Transcript Teaching Poetry Writing

Teaching Poetry Writing
Chapter 11
Playing With Words
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Riddles and Jokes
Finger Plays
Creating Word Pictures
 Figure 11-1
Playing With Words
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Hink-pinks
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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
Poetic Devices - Rhyme
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Ending sounds are the same
• Dr. Suess stories
• Nursery rhymes
Poetic Devices - Comparisons
– 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
 Simile
Poetic Devices - Comparisons
– compares two
things by implying that they are
the same
•Ex. The magma was frosting
on the volcano cake
 Metaphor
Poetic Devices - Alliteration
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Repetition of the initial consonant
sound in consecutive words or
words in close proximity
• Ex. Majestic, merciless, meandering
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magma
A My Name is Alice (Bayer, 1992)
Tongue twisters
• Dr. Suess - Oh Say Can You Say?
Poetic Devices - Onomatopoeia
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Words that sound like their
meaning (crash, slurp)
• Ex. The crackling, crashing magma
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oozed from the volcano
The Noisy Alphabet (MacDonald, 2003)
Crash, Bang, Boom! (Spier, 1972)
Comic Strips
Poetic Devices - Repetition
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Repetition of words and phrases
structure and add interest to writing
• Ex. The magma scorches nature’s
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finery, scorches nature’s finery
Gingerbread Man (Boy)
Writing Poems
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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
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
Writing Poems
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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
Writing Poems
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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
Writing Poems
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Rhymed Verse Forms (most common)
• The Little Turtle
• Limericks – popularized by Edward Lear
• Clerihews – describes a person
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Model Poems
• Apologies
• Invitations
Teaching Students to Write
Poems
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Introduce to poetry
• Read first chapter of Anastasia Krupnik
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(Lowry, 1995)
Shel Silverstein
Jack Perlutsky
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Teach minilessons
Publish students’ poems
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Guidelines for Writing Poems – p. 385
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• Gallery Walk – Step by Step – p. 386
Teaching Students to Write
Poems
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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
Assessing Students’ Poems
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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?
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Have students self-assess
Assignment
 Select
a science GPS (3rd, 4th,
5th grade)
 Select 3 poetry formats (p. 374383)
 Write a list of characteristics
that could be used for teaching
the poetry format
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.