easy & fun! · need a basal reading book that includes poems. if you don’t have a basal...

Int roduction to Poetic Devices

Easy & Fun!

Poetry

Grades 2 – 5 Literature

Int roduction to Poetic Devices

Tools for Teach ing Kids to Read and Understand Poetry

Overview and Where to Find Poetry ..................................... 3

Introduction to Poetry Teacher Directions and Lesson Suggestions ......................... 4 Prose and Poetry: Two Ways to Describe Fog ..................... 8 Comparing Poetry and Prose Venn Diagrams ..................... 9 Poetic Devices Definitions & Examples Cards .................... 11 Understanding Poetic Devices Reference ......................... 15 Poetic Devices Cards ........................................................ 18 Poetic Devices Interactive Notebook Pages ...................... 20 Puzzling Poetry Sorting Activities ..................................... 22

Reading and Responding to Poetry Teacher Directions and Lesson Suggestions ....................... 27 Poetry Peace Map Resources ............................................ 30 Poetry Discussion Prompts ............................................... 36 Recharge & Write About Poetry ....................................... 39 Poetry Response Foldable ................................................ 44 Poetry Response Interactive Notebook Page .................... 46

Poetry Terms for Word Walls................................................. 47

Common Core Standards ...................................................... 59

Exploring Poetry

by Laura Candler

©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 2

Exploring Poetry is a 2-part introduction to reading and interpreting poetry. The first part includes a collection of activities for introducing the basic elements of poetry, and the second part is devoted to reading and responding to poetry. Students begin by exploring the structure and elements of poetry, including the meanings of eight common poetic devices. Next, they apply this knowledge as they engage in close reading strategies, poetry discussions, and written response activities. Lesson suggestions and printables for all activities are included. This unit does not include poems, but it does include links to free online poems that can be used with these lessons. Some of the pages in this packet are in color, but there are black and white versions of all student printables.

Exploring Poetry is aligned with selected Common Core Standards for Reading Literature in grades 2 through 5, although not all lessons and activities will work well for all grade levels. Preview all lessons to decide which ones are right for your students. Refer to page 57 for a complete listing of standards covered in this unit.

Where to Find Poetry Before you begin, gather a variety of age-appropriate poems to use with these lessons. Select a mix of poems that include thoughtful, free verse poems crafted with strong imagery, as well as light-hearted poems with rhyme and rhythm. Include some short poems and longer poems that are divided into stanzas. I’ve listed some print and online poetry sources below; check the PPoetry page on Teaching Resources for updates to this list.

Print Resources - Basal reading texts are great sources of children’s poetry. If you don’t have a basal reader, try checking the storage closets at your school to see if you can find an old one with appropriate poetry. Two other places to check are your school media center and public library, both of which should have a variety of poetry books for children. Digital and Online Resources - Click the underlined titles to access these resources. These are provided for your use only because they might not be safe for students.

Readworks.org is completely free, and it has a terrific collection of poems and comprehension questions organized by grade level.

The Stenhouse Poetry Sampler is a free 266-page PDF file consisting of sample chapters from their poetry books. It has lessons for teachers, as well as poems for students.

PoemHunter.com is a massive collection of poetry on all topics and for all ages, so you’ll have to search the carefully to find poetry that’s suitable for children.

Poetry4Kids.com is the creation of Children’s Poet Laureate Kenn Nesbitt, who describes the site as a “poetry playground” for kids. His site is a good source of poetry with rhyme and rhythm.

Exploring Poetry


Introduction to Poetry Lesson Suggestions

Before starting this unit, be sure to read all the lessons to decide which ones you will use with your students. Some of the lessons in Exploring Poetry may be too challenging for your students; feel free to modify them to meet the needs of your class. Because poetry includes many visual elements, it’s important for your students to be able to see each poem while you discuss it. Using a document camera to project the image on a screen or interactive whiteboard is ideal for this purpose. 1. Introduction to Poetry

Begin by showing students the picture of at the top of page 8 which shows fog in the hills near the Golden Gate Bridge in San Francisco. Then display the two selections under that photo and read the selections aloud. Explain any unfamiliar terms like “haunches” in the poem by Carl Sandburg and discuss the meanings of the two selections. Tell them that the one at the top is written in prose form and the one on the left is a poem. Then ask them to pair up with a partner and discuss how the two selections are alike and different. If your students seem confused when you tell them that “Fog” is a poem, they may think that all poems rhyme. Explain that this is an example of “free verse,” a type of poetry that does not rhyme.

2. Compare Poetry and Prose Share several more examples of poetry and prose with your students. Choose a variety of poems that include rhyming and non-rhyming poems, poems with strong imagery, silly and serious poems, etc. To save time with the prose selections, refer to stories or articles the class has read recently. Create a full-sized Venn diagram anchor chart similar to the one on page 9. If your students have difficulty, use the color-coded version on page 10 to help them identify the boundaries of each section and the overlapping area between. You may want to print out copies the Venn diagram for each student and ask them to record the details as you discuss them. Ask your students to help you compare and contrast prose and poetry by adding details to each section of the chart. Be sure to introduce some of the basic concepts like the fact that poems are written in lines and stanzas rather than in paragraphs. However, it’s best to keep this activity short and add more details to the chart later. Don’t add specific poetic devices to the chart at this point; you can add these terms after your students explore them in the next part of the lesson.


Full Preview

3. Introduce Figurative Language and Poetic Devices Quick Prep: Before this lesson, prepare one set of the eight Poetic Devices Definitions and Examples Cards for the class. You might also want to prepare a set for each team of students. Lesson: Explain that poets often convey a lot of meaning with just a few words. To do this, they carefully craft their poems using “figurative language,” which means using the language in unusual ways to create vivid images (imagery) or to convey strong emotion. Some types of figurative language used in poetry are called “poetic devices.” Display the chart on page 15 or 16, and explain that these are some of the most common poetic devices. A half-page version of this chart can be found on page 17 that can be glued into interactive notebooks. Introduce the eight poetic devices one at a time and in any order, using the Poetic Devices Definitions & Examples Cards. Notice that the example for rhythm also includes rhyme, so be sure to point out the difference. Rhyme is a repetition of ending sounds but rhythm is the beat, or pattern of sounds you hear when you read a verse aloud. Most poems that have rhythm also rhyme which can lead to confusion.

4. Compare and Contrast Poetic Devices Quick Prep: Before the lesson, print a set of eight Poetic Device Cards for each team of students. You’ll only need one set for this activity, but you’ll need the others for the next lesson. Activity: After you introduce all eight poetic devices, display two of the word cards at a time and ask students to discuss with a partner how those terms are alike and different. Choose pairs of words that are easily confused such as the ones below: .

Simile and Metaphor Rhyme and Rhythm Personification and Metaphor Alliteration and Onomatopoeia Alliteration and Rhyme Rhyme and Repetition

Modification: To make the activity easier, allow your students to use the cards that include the words, definitions, and examples.


5. Team Talk: Identifying Poetic Devices

Materials Needed: 1 set of Poetic Devices Cards per team 1 dry erase board, marker, and eraser per student Poems that include poetic devices

Team Talk Activity: Give each team one set of Poetic Devices Cards to spread out in the middle of the team. Display one poem at a time, and ask students to look for examples of the poetic devices. Ask each person to write one poetic device found in the poem on his or her dry erase board and then place the board face down. When all team members are ready, ask them to take turns showing their boards and explaining their selections. If someone’s word has already been explained, they may select another one.

6. Poetic Devices Hunt In this lesson, students will look for examples of poetic devices. It’s best to start the lesson in a whole group setting, but each student will need a basal reading book that includes poems. If you don’t have a basal reader, you can adapt the activity to a small group guided reading lesson using a collection of poetry books. Start by displaying one of the Poetic Devices Cards. Challenge your students to find poems that contain an example of that type of figurative language. Share and discuss as a class or within your guided reading group. Repeat with the remaining poetic devices. Interactive Notebook Follow-up: If you use interactive notebooks in your classroom, give each student a copy of the two Interactive Notebook Foldables pages. Ask them to cut around the four rectangles on the solid outside lines and snip the dashed lines to form flaps. Have them glue the top strip of each foldable to their interactive notebook page. All four foldables should fit on two pages. Allow time for students to search for examples of each poetic device on their own and record them under the designated flaps.


Full Preview

7. Puzzling Poetry Sorting Activity Materials Needed (for Each Pair or Team)

1 Puzzling Poetry Game Board 1 Puzzling Poetry Definitions page 1 Puzzling Poetry Examples page Answer Keys (optional)

Advanced Prep: The number of copies needed depends on whether you plan to use this with partners, cooperative learning teams, or in a literacy center. Pages 24 and 25 have eight puzzling pieces each that should be cut out, paper-clipped together, and stored in a small bag or envelope. The Puzzling Poetry Game Board stays intact and serves as the “sorting mat” for the activity.

Sorting Activity Directions: Players begin by stacking the Puzzling Poetry Definitions in a pile face down next to the game board. They take turns flipping each puzzle piece over, reading it aloud, and placing it on the game board in the correct place. The other players must agree with the placement before the next player turns over a puzzle piece. Near the end of the game, a player may realize that some pieces need to be moved. He or she may only move a piece if the others agree. Walk around and check your students’ work. After they master the definitions, challenge them to repeat the activity with the Puzzling Poetry Examples. This variation is more difficult because some of the pieces may fit in two places, but there’s only ONE combination that will solve the entire puzzle.

Additional Resource: Poetry Terms for Word Walls

At the end of Exploring Poetry, starting on page 47, you’ll find 20 poetry-related terms on cards to display on a Word Wall. There are five pages of words on the yellow background, five pages on the white background, and two blank templates. A few extra poetry terms were included that were not introduced in this ebook. If you don’t need them, set them aside.


Early this morning, the fog rolled in from the harbor slowly and quietly. It spread through the hills near the city and stayed for hours. Then the sun came out, and the fog faded away before noon. Fog The fog comes on little cat feet.

It sits looking over harbor and city on silent haunches and then moves on. by Carl Sandburg

Prose and Poetry

Which selection is an example of prose?

Which one is poetry?

How are they alike and different?

Two Ways to Describe Fog Near a City


Full Preview

Pros

e Po

etry

Com

pari

ng P

rose

and

Poe

try


Pros

e Po

etry

Com

pari

ng P

rose

and

Poe

try


Full Preview

Rhym

e W

ords

tha

t ha

ve t

he

sam

e en

ding

sou

nds

I

wat

ched

as

the

butt

erfl

y Fl

utte

red

up t

o th

e sk

y.

Met

apho

r A

com

paris

on s

tatin

g

one

thin

g is

anot

her

Th

e w

hite

puf

fy c

loud

s

are

cott

on b

alls

in t

he s

ky.

Sim

ile

A co

mpa

rison

usin

g

the

wor

ds “

like”

or

“as”

The

surf

ace

of t

he w

ater

lo

oked

as

smoo

th a

s gl

ass.

Repe

titio

n Us

ing

the

sam

e w

ords

or

phra

ses

over

and

ove

r

Snow

flak

es s

wir

led

and

twir

led,

sw

irle

d an

d tw

irle

d in

the

sto

rm.

Poetic Devices Definitions & Examples 1


Allit

erat

ion

Wor

ds in

a p

oem

th

at h

ave

the

sam

e

begi

nnin

g so

unds

Last

spr

ing

Polly

plan

ted

pu

rple

pan

sies

in h

er g

arde

n.

Onom

atop

oeia

W

ords

tha

t so

und

like

th

e ob

ject

s or

act

ions

to

whi

ch t

hey

refe

r

A m

osqu

ito

zoom

ed a

nd

buzz

ed a

roun

d m

y he

ad.

Pers

onifi

catio

n A

figu

re o

f sp

eech

in

whi

ch o

bjec

ts a

re g

iven

hu

man

qua

litie

s

The

sun

playe

d a

gam

e of

pe

ek-a

-boo

wit

h th

e cl

ouds

.


Rhyt

hm

The

“bea

t” o

r re

gula

r

patt

ern

of s

ound

s

foun

d in

som

e po

ems

One

, tw

o, bu

ckle

my

shoe

. Th

ree,

fou

r, sh

ut t

he d

oor.


Full Preview

Rhym

e W

ords

tha

t ha

ve t

he

sam

e en

ding

sou

nds

I

wat

ched

as

the

butt

erfl

y Fl

utte

red

up t

o th

e sk

y.

Met

apho

r A

com

paris

on s

tatin

g

one

thin

g is

anot

her

Th

e w

hite

puf

fy c

loud

s

are

cott

on b

alls

in t

he s

ky.

Sim

ile

A co

mpa

rison

usin

g

the

wor

ds “

like”

or

“as”

The

surf

ace

of t

he w

ater

lo

oked

as

smoo

th a

s gl

ass.

Repe

titio

n Us

ing

the

sam

e w

ords

or

phra

ses

over

and

ove

r

Snow

flak

es s

wir

led

and

twir

led,

sw

irle

d an

d tw

irle

d in

the

sto

rm.



Allit

erat

ion

Wor

ds in

a p

oem

th

at h

ave

the

sam

e

begi

nnin

g so

unds

Last

spr

ing

Polly

plan

ted

pu

rple

pan

sies

in h

er g

arde

n.

Onom

atop

oeia

W

ords

tha

t so

und

like

th

e ob

ject

s or

act

ions

to

whi

ch t

hey

refe

r

A m

osqu

ito

zoom

ed a

nd

buzz

ed a

roun

d m

y he

ad.

Pers

onifi

catio

n A

figu

re o

f sp

eech

in

whi

ch o

bjec

ts a

re g

iven

hu

man

qua

litie

s

The

sun

playe

d a

gam

e of

pe

ek-a

-boo

wit

h th

e cl

ouds

.


Rhyt

hm

The

“bea

t” o

r re

gula

r

patt

ern

of s

ound

s

foun

d in

som

e po

ems

One

, tw

o, bu

ckle

my

shoe

. Th

ree,

fou

r, sh

ut t

he d

oor.


Full Preview

Metaphor

Understanding Poetic Devices

Rhyme

Simile

Alliteration

Personification

Onomatopoeia

Words that have the same ending sounds

Rhythm The “beat” or regular pattern of sounds found in some poems

A comparison stating that one thing is another

A comparison using the words “like” or “as”

Words in a poem with the same beginning sounds

Words that sound like the objects or actions to which they refer

A figure of speech in which objects are given human qualities

Repetition Using the same words or phrases over and over


Metaphor

Understanding Poetic Devices

Rhyme

Simile

Alliteration

Personification

Onomatopoeia


Rhythm The “beat” or regular pattern of sounds found in some poems



Words in a poem with the same beginning sounds



Repetition Using the same words or phrases over and over


Full Preview

Unde

rsta

ndin

g Po

etic

Dev

ices

Rhy

me

Rep

etit

ion

Word

s tha

t hav

e th

e sa

me e

nding

so

unds

Using

the

same

wo

rds o

r phr

ases

ov

er a

nd o

ver

Alli

tera

tion

O

nom

ato

poei

a

Word

s in

a po

em

that

hav

e th

e

same

beg

inning

so

unds

Word

s tha

t sou

nd

like th

e ob

jects

or

actio

ns to

whic

h th

ey re

fer

Sim

ile

Met

aph

or

A co

mpar

ison

us

ing th

e wo

rds

“like”

or “a

s”

A co

mpar

ison

sta

ting t

hat o

ne

thing

is a

noth

er

Pers

onif

ica

tion

R

hyth

m

A fig

ure

of sp

eech

in

which

obje

cts

are

given

hum

an

qualit

ies

The

“beat

” or t

he

regu

lar p

atte

rn o

f so

unds

foun

d in

so

me p

oems

Unde

rsta

ndin

g Po

etic

Dev

ices

Rhy

me

Rep

etit

ion

Word

s tha

t hav

e th

e sa

me e

nding

so

unds

Using

the

same

wo

rds o

r phr

ases

ov

er a

nd o

ver

Alli

tera

tion

O

nom

ato

poei

a

Word

s in

a po

em

that

hav

e th

e

same

beg

inning

so

unds

Word

s tha

t sou

nd

like th

e ob

jects

or

actio

ns to

whic

h th

ey re

fer

Sim

ile

Met

aph

or

A co

mpar

ison

us

ing th

e wo

rds

“like”

or “a

s”

A co

mpar

ison

sta

ting t

hat o

ne

thing

is a

noth

er

Pers

onif

ica

tion

R

hyth

m

A fig

ure

of sp

eech

in

which

obje

cts

are

given

hum

an

qualit

ies

The

“beat

” or t

he

regu

lar p

atte

rn o

f so

unds

foun

d in

so

me p

oems


Poet

ic D

evic

es C

ards

Rhym

e Re

petit

ion

Simile

M

etap

hor

Allite

ratio

n On

omat

opoe

ia

Pers

onific

ation

Rh

ythm


Full Preview

Poet

ic D

evic

es C

ards

Rhym

e Re

petit

ion

Simile

M

etap

hor

Allite

ratio

n On

omat

opoe

ia

Pers

onific

ation

Rh

ythm


Rhyme

Words that have the same ending

sounds

Repetition

Using the same words or phrases

over and over

Poetic Device Examples

Simile

A comparison using the words

“like” or “as”

Metaphor



Poetic Device Foldables - Page 1 for Interactive Notebooks


Full Preview



Poetic Device Foldables - Page 2 for Interactive Notebooks

Alliteration

Words in a poem with the same

beginning sounds

Onomatopoeia


Personification


Rhythm

The “beat” or regular pattern of sounds

found in some poems


Personification

Rhythm

Onomatopoeia

Rhyme

Alliteration

Metaphor

Simile

Repetition

Puzz

ling

Poet

ry G

ame

Boar

d


Full Preview

The

stars

are

whit

e dia

mond

s on

the

black

velv

et sk

y.

Puzz

ling

Poet

ry E

xam

ples

The

star

s loo

ked

like b

roke

n gla

ss sc

atte

red

acro

ss th

e sk

y.

The

North

Sta

r loo

ked

brigh

t In

the

dark

ness

of t

he n

ight.

As w

e ga

zed

at th

e sta

rs, w

e he

ard

the

rumb

le of

thun

der.

Afte

r the

sun

sets,

the

stars

da

nce

happ

ily u

ntil m

ornin

g.

Stac

y sile

ntly

stood

and

sta

red

sadly

at s

tars

abo

ve.

I wish

I ma

y, I w

ish I

migh

t, Ha

ve th

e wi

sh I

wish

tonig

ht.

Twink

le, tw

inkle,

all t

he n

ight,

Twink

le, tw

inkle,

little

star

.

Cut

arou

nd e

ach

puzz

le p

iece

. Mat

ch e

ach

vers

e w

ith o

ne p

oetic

dev

ice

on t

he

Puzz

ling

Poet

ry M

at. S

ome

poet

ic d

evic

es m

ay h

ave

mor

e th

an o

ne c

orre

ct m

atch

, bu

t th

ere’

s on

ly o

ne s

olut

ion

in w

hich

all

8 po

etic

dev

ices

hav

e a

mat

chin

g ve

rse.


A fig

ure o

f spe

ech i

n wh

ich o

bject

s ar

e give

n hu

man

quali

ties

Puzz

ling

Poet

ry D

efin

ition

s

Wor

ds in

a p

oem

that

hav

e

the s

ame b

egin

ning

soun

ds

A co

mpar

ison

stat

ing

that

on

e thin

g is

anot

her

Usin

g the

same

wor

ds or

phr

ases

ov

er a

nd ov

er

Wor

ds t

hat

have

the

same

en

ding

soun

ds

A co

mpar

ison

usin

g th

e wor

ds

“like

” or

“as

”

The “

beat

” or t

he re

gular

pat

tern

of

soun

ds fo

und i

n so

me p

oems

Word

s tha

t sou

nd lik

e the

obje

cts

or a

ction

s to

which

the

y re

fer

Cut a

roun

d ea

ch p

uzzle

piec

e. M

atch

eac

h de

finitio

n wi

th

the

corr

ect p

oetic

dev

ice o

n th

e P

uzzli

ng P

oetry

Mat

.


Full Preview

Personification

Rhythm

Onomatopoeia

Rhyme

Alliteration

Metaphor

Simile

Repetition

Puzz

ling

Poet

ry E

xam

ples

Ans

wer

Key

After the sun sets, the stars dance happily until morning.

The stars are white diamonds on the black velvet sky.

Stacy silently stood and stared sadly at stars above.

The stars looked like broken glass scattered across the sky.

Twinkle, twinkle, all the night, Twinkle, twinkle, little star.

As we gazed at the stars, we heard the rumble of thunder.

The North Star looked bright In the darkness of the night.

I wish I may, I wish I might, Have the wish I wish tonight.


Personification

Rhythm

Onomatopoeia

Rhyme

Alliteration

Metaphor

Simile

Repetition

Puzz

ling

Poet

ry D

efin

ition

s An

swer

Key


Words in a poem that have the same beginning sounds


Using the same words or phrases over and over



The “beat” or the regular pattern of sounds found in some poems

Words that sound like the objects or actions to which they re fer


Full Preview

Reading and Responding to Poetry Lesson Suggestions

Now that your students understand the basic elements of poetry, it’s time to apply what they’ve learned. The remaining lessons will help you guide your students through the process of reading and responding to poetry. One of the greatest challenges of teaching kids how to read and respond to poetry is overcoming their reluctance to read a poem more than once. They don’t understand that most poems are so packed with meaning that even adults need to read them multiple times to understand them. The Poetry Peace Map will help you tackle that problem! It’s nothing more than a circle divided into three sections like a peace sign. Each section provides space for the reader to record his or her thoughts and feelings after one reading of a poem. After all three sections are complete, the reader is better prepared to respond to it. Possible responses include:

Summarizing the meaning of the poem Describing the theme or message Analyzing how figurative language is used Discussing the poem in a small group Answering questions about the poem

After your students complete this graphic organizer a few times, they will understand why it’s important to read a poem more than once. For about a week, start each day with a Poetry Peace Map session. Variations of the Poetry Peace Map Several variations of this graphic organizer are included in Exploring Poetry. The Poetry Peace Map with the purple border on page 31 can be displayed on a class whiteboard, and there’s a black and white version on page 32. The next three variations were designed to be used as student printables; page 33 includes a space for writing a summary, page 34 has a space for writing the theme, and page 35 has half-page versions for students to glue into interactive notebooks. 1. Introducing the Poetry Peace Map

The Poetry Peace Map strategy needs to be modeled several times in a whole class setting or in a small guided reading group before students complete it on their own. Start with a short poem that you think will be a bit challenging for your students. “Dreams” by Langston Hughes works well because children often think it’s about dreams that we have at night, and it’s only after repeated reading that they understand the poem is about goals or hopes for the future. To find “Dreams” online, go to Poets.org and do a quick search.


Introducing the Poetry Peace Map (Continued) Give each student one copy of the Poetry Peace Map graphic organizer or them draw it on individual dry erase boards. Display the Poetry Peace Map questions (page 30) and guide your students through them, one at a time. After they read the poem one time, have them jot down what they think it’s about in section one. If they don’t have any idea, allow them to write “I don’t know.” The next time they read it, they’ll refine their understanding and add more detail. The last section of the graphic organizer is for their thoughts after repeated readings. They can also add details about the poetic devices and figurative language used. Don’t discuss the poem as a class until everyone has completed their graphic organizers. Then conduct a class discussion about the meaning of the poem, its theme, the poet’s use of figurative language, etc.

2. Guiding Poetry Discussions

Kids love to talk, so having them discuss poetry in small groups or within teams is a great place to start with poetry response. Select a poem that has some confusing elements and is likely to generate a lot of discussion. First, ask all students to complete their own Poetry Peace Maps. Then use the Poetry Discussion Prompts on page 36 or 37 to guide their discussions. If you feel the questions are too challenging for your students to discuss alone, you may want to use these questions as whole-class discussion prompts. You can also create your own questions using the template on page 38.

3. Recharge & Write about Poetry

After your students are comfortable discussing poetry, the next step is to have them answer interpretive questions. Recharge & Write is the perfect activity to segue from oral to written response. Each student will need a copy of the worksheet on page 43, Analyzing a Poem, and a copy of the poem being analyzed. Each team will need a cup or a can to use as the “recharger” and a copy of the Recharge & Write directions (page 39 or 40). If you decide to use a can for the recharger, print one of the labels (page 41 or 42) and wrap it around the can. Follow these steps:

1. Give everyone a copy of the poem and allow time for them to read it several times carefully.

2. Display the Recharge & Write directions for the class and explain the steps of the activity.

3. Have everyone place a pencil into the team “recharger.” 4. Guide them through the process of alternating discussing a

question and writing their responses in their own words.


Full Preview

4. Poetry Response Foldable and Interactive Notebook Page The final two response methods include a double-sided foldable and a page for interactive notebooks. Gather a collection of poems and poetry books for the class, and allow your students to select the poems they want to use when completing these foldables. The two-sided foldable has spaces to answers two questions about three different poems. Just print pages 44 and 45 front to back, cut on the dashed lines to form three flaps, and fold the paper lengthwise. The interactive notebook page on page 46 is a little easier to complete. It has three questions, but they are all about the same poem. This page is oriented vertically in the notebook, and the flaps open from left to right. The directions for setting up the page are included on the printable.

Writing Poetry Teaching Kids to Write Poetry from the Heart By Laura Candler Your students understand the elements of poetry and have developed an appreciation for imagery and the beauty of language. Now it’s time for them to try writing their own poetry! Writing Poetry: Teaching Kids to Write Poetry from the Heart provides an easy guide to setting up a poetry writing workshop in your classroom. Click the cover image to take a look!


Poetry Peace Map

What is the poem about? Record your thoughts after each reading. 1st Reading Read the entire poem one time slowly. What do you think the poem is about? Record your thoughts.

2nd Reading Read the poem again, a little more carefully. Do you want to change your mind about the meaning of the poem? If not, take a few minutes to write about the elements of poetry used in the poem.

3rd+ Reading Read the poem at least one more time. Record any new thoughts that come to mind. What do you think is the theme or message? What techniques did the poet use to convey his or her message?


Full Preview

Poetry Peace Map

Title _________________________________


Poetry Peace Map

Title _________________________________


Full Preview

Summarizing

Poetry Peace Map

Title ________________________________________ What do you think the poem is about? Record your thoughts after each reading.

Summary ____________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Name ________________________


Identifying the Theme

Poetry Peace Map

Title ________________________________________ What do you think the poem is about? Record your thoughts after each reading.

Theme ______________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Name ________________________


Full Preview

Poet

ry P

eace

Map

Ti

tle _

____

____

____

____

____

____

____

____

Wha

t is t

he p

oem

abo

ut?

Rec

ord

your

idea

s aft

er e

ach

read

ing.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Poet

ry P

eace

Map

Ti

tle _

____

____

____

____

____

____

____

____

Wha

t is t

he p

oem

abo

ut?

Rec

ord

your

idea

s aft

er e

ach

read

ing.

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____


Poetry Discussion Prompts

1.

What is the title of this poem? Who wrote it?

What is it about?

2. Identify and describe

the poetic devices used in the poem. Be sure to refer to specific details or examples in the text.

3. Do you think this

poem has a theme? If so, what is it? If not, why

do you think the poet wrote this poem?

4. If imagery is used in the poem, which image do you think is the most vivid?

How was figurative language used to create the image?

5. Were any parts of this poem confusing? If so,

what was confusing? How did you figure out the

meanings of those parts?

6.

What is your favorite line or stanza? What do you like about this part

of the poem?


Full Preview


1.

What is the title of this poem? Who wrote it?

What is it about?

2. Identify and describe

the poetic devices used in the poem. Be sure to refer to specific details or examples in the text.

3. Do you think this

poem has a theme? If so, what is it? If not, why

do you think the poet wrote this poem?

4. If imagery is used in the poem, which image do you think is the most vivid?

How was figurative language used to create the image?

5. Were any parts of this poem confusing? If so,

what was confusing? How did you figure out the

meanings of those parts?

6.

What is your favorite line or stanza? What do you like about this part

of the poem?




Full Preview

Recharger Rules

Pencils In = Talking Pencils Out = No Talking

Recharge & Write

Before You Begin Decide who will be the first Leader. Place a cup or can in the center of the team for the “recharger.” To begin, all team members place their pencils into the recharger. Everyone will need a copy of the assignment page. What To Do 1. The Leader reads the first question aloud. Team members

discuss a variety of possible answers, but it’s not necessary for everyone to agree on the correct answer.

2. The Leader asks if everyone is ready to write. If some members are not ready, continue the discussion a little longer. When everyone is ready, all team members take out their pencils and write the answer in their own words. No talking while writing!

3. After everyone answers that question, they place their pencils back into the recharger and wait for the others to finish.

4. Rotate Leaders for each question, and repeat steps 1 - 3. Be sure to discuss each question with the group before writing the answer on your own.


Recharger Rules

Pencils In = Talking Pencils Out = No Talking

Recharge & Write

Before You Begin Decide who will be the first Leader. Place a cup or can in the center of the team for the “recharger.” To begin, all team members place their pencils into the recharger. Everyone will need a copy of the assignment page. What To Do 1. The Leader reads the first question aloud. Team members

discuss a variety of possible answers, but it’s not necessary for everyone to agree on the correct answer.

2. The Leader asks if everyone is ready to write. If some members are not ready, continue the discussion a little longer. When everyone is ready, all team members take out their pencils and write the answer in their own words. No talking while writing!

3. After everyone answers that question, they place their pencils back into the recharger and wait for the others to finish.

4. Rotate Leaders for each question, and repeat steps 1 - 3. Be sure to discuss each question with the group before writing the answer on your own.


Full Preview

Recharger Pencils In

Talk It Over Pencils Out

Write W

ithout Talking

Pencils In Talk It Over

Pencils Out W

rite Without Talking

Directions: Wrap label around can. Trim extra length from this end, but allow about 1/2“ for overlap. Fasten this end to the can, overlap the other end, and secure with glue or tape.


Recharger

Recharger Recharger


Recharger Pencils In

Talk It Over Pencils Out

Write W

ithout Talking

Pencils In Talk It Over

Pencils Out W

rite Without Talking



Recharger

Recharger Recharger


Full Preview

Answer each question using details from the poem to justify your response.

1. What do you think this poem is about?

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

2. Identify and describe two examples of poetic devices used in this poem.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

3. Do you think this poem has a theme or message? If so, what is it? If not, why do you think the poet wrote it? Provide evidence to support answer.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

4. What is your favorite line or stanza in this poem? Explain why you like it.

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Name ____________________________ Analyzing a Poem

Title ____________________________________________ Poet ____________________________


Title

___________________________

Poet

__________________________

Poetry Response Foldable

N

ame _________________________________

Title

___________________________

Poet

__________________________

Title

___________________________

Poet

__________________________


Full Preview

What is the poem about?

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

Describe the techniques used.

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________


___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________


___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________


___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________


___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________


Poet

ry R

espo

nse

Fold

able

for I

nter

activ

e No

tebo

oks

Cut

out

the

rect

angl

e an

d cu

t on

the

das

hed

lines

to

form

3 f

laps

. Glu

e th

e st

rip

on t

he le

ft s

ide

to y

our

note

book

pag

e. W

rite

the

title

of

your

poe

m o

n th

e lin

e. Th

en li

ft e

ach

flap

and

rec

ord

the

answ

er t

o th

e qu

estio

n un

der

the

flap

.

Title

of

Poem

___

____

____

____

____

____

____

____

____

____

_

What do you think this poem is about?

What is the theme or central message?

What elements of poetry did you find in this poem?


Full Preview

Alliteration Poetry Terms for Word Walls - Page 1

Figurative Language

Free Verse

Hyperbole ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 47

Imagery Poetry Terms for Word Walls - Page 2

Line

Literal Language

Metaphor ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 48

Full Preview

Meter Poetry Terms for Word Walls - Page 3

Onomatopoeia

Personification

Prose ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 49

Repetition Poetry Terms for Word Walls - Page 4

Rhyme

Rhythm

Simile ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 50

Full Preview

Stanza Poetry Terms for Word Walls - Page 5

Symbolism

Theme

Verse ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 51

Poetry Terms for Word Walls


Full Preview

Alliteration Poetry Terms for Word Walls - Page 1

Figurative Language

Free Verse

Hyperbole ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 53

Imagery Poetry Terms for Word Walls - Page 2

Line

Literal Language

Metaphor ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 54

Full Preview

Meter Poetry Terms for Word Walls - Page 3

Onomatopoeia

Personification

Prose ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 55

Repetition Poetry Terms for Word Walls - Page 4

Rhyme

Rhythm

Simile ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 56

Full Preview

Stanza Poetry Terms for Word Walls - Page 5

Symbolism

Theme

Verse ©2016 Laura Candler's Teaching Resources ~ www.lauracandler.com ~ www.lauracandlerontpt.com 57

Poetry Terms for Word Walls


Full Preview

Common Core Aligned Literature Standards

The lessons and activities in Exploring Poetry are aligned

with the standards listed below.

2nd Grade RL.2.4 - Describe how words and phrases (e.g., regular beats, alliteration, rhymes,

repeated lines) supply rhythm and meaning in a story, poem, or song. 3rd Grade RL.3.4 - Determine the meaning of words and phrases as they are used in a text,

distinguishing literal from nonliteral language. RL.3.5 - Refer to parts of stories, dramas, and poems when writing or speaking

about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

4th Grade RL. 4.1 - Refer to details and examples in a text when explaining what the text says

explicitly and when drawing inferences from the text. RL.4.2 - Determine a theme of a story, drama, or poem from details in the text;

summarize the text. RL.4.5 - Explain major differences between poems, drama, and prose, and refer to

the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

5th Grade RL.5.1 - Quote accurately from a text when explaining what the text says explicitly

and when drawing inferences from the text. RL.5.2 - Determine a theme of a story, drama, or poem

from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.5.4 - Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.5 - Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.


Artwork and Font Credits Artifex www.teacherspayteachers.com/Store/Artifex Lovin Lit www.teacherspayteachers.com/Store/Lovin-Lit Educasong www.teacherspayteachers.com/Store/Educasong Pink Pueblo www.teacherspayteachers.com/Store/Pinkpueblo The 3 AM Teacher www.teacherspayteachers.com/Store/The-3am-Teacher Mad Clips Factory www.teacherspayteachers.com/Store/Mad-Clips-Factory Kate Hadfield Designs www.teacherspayteachers.com/Store/Kate-Hadfield-Designs Digital Classroom Clipart www.teacherspayteachers.com/Store/Digital-Classroom-Clipart Kimberly Geswein Fonts www.teacherspayteachers.com/Store/Kimberly-Geswein-Fonts

Website: www.lauracandler.com Pinterest: www.pinterest.com/lauracandler Facebook: www.facebook.com/teachingresources TpT Store: www.teacherspayteachers.com/Store/Laura-Candler Corkboard Connections Blog: www.corkboardconnections.com Candler’s Classroom Connections: www.lauracandler.com/signup.php

Connect with me!

Acknowledgements

I want to thank my Facebook friends who offered suggestions or proofread the text. Special thanks to Kristen Santiago, Denise Goshert, Kris Sandwell, Ann Bullard, Rebecca Saldivar, Mary DeFrates, Francie Kugelman, Sarah Anderson, Sheila Lambert, Renee Tolin, Jennifer Griffith, Sheldon Jordan, and Jenneth Scharlach. Copyright and Permission Info

Exploring Poetry is protected by copyright. Unless your school has purchased multiple licenses, your single user purchase entitles you to make copies for your classroom only. You may not distribute this ebook in print or digital form without permission. Email me at [email protected] with inquiries. Thanks for valuing my hard work by respecting the copyright on this book! ~ Laura Candler

More Literacy Books and Products by Laura Candler Click each cover below to find the item on TeachersPayTeachers.


Full Preview

easy & fun! · need a basal reading book that includes poems. if you don’t have a basal...

Documents