Poetry and Verse Chapter 4

Defining Poetry Poetry is a poet’s intuition of truth Deals with the essence of life “ the opposite of hypocrisy” (Corso)  “ Poetry has a beat that repeats, words that chime, and images we have not imagined before.”  “ Poetry is rainbow writing” Eve Merriam

Poetry is a poet’s intuition of truth

Deals with the essence of life

“ the opposite of hypocrisy” (Corso)

Values of Poetry 1. share feelings, experiences, and visions 2. discover the power of words 3. expand vocabulary 4. look at details of the world in new way 5. can find a poem to match every mood 6. succinct - less intimidating than books

1. share feelings, experiences, and visions

2. discover the power of words

3. expand vocabulary

4. look at details of the world in new way

5. can find a poem to match every mood

6. succinct - less intimidating than books

Criteria for Evaluating Poetry p. 94 Language is innovative and surprising Astonishes readers with careful word choices and original comparisons Sounds are combined in ways that make words sing Rhyme, rhythm, repetition, and other sound elements are used purposefully to convey meaning Form helps the reader understand more about the subject or mood Subjects speaks to reader and are highly engaging

Language is innovative and surprising

Astonishes readers with careful word choices and original comparisons

Sounds are combined in ways that make words sing

Rhyme, rhythm, repetition, and other sound elements are used purposefully to convey meaning

Form helps the reader understand more about the subject or mood

Subjects speaks to reader and are highly engaging

Children’s Poetry Preferences

Characteristics of Poems children Prefer Grades 1 – 3 (Primary) narrative, limericks, about strange and fantastic events, alliteration, onomatopoeia, rhyming Grades 4 – 6 (Upper Elementary) humorous, rhythmic, contemporary, narrative, limericks, poems related to their experiences Grades 7 – 9 humorous narratives, rhyme, familiar experiences

Grades 1 – 3 (Primary)

narrative, limericks, about strange and fantastic events, alliteration, onomatopoeia, rhyming

Grades 4 – 6 (Upper Elementary)

humorous, rhythmic, contemporary, narrative, limericks, poems related to their experiences

Grades 7 – 9

humorous narratives, rhyme, familiar experiences

Research Findings page 97 Like Narratives and limericks popular with all ages Prefer rhyme, rhythm, and sound Prefer contemporary poems Poems they can understand Poems that relate to personal experience Dislike Free verse and haiku most disliked Dislike imagery or figurative language Highly abstract poems Haiku poems consistently disliked

Like

Narratives and limericks popular with all ages

Prefer rhyme, rhythm, and sound

Prefer contemporary poems

Poems they can understand

Poems that relate to personal experience

Dislike

Free verse and haiku most disliked

Dislike imagery or figurative language

Highly abstract poems

Haiku poems consistently disliked

Research Findings (McClure, 1985) Classroom experiences change children’s responses to poetry Children like serious poetry, blank verse, and extended imagery Possible reasons for difference between this and other research findings: poetry was on required classroom list books included visual aspects of poetry teaching methods emphasize both study and structure of poetry responses

Classroom experiences change children’s responses to poetry

Children like serious poetry, blank verse, and extended imagery

Possible reasons for difference between this and other research findings:

poetry was on required classroom list

books included visual aspects of poetry

teaching methods emphasize both study and structure of poetry responses

Poets Use Language in Interesting Ways

Figurative Language Similes Metaphors Serve as models and expand methods of expression Personification Metaphor By Eve Merriam Morning is a new sheet of paper for you to write on. Whatever you want to say, all day, until night folds it up and files it away. The bright words and the dark words are gone until dawn and a new day to write on.

Similes

Metaphors

Serve as models and expand methods of expression

Personification

Rhythm, Rhyme, and Repetition Rhythm the movement of words in the poem; the stress; number and pattern of syllables; pronounced beats

Rhythm

the movement of words in the poem; the stress; number and pattern of syllables; pronounced beats

Uses of Rhythm Highlight or emphasize specific words Enjoyment (initiate joining in orally) Dramatic effect Establish mood Reinforce content

Highlight or emphasize specific words

Enjoyment (initiate joining in orally)

Dramatic effect

Establish mood

Reinforce content

Rhyme and Other Sound Patterns Can be at the end of a line or within a line Consonance: repetition of consonant sounds Assonance: repetition of vowel sounds

Can be at the end of a line or within a line

Consonance: repetition of consonant sounds

Assonance: repetition of vowel sounds

Repetition Enriches or emphasizes words or phrases

Enriches or emphasizes words or phrases

Alliteration: repetition of initial consonants The Meal Timothy Tompkins had turnips and tea. The turnips were tiny. He ate at least three. And the, for dessert, He had onions and ice. He liked that so much That he ordered it twice. He had two cups of ketchup, A prune, a pickle. “ Delicious.” said Timothy. “ Well worth a nickel.” He folded his napkin And hastened to add, “ It’s one of the loveliest breakfasts I’ve had.” … .Karla Kuskin

The Meal

Timothy Tompkins had turnips and tea.

The turnips were tiny.

He ate at least three.

And the, for dessert,

He had onions and ice.

He liked that so much

That he ordered it twice.

He had two cups of ketchup,

A prune, a pickle.

“ Delicious.” said Timothy.

“ Well worth a nickel.”

He folded his napkin

And hastened to add,

“ It’s one of the loveliest breakfasts I’ve had.”

… .Karla Kuskin

Onomatopoeia: words sound like what they mean Galoshes Susie’s galoshes Make splishes and splashes And slooshes and sloshes. As Susie steps slowly Along in the slush. They stamp and they tramp On the ice and concrete, They get stuck in the muck and the mud; But Susie likes much best to hear The slippery slush As it slooshes and sloshes, And splishes and sploshes, All around her galoshes? … Rhoda Bacmeister

Galoshes

Susie’s galoshes

Make splishes and splashes

And slooshes and sloshes.

As Susie steps slowly

Along in the slush.

They stamp and they tramp

On the ice and concrete,

They get stuck in the muck and the mud;

But Susie likes much best to hear

The slippery slush

As it slooshes and sloshes,

And splishes and sploshes,

All around her galoshes?

… Rhoda Bacmeister

Imagery Use of sensory images of sight, sound, touch, smell and taste words which help us see, hear, feel, taste, smell and touch

Use of sensory images of sight, sound, touch, smell and taste

words which help us see, hear, feel, taste, smell and touch

Shape Shape and space increases impact of words word division line division punctuation capitalization stanzas white space arrangement of poem

Shape and space increases impact of words

word division

line division

punctuation

capitalization

stanzas

white space

arrangement of poem

Poetry Comes in a Variety of Forms

Tell Stories Rapid action and typically chronological order Narrative Poems

Tell Stories

Rapid action and typically chronological order

Ballad narrative folk songs usually focus is heroism or tragedy dramatic and fast-paced incidents and dialogue

Ballad

narrative folk songs

usually focus is heroism or tragedy

dramatic and fast-paced incidents and dialogue

Lyric Poems musical, sing a song usually brief, descriptive, and focus on personal moment emphasize sound and picture imagery rather than narrative or drama

musical, sing a song

usually brief, descriptive, and focus on personal moment

emphasize sound and picture

imagery rather than narrative or drama

Limerick short, witty, poem Lines 1, 2, and 5 rhyme with 3 beats Lines 3 and 4 rhyme with 2 beats

short, witty, poem

Lines 1, 2, and 5 rhyme with 3 beats

Lines 3 and 4 rhyme with 2 beats

Concrete shape and content match

shape and content match

Haiku lines 1 and 3 = 5 syllables lines 2 = 7 syllables A tanka is a poetic form in which two –seven-syllable lines are added to a haiku . Spring : A Haiku Story by G. Shannon & M. Zeldis

lines 1 and 3 = 5 syllables

lines 2 = 7 syllables

Free Verse Generally unrhymed

Generally unrhymed

line 1 = 1 noun line 2 = 2 words describing the title line 3 = 3 action words related to title line 4 = 4 words about feelings about title line 5 = 1 word related to title Cinquain Because of complexity, cinquain and haiku not recommended for beginning poet

line 1 = 1 noun

line 2 = 2 words describing the title

line 3 = 3 action words related to title

line 4 = 4 words about feelings about title

line 5 = 1 word related to title

Using Poetry in the Classroom 1. Share poetry frequently. Adults rarely share poetry with children. Over 75% of middle school teachers said they read poetry to children less than once a month. 2. Use in context, not isolation. Anthologies discourage enjoyment. Share at appropriate times and in total curriculum, not just literature .

1. Share poetry frequently.

Adults rarely share poetry with children. Over 75% of middle school teachers said they read poetry to children less than once a month.

2. Use in context, not isolation.

Anthologies discourage enjoyment.

Share at appropriate times and in total curriculum, not just literature .

3. Provide many and frequent experiences with poetry. 4. Read aloud. Allow interaction and time for the poem to be internalized. Don’t introduce by having children read silently. 5. Discuss it. Don’t “worksheet” it to death Sometimes what is left unsaid is more important than what is said. 6. Memorizing poems does not enhance their enjoyment. 7. Understanding poetry is a continual process that builds on experience.

3. Provide many and frequent experiences with poetry.

4. Read aloud.

Allow interaction and time for the poem to be internalized.

Don’t introduce by having children read silently.

5. Discuss it. Don’t “worksheet” it to death

Sometimes what is left unsaid is more important than what is said.

6. Memorizing poems does not enhance their enjoyment.

7. Understanding poetry is a continual process that builds on experience.

Criteria for Selecting Poetry 1. Can children understand it? With adult help? 2. Does it stir emotion (delight, sadness)? 3. Does it play with the sounds of language? 4. Is it age appropriate? 5. Does it allow the the reader to be interactive with poem? 6. Is the subject matter appealing, appropriate? 7. Will it be able to stand up under repeated readings? 8. Will it accompany you through life?

1. Can children understand it? With adult help?

2. Does it stir emotion (delight, sadness)?

3. Does it play with the sounds of language?

4. Is it age appropriate?

5. Does it allow the the reader to be interactive with poem?

6. Is the subject matter appealing, appropriate?

7. Will it be able to stand up under repeated readings?

8. Will it accompany you through life?

Anthologies vs. Single Volumes Anthologies -Textbooks and anthologizers often include well-known poems that are public domain -May offer more use because of multiple topics, themes included and indexed -Can be found in general indexes Single Volumes - More costly to build a collection of individual titles - May be utilized more by individual students

Anthologies

-Textbooks and anthologizers often include well-known poems that are public domain

-May offer more use because of multiple topics, themes included and indexed

-Can be found in general indexes

Single Volumes

- More costly to build a collection of individual titles

- May be utilized more by individual students

Types of Poetry

Nursery Rhymes

Appeal of Mother Goose Rhythm - like a song without notes develop language, auditory, and listening skills repetition - alliteration (consonant sounds) hyperbole - exaggeration good and bad characters

Rhythm - like a song without notes

develop language, auditory, and listening skills

repetition - alliteration (consonant sounds)

hyperbole - exaggeration

good and bad characters

Types of Mother Goose Books collections Individual titles

Nonsense and Humorous Lewis Carroll Shel Silverstein Jack Prelutsky William Jay Smith John Ciardi N. M. Bodecker Lear Laura Richards

Lewis Carroll

Shel Silverstein

Jack Prelutsky

William Jay Smith

John Ciardi

N. M. Bodecker

Lear

Laura Richards

Nature Poems Robert Frost Aileen Fisher Byrd Baylor Paul Fleischman

Robert Frost

Aileen Fisher

Byrd Baylor

Paul Fleischman

Characters, Situations, and Locations Myra Cohn Livingston Valerie Worth David McCord

Myra Cohn Livingston

Valerie Worth

David McCord

Moods and Feelings Langston Hughes Cynthia Rylant

Langston Hughes

Cynthia Rylant

Sports Growing Up

On the Road of Stars : Native American Night Poems and Sleep Charms by John Bierhorst , Judy Pedersen fifty-one poems and sleep charms in a large-format picture book

Animals

Witches and Ghosts

Methods of Sharing Poetry Listen to poetry Move to poetry Dramatize poetry Choral speaking Write poetry Share poetry read aloud, post it, accordion- pleated book

Listen to poetry

Move to poetry

Dramatize poetry

Choral speaking

Write poetry

Share poetry

read aloud, post it, accordion- pleated book

“Choose Your Own Poetry Award Winner”. Read a poem every day Choose a poet of the week month Use poems across the curriculum Use poems around a theme

“Choose Your Own Poetry Award Winner”.

Read a poem every day

Choose a poet of the week month

Use poems across the curriculum

Use poems around a theme

Good Resource Books Dunning & Stafford (1992). Getting the Knack: 20 Poetry Writing Exercises . McCord. One Day at a Time: Collected Poems for the Young Larick, N. (1991). Let’s Do a Poem

Dunning & Stafford (1992). Getting the Knack: 20 Poetry Writing Exercises .

McCord. One Day at a Time: Collected Poems for the Young

Larick, N. (1991). Let’s Do a Poem

Web Sites of Note http://www.poets.org/ (see p. 118 of text) http://www.surfnetkids.com/games/pubpoem-ws.htm [try the virtual poetry] http://www.poetryzone.ndirect.co.uk/index2.htm

http://www.poets.org/ (see p. 118 of text)

http://www.surfnetkids.com/games/pubpoem-ws.htm [try the virtual poetry]

http://www.poetryzone.ndirect.co.uk/index2.htm