Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. Using Riddle PoemsTo Teach Poetic ElementsHank MaineRIWP Summer InstituteJuly 19, 2004
  2. 2. K W LWhat do you Know aboutpoetry?What would you like tolearn?What did you Learn fromThe lesson?
  3. 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. 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. 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. 6. What amI?Writing aRiddle Poem
  7. 7. Getting Started Choose an answer Brainstorm Use a thesaurus Think like the object Use figurative language
  8. 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. 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. 10. Also thinkof words orideas that are opposite oropposed to yourtopicExample: WaterEarth, fire, dry, air
  11. 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. 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. 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. 14. DraftingOnce you’ve gatheredyournotes, you’re readyto begin a draft.How should weStart?
  15. 15. Let’s start with the ideas of watercutting canyons and reflectinglike a mirrorI amlike a mirrorwhen I’mstillI amstrongerthan stone whenI move
  16. 16. Sounds good but bland. Tryplaying with the word orderStill, I am like a mirrorFast, I’m stronger thanstone
  17. 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. 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. 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. 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. 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. 22. Thank You!The End