1 Writing and Reading Poetry Tonja L. Root, Ed. D. & Margie Tullos, M. Ed. Early Childhood & Reading Education Valdosta State University Valdosta, GA 31698

11

Writing andWriting and Reading Poetry Reading Poetry

Tonja L. Root, Ed. D.Tonja L. Root, Ed. D.& Margie Tullos, M. Ed.& Margie Tullos, M. Ed.

Early Childhood & Reading EducationEarly Childhood & Reading EducationValdosta State UniversityValdosta State University

Valdosta, GA 31698Valdosta, GA 31698

22

What is Poetry?What is Poetry?“…“…writing that formulates a writing that formulates a

concentrated imaginative concentrated imaginative awareness of experience in awareness of experience in language chosen and arranged to language chosen and arranged to create a specific emotional create a specific emotional response through meaning, sound, response through meaning, sound, and rhythm”and rhythm”

-Webster’s Dictionary-Webster’s Dictionary

33

The Poet SaysThe Poet Says

A poem is a part of meA poem is a part of meA part of me you do not see.A part of me you do not see.You see my head.You see my head.You see my hind.You see my hind.But you can’t see what’s in But you can’t see what’s in my mind.my mind.

44

So I must write that part of So I must write that part of meme

The part of me you cannot The part of me you cannot see.see.

I take some paper,I take some paper,A pencil or pen,A pencil or pen,To write what’s in my mind, To write what’s in my mind, and then . . .and then . . .

55

You have a poemYou have a poemTo read and . . . See!To read and . . . See!I’ve given you I’ve given you A part of me.A part of me.

Hadusiewicz, B.B. Hadusiewicz, B.B. Poetry works.Poetry works. Cleveland: Cleveland: Modern Curriculum Press.Modern Curriculum Press.

66

Inside a PoemInside a PoemIt doesn’t always have to rhyme,It doesn’t always have to rhyme,but there’s the repeat of a beat, but there’s the repeat of a beat,

somewheresomewherean inner chime that makes you want an inner chime that makes you want

tototap your feet or swerve in a curve;tap your feet or swerve in a curve;a lilt, a leap, a lightening-split--a lilt, a leap, a lightening-split--thunderstruck the consonants jut,thunderstruck the consonants jut,while the vowels open wide as waves while the vowels open wide as waves

in the noon-blue sea.in the noon-blue sea.

77

You hear with your heals, your You hear with your heals, your eyes feeleyes feel

what they never touched before:what they never touched before:fins on a bird, feathers on a deer;fins on a bird, feathers on a deer;taste all colors, inhaletaste all colors, inhalememory and tomorrow and memory and tomorrow and

always the tang is today.always the tang is today.

Merriam, E. (1967). Merriam, E. (1967). An invitation to poetry.An invitation to poetry. Menlo Menlo Park, CA: Addison-Wesley.Park, CA: Addison-Wesley.

88

Vital QuestionVital QuestionIf a poem doesn’t rhyme—If a poem doesn’t rhyme— How do you knowHow do you know It’s a poem?It’s a poem?

If it’s about sunsets and flowers, well okay.If it’s about sunsets and flowers, well okay.

But some of them might be about termites, and But some of them might be about termites, and rats,rats,

Cockroaches, earwigs, bedbugs and silverfish,Cockroaches, earwigs, bedbugs and silverfish,Battalions of cooties,Battalions of cooties, And are more like the exterminator’s reportAnd are more like the exterminator’s report Than a poem.Than a poem.

So how do you know it’s a poemSo how do you know it’s a poem If it doesn’t rhyme? If it doesn’t rhyme? --Jeremy Bloom (Korman)--Jeremy Bloom (Korman)

99

DefinitionDefinitionA poem.A poem.

Rhyme salad,Rhyme salad,Chopped by the word processor,Chopped by the word processor,Garnished with pictures,Garnished with pictures,Sprinkled with adjectives,Sprinkled with adjectives,Tossed by a poet-chef.Tossed by a poet-chef.Lettuce, onions, tomatoes, images—Lettuce, onions, tomatoes, images—

A poem. --Jeremy Bloom (Korman)A poem. --Jeremy Bloom (Korman)

1010

Rhymed Verse FormsRhymed Verse Forms

Children need to understand Children need to understand that not that not allall poems rhyme. poems rhyme. (But these do!)(But these do!)

The message of the poem is The message of the poem is always more important than always more important than adhering to any of these adhering to any of these poetic forms.poetic forms.

1111

Poetry Anthologies on Poetry & WritingPoetry Anthologies on Poetry & Writing

Goldstein, B.S. (1992). Goldstein, B.S. (1992). Inner chimes.Inner chimes. Honesdale, PA. Honesdale, PA.

Hopkins, L.B. (1990). Hopkins, L.B. (1990). Good books, Good books, good times! good times! New York: New York: HarperCollins. HarperCollins.

Hopkins, L.B. (1999). Hopkins, L.B. (1999). Book poems: Book poems: Poems from National Children’s Poems from National Children’s Book Week 1959-1998. Book Week 1959-1998. New York: New York: Children’s Book Council. Children’s Book Council.

1212

Guidelines for Sharing PoetryGuidelines for Sharing Poetry1 Read or recite only poems that Read or recite only poems that

are personal favorites.are personal favorites.2 Rehearse poem: feel of words, Rehearse poem: feel of words,

rhythm, pauses, accent of rhythm, pauses, accent of words, phrases.words, phrases.

3 Collect favorite poems.Collect favorite poems.4 Keep poetry books in Keep poetry books in

classroom.classroom.5 Set up a listening center.Set up a listening center.

1313

Guidelines for Sharing PoetryGuidelines for Sharing Poetry6 Share poetry orally, not just Share poetry orally, not just

silently.silently.7 Have students read & share Have students read & share

poetry.poetry.8 Encourage learning & sharing Encourage learning & sharing

poetry with others--not poetry with others--not memorization.memorization.

9 Have students voluntarily share Have students voluntarily share personal meaning of poetry--not personal meaning of poetry--not analysis of meaning or rhyme analysis of meaning or rhyme scheme.scheme.

1414

Poetry may involve: Poetry may involve:

**word images as powerful as word images as powerful as images on a canvasimages on a canvas

*using language in unique ways*using language in unique ways

*using space creatively*using space creatively

*music and rhythm*music and rhythm

*ear-tickling sounds*ear-tickling sounds

*an invitation*an invitation

1515

Poetic DevicesPoetic Devices

1 Comparison: Use of Comparison: Use of images, feelings & images, feelings & actions to other things actions to other things using metaphors & using metaphors & similies.similies.

AlliterationAlliteration

1616

ComparisonsComparisonsPeople are like birdsPeople are like birdswho are constantly getting their who are constantly getting their

feathers ruffled.feathers ruffled.People are like alligatorsPeople are like alligatorswho find pleasure in evil cleverness.who find pleasure in evil cleverness.People are like beesPeople are like beeswho are always busy.who are always busy.People are like penguins.People are like penguins.Who want to have fun.Who want to have fun.People are like platypuses --People are like platypuses --unexplainable!unexplainable! Sixth graderSixth grader

Tompkins, G.E., & Hoskisson, K. (1995). Tompkins, G.E., & Hoskisson, K. (1995). Language Arts.Language Arts. Englewood Cliffs, NJ: Englewood Cliffs, NJ: Merrill.Merrill.

1717

Poetic DevicesPoetic Devices (cont.) (cont.)

2 Alliteration: Repetition of Alliteration: Repetition of the same initial the same initial consonant sound in consonant sound in consecutive words.consecutive words.

Alliteration Alliteration TradebooksTradebooks

1818

AlliterationAlliterationMy Alliteration Alphabet About FoodsMy Alliteration Alphabet About FoodsA A AActing applescting applesB B B Bouncing bananasouncing bananasC C CCampaigning cantaloupesampaigning cantaloupesD D DDribbling doughnutsribbling doughnutsE E EExercising eggplantsxercising eggplantsF F FFlying fishlying fishG G GGalloping grapesalloping grapesH H HHopping hamburgersopping hamburgersI I I Interviewing ice creamnterviewing ice cream

1919

AlliterationAlliteration Steig, J., & Steig, W. (1992). Steig, J., & Steig, W. (1992).

Alpha beta chowder.Alpha beta chowder. New New York: HarperCollins.York: HarperCollins.

Gackenbach, D. (1986). Gackenbach, D. (1986). Timid Timothy’s tongue Timid Timothy’s tongue twisters.twisters. New York: Holiday New York: Holiday House.House.

2020

Poetic Devices Poetic Devices (cont.)(cont.)

3 Onomatopoeia: Use of Onomatopoeia: Use of sound words to make sound words to make writing more sensory & writing more sensory & vivid.vivid.

2121

OnomatopoeiaOnomatopoeiaMerriam, E. (1972). Merriam, E. (1972). Bam, zam, Bam, zam,

boom! boom! New York: Walker. New York: Walker.Spier, P. (1971). Spier, P. (1971). Gobble, growl, Gobble, growl,

grunt. grunt. New York: Scholastic. New York: Scholastic.

2222

Poetic DevicesPoetic Devices (cont.) (cont.)

4 Repetition: Use of repetition Repetition: Use of repetition of words & phrases.of words & phrases.

5 Rhyme: Natural use of rhyme Rhyme: Natural use of rhyme so it does not interfere with so it does not interfere with word play & creation of vivid word play & creation of vivid images. Avoid equating images. Avoid equating rhyme with poetry.rhyme with poetry.

2323

CoupletsCouplets**Written in two lines. Written in two lines.

*Last words in each line rhyme.*Last words in each line rhyme.

Dogs barkDogs barkIn the park.In the park.

Nothing comes out of this bottle.Nothing comes out of this bottle.Shake it and then a lot’ll.Shake it and then a lot’ll.

TripletsTriplets

2424

Couplet PoemsCouplet Poems

The sky is blue.The sky is blue. Flowers are pink.Flowers are pink.I love you.I love you. But sometimes they But sometimes they

stink.stink.

The light is brightThe light is bright The ocean is blue.The ocean is blue.but not at night.but not at night. A Martian is, too.A Martian is, too.

Stars glow at night.Stars glow at night. Don’t you dareDon’t you dareThey are small but bright.They are small but bright. Scare a bear.Scare a bear.

First gradersFirst graders

2525

I Like I Like PoemsPoems

**Pairs of coupletsPairs of couplets

I like jelly on my bread.I like jelly on my bread.

I like apples that are red.I like apples that are red.

I like rocks and balls and bats.I like rocks and balls and bats.

I like wearing funny hats.I like wearing funny hats.

2626

TripletsTriplets

TripletTriplet*Written in three lines.*Written in three lines.*Last words in each line rhyme.*Last words in each line rhyme.

This is a pig.This is a pig.This is a wig.This is a wig.This is a pig with a wig.This is a pig with a wig.

There was a skunk.There was a skunk.On top of my bunk.On top of my bunk.PHEW—EE! It stunk.PHEW—EE! It stunk.

2727

Triangle TripletTriangle TripletMake it a triangle triplet!Make it a triangle triplet!

Write each line of your triplet on one Write each line of your triplet on one side of a triangle. side of a triangle.

(You could use the same idea for a (You could use the same idea for a quatrain and a square.)quatrain and a square.)

2828

LimericksLimericks

*Believed to have originated in *Believed to have originated in Limerick, IrelandLimerick, Ireland

*Popularized by Edward Lear (1812-88)*Popularized by Edward Lear (1812-88)

*5 lines: aabba rhyming pattern*5 lines: aabba rhyming pattern

*Various syllable patterns:*Various syllable patterns:

99669, 99559, 88558,…99669, 99559, 88558,…

*Third and fourth lines are shorter*Third and fourth lines are shorter

2929

Limerick PoemLimerick PoemAdvice on writing a limerick:Advice on writing a limerick:

Write a limerick now. Say there wasWrite a limerick now. Say there wasAn old man of some place, what he does,An old man of some place, what he does, Or perhaps what he doesn’t,Or perhaps what he doesn’t, Or isn’t or wasn’t. Or isn’t or wasn’t. Want help with it? Give me a buzz.Want help with it? Give me a buzz.

--David McCord --David McCord

3030

Limerick PoemLimerick Poem

There was an old man with a beard,There was an old man with a beard,

Who said, “It is just as I feared!Who said, “It is just as I feared!

Two owls and a hen,Two owls and a hen,

Four larks and a wren,Four larks and a wren,

Have all built their nests in my beard!”Have all built their nests in my beard!”

3131

Clerihew PoetryClerihew Poetry

*named for Edmund Clerihew Bentley *named for Edmund Clerihew Bentley who invented the formwho invented the form

*4 lines that describe a person*4 lines that describe a person

*1*1stst line: the person’s name line: the person’s name

22ndnd line: the last word rhymes with line: the last word rhymes with the last word in the first linethe last word in the first line

33rdrd and 4 and 4thth lines: last words in these lines: last words in these lines rhymelines rhyme

3232

Rhyming PoetryRhyming Poetry

Degen, B. (1983). Degen, B. (1983). Jamberry.Jamberry. New York: Harper and Row. New York: Harper and Row.

dePaola, T. (1884). dePaola, T. (1884). Mice Mice squeak, we speak. squeak, we speak. New New York: Scholastic. York: Scholastic.

3333

Formula PoetryFormula Poetry

These provide a scaffold for These provide a scaffold for beginning poets. beginning poets.

Although some seem more Although some seem more like prose, they help students like prose, they help students begin to learn about poetic begin to learn about poetic expression.expression.

3434


1 Hink-pinks: Hink-pinks:

Short rhymes that either take Short rhymes that either take the form of an answer to a the form of an answer to a riddle or describe something. riddle or describe something.

Composed with two 1-syllable Composed with two 1-syllable rhyming words.rhyming words.

3535

Hink-pinksHink-pinks

What do you call an astronaut?What do you call an astronaut?A sky guy.A sky guy.

GhostGhostWhite frightWhite fright

Heller, L.G. (1981). Riddling: A playful way to explore Heller, L.G. (1981). Riddling: A playful way to explore language. language. Language Arts, 58,Language Arts, 58, 669-674. 669-674.

3636


2 ““I wish…” Poetry: I wish…” Poetry:

Each line begins with, “I wish”.Each line begins with, “I wish”.

Each line is completed with a Each line is completed with a wish.wish.

3737

““I Wish” PoemI Wish” Poem

I wish I had all the money in the I wish I had all the money in the world.world.

I wish I had a cat.I wish I had a cat.

I wish it wouldn’t rain today.I wish it wouldn’t rain today.

3838

Students can choose one wish Students can choose one wish and expand on it.and expand on it.

I wish I had a cat,I wish I had a cat,Orange and white,Orange and white,Who liked to sit on my lap Who liked to sit on my lap and purr,and purr,Whenever I felt lonely.Whenever I felt lonely.

Expanded “I Wish” PoetryExpanded “I Wish” Poetry

3939

““I wish…” PoemsI wish…” PoemsOur WishesOur Wishes

I wish I had a cat.I wish I had a cat.I wish I was a star fallen down from Mars.I wish I was a star fallen down from Mars.I wish I were a teddy bear.I wish I were a teddy bear. Second gradersSecond graders

I WishI Wish

I wish I were a teddy bearI wish I were a teddy bear

Who sat on a beautiful bedWho sat on a beautiful bed

Who got a hug every nightWho got a hug every night

By a little girl or boy.By a little girl or boy.

Maybe tonight I’ll get my wishMaybe tonight I’ll get my wish

And wake up on a little girl’s bedAnd wake up on a little girl’s bed

And then I’ll be as happy as can be.And then I’ll be as happy as can be.Tompkins, G.E., & Hoskisson, K. (1995). Tompkins, G.E., & Hoskisson, K. (1995). Language Arts.Language Arts. Englewood Cliffs, NJ: Merrill. Englewood Cliffs, NJ: Merrill.

4040


3 Color Poetry: Color Poetry:

Begin each line with a color.Begin each line with a color.

Repeat same color in each line Repeat same color in each line or choose a different color. or choose a different color.

Tell what it is.Tell what it is.

4141

Color PoemColor Poem

Yellow is shiny galoshesYellow is shiny galoshes

splashing through mud puddles.splashing through mud puddles.

Yellow is a street lampYellow is a street lamp

beaming through a dark, black night.beaming through a dark, black night.

Yellow is the egg yolkYellow is the egg yolk

bubbling in a frying pan...bubbling in a frying pan...

Yellow is the sunsetYellow is the sunsetand the warm summer breeze…and the warm summer breeze…Seventh graderSeventh graderTompkins, G.E., & Hoskisson, K. (1995). Tompkins, G.E., & Hoskisson, K. (1995). Language Arts.Language Arts. Englewood Cliffs, NJ: Merrill. Englewood Cliffs, NJ: Merrill.

4242

Purple is my moustache when I Purple is my moustache when I

drink grape Kool-aid.drink grape Kool-aid.

Purple is a king’s robe made Purple is a king’s robe made

of velvet of velvet

And covered with fur.And covered with fur.

Purple is …Purple is …

Color PoemColor Poem

4343

Color PoetryColor PoetryHubband, P. (1996). Hubband, P. (1996). My My

crayons talk. crayons talk. New York: Henry New York: Henry Holt and Company. Holt and Company.

O’Neill, M. (1961). O’Neill, M. (1961). Hailstones Hailstones and halibut bones: Adventures and halibut bones: Adventures in color. in color. Garden City, NJ: Garden City, NJ: Doubleday. Doubleday.

Zolotow, C. (1962). Zolotow, C. (1962). Mr. RabbitMr. Rabbit and the lovely present. and the lovely present. New New York: Harper and Row. York: Harper and Row.

4444


4 Five-Senses Poetry: Five-Senses Poetry: Write about a topic using each of Write about a topic using each of

the five senses. the five senses. Poem is usually 5 lines long with 1 Poem is usually 5 lines long with 1

line for each sense.line for each sense. An ending comment is often An ending comment is often

added.added.

OR Poem can explore one sense.OR Poem can explore one sense.

4545

Looks like an expensive doll from Toys ‘R UsLooks like an expensive doll from Toys ‘R UsSmells like baby powder or something elseSmells like baby powder or something elseTastes like a sweet kissTastes like a sweet kissFeels like a cuddly pillowFeels like a cuddly pillowSounds like a broken police sirenSounds like a broken police sirenOur new baby!Our new baby!

Five-Senses PoemFive-Senses Poem

46

47If I Were” Poetry

4848

Five-Senses PoemFive-Senses Poem

Being HeartbrokenBeing HeartbrokenSounds like thunderSounds like thunderLooks like a carrot going through a Looks like a carrot going through a

blenderblenderTastes like sour milkTastes like sour milkFeels like a splinter in your fingerFeels like a splinter in your fingerSmells like a dead fishSmells like a dead fishIt must be horrible! It must be horrible! Sixth graderSixth grader

Tompkins, G.E., & Hoskisson, K. (1995). Tompkins, G.E., & Hoskisson, K. (1995). Language Arts.Language Arts. Englewood Cliffs, NJ: Merrill. Englewood Cliffs, NJ: Merrill.

4949


5.5. ““If I were…” Poetry:If I were…” Poetry:- Write about what they would do Write about what they would do

& how they would feel. & how they would feel. - Begin with “If I were” & tell what Begin with “If I were” & tell what

it would be like to be that thing. it would be like to be that thing. - Use personification in composing, Use personification in composing,

explore ideas & feelings.explore ideas & feelings.- Consider world from different Consider world from different

perspective.perspective.

5050

““If I Were” PoemIf I Were” Poem

If I were a duckIf I were a duck

I’d like this rainy dayI’d like this rainy day

I would quack and splash and swimI would quack and splash and swim

and look for juicy wiggling wormsand look for juicy wiggling worms

Then waddle over to see my friends.Then waddle over to see my friends.

51

52

5353

““If I were…” PoemIf I were…” Poem

If I were a Tyrannosaurus RexIf I were a Tyrannosaurus Rex

I would terrorize other I would terrorize other dinosaursdinosaurs

And eat them up for supper.And eat them up for supper.Second graderSecond grader


5454

““If I were…” PoetryIf I were…” Poetry

Proimos, J. (2002). Proimos, J. (2002). If I were If I were in charge the rules would be in charge the rules would be different! different! New York: New York: Scholastic. Scholastic.

5555


6 ““I used to be…, but now I am…” I used to be…, but now I am…” Poem: Poem:

Begin 1st (& odd-numbered) line Begin 1st (& odd-numbered) line with, “I used to be”. with, “I used to be”.

Begin 2nd (& even-numbered) Begin 2nd (& even-numbered) line with, “But now I am” line with, “But now I am”

Explore ways they & other things Explore ways they & other things change.change.

5656

““I used to be…, but now I am…” PoemI used to be…, but now I am…” PoemI used to be a tadpoleI used to be a tadpoleBut now I am a frog.But now I am a frog. First graderFirst grader

I used to be an appleI used to be an appleBut now I am a core.But now I am a core. Fourth graderFourth grader

I used to be a cookieI used to be a cookieBut now I am a crumb.But now I am a crumb. First graderFirst grader

I used to be a seedlingI used to be a seedlingBut now I am a tree.But now I am a tree. Fourth graderFourth grader


5757


7 Definition Poem: Definition Poem: Choose a topic (peace, freedom, wind,Choose a topic (peace, freedom, wind,

…).…). Brainstorm descriptions and examples, Brainstorm descriptions and examples,

including metaphors and similes.including metaphors and similes. Describe or define that topic. Describe or define that topic. Describe what meaning it has for the Describe what meaning it has for the

poet. poet. Begin each line with the topic and the Begin each line with the topic and the

word word is.is.

5858

Definition PoemDefinition Poem

Beauty is a smile on the face of Beauty is a smile on the face of someone you love.someone you love.

Beauty is the sunset at the beach.Beauty is the sunset at the beach.

Beauty is a flower growing up between Beauty is a flower growing up between the cracks of a sidewalk.the cracks of a sidewalk.

Beauty is under all of the makeup and Beauty is under all of the makeup and hairdos.hairdos.

Beauty is a heart that gives everything Beauty is a heart that gives everything it has.it has.

59

6060

Definition PoemsDefinition PoemsBooks are…Books are…Fun to read.Fun to read.You can learnYou can learnFrom them easily.From them easily.Monday is …Monday is …A day you wake up with the birdsA day you wake up with the birdsAnd a day that you go to school.And a day that you go to school.

The world is… The world is… Round and roughRound and roughWith land, water, trees,With land, water, trees,Grass, fields, animals,Grass, fields, animals,And most of all people.And most of all people. Third gradersThird graders

6161

Definition PoetryDefinition Poetry

Krauss, R. (1952). Krauss, R. (1952). A hole isA hole is to dig: A first book of first to dig: A first book of first definitions. definitions. New York: New York: Harper and Row. Harper and Row.

6262


8 Preposition Poem: Each line Preposition Poem: Each line begins with a preposition.begins with a preposition.

6363

Preposition PoemPreposition PoemSupermanSuperman

Within the cityWithin the cityIn a phone boothIn a phone boothInto his clothesInto his clothesLike a birdLike a birdIn the skyIn the skyThrough the wallsThrough the wallsUntil the crimeUntil the crimeAmong us is defeated!Among us is defeated! Seventh graderSeventh grader


6464

Formula PoetryFormula Poetry9 Acrostic Poem: Acrostic Poem: Write a key word vertically.Write a key word vertically. Write a poem about that key Write a poem about that key

word. word. Sentences and/or phrases are Sentences and/or phrases are

written using the letters.written using the letters. (Each line may begin with the (Each line may begin with the

letter of the word that is on that letter of the word that is on that line, but this is not required).line, but this is not required).

6565

Acrostic PoemAcrostic Poem

Night

NNo one else is awake.o one else is awake.

II sit at my computersit at my computer

GGlancing at the cat on the lancing at the cat on the windowsill,windowsill,

HHearing the clock tick --earing the clock tick --

TTired.ired.

6666

Acrostic PoemAcrostic PoemColumbus DayColumbus Day

CColumbus Day is October 12st.olumbus Day is October 12st. CCOOlumbus discovered America.lumbus discovered America.We’re We’re LLucky he did.ucky he did. YoYoUU wouldn’t be here if he didn’t. wouldn’t be here if he didn’t. The The MMain food was fish.ain food was fish. BBe happy Columbus lived.e happy Columbus lived. The The U.U.S.A. was discovered in 1492.S.A. was discovered in 1492. The The SSails were white.ails were white.

The The DDate he founded the U.S. is Oct. 12, 1492.ate he founded the U.S. is Oct. 12, 1492. NinNinAA, Pinta, and Santa Maria are ships., Pinta, and Santa Maria are ships. StudStudYYing maps and geography was what he did.ing maps and geography was what he did.

Kristi Soutar, fourth gradeKristi Soutar, fourth grade

6767

Acrostic PoetryAcrostic Poetry

Schnur, S. (1999). Schnur, S. (1999). Spring:Spring: An alphabet acrostic. An alphabet acrostic. New New York: Clarion Books. York: Clarion Books.

6868

Free Form PoetryFree Form Poetry

This is a difficult form to “teach”.This is a difficult form to “teach”. No rules about rhyme or syllables. No rules about rhyme or syllables.

Number of lines and punctuation Number of lines and punctuation vary.vary.

Students can write sentences about Students can write sentences about a topic then “unwrite” them by a topic then “unwrite” them by deleting unnecessary words.deleting unnecessary words.

Arrange the words to fit the ideas.Arrange the words to fit the ideas.

6969

Free Form PoemFree Form Poem

In the morning it is hard to get up when I hear that In the morning it is hard to get up when I hear that little voice upstairs call cheerfully, “Mommy, come little voice upstairs call cheerfully, “Mommy, come play!” My alarm clock says it’s 5 a.m. --and I need play!” My alarm clock says it’s 5 a.m. --and I need sleep. But these days pass quickly. I can sleep sleep. But these days pass quickly. I can sleep later.later.

MorningMorningCheerful little callCheerful little call““Mommy, come play!”Mommy, come play!” Alarm clock says 5 a.m.Alarm clock says 5 a.m.These days pass These days pass QuicklyQuickly

Sleep laterSleep later

7070

Concrete PoetryConcrete PoetryPoems written so that their Poems written so that their

printed shape communicates a printed shape communicates a meaning related to the subject. meaning related to the subject. The words and visual images The words and visual images interact. interact.

Words, phrases & sentences Words, phrases & sentences written in the shape of an object.written in the shape of an object.

7171

Concrete PoetryConcrete Poetry Introduce concrete poetry Introduce concrete poetry

through word pictures. Write an through word pictures. Write an individual word in a way that individual word in a way that reflects its meaning: up, around, reflects its meaning: up, around, shiver, smile, tent…shiver, smile, tent…

Word pictures are inserted within Word pictures are inserted within poems written from left to right poems written from left to right & top to bottom.& top to bottom.

7272

Concrete PoetryConcrete Poetry

To make a concrete poem, have To make a concrete poem, have students draw a simple outline of an students draw a simple outline of an object. object.

Next brainstorm words that might Next brainstorm words that might describe that object.describe that object.

Place a second sheet over the Place a second sheet over the drawing and replace the lines with drawing and replace the lines with words related to the shape outlined.words related to the shape outlined.– Words are often repeated.Words are often repeated.

7373

Concrete PoemConcrete Poem

c c c c c c c c c c

a a a a aa a a a a

n n n n nn n n n n

d d d d dd d d d d

l l l l ll l l l l

e e e e ee e e e e

frosting frosting frosting frosting frosting frosting

CAKE CAKE CAKE CAKECAKE CAKE CAKE CAKE




7474

RiddlesRiddles

Riddle strategies (Opie, 1959):Riddle strategies (Opie, 1959):Use multiple referents for a noun: Use multiple referents for a noun:

What has an eye but cannot see? What has an eye but cannot see? A needle.A needle.

Combine literal & figurative Combine literal & figurative interpretations for a single interpretations for a single phrase: Why did the kid throw phrase: Why did the kid throw the clock out the window? He the clock out the window? He wanted to see time fly.wanted to see time fly.

7575

Riddle StrategiesRiddle StrategiesShift word boundaries to suggest Shift word boundaries to suggest

another meaning: Why did the another meaning: Why did the cookie cry? Its mother was a wafer cookie cry? Its mother was a wafer (away for) so long.(away for) so long.

Separate a word into syllables to Separate a word into syllables to suggest another meaning: When is suggest another meaning: When is a door not a door? When it’s ajar (a a door not a door? When it’s ajar (a jar).jar).

Create a metaphor: What are polka Create a metaphor: What are polka dots on your face? Pimples.dots on your face? Pimples.

76

77

7878

Syllable and Word-Count PoetrySyllable and Word-Count Poetry

Many of these forms of Many of these forms of unrhymed verse developed in unrhymed verse developed in Japan because the Japanese Japan because the Japanese language is filled with similar language is filled with similar vowel sounds and does not lend vowel sounds and does not lend itself to rhyming.itself to rhyming.

7979

Syllable- & Word-Count PoetrySyllable- & Word-Count Poetry

Haiku:Haiku: Japanese poetic form of 17 Japanese poetic form of 17

syllables arranged in 3 lines, 5-7-syllables arranged in 3 lines, 5-7-5. 5.

Is written about nature or seasons Is written about nature or seasons & presents a single clear image.& presents a single clear image.

Does not rhyme.Does not rhyme. Uses few articles and pronouns.Uses few articles and pronouns.

8080

Haiku PoemHaiku Poem

Stargazer lilyStargazer lily

Perfumes my room with sweetnessPerfumes my room with sweetness

Not to be ignoredNot to be ignored

8181

Haiku PoemHaiku Poem

Beauty in NatureBeauty in NatureAs the light rain fell,As the light rain fell,My flowers filled with cool drops.My flowers filled with cool drops.Soon they will bloom.Soon they will bloom.

SpringSpringThe first flower blooms,The first flower blooms,And the sun shines upon it.And the sun shines upon it.Spring is here at last.Spring is here at last.

Amy Reed, sixth gradeAmy Reed, sixth grade

8282

HaikuHaiku

Behn, H. (1964). Behn, H. (1964). CricketCricket songs. songs. New York: Harcourt, New York: Harcourt, Brace and World. Brace and World.

8383


Senryu:Senryu:

- Is similar to haiku form but has Is similar to haiku form but has looser syllable pattern.looser syllable pattern.

- Is written about human events.Is written about human events.- Is often humorous.Is often humorous.

8484

Senryu PoemSenryu Poem

Skiing down the mountain,Skiing down the mountain,I need to split in halfI need to split in halfTo avoid a tree.To avoid a tree.

8585


Tanka:Tanka: Is more popular than haiku in Japan. Is more popular than haiku in Japan.

(They call it “waka”.)(They call it “waka”.)

Is older than haiku; dates back to 4Is older than haiku; dates back to 4thth century.century.

Is written about nature.Is written about nature.

Is 5 lines: 31 syllables (5,7,7,7,5)Is 5 lines: 31 syllables (5,7,7,7,5)

8686

Tanka PoemTanka Poem

Crystal ice daggersCrystal ice daggers

Glisten in the winter treesGlisten in the winter trees

Bending branches to the ground.Bending branches to the ground.

Cold swirling wind gusts and blows.Cold swirling wind gusts and blows.

Tree drops its weapons.Tree drops its weapons.

8787

Tanka PoemTanka Poem

The summer dancersThe summer dancers

Dancing in the midnight sky,Dancing in the midnight sky,

Waltzing and dreaming,Waltzing and dreaming,

Stars glistening in the night sky.Stars glistening in the night sky.Wish upon a shooting star.Wish upon a shooting star. Seventh Seventh

gradergrader


8888


Lanterne:Lanterne: Is 5 lines Is 5 lines

Is composed of 11 syllables (1,2,3,4,1)Is composed of 11 syllables (1,2,3,4,1)

Is written in the shape of a Japanese Is written in the shape of a Japanese lanternlantern

8989

Lanterne PoemLanterne Poem

GhostsGhostsMakingMaking

Shrieks, howls, screamsShrieks, howls, screamsRustling, silenceRustling, silence

BOO!BOO!

9090


Tanka: Tanka:

Japanese poetic form Japanese poetic form

31 syllables 31 syllables

arranged in 5 lines arranged in 5 lines

syllables/line: 5-7-5-7-7.syllables/line: 5-7-5-7-7.

9191


Cinquain: Cinquain: 5 5 line poem of 22 syllables in a 2-line poem of 22 syllables in a 2-4-6-8-2 pattern. Describes something or tells 4-6-8-2 pattern. Describes something or tells a story.a story.

3 2 syllables naming the subject2 syllables naming the subject3 4 syllables describing subject 4 syllables describing subject

(adjectives)(adjectives)3 6 syllables showing action (verbs)6 syllables showing action (verbs)3 8 syllables expressing feeling or 8 syllables expressing feeling or

observation about the subjectobservation about the subject3 2 syllables describing or renaming 2 syllables describing or renaming

subject (synonym or adjective)subject (synonym or adjective)

9292

CinquainCinquain**Thought pattern version of the cinquainThought pattern version of the cinquain*Simplified to require a specific number *Simplified to require a specific number

of WORDS per lineof WORDS per line 11: : 1 word, title, or subject of poem 1 word, title, or subject of poem

(noun) (noun) 22: : 2 words to describe title or subject 2 words to describe title or subject

(adjectives) (adjectives) 33: : 3 words showing action (verbs)3 words showing action (verbs) 44: : 4 words expressing feeling or 4 words expressing feeling or

observation about subject or title observation about subject or title 55: : 1 word describing or renaming subject1 word describing or renaming subject

or title (synonym or adjective) or title (synonym or adjective)

9393

Cinquain PoemCinquain Poem

The gullThe gullEffortlesslyEffortlesslyGlides on the downward breezeGlides on the downward breezeTo land on the soft, sandy beach:To land on the soft, sandy beach:Quiet.Quiet.

9494


BabyBaby

Soft, smoothSoft, smooth

Crying, crawling, burpingCrying, crawling, burping

happy, laughing, sad, gladhappy, laughing, sad, glad

PersonPersonECE 735 studentsECE 735 students

9595


SpookyEerie darkness

Shaking, running, glancing

Frightened of my footstepsCreepy

9696


DiamanteDiamante: :

7-line poem contrasting 2 7-line poem contrasting 2 antonyms. antonyms.

Written in a shape of a diamond.Written in a shape of a diamond.

Requires application of Requires application of knowledge of opposites & parts knowledge of opposites & parts of speech.of speech.

9797

DiamanteDiamante1 ::1 noun as the subject1 noun as the subject2 :2 adjectives describing noun #1:2 adjectives describing noun #13 :3 participles describing noun #1 (-ing, :3 participles describing noun #1 (-ing,

–ed, –en)–ed, –en)4 :4 transition nouns (2 about noun #1 :4 transition nouns (2 about noun #1

and next two about noun #2)and next two about noun #2)5 :3 participles describing noun #2:3 participles describing noun #26 :2 adjectives describing noun #2:2 adjectives describing noun #27 :1 contrasting noun—antonym of noun :1 contrasting noun—antonym of noun

#1#1

9898

DiamanteDiamantenounnoun

adjective adjectiveadjective adjectiveparticiple participle participleparticiple participle participle

noun noun / noun nounnoun noun / noun nounparticiple participle participleparticiple participle participle

adjective adjectiveadjective adjectivenounnoun

9999

Diamante PoemDiamante PoemDifferent PlacesDifferent Places

Rain forestRain forestCool, rainyCool, rainy

Running, leaping, climbingRunning, leaping, climbingMonkeys, army ants, cactus, snakesMonkeys, army ants, cactus, snakes

Scorching, burning, nippingScorching, burning, nippingHot, dryHot, dryDesertDesert

Suzanne Caster, third grade, S.L. Mason Elem.Suzanne Caster, third grade, S.L. Mason Elem.

Truncated DiamanteTruncated Diamante

100100

Diamante PoemDiamante Poem

Day and NightDay and NightDayDay

Hot, brightHot, brightPlaying, exercising, readingPlaying, exercising, readingSuntan, beach; bed, coversSuntan, beach; bed, covers

Sleeping, frightening, chillingSleeping, frightening, chillingDamp, coolDamp, cool

NightNightLindsey Neilly, third grade, S.L. Mason Elem.Lindsey Neilly, third grade, S.L. Mason Elem.

101101


fantasyfantasy

magical, mysteriousmagical, mysterious

dreaming, fooling, inventingdreaming, fooling, inventing

An Unidentified Flying ObjectAn Unidentified Flying Object

proving, trying, testingproving, trying, testing

genuine, truegenuine, true

realityreality

102102

ImmigrantsImmigrants

Poor, frightenedPoor, frightened

Packing, traveling, wishingPacking, traveling, wishing

Newcomers, dreamers, citizens, votersNewcomers, dreamers, citizens, voters

Happy, safeHappy, safe

AmericansAmericans


103103

Truncated DiamanteTruncated Diamante Centers on one object.Centers on one object. Introduces younger students to the Introduces younger students to the

simile and the metaphorsimile and the metaphor Expresses a thought pattern: Expresses a thought pattern:

nounnoun

adjective, adjective, adjectiveadjective, adjective, adjective

participle, participle, participleparticiple, participle, participle

creative comparisoncreative comparison

104104

Truncated Diamante PoemTruncated Diamante Poem

SnowSnow

Icy, cold, softIcy, cold, soft

Blowing, twinkling, meltingBlowing, twinkling, meltingNature’s ice cream.Nature’s ice cream.

105105

Additional terms and typesAdditional terms and types

Narrative poems:Narrative poems: Tell a story in verse.Tell a story in verse.

Ballads:Ballads: Narrative poems adapted for singing Narrative poems adapted for singing

or sound like a song.or sound like a song.

Lyric poetry:Lyric poetry: Poetry that has a “melody,” a Poetry that has a “melody,” a

rhythm.rhythm.

106106

Using a pattern for writingUsing a pattern for writing

Jelly on the Plate

Jelly on the plate, Paper on the floor, Jelly on the plate, Paper on the floor, Jelly on the plate, Paper on the floor,Jelly on the plate, Paper on the floor,

Wibble, Wibble, wobblewobble, wibble, , wibble, wobblewobble,, Pick it up, Pick it up, pick it up,pick it up,

Jelly on the plate. Paper on the floor.Jelly on the plate. Paper on the floor.

Piggy in the house,Piggy in the house,

Piggy in the house,Piggy in the house,Kick him out, kick him out,

Piggy in the house.Piggy in the house.

107107

Put-togethersPut-togethersHere is a foot.Here is a foot.

Here is a ball.Here is a ball.

Put them together.Put them together.

You have a football.You have a football.

Have you seen a bubble?Have you seen a bubble?

Have you seen some hair?Have you seen some hair?

Put them together.Put them together.

You have bubblehair.You have bubblehair.

108108

Alphabet pyramidsAlphabet pyramids

*4 lines*4 lines

*Each word begins with the same *Each word begins with the same letterletter

*Start with a noun*Start with a noun

*Add an adjective*Add an adjective

*Add a verb*Add a verb

*Add an adverb*Add an adverb

109109

Alphabet pyramidsAlphabet pyramids

tissuetissue

toilet tissuetoilet tissue

toilet tissue tearingtoilet tissue tearing

toilet tissue tearing terriblytoilet tissue tearing terribly

110110

Jump Rope RhymeJump Rope Rhyme

*Each blank is filled in with a word that *Each blank is filled in with a word that begins with the first letter of your begins with the first letter of your name.name.

_____, my name is ______________._____, my name is ______________.

I have a friend named ____________.I have a friend named ____________.

I live in ______________.I live in ______________.

And I like ________________.And I like ________________.

111111

Jump Rope RhymeJump Rope RhymeD, my name is Dorrie.D, my name is Dorrie.

I have a friend named David.I have a friend named David.

I live in Denmark.I live in Denmark.

And I like dictionaries.And I like dictionaries.

112112

Teaching Students to Write PoetryTeaching Students to Write Poetry1 Introduce/share a variety of poetry.Introduce/share a variety of poetry.2 Explain the poetic form.Explain the poetic form.3 Share examples written by Share examples written by

children: children: aRead examples aloud.Read examples aloud.bHave students respond to examples.Have students respond to examples.c Examine how poem compares with Examine how poem compares with

form.form.

113113

Teaching Students to Write PoetryTeaching Students to Write Poetry4 Write class collaboration Write class collaboration

poems.poems.aIndividuals contribute lines or Individuals contribute lines or

develop collaboratively.develop collaboratively.bTeacher records poem on chart Teacher records poem on chart

paper as dictated.paper as dictated.cTeacher discusses arrangement Teacher discusses arrangement

of poem on page, capitalization, of poem on page, capitalization, punctuation, & revisions.punctuation, & revisions.

114114

Teaching Students to Write PoetryTeaching Students to Write Poetry5 Students write individual Students write individual

poems using process writing.poems using process writing.aWrite rough drafts.Write rough drafts.bReceive feedback in writing Receive feedback in writing

groups.groups.cMake revisions.Make revisions.dEdit poems with classmate &/or Edit poems with classmate &/or

teacher.teacher.eShare poems orally & in writing.Share poems orally & in writing.

115115

Assessing Students’ PoemsAssessing Students’ PoemsHas the student experimented Has the student experimented

with formulas presented?with formulas presented?Has the student used the Has the student used the

process approach in writing, process approach in writing, revising, & editing?revising, & editing?

Has the student used poetic Has the student used poetic devices in the poem: images, devices in the poem: images, word play, comparisons, word play, comparisons, onomatopoeia, alliterations, onomatopoeia, alliterations, repetition?repetition?

116116

What are the teacher’s What are the teacher’s roles when instructing roles when instructing

students to write students to write poetry?poetry?

117117

Teacher’s Roles: Poetry InstructionTeacher’s Roles: Poetry InstructionShare a wide variety of poetry.Share a wide variety of poetry.Teach about poetic devices.Teach about poetic devices.Teach various poetic forms: Teach various poetic forms:

modeling & providing time for modeling & providing time for practice.practice.

Provide time for feedback from Provide time for feedback from peers in writing groups & from you peers in writing groups & from you in conferences.in conferences.

Assess written poetry.Assess written poetry.Provide time for students to share Provide time for students to share

their poems with others.their poems with others.

118118

Poetry: Professional ResourcesPoetry: Professional Resources Cecil, N.L. (1994). Cecil, N.L. (1994). For the love of For the love of

language: Poetry for every learner.language: Poetry for every learner. Winnipeg, Canada: Peguis.Winnipeg, Canada: Peguis.

Chatton, B. (1993). Chatton, B. (1993). Using poetry Using poetry across the curriculum.across the curriculum. Phoenix, AZ: Phoenix, AZ: Oryx.Oryx.

Janeczko, P.B. (1998). Janeczko, P.B. (1998). Favorite poetry Favorite poetry lessons.lessons. New York: Scholastic. New York: Scholastic.

Perry, A.Y. (1997). Perry, A.Y. (1997). Poetry across the Poetry across the curriculum.curriculum. Boston: Allyn and Bacon. Boston: Allyn and Bacon.

Orndoff, E. (1990). Orndoff, E. (1990). Poetry patterns.Poetry patterns. Monterey, CA: Evan-Moor.Monterey, CA: Evan-Moor.

119119

Poetry: Professional ResourcesPoetry: Professional Resources Rich, M.P. (Ed.) (1998). Rich, M.P. (Ed.) (1998). Book poems: Book poems:

Poems from National Children’s Book Poems from National Children’s Book Week 1959-1998.Week 1959-1998. New York: Children’s New York: Children’s Book Council.Book Council.

Sweeney, J. (1994). Sweeney, J. (1994). Quick poetry Quick poetry activities you can really do!activities you can really do! New York: New York: Scholastic.Scholastic.

Terban, M. (1996). Terban, M. (1996). Scholastic dictionary Scholastic dictionary of idioms.of idioms. New York: Scholastic. New York: Scholastic.

Young, S. (1994). Young, S. (1994). Scholastic rhyming Scholastic rhyming dictionary.dictionary. New York: Scholastic. New York: Scholastic.

120120

Poetry Anthologies with ThemesPoetry Anthologies with Themes Hopkins, L.B. (1980). Hopkins, L.B. (1980). Moments: Poems Moments: Poems

about the seasons.about the seasons. New York: New York: Harcourt Brace Jovanovich.Harcourt Brace Jovanovich.

Livingston, M.C. (1985). Livingston, M.C. (1985). Celebrations.Celebrations. New York: Scholastic.New York: Scholastic.

Livingston, M.C. (1986). Livingston, M.C. (1986). Earth Songs.Earth Songs. New York: Holiday House.New York: Holiday House.

Livingston, M.C. (Ed.) (1986). Livingston, M.C. (Ed.) (1986). Poems Poems for Jewish holidays.for Jewish holidays. New York: Holiday New York: Holiday House. House.

Livingston, M.C. (1986). Livingston, M.C. (1986). Sea Songs.Sea Songs. New York: Holiday House.New York: Holiday House.

121121

Poetry Anthologies with ThemesPoetry Anthologies with Themes Livingston, M.C. (1984). Livingston, M.C. (1984). Sky Songs.Sky Songs.

New York: Holiday House.New York: Holiday House. Livingston, M.C. (Ed.) (1985). Livingston, M.C. (Ed.) (1985).

Thanksgiving poems.Thanksgiving poems. New York: New York: Holiday House.Holiday House.

Perlutsky, J. (1982). Perlutsky, J. (1982). It’s Thanksgiving.It’s Thanksgiving. New York: Scholastic.New York: Scholastic.

Strickland, D.S., & Strickland, M.R. Strickland, D.S., & Strickland, M.R. (1994). (1994). Families: Poems celebrating the Families: Poems celebrating the African American experience.African American experience. Honedale, PA: Boyds Mill Press.Honedale, PA: Boyds Mill Press.

122122

Documents

1 Writing and Reading Poetry Tonja L. Root, Ed. D. & Margie Tullos, M. Ed. Early Childhood & Reading Education Valdosta State University Valdosta, GA 31698