKATEBOARD]
Mikaela says OR YOU COULD DO SOMETHING A
LITTLE DIFFERENT.
[SLIDE WHISTLE]
Mikaela says THAT'S THE ONE.
AND WHAT ABOUT WHEN I WENT
THROUGH THE TUBE?
I WAS THINKING
SOMETHING CRAZY!
Claire says OHH. WELL HOW
ABOUT THIS?
Claire plays different sounds as Mikaela crawls through the tunnel.
[SCARY LAUGHTER] [COW MOO]
[ROOSTER SOUND] [WOLF SOUND]
[ANGRY CAT MEOW]
(LAUGH)
Mikaela says THAT'S DEFINITELY CRAZY.
[WHOOSH]
[WHOOSH]
Mikaela says GUYS THIS IS SO COOL.
CLAIRE'S ABOUT TO SHOW ME
HOW TO RECORD ADR.
THAT STANDS FOR AUTOMATED
DIALOGUE REPLACEMENT.
IT MEANS THAT YOU CAN RECORD
YOUR VOICE TO REPLACE AUDIO
THAT DIDN'T WORK, OR MAKE YOUR
VOICE SOUND DIFFERENT.
(HIGH PITCH VOICE)
LIKE THIS.
(LOW PITCH VOICE)
OR LIKE THIS.
(SCARY LOW PITCH VOICE)
OR LIKE THIS.
[WHOOSH]
In the recording studio, Mikaela says HOW DOES THIS
WORK CLAIRE?
Claire says SO IN VIDEOS IT'S REALLY
IMPORTANT TO UNDERSTAND WHAT
PEOPLE ARE SAYING.
SO I THINK THERE ARE A FEW
PLACES WHERE IT WOULD BE A
GOOD IDEA TO REPLACE
IT WITH ADR.
WHEN YOU FIRST WALK IN YOU TAKE
A BIG BREATH.
AND THEN LATER WHEN THE
SKATEBOARDER ROLLS BY,
THE SKATEBOARDER WAS
REALLY LOUD,
SO WE COULDN'T REALLY
HEAR WHAT HE SAID.
DO YOU WANNA REDO
HIS VOICE?
In the skater's voice, Mikaela says TOTALLY DUDE.
Claire says AND THEN WHEN YOU GO IN THE TUBE
YOU CAN DO WHATEVER YOU WANT.
HERE'S YOU MICROPHONE, SO
WHENEVER YOUR READY TO ROLL.
Mikaela says AND, ACTION!
(BREATH IN AND OUT)
(SKATER VOICE)
WOAH! SORRY DUDE!
Claire says THAT WAS PRETTY GOOD, BUT LET'S
TRY IT A LITTLE BUT FASTER.
OK.
(SKATER VOICE)
Mikaela says WOAH, SORRY DUDE!
WHAT'D YA THINK?
Claire says THAT WAS EXCELLENT.
As the video shows her crawling across the tunnel, Mikaela says EXCUSE ME. PARDON ME.
COMING THROUGH.
OH. OH. SORRY. SORRY!
UM, JUST GOING.
DID WE GET IT CLAIRE?
Claire gives her the thumbs up.
Mikaela says AWESOME!
[WHOOSH]
Mikaela says SO WHERE ARE WE AT CLAIRE?
Claire says EVERYTHING'S READY TO GO.
IT'S TIME TO FINISH YOUR VIDEO.
Mikaela says LET'S DO IT!
They high-five.
They start editing the video.
Claire says HOW DO YOU FEEL ABOUT
THIS SOUND?
[DOG BARKING]
Mikaela says GOOD.
Claire says ALRIGHT.
Mikaela says WHY DON'T WE MOVE THAT OVER
THERE?
Claire says YEAH!
SHOULD WE BRING THIS
UP A BIT?
[CRAZY LAUGHTER] [COW MOO]
[CAT MEOW]
(LAUGH)
Mikaela says I HAVE AN IDEA! LET'S MOVE
THAT OVER HERE.
[CAT MEOW] [ROOSTER]
[CRAZY LAUGH]
Mikaela says CLAIRE I THINK
IT'S READY!
[DRUM ROLL]
In animation, Mikaela takes the film to the screening room.
[WHOOSH]
Claire says ALRIGHT THE
VIDEO'S DONE.
Mikaela says AND NOW IT'S TIME FOR MY
FAVOURITE PART.
THE FINAL SCREENING.
BUT THERE'S ONE THING MISSING.
[POPCORN POPPING]
[HAPPY HORN SOUNDS]
A bucket of pops corn appears on her hands and she says AHH. POPCORN.
ROLL IT PLEASE!
[PROJECTOR SOUNDS]
A slate reads "A Mikaela Film."
Mikaela says WANT SOME POPCORN?
[BIRDS CHIRPING]
[TRAFFIC] [DOG BARKING]
[POLICE SIRENS]
[TENNIS BALL SOUNDS]
[HOPPING NOISES]
[SKATEBOARD ROLLING]
[SLIDE WHISTLE]
(SKATEBOARDER)
Skater says WOAH, SORRY DUDE!
(LAUGH)
[TRAFFIC]
[POLICE SIRENS]
(MIKAELA IN VIDEO)
Mikaela says EXCUSE ME. PARDON ME.
COMING THROUGH.
[ANIMAL NOISES]
Mikaela says OH. SORRY!
(LAUGH)
[CLAPPING]
The video ends.
Claire and Mikaela clap.
Mikaela says BRAVA!
Claire says BRAVA!
[WHOOSH]
Back in her studio, Mikaela says WASN'T THAT GREAT?
I LEARNED SO MUCH,
AND NOW I'M PRETTY SURE I WANNA
BE A SOUND EDITOR.
(WHISPERS)
FOR NOW.
YOU GET TO WORK WITH LOTS OF
CREATIVE PEOPLE TO FIGURE OUT
HOW TO MAKE VIDEOS SOUND
AWESOME.
AND WHEN RECORDING GOES WRONG,
YOU GET TO SAVE THE DAY.
NOW I KNOW MY VIDEOS WILL SOUND
PERFECT. FOR EXAMPLE,
She drops a pen.
[EXPLOSION SOUND]
Mikaela says WELL ALMOST PERFECT.
SEE YOU NEXT TIME ON...
She puts on headphones.
As she talks, a male voice says WHEN I GROW UP!
In animation, Mikaela turns the TV off as a films countdown clock appears.
[REMOTE CLICKING]
Music plays as the end credits roll.
Teacher Kristy now shows another organizer with boxes for the different senses and says I HOPE YOU ENJOYED THAT
WHEN
I GROW UP
SOUND EDITOR CLIP.
I LOVE THE WAY THEY FOUND
DIFFERENT WAYS
TO TALK ABOUT
MUSIC AND SONG,
AND ALL OF THE STEPS
IT TAKES TO MAKE A SONG.
THEY ALSO USED A LOT
OF SENSORY LANGUAGE IN THERE
TO DESCRIBE WHAT IT'S LIKE
TO BE IN THAT SOUND BOOTH
AND THEY WORK ON ALL
OF THOSE DIFFERENT SOUNDS
TO HELP MAKE THAT VIDEO
MAKE SENSE.
WHAT WE'RE TRYING TO DO
WITH OUR SENSORY POEM
IS MAKE SOMEBODY
BE ABLE TO HEAR THOSE SOUNDS
AND PICTURE BEING THERE
WITHOUT ANYTHING TO SEE,
AND THAT'S THE CHALLENGE
OF A POEM.
SO, IN OUR POEM, WE WORKED
ON OUR SENSORY BRAINSTORM.
SO, I PUT DOWN LOTS OF IDEAS
ABOUT MY GARDEN
AND I HOPE YOU HAVE LOTS
OF IDEAS ABOUT YOUR TOPIC
FOR YOUR SENSORY POEM.
AND NOW I'M GOING
TO TAKE THOSE IDEAS
AND I'M GOING TO SORT THEM
INTO WHAT I SEE,
WHAT I TASTE,
WHAT I SMELL,
WHAT I HEAR,
AND WHAT I TOUCH,
SO I CAN START TO THINK ABOUT
WHAT THOSE SENTENCES WILL BE
WHEN I PUT THEM
IN MY POEM.
I'M GONNA PUT MY NAME
ON MY WORK.
AND AGAIN, I'M WORKING IN PEN
SO IT SHOWS UP ON THE CAMERA,
BUT I HOPE YOU'RE REMEMBERING
TO USE A PENCIL.
LET'S TAKE A LOOK.
SO, THINGS THAT I SEE
IN MY GARDEN.
THIS IS PROBABLY
THE EASIEST ONE
BECAUSE A GARDEN IS SOMETHING
THAT'S REALLY MEANT
FOR LOOKING AT.
SO, I SEE LOTS OF COLOURS.
IN THE FLOWERS,
I SEE ANIMALS.
I SEE COLOURS...
MAYBE I SHOULD SAY
SOME OF THE COLOURS.
I'M A LITTLE FUSSY
WITH MY GARDEN,
SO MY FLOWERS ARE MOSTLY
PINK, PURPLE, AND WHITE.
YOU CAN SEE ON HERE,
I'M NOT WORRIED
ABOUT BEING SUPER TIDY
ON THIS ORGANIZER,
AS LONG AS I CAN READ IT.
THIS IS NOT MY...
NOT EVEN MY DRAFT.
THIS IS MY WAY OF ORGANIZING
MY DRAFT IDEAS.
SO, SIGHT.
SO, I'M PUTTING
THOSE IDEAS DOWN,
SO I SEE...
MAYBE PRETTY FLOWERS?
THAT COULD BE SOMETHING
I COULD SAY THERE.
THAT'S AN IDEA FOR SIGHT.
WELL, WHEN I LOOK
AT MY ORGANIZER,
TASTE WAS PROBABLY
THE HARDEST.
I GUESS I COULD SAY...
I TALKED ABOUT HAVING TEA
OUT IN MY GARDEN,
SO I COULD SAY
"I TASTE MY WARM CUP OF TEA,"
BUT "WARM" IS MORE
OF A TOUCH WORD.
I TASTE MY BITTER CUP OF TEA?
MY SWEET CUP OF TEA,
MAYBE?
BUT I THINK THE THING THAT
JUMPED OUT OF THE MOST
WHEN I WAS TALKING
ABOUT TASTE
WAS MY BLACK RASPBERRIES
THAT GROW IN MY GARDEN.
SO, I THINK I'M GONNA TALK
ABOUT THE TASTE
OF THOSE RASPBERRIES.
SO, I TASTE...
MY RASPBERRIES.
BEFORE I MAKE THIS
INTO MY DRAFT
ON MY CHART,
MAYBE I'LL THINK ABOUT...
I WONDER HOW I COULD
DESCRIBE THAT TASTE.
THERE, I TASTE MY...
LET'S SEE. MAYBE "SWEET"?
I COULD SAY.
THAT COULD BE A WORD.
MY-- MAYBE "DELICIOUS."
COULD BE A WORD.
I'M STARTING TO THINK ABOUT WHAT
THOSE DESCRIPTIVE WORDS ARE
TO HELP PULL MY READER
OR MY AUDIENCE
INTO WHAT I'M WRITING ABOUT.
SO, SMELLS.
WELL, DEFINITELY IF I'M TALKING
ABOUT SMELLS, THE FLOWERS,
I THINK.
AND THE EARTH
HAS A SMELL TO IT TOO.
SO, WHICH OF THOSE
FOR MY "I SMELL"?
I THINK WHEN I GO OUTSIDE,
THE THING THAT SMELLS MORE
STRONGLY IN MY GARDEN
IS DEFINITELY THE FLOWERS.
I SMELL THE-- HMM.
HOW COULD I DESCRIBE
MY FLOWERS?
I SMELL THE "SOMETHING."
FLOWERS.
I'M GOING TO HAVE TO THINK
OF A GOOD WORD
TO FIT IN THIS SPOT,
SO THIS MIGHT BE
A GOOD TIME TO USE MY THESAURUS
TO HELP ME
COME UP WITH A WORD.
I SMELL THE...
I DON'T WANNA SAY
"I SMELL THE SMELLY FLOWERS."
I MEAN, I CAN SAY
"I SMELL THE--."
THEY SMELL KIND OF SWEET,
SOME OF THEM.
SO WHEN I SEE
IT I USED "SWEET" HERE,
I'M GONNA CROSS OUT "SWEET."
OVER HERE,
BECAUSE I DON'T WANNA USE THAT
SAME DESCRIPTIVE WORD TWICE.
I WANT TO BE CAREFUL NOT TO BE
REPEATING ITSELF.
THAT'S NOT GOING TO BE
VERY INTERESTING
OR EXCITING FOR MY READER.
I TALKED ABOUT, ON MY
BRAINSTORM, THINGS I COULD HEAR.
WELL, I CAN'T HEAR THE EARTH
OR THE FLOWERS.
I GUESS I HEAR THE WIND
IN THE LEAVES.
THAT'S ONE THING
I HEAR IN MY GARDEN.
I HEAR THE WIND
IN THE LEAVES.
OH, YOU KNOW WHAT?
I KNOW WHAT I'M GONNA DO
FOR THIS ONE.
I HEAR...
AND THE FUNNY THING IS...
I DECIDED ON THIS ONE
'CAUSE I'M LISTENING
AND I CAN HEAR THIS RIGHT
OUTSIDE MY WINDOW RIGHT NOW.
"I HEAR THE BIRDS CHIRPING."
HMM. I LIKE THAT.
"CHIRPING" IS A GOOD WORD.
OOH. YOU KNOW WHAT?
I'M THINKING OF WORDSWORTH
AND HOW HE SAID
THE DAFFODILS WERE DANCING.
AND I'M GONNA SAY,
INSTEAD OF CHIRPING,
I'M GONNA USE THE WORD
"SINGING."
I HEAR THE BIRDS SINGING.
IT'S NOT REALLY LIKE
THEY WROTE A SONG OR ANYTHING,
BUT I THINK
THIS SOUNDS PRETTIER.
"CHIRPING" COULD BE
NOT AS NICE A WORD.
SO, "SINGING."
IS A MORE INTERESTING WORD.
I THINK IT'S REALLY
GOING TO HELP MY READER
LIKE WHAT I HAVE TO WRITE.
SO, TOUCH. HMM.
LET'S LOOK AT MY ORGANIZER.
WHAT DID I HAVE?
WELL, I COULD TOUCH
THE STONES.
DEFINITELY DON'T WANT
TO TOUCH THE HEATER.
I TALKED ABOUT MY TEA,
THAT WARM TEA.
WHAT ELSE MIGHT GO
FOR MY TOUCH SENTENCE?
OOH, I TALKED ABOUT
MY ROSE AND ITS THORNS.
"THORNS ON MY ROSE."
WHAT ELSE DO I TOUCH
IN MY GARDEN?
WELL, I TOUCH THE WEEDS
WHEN I PULL THEM OUT.
LET'S LOOK OVER HERE.
HAVE I TALKED ABOUT ANY
OF THESE THINGS YET?
'CAUSE I WANT TO MAKE SURE...
SO, I HAVEN'T TALKED
ABOUT THE TEA,
I HAVEN'T TALKED ABOUT
THE WEEDS, AND I HAVEN'T...
OKAY, SO I COULD USE
ANY OF THESE IDEAS.
MY POEM FEELS KIND OF SERIOUS
RIGHT NOW.
I WONDER IF I COULD DO
SOMETHING A LITTLE BIT FUN
OR A LITTLE BIT SILLY
IN MY POEM.
HMM.
OH, I JUST...
YOU KNOW WHAT MIGHT BE FUNNY?
I LIKE WHEN I, UM...
ONE OF THE SOUNDS MY CLASS
WORKS ON IS THE SOUND "OW."
AND WHEN WE DO IT WE DO
LIKE A FINGER PRICK
AND WE GO, "OW!"
AND EVERYBODY DOES
A REALLY FUNNY ACTION
AND LOOKS SUPER SILLY
WHEN THEY DO IT.
AND THEY USUALLY MAKE FACES
AND IT KIND OF MAKES ME LAUGH.
SO, MAYBE I CAN USE
THAT WORD "OW" IN MY POEM.
SO, WHAT IF I SAID,
"I TOUCH THE THORNS.". AND THEN I DO "OW!"
AT THE END
WITH AN EXCLAMATION POINT?
THAT SOUNDS A LITTLE BIT FUNNIER
THAN ANY OF THE OTHER THINGS.
SO, MAYBE THAT WILL GET
MY READER'S ATTENTION
AND MAYBE THEY'LL HAVE A LITTLE
BIT OF A LAUGH IN THERE
AND ENJOY IT
A LITTLE BIT MORE.
I THINK THAT'S
A LITTLE BIT FUNNY IN THERE.
SO, LET ME CHECK
WHAT I HAVE.
I SEE PRETTY FLOWERS,
I TASTE MY RASPBERRIES.
I TASTE...
OH, I'VE GOT "I TASTE
MY DELICIOUS RASPBERRIES."
I SMELL THE SWEET FLOWERS,
I HEAR THE BIRDS SINGING,
I TOUCH THE THORNS- OW!
I THINK I HAVE A REALLY,
REALLY GOOD START HERE.
WHEN I TAKE THIS
AND I WRITE IT OUT AS A POEM,
I'M GONNA CHECK THROUGH
AND SEE IF THERE'S ANYWHERE
I CAN USE MORE EXCITING
OR INTERESTING WORDS
WHEN I TURN THIS DRAFT
INTO MY FIRST WRITTEN OUT COPY
OF MY POEM.
SO, AS YOU TAKE YOUR IDEAS
AND YOU TURN THEM
INTO YOUR WRITTEN OUT POEM,
I WANT YOU TO LOOK FOR PLACES
WHERE YOU COULD PUT
REALLY INTERESTING WORDS
THAT ARE GOING TO CATCH
YOUR READER'S ATTENTION.
DON'T FORGET,
IF YOU'RE HAVING TROUBLE
AND YOU FIND IF YOU'RE USING...
LIKE, I'M NOT CRAZY
ABOUT THAT WORD "SWEET."
MAYBE I WANT SOMETHING BETTER.
I CAN TAKE THAT
AND I CAN USE MY THESAURUS
TO HELP ME FIND
AN EVEN BETTER WORD
THAT MEANS THE SAME THING.
SO, DON'T FORGET TO USE THOSE
DICTIONARY AND THESAURUS TOOLS
TO HELP YOU MAKE YOUR WRITING
MORE INTERESTING.
NEXT UP, WE ARE GONNA TAKE
A LOOK AT MY DRAFT OF MY POEM
AND SEE HOW IT ALL
CAME TOGETHER.
NOW THAT WE'VE DONE
ALL OF THAT BRAINSTORMING,
WE MADE AN ORGANIZER,
AND IT'S TIME TO CHECK OUT
OUR FINISHED PIECE OF WORK.
I TOOK ALL OF THOSE IDEAS
WE PUT TOGETHER
ON OUR BRAINSTORMING CHART
AND THEN ON OUR PLANNING SHEET,
AND I TURNED THEM INTO
MY VERY OWN SENSORY POEM.
SO, ALL ABOUT MY GARDEN.
AND WHAT I TRIED TO DO
WHEN I TURNED MY BRAINSTORMING
INTO MY POEM,
WAS REALLY THINK
ABOUT INTERESTING WORDS.
SO, YOU'RE GOING TO NOTICE
I ADDED IN
SOME NEW DESCRIPTIVE WORDS
TO MAKE MY WRITING
MORE EXCITING.
AND THINKING BACK TO MY POEM
FROM THE BEGINNING
THAT I READ
FROM WILLIAM WORDSWORTH,
HOW HE PAINTED THAT PICTURE
IN SOMEBODY'S HEAD,
I THOUGHT ABOUT HOW CAN I PAINT
A PICTURE OF MY GARDEN
FOR MY READER
OR FOR MY AUDIENCE?
SO, LET'S CHECK IT OUT.
She reads the poem aloud.
The poem reads "My garden. I hear bird singing sweetly. I smell the beautiful, fragrant flowers. I see the beautiful petals in pink, purple, and white. I feel the prickly rose thorns, ouch! I taste the sweet, juicy berries. What could it be? It's my garden!"
(READING ALOUD)
She says YOU KNOW WHAT?
IT'S A GOOD THING
I'VE GOT MY MARKER HERE.
She spots the missing plural in "birds."
She says LET'S PUT A CARET IN.
ALL RIGHT,
I MISSED A LETTER.
LET'S GO BACK
AND TRY THAT AGAIN.
"I HEAR BIRDS SINGING SWEETLY."
(CONTINUING TO READ ALOUD)
She says YOU KNOW,
AS I'M READING THIS DRAFT,
I NOTICE THAT I USED
THE WORD "BEAUTIFUL" TWICE,
AND IT SOUNDS
KIND OF REPETITIVE.
SO, I THINK I'M GOING
TO CHANGE THAT WORD.
She crosses out the second "beautiful" before the word "Petals."
She says SO, ONE OF
THE REALLY IMPORTANT THINGS
IS WHEN YOU REVIEW YOUR
FIRST DRAFT OF SOMETHING,
TO BE READY TO EDIT IT,
MAYBE ADD A MISSING LETTER
IN THERE,
BUT ALSO TO REVISE IT,
TO CHANGE SOME WORDS
THAT YOU DON'T LIKE
HOW THEY SOUND.
THIS ONE I DON'T LIKE,
'CAUSE I'M SAYING
THE SAME WORD TWICE
REALLY CLOSE TO EACH OTHER,
SO I'M GOING TO GET RID
OF THIS WORD "BEAUTIFUL,"
AND I'M GOING TO THINK OF...
I SEE THE...
LET'S SEE.
ANOTHER WORD
FOR "BEAUTIFUL."
WHAT ABOUT "LOVELY"?
HAVE I USED...
OH, I DON'T THINK I'VE USED
THE WORD "LOVELY" ANYWHERE ELSE,
SO I'M GOING TO CHANGE
THAT WORD.
I'M GONNA GET RID
OF "BEAUTIFUL,"
AND I'M GONNA SEE IF I LIKE
HOW IT SOUNDS BETTER.
SO, LET'S READ IT OVER.
I'M GOING TO GO BACK
TO THE BEGINNING
TO MAKE SURE IT ALL FLOWS
AND SOUNDS GOOD.
(READING ALOUD)
She says "I hear bird singing sweetly. I smell the beautiful, fragrant flowers. I see the lovely petals in pink, purple, and white. I feel the prickly rose thorns, ouch! I taste the sweet, juicy berries. What could it be? It's my garden!"
She says SO, I'VE GONE THROUGH,
I'VE WRITTEN A SENTENCE
FOR EACH OF THE FIVE SENSES,
AND I WENT THROUGH
AND I ADDED THOSE REALLY GOOD
DESCRIPTIVE WORDS.
SO, I COULD HAVE JUST SAID
"I HEAR BIRDS SINGING,"
BUT I ADDED THAT
DESCRIPTIVE WORD "SWEETLY."
SO, MY BIRDS AREN'T CAWING
IN A BIG, LOUD VOICE.
THEY SOUND REALLY PRETTY.
AND THAT SENTENCE HELPS ME
CONVEY THAT TO MY AUDIENCE.
(READING ALOUD)
She says "smell the beautiful, fragrant flowers."
She says NOW,
"FRAGRANT" IS ANOTHER WORD
THAT JUST MEANS
THEY SMELL STRONGLY,
BUT IT ALSO USUALLY MEANS
THEY SMELL...
SOMETHING THAT'S FRAGRANT
USUALLY SMELLS NICE.
I CAN USE TOOLS LIKE MY
DICTIONARY AND MY THESAURUS
TO HELP ME THINK OF NEW WORDS
THAT MIGHT FIT.
I DO WANT TO MAKE SURE
I UNDERSTAND THEM, THOUGH.
CHANGING THAT WORD TO "LOVELY."
MEANS I WASN'T REPEATING MYSELF.
I DIDN'T SAY,
"I SEE THE COLOURFUL PETALS."
"I SEE THE LOVELY PETALS,"
AND THEN I LISTED MY COLOURS.
I THOUGHT...
SOME OF THE STUFF FEELS NICE
BUT I THOUGHT
IT WOULD BE FUNNY
TO DO THE PRICKLY ROSE THORNS
AND HAVE MY "OUCH!"
AND THEN I HAVE
THIS GIANT RASPBERRY
THAT GROWS IN THE MIDDLE
OF MY FLOWER BED,
AND IT HAS WONDERFUL BERRIES,
AND I USED TWO WORDS
TO DESCRIBE THEM-
"SWEET" AND "JUICY,"
TO HELP MY AUDIENCE KNOW
EXACTLY WHAT MY GARDEN IS LIKE.
THANK YOU SO MUCH
FOR JOINING ME TODAY
ON
TVOKIDS POWER HOUR
OF LEARNING.
I LOVED READING AND WRITING
POETRY WITH YOU TODAY.
I HOPE YOU THOUGHT OF LOTS
OF IDEAS OF DIFFERENT THINGS
YOU CAN WRITE POEMS ABOUT.
IF YOU'RE NOT SURE
HOW TO WRITE A POEM,
WRITING A SENSORY POEM
LIKE THE ONE WE DID TODAY
IS A GREAT PLACE TO START
FOR BEGINNING POETS.
ALL YOU NEED TO DO
IS PICK A TOPIC
AND THINK ABOUT
ALL THE FIVE SENSES.
WHAT DO YOU SEE?
WHAT DO YOU HEAR?
WHAT CAN YOU FEEL?
WHAT CAN YOU TASTE?
WHAT CAN YOU SMELL?
AND THEN,
YOU'VE REALLY GOT A POEM.
IT'S NOT THAT HARD TO DO,
AND YOU'LL HAVE LOTS
AND LOTS OF FUN
WRITING AND PERFORMING
YOUR POEMS
FOR YOUR FRIENDS
AND FAMILY.
THANKS AGAIN FOR JOINING US
AND WE'LL SEE YOU NEXT TIME
ON
TVOKIDS POWER HOUR
OF LEARNING.
A caption 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."
Copyright 2021, The Ontario Educational Communications Authority.
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