Poetry in the Primary Grades

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Poetry in the Primary Grades. Looking with your Poets Eye. - PowerPoint PPT Presentation


  • Poetry in the Primary Grades

    Looking with your Poets Eye

  • Went to the corner Walked in the storeBought me some candyAint got it no moreAint got it no more

    Went to the beach Played on the shore Built me a sandhouse Aint got it no moreAint got it no more

    Went to the kitchenLay down on the floorMade me a poemStill got itStill got itThings by Eloise Greenfield

  • R. Andre Calderon- 1st Grade Bilingual4 1/2 years in HISDGross ElementaryDemographics: 63% African American 25% Hispanic 8% Native American and Asian/Pacific Islander 4% Caucasian

  • TAKS and TEKS4.W1.415.A Write to express, develop, reflect on ideas and to problem solve.1.2e Write for personal or creative expression and reflection.

  • Poetry is the boullion cube of literature.

  • TAKS and TEKS4.W1.415.E Exhibit an identifiable voice in personal narratives and in stories

    1.2g Write with a variety of literary devices. Define and provide examples of and use these strategies in authentic forms.

  • Literary Devices used in PoetryAlliterationFigures of speech (hyperbole, simile)DescriptionImageryOnomatopoeiaRhymerhythm

  • TheoryIn the K-1 classroom, children convey their meaning more easily though drawing than through print. Drawing, therefore, can provide a supportive scaffolding for the writing. Because more information is embedded in the pictures than in the print, drawing provides a horizon and leads the child deeper into the writing. In a sense the goal in the primary classroom is to have writing catch up with their drawing. -Lucy Calkins

  • Theory from Calkins Art of Teaching WritingPoetry is also a powerful genre because its condensed nature. Because poems can be very short, every child in every classroom can be a poet. The genre is accessible even to five year old writers who labor over the mechanics of putting pen to paper. Poetry offers a powerful forum for teaching young writers to make reading-writing connections. When students read Judy Blume novels, its not easy for them to match their writing to their reading, but when they read an Eloise Greenfield poem, reading-writing connections feel far more possible.

  • More Theory by CalkinsPoetry is powerful because of the ways it can enrich peoples lived lives. Poems can be read aloud at Thanksgiving dinner or at a babys baptism. Poems can be put onto greeting cards or framed and given as gifts. Poems can also be woven into the life of a classroom community-posted next to the aquarium, chanted as a ritualized opening to every days math class, hung on the classroom door as a motto for the community.

  • Of course, it is true for the writer as for the jeweler and the sculptor that the magic is never in the material alone, but in the artists ability to re-imagine it.-L. Calkins

  • Lesson

    Looking with your Poets Eyes!

  • Asparagusby Valerie WorthLike a nestOf snakesAwakened, craningLong necked Out of theGround: to standWith sharpScaly headsAlert, tastingThe airTaking the sunLooking around

  • Apple by Nan FryAt the center, a dark starWrapped in white When you bite, listenFor the crunch of boots on snow Snow that has ripened. Over it Stretches the starry sky.

  • ModificationsFor learning challenged: Work in small group or one on one to orally describe objects before writing.For ESL: Provide manipulatives and physical, tangible examples of descriptions to help with comprehension.

  • BibliographyCalkins, Lucy (1994) The Art of Teaching Writing. Heinemann, Portsmouth, NH.Fletcher, R. (1993). What a Writer Needs. Heineman, Portsmouth, NH.Ryan, M. (1996) How to Write a Poem. Grolier, Danbury, CT.