LLITERATUREITERATUREFFor or

YYOUNG OUNG

LLEARNERSEARNERS

Literature for Young Learners_C-PELT 2010

Session 3Exploring Children's

Literature

POETRY

Literature for Young Learners_C-PELT Literature for Young Learners_C-PELT 20102010

Training OutcomesTraining Outcomes

In this session, you will:In this session, you will:

• Identify a range of different forms Identify a range of different forms of poems suitable for young of poems suitable for young children children

•Demonstrate an appreciation of Demonstrate an appreciation of poetic elements.poetic elements.

•Discuss the criteria for selection of Discuss the criteria for selection of poems.poems.

Literature for Young Learners_C-PELT 2010

INTRODUCTION TO POETRYINTRODUCTION TO POETRY

What is Poetry?What is Poetry?

Poetry is the most Poetry is the most compressed form of compressed form of literatureliterature.. It is It is creative writing in creative writing in verse verse rather than in sentences. It is the rather than in sentences. It is the expression of ideas and feelings through expression of ideas and feelings through a a rhythmical composition rhythmical composition of imaginative of imaginative and beautiful words selected carefully for and beautiful words selected carefully for their their sonorous effects sonorous effects which can evoke which can evoke great depth of feelings as well as provoke great depth of feelings as well as provoke new insights new insights

(Lynch-Brown & Tomlinson;2005(Lynch-Brown & Tomlinson;2005

PART 2PART 2

FORMS of POETRYFORMS of POETRY

Nursery rhymesNursery rhymes

• traditional versestraditional verses• simple and brief storiessimple and brief stories• regular rhythmregular rhythm• handed down from one generation to the handed down from one generation to the

nextnext

Example: Example: -- Baa baa black sheep, have you any wool?Baa baa black sheep, have you any wool?

Yes sir, yes sir, three bags full!Yes sir, yes sir, three bags full!One for the master, one for the dame,One for the master, one for the dame,And one for the little boy who lives down And one for the little boy who lives down the lane. the lane.

LimericksLimericks

• popularised by Edward Lear (1864), popularised by Edward Lear (1864), originated in Limerick, Irelandoriginated in Limerick, Ireland

• A rhymed humorous or nonsense poemA rhymed humorous or nonsense poem

• consist of consist of five lines five lines

• set rhyme scheme of : set rhyme scheme of : a-a-b-b-aa-a-b-b-a with a with a syllable structure of: syllable structure of: 9-9-6-6-9.9-9-6-6-9.

Example:Example:

There was a young lad from the cityThere was a young lad from the cityIn search of a lass who was pretty.In search of a lass who was pretty.He found a real stunnerHe found a real stunnerBut she did a runnerBut she did a runnerNow he’s all alone – what a pity.Now he’s all alone – what a pity.

BalladBallad

• poem that tells a storypoem that tells a story

• considered a form of narrative poetry and considered a form of narrative poetry and has musical quality (can be sung or has musical quality (can be sung or performed with or without music) performed with or without music)

• comprises 2 or 4 lines with 2comprises 2 or 4 lines with 2ndnd & 4 & 4thth lines lines rhyming rhyming

• story of a ballad mostly deals with story of a ballad mostly deals with legends, folklores or love stories.legends, folklores or love stories.

Example:Example: The Ballad of a BachelorThe Ballad of a Bachelor

Listen, ladies, while I singListen, ladies, while I singThe ballad of John Henry King.The ballad of John Henry King.

John Henry was a bachelor,John Henry was a bachelor,His age was thirty-three or four.His age was thirty-three or four.

Two maids for his affection vied,Two maids for his affection vied,And each desired to be his bride,And each desired to be his bride,

And bravely did they strive to bringAnd bravely did they strive to bringUnto their feet John Henry King.Unto their feet John Henry King.

John Henry liked them both so well,John Henry liked them both so well,To save his life he could not tellTo save his life he could not tell

Which he most wished to be his bride,Which he most wished to be his bride,Nor was he able to decide.Nor was he able to decide.

Fair Kate was jolly, bright, and gay,Fair Kate was jolly, bright, and gay,And sunny as a summer day;And sunny as a summer day;

Marie was kind, sedate, and sweet,Marie was kind, sedate, and sweet,With gentle ways and manners neatWith gentle ways and manners neat

Each was so dear that John confessedEach was so dear that John confessedHe could not tell which he liked best.He could not tell which he liked best.

He studied them for quite a year,He studied them for quite a year,And still found no solution near,And still found no solution near,

And might have studied two years moreAnd might have studied two years moreHad he not, walking on the shore,Had he not, walking on the shore,

Conceived a very simple wayConceived a very simple wayOf ending his prolonged delay—Of ending his prolonged delay—

A way in which he might decideA way in which he might decideWhich of the maids should be his bride.Which of the maids should be his bride.

He said, "I'll toss into the airHe said, "I'll toss into the airA dollar, and I'll toss it fair;A dollar, and I'll toss it fair;

If heads come up, I'll wed Marie;If heads come up, I'll wed Marie;If tails, fair Kate my bride shall be.“If tails, fair Kate my bride shall be.“

Then from his leather pocket-bookThen from his leather pocket-bookA dollar bright and new he took;A dollar bright and new he took;

He kissed one side for fair Marie,He kissed one side for fair Marie,The other side for Kate kissed he.The other side for Kate kissed he.

Then in a manner free and fairThen in a manner free and fairHe tossed the dollar in the air.He tossed the dollar in the air.

"Ye fates," he cried, "pray let this be"Ye fates," he cried, "pray let this beA lucky throw indeed for me!“A lucky throw indeed for me!“

The dollar rose, the dollar fell;The dollar rose, the dollar fell;He watched its whirling transit well,He watched its whirling transit well,

And off some twenty yards or moreAnd off some twenty yards or moreThe dollar fell upon the shore.The dollar fell upon the shore.

John Henry ran to where it struckJohn Henry ran to where it struckTo see which maiden was in luck.To see which maiden was in luck.

But, oh, the irony of fate!But, oh, the irony of fate!Upon its edge the coin stood straight!Upon its edge the coin stood straight!

And there, embedded in the sand,And there, embedded in the sand,John Henry let the dollar stand!John Henry let the dollar stand!

And he will tempt his fate no more,And he will tempt his fate no more,But live and die a bachelor.But live and die a bachelor.

Thus, ladies, you have heard me singThus, ladies, you have heard me singThe ballad of John Henry KingThe ballad of John Henry King

Ellis Parker ButlerEllis Parker Butler

Concrete Poetry/Shape poemConcrete Poetry/Shape poem

• a poem which takes on the shape of a poem which takes on the shape of its subjectits subject

• if the subject of the poem was a if the subject of the poem was a human body, then the poem would human body, then the poem would be shaped like a human body.be shaped like a human body.

ExampleExample my my

body body is is aa

walking representationwalking representation the outward visual captionthe outward visual caption of what it meansof what it means to beto be

meme from the from the outsideoutside looking looking inin at times I hideat times I hide from you but mostlyfrom you but mostly what you see is what you see is what you will getwhat you will get

Free VerseFree Verse

• an irregular form of poetry an irregular form of poetry

• does not follow any set pattern of rhyme, does not follow any set pattern of rhyme, rhythm or verse structurerhythm or verse structure

ExampleExample

As soon as Wolf began to feelAs soon as Wolf began to feelThat he would like a decent meal,That he would like a decent meal,He went and knocked on Grandma's door.He went and knocked on Grandma's door.When Grandma opened it, she sawWhen Grandma opened it, she sawThe sharp white teeth, the horrid grin,The sharp white teeth, the horrid grin,And Wolfie said, ``May I come in?''And Wolfie said, ``May I come in?''Poor Grandmamma was terrified,Poor Grandmamma was terrified,

``He's going to eat me up!'' she cried``He's going to eat me up!'' she cried..

And she was absolutely right.And she was absolutely right.He ate her up in one big bite.He ate her up in one big bite.But Grandmamma was small and tough,But Grandmamma was small and tough,And Wolfie wailed, ``That's not enough!And Wolfie wailed, ``That's not enough!I haven't yet begun to feelI haven't yet begun to feelThat I have had a decent meal!''That I have had a decent meal!''He ran around the kitchen yelping,He ran around the kitchen yelping,``I've ``I've gotgot to have a second helping!'' to have a second helping!''Then added with a frightful leer,Then added with a frightful leer,``I'm therefore going to wait right here``I'm therefore going to wait right hereTill Little Miss Red Riding HoodTill Little Miss Red Riding HoodComes home from walking in the wood.''Comes home from walking in the wood.''He quickly put on Grandma's clothes,He quickly put on Grandma's clothes,(Of course he hadn't eaten those).(Of course he hadn't eaten those).He dressed himself in coat and hat.He dressed himself in coat and hat.He put on shoes, and after thatHe put on shoes, and after thatHe even brushed and curled his hair,He even brushed and curled his hair,Then sat himself in Grandma's chair.Then sat himself in Grandma's chair.In came the little girl in red.In came the little girl in red.

She stopped. She stared. And then she said, She stopped. She stared. And then she said,

``What great big ears you have, Grandma.''``What great big ears you have, Grandma.''``All the better to hear you with,'' the Wolf ``All the better to hear you with,'' the Wolf replied.replied.``What great big eyes you have, Grandma.''``What great big eyes you have, Grandma.''said Little Red Riding Hood.said Little Red Riding Hood.``All the better to see you with,'' the Wolf ``All the better to see you with,'' the Wolf replied. replied.

He sat there watching her and smiled.He sat there watching her and smiled.He thought, I'm going to eat this child.He thought, I'm going to eat this child.Compared with her old GrandmammaCompared with her old GrandmammaShe's going to taste like caviar. She's going to taste like caviar.

Then Little Red Riding Hood said, ``But Then Little Red Riding Hood said, ``But Grandma,Grandma,what a lovely great big furry coat you have onwhat a lovely great big furry coat you have on.'' .''

``That's wrong!'' cried Wolf. ``Have you forgot``That's wrong!'' cried Wolf. ``Have you forgotTo tell me what BIG TEETH I've got?To tell me what BIG TEETH I've got?Ah well, no matter what you say,Ah well, no matter what you say,I'm going to eat you anyway.''I'm going to eat you anyway.''The small girl smiles. One eyelid flickers.The small girl smiles. One eyelid flickers.She whips a pistol from her knickers.She whips a pistol from her knickers.She aims it at the creature's headShe aims it at the creature's headAnd And bang bang bangbang bang bang, she shoots him dead., she shoots him dead.A few weeks later, in the wood,A few weeks later, in the wood,I came across Miss Riding Hood.I came across Miss Riding Hood.But what a change! No cloak of red,But what a change! No cloak of red,No silly hood upon her head.No silly hood upon her head.She said, ``Hello, and do please noteShe said, ``Hello, and do please noteMy lovely furry wolfskin coat.'' My lovely furry wolfskin coat.''

Roald DahlRoald Dahl

ACTIVITY 1: ACTIVITY 1: IDENTIFY THE FORMS OF IDENTIFY THE FORMS OF

POETRYPOETRY

LimerickLimerickConcrete Poetry/Shape poemConcrete Poetry/Shape poem

Nursery RhymeNursery RhymeFree VerseFree Verse

BalladBallad

PART 2PART 2

ELEMENTS OF ELEMENTS OF POETRYPOETRY

ACTIVITY 2ACTIVITY 2

Read the extract on page 5 and answer Read the extract on page 5 and answer the questions below. the questions below.

What are the basic elements of What are the basic elements of poetry?poetry?

Can poetry be related to real life? Can poetry be related to real life? How?How?

ACTIVITY 3 - Poetic LanguageACTIVITY 3 - Poetic Language

i.i. Sensory language/ImagerySensory language/Imagery

ii. Sound patterns ii. Sound patterns

iii. Figurative languageiii. Figurative language

  

AA. . Sensory Sensory language/Imagerylanguage/Imagery  •Words in a poems are carefully Words in a poems are carefully chosen to imply a range of ideas, chosen to imply a range of ideas, images & feelings.images & feelings.

•Each word implies & suggests more Each word implies & suggests more than it literally says. than it literally says.

•Sensory language stimulates Sensory language stimulates readers’ senses & reminds them of readers’ senses & reminds them of concrete experiences.concrete experiences.

•Poets continually search for fresh Poets continually search for fresh imagery to arouse the sensesimagery to arouse the senses

Examples of sensory language:Examples of sensory language:  

Sense Sense ImageryImagerySightSight Fire-engine red, gigantic, elongatedFire-engine red, gigantic, elongated

TouchTouch Soft, hard, rough Soft, hard, rough

Sound Sound Crunch, rumble, squeak Crunch, rumble, squeak

SmellSmell Rotting leaves, wet dog, bread bakingRotting leaves, wet dog, bread baking

Movement Movement Hop, skip, trudgeHop, skip, trudge

TasteTaste Sweet, Salty, bitterSweet, Salty, bitter

Read the poem Read the poem I love the Look I love the Look of Words of Words and identify the and identify the sensory images. sensory images.

Complete the table on page 7Complete the table on page 7

SENSE IMAGERY

Sight

Popcorn leaps, popping from the floor, black skillet, Black words, white page

Touch hot

Sound Popping, snapping

SmellSweet smell of butter

Movemen

t

Leaps, snapping, Rushing Sliding gobbles

Taste buttered popcorn

B. Sound patternsB. Sound patterns•Children learn the sound patterns of Children learn the sound patterns of

language before they learn words.language before they learn words.

•Sound patterns appear to be Sound patterns appear to be instrumental in children’s acquisition instrumental in children’s acquisition of language.of language.

•The sounds of poetry attract young The sounds of poetry attract young children, who realize early on that children, who realize early on that words have sounds as well as words have sounds as well as meaningsmeanings. .

• ““They love to rhyme words, to read They love to rhyme words, to read alliterative tongue twisters, to laugh alliterative tongue twisters, to laugh at funny-sounding names”. at funny-sounding names”. (Fleishchman, 1986, p.553)(Fleishchman, 1986, p.553)

• Sound patterns are a delight to the Sound patterns are a delight to the ear of everyone, young & old. ear of everyone, young & old.

• Rhyme, alliteration, onomatopoeia & Rhyme, alliteration, onomatopoeia & assonance are several devices assonance are several devices commonly used by poets to achieve commonly used by poets to achieve these sound patterns & are often these sound patterns & are often combined to give sound effects to a combined to give sound effects to a poem.poem.

RhymeRhyme

• refers to the sound of the ending part refers to the sound of the ending part of the word, not necessarily the of the word, not necessarily the spellingspelling

• End rhymes – last word in every End rhymes – last word in every other line will rhymeother line will rhyme

• Internal rhymes - Internal rhymes - words within the words within the line will rhymeline will rhyme

PoemPoem toto mudmudPoemPoem toto mud- mud- PoemPoem toto ooze-ooze- Patted in pies, or coating the shoes. Patted in pies, or coating the shoes. PoemPoem toto slooze- slooze- PoemPoem toto crud-crud- Fed Fed by a leak, or by a leak, or spreadspread by a by a flood.flood. Wherever, whenever, whyeverWherever, whenever, whyever it it goes,goes, Stirred by your finger or strained by your Stirred by your finger or strained by your totoes, es, There’s nothing There’s nothing sloppiersloppier, , slipperierslipperier, , floppier,floppier, There’s nothing There’s nothing slickier, stickier, thickier,slickier, stickier, thickier, There’s nothing There’s nothing quickier quickier to make grown-ups to make grown-ups sicksickieier,r, Trulier coolier,Trulier coolier, Than wonderful mudThan wonderful mud..

Zilpha KeatleyZilpha Keatley SnyderSnyder

RhythmRhythm

• the repetition of stress within a poemthe repetition of stress within a poem

• it is the entire movement or flow of it is the entire movement or flow of the poem as affected by rhymethe poem as affected by rhyme

• makes the poem memorable and makes the poem memorable and enjoyable, especially when chanted enjoyable, especially when chanted in unison.in unison.

Song of the TrainSong of the Train

Clickety-clack,Clickety-clack,

Wheels on the track,Wheels on the track,

This is the wayThis is the way

They begin the attack:They begin the attack:

Click-ety-clack,Click-ety-clack,

Click-ety-clack,Click-ety-clack,

Click-ety, Click-ety, clackclack-ety,-ety,

Click-etyClick-ety

Clack.Clack.

Clickety-clack,Clickety-clack,

Over the crack,Over the crack,

Faster and fasterFaster and faster

The song of the track:The song of the track:

Clickety-clack,Clickety-clack,

Clickety-clack,Clickety-clack,

Clickety, clackety,Clickety, clackety,

Clackety.Clackety.

Clack.Clack.

Riding in front,Riding in front,

Riding in back,Riding in back,

EveryoneEveryone hears hears

The song of the track:The song of the track:

Clickety-clack,Clickety-clack,

Clickety-clack,Clickety-clack,

Clickety, Clickety, Clickety,Clickety,

ClacketyClackety

Clack.Clack.

David McordDavid Mcord

Alliteration

the repetition of the same the repetition of the same consonant consonant soundssounds at the beginning of a word to at the beginning of a word to create a desired effect or emphasis.create a desired effect or emphasis.

The TutorThe Tutor

A A ttutor who utor who ttooted ooted tthe flutehe fluteTTried ried tto o tteach each ttwo young wo young ttooters ooters tto o ttoot.oot.    Said     Said tthe he ttwo wo tto o tthe he ttutor,utor,    "Is it harder to toot, or    "Is it harder to toot, orTTo o ttutor utor ttwo wo ttooters ooters tto o ttoot?"oot?"

Carolyn WellsCarolyn Wells

OnomatopoeiaOnomatopoeia

• A word that imitates the real-world A word that imitates the real-world sound it represents. sound it represents.

• appeal to our sense of hearing and appeal to our sense of hearing and they help bring a description to life. they help bring a description to life.

Washing DayWashing Day

A washing machineA washing machine

A sploshing machineA sploshing machine

Splish, splash, sploshSplish, splash, splosh

Whenever I use my washing machineWhenever I use my washing machine

It sIt splishesplishes and and splashes splashes

All over the floor,All over the floor,

It It splashessplashes and and sploshessploshes

As far as the door.As far as the door.

I get in into muddlesI get in into muddles

And step into puddles,And step into puddles,

I don’t think I’ll use it I don’t think I’ll use it

Any more.Any more.

Anne EnglishAnne English

AssonanceAssonance

• The repetition of similar The repetition of similar vowelvowel sounds, sounds, within a phrasewithin a phrase. .

• The same vowel sound is heard The same vowel sound is heard repeatedly within in a line or a few repeatedly within in a line or a few lines of poetry. lines of poetry.

Don’t Ever Seize a Weasel by the TailDon’t Ever Seize a Weasel by the Tail

You should never squYou should never squeeeeze a wze a weaeaselsel

for you might displfor you might displeaease the wse the weaeasel,sel,

and don’t ever sand don’t ever seieize a wze a weaeasel by the tail.sel by the tail.

Let his tail blow in the breeze;Let his tail blow in the breeze;

if you pull it he will sneeze,if you pull it he will sneeze,

for the weasel’s constitution tends to be a little for the weasel’s constitution tends to be a little

frail.frail.

Yes the wYes the weaeasel whsel wheeeezes zes eaeasily;sily;

the wthe weaeasel frsel freeeezes zes eaeasily;sily;

the weasel’s tan complexion rather suddenly the weasel’s tan complexion rather suddenly

turns pale.turns pale.

So don’t displSo don’t displeaease or tse or teaease a wse a weaeasel,sel,

squsqueeeeze or frze or freeeeze or whze or wheezeeze a we a weaeaselsel

and don’t ever sand don’t ever seieize a wze a weaeasel by the tail.sel by the tail. Jack PrelutskyJack Prelutsky

FIGURATIVE FIGURATIVE LANGUAGELANGUAGE

Simile Simile

• a form of comparison that asks us to a form of comparison that asks us to picture one thing as being similar to picture one thing as being similar to anotheranother

• often uses connectives such as ‘like’, ‘as’, often uses connectives such as ‘like’, ‘as’, ‘than’ or verbs such as ‘seems’ ‘than’ or verbs such as ‘seems’ ‘resembles’ or ‘appears’‘resembles’ or ‘appears’

COWCOW

The cowThe cow

ComingComing

Across the grassAcross the grass

MovesMoves

Like a mountainLike a mountain

Toward us;Toward us;

Her hipbonesHer hipbones

JutJut

Like sharpLike sharp

PeaksPeaks

Of stone,Of stone,

Her hoofsHer hoofs

ThumpThump

Like droppedLike dropped

Rocks:Rocks:

AlmostAlmost

Too lateToo late

She stopsShe stops. .

Valerie WorthValerie Worth

Examples

MetaphorMetaphor• a form of comparison, but instead of a form of comparison, but instead of

saying something is saying something is likelike something something else, metaphor says that something else, metaphor says that something is is something else. something else.

• Examples:Examples: SpillSpill

the wind scattersthe wind scatters

a flock of sparrows-a flock of sparrows-

a handful of small changea handful of small change

spilled suddenly spilled suddenly

from the cloud’s pocketfrom the cloud’s pocket

Judith ThurmanJudith Thurman

PersonificationPersonificationthe giving of human qualities to animals, the giving of human qualities to animals, objects or abstract conceptobjects or abstract concept

The WindThe WindIn spring, the wind’s a In spring, the wind’s a

sneakysneaky wind, wind,

A A trickytricky wind, wind,

A A freakyfreaky wind, wind,

A wind that A wind that hideshides around the around the bendsbends

And doesn’t And doesn’t diedie, but just , but just pretendspretends::

So if you So if you stroll stroll into a streetinto a street

Out of a quiet lane,Out of a quiet lane,

All of a sudden you can meetAll of a sudden you can meet

A smallish hurricane.A smallish hurricane.

And as the grown-ups gasp And as the grown-ups gasp and cough and cough

Or grumble when their hats Or grumble when their hats blows off,blows off,

And housewives clutch their And housewives clutch their grocery sacksgrocery sacks

While all their hairdos come While all their hairdos come unpinned…unpinned…

We kids-each time the wind We kids-each time the wind attacks-attacks-

Just stretch our arms and turn Just stretch our arms and turn our backs, our backs,

And then we giggle and relaxAnd then we giggle and relax

And lean against the windAnd lean against the wind..

Kaye Kaye StarbirdStarbird

POETIC DEVICESPOETIC DEVICES

SOUND DEVICESSOUND DEVICES

IDENTIFY THE POETIC DEVICESIDENTIFY THE POETIC DEVICES

POETIC DEVICE

ELEMENTS Listen to the Rain The Apple’s Song

Sound Devices

Alliteration

Assonance

Onomatopoeia

Rhyme

Rhythm

Figurative Language

Simile

Metaphor

Personification

POETIC DEVICE

ELEMENTS Listen to the Rain The Apple’s Song

Sound Devices

Alliteration

pitter-pattersplish and splash and splattertopsy-turvyroaring rainmishy mushy muddy

round and rounddizzy dissolve

Assonance

pitter-patterroaring pouringhurley-burleylashing gnashinglightning-flashingsounding poundingmushy muddy puddle

round and rounddizzy dissolve

Onomatopoeia

thunder-crashingpounding roaring rain

Nil

Rhyme

End rhymes - refer to poem (words underlined)Internal rhymes - refer for poem (words in bold)

Free verse – no rhyme

RhythmHas a patterned flow to the sound

No patterned rhythm

Figurative Language

SimileNil Nil

Metaphor

Nil peel me, curling round and roundtill I burst out cold and whitefrom my tight red coat

Personification

Nil The apple has been given human qualities (refer to the underlined lines)

The Value of Poetry for The Value of Poetry for ChildrenChildren

What is the value of introducing What is the value of introducing poems to children? Discuss in your poems to children? Discuss in your groups and note your ideasgroups and note your ideas

Read the text on page 16. Compare Read the text on page 16. Compare it with your list and commentit with your list and comment

Benefits Of Reading And Learning About Benefits Of Reading And Learning About Poetry Poetry • "When you immerse your students in rich, lively "When you immerse your students in rich, lively

poetry, you introduce them to intense, concise, poetry, you introduce them to intense, concise, skillfully crafted languageskillfully crafted language“ “ Fountas and Pinnell (2001)

• Enables students to appreciate the sound and Enables students to appreciate the sound and imagery of languageimagery of language

• Invites students to understand and view themselves Invites students to understand and view themselves and their world in new waysand their world in new ways

• Enriches students' lives as they discover words, Enriches students' lives as they discover words, sound, and rhythm in unique, creative wayssound, and rhythm in unique, creative ways

• Captures the essence of meaning in the sparest of Captures the essence of meaning in the sparest of languagelanguage

•

• Through poetry, children may discover Through poetry, children may discover the power of words.the power of words.

• provides enjoymentprovides enjoyment

• provides children with knowledge provides children with knowledge about concepts in the world around about concepts in the world around them: size, numbers, colours, and them: size, numbers, colours, and timetime

• encourages children to appreciate encourages children to appreciate language and to expand their language and to expand their vocabularies.vocabularies.

• helps children identify with people and helps children identify with people and situations.situations.

• poetry expresses moods familiar to poetry expresses moods familiar to children and helps children understand children and helps children understand and accept their feelingsand accept their feelings

• poetry grants children insights into poetry grants children insights into themselves and others, developing their themselves and others, developing their sensitivity to universal needs and sensitivity to universal needs and feelings.feelings.

Selecting Poetry for the Selecting Poetry for the ClassroomClassroom

• With reference to the questions on With reference to the questions on the the Criteria for Evaluating Poetry Criteria for Evaluating Poetry on page 17; decide which of the six on page 17; decide which of the six poems on pages 18 – 22 would be poems on pages 18 – 22 would be suitable for your students. Give suitable for your students. Give reasons for your choice.reasons for your choice.

THANK THANK YOUYOU