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Join us in a discussion about the power of poetry and why it is important and unique from other forms of writing. We will explore various poetic devices and analyze a poem together. Participants will also have the opportunity to create their own poem using a collaborative approach. Let's unlock the beauty and power of poetry together!
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SOME APPROACHES TO POETRY AND WRITING HOW TO COMPETE WITH THE CELL PHONE AND WIN!
The Power of Poetry Ask the group, “What do you think is special about poetry?” Discuss the power of poetry and why poetry is important and unique from other forms of writing. Some quotes about poetry: Jonathan Galassi: “Our real poems are already in us and all we can do is dig.” James Carter: “We should be using poetry as a vehicle to tell stories – real or imagined – to explore the world and the world of ideas, to express our emotions, to shock, delight, fascinate, enlighten, educate, empathize and intrigue.”
Detective Focus Team: “Mindful” by Mary Oliver. Read aloud the poem “Mindful” by Mary Oliver, which is especially rich in poetic devices. Explain that after this poem. You’ll need volunteers for a Detective Focus Team, so everyone should remember their thoughts as they listen. Project a slide with the text of the poem.
Mindful By Mary Oliver (part of it…) Every day I see or hear something that more or less kills me with delight, that leaves me like a needle in the haystack of light. It was what I was born for— to look, to listen, to lose myself inside this soft world— to instruct myself over and over
Ask for volunteers for a Detective Focus Team to help talk about the poem and find poetic tools that are used. • What is the heart of this poem? • What emotions does the author feel? • What things in the world make you feel this way? • How does the author use language in her poem to make us feel her meaning? • Now we’re going to be detectives. What poetic tools can you find in this poem?
Let them suggest devices first, then bring up whatever they miss): • Simile – comparison stating one thing is like another: “leaves me like a needle” • Metaphor – comparison stating that something IS something else; using one thing to designate another: “in the haystack of light” • Hyperbole – exaggeration to create a strong impression or emphasize a point: “More or less kills me.” • Rhyme – “delight/light.” She only uses one rhyme in this poem; what effect do you think it adds? • Alliteration – repetition of consonant sounds, usually at the beginning of words: ‘To look, to listen, to lose myself’ • Assonance – repetition of a vowel sound: ‘that leaves me like a needle’. • Point of View– First Person Good job, detectives! Poetry is not just mechanical; these poetic tools should enhance the meaning and emotional effect of the poem.
PUPILS LEARN FROM EACH OTHER; A SIMPLE TRUTH • THINK OBE PRINCIPLES • CAPS-ALIGNED TEACHING IDEAS • ALLEVIATES BOREDOM
A communicative approach suggests that when learning a language a learner should have a great deal of exposure to the target language and many opportunities to practise or produce the language. Learners learn to read by doing a great deal of reading and learn to write by doing much writing.
The process approach is used when learners read and produce oral and written texts. The learners engage in different stages of the listening, speaking, reading, and writing processes.
Let’s work together: Assemble a group of volunteers. As they work, type what they come up with onto a slide, so the whole audience can see. Let the volunteers suggest what to write. • First, let’s think of a topic we really care about. What topic should our poem be about? • What do you think about this topic or issue? What do we want the reader to understand?
• Whose voice can we speak from? Do we want to try personification? • Can someone think of a good first line? Some more details?” • Who has a simile or metaphor? What about a rhyme?” • Do we have assonance? Alliteration? Is there a place for humour in our poem? • Do we have a powerful conclusion? What about a title? • Is there anything we should add or take out?
Found poems give language to pupils who may struggle to find the right words. Found poetry is easily accessible, hands on, and fun. Easy to set up, all you need to do to implement found poetry in your classroom is gather together stacks of old magazines, scissors, glue and colourful paper. First, instruct pupils to find powerful words in the pages of magazines, cut them out, and make piles on their desk. You could also assign cutting out powerful words from old magazines for homework and save yourself the time and mess in your classroom.
Next, students arrange and rearrange the words on their desk into meaningful poetry. This is a great opportunity to reinforce the power of form, shape and line breaks in poetry and encourage them to be thoughtful in their choices. Talk to your pupils about choosing the best words, eliminating unnecessary words and playing around with word choice. Finally, instruct them to glue their poem into place on a colourful piece of paper and decorate your room with the beauty and power of poetry.
FIND THE CLUE This is a great method of turning tasks that can be intimidating to kids and making them into interactive challenges that students are motivated to engage In.method of turning tasks that can be intimidating to kids and making them into interactive challenges that students are motivated to engage in
First, choose a theme or poetic device that you want to teach or emphasise (or even just the meaning of a poem). Give the kids/ groups individual lines or sentences and ask them to grapple with its meaning. They can report back and should not be told that they are wrong or right, just encouraged to talk about the meaning/ idea/ example that they arrived at or found. Each person’s contribution will allow a child to express her/his ideas and find meaning in the text and then build up the discussion of the poem indirectly – two birds, one stone!
I ask them to take a poem and hold it up to the light like a color slide or press an ear against its hive. I say drop a mouse into a poem and watch him probe his way out, or walk inside the poem’s room and feel the walls for a light switch. I want them to waterski across the surface of a poem waving at the author’s name on the shore. But all they want to do is tie the poem to a chair with rope and torture a confession out of it. They begin beating it with a hose to find out what it really means.
Hey Stoopid Hey bro, take it slow You ain't livin' in a video You're flying low with a high velocity No doubt, you're stressin' out That ain't what rock n' roll's about Get off that one way trip down lonely street Now I know you've been kicked around You ain't alone in this ugly town You stick a needle in your arm You bite the dust, you buy the farm Hey, hey, hey, hey, hey stoopid What ya tryin' to do
Hey, hey, hey, hey, hey stoopid They win you lose Hey, hey, hey, hey, hey stoopid C'mon girl, it's a better day Get your foot out of that grave Don't let that one love tear your world apart C'mon babe, kick that stuff Show the street it ain't so tough Quit lyin' around with a crippled, broken heart Now I know you've been seeing red Don't put a pistol to your head sometimes your answer's heaven sent Your way is so damn permanent Hey, hey, hey, hey, hey stoopid What ya tryin' to do
