Teaching Poetry WritingPlaying With WordsSlide 3Poetic Devices - RhymePoetic Devices - ComparisonsSlide 6Poetic Devices - AlliterationPoetic Devices - OnomatopoeiaPoetic Devices - RepetitionWriting PoemsFormula PoemsSlide 12Slide 13Slide 14Teaching Students to Write PoemsSlide 16Assessing Students’ PoemsAssignmentSlide 19Teaching Poetry WritingChapter 11Playing With WordsRiddles and JokesFinger Plays Creating Word PicturesFigure 11-1Playing With WordsHink-pinks Form answer to riddle or describe somethingHink-pinks – two one-syllable rhyming wordsHinky-pinkies – two two-syllable rhyming wordsHinkity-pinkities – two three-syllable rhyming wordsPoetic Devices - RhymeEnding sounds are the same•Dr. Suess stories•Nursery rhymesPoetic Devices - ComparisonsSimile – compares something to something else using the words “like” or “as”•Ex. The magma draped the sides of the volcano like frosting on a cakePoetic Devices - ComparisonsMetaphor – compares two things by implying that they are the same•Ex. The magma was frosting on the volcano cakePoetic Devices - AlliterationRepetition of the initial consonant sound in consecutive words or words in close proximity•Ex. Majestic, merciless, meandering magmaA My Name is Alice (Bayer, 1992) Tongue twisters•Dr. Suess - Oh Say Can You Say?Poetic Devices - OnomatopoeiaWords that sound like their meaning (crash, slurp)•Ex. The crackling, crashing magma oozed from the volcanoThe Noisy Alphabet (MacDonald, 2003)Crash, Bang, Boom! (Spier, 1972) Comic StripsPoetic Devices - RepetitionRepetition of words and phrases structure and add interest to writing•Ex. The magma scorches nature’s finery, scorches nature’s fineryGingerbread Man (Boy)Writing PoemsFormula 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 elseFormula 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 verticallyWriting PoemsFree-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 rhymeWriting PoemsSyllable 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 diamondWriting PoemsRhymed Verse Forms (most common)•The Little Turtle •Limericks – popularized by Edward Lear•Clerihews – describes a personModel Poems•Apologies•InvitationsTeaching Students to Write PoemsIntroduce to poetry•Read first chapter of Anastasia Krupnik (Lowry, 1995) •Shel Silverstein•Jack Perlutsky Teach minilessonsPublish students’ poems •Gallery Walk – Step by Step – p. 386Guidelines for Writing Poems – p. 385Teaching Students to Write PoemsRead model poemsPresent a list of characteristics of the poetry formAnalyze the model poem for how it reflects the characteristics of the formWrite a collaborative poem using the formChildren write independent poemsAssessing Students’ PoemsAsk•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-assessAssignmentSelect a science GPS (3rd, 4th, 5th grade)Select 3 poetry formats (p. 374-383)Write a list of characteristics that could be used for teaching the poetry formatAssignmentUse 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
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