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Poetry for Children


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Poetry for Children

  1. 1. Ashley J. Rivera AvilesRoxanna Z. Molinary Infante
  2. 2. What is Poetry? Who Knows? Not a rose, but the scent of the rose; Not the sky, but the light in the sky; Not the fly, but the gleam of the fly; Not the sea, but the sound of the sea; Not myself, but what makes me See, hear, and feel something that prose Cannot: and what it is who knows?(*from Eleanor Farjeons Poems for Children,1938)
  3. 3.  Poetry is the most emotionally charged means of written expression and it consists of words arranged in patterns of sound and imagery to spark an emotional, and intellectual, response from us. Poetry is the language of the imagination, of feelings, of emotional self-expression, of high art. Prose explains, but poetry sings. The language in poetry is musical, precise, memorable, and magical. (Russell, 2005, pp. 176-177)
  4. 4.  Poetry was not considered a genre It was used for moral teachings for children Much later in time, writers began to introduce the idea of poetry for the enjoyment of children; eventually developing poetry into a genre
  5. 5.  Most ancient forms of poetry were first carried out in oral forms and some of them did not survive the transition from oral to written. › Ballads › Lullabies › Nursery Rhymes
  6. 6. Humpty dumpty sat on a wall. Humpty dumpty had a great fall.All the king’s horses and all the king’s men,Couldn’t put humpty together again.
  7. 7. Imagery› Literal Images › Figurative Images  Visual  Simile  Tactile  Auditory  Metaphor  Olfactory  Kinesthetic  Personification  Gustatory
  8. 8. The sun was shining on the sea, Shining with all his might: He did his very best to makeThey consist of things wecan see. The billows smooth and bright - And this was odd, because it was The middle of the night. (Lewis Carroll)
  9. 9. Through the green twilight of aThey appeal to our hedge,sense of touch. I peered with cheek on the cool leaves pressed (Walter de la Mare)
  10. 10. They suggest the Bow-wow, says the dog,sounds of things, Mew, mew says the cat,usually resulting in an Grunt, grunt, goes the hog,effect And squeak goes the rat.“onomatopoeia” Tu, whu, says the owl, Quack, quack, says the duck,(Words that imitate And what the cuckoo sayssounds or sounds you know.that are linked with (Mother Goose)objects).
  11. 11. As Mommy washed up and the children played,They suggest the smell of warm butter filled thesmells of things. air. (Anonymous)
  12. 12. A poem once stopped me on the street. Ive got a poem stuck on myThey refer to actions feet.or motions. A poem attacked me in the shower. I find a poem most every hour! (Mark Stansell)
  13. 13. A mouse found a beautiful piece of plum cake, The richest and sweetest thatThey suggest the mortal could make:tastes of things. Twas heavy with citron and fragrant with spice, And covered with sugar all sparkling as ice. (Iona and Peter Opie)
  14. 14. It is a stated "My love is like a red, red rose"comparison, (Robert Burn)employing aconnective such as"like" or "as".
  15. 15. It is an implied In the morning the citycomparison, not Spreads its wingsdirectly stated with Making a songwords such as "like" In stone that sings.and "as". (Langston Hughes)
  16. 16. Here human qualities "The Night was creeping onare given to an the ground!inanimate object, an She crept and did not make aabstract idea, or a sound"force of nature. (James Stephens)
  17. 17. Sound PatternsRhythm: Rhyme:the pattern of stressed the repetition of similarand unstressed syllables sounds in the two or in language. more words.
  18. 18.  End rhyme: the repetition of the ending sounds in two or more lines. Alliteration: the repetition of initial sounds in two or more words. Assonance: the repetition of vowel sounds within words. Consonance: the repetition of consonant sounds within words, often with a variation in adjoining vowels.
  19. 19. One, two, buckle my shoe; Three, four, shut the door; Five, six, pick up sticks; Seven, eight,lay them straight; Nine, ten, a big, fat hen.
  20. 20. Peter Piper picked a peck of pickled peppers.A peck of pickled peppers Peter Piper picked.If Peter Piper picked a peck of pickled peppers, How many pickled peppers did Peter Piper pick?
  21. 21. Hickory Dickory Dock,The mouse ran up the clock, The clock struck one, The mouse ran down, Hickory Dickory Dock!
  22. 22. A flea and a fly Flew up in a flue. Said the flea, "Let us fly!" Said the fly, "Let us flee!"So they flew through a flap in the flue.
  23. 23. Nonsense verse HumorComic Fun way of Themesthemes introducing that areabout children to playfulevents that rhyme, andare rhythm, meter amusinglynonsense or and verse possibleimpossible pattern.
  24. 24. Everyday World Traditional Ballads Life is real and  Passed down orally earnest from generations. Real yet imaginative  Carried out by sailors Portray the and travelers. consciousness of  Song story with real children and Rhythm, danceable their everyday play.  Plotted narrative For and about  Anonymous author children  Themes tend to be tragic.
  25. 25. Narrative Poems Lyric Poetry Story poems  Ancient Greek poetry All age and themes performed with a Beginning, middle and lyre. end  Songlike Characters and plot  Express clearly thoughts or feelings.  Moods evoked by well chosen words.
  26. 26. Nature Around the World Sensitive and  Poetry from other imaginative lands interpretation of  Different languages nature that kindles a  Understandable responsive spark in universal illustrations the reader. Animals
  27. 27.  Poetry has been used for teaching since its first forms centuries ago. Teaching vs. sermon (Theodore Geisel Seuss) Infinite possibilities in teaching subjects. Useful characteristics of poetry for ESL learners: › Rhyme › Rhythm › Repetition › Humor
  28. 28. Reading Poetry Aloud to Children Poetry should be introduced first and frequently to children in an oral form. Most poetry is best read aloud. Childrens oral language is the basis for their later acquisition of literacy. We need to practice reading the poems ahead of time and frequently. Keep in mind that poetry should be read for its meaning and enunciated words clearly. Pay attention to the poets punctuation and slow down your normal reading pace to give full value to each sound.
  29. 29.  Some poems need to be performed and dramatized. Using your voice to make special effects, such as variations of volume, pitch, and speech rate, and even a dramatic pause. Brief encounters with one to three poems at a time are best. Too many poems in one sitting may overwhelm students or make the reading tedious. After reading the poem, be sure to announce the name of the poet so that children discover the writers they especially enjoy. Some poems warrant discussion. Children can take the opportunity to tell how the poem made them feel or what it make them think about.
  30. 30.  Choral poetry consists of interpreting and saying a poem together as a group activity. Children enjoy this way of experiencing poetry because they have a participatory role in the activity. Short, humorous narrative poems are good first choices. Options for reading a poem chorally include unison, two- or three-part, solo voices, cumulative buildup, and simultaneous voices. Incorporating action, gestures, body movements, and finger plays can produce more interesting and enjoyable presentations.
  31. 31.  Children need to be very familiar with poetry of many kinds before they should be expected to compose poems. Teachers often start the writing of poetry as a collaborative effort. The class brainstorms for ideas and then composes the poem in groups or pairs. Childrens poetry follows no absolute rules; perfection of form should not be a goal. They should be reminded that poetry is a form of communication and that they should think of an idea, feeling, or event to write about in their poems.
  32. 32.  We can encourage children to compile personal and class anthologies of their own poems or their favorite poems. We can encourage children to model the works of professional poets by attempting imitation of a whole poem or of specific techniques. We can read aloud many poems of one poetic form, and then analyze the form to reveal the characteristics of its structure.
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  34. 34. Books: Elementary Children’s Literature (Nancy A. Anderson,2006) Children’s Literature Briefly (Michael Tunnell, James Jacobs,2008) Literature and the Child (Lee Galda, Bernice E. Cullinan,2002)Websites: journal.html Google - Images