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DESCRIPTIONPOETRY POETRY POETRY POETRY. Awaluddin Safar bin Jaafar Fikri Nazwan bin Mahmud Foo Chuan Yee Aizat Rushdi bin Che Jaafar Muhammad Azhan Zaffuan bin Ramli. DEFINITION…. - PowerPoint PPT Presentation
Awaluddin Safar bin JaafarFikri Nazwan bin Mahmud
Foo Chuan YeeAizat Rushdi bin Che Jaafar
Muhammad Azhan Zaffuan bin Ramli
Poetry is the concentrated expression of ideas and feelings through precise and imaginative words selected for their sonorous and rhythmical effects.
Poetry, in the form of nursery rhymes, is a natural beginning to literature for young children and enjoyable literary form for all ages.
Poetry is a form of language that can evoke great depth of feeling and provoke new insights through imaginative and beautiful language.
Mother Goose and Nursery Rhyme BooksNursery and Folk SongbooksAnthologies of PoetrySpecialized Poetry BooksSingle Illustrated Poems
TYPES OF POETRY BOOKS
Heavily illustrated collections of traditional verse.
Eg: Tomie dePaola’s Mother GooseA familiar illustration is all child needs to
get her or him to recite one of these well-loved verses.
First appeared: Charles Perrault’s Tales of Mother Goose in France in the early eighteenth century.
In societies in which countless allusions are made every day to the characters and situations found in nursery rhymes, knowledge of this literature is a mark of being culturally literate.
Mother Goose and Nursery Rhyme Books
Heavily illustrated collections of both traditional and modern verses and musical notation.
Eg: Songs from Mother Goose, compiled by Nancy Larrick and illustrated by Robin Spowart.
Melody further emphasizes the innate musicality of these verses and turns some verses into games (“Ring around the Roses”) and others into lullabies (“Rock-a-Bye-Baby”)
Nursery and Folk Songbooks
Comprehensive anthology of poetry for children is a must in every classroom. It should be organized by subject for easy retrieval of poems appropriate for almost any occasions.
Contemporary and traditional poets can be found in these anthologies.
Appeal to a wide age range, providing nursery rhymes for toddlers, narrative poems for middle age student.
A New Treasury of Children’s Poetry: Old Favourites and New Discoveries, selected by Joanna Cole.
Anthologies of Poetry
Readily available in which the poems are all by one poet, on one topic, for one age group, or of one poetic form.
This specialized collections is necessary for a teacher and class who come to love certain kinds of poetry or specific poets.
Also enjoyed by children for independent reading of poetry.
Eg: Mathematickles by Besty Franco and Dodle Soup by John Ciardi.
Specialized Poetry Books
Single narrative poems of medium length are presented more frequently in picture book formats.
Make poetry more appealing and accessible to many children, but the illustrations may remove the opportunity for children to form their own mental images from the language created by poets.
Single Illustrated Poems
ELEMENTS OF POETRY
Elements of PoetryMeaningRhythmSound PatternsFigurative LanguageSense Imagery
MeaningUnderlying idea, feeling or mood expressed
through the poem.It is the way a poet chooses to express
emotions and thoughts.The meaning of the poem is the expressed or
implied message the poet conveys.
RhythmThe beat of the poem.Poetry relies on rhythm to help
communicate meaning.A fast rhythm can provide the listener
with a feeling of happiness, excitement, drama, and even tension and surprise.
A slow rhythm can evoke tranquility, inevitability, and harmony, among other feelings.
A change in rhythm during a poem signals the listener to a change in meaning.
Sound PatternsAre made by repeated sounds and
combinations of sounds in the words.Words, phrases, or lines are sometimes
repeated in their entirety.Rhyme
Sound device that children most recognized and enjoy.
Occurs when the ends of words have the same sounds.
Eg: vat, rat, that, brat: hay, they, flay, stray
AssonanceFor effect.The same vowel sound is heard
repeatedly within a line or a few lines of poetry.
Eg: hoop, gloom, moon, moot, boots.
AlliterationInitial consonant sounds are
heard frequently within a few lines of poetry.
Eg: ship, shy, shape
ConsonanceRefers to a close juxtaposition
of similar final consonant sounds, as in flake, chuck, stroke.
OnomatopoeiaThe sounds of the word
imitates the real-world sound.Eg: buzz – sound of bee
: hiss – sound of snake
Figurative LanguageTakes many different forms, but it involves
comparing or contrasting one object, idea, or feeling with one another.
SimileDirect comparison or contrasting one object,
idea, or feeling with one another.Star – diamondGold – timeRed - blood
Metaphor◦ Comparison without a signal word to
evoke the similarities.◦ In the poem “The Night Is A Black Cat”,
the metaphor implies a comparison between the night sky and a black cat.
Personification◦ Attribution of human qualities to animate,
nonhuman beings or to inanimate objects for the purpose of drawing a comparison between the animal or object and human beings.
◦ Eg: The food is calling my name
HyperboleAn exaggeration to highlight reality or to
point out ridiculousness.Eg. There is a river streaming down his
Sense ImageryA poet will play on one or more of the five senses in
descriptive and narrative language.Sight
◦ Awakened through the depiction of beautyHearing
◦ Evoked by the sound of a city streetSmell and taste
◦ Recalled through the description of a fish left too long in the sun
Touch◦ Sensitized through describing the gritty discomfort of
a wet swimsuit caked with the sand from the beach.
SELECTION OF POETRY
Ideas and feeling expressed are worthy, fresh, and imaginative.
The expression is unique, the reader will perceive ordinary things in many ways.
Is appropriate to the experiences of children
What are the criteria?
Presents the world via a child’s perspective and focuses on their lives & activities.
Judged on the quality of the poetry first, illustrations and appearance second.
Narrative poems are preferred.
Share poems by a variety of authors.
Still on criteria…
The National Council of Teachers of English (NCTE) Award was established in 1977, US to honour living US poets whose poetry has contributed substantially to the lives children.
Awarded for the entire writing for children ages 3-13.
Held every 3 years.
Although more children’s poetry is being published and teachers-students are enjoying this genre, some report that they do not share poetry because of their uncertainty about selecting poems for their students.
Thus, by learning student’s preferences in poetry, a teacher can become more skillful at selecting good, enjoyable poems for them.
Prefer narrative poems over lyrics poems.
Limericks were well liked compared to free verse and haiku.
Enjoy poems that rhymed.
Prefer poems with regular, distinctive rhythm.
Children’s Poetry Preferences
Like humourous poems, animals poems, and poems about enjoyable familiar experiences.
Prefer subjects on strange and fantastic events, animals (primary grade); realistic contents of humour, animals (intermediate)
Found figurative language in poetry confusing.
Children’s appreciation of poetry can be broaden and deepen by a good teacher.
Hence, a good selection of rhyming, narrative poems with distinct rhythms about humourous events, animals, familiar experiences is a good starting point for students who have little experiences with poetry.
In other words…
Poetry types and forms
Lyric and Narrative poetryLyric poetry-
captures a moment, a feeling or a scene and is descriptive in nature.
Narrative poetry- tells a story or includes a sequences of events
Poetic Formrefers to the way the poem is structured or put together
couplets tercets quatrains cinquins
LimericksBalladsHaikuFree verseConcrete poetry
Other specific poetic forms
LimericksHumorousOne stanzaFive-line verse formLines 1,2,5 rhyme
and are of the same length
Lines 3,4 rhyme and are of the same length
Ballad is a long narrative poem of popular origin
Usually adapted to singingA traditional story poems are often romantic
Haiku is lyric, unrhymed poem of japanese origin
It usually arranged on 3 lines Frequently espouses harmony with the
appreciation of nature
Unrhymed poetry with little or light rhythmSometimes words within lines a line will
rhymeThe subject of free verse are often abstract
and philosophical, they are always reflective
Written and printed in a shapeThe shape signifies the subject of the poemMust be seen and heard to be fully
appreciatedIt rely on the words, meaning and shapes,and
the way the words are arranged to evoke images.
PoEtRy iN ClaSsROoM
Teacher should provide students many opportunities to hear and say poems.Develop a love of poetry
Students can read poetry, then begin to write poems themselves.Poetry should be introduced first and often to
children in oral form
Daily basisReading aloud expressively
Draw children’s attention to literate languageBest – one to three poems at a time
Too many = overwhelming and tedious
ReAdiNg PoEtRy AloUd to ChiLdReN
Introduce the poem first to the class
Read for its meaningShould not overemphasize the beat of the poem
Enunciate poetry clearlyVoice effects powerful tool
Read aloud a number of timesGet the meaning, enjoyment
Response after readingSharing and discussions
HoW tO ‘ReAdiNg AloUd’
Interpreting and saying a poem together as a group activity.Encourage students to take part
SelectionShort poems first develop some skills
MemorizationSelect and read aloud a well-liked poemTeacher leads the readings, students rehearse
students learn the poem and recite it together as a group
2or 3-part arranging students into voice types
Cumulative buildup presentationsPerformance
Action, gestures, movements…
Learning to read poetrySilently, and/or aloud to others
Place students in pairs to take turn reading favourite poems
Ask students to select three poems by one poetFind something about the poet
StUdEnTs’ ReAdiNg aNd WriTiNg PoEMs
Have students find three poems on the same topicRead them aloud in small groups
Encourage students to find poems that are of the same poetic formOr poetic elements, or rhythms, etc.
Should have rich poetry environmentLots of exposure (poems, poets, etc.)
Start as collaborative effortClass brainstorms writing group poetry
compose poems in pairs individual poems
Treat poetry as a form of communicationIdeas, feeling, experience…
Learning to write poetry
Have students compile their favourite poems
Design bulletin boardsDisplay students’ poems or by favourite poetsPosters
Encourage students to imitate specific techniques or styles
Discuss, analyze, and make it fun!