group 5 present 2

8/3/2019 Group 5 Present 2

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LGA 3101LGA 3101

Prepared by:

ABDUL FATTAH BIN MUHAMMAD

CHOONG PEI ZHEN

MOHAMMAD AZHIRRUDIN BIN RUSNAIDI


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y Exploring and exploiting poetry in the

primary ESL room.

y Types of poetry

y Form of poetry

y Teaching strategy


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y ACROSTIC:

In Acrostic poems, the first letters of eachline are aligned vertically to form a word.The word often is the subject of the poem.

y An example is-

y Elegantly and efficiently shapedGood to eatGreat fun to find at EasterSmooth shelled


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yALPHABET:

Each line begins with the letters of thealphabet in order.

yAn example -y A young girl was busy working on her project for

schoolBut suddenly she had a question.Could this be her lucky day?

Deciding to find out, sheEntered her backyard andFound hundreds of green shamrocks waiting forher.


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yBallad: one of the most popular forms ofpoetry for children.

This is an old style of writing poetry,

which was used to tell stories. A ballad stanza is a group of fourlines. That group is called a stanza.

The ballad stanza has a rhyme atthe end of line number two and linenumber four.


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y Example,y The Bee Poem

A poem is a busy beeBuzzing in your head.His hive is full of hidden thoughtsWaiting to be said.

His honey comes from your ideasThat he makes into rhyme.He flies around looking forWhat goes on in your mind.

When it's time to let him outTo make some poetry,He gathers up your secret thoughtsAnd then he sets them free.


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yCinquain:

Cinquain poems come in threeformats:


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Cinquain Pattern #1 Line1: One wordLine2: Two words

Line 3: Three wordsLine 4: Four wordsLine 5: One word

Cinquain Pattern #1 exampleDinosaurs

Lived once,

Long ago, butOnly dust and dreams

Remain(by Cindy Barden)

Cinquain Pattern #2 Line1: A nounLine2: Two adjectivesLine 3: Three -ing words

Line 4: A phraseLine 5: Another word for the noun

Cinquain Pattern #2 example

SpaghettiMessy, spicy

Slurping, sliding, fallingBetween my plate and mouth

Delicious(by Cindy Barden)

Cinquain Pattern #3 Line1: Twosyllables

Line2: Four syllablesLine 3: Six syllables

Line 4: Eight syllablesLine 5: Two syllables

Cinquain Pattern #3 exampleBaseball

Bat cracks againstThe pitch, sending it out

Over the back fence, I did it!Homerun

(by Cindy Barden)


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yCOLOUR:

A poem about your favorite color. Expressyour feelings about a single color withanalogies or similes or list nouns which are(or remind you of) that color. Another easy

form is to use the 5 senses-looks like, soundslike, smells like, tastes like, feels like.

Colour looks likeColour sounds like

Colour smells likeColour tastes likeColour feels like


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y Example,

Red is a rose

Red tastes like strawberries, cherries, and cranberries

Red makes a growling sound

Red smells like spaghettiIt looks like a cardinal against the bare tree

Red is like fighting with my sister.


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yDIAMANTE:

The Diamante is a form similar to theCinquain.

Using theD

iamante Poem interactive,kids create a poem in the shape of adiamond. They select a central theme,then use adjectives, -ing verbs, and nouns

to "paint" the theme.


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Line 1: Noun or subject - one wordLine 2: Two Adjectives that describe line 1Line 3: Three 'ing words that describe line 1Line 4: Four nouns - the first two are

connected with line 1; the last two areconnected with line 7

Line 5: Three 'ing words that describe line 7Line 6: Two adjectives that describe line 7

Line 7: Noun Synonym for the subject


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y Example,

DayBright, Sunny

Raining, Shining, Heating

Morning, Afternoon, Evening,Bedtime

Darkening, Cooling, ScaringDark, Cold

Night


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yHAIKU

Haiku is Japanese poetry that reflectson nature and feelings. You use your observation skills towrite what you see in a new or

different way. There are three lines with fivesyllables in the first line, sevensyllables in the second, and five

syllables in the third. The poem must essentially talk aboutsome aspect of Nature.


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y Example,

Snow melts.

Suddenly, the village

is full of children.

A breeze is blowing

Crickets chirp and bird twitterMy heart leaps with the sun


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yI WISH POEMS:

Each line of the poem beginswith the words "I wish" and thenyou fill in your ideas.The poem should be 8-10 lineslong.


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y Example,

I wish I had three day weekendsI wish I had a nap at noonI wish I had more time to playI wish I had greener grass

I wish I had whiter teethI wish I had summer year roundI wish I had six pack absI wish I had a magic wand

to make all my wishescome true.


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yLimerick

It's a poetry of 5 lines.

The last word of the first, second

and the fifth line rhyme and thelast word of third and fourth linerhyme.


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yExample

"There was an old man from PeruWho dreamed he was eating his shoeHe awoke in the nightWith a terrible frightTo discover it was totally true."


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yRhyming

Rhyming is a kind of poetry having arhythmic pattern and flowing in theform of couplets, triplets and quatrains.

Couplets are made up of two lineswhose last words rhyme. They are oftensilly.

Example,The cat ate a mouseAnd then brought it in the house.


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y Triplets are made up of three lines. The

rhyming pattern can be AAA or ABA.Example,What a fine dayTo go out to playIn the month of May.

y Quatrains are made up of four lines. Therhyming pattern can be AABB or ABAB.

Example,

I never saw a purple cow,I never hope to see one:But I can tell you, anyhow,I'd rather see than be one.


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Teaching strategiesTeaching strategiesy Allow students to enjoy reading poems aloud first

before analyzing them.y Allow students to create poetry using magnetic

poetry boards. Create a muse-filled atmosphereby dimming the lights and playing classicalbackground music.

y Allow students to record themselves (either onvideo or audio) reading poetry aloud.

y Younger students love poems in which they can

engage in onomatopoeia. Try also allowingstudents to team up and recite poems for "twovoices."


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y Take a nature walk. Have students bring

along pencil and paper to create a "wordbank" of descriptive words. Once back inthe classroom, have students use theirwords banks to create a nature poem.

y

Create a "Poet-Tree" in your room. Usingeither a large, bare branch or an artificialtree such as a silk faces, have studentsclip their favourite poems to the tree.

Each day take a "poetry pause" and readone or two of the poems.


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yThe Never-Ending Poem. Each

student write one line of apoem. Then, pass their papersto the person behind (orbeside) them. The next person

writes one line and thenpasses the poem along to thenext, and so on.


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ReferenceReferencey Acrostic poems -

http://www.readwritethink.org/materials/acrostic/

http://www.holycross.edu/departments/socant/dhummon/acrostics/acrostics.html#whatacrostic

y Clinquain poemshttp://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/cinquaindescrip.htm

y Colour poem--

http://courses.missouristate.edu/shaejohnson/colorpoemexamples.htm

y Diamante--http://mgfx.com/kidlit/kids/artlit/poetry/hackley.htm

y I wish poem--http://ettcweb.lr.k12.nj.us/forms/wish.htm

y

Limericks online -http://www.gigglepoetry.com/poetryclass/limerickcontesthelp.htmlhttp://volweb.utk.edu/Schools/bedford/harrisms/limerick.htmhttp://www.teachingideas.co.uk/english/limerick.htm


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y http://www.buzzle.com/articles/type

s-of-poems-for-kids.htmly http://www.suite101.com/content/te

aching-poetry-to-children-a16532


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THE ENDTHE END

group 5 present 2

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