Pie Corbett: 16 Things in a Hobbit’s Knapsack

16 things in a Hobbit’s Knapsack

I developed this idea with Brian Moses about 38 years ago. In those days, we had our children writing lists along the lines of ‘5 things you’d find in Margaret Thatcher’s handbag’. This is the version that I wrote at the time to use as a model for children (Ian McMillan has also written several similar list poems).

Six things found in a Hobbit’s Knapsack

A wasp’s sting to startle unwary goblins.

Two leather-bound books. One titled, ‘Tunnel digging for beginners’ and the other, ‘Wolves and methods for their avoidance’.

A purse of never-ending wishes.

A pot of gold found at the end of a rainbow.

A pair of twelve league boots.

A fur-lined cape, the colour of rock, for keeping warm in the winter and using as camouflage.

© Pie Corbett

  1. Read the model through and discuss the ideas.
  2. Brainstorm a list of other possibilities.
  3. Use shared writing to create a few lines
  4. Inject a sense of urgency by giving a time limit for independent writing, to aid concentration.
  5. Children share and polish their ideas.
  6. Hear examples. Copy favourites for display or to make a booklet.

This is an example from working with a year six class.

We started with a rapid class brainstorm of possibilities: a hammer forged from underground mines; a dagger for dragon attack; oat cake or seed cake; a small block of hardened cheese; a flagon of water for rehydration; a clarinet, reed pipe or recorder; flint and steel; a map of The Misty Mountains; a quill and slate for writing runes, communication or sending a message; a silver pen for writing which can only be read by the light of the moon; a diamond for bargaining; a sack for treasure; an invisibility cloak and some pork pie.

We then did shared writing of a few lines:

A silver pen for secret statements concealed safely beneath a moonless night.

An enchanted reed pipe to fool your advancing foe by summoning a slither of moonlight.

Here is a list made by four of the year 6 children:

Sixteen things found in a Hobbit’s Knapsack

Two fire-flies in a jam jar to light up your way.

A book of myths and legends though some would call them truths.

A quill of wise words that writes runes to summon a thread of starlight.

A silver pen that can only be seen by the light of the moon.

Gandalf’s pocket-watch where you spin the hands to turn time.

An enchanted reed pipe for summoning a slither of moonlight to guide you in the night.

A charmed recorder for fooling or hypnotising your foe.

A cauldron of wishes at the edge of an inquisitive mind.

Homely, hard cheese for a fireless night.

A flagon of never-ending water to quench any dwarf’s thirst.

A golden feather, plucked from the finest eagle and a strip of slate forged in goblin mines to contact the nearest village, using an ancient map of The Misty Mountains.

The fang of a dragon to slay fleeing foe.

A completely crystal dagger, able to pierce through any armour and wound even the deadliest of creatures.

A pair of relatively light boots which can endure months of crossing rivers, navigating woods and stumbling through seemingly endless caves and caverns.

A steel-lined cape to protect you from fire, piercing blades and the strongest of incantations.

Of course, the lists could be about what you would find in a troll’s rucksack, a giant’s suitcase, a unicorn’s saddle bags or a goblin’s backpack!

© Pie Corbett 2020

Pie Corbett is a teacher-poet – his collection ‘Evidence of `Dragons’ is used in many classrooms. He has published and edited over 250 books, runs ‘Talk for Writing’ and was made an honorary Doctor of Letters for services to creativity, poetry and social justice. Talk for Writing.

A Christmas Poetry Feast!

Today we have no blog, but a feast of Christmas poems, chosen by or written by Children’s Poetry Summit members!

 

William Shakespeare, Chosen by Allie Esirie, from Shakespeare for Every Day of the Year, edited by Allie Esirie, Macmillan.

Christmas Morning

 

Last year

on Christmas morning

we got up really early

and took the dog for a walk

across the downs

 

It wasn’t snowing

but the hills were white with frost

and our breath froze

in the air

 

Judy rushed around like a crazy thing

as though Christmas

meant something special to her

 

The sheep huddled together

looking tired

as if they’d been up all night

watching the stars

 

We stood at the highest point

and thought about what Christmas means

and looked over the white hills

and looked up at the blue sky

 

And the hills seemed

to go on forever

and the sky had no bounds

and you could imagine

a world at peace

 

Roger Stevens

 

For Christmas

 

I give you a wooden gate

to open onto the world,

 

I give you a bendy ruler

to measure the snow that swirls,

 

I give you a prestidigitator

to make your woes disappear,

 

I give you a hopping robin –

he’ll be your friend throughout the year,

 

I give you a box of mist

to throw over past mist-akes,

 

I give you a slice of ice

to slide on mysterious lakes.

 

Chrissie Gittins, from The Humpback’s Wail.

 

Liz Brownlee, first published in Christmas Poems, Chosen by Gaby Morgan, Macmillan.

 

Christmas Blessing

Into our home
bring fairy lights
colour to shine
on darkest nights.

On the tree
hang figurines
absent friends
returned to me.

Wrapping paper
fills the room
generosity
in bloom.

On the table
the pudding flames
all winter long
its fire remains.

 

Lorraine Mariner

 

 

Christmas Day

 

It was waking early and making a din.

It was knowing that for the next twenty minutes

I’d never be quite so excited again.

It was singing the last verse of

‘O Come all Ye Faithful’, the one that’s

only meant to be sung on Christmas Day.

It was lighting a fire in the unused room

and a draught that blew back woodsmoke

into our faces.

It was lunch and a full table,

and dad repeating how he’d once eaten his

off the bonnet of a lorry in Austria.

It was keeping quiet for the Queen

and Gran telling that one about children

being seen but not heard.

(As if we could get a word in edgeways

once she started!)

It was ‘Monopoly’ and me out to cheat the Devil

to be the first to reach Mayfair.

It was, “Just a small one for the lad,”

and dad saying, “We don’t want him getting ‘tipsy.”

It was aunts assaulting the black piano

and me keeping clear of mistletoe

in case they trapped me.

It was pinning a tail on the donkey,

and nuts that wouldn’t crack

and crackers that pulled apart but didn’t bang.

 

And then when the day was almost gone,

it was Dad on the stairs,

on his way to bed,

and one of us saying:

“You’ve forgotten to take your hat off….”

And the purple or pink or orange paper

still crowning his head.

 

Brian Moses

 

 

 

 

 

 

Brian Moses: Pick a Poet

Pick a Poet

Poetry is a niche genre, those of us who make a living as poets understand that. It is often a genre that is at best marginalised, at worst neglected, in favour of fiction.

Lists of recommended good reads often fail to include poetry books, but poetry can be a life saver for children who find pages of solid text quite daunting. Just as there isn’t one method of teaching reading that fits all, there isn’t one common path for a child’s reading journey once the mechanics have been mastered.

So why not invite a poet into your school to widen the reach that poetry can have among your pupils and staff?

Children do enjoy hearing poems read well, and the best way to do that is through direct contact with the person who wrote them. If children are to learn how to read with expression and to perform plays and poetry (as the curriculum stipulates) then this is vital.

The best visit begins to happen a week or so before the poet arrives. The teachers who explore the poet’s work via the Poetry Archive, the poet’s website or videos on YouTube and those who seek out any books or poems in anthologies that they already have on the school library shelves, will build up anticipation and expectation. There will then be a buzz around school before the poet even sets foot in it.

If children know something about their visitor and his or her work, they will become much keener to be involved on the day. (I once had letters from a class of children who informed me that they had been told to write to me and that they hadn’t read any of my poems but they felt sure they were very good!)

My aim is always to make sure that if there are children who say that they don’t like poetry at the start of the day, they will have hopefully changed their minds by the end of the visit.

Quite often too, teachers feel a little scared of poetry, that there must be some kind of magic formula that they haven’t quite grasped and this makes the teaching of poetry difficult for them. Maybe they had bad experiences with poetry and the way it was taught when they were at school. A poet in school can help to dispel that fear. Besides a performance of my poetry and percussion show, I run workshops for classes or year groups.

Mostly we start by writing a poem together. I draw out ideas from the children and show them how their ideas can form the basis of a poem. We work on the poem, in the way that writers do. We modify, cross out, find better words, change lines around, knock off the odd word or syllable, restructure the poem until we are satisfied that it reads well.

Then the children write themselves and hopefully teachers will then carry on the ideas in their own lessons so that children see a poem develop from initial ideas, through composing and editing, to proof reading and final copy. Better still, if finished poems can be displayed or published in some way.

At the end of the day I offer to do a signing session in the school. This ensures that children can have immediate access to copies of my poetry books if they feel inspired to read them.

I always say to children on my visits – you too can be writers. One day you could walk into a book shop and see your name on the front cover of a book. This is my job as a poet who visits schools and I take it very seriously. We all do. So how about inviting a poet into your school?

(In the interests of fairness, other poets are available!)

Brian Moses

Brian Moses’ Website

Brian Moses’ Blog

Brian Moses has been a professional children’s poet since 1988. To date he has over 220 books published including volumes of his own poetry such as Lost Magic and I Thought I Heard a Tree Sneeze, anthologies such as The Secret Lives of Teachers and the recently published Spaced Out, (edited with James Carter), plus picture books such as Beetle in the Bathroom and Dreamer.

Over 1 million copies of Brian’s poetry books have now been sold.

Brian also visits schools to run writing workshops and perform his own poetry and percussion shows. To date he has visited well over 3000 schools and libraries throughout the UK and abroad.

He is also founder & co-director of a national scheme for able writers administered by his booking agency Authors Abroad.

 I Thought I Heard a Tree Sneeze (The Very Best of Brian Moses’ Poems for Younger Children) – Troika books.