In this lesson, students explore ekphrasis—writing inspired by art. Students begin by reading and discussing several poems inspired by works of art. Through the discussion, students learn ways in which poets can approach a piece of artwork for instance, writing about the scene being depicted in the artwork, writing in the voice of the person depicted in the artwork, speaking to the artist or subject of the painting, etc. Students then search online for pieces of art that inspire them and, in turn, compose a booklet of poems about the pieces they have chosen.
In this unit I have noted variations for students in grades three to grade seven. There are many ways you can begin but here is an example that has worked with my class. You will find a list of resources I have used for ideas about slam poetry, eg: Start the unit by bringing in poetry books and other poetry resources.
Let kids to pick poems that they like. Ask class what they know about poetry and start a chart that can be left up in the classroom. Photocopy each poem in the book. Read a poem and see who wants it and give it away. Students are expected to practice the poem and share it with the There are many advantages to be found in studying and reciting poetry: Poetry offers examples of mastery of language and stocks the mind with images and ideas expressed in unforgettable words and phrases. Poetry trains and develops our emotional intelligence.
Poetry reminds us that language is holistic and that how something is said is part of what is being said: Poetry lets us see the world through other eyes, equips us imaginatively and spiritually to face the joys and challenges of our lives, and widens our scope of sympathy for the vastness of human experience. This lesson will help students understand the power New writers are on a journey to becoming authors who are willing to share their own work; this lesson helps teachers support the process students will undertake, not the quality of the product at the end of the course.
Compiling Poetry Collections and a Working Definition of Poetry
Alliteration is a fun way to get younger students exposed to poetry. Having students play with words that start with the same letter is a great addition to Early Literacy. What a poem does on the page and what it does aloud can be two very different things. Teachers should encourage students to play with a poem in as many ways as possible.
Having students play with the poem and make it suit their purposes, teachers can offer strategies for better comprehension, oratorical fluency Sometimes limiting our choices inspires incredibly creative results. This writing exercise will give your students the chance to find their own voices while working with a block of text written by someone else.
Erasures are fun, but they can also be serious. This lesson plan refers to several examples of complex literary work created by respected poets using erasure as a tool, but this is ultimately an accessible writing exercise appropriate for students at all skill levels.
Students will also be introduced to the kind of problem-solving that all poems demand, highlighting the importance of word choice and form. Students are thus free to express sensations through metaphors, to cleverly mix up cause and consequences, to use non-verbal sentences and the infinitive form of the verb, to alternate between rhythm and off-rhythm, to experience with sound and tone variations, and to answer, through creation, to one of the most inherent questions to art: But the ways we yearn, the ways we love, the ways we hate, the ways we befriend, feel befuddled or defeated, the ways we dream and dawdle and die: The purpose of this exercise is to explore the idea of communication across time in a dramatic context, using poetry as our text, pointing up the ways in which we are different and the ways in which we might connect despite living a hundred years apart.
A two-voice poem is written in two columns. Two students read the poem, and each chooses a column to read.
When there are words that appear on the same line, the students read those words in unison. It allows for a dynamic blend of monologue by and dialogue between the two voices. Here are some great examples of two-voice poetry: To demonstrate how various poetic techniques, such as rhyme, rhythm, diction, and repetition contribute to the effect and meaning of a lyric poem.
This lesson would take place following the study of a number of lyric poems and the above techniques. As they read the Odyssey, students will explore the perspectives of its characters--and particularly its women-- through poetry.
How to teach poetry?
In the end, they will work with a partner to write a poem that is a dialogue between two characters. What might Penelope want to say to Circe, for example?
Partners will perform their dialogue poems, each assuming the voice of a character. In the world of poetry, however, a ballad is a lively storytelling poem written in what is called the ballad stanza. The ballad stanza is simple to illustrate and recognize, and is not difficult to describe. In its most familiar version, the ballad stanza is four lines of alternating four-beat tetrameter and three-beat trimeter verse, with the second line rhyming with the fourth.
When developing a character, the actor will employ an approach that moves forward on two fronts: The first is to make an external study of the character, observing people in the world around to make choices that are within our capacity to mimic: I might choose to emulate the way my father-in-law dons and doffs his specs when playing professorial suitor, or I might choose to rush through sentences with the heart-palpitating energy of an old friend. Mode of dress, the pitch of the voice, the carriage of the body pain in the joints, age: The second is to find common ground with the character, all the ways he or she can identify with hopes dreams, fears, compulsions, both positive and negative emotions.
For an actor to best succeed in this mode, Students are always learning about environmental issues, as well as, equality and inequality throughout the curriculum. This poetry frame inspires students to reflect on what they have learnt and promotes critical thinking, as well as, cooperative learning. Finally students use the idea of a composed memory and their knowledge of sonic patterns to draft, revise, and share their own original text.
Combine higher order thinking with creativity in this lesson that uses diamante poems to illustrate the phenomenon of cause and effect. Students define and identify instances of cause and effect to help them generate their own examples. After practicing the diamante format in a shared writing experience, students construct their own diamante poems illustrating cause-and-effect scenarios of their choice.
The diamante poem will start with the cause and transition to the effect. Physical and human geography often play an important role in poetry. We have all planted a flag to claim and name a territory that resonates in our lives. In this unit, students write their own geo-poem and turn it into a geo-video that captures in words and images a personal This writing exercise will encourage students to pay attention to how poems work at a line-by-line level.
Students will mine many source poems for individual lines and create their own poem by collaging these lines into a unique sequence. A cento is essentially a collage made from language, with lines from great poems repurposed to create entirely new texts. Modernist poets like T. Through discussing the results, students will explore the historical context of the poem and make connections to contemporary issues.
Lastly, students will be provided with a selection of articles on current events. In this lesson students are given the opportunity to be imaginative and expressive through the writing of three types of poems: Sharing their Blabbers with the class and online community will make the students more excited about writing poetry as well as providing practice of technology skills.
Students in grades often do a study of Canada. In Grades 4 and 5 for example, students explore the different regions of Canada in Social Studies. They often do an in-depth study of the landforms, physical characteristics of different regions of Canada, as well as its varied climate and abundance in natural resources. So, what does Canada feel like? What does it taste like? What does it look like? How do our senses let us experience Canada as a nation? By using sensory imagery as a literary device, students are able to develop deeper, multisensory understandings to what they have been working on.
The results are actually quite stunning and make excellent visual displays if connected to artwork.
As a discipline it lies somewhere between dance and conventional text-based theatre. It is better known and appreciated in Quebec than in the rest of Canada. Robert Lepage is the best-known Canadian to come out of this tradition. It emphasizes an experience which is non-linear and non-narrative, and often uses poetry in performance. As such, it provides the most potent connection between the work of Poetry In Voice and the discipline of theatre. This exercise can serve as an introduction to this form.
Rebus, writing which substitutes images for words in the text, is used by authors to write books for young readers able to identify only a limited number of words, so why not use this same technique to teach writing? Students are first introduced to a variety of books using rebus writing. They then brainstorm lists of rhyming words that they could use in their own rebus poems. Finally, students create their own rebus poems and share them with an audience.
After a discussion of the unique structure of these poems, students will choose two things: One way of allowing students to become less self-conscious about public speaking is to give them a task that focuses them on something other than the sound of their own voices in front of people. The purpose of the lesson is to use poems to create short theatrical scenes in which heightened language would be placed in a dramatic context.
Each student is responsible for the full realization of her chosen vision: It begins with a recitation by the teacher with the students finishing each verse either individually or as a class. The class is divided into groups of 3 and given 2 verses. Submitted by the National Council of Teachers of English. Submitted by Gigi Goshko. National Poetry Month Poster The National Poetry Month poster was designed by award-winning author and. Langston Hughes Discussion Questions.
A farmer considers the changing sky. A teacher says, Take out your pencils. We encounter each other in words, words spiny or smooth, whispered or declaimed, words to consider, reconsider. We cross dirt roads and highways that mark the will of some one and then others, who said I need to see what's on the other side.
Lesson Plans for Introducing Poetry | Academy of American Poets
I know there's something better down the road. We need to find a place where we are safe. We walk into that which we cannot yet see. Sing the names of the dead who brought us here, who laid the train tracks, raised the bridges, picked the cotton and the lettuce, built brick by brick the glittering edifices they would then keep clean and work inside of. Praise song for struggle, praise song for the day. Praise song for every hand-lettered sign, the figuring-it-out at kitchen tables.
Some live by love thy neighbor as thyself , others by first do no harm or take no more than you need. What if the mightiest word is love? Love beyond marital, filial, national, love that casts a widening pool of light, love with no need to pre-empt grievance. In today's sharp sparkle, this winter air, any thing can be made, any sentence begun.