Teaching Poetry Writing

1. Teaching Poetry Writing Chapter 11

2. Playing With Words • Riddles and Jokes • Finger Plays • Creating Word Pictures • Figure 11-1

3. Playing With Words • Hink-pinks • Form answer to riddle or describe something • Hink-pinks – two one-syllable rhyming words • Hinky-pinkies – two two-syllable rhyming words • Hinkity-pinkities – two three-syllable rhyming words

4. Poetic Devices - Rhyme • Ending sounds are the same • Dr. Suess stories • Nursery rhymes

5. Poetic Devices - Comparisons • Simile – compares something to something else using the words “like” or “as” • Ex. The magma draped the sides of the volcano like frosting on a cake

6. Poetic Devices - Comparisons • Metaphor – compares two things by implying that they are the same • Ex. The magma was frosting on the volcano cake

7. Poetic Devices - Alliteration • Repetition of the initial consonant sound in consecutive words or words in close proximity • Ex. Majestic, merciless, meandering magma • A My Name is Alice (Bayer, 1992) • Tongue twisters • Dr. Suess - Oh Say Can You Say?

8. Poetic Devices - Onomatopoeia • Words that sound like their meaning (crash, slurp) • Ex. The crackling, crashing magma oozed from the volcano • The Noisy Alphabet (MacDonald, 2003) • Crash, Bang, Boom! (Spier, 1972) • Comic Strips

9. Poetic Devices - Repetition • Repetition of words and phrases structure and add interest to writing • Ex. The magma scorches nature’s finery, scorches nature’s finery • Gingerbread Man (Boy)

10. Writing Poems • Formula poems • “I Wish…” - each line begins with “I wish” • Color – each line begins with a color word • Five-Senses – write about a topic using five senses • “If I Were…” – write about how feel/do if something else

11. Formula Poems • Comparison – compares something to something else • “I Am…” – written from viewpoint of book character or historical figure • Preposition - each line begins with preposition • Acrostic – lines arranged so first letter of first line spells a word when read vertically

12. Writing Poems • Free-Form Poems • Concrete - poem arranged on page to create picture/image • Found - arrange words from other sources to make a poem • Two-Voices – written in 2 columns • Free Verse – lines do not rhyme

13. Writing Poems • Syllable and Word-Count Poems • Haiku – Japanese, 17 syllables, 3 lines, focus is nature • Cinquain – five lines with 22 syllables • Diamante – seven lines written in shape of diamond

14. Writing Poems • Rhymed Verse Forms (most common) • The Little Turtle • Limericks – popularized by Edward Lear • Clerihews – describes a person • Model Poems • Apologies • Invitations

15. Teaching Students to Write Poems • Introduce to poetry • Read first chapter of Anastasia Krupnik (Lowry, 1995) • Shel Silverstein • Jack Perlutsky • Teach minilessons • Publish students’ poems • Gallery Walk – Step by Step – p. 386 • Guidelines for Writing Poems – p. 385

16. Teaching Students to Write Poems • Read model poems • Present a list of characteristics of the poetry form • Analyze the model poem for how it reflects the characteristics of the form • Write a collaborative poem using the form • Children write independent poems

17. Assessing Students’ Poems • Ask • Has student experimented with poetic form that was taught in minilesson? • Has student use process approach – writing, revising, editing poem? • Has student used wordplay or another poetic device? • Have students self-assess

18. Assignment • Select a science GPS (3rd, 4th, 5th grade) • Select 3 poetry formats (p. 374-383) • Write a list of characteristics that could be used for teaching the poetry format

19. Assignment • Use the content from the GPS to write a model poem for each of the 3 formats • Use at least one example of a comparison, alliteration, onomatopoeia, and repetition within the 3 poems.