However, ELLs may not have a strong rhyming concept depending on their first language and literacy skills and they may not hear they rhyme of English words — not to mention the fact that you have to know quite a few vocabulary words to be able to come up with a rhyming word that makes sense.
To introduce a rhyming format I recommend starting with something simple and then increasing difficulty as students work. For younger readers, many of Jack Prelutsky's poems have very accessible rhymes and rhythms. Older readers may enjoy the more lyrical verses of Langston Hughes. Feeling and Place poems are really themes for any poem, although they lend themselves well to free form poetry. These poems require students to have an advanced vocabulary and the ability to describe emotions and places in detail.
Students can start by brainstorming all the words they relate to a feeling, for example. If the word is, "Sad," they might make a list that includes depressed, tired, crying, missing, lost, father, distance , etc. Once they have the list of words they can choose some of them to begin creating metaphors, such as, "Crying is like you're turned inside out. Throughout the process students can review each others' work and offer suggestions and feedback.
In this lesson plan , teacher Glori Chaika describes an activity in which students invented their own poetry form at the end of the year, and then had to describe how to write poems in their form to their classmates. While form is important when writing poetry, there is much more to it.
Poetry offers the opportunity to explore an idea and emotion, to describe a special place or object that we take for granted, and create an image that others will be able experience. For this reason, I think it helps to incorporate some instructional strategies that will help students develop these skills. It may help get those creative juices flowing by doing some activities such as the ones suggested by teacher Faith Vicinanza.
One of the activities involves students imagining that they are something else such as "a drop of rain, the color blue, a school bus, or a stalk of wheat. Another good way to begin warming up to writing poetry is to ask students to close their eyes and go through a guided visualization. Instruct the students to think of a place. Is it indoors or outdoors? What do you see and hear? What colors and sounds? Are people there? What are they doing?
How do they feel? How do you feel? When the students open their eyes they can draw the picture they formed in their head and then explain it to a partner. In this exercise, students begin to practice focusing on the process of visualization, and formulate the vocabulary they will need to add description and emotion to their poetry. A quick warm-up for students before writing is the box toss.
Make a little box and write words on all the outside surfaces of the box. You could also put post-it notes words on the sides in order to re-use the box. Students sit in a circle and take turns tossing the box or passing it around. The teacher gives the students a task using the word that is visible when the box is caught. For example, the teacher might tell the student to list three adjectives describing their word, and if another person gets the same word, they will have to think of three new adjectives.
Or the teacher might ask them to think of two words that rhyme with the box, or to say the first thing they think of when they see that word. It is really an activity to get students thinking creatively and quickly about words, and to emphasize that writing poetry is about expression not being perfect. I like to use this technique to model how to revise a poem to make it more specific and interesting. The beauty of poetry is finding just the right words and putting them together to create a picture or emotion. I put the following poem on the board.
I woke up. It was a nice day. I was happy. I ask the students if they like my poem. Some are too polite to say, "No. They think of things like "opened my eyes," "gorgeous" or "thrilled.
I have the students compare the two poems and then discuss why the second poem is more interesting. We practice with more vocabulary words and put them on a continuum of general to more specific.
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For example: Good — happy — ecstatic. This is an excellent time to introduce the Thesaurus and how to use it. I taught my students how to use the Thesaurus with some music activities. I played a variety of music selections with my students and asked them to write all the vocabulary words that came to mind as they listened. One piece was sad and slow, one was cheerful, and one was a loud hard rock number. After the students had finished listening, I had them work in small groups to share their words and discuss any new vocabulary.
As a class we discussed how each word may have a slightly different meaning such as the difference between "sad," "mournful," and "despondent. I then reinforced the importance of knowing the meaning of the words because the Thesaurus may list words that have different meanings from each other.
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For example, the word "connected" might have words listed that could have different meanings such as "linked" or "related. Discussing songs and song-writing can complement a poetry lesson nicely, and may be of particular interest to students who enjoying listening to music and thinking about lyrics. Here are some ideas of how to use songs and music in your poetry instruction.
Another wonderful thing about teaching poetry is that it can be easy to share with others!
An Answer to the Question 'what is Poetry?' Including Remarks on Versification
Students can read it out loud at a poetry reading or family night event, or you post can student poems on the wall. In her blog entry on poetry and ELLs on Scholastic's website, Andrea Spillett shares a great idea from one of her colleagues — he collects a poem from each student, and then binds all of the poems together in a book that he gives his students at the end of the year.
The Academy of American Poets offers some other great ideas, publishing student poetry in your school's newspaper or magazine, holding student poetry workshops or a student poetry reading at the local library or bookstore. I encourage you to check out some of the Hotlinks for more resources and ideas on how to explore poetry writing with your students. You never know what their creative minds will come up with, and what they'll learn about themselves in the process! Spillette, Andrea. Author Interviews Meet your favorite authors and illustrators in our video interviews.
Book Finder Create your own booklists from our library of 5, books! The lines of the first tercet provide a kind of refrain , a recurring repetition of one or more lines. Thus the first line of the first tercet is repeated as the last line of the second and fourth tercet, the third line of the first tercet is repeated as the last line of the third and the fifth tercet. One really needs to look at the example to work this out. Both lines first and third line of first tercet form the last two lines of the concluding quatrain.
Composite and Irregular Forms. Quite frequently poets combine various forms or employ no regular formal rhyme pattern, though rhyme and metre are nonetheless used. John Donne frequently combines various forms into a regular composite form. For instance The Canonization , a poem with five stanzas of nine lines each varies iambic pentameter with iambic tetrameter and a concluding line in iambic trimeter.
An Answer to the Question 'What Is Poetry?' Including Remarks on Versification
The speaker is obviously in a temper because people interfere with his love life. The rapid change between pentameter and tetrameter expresses his irritation and the irregular flow of speech is conveyed as he switches between the slightly slower pentamenter and the slightly quicker tetrameter. The final trimeter brings the stanza to an emphatic because notably shorter conclusion.
English metaphysical poet. Sir Walter Scott: Scottish romantic novelist and poet.
An answer to the question 'what is poetry?' including remarks on versification
John Milton: English poet. William Wordsworth: English romantic poet. Alexander Pope: English poet. Matthew Prior: English poet. Dante Alighieri: Italian poet. Richard Wilbur: U. American poet and translator. Thomas Gray: English poet. Alfred Lord Tennyson: English poet. Poet laureate Samuel Taylor Coleridge: English romantic poet and critic.
King of Scotland Geoffrey Chaucer: English poet. Wystan Hugh Auden: U.
Poetry - Wikipedia
American poet, dramatist, critic, and librettist. Born inBritain. George Gordon Lord Byron: English romantic poet. English poet. English novelist and poet. William Shakespeare: English dramatist and poet. Edmund Spenser: English poet. English humorist and painter. Welsh poet and essayist.
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