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Poetry Teachers

Poetry Teachers
Related:  Poetry

Conscience Alley ( Drama Strategies) Outta Ray's Head Poetry Lessons I started out to do a lesson on poetry and before I knew it the whole thing was getting out of hand and I ended up with a page with links. I just like poetry too much and over the years I have developed more than a dozen integrated units that revolve around themes and/or styles. I have a firm belief that poetry has got to be taught within an easily understood frame such as "imagist' poetry or "love" poetry or "humanist" poetry or "modern problems"; you just can't throw a bunch of poems together and hope to get to the test with as little hassle as possible.There is one overwhelming argument in favour of teaching poetry and that is that it is a form of communication and part of an English teacher's job is to teach communication skills. You might also impress upon your students the following bit of thinking: Now you see the problem: listened to, thought about, derided or praised, most written, but little understood, and too often taught under duress, for both the teacher and student.

Step 2: Brainstorming | Poetry Writing with Jack Prelutsky | Writing with Writers Word Warm-Ups Just as you would stretch before you go running, you need to warm up before you start writing poetry. Here are some of my favorite exercises to help you stretch your mind: Word Play Pick a word, any word, and think of all the words that rhyme with that word. Try first with one-syllable words, and then with words of two or more syllables. Object Observations Pick an object — a pencil, a brick wall, a clock, a tomato — anything. Then write down everything you notice about that object. Here are a few tips for you to follow that have always helped me with my writing. Write as often as you can. Synonym Poetry Brief Description Students choose a word -- any word -- think about what it means to them, and build synonym poems around their words! Objectives Students choose a word. list synonyms for the word. use their lists of words and library and/or online reference tools (a thesaurus and/or dictionary) to build poems around the words they chose. share their synonym poems with classmates. Keywords adjective, describe, dictionary, poem, poetry, rhyme, synonym, thesaurus, vocabulary Materials Needed[shopmaterials] library or online dictionaries and/or thesauruses (optional) Lesson Plan Explain to students that they will choose a word, brainstorm adjectives and descriptive phrases related to the word, and use their brainstormed ideas to write synonym poems. Assessment Students accurately use synonyms in their poems. Lesson Plan Source 30 Days of Poetry Submitted By Gary Hopkins National Standards LANGUAGE ARTS: English

Stage a Poetry Slam! Brief Description Students participate in a classroom or school-wide poetry slam. A poetry slam could also serve as a fund-raising activity or parents night event. Objectives Students select poems that lend themselves to being performed. plan performances that follow established slam guidelines or rules. practice their performances. present their poetry reading in a videotaped slam performance. use a rubric or scale to rate performances by their peers (optional). Keywords contest, drama, fund-raiser, open house, parent involvement, parents night, perform, poem, poet, poetry, slam, theater, video Materials Needed[shopmaterials] none Lesson Plan Explain the concept of a poetry slam to students. What Is a Poetry Slam? "Simply put, a poetry slam is the competitive art of performance poetry. Often, in a poetry slam, the audience participates by judging each performance on a scale of 1 to 10. A poetry slam can be great fun! Assessment Lesson Plan Source Education World Submitted By Gary Hopkins

A Laugh and a Half: Funny-Poem Mobiles materials for creating mobiles (See Make a Mobile below for a variety of different mobiles students might create.) This activity, which works well in 30-minute segments over a week or two, can be done in the classroom, the computer lab, or the library. In advance of the lesson, gather a large number of books of poems. You might include humorous poems by such poets as Shel Silverstein, Jack Prelutsky, Karla Kuskin, Grandpa Tucker, Kenn Nesbitt, Dr. Seuss, Ogden Nash, Robert Pottle, and Edward Lear. Explain to students that they are going to create mobiles from which they will hang six funny poems -- five of their favorites plus one original funny poem!

Diamond Poems Across the Curriculum Brief Description Students build vocabulary skills, teach parts of speech, and have fun with diamond poems! Objectives Students make lists of words related to a subject of interest. learn about parts of speech -- including nouns, verbs, and adjectives. follow directions to create a diamond poem. cut out and mount their diamond poems on brightly colored paper. Keywords adjective, community, diamante, diamond, integrate, interdisciplinary, math, noun, poem, poetry, shape, sports, verb, weather Materials Needed[shopmaterials] colored paper (optional) Lesson Plan Diamond poems, also called diamantes, are a fun exercise to include in your poetry unit or do anytime! The diamond poem's format is simple, but it challenges students to expand their vocabulary and learn about the parts of speech. Line 1 of a diamond poem is the poem's subject; it is usually a single word -- a noun. Lesson Notes: See some sample diamond poems written by third graders. Assessment Education World Submitted By Gary Hopkins

Performance Poetry Rubric American Studies Performance Poetry Performance Poetry Assessment Dear Performer, Now that you have written a poem about a person or an event from either the Gilded Age or the Progressive Era, you will be expected to bring this piece to life on the stage. Before you read the rubric, take a look at the suggestions made to you by Steve Hodgman: Þ Think about how you stand. Knowledgeable Person: Incorporation of Historical information Advanced: Your poem demonstrates a depth of knowledge about a specific event or person from either the Gilded Age or Progressive Era. Proficient: Your poem demonstrates solid knowledge about a specific event or person from either the Gilded Age or Progressive Era. Basic: Your poem demonstrates knowledge about a specific event or person from either the Gilded Age or Progressive Era. Knowledgeable Person: Cohesion of Ideas and Details Advanced: Your poem has a clearly identifiable and sustained persona or event and your language evokes feeling in the reader.

10 Ways to Use Poetry in Your Classroom Often when I mention poetry during a workshop, at least one teacher laments, "I would love to do more poetry with students, but there's so much else to teach in my curriculum!" What I try to encourage (and I'm often helped big time by the workshop participants) is for this teacher to consider using poetry within her curriculum, as an integral part of her language, reading, and writing lessons, rather than as an add-on. In other words, I ask her to find a purpose for poetry. Now, before you poetry purists flame me and cry out, "Poetry is in itself worth reading!" But at the same time, I'm a realist. So increasingly it seems that while teachers can name lots of good reasons for using poetry with children at an early age, they still wonder how they can continue to integrate poetry in later grade levels. 1. Students are most receptive to new learning when they can connect it to what they already know. Recommended texts 2. Recommended sites and texts for theme 3. Recommended sites 4. 5. 6. 7.

Teaching Poetry: Generating Genuine, Meaningful Responses. ERIC Digest. ERIC Identifier: ED307609 Publication Date: 1989-04-00 Author: Frankenbach, Charlie Source: ERIC Clearinghouse on Reading and Communication Skills Bloomington IN. Charles R. Duke (1984) has noted, "English teachers have given some attention to aesthetic reading, usually terming it the development of literary appreciation, but many of the classroom practices used to foster that appreciation have been counter-productive." Instruction on comprehending and appreciating poetry has especially been regarded as ineffective. Either because of a lack of appreciation for their students' abilities to study poetry or because of well-intentioned enthusiasm to show students the wonders of the form, many teachers have force-fed "meanings" to puzzled students or have taught poetry by way of dissecting poetic techniques--here is a symbol, here is a metaphor, and so on. Fillion urges that students be provided with opportunities to identify a poem's relevance to their lives. Duke, Charles R. Morgan, Mary.