Poetry Party By Carole Parsons 5/10/2007

SC 5th Grade Standards • 5-1.7 Create responses to literary texts through a variety

of methods (for example, writing, creative dramatics, and the visual and performing arts).

• 5-1.9 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain).

• 5-1.10 Predict events in literary texts on the basis of cause-and-effect relationships.

• 5-5.4 Create written pieces (for example, picture books, comic books, and graphic novels) to entertain a specific udience.

• 5-6.8 Use appropriate organizational strategies to prepare written works and oral and visual presentations.

• 5-6.7 Use vocabulary (including Standard American English) that is appropriate for the particular audience of purpose.

Chap Books

• During the Middle Ages, from the sixteenth to the eighteenth centuries, English booksellers would travel the country selling collections of stories, notes and sketches. These writings and sketches were written or drawn by an author, artist or a poet on a single theme, subject, or idea or multiple themes, subjects or ideas.

• Use Illuminated Letters to illustrate the cover.

Illuminated Letters

• Since illuminated letters were popular during the middle ages, use at least one on the cover of your Chap Book to make it more authentic

• Link to more examples…

Poetry Book Table of Contents

• Haiku (2)………………………………………………………………..• Cinquain (2)…………………………………………………………….• Concrete (2)……………………………………………………………• Diamonte' (1)………………………………………………………….• Cause Effect Diamonte' (1) …………………………………………• Color Poem (2)………………………………………………………..• Multiple Voice (1) …………………………………………………….• Auto Bio Poem (1) …………………………………………………..• Free Verse (2)…………………………………………………………• Other's Poems (3)………………………………………………..……• Appendix: stanzas, rhyme schemes, and the use of repetition and

refrains

Appendix• Refrain: a passage repeated at regular

intervals, usually in a poem or song.• Repetition: the recurrence of sounds, words,

phrases, lines, or stanzas used for emphasis.• Rhyme Scheme: the pattern in rhyme or

verse which represents identical or highly familiar final sounds in lines of verse (for example, aabba in a limerick).

• Stanza: a group of lines forming a unit in a poem or song, similar to a paragraph in prose.

Auto Bio Poem

Line 1: Your first name NancyLine 2: Four descriptive traits Honest, caring, curious, energeticLine 3: Sibling of... Sister of KennethLine 4: Lover of (people, ideas) Laughter, learning, challenge Line 5: Who feels... Joy when travelingLine 6: Who needs... Sunshine every dayLine 7: Who gives... Friendship, encouragement, and smilesLine 8: Who fears... Pain, hunger, and the end of summerLine 9: Who would like to see... Contentment for all living thingsLine 10: Resident of (your city) PhoenixLine 11: Your last name Haugen

A completed example

Haiku

• Formal Japanese Haiku is usually light and delicate in feeling and is concerned with something lovely in nature, especially the season of the year.

• Haiku packs a lot of meaning into 17 unrhymed syllables in three lines of poetry - 5 syllables in the first line7 syllables in the second line5 syllables in the last line

• Nature’s wonder is haiku’s theme.

Haiku Loud, crashing thunder

And then the rain pouring down

The rainbow appears

Gentle waterfall,

Tripping over rocks and stones

Creating beauty

Dew forms in gardens!

Emerald plants burst gaily,

As sunlight breaks through.

Rain clouds hang heavy!Lightning strikes while thunder roars!Rain patters softly…

Scarlet cardinalStanding in the soft white snow;Flies away swiftly.

“Rosebud”Such precious beautyUpon a stalk so fearsomeHow wise is nature!

Your Own Haiku 1 2 3 4 5

Hanging from a branch

1 2 3 4 5 6 7

Ripe, bright red, and succulent

1 2 3 4 5

Waiting to be picked

• Fill in a 7 syllable line

Green pines in the woods

_____________________

Standing tall and proud.

• Fill in lines 1 and 3

_____________________

Crystals shining in the sun

_____________________

Multiple Voice • Two-voice poetry is written for two people to perform.

The poetry has two columns – one for each person who is reading the poem.

• Each person reading the poem reads the text in one of the columns.

• Sometimes the poet wants the two readers to say something at the same time: so the poet writes the words on the same line in each column.

• These poems often sound like a dialogue for two people.

examples

Multiple Voice 2

• Just like all poetry, poems for two voices need an idea.• Nature makes great subject matter for two-voice

poetry. Two-voice poems can also be written about school, current events, or events in books/movies.

• In writing your own poem for two voices, think about ideas that need discussion or make for great dialogue.

• List 3 ideas from your own life that might make for good poetry with more than one voice.

1.__________________________________________2. __________________________________________3. __________________________________________

Multiple Voice 3

Need More Structure? Try this…• Divide a paper by drawing a line in the middle of the

page or making a crease. • The left side of the poem will be your voice. The right

side of the poem will be a person, animal, or object with whom you would like to have a conversation.

• You will make the first response, and the person, animal or object will respond to your statement or question.

• Continue this back and forth conversation until you feel it has been completed.

Cinquain 1

• The modern cinquain is based on a word count of words of a certain type.

• line 1 - one word (noun) a title or name of the subject• line 2 - two words (adjectives) describing the title• line 3 - three words (verbs) describing an action related to the

title• line 4 - four words describing a feeling about the title, a

complete sentence• line 5 - one word referring back to the title of the poem

Triangles

pointy edges

revolving, rotating, angling

Triangles are all different.

180º

Cinquain 2

Diamante` 1

• Diamond-shaped poems that use nouns and adjectives to describe either one central topic or two opposing topics (for example, night/day or winter/spring).

• Vist this website which has an interactive tool that you can use to write diamante poetry.

• http://www.readwritethink.org/materials/diamante/

Diamante` 2Caterpillar,

Fuzzy, tickly,Eating, crawling, metamorphosing,

Inching along then soaring off -Flitting, sipping, dancing,

Delicate, lacy,Butterfly

-Carole Beattie Parsons

Diamante` 3

Line 1

Line 2

Line 3

Line 4

Line 5

Line 6

Line 7

Jungle

Abundant, soggy

Growing, stretching, living

Vegetation, overgrowth, void, wasteland

Decaying, drying, dying

Sandy, hot

Desert

Topic

2 adj.

3 “ing” verb

2nouns/2nouns

3 “ing verbs

2 adj.

opposite

Cause and Effect

The Spelling TestStudy

Challenge, DedicationRepeating, Memorizing, Writing

Practice, Analysis, Success, VictoryCheering, Smiling, Celebrating

Excellent, Masterful100%

Cause and Effect Statement: I studied hard for my spelling test and got 100%!

Line 1: Poem Topic (the cause)Line 2: Two adjectives about the cause/topicLine 3: Three –ing words about the cause/topicLine 4: Four nouns or a short phrase linking the cause/topic with its effectLine 5: Three –ing words about the effectLine 6: Two adjectives about the effectLine 7: The effect

Cause and Effect

Spring Showers

Sprinkling

Cool, Clean

Renewing, Reviving, Cleansing, Refreshing

Water, Rain, Mud, Puddles

Flooding, Washing, Flowing

Muddy, Wet

• Cause and Effect Statement: Cause and Effect Statement: Springtime rain showers create mud puddles to splash in.

Line 1: Poem Topic (the cause)Line 2: Two adjectives about the cause/topicLine 3: Three –ing words about the cause/topicLine 4: Four nouns or a short phrase linking the cause/topic with its effectLine 5: Three –ing words about the effectLine 6: Two adjectives about the effectLine 7: The effect

Concrete Poetry 1

• Concrete poetry involves arranging the letters or words that describe an object into a visual image that also describes the object.

• It is a kind of painting with letters or words as the medium. Look around for objects that have interesting forms or the patterns they create.

• Think about what you want to say or convey about your subject. What is interesting about your subject, is it the shape, smell, or taste?

• Make lists of words you might use to describe these different characteristics.

• Now play with the words to form a picture. Think about varying the words you use, the shape and sizes of letter forms and how to position them on the page.

Concrete Poetry 2

• Is written in the shape of the topic of the poem. Rhyme is not important in concrete poetry.

• Visit this website which has an interactive tool that you can use to write concrete poetry.

• http://www.readwritethink.org/materials/shape/

Concrete 3

• One way to get started:

• Think of a food you like to eat.

• List many different words that describe your food or that tell how you feel about it.

4

5

11

Concrete 7

Concrete 8

Concrete 9

Concrete 10

Color Poetry

• How do you know color?• Do you know it best because you have seen it?• For most people, color is what they see with their

eyes. But for others, color is an experience-something to be known through all the senses and welcomed as a friend. We can do more than only see a color, we can hear it, smell it, taste it, and touch it. Color can reach deep inside us and be what we feel.

• Mary O’Neill captures the experience of color in the poetry of Hailstones and Halibut Bones. She takes us beyond sight to feel the colorfulness of color.

Hailstones and Halibut Bones

The colors liveBetween black and whiteIn a land that we Know best by sight.But knowing bestIsn’t everything,For colors danceAnd colors sing,And colors laughAnd colors cry—Turn off the light

And colors die,And they make you feelEvery feeling there isFrom the grumpiest grumpTo the fizziest fizz.And you and you and I Know wellEach has a tasteAnd each has a smellAnd each has wonderfulStory to tell…

Chartreuse is... the color of spring.Chartreuse is... renewal.Chartreuse is... the color of envy.Chartreuse is... a new crayon.Chartreuse tastes like... a crisp apple.Chartreuse smells like... fresh cut grass.Chartreuse sounds like... a croaking frog.Chartreuse feels like soft, velvety moss.Chartreuse looks like... shiny emeralds.Chartreuse makes me... go.Chartreuse is... my favorite color.

Green is go,And red is stop,And yellow is peachesWith cream on top.Earth is brown,And blue is sky;Yellow looks wellOn a butterfly.Clouds are white,black, pink, or mocha;yellow’s a dish of Tapioca.

-David McCord

ColorsMy skin is kind of sort of brownishPinkish yellowish white.My eyes are greyish blueish green,But I’m told they look orange in the night.My hair is reddish blondish brown,But its silver when its wet.And all the colors I am insideHave not been invented yet.

-Shel Silverstein

We could learn a lot from crayons:Some are sharp, some are dull,Some have weird names,They come in many different colors.But they all have to learn to live in the same box.

-

When the light is green you go.When the light is red you stop.But what do you doWhen the light turns blue With orange and lavender spots?

What is pink? A rose is pinkBy the fountain’s brink.What is red? A poppy’s redIn its barley bed.What is blue? The sky is blueWhere the clouds float throughWhat is white? A swan is whiteSailing in the light.What is yellow? Pears are

yellow,

Rich and ripe and mellow.What is green? The grass is green,With small flowers between.What is violet? Clouds are violetIn the summer twilight.What is orange? Why, an orange,Just an orange!

-Christina Rossetti

What Your Favorite Color Tells About You

• Marketing experts use color psychology to help sell products- ever notice that popular fast-food chains use high-energy colors like orange in their décor?

• Ask yourself, “If I were a color, what color would I be?” the answer will tell you how you see yourself. From

The Language of Color by Dorothee Mella

Color Test• Light blue: creative, perceptive,

imaginative

• Dark blue: intelligent, responsible

• Mauve: delicate, reserved, sensitive

• Purple: intuitive, regal, spiritual

• Brown: honest, down-to-earth, supportive

• Black: disciplined, strong-wiled, independent

• White: individualistic, egocentric, lonely

• Gray: passive, noncommital, stressed

• Silver: honorable, chivalrous, romantic

• Gold: idealistic, noble, successful

• Red: ambitious, energetic, courageous• Pink: affectionate, loving,

compassionate• Maroon: sensuous, emotional,

gregarious• Orange: competent, organized,

impatient• Peach: gentle, charitable, enthusiastic• Yellow: communicative, expressive,

social• Mint green: modest, insightful,

composed• Apple green: innovative, adventurous• Green: benevolent, humanistic,

scientific• Blue green: idealistic, faithful

The colors you wear can have a psychological impact. This is important if you are trying to “dress for success.” Here are some common psychological associations of colors:

• Red: hot, dangerous, angry passionate, sentimental, exciting vibrant and aggressive.

• Orange: lively, cheerful, joyous warm, energetic, hopeful, and hospitable.

• Yellow: bright, sunny, cheerful, warm, prosperous, cowardly and deceitful.

• Green: calm, cool, fresh, friendly, pleasant, balanced, restful, lucky, envious and immature.

• Blue: peaceful, calm, restful, highly esteemed, serene, tranquil, truthful, cool, formal, spacious, sad and depressed.

• Purple: royal, dignified, powerful, rich, dominating, mysterious, wise and passionate.

• White: Innocent, youthful, faithful, pure and peaceful.

• Black: mysterious, tragic, serious, sad, dignified, silent, old, sophisticated, strong, wise, evil and gloomy

• Gray: modest, sad, and old.

Color 12

Indigo

Cerise

Puce

Slate

Crimson

Emerald

Amber

Scarlet

Aqua

Ebony

Salmon

Magenta

Amethyst

Copper

Chartreuse

Jade

Sapphire

Color Poetry

(selected color) is .... (selected color) is .... (selected color) is .... (selected color) is .... (selected color) tastes like .... (selected color) smells like .... (selected color) sounds like .... (selected color) feels like .... (selected color) looks like .... (selected color) makes me .... (selected color) is ....

Poems With a Lot of Color

• The Leopard With Lavender Spots

• The Green Gumdrop Tree• Mr. Willy, the Color Wizard• My Ride on a Rainbow• The Pink Porcupine’s

Problem• When the Ocean Turned

Gold• The Violet That Played the

Violin

• The Brown Bear Who Made the Baseball Team

• Lost in the Black Cave• The Blue Balloon Escape• The day Green Disappeared• The boy With the Blue Face• The Purple House on Murple

Street• The Pink Bubblegum

Machine• The Apple That Grew on the

Orange Tree

Websites

Giggle Poetry

Limmericks

Find rhyming words

Help writing poems

Shel Silverstein

Poetry Resources

Grins & Giggles

Poetry Stuff

Poetry

Poetry Zone

Poetry Stuff

Extra

• The following slides contain directions for types of poems that may be used for EXTRA CREDIT

The Moon’s the North Wind’s Cookie.He bites it, day by day,Until there’s but a rim of scrapsThat crumble all away

The South Wind is a baker.He kneads clouds in his den,And bakes a crisp new moon that…greedyNorth…Wind…eats…again!

-Vachel Lindsay

Personification 1

Personification 2The Sky is Low

The sky is low, the clouds are mean, A traveling flake of snow Across a barn or through a rut Debates if it will go.

A narrow wind complains all day How some one treated him; Nature, like us, is sometimes caught Without her diadem. Emily Dickinson

Personification 3

The Train

I like to see it lap the miles,

And lick the valleys up,

And stop to feed itself at tanks;

And then, prodigious, step

Around a pile of mountains,

And, supercilious, peer

In shanties by the sides of roads;

And then a quarry pare

To fit its sides, and crawl between,Complaining all the whileIn horrid, hooting stanza;Then chase itself down hill

And neigh like Boanerges;Then, punctual as a start its own,Stop-docile and omnipotent-A stable door.

By Emily Dickinson

Personification

April Rain Song

Let the rain kiss you

Let the rain beat upon your head with silver liquid drops

Let the rain sing you a lullaby

The rain makes still pools on the sidewalk

The rain makes running pools in the gutter

The rain plays a little sleep song on our roof at night

And I love the rain.• by Langston Hughes

• Notice how metaphors are used in the poems on the following pages.

• Write a poem using metaphors to make it more than just sparkly, make it scintillate!

Metaphors 1

Steam ShovelThe dinosaurs are not all dead.

I saw one raise its iron head

To watch me walking down the road

Beyond our house today.

Its jaws were dripping with a load

Of earth and grass that it had cropped.

It must have heard me where I stopped,

Snorted white steam my way

And stretched its long neck out to see,

And chewed, and grinned quite amiably.

-Charles Malam

Metaphors 2

FogThe fog comes

on little cat feet.It sits looking

over harbor and cityon silent haunchesand, moves on. -Carl Sandburg

Metaphors 3

Mother to SonWell, son, I’ll tell you:Life for me ain’t been no crystal stair.It’s had tacks in it,And splinters,And boards torn up,And places with no carpet on the floor—Bare.But all the timeI’se been a-climbin’ on,And reachin’ landin’s and turnin’ corners,And sometimes goin in the darkWhere there ain’t been no light.So boy, don’t you turn back.Don’t you set down on the steps‘cause you finds it’s kinder hard.Don’t you fall now-For I’se still goin’, honey,I’se still climbin’,And life for me aint’ been no crystal stair.

-Langston Hughes

Metaphors 4

Limerick 1

• The limerick takes its name from the city of Limerick, Ireland, although no one really knows how or where the form originated, although a man named Edward Lear made them popular many years ago. The limerick is a humorous, nonsense verse consisting of a triplet and a couplet, a five line poem.

• Covering a wide range of subjects, the first line of a limerick often begins with “there once was” or “There was” and ends with the name of a person.

• Lines 1, 2, and 5 rhyme and form the triplet.• Lines 3 and 4 rhyme and form the couplet.

• The rhyming pattern is AABBA

Limerick 2

There once was a boy with fifty-two socks,Whose full name was Abner Wellington CoxWearing one pair a weekMade his mother quite weakAs he washed feet and socks in her pots.

There was an old man of Nantucket,Who kept all his cash in a bucket;But his daughter, named Nan,Ran away with a man,And as for the bucket- Nantucket.

Limericks 3

The reverend Henry Ward BeecherCalled a hen a most elegant creature,The hen, pleased with that, Laid an egg in his hat -And thus did the hen reward Beecher!

There once was an old man of Esser,Whose knowledge grew lesser and lesser,It at last grew so smallHe knew nothing at all,And now he's a college professor.

Limerick 4There once was a young lady of Niger

Who smiled as she rode on a tiger;

They returned from the ride

With the lady inside

And the smile on the face of the tiger.

The last line of a limerick is often written with a humorous twist.

Lines 1, 2, 5 rhymeLines 3 & 4 rhyme

Limerick 5 Construction

Line 1 There was an old man with a cane(state the situation)

Line 2 Who tried to do flips down the lane(what happened)

Line 3 But his cane somehow broke(what went wrong)

Line 4 And this sorry old bloke(what went wrong)

Line 5 Ended up with a terrible pain.(result)

Limerick 6

There once was a fish named Fred

Who never had a bed

He tried to lay down

But he almost drowned

And the hard pebbles hurt his headBy the class of 2008

Limerick 7Complete these limericks with words that rhyme.There once was a princess named Meg

Who accidentally broke her _________

She slipped on the ______________

Not once, but twice

Take no pity on her, I ________________

Limerick 8Complete these limericks with words that rhyme.

There once was a horse from ____________________

Who spoke to his master ________________________

The master was _______________________________

And fell to his _________________________________

And the horse galloped off to _____________________

Limerick 9 Your Own • A limerick often begins with “there once was”• Try writing a limerick following this pattern.

1. There once was__________________________

2. Who___________________________________

3. _______________________________________

4. _______________________________________

5. _______________________________________

Alliteration 1

• The repetition of a sound in two or more neighboring words. It is the repeated use of an accented syllable that has the same beginning sound, as in “Peter Piper picked a peck of pickled peppers….”

• For great inspiration, read the book “Animalia” by Grahme Base.

Examples:• Alice ate an alligator• Henry had a hank of hair

Alliteration 2

Six spotted snakes

sipped cinnamon cider

And stared at Sam,

a passing spider.

• Write a 4 to 6 line poem using the same sound to start as many words as possible.

• Try to rhyme every other line.