in love with poems

8/22/2019 In Love With Poems

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http://www.teachingstylesonline.com

Fall In Love With Poems

http://edsitement.neh.gov/lesson_index.asp

http://edsitement.neh.gov/lesson_index.asphttp://edsitement.neh.gov/lesson_index.asp


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Collaborative Poetry

Appreciation

When children hear, write, and recitepoetry, they understand more deeply thequalities of versethe importance ofsound, compactness, internal integrity,imagination and line.

Working collaboratively on poetry providesa safe structure for student creativity.


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How to Begin the Poetic

Experience Begin the unit by reading poems aloud to the

class, one or more per day for a few days.

When you read a poem for the first time, students

should simply listen. If desired, use a motivatora read aloud, a picture, an experienceto

establish an anticipatory set.

If you want them to have copies of the poem giveit to them after the first reading and the briefdiscussion that follows.


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Read Twice or Thrice

Read each poem at least twice. In classeswith strong volunteer readers, encourage

students to read small sections of the piece

to create a second reading (or third, if the

poem is brief and a second reading by you

is most appropriate). Different voices will

bring something different to each reading.


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Ask What Struck You

After the first reading, ask students to tell whatthey noticed about the poem. What word or lines

"jumped out" at them? All answers are correct;

students are simply telling what happened to themas they listened to the poem. When appropriate,

students can be asked to hypothesize why

particular elements were memorable. Look for

teachable moments here, but be brief and to thepoint.


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What and What not to Focus

Keep enjoyment of the poem itself the top priority.

Mention figures of speech and other terminologiesif you think that makes it easy to discuss the

poems.

When you read a second time ask the students tolisten for specific elements. For example, if

someone had pointed to a funny line, ask thestudents to listen for other lines they think are

funny.


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Read and Write a Poem

Level One


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Read Some Nursery Rhymes

Read some nursery rhymes children are familiarwith.

Read a second or third time pausing for children to

give you the rhyming words. Now read aloud only the rhyming words.

Mix up the rhyming words and ask the children tomatch.

Ask the children to give you other rhyming wordsfor the one they find in the nursery rhyme.


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Syllable Clap Begin by telling students that while some words

rhyme, allwords have one or more beats,depending on how many word parts they contain.

Demonstrate how to clap out the beats, orsyllables, in your first name. Clap your name out asecond time, but this time ask students to count thenumber of times you clap.

Tell students that the number of claps theycounted is the number of beats, or syllables, inyour name. Invite students to join you in clappingout the beats in each of their first names.

Have children use rhythm instruments or bodyparts to beat out the syllables.


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Catch a Little Rhyme

Eve Merriam

Once upon a timeI caught a little rhyme

I set it on the floorbut it ran right out the door

I chased it on my bicyclebut it melted to an icicle

I scooped it up in my hatbut it turned into a cat
http://www.poets.org/poet.php/prmPID/159http://www.poets.org/poet.php/prmPID/159


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I caught it by the tailbut it stretched into a whale

I followed it in a boatbut it changed into a goat

When I fed it tin and paperit became a tall skyscraper

Then it grew into a kiteand flew far out of sight...


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Word Family Rhyme Charts

Copy the poem onto a piece of chart paper. Have students to circle each set of rhyming words

with contrasting colours.

Use a separate piece of chart paper to write eachpair of rhyming words. Have students use markersto underline the word endings that rhyme in each

pair.

Guide students to notice that sometimes wordendings that rhyme are spelled the same and othertimes they are spelled differently. Encourage thediscovery that word endings that look differentsometimes sound the same.


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More Work with Rhymes

Repeat this activity with other poems and storiesthat rhyme.

As you discover more rhyming words, add them tothe list of words that share the same word ending

sound. If you wish, you may use a separate piece of chart

paper for each family of word endings.

Ask them to find nonsense rhyming words and usea different colour marker to write them.

Display the word charts around the classroom.

Use the lists of rhyming words you generate to

help students write their own rhyming poems.


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Level Two


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Be Glad Your Nose is on Your Face

by Jack Prelutsky

Be glad your nose is on your face,not pasted on some other place,for if it were where it is not,you might dislike your nose a lot.

Imagine if your precious nosewere sandwiched in between your toes,that clearly would not be a treat,for you'd be forced to smell your feet.
http://www.poets.org/poet.php/prmPID/68http://www.poets.org/poet.php/prmPID/68


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Your nose would be a source of dreadwere it attached atop your head,

it soon would drive you to despair,forever tickled by your hair.

Within your ear, your nose would bean absolute catastrophe,for when you were obliged to sneeze,your brain would rattle from the breeze.

Your nose, instead, through thick and thin,remains between your eyes and chin,not pasted on some other place--be glad your nose is on your face!


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Activities

Show a picture of some animals and their"noses."


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Antennae

In insects, the sense of smell is locatedchiefly in the antennae.


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Amphibians

Most amphibians (the group that includesfrogs, toads and salamanders) sense smell

using an organ inside their mouths.


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Class Discussion

Ask the students if anyone among them has everbanged his/her nose against something.

Where else could our noses be located to avoid

such accidents? As you read the poem, make sure to put humorous

emphasis on the last line of each of the middlestanzas to demonstrate how each caps its verse.

For example, show the class through your readinghow unpleasant it would be to "be forced to smellyour feet."


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Work in Groups

Work in groups of 3 and decide at least 3

activities you can ask the students to do.

Keep in mind the age and level of the students you

teach while planning the activities.

Think of a project work that you can give to

the students related to nose, smell, etc.


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Writing Poetry

Work with the handout.

http://edsitement.neh.gov/lesson_images/lesson301/all_together_now.pdf

Ask the whole class to work together.

Collect the individual lines from students, put them

in orderrandomly or intentionallyand read thepoem aloud as a whole.
http://edsitement.neh.gov/lesson_images/lesson301/all_together_now.pdfhttp://edsitement.neh.gov/lesson_images/lesson301/all_together_now.pdf


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Individual and Collaborative

WritingFor the whole class you say:

"Write a poetry line that includes a color followed

by the word 'as' and a comparison

For the individual you say:

"Write a poem in which almost every line includes

a color followed by the word 'as' and acomparison. Locate the poem in a familiar place."


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Choral Readings for Poems

As your students continue to hear and writepoetry throughout the year, give themopportunities to participate in recitations by

the whole class, small groups or individuals. Ask them to read poems specially suited for

choral reading.

Ask them to read the poems written bythem.


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Level Three


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Emily Dickinson

A bird came down the walk:

He did not know I saw;

He bit an angle-worm in halves

And ate the fellow, raw.

And then he drank a dew

From a convenient grass,And then hopped sidewise to the wall

To let a beetle pass.


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He glanced with rapid eyes

That hurried all abroad,--

They looked like frightened beads, I thought;He stirred his velvet head

Like one in danger; cautious,

I offered him a crumb,

And he unrolled his feathers

And rowed him softer home

Than oars divide the ocean,

Too silver for a seam,

Or butterflies, off banks of noon,

Leap, splashless, as they swim.


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Introduction

Introduce the lesson by telling students that todaythey will read a poem by Emily Dickinson, wholived in Massachusetts in the 1800s and wrotethousands of poems.

Together as a class, read "A Bird came down theWalk"chorally.

The students should recognize that there is a

consistent rhythm (or pattern of beats), like in asong or nursery rhyme. You may want to haveyour students count out the syllables (or beats)with you.
http://www.mith2.umd.edu/WomensStudies/ReadingRoom/Poetry/Dickinson/http://www.mith2.umd.edu/WomensStudies/ReadingRoom/Poetry/Dickinson/http://www.mith2.umd.edu/WomensStudies/ReadingRoom/Poetry/Dickinson/http://www.mith2.umd.edu/WomensStudies/ReadingRoom/Poetry/Dickinson/http://www.mith2.umd.edu/WomensStudies/ReadingRoom/Poetry/Dickinson/http://www.mith2.umd.edu/WomensStudies/ReadingRoom/Poetry/Dickinson/http://www.mith2.umd.edu/WomensStudies/ReadingRoom/Poetry/Dickinson/http://www.mith2.umd.edu/WomensStudies/ReadingRoom/Poetry/Dickinson/


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Short Measure

The first two lines have 6 syllables, the third line 8syllables, and the fourth line 6 syllables.

Poets call this pattern "short measure" because

there are so few beats in each line. Dickinson doesn't adhere strictly to the rules. The

fourth and fifth stanzas have additionalorsometimes one too fewsyllables in a few lines.

Many hymns are in short measure. With yourstudents, read or listen to a hymn.

You will find some hymns at http://www.ipl.org/


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Image and Metaphor

Read the poem aloud again. Ask the students:What is this poem about? Be sure they understandthat Dickinson is describing the physical qualitiesof a bird and its behavior-hopping, eating, flying,

and so on. Show them paintings of birds, ask them to watch

birds and think of the birds' shape, feathers, andfeatures (eyes or beak, for example.)

They can consider Qs such as; What would thebird feel like to touch? How would you describethis movement of the birds? How would youdescribe the sound they make?


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Cluster Web

Give them the cluster web handout.

Ask the students to write "bird" in the center circle

and to fill in the circles around it with the words they

would use to describe a bird.

Then they should fill in the circles attached to those

words with the next words that come to mind.


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Example

bird

feather

light

air


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Second Reading

Now, read the poem again with yourstudents and ask them how Dickinson

describes a bird. Does Dickinson describe

some of the same qualities they saw in the

images and found through the brainstorming

activity? Ask your students to think about

how Dickinson uses words to describe thebird.


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Introduce Simile and Metaphor

Emily Dickinson compares two seemingly

unlike things.

"He glanced with rapid eyes / That hurried

The eyes are treated like a creature, able to run around. Can you picture the

movement of the bird's eyes? How does this image add to your experience of the

line?

"They looked like frightened Beads"

The eyes are compared to "beads." What do beads look like? Why mightDickinson compare the bird's eyes to beads? These "beads" are then givena human characteristicthe quality of being frightened. Can eyes be

frightened? Does this mean the bird is frightened?


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"And he unrolled his feathers / And rowed him softer

home"

Here Dickinson describes the motion of a bird spreading its wings, but

now the wings become oars. Can you visualize the act of rowing?

Does this motion make you think of flying? Dickinson compares the

sky to the sea. What similarities are there between the two? Is flying

through the sky a "softer" motion than rowing through the water? In

what way?

"Butterflies Leap, plashless as they swim"

In this line, the bird is now a butterfly, and the butterflies become fish

or dolphins jumping into the sea. Might flying be like swimmingthrough the air? Why might butterflies be "plashless" (or splashless)?

Do you make a splash when you leap through the air?


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Classroom Activities

Now, to reinforce these ideas (and havesome fun), have your students act out the

poem together as a class. Begin with the

first line: what would a bird look like as it

"came down the Walk"? What is the birds'

stance, attitude, or movement? Continue to

the second and third lines .


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Write a Poem

Give them the write a poem handout.

Have them observe a living thing: a squirrel, abeetle, ants, etcjust preferably not a bird.

As they watch their object, have them fill out thehandout. Be sure they note how their animal orinsect moves and how it reacts to its environment.

As they're working, give each student another

copy of the Web Clusterhandout. The second partof the worksheet asks them to make a web clusterfor their new object.


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Third Reading

Now, gather everyone together back in yourclassroom. Reread the Dickinson poem as a classand review its meter. Here you should makestudents aware of the poem's rhyming scheme:

ABCB. Ask the students to write a 2 stanza (or 8line) poem for their animal using 2 metaphors andthe same meter and rhyming scheme as inDickinson's poem. They should use theircompleted handout and web cluster to guide them.Encourage the students to help one another countout syllables and find rhyming words.

Have the students share their poems with the class.


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Assessment

Ask students to submit a portfolio of their workfrom this lesson, including their two webclusters, Write a Poem!handout, and completed

poem. Assess them based on the rubric below,granting point values as preferred.

1. Student participated fully in all activities.

2. Student contributed to class discussion.

3. Student demonstrated an understanding ofrhythm and meter.

4. Web clusters show connections betweenobjects/ideas.
http://edsitement.neh.gov/lesson_images/lesson604/DickinsonWriteAPoem.pdfhttp://edsitement.neh.gov/lesson_images/lesson604/DickinsonWriteAPoem.pdf


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Assessment

5. Write a Poem!handout shows carefulobservation of an animal/insect.

6. Write a Poem!handout demonstrates an

understanding of "metaphor."7. Story displays a synthesis of lessons

learned.

8. Poem uses 2 metaphors and appropriaterhythm and rhyme.


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Read and Write Poems

Level Four


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Limericks

Read aloud the limerick. Read it again

silently and identify the main features.

There once was a fellow named MaunWith a broad grin he acted like a clown

With his blown up nose

And his funny poseHe became the laughing stock of the town.


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Limericks

1st

, 2nd

and last lines rhyme.

3rdand 4thlines rhyme.

And the rhythm is

da DUM da da DUM da da DUM


da DUM da da DUMda DUM da da DUM


There once was a fellow named Maun

With a broad grin he acted like a clown

With his blown up nose

And his funny pose

He became the laughing stock of the town.


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How to write a Limerick

Think of a name: Ram, Lal, Tim, John, etc.

List all the words that rhyme with that name.

Example: Name:

Rhyming words: Lal, call, tall, mall, fall, all, ball, etc.Write the second line using one of the

rhyming words.

Create a funny incident with the last line.Complete the third and fourth line of the funny

incident.

Example:


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This is one of the possibilities.

There once was a fellow named Lal,

He wanted very badly to grow tall

He hung from the gateTo win over his fate

Got a six inch bump hitting the wall.

(He has added 6 inches to himself but has not grown

taller in the way he expected.)


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Level Five


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Read some Haiku Poems

Ask the students to recognize the main features:

Very short:just three lines usually fewer thantwenty syllables long.Descriptive:most haiku focus sharply on a detail ofnature or everyday life.Personal:most haiku express a reaction to orreflection on what is described.Divided into two parts:as they read haiku aloud,students should find that each includes a turning

point, often marked by a dash or colon, where thepoet shiftsfrom description to reflection, or shiftsfrom close-up to a broader perspective.


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Rules of Haiku

Form:Traditional Japanese haiku have seventeensyllables divided into three lines 5, 7, 5,

respectively.

Structure:Haiku divide into two parts, with abreak coming after the first or second line, so that

the poem seems to make two separate statementsthat are related in some unexpected or indirect

way.


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Rules of Haiku

Language:Haiku should include what Japanesepoets call a kigo-- a word that gives the reader aclue to the season being described. The kigo can

be the name of a season (autumn, winter) or a

subtler clue, such as a reference to the harvest ornew fallen snow.

Subject:Haiku present a snapshot of everydayexperience, revealing an unsuspected significance

in a detail of nature or human life. Haiku poetswrite for a popular audience and give theiraudience a new way to look at things they have

probably overlooked in the past.


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Haiku Warm-up

Brainstorm a glossary of words, e.g. related toseason: robin, crocus, Final Four for spring;heatwave, fireworks, grasshopper for summer;

jack-o-lantern, harvest, kickoff for autumn; icicle,hibernate, holly for winter

For each season, have students choose anoccurrence that might be the subject of a haikuand brainstorm descriptive language that wouldhelp a reader visualize that scene.

List them on the chalk board.


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Writing Haiku

Have students write a haiku based on somepersonal experience, using at least one ofthe words they have brainstormed in class.

Pair students to edit and suggestimprovements to one another's work, thenhold an in-class haiku festival, having eachstudent read his or her poem aloud.

Ask students to publish their Haiku online.


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Level Six


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Introduce Poetic Devices

Read some poems aloud and introduce

Stanza: A group of lines in a poem

considered as a unit. Stanzas often functionlike paragraphs in prose. Each stanza states

and develops a single main idea.

Couplet: Two consecutive lines of poetrythat work together.


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More Poetic Devices

Alliteration: The use of words with the same orsimilar beginning sounds, e.g., Peter Piper picked

a peck of pickled peppers.

Onomatopoeia: The use of words that imitatesounds, e.g., ding dong, boom, swish, gulp, etc.

Personification: A literary technique in which anauthor assigns human characteristics to inanimate

things or abstract ideas.


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Class Activities

Give students some poems and ask them toidentify example of each poetic device.

Divide the class into two teams and create agame of the activity. See which team can

find an example of each poetic device first

and keep score.


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One Poem Different Levels

The same poem can be used differently atdifferent levels.

For example, choose a poem from


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Some Useful EDSITEment Links http://edsitement.neh.gov/lesson_index.asp

http://edsitement.neh.gov/view_lesson_plan.asp?id=301




http://edsitement.neh.gov/lesson_index.asphttp://edsitement.neh.gov/view_lesson_plan.asp?id=301http://edsitement.neh.gov/view_lesson_plan.asp?id=354http://edsitement.neh.gov/view_lesson_plan.asp?id=404http://edsitement.neh.gov/view_lesson_plan.asp?id=604http://edsitement.neh.gov/view_lesson_plan.asp?id=259http://edsitement.neh.gov/view_lesson_plan.asp?id=259http://edsitement.neh.gov/view_lesson_plan.asp?id=604http://edsitement.neh.gov/view_lesson_plan.asp?id=404http://edsitement.neh.gov/view_lesson_plan.asp?id=354http://edsitement.neh.gov/view_lesson_plan.asp?id=301http://edsitement.neh.gov/lesson_index.asp


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Some Useful Resources


http://www.researchcompanion.com

http://www.askrangoo.com/faq

http://www.want2learn.com http://www.coursesuseek.com

http://www.what2pursue.blogspot.com

http://bestbooks4u.blogspot.com If you have any questions send them to

http://www.askrangoo.com
http://www.teachingstylesonline.com/http://www.researchcompanion.com/http://www.askrangoo.com/http://www.want2learn.com/http://www.coursesuseek.com/http://www.what2pursue.blogspot.com/http://www.what2pursue.blogspot.com/http://www.coursesuseek.com/http://www.want2learn.com/http://www.askrangoo.com/http://www.researchcompanion.com/http://www.teachingstylesonline.com/


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Thank You EDSITEment

EDSITEment is sponsored by the National

Endowment for the Humanities, a small

government agency and all their materials are

free to educators for classroom use. Theirlesson plans and websites have been

reviewed and recommended by a classroom

teacher and a scholar in the subject

area. EDSITEment is supported with fundingfrom the MCI (Verizon) Foundation.


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