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Poetry

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by

Laura Zanin

on 25 March 2015

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Transcript of Poetry

Function of Poetry
Vocabulary
Verse- "any composition that has a strong rhythm and rhyming pattern"
Poetry is verse, but not all verse may be poetry
Rhythm- pattern of stressed and unstressed syllables
Rhyming patterns
Language in Poetry
Poetry as a form of writing
Poetry is a unique form of writing as it has much fewer words than most other forms
Often read aloud because of its strong appeal to the ear
Presentation by:
Amanda Hoyt and
Laura Zanin

Poetry
Instruction
Children may learn to dislike poetry as a result of poor instruction
The haiku is often abused in instruction
Teachers often fail to incorporate poetry into their daily routine and instead may have a concentrated poetry unit then move on
Examples of ineffective techniques:
Suggesting that there is "one true meaning"
Focusing solely on memorizing, reciting, and heavy-duty analysis
Instruction
The narrative form is popular with readers of all ages
The most disliked forms are free verse and haiku
Prefer poems that contain rhyme, rhythm, and sound
Enjoy poetry that contains humor, familiar experiences, and animals
Dislike poems about nature.
Younger students prefer contemporary poems
Students disliked poems that contained visual imagery or figurative language
Instruction
Likes are related to the early childhood love for poems that are heavily rhymed and straightforward in meaning
Dislikes are associated with teaching practices:
The abuse of the haiku thus a dislike of natural poems
A lack of connection with more abstract form
A distaste for figurative language
Effective Instruction
Should be pleasurable (never associated with work)
It is counterproductive to over-analyze the structure or form
Elementary Instruction
Children have a natural affinity for poetry
Have children make choices
Ask questions about preference or feeling rather than knowing
Should convey the experiences and perceptions of the child in a way that is meaningful and not condescending
Genre Presentation:
Building an Appreciation
Use rhythmic, humorous verse as a bridge to the more sophisticated contemporary and traditional poetry
Give poetry a prominent place in the classroom
Share daily poems
Ask children to bring poetry to school to build their private anthologies
tell stories
describe something
comment on humanity
bring out strong emotions
and many more!
Figurative language
Simile
Metaphor
Personification
Alliterations


Assonance
Main Forms of Poetry
Narrative
Limericks
Concrete
Lyrical
Free verse
Haiku
Creates an easy kinship with the reader
Speaks directly to the child and to her senses, emotions, feelings, and childhood experiences
A Maze Me: Poems for Girls
by Naomi Shihab Nye
Presentation
Single Illustrated Poem
One poem presented as an illustrated picture book
A single line or stanza per page
The illustrations play a major role in meaning
Poetry Collections
The most common type of poetry for children
A collection of poems by the same author
Examples:
Jack Prelutsky
Shel Silverstein
Other Forms of Poetry
Mother Goose and Nursery Rhymes
Jump Rope Poems
Folk poems
Nonsense verse
Sonnets
Ballads
Poetry Novels
Narrative Poetry
example in title: "Sarah Cynthia Slyvia Stout Would Not Take the Garbage Out" by Silverstein
example: short /o/ sound in title "Saucy Little Ocelot" by Prelutsky
tells a story, with fast action usually
in chronological order
has setting, characters, events, and climax
often longer than other types of poetry
one common rhyme scheme is ABCB
Examples:
"The Night Before Christmas" by Clement Moore
"The Midnight Ride of Paul Revere" by Henry Wadsworth Longfellow
"Brown Honey and Broomwheat Tea" by Joyce Carol Thomas
"Me I Am!" by Jack Prelutsky*
Dr. Seuss books*
Limericks
short, five-line poem
rhyming scheme of AABBA
often humorous
thought to have originated in Limerick, Ireland
first popularized by Edward Lear in "A Book of Nonsense"
Examples:
"The Hopeful Trout and Other Limericks" by John Ciardi
"The Book of Pigericks" by Arnold Lobel
"Timothy Tunny Swallowed" by BIll Grossman
"Fly With Poetry" by Avis Harley*
Concrete Poetry
poem shaped into a picture
meaning of poem represented by physical shape of the poem
not written in stanzas
fun to read, sometimes challenging for students to write and make into pictorial representation
Examples:
"Technically, It's Not My Fault" by John Grandits
"Doodle Dandies" by J. Patrick Lewis
"A Poke in the I" by Paul Janeczko
"Falling Down The Page" edited by Georgia Heard*
"Splish Splash" by Joan Bransfield Graham*
Lyrical Poetry
focus on a single experience
describes a feeling at that moment
variety of stanza forms
emphasizes sounds and imagery
Examples:
"I Heard a Bird Sing" by Oliver Herford
"The Swing" by Robert Louis Stevenson
"The Lone Dog" by Irene McLeod
Haiku
Type of Japanese poetry
3 lines- 5 syllables, 7 syllables, 5 syllables pattern
in Japanese style, often about something in nature
Examples:
"If Not for the Cat" by Jack Prelutsky
"Stone Bench in an Empty Park" by Paul Janeczko
"A Pocketful of Poems" by Nikki Grimes
"Dogku" by Andrew Clements*
"If It Rains Pancakes" by Brian Clearly*
Free Verse

Role of Poetry
Nursery Rhymes for primary students
Phonemic awareness
Alphabet knowledge
One-to-one correspondence
Knowledge of word parts
Rhyme
Poetry in Writing
no specific verse, rhyme, or pattern
brings strong emotions and feelings to reader
Examples:
"Worlds Apart: Traveling with Fernie and Me" by Gary Soto
"Speak to Me (and I Will Listen Between the Lines" by Karen English
"Confetti: Poems for Children" by Pat Mora
"Fly With Poetry" by Avis Harley*
Studies Show:
Instruction should generally be oral
Read out loud on a regular basis
Read with energy, passion, and delight
Choral speaking allows children to play with words and to hear and manipulate the language
Older students benefit from the precise language
Rich language
Figurative language
Writing becomes harder and less pleasurable when you require students to write in a specific form, using certain elements
Point out these elements as you read
Lessons should gradually release responsibility to students
Create anthology of their published writing
Steps for Writing
Select a purpose and audience
Read/ discuss examples and characteristics
What do you notice? (shared demonstration)
Talk before writing*
Provide writing time with feedback*
Conference with students*
Share, celebrate, reflect
Revisit drafts*
Conference with students
Proofread and edit
Publish
*= Independent and Guided Practice
Sources
https://images-na.ssl-images-amazon.com/images/I/51I%2B56UlczL._UY250_.jpg
http://www.harpercollinschildrens.com/harperchildrensImages/isbn/large/9/9780060256739.jpg
https://myebooks365.com/img/covers/MTUyaTkwZQ~~/Me-I-Am.jpg
https://100scopenotes.files.wordpress.com/2009/12/jane-mount-ideal-bookshelf.png
http://www.mexicanpictures.com/headingeast/images/IdealBookshelf2_RAMG_72-thumb.jpg
http://cf.ltkcdn.net/home-school/images/std/155601-425x213-poetry.jpg
http://www.makeandtakes.com/wp-content/uploads/apple_5senses_poem2.jpg
http://www.short-story-time.com/images/Tornado-concrete-poem.jpg
http://www.drjean.org/html/monthly_act/act_2005/05_May/images/alden360.jpg
http://www.villagebooks.com/village-books-vb-writes-poetry-writing-group-11/01/12
http://www.readcwbooks.com
http://pixgood.com/the-word-poem.html
Cross-Curriculum Use
Authors use poetry to teach about many different subjects
Poetry books for all subjects
Fun way to teach material
Examples:
"Dinothesaurus" by Douglas Florian*
"Seeds, Bees, Butterflies, and More!" by Carole Gerber*
Anderson, N. A. (2010). Elementary children's literature: Infancy through age 13. Pearson, New York.

Johnson, D. (2012). The joy of literature. Wadsworth Cengage Learning, California.
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