I am writing up my lesson plans for the weeks after we return from break in early January. I really want to begin our poetry unit for writing and reading. Last year, I started it probably in October with just writing. We studied many different kinds of forms of poetry and wrote our own versions for each form we studied. They also read several different styles of poems here and there throughout the year.
But, this year I want to do more reading and the same amount of writing. I am planning on doing this in addition to our regular writing and reading curriculum. The only thing is, I'm only able to fit it in for half an hour once a week...in order to use it as an additional piece of my lessons...otherwise, goodness knows when I'd be able to fit it in at all.
Since it's only for 30 minutes I'm starting to think towards this sort of a schedule. I'm not sure yet if it will be the same week to week, depending on what we are reading, writing, or even what form we are studying (since some are harder than others).
Read aloud poems/Practice poems: 5 minutes
Introduce/Study different form: 15 minutes
Write own form of poem: 10 minutes
They would probably have to finish their poem during centers, free time, or the following week...it all depends.
I would like to know how you introduce a poetry unit initially and then how do you go about it during the actual unit. What sort of poetry do you study (authors, specific poems, styles, etc.)? How much do you have them write? Do you have them memorize and recite poetry dramatically? Please share your past and present experiences and curriculum! Thanks so much.
When I taught third grade I always did a month long poetry unit. I started with acrostics. I shared some examples, we did a few together and then they wrote their own (with their name). Finally, they typed them and we saved them for a poetry book. We did 5 different types of poetry in this fashion. Then I had each child choose their favorite poem to put in a class anthology. We copied this and bound it for each child. I also took all the poems from the kids and each of them recieved their final copies in a spiral bound book. For the culminating activity, I invited the parents and the kids got up on stage one at a time and read one of their original poems. We called it the poetry cafe. We set out cookies and punch for after and had the kids share their poetry books with their parents while munching on cookies etc. It is a lot of fun.
I think you will need more time for the kids to do the writing. I had a similar lesson that you did with introducing the type of poem and students practicing writing their own. I also included interesting methods for publishing that included a crafty-type activity. For example, when we worked on Haiku, we soaked paper in tea water and let it dry. We rolled them like scrolls and attached the paper to sticks at the top and bottom.
We also had a poetry journal. Students took notes on the components for each poem style. They wrote final poems in their journals too.
Their journals were simply white copy paper folded in half with a colored paper on the top with a cover on it.
I always start with couplets and then on to triplets, then quatrains, and then either limericks or cinquains. Then if we can fit it in, we do a few free style. I don't really teach authors, I just raid our library and bring in a bunch of poetry books and share a poem or two from several of them. I usually try to teach it at least twice a week to keep the momentum going.
When I first introduce poetry, couplets for example, I read a book(s) that has some of the text written in that style. The Mouse Before Christmas is written in couplets. At the end of the story, we define the style of the poetry. Then we read a few more examples of couplets. Then I give them a poem that was written in that style where they just have to fill in the last word, so we can reemphasize the rhyming. Then I give them the first line, and we come up with a second line. Then we do some whole class, then in groups, then individually or pairs. I usually spend 3-4 sessions on each kinds of poetry before moving on. We do save our poems, and each child has a book of his own poems at the end.
Sorry I rambled, but I hope it was at least a little helpful to you!
I love the idea of the Poetry Cafe, I may try that this year.
I also used to teach poetry in the way that you described. However, I found that most students hated reading and writing it and as soon as we were done with the unit, I didn't see them reading or writing any other poetry...except for the dreaded acrostic.
This year I was introduced to the book "Awakening the Heart" by Georgia Heard. I am most of the way done with it and it is fabulous!! It talks about incorporating poetry throughout the year. Students are introduced to poems by having them explore different poetry books/poems. Then as you read poetry as a class they keep their own Personal Poetry Anthology, collecting and recording poems that they really enjoy in to to keep.
As for the writing of the poetry, students find their "poetry heart", what really matters to them and what is important to them. As the book states, "Poetry is about recognizing and paying attention to our innermost lives - our memories, hopes, doubts, questions, fears, joys - and the image is the hook we find to hang the poem on." Then they experiment with imagery and through that fantastic poems are created.
Study of different poetry forms could definately be brought in, but the book talks about how having students immediately focus on form makes many feel that they are not smart enough to read or write poetry. Rather, if students have a comfort with reading and writing poetry, then when they later examine its form and rhyme, etc. they will appreciate and understand much more.
In this way, I'll be starting poetry when we get back, and we'll continue our study until the end of the year. I'm not sure if it will work for you, but I highly reccommend Georgia Heard's book for ideas.
I teach poetry similar to MIteach... actually, that's probably because I also use a book by Georgia Heard, but it's called For the Good of the Earth and SUn. I'll have to look into the one MIteach mentioned... the one I use is SO valuable. After reading it, I feel like I am teaching so much more than poetry when we do poetry in our room. In this philosophy you're really not teaching "types" of poems, as much as you are teaching a poem as a vehicle for communicating tiny, powerful, intimate, and important thoughts.
I explained what I do in detail and also posted lots of my lessons and books on this thread:
As for a way to teach both reading and writing, I've found great success with having a poetry journal where kids both paste in favorite poems by famous poets AND write their own. For example: If, in one mini-lesson I was showing them how poets make their poems mean different things by breaking the lines in different places, I would have some good free-verse examples of that. They could choose one that speaks to them, paste it in, and then try it out for themselves.
Also, through out this school year, I've been doing something that I haven't tried before. In order to get them more immersed in poetry, I've been reading free-verse poems randomly. After I read it, we sometimes discuss it and sometimes don't. The poem is then available typed up and placed in a prominent pocket in our classroom. If the poem is special to you, you're allowed to take one and tape it in your desk, on your cubby, or on a folder OR take it home or put it in your reading bookshelf. I'm trying to teach them that if you want to write like a poet, you have to live like one. And real poets read other poetry and hang it in places they can see it. Now my kids have poems by Eloise Greenfield, Georgia Heard, Langston Hughes and others hanging from the insides of their desks. SOmetiems when we are in a transition, I'll see their lips moving as they re-read them. How can I fault them? They're budding poets!
12-26-2006, 02:09 PM
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