Teaching Poetry
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Teaching Poetry

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This slide will help you teach the basics of poetry to your intermediate students.

This slide will help you teach the basics of poetry to your intermediate students.

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  • Thank you for this wonderful resource that I will most certainly use to organize lessons.
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  • Great set of slides to help teachers - good range of poetry types included.
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  • REFERENCING TO GROUP : '36 POETRY IN THE WORLD'

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    Teaching Poetry Teaching Poetry Presentation Transcript

    • POETRY
    • LEARNING INTENTION To entertain and extend the writer’s imagination. Success Criteria
      • Develop an enjoyment of different kinds of poems.
      • Develop your skills in analysing poetry.
      • Recognise the influence of culture and experience on poets.
      • Explore, recognise and use patterns in a variety of poetry structures.
      • Experiment with the effects created by words.
      • Explore the quality of sounds produced by rhythm, rhyme, and alliteration.
      • Explore the use of similes, metaphors, and figurative language.
      • Use poems you have read as models for your own writing.
    • POETRY VOCABULARY Ballad Free Verse Line Stanza Sonnet Verse Tells a story or describes a person or thing. Has a regular rhyme pattern, very often having four lines per verse, with the 2nd and 4th lines rhyming. Can be used to create an atmosphere and express mood or feeling. Has an irregular rhythm. A unit of verse consisting of words in a single row. A verse of a poem. A poem that has 14 lines and its usual rhyme scheme is abbaabba, followed by two or three other rhymes in the remaining six lines. A division of a poem. See rest of unit for more vocabulary relating to poetry!
    • Acrostic Poem JEANNE Jolly Energetic Academic Nice Neat Efficient TASK Write your own Acrostic Poem using your name and/or surname!
    • Metaphors A metaphor compares two unlike things using the words ‘is or was’; e.g. ‘He is a computer’.
      • Read each sentence and write a metaphor for each. For example:
      • She is very fast. She is a speedboat.
      • He is very angry.
      • She is a warm person.
      • He is very mean.
      • She is very pretty.
      • He is very gentle.
      • She is very slow.
    • Colour Poems GREY Grey is the playground just before lunch time. Grey is the fog as it swirls around the houses. Grey is the colour of the shells lying on the beach in winter. Grey is the rainy spray on an afternoon road. Grey is the soft coat on my mouse. Grey is grey, And most of all Grey is my tired mum’s hair. TASK Use a Y-chart to determine what your chosen colour looks, feels and sounds like. Then write a colour poem using metaphors (not the words directly from the Y-chart) .
    • Similes A simile compares two unlike things using the words ‘like’ or ‘as’; e.g. ‘My friend is like a diamond’.
      • Read each sentence and write a simile for each. For example:
      • She shines like …….. the sun.
      • He laughs like a ………..
      • He waddled like a ……..
      • The crowd poured into Jade Stadium like ……… into a paddock.
      • As big as a ………
      • The players lumbered like …….. through mud to get to the try line.
      • He clung like a ……. to his surfboard.
    • Simile Poems SHAPE OF A GREYHOUND A head like a snake A neck like a drake A back like a beam A belly like a bream A foot like a cat A tail like a rat. TASK Use the model to write your own simile poem.
    • Figurative Language LITERAL LANGUAGE Literal language is meaning exactly what you say; e.g. Go jump in the lake. FIGURATIVE LANGUAGE Figurative language is saying one thing and meaning another; e.g. ‘Go jump in a lake!’
      • What would the meaning of these sentences be if you took them literally:
      • The test was a real killer!
      • Are you chilling?
      • Please give me a break!
      • That boy is two-faced!
      • My friend drives me up the wall!
      • Read the sentences and decide if they should be taken literally (L) or figuratively (F):
      • He was the apple of my eye.
      • He was very nice.
      • She had a mouth like a speedboat.
      • He had a crush on her.
      • She was a very good student.
      • He had a bleeding heart for animals.
    • Alliteration repeats a consonant over and over; e.g. ‘Betty bought some butter but the butter was bitter’. TASK: The ‘Toothpaste’ and ‘Snail’ shape poems use alliteration. Write a shape poem from one of these ideas using alliteration: A rugby ball, a snake, a flower, a ghost, a star, a banana, a pair of glasses, your choice. Shape Poems
    • Rap Read the rap to yourself. Use the rhythm. Write-a-Rap Rap Hey, everybody, let’s write a rap. First there’s a rhythm you’ll need to clap. Keep that rhythm and stay in time, ‘ cause a rap needs rhythm and a good strong rhyme. “ But what’ll we write?” I hear you shout. There ain’t no rules for what a rap’s about. You can rap about a robber, you can rap about a king, You can rap about a chewed up piece of string… (well, you can rap about almost …… anything!
    • Rap You can rap about the ceiling, you can rap about the floor, you can rap about the window, write a rap on the door. You can rap about things that are mean or pleasant, you can rap about wrapping up a Christmas present. You can rap about a mystery hidden in a box, you can rap about a pair of smelly old socks. You can rap about something that’s over and gone, you can rap about something that’s going on and on and on But when you think there just ain’t nothing left to say….. you can wrap it all up and put it away. It’s a rap. It’s a rap. It’s a rap rap rap rap RAP! By Tony Mitten
    • A Poem to Perform
      • TASK
      • Make notes to help you write a rap about the Treaty (at least 8 lines long).
      • Think about: things that happened that are not fair (protest) or use some of the ideas from the leaves off the ‘poet-tree’.
      • Write a draft first:
      • Line 1 The Treaty is ……….. and
      • Line 2 ……………..
      • …………………… ..
      • Line 8 ……………..
      • Practice reading your rap and clap the rhythm.
      • Change anything you need to.
      • Read your rap to the class, using expression, timing, volume, speed and rhythm.
    • Limerick A limerick is a fun poem that has five lines. Lines one, two and five have three strong downbeats and the ends rhyme. Lines three and four have two strong downbeats and rhyme. O’Toole There once was a boy named O’Toole Who didn’t act smart when at school. He tried to read books But got dirty looks, And he grew up to be quite a fool. Anna Maria Anna Maria from France Hated to sing and to dance But she boogied one day What and awful display! When her neighbour set fire to her pants. TASK: Try write your own limerick.