Teaching Poetry Writing Chapter 11

Playing With Words Riddles and Jokes Finger Plays Creating Word Pictures Figure 11-1

Playing With Words Hink-pinks 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 Ending sounds are the same Dr. Suess stories Nursery rhymes

Poetic Devices - Comparisons Simile – 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

Poetic Devices - Comparisons Metaphor – compares two things by implying that they are the same Ex. The magma was frosting on the volcano cake

Poetic Devices - Alliteration Repetition of the initial consonant sound in consecutive words or words in close proximity Ex. Majestic, merciless, meandering magma A My Name is Alice (Bayer, 1992) Tongue twisters Dr. Suess - Oh Say Can You Say?

Poetic Devices - Onomatopoeia Words that sound like their meaning (crash, slurp) Ex. The crackling, crashing magma oozed from the volcano The Noisy Alphabet (MacDonald, 2003) Crash, Bang, Boom! (Spier, 1972) Comic Strips

Poetic Devices - Repetition Repetition of words and phrases structure and add interest to writing Ex. The magma scorches nature’s finery, scorches nature’s finery Gingerbread Man (Boy)

Writing Poems 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 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 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 Rhymed Verse Forms (most common) The Little Turtle Limericks – popularized by Edward Lear Clerihews – describes a person Model Poems Apologies Invitations

Teaching Students to Write Poems Introduce to poetry Read first chapter of Anastasia Krupnik (Lowry, 1995) Shel Silverstein Jack Perlutsky Teach minilessons Publish students’ poems Gallery Walk – Step by Step – p. 386 Guidelines for Writing Poems – p. 385

Teaching Students to Write Poems 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 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? Have students self-assess

Assignment Select a science GPS (3rd, 4th, 5th grade) Select 3 poetry formats (p ) 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.