Download Ode to a Poem HAPPY Hour Workshop energEtic

Ode to a Poem
HAPPY Hour Workshop
Dr. Verkler, HAPPY Hour Chair, [email protected]
All quoted material is from the following website:
http://www.njcu.edu/cill/vol4/moulton-holmes.html
Because poetry exists in all cultures, it is universally appealing to
students. Poetry gives students the opportunity to play with language and
to learn a large variety of language skills, such as parts of speech,
syntax, and vocabulary. It also allows for creativity and visualization,
and serves as a mode by which literature can be integrated into any
content area. Furthermore, poetry can be used to help students process
large amounts of information and/or a means by which the teacher can
assess the students’ comprehension and/or interpretation of lesson
content.
There are many different forms of poetry, other than the typical rhyming
poetry. Below are examples of some of the different types of poetry.
PATTERN POEMS
Pattern poems are short poems that encourage students to focus on their
ideas about a theme without being overly concerned about the format of the
poem. Students can complete these poems quickly. “They are more
challenging and satisfying to students than worksheets, and they offer a
chance for students to share their work in a noncompetitive manner. Many
patterns can be used with all levels and ages of learners” (Davidson &
Wheat, 1989; Townsend, 1982 cited at the above website.
Acrostic Poem
In an acrostic poem, a word is spelled vertically, and words are arranged
the central word to describe it or expand on its meaning in some way.
This poem can be used as a self-description or as an icebreaker.
An example of an acrostic poem, using the word “VERKLER.”
Verbose
energEtic
weightlifte
hardworKer
bicycList
tEacher
motheR
The Catalog Poem
R
The catalog poem is great for learning vocabulary without having to focus
on syntax. Most of the poem-except for the last line – consists of
present participles (-ing verbs). The present participles are related to
a particular noun that is not revealed until the final line of the poem.
A game can be created by successive revelation of each line until the
students guess the last line – the main idea- of the poem.
Playing with yarn
Chasing mice
Sleeping
Eating
Hissing
Clawing
Jumping
Running
Meowing
Cats, cats, cats
The Cinquain
This type of poem also focuses on vocabulary development. Students can
compose a cinquain individually or collaboratively. “As a collaborative
effort, we have found that students negotiate the nuances of vocabulary
when they brainstorm possible words to use in each line. They also assist
each other’s understanding of parts of speech as they discard and select
their vocabulary choices according to the format of the poem. While the
cinquain can begin with any noun citing a person, place, or thing, we have
also found that as an individualized activity, it makes an interesting
icebreaker when the noun is the students' own names. It can also be used
to summarize a story's theme or main character or a concept in math,
science, or other content areas.”
Format of a cinquain:
Line 1:
A noun (the subject of the poem)
Line 2: Two words that describe the subject (noun + adjective; adjective
+ adjective)
Line 3:
subject
Three action verbs (-ing verbs) depicting actions related to the
Line 4: 2-4 words expressing a feeling the poet has about the subject
(often a verb phrase)
Line 5:
A noun that is a synonym for the subject or that sums it up
Example:
Caribbean
beautiful, peaceful
sailing, jetskiing, fishing
Yearning for the islands
Paradise
The Diamante
“The diamante is closely related to the cinquain, for its format, in terms
of grammar, uses the same parts of speech almost in the same sequence. The
difference, however, lies in the diamante's antithetical focus. While the
traditional cinquain begins and ends with synonyms, the diamante begins
and ends with antonyms, encouraging students to expand their vocabulary.
We have found that the easiest way for students to write diamantes is to
move both forward and backward at the same time; that is, they begin with
the first and last lines and work their way toward the middle.”
Format of a diamante:
Line 1:
One noun
Line 2:
Two adjectives describing the noun
Line 3:
Three participles (-ing or –ed words) or verbs
Line 4: Four nouns, two related to the first noun and two related to the
second noun (the noun at the end)
Line 5:
Two adjectives describing the second noun (the noun at the end)
Line 6:
Two adjectives related to the second noun
Line 7:
One noun
(an antonym of the noun on Line 1)
Suggestion: Start by thinking of two opposite nouns. Put on one Line 1
and the second one on Line 7.
Then work your way toward the middle of
the poem.
Example of a diamante:
Square
Symmetrical, conventional
Shaping, measuring, balancing
Boxes, rooms, clocks, halos
Encircling, circumnavigating, enclosing
Round, continuous
Circle
Haiku
A haiku is a more complex pattern poem that includes whole sentences.
Using a highly specified format of three lines containing 17 syllables,
this Japanese poem depicts aspects of nature.
Format of a haiku:
Line 1:
Five syllables
The red blossom bends
Line 2:
Seven syllables
And drips its dew to the ground
Line 3:
Five syllables
Like a tear it falls.
CONCRETE POETRY (also known as SHAPE POETRY)
In concrete poetry, words relating to a particular topic are used to
create a picture/shape of the topic. This mode of poetry allows the
writer/reader of the poem to form a visual connection between the topic’s
shape and the words depicting/describing the topic.
You can tell what
the poem is about without actually reading it.
Website for concrete poetry printables below:
http://www.teachervision.fen.com/poetry/printable/
Definition Poem
The following information is from the following website:
http://www.k12handhelds.com/data/samples/poetry/poetry_book.html#alphabet_
head
“A definition poem defines something using metaphors or imagery. This is
special language that paints a picture for the reader. It is much more
interesting than a regular dictionary definition. Definition poems
generally use free verse” (i.e., they have no regular rules for rhythm or
meter).
Example of a definition poem:
Dancing is beautiful movement
Dancing is freedom
It is a means of self-expression
Dance brings out our emotions
Dance is a form of communication
It allows your heart to speak
Dancing is poetry in motion
Dancing is free
Dancing is my life
RESOURCES
Website for concrete poetry:
http://www.teachervision.fen.com/poetry/printable/5418.html
http://volweb.utk.edu/school/bedford/harrisms/haiku.htm
http://www.teachervision.fen.com/poetry/printable/5418.html
http://www.uoregon.edu/~leslieob/diamantes.html
http://www.readwritethink.org
http://www.njcu.edu/cill/vol4/moulton-holmes.html
http://www.wild-about-woods.org.uk/elearning/concretepoetry/
http://www.ehow.com/how_4750927_write-concrete-poem.html
http://www.k12handhelds.com/data/samples/poetry/poetry_book.html#alphabet_
head
http://www.readwritethink.org/classroom-resources/lessonplans/discovering-poetic-form-structure-211.html
Curtain, H., & Dahlberg, C. (2004). Languages and Children: Making the
Match. Boston: Pearson, Allyn and Bacon.