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Exploring and Exploiting Poetry in the Primary ESL ClassroomTypes of PoetryForms of poetryTeaching strategiesWhat is poetry?

A poem begins as a lump in the throat, a sense of wrong, a homesickness, a lovesickness ... It finds the thought and the thought finds the words.~ Robert Frost~Poetry is language at its most distilled and most powerful.~ Rita Dove~Definition of Poetry is the most emotionally charged means of written expression.

It consists ofwords arranged in patterns of soundand imagery to spark an emotional, and intellectual responsefrom us.

Poetry is thelanguage of the imagination, offeelings, ofemotional self-expression, ofhigh art.

Prose explains, butpoetry sings.

The language in poetry is musical, precise, memorable, and magical. (Russell, 2005, pp. 176-177)

1. LyricsLyric poetry typically describes the poet's innermost feelings or candid observations and evokes a musical quality in its sounds and rhythms.

Lyric poems are often divided into stanzas or verses.

Stanzas are usually separated by a single blank line. Stanzas within a poem may have the same form or may vary.

The poet tries to develop interesting forms based on variations of rhyme, rhythm and metre (i.e. "sound play").

Rhyme is the repetition of sounds in different words.

Rhyme can occur within lines (internal rhyme) or - more usually - at the end of lines (end rhyme).

A rhyme scheme is a short formula for describing the pattern of rhyme in a poem.

For example, the rhyme scheme for this poem is aabb.

"Thoughts on Poetic Terms"English 11, it seems to mea Has plenty of terms for poetry, aI've made lots of notes and done my best, bI'm betting these terms are on the test. b

Obviously, not all poems follow the "aabb" rhyme scheme. If the word at the end of a line does not rhyme with either "a" or "b" it is labelled "c," and so on.

2. BalladsBalladshave strong associations with childhoodmuch children's poetry comes in ballad form, English poets traditionally associated ballads with their national childhood as well.

Ballads emphasize strong rhythms, repetition of key phrases, and rhymes

Ballads are meant to be song-like and to remind readers of oral poetry--of parents singing to children, for instance, or of ancient poets reciting their verse to a live audience.

Ballads do not have the same formal consistency as some other poetic forms, but one can look for certain characteristics that identify a ballad, including these:

Simple language.

Some ballads, especially older traditional ballads, were composed for audiences of non-specialist hearers or (later) readers.

Therefore, they feature language that people can understand without specialist training or repeated readings.

2. Stories. Ballads tend to be narrative poems, poems that tell stories, as opposed to lyric poems, which emphasize the emotions of the speaker.

3. Ballad stanzas. The traditional ballad stanza consists of four lines, rhymed abcb (or sometimes abab--the key is that the second and fourth lines rhyme). The first and third lines have four stresses, while the second and fourth have three.

Sir Patrick Spens 'I saw the new moon late yestreen Wi' the auld moon in her arm; And if we gang to sea, master, I fear we'll come to harm.'

3. ConcreteThe words of a poem are arranged to form a pictorial representation of the poem's subject.

A concrete poem is written in the shape of the subject.

Every line in the poem is about the chosen topic.

The poem is written so that the words create the shape of the subject.

A concrete poem can be used as a creative assessment for vocabulary words.

An example of a concrete poem:

BallBouncy and shiny,Full of air,Round fun wherever you go!

(The lines of this poem would be written in a circle)

4. Free VerseAdhering to no predetermined rules

It usually with its ownintricate patterns of rhyme and rhythm.

It requires the same thoughtful choice of words and rhythmical patterns as the more rigid stanza forms.

Example of Free Verse: Song of Myself by Walt Whitman

I celebrate myself, and sing myself,And what I assume you shall assume,For every atom belonging to me as good belongs to you.I loaf and invite my soul,I lean and loaf at my ease observing a spear of summer grass.

5. NarrativeNarrative poetry is poetry that tells a story. It is extremely popular, and almost everyone has read some of the famous narrative poems.

Narrative poetry has characters, dialogue, conflicts, plot, setting.

The difference between a story and a narrative poem is that the narrative poem is in poetic form not in prose. It relies on rhythm and rhyme and is arranged in stanzas.

The poem has a plot, a sequence of events that take place and that present a conflict. Next, the poem adds complications. There are a climax and a resolution.

6. LimerickAfive-line humorous poem

The first, second, and fifth lines rhyming and the third and fourth lines rhyming

It is one of the most popular poetic forms among children

The fun of the limerick lies in its rollicking rhythm and its broad humour.

Imagine a skunk who proposes,To his true love, surrounded by roses.It may turn out just fine,When she falls for his line,But I wonder if flowers have noses? (Sarah Fanny)

Rhyme Pattern

The last words of the first, second, and fifth lines all rhyme with each other.

Well call those rhyming words A, the words could be Peru, shoe, and true as illustrated in the poem

And the last words of the third and fourth lines rhyme with each other. Well call those rhyming words B, the words could be night and fright in the example

Rhythm PatternThe first, second, and fifth lines all have this rhythm pattern: da DUM da da DUM da da DUM (notice there are 3 DUMS or beats).

The third and fourth lines have a different rhythm pattern: da DUM da da DUM (notice there are 2 DUMS or beats).

1.There was an old man from Peru, (A)da DUM da da DUM da da DUM (3 DUMS)2.who dreamed he was eating his shoe. (A)da DUM da da DUM da da DUM (3 DUMS)3.He awoke in the night (B)da DUM da da DUM (2 DUMS)4.with a terrible fright, (B)da da DUM da da DUM (2 DUMS)5.and found out that it was quite true. (A)da DUM da da DUM da da DUM (3 DUMS)7. Haikua lyric, unrhymed poem ofJapanese originwithseventeen syllablesdivided into three lines.

It is usually on the subject of nature and humans' relationship to nature.

Successful haiku usesmetaphorto give us a fresh and imaginative look at something we may view as quite ordinary.

"Haiku" is a traditional form of Japanese poetry. Haiku poems consist of 3 lines. The first and last lines of a Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme.

Here's a Haiku to help you remember:

I am first with fiveThen seven in the middle --Five again to end.

Because Haikus are such short poems, they are usually written about things that are recognizable to the reader. i.e : Animals and seasons

The moon is a week old -A dandelion to blowScattering star seed.

(Ruby Lytle)

Elements of PoetryA. ImageryImagery refers to mental pictures created by words.

Literal Images: the words are used to describe something directly by appealing to one or more of our sensory faculties.

Visualimages: they consist of things we can see.The sun was shining on the sea,Shining with all his might:He did his very best to makeThe billows smooth and bright -And this was odd, because it wasThe middle of the night. (Lewis Carroll)Tactileimages: they appeal to our sense of touch.Through the green twilight of a hedge,I peered with cheek on the cool leaves pressed (Walter de la Mare)Auditoryimages: they suggest the sounds of things, usually resulting in an effect onomatopoeia (Words that imitate sounds or sounds that are linked with objects).Bow-wow, says the dog,Mew, mew says the cat,Grunt, grunt, goes the hog,And squeak goes the rat.Tu, whu, says the owl,Quack, quack, says the duck,And what the cuckoo says you know.(Mother Goose)Olfactoryimages: they suggest the smells of things.As Mommy washed upand the children played,smell of warm butter filled the air. (Anonymous)Kinestheticimages: they refer to actions or motions.A poem once stopped me on the street.I've got a poem stuck on my feet.A poem attacked me in the shower.I find a poem most every hour!(Mark Stansell)Gustatoryimages: they suggest the tastes of things.A mouse found a beautiful piece of plum cake,The richest and sweetest that mortal could make:'Twas heavy with citron and fragrant with spice,And covered with sugar all sparkling as ice. (Iona and Peter Opie)Figurative images: the words are used to describe one thing by comparing it to something else with which we are more familiar. The poet uses figurative language to bring us new experiences, new visions, new ways of looking at the world.

Simile: a stated comparison, employing a connective such as "like" or "as"."My love is like a red, red rose"(Robert Burn)Metaphor: an implied comparison, not directly stated with words such as "like" and "as".In the morning the citySpreads its wingsMaking a songIn stone that sings.(Langston Hughes)Personification: human qualities are given to an inanimate object, an abstract idea, or a force of nature."The Night was creeping on the ground!She crept and did not make a sound"(James Stephens)B. Sound Patterns

Most poems are written to be read aloud, and how they sound is as important as what they mean.

Sound patterns consist of two elements: rhythm and rhyme.

Rhythmical pattern in poetry is calledmeter.The smallest unit of rhythmical pattern is called afoot. Much poetry combines more than one rhythmical pattern to achieve a particular effect.

Rhythm: the pattern of stressed and unstressed syllables in language.Nursery rhymes tend to have every predictable rhythms. For example, "Maryhadalittlelamb", "Twinkle,twinkle,littlestar"(regular trochees; i.e., two syllables with the emphasis on the first)

3.When reading poetry to children, we need to be aware of the rhythm pattern(s) a poem contains so that we can gain good effect from our reading.

End rhyme: the repetition of the ending sounds in two or more lines.One, two,buckle my shoe;Three, four,shut the door;Five, six,pick up sticks;Seven, eight,lay them straight;Nine, ten,a big, fat hen.Alliteration: the repetition of initial sounds in two or more words.Peter Piper picked a peck of pickled peppers.A peck of pickled peppers Peter Piper picked.If Peter Piper picked a peck of pickled peppers,How many pickled peppers did Peter Piper pick?Rhyme: the repetition of similar sounds in the two or more words.Assonance: the repetition of vowel sounds within words.Hickory Dickory Dock,The mouse ran up the clock,The clock struck one,The mouse ran down,Hickory Dickory Dock!Consonance: the repetition of consonant sounds within words, often with a variation in adjoining vowels.A flea and a flyFlew up in a flue.Said the flea, "Let us fly!"Said the fly, "Let us flee!"So they flew through a flap in the flue.Mother Goose RhymesHistorical Perspective

Characteristics of Mother Goose Rhymes

Mother Goose Rhymes and Child Development

Historical PerspectiveOriginal Mother Goose books share the characteristics of two types of literature:folktalesrhymes

1) Folktales

1697-Charles Perraults "Tales of Mother Goose" or called "Histories and Tales of Long Ago, with Morals" was published in France.

This book contained none of the rhymes associated with Mother Goose, but a collection of eight famous folk tales, including:

The Sleeping Beauty in the WoodLittle Red Riding HoodBlue BeardThe Master Cat or, Puss in BootsThe FairiesCinderella or The Little Glass SlipperRicky of the TuftLittle Thumb

1729- Perrault's tales were translated intoEnglishby Robert Samber. The words on the frontispiece were "Mother Goose's Tales".

2) Nursery Rhymes

1744-The earliest known collection ofnursery rhymescalled "Tommy Thumb's Song Book" was published in London by Mary Cooper.

1765- The single most important promoter of the designation of Mother Goose as writer of children's rhymes wasJohn Newbery(1713-1767).

He adopted this name for a collection of mostly traditional rhymes: "Mother Goose's Melody" or called "Sonnets for the Cradle.a compilation of traditional English nonsense songs and rhymes. contained 52 rhymes each with its own black and white illustration.

The date for publication of this important edition is agreed by scholars to be about 1765 (1760-1766).

1786- Isaiah Thomas publishedthe first authorized American editionof "Mother Goose's Melody".

3) The Term "Mother Goose""Mother Goose" was associated with a mythical teller of nursery rhymes for young children.

No one is sure where Perrault found this name.

It may be given to a woman who, in early times, kept the village geese and who was the traditional community storyteller.

In 1860, a claim was made that the originator of the tales was Elizabeth Goose, great-grandmother of publisher Isaiah Thomas's wife.

Scholars have searched fruitlessly for the supposed "ghost volume" which simply does not appear to exist.

Characteristics of Mother Goose Rhymes1) Sources:Mother Goose rhymes are derived from :-

Few of these rhymes were initially intended for children.

war songs, romantic lyrics, proverbs, riddles,

political jingles and lampoons, and street cries (the early counterparts of todays television commercials).

2) Protagonists:The heroes of Mother Goose rhymes typically come fromthe lower walks of life.Examples: Simple Simon

Simple Simon met a pieman going to the fair;Said Simple Simon to the pieman "Let me taste your ware"Said the pieman to Simple Simon "Show me first your penny"Said Simple Simon to the pieman "Sir, I have not any!"

Simple Simon went a-fishing for to catch a whale;All the water he had got was in his mother's pail.Simple Simon went to look if plums grew on a thistle;He pricked his fingers very much which made poor Simon whistle.He went for water in a sieve but soon it all fell through;And now poor Simple Simon bids you all "Adieu"

Those that includekings and queensare oftencomicalandirreverent.

Examples: Old King Cole

Old King Cole was a merry old soul, and a merry old soul was he;He called for his pipe in the middle of the nightAnd he called for his fiddlers three.Every fiddler had a fine fiddle, and a very fine fiddle had he;Oh there's none so rare as can compareWith King Cole and his fiddlers three.

3) Violence or Fun?Mother Goose rhymes are oftencriticized for their share of violence.

Examples: Three Blind Mice,

Three blind mice, three blind mice,See how they run, see how they run,They all ran after the farmer's wife,Who cut off their tails with a carving knife,Did you ever see such a thing in your life,As three blind mice?

In fact, it is fun to read Mother Goose rhymes.

Theirdelightful nonsenseandeccentric charactersremain with us long beyond childhood.

However, the violence in nursery rhymes isnot sensationalized.

There are no terrifying elements and the context of the violence is not only fictionalbutabsurd.

It can be argued that this verbal expression of aggressive behaviour may help children to vent natural hostilities and pent-up anxieties.

Mother Goose Rhymes and Child Development1) Cognitive DevelopmentLearning Numbers and CountingExamples: One, Two, Buckle My ShoeOne, Two, Three, Four, Five/Once I caught a fish aliveTen Little MonkeysTen Green Bottles As I was going to St. Ives Rhyme.Example : One, Two, Buckle My Shoe

One two buckle my shoeThree, four, knock at the doorFive, six, pick up sticksSeven, eight, lay them straightNine, ten, a big fat henEleven, twelve, dig and delveThirteen, fourteen, maids a-courtingFifteen, sixteen, maids in the kitchenSeventeen, eighteen, maids in waitingNineteen, twenty, my plate's empty

Learning Alphabet Examples:Alphabet Rhyme, a-b-c-d-e-f-g,h-i-j-k-lmno-p,q-r-s, t-u-v,w, x, y and z!Now I know my ABCs;next time won't you sing with me?

Lyrics:(each line represents two measures, or eight beats)

Developing Reading Skills including word-recognition skills, vocabulary and structural knowledge, and content knowledge

Developing a Sense of Humour appreciation of nonsense

2) Aesthetic Development

Nurturing a Love of Sounds and Rhythms

Developing Sensitivity to Pattern

The idea of pattern forms the basis of much art, for pattern results in order and beauty.

Examples:

3) Social and Physical Development

Many nursery rhymes are based on cooperative play.

They require physical coordination and social interaction.

Examples: Pat-a-Cake, Pat-a-Cake (a clapping rhyme),Bingo (a clapping rhyme),London Bridge is Falling Down (an action rhyme).

Examples: Pat-a-Cake, Pat-a-Cake (a clapping rhyme),

Pat a cake, Pat a cake, bakers man, Bake me a cake as fast as you can; Roll it, pat it, mark it with a B, Put it in the oven for baby and me.

Patty cake, patty cake, baker's man.Bake me a cake as fast as you can;Roll it up, roll it up;And throw it in a pan!Patty cake, patty cake, bakers man.

"Lovers of poetry are not born, but made through patient and careful nurturing."(Russell ,2005)Children's Poetry PreferencesAccording to Fisher & Natarella's (1982) and Terry's (1974) studies on children's poetry preferences, they found that

Most childrenpreferrednarrativepoems over lyric poems.

Limerickswere the favoured poetic form; free verse and haiku were not well liked.

Children preferred poems that had pronounced sound patterns of all kinds, but especially enjoyedpoems that rhymed.

Children preferred poems withregular, distinctive rhythm.

Children likedhumorouspoems, poems aboutanimals, and poems about enjoyablefamiliar experiences.

(cited in Lynch-Brown, C. & Tomlinson, C. 2005.Essentials of Childrens Literature, 5th edition, p. 49)

Such studies, however, can be dangerous if we rely on them entirely to determine what poetry we will share with children.

We should try to broaden children's experienceby providing them with a wide variety of poetry, but these findings can be used asa good starting pointto select poems for children who have little experience with poetry.Strategies of Teaching Poetry to ChildrenReading Poetry Aloud to Children

Poetry should be introduced first and frequently to children in anoralform.

Most poetry is best read aloud.

Moreover,children's oral language is the basis for their later acquisition of literacy.Teachers need to practice reading the poems ahead of time and frequently.

- Keep in mind that poetry should beread for its meaningand enunciated words clearly. - Pay attention to the poet's punctuation and slow down your normal reading pace to give full value to each sound.

68Some poems need to beperformed and dramatized.

- Using yourvoiceto make special effects, such as:

variations of volume, pitch, speech rate,even a dramatic pause.

Brief encounterswith one to three poems at a time are best. Too many poems in one sitting may overwhelm students or make the reading tedious.

After reading the poem, be sure toannounce the name of the poet.So that children discover the writers they especially enjoy.

Some poems warrantdiscussion. Children can take the opportunity to tell how the poem made them feel or what it make them think about.

2. Choral Poetry

Choral poetry consists of interpreting and saying a poem together as a group activity.Children have aparticipatory rolein the activity.

Short, humorous narrative poems are good first choices.

Options for reading a poem chorally:unison, two- or three-part, solo voices, cumulative build up, and simultaneous voices.

Poetry selected and arranged for dramatic choral readings on a particular theme.

To produce more interesting and enjoyable presentation: - Add action, - Gestures, - Body movements

3. Learning to Write Poetry

Children need to be very familiar with poetry of many kinds before they should be expected to compose poems.

Teachers often start the writing of poetry as acollaborative effort. The class brainstorms for ideasThen, composes the poem in groups or pairs.

Children's poetry follows no absolute rules;perfection of form should not be a goal.

They should be reminded that poetry isa form of communication

They should think of an idea, feeling, or event to write about in their poems.

Teachers can encourage children tocompile personal and class anthologiesof their own poems or their favourite poems.

Teachers can encourage children tomodel the works of professional poetsimitation of a whole poem or of specific techniques.

Teachers can read aloud many poems of one poetic form- analyse the form to reveal the characteristics of its structure.