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Chapter 7: Writing Poetry. Olivia Murray, Sarah Michaelis , and Anna Lucas. The Chapter’s Goal: Background information. Discusses different types of poems and how poetry can enhance a student’s writing.
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Chapter 7: Writing Poetry Olivia Murray, Sarah Michaelis, and Anna Lucas
The Chapter’s Goal: Background information • Discusses different types of poems and how poetry can enhance a student’s writing. • Children have a natural connection to songs and rhymes, so it’s a teacher’s job to use this in the classroom to get different writing concepts to the students. • Explains and describes the procedures that teachers would use to teach poetry writing.
AGENDA FOR OUR PRESENTATION • 1. Introduce the chapter and what is discussed • 2. Our mini lesson from the chapter and what we would do in the classroom. • 3. Open the conversation up to you all for ideas and collaboration
Our MINI LESSON: What we did • We wanted to break down this chapter because there are a lot of different examples of poems and we found that it could be overwhelming for the students if we tried to teach all of them at once. • We decided to focus on three different kinds of poems to still give the students a versatile background on poetry. • The poems we’re introducing are: • 1. ”I Am….” Poems • 2. Color Poems • 3. Wish Poems
1. ”I am POEMS” • 1. Show an example of an “I Am” poem. Interact with students by asking them questions such as: “Have you ever heard of poetry?” “Do you know what an I Am” poem is?”. • These questions keep students engaged and it’s also a way for the teacher to see where students stand with the topic. • Emphasize that it doesn’t have to only be “I am” • The poem must start and end with “I am”, but the other lines only have to start with I. I am Ben Rogers I am a first grader I am a baseball player I am a brother I saved my dog from the pound I was with my friend Zack yesterday
2. COLOR POEMS • Introduce an example of a color poem • Emphasize that each line must start with a color. It can either be the same color repeated or a different color on each line. Blue is the sky Blue is the ocean Blue is the color of my new shoes Blue is my fish Blue is my gatorade
3. WISH POEMS • Introduce an example of a wish poem • Students begin each line with the words “I wish” and then complete the line with a wish. I wish I had a new phone I wish I had a dog I wish I got an A I wish I had a new car I wish I had a guitar I wish I were a magician I wish it was nice outside
AFTER THE POEM iNTRODUCTIONS…. • Have the students pick one of the three types of poems • Each student will create their own poem • Students will share with the class their poem
How is this assessed? • As the teacher, I would be able to see if the student has understood the concept by listening to the poems and seeing if the format of the poem is correct.
Tone/Elaboration • Helps students express different ideas and voices using different forms of poetry • Students could create a simple poem and then it could start to grow with elaboration when we learn more writing and poetry techniques. • IDEA: • Have students create a poetry at the start of the year and revisit it at the end of the school year to revise and elaborate to it.
