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Riwp Presentation Transcript

  • 1. Using Riddle PoemsTo Teach Poetic ElementsHank MaineRIWP Summer InstituteJuly 19, 2004
  • 2. K W LWhat do you Know aboutpoetry?What would you like tolearn?What did you Learn fromThe lesson?
  • 3. The purpose of the lesson isto teach poetic elements sostudents can identify themin their reading and utilizethem in their writing.Why are we learning this?
  • 4. Standards and GLEs E1c-student readsinformational materials todevelop expertise andproduces written ororal workthat reflects these points. E3b-student participates ingroup meetings E3c-student prepares anddelivers an individualpresentation E5b-student produces workinat least one literary genre thatfollows the conventions of thegenre NEGLE W1-student appliesunderstanding of the structures oflanguage in a particulargenre ofwriting NEGLE W2, W3-student writes inresponse to literary orinformational text NEGLE W9-student appliesconventions of a particulargenreof writing NEGLE R1-student uses wordidentification skills and strategies NEGLE R2, R3, R4, R7-studentapplies vocabulary strategies andunderstanding of literary andinformational text
  • 5. What is a Riddle Poem?I like to feel it Firmand cool-And Round beneath my feetIt’s one of hundreds shoulderingA long-enduring street.I like to muse who felt it first-And why They trod, and when,To fit in patterns-edge to edge-The paths fromNow to Then.Ruth TenzerFeldmanCobblestone
  • 6. What amI?Writing aRiddle Poem
  • 7. Getting Started Choose an answer Brainstorm Use a thesaurus Think like the object Use figurative language
  • 8. Step 1: Begin with youranswerortopicYour topic can beconcrete like a desk, acar, or even a person.You can also choosesomething abstract likehappiness or peace
  • 9. Step 2: BrainstormCreate a list of words and ideas related to andassociated with yourtopic.Thinkwith all yoursenses: where do you see, hear,smell, taste and touch things related to yourtopic?Example: waterClouds, wet, rain, liquid, fish, stream, river,lake, pool, pond, swimming, ocean, ice,glacier, steam, snow, boats, sailing
  • 10. Also thinkof words orideas that are opposite oropposed to yourtopicExample: WaterEarth, fire, dry, air
  • 11. Choose some words youbrainstormed and look uptheir synonyms in athesaurus. Look up synonymsfor your topic tooUse a rhyming dictionary to lookup words that rhyme with theones in yourlist
  • 12. Thinklike the object: Try describing theworld from the object’s point of view.What do you see, hear, feel? What do youdo? What do you like?What would a riverthink?I run downhillI make canyonsFish live in me
  • 13. Try using figurative language:Describe yourtopic using figurativelanguage to give cluesSimile: Pools that reflect likemirrorsMetaphor: Streams are fish roadsPersonification: The rain played asteady beat
  • 14. DraftingOnce you’ve gatheredyournotes, you’re readyto begin a draft.How should weStart?
  • 15. Let’s start with the ideas of watercutting canyons and reflectinglike a mirrorI amlike a mirrorwhen I’mstillI amstrongerthan stone whenI move
  • 16. Sounds good but bland. Tryplaying with the word orderStill, I am like a mirrorFast, I’m stronger thanstone
  • 17. Now use yourbrainstormto adddifferent poetic elements likepersonification, metaphors, andmaybe even rhymeTry different line and wordcombinations. Sometimes even theslightest change can make a bigdifference. Read yourpoem aloud andplay with the words and orderuntil itmakes sense and sounds right.
  • 18. Publishing YourFinal DraftPublish yourpoemin a creative wayUse form and shape the poemlike itstopicUse a creative background that doublesas a clueDraw a picture to go with yourpoemMake an audio recording of yourpoem
  • 19. Have students generate a rubricforthe assignment. Include anexplanation of the poetic elementsin theirpoems and how they usedthemHave a poetry reading and invite parents,administrators, otherclasses and outside guests.Have the audience try to guess the riddle.Display the poems in yourclassroomand schoolbuilding
  • 20. Thoughts and Questions Should students workindependently oringroups? What are some otherfollow-up activities? How should I differentiate the lesson forstudents at various levels? How can I integrate this lesson to othersubjectareas? How can I introduce different types of poetryinto the lesson? How can I use this with different genres ofliterature?
  • 21. Bibliography  Feldman, Ruth Tenzer. “Guess What”Cobblestone, March 1995, 24-25 Claggett, Fran, Louann Reid and Ruth Vinz. Daybook of critical Reading andWriting.Wilmington, Massachusetts: Great Source Education Group, 1999 Writing Riddle Poems. NCTE/IRA, marcopolo. 2003; cited July, 2004http://www.readwrtiethink.org Zemelman, Steven and Harvey Daniels. A Community of Writers.Portsmouth, NH: Heinemann, 1988 Caravia, Lori. Riddle Poem. University of Illinois, Urbana-Champaign,November 6,1997; cited July, 2004http://www.ed.uiuc.edu/YLP/97-98/97-98_units/97-98mini- unit/LCaravia Miller, Carol Rawlings. 50 Writing Lessons That Work. New York: ScholasticProfessional Books, 1999 My Students and My Collegues. Western Hills Middle School. Cranston, Rhode
  • 22. Thank You!The End