This document provides information about creating a poetry anthology focused on the theme of "Living in New Zealand." It outlines types of poems to include such as haiku, limericks, and sonnets. Students are instructed to write at least three original poems using different forms and include three poems by New Zealand authors. Guidelines are provided for presenting the anthology digitally with audio recordings.

1. Types of Poetry
Creating a poetry anthology
Christine Wells & Gavin Fitzhenry

2. Learning Intentions
 Research different types of poetry
 Identify and describe key characteristics of each type of
poetry
 Identify a theme to write poetry about

3. Success Criteria
 Demonstrate knowledge of different types of poetry by
creating a poetry anthology
 Demonstrate understanding of a theme by writing poetry
based upon the theme

4. Gathering
Processing
Thinking Applying
Random Poetry
Relating to others
Using language, text and symbols
Managing self
Participating and contributing
1.Choose a stimulating resource e.ga photo, ornament, or a skull.
2.Divide class into 3 groups.
3.Ask class to study resource intensely.
4.Ask each person to write down 1 word about the resource.
Group 1 = a noun each Group 2 = a verb each Group 3 = an
adjective each
5. Each word is thought of individually without discussion. It is
written on a piece of paper and put into a box.
6. The words are then mixed up and drawn out randomly.
7. As they are drawn out, they are called out and each student
writes down the words in long lines keeping the order strictly as
drawn.
8. The class is now asked to produce a poem from the words

6. Gathering
Processing
Kinaesthetic Poem
1.Hand out poetry anthologies.
2.Give everyone a number between 1 and 5.
3.Ask everyone to turn to page 10 and write down the line
number which corresponds to the number they have been
given.
4.Repeat x 7
5.Students read their poem to their neighbour and then
share with class.
6.Give title and illustrate.
Thinking
Relating to others
Using language, text and
symbols
Managing self
Participating and contributing

7. Haiku
Gathering
Haiku poems come from Japan.
Haiku usually have simple themes and images.
Haiku are short poems, usually seventeen syllables long:
the first and third line contain five syllables
the second line contains seven syllables.
The graveyard stands still
A moment is a lifetime
People pass beyond
Thinking
Managing self

8. Haiku
Flourishing despite
Your rough inconstant climate,
I shake but am still. Processing
Count the syllables.
Do these poems conform to the rules of haiku?
Your name is on the
Internet under those dead -
Resting at St Mark’s.
Haikus often capture a feeling, a perception or a snapshot of
something. Although brief they can provoke deep thought.
Thinking
Managing self
Participating and
contributing

9. Haiku
Try writing your own Haiku.
Choose a simple idea:
a leaf
a puddle
a cloud
a time of day/the year.
Remember, your Haiku might capture:
a scene
a thought
Thinking
an atmosphere Using language, text and
symbols
a moment. Managing self
Participating and
contributing
Applying

10. Haiku
Processing
Now read this poem
How does Wendy Cope break the usual conventions of the
haiku?
Strugnell’s Haiku
The opening to the poem November evening;
creates an image of an autumn The moon is up, rooks settle,
evening. The pubs are open.
Wendy Cope
The part about the pub surprises us because this is not what we
Thinking
expect the poet to be thinking about.
Relating to others
Using language, text and
symbols
Managing self
Participating and contributing

11. Limerick

12. Gathering
Limerick rules
 The limerick consists of five lines.
 The last line always rhymes with the first two lines.
 The third and fourth lines rhyme with each other. Thinking
Managing self
 Rhyme scheme aa bb a Participating
and
contributing
 Lines one, two and five may have from eight to eleven
syllables.
 Lines three and four may have from five to seven syllables.
 The last line of the limerick is special as it contains the joke
or punch line.

13. Limerick Gathering
Processing
A limerick is a fun, comic type of poem. Look at
these example and, in pairs, see if you can make
a list of the features of a limerick.
There was an old man with a beard,
Who said, ‘It’s just as I feared –
Two owls and a hen,
Four larks and a wren,
Have all built their nests in my beard.
There once was a girl from Pinner,
Who ate spiders with chips for her dinner.
They were tricky to catch,
She was really no match,
And by Christmas was very much thinner.
Thinking
Relating to others
Using language, text and symbols
Managing self
Participating and contributing

14. Limerick
Limericks are usually five lines in length.
Limericks normally have a rhyme scheme of a,a,b,b,a
and follow a regular rhythm.
Limericks often begin with similar lines such as:
There once was a man from…
There was a young lady from…
There is a sing-song quality to limericks that make
them suitable for light-hearted, funny ideas.
Thinking
Gathering Managing self
Participating and
contributing

15. Limerick
Now have ago at writing your own limerick.
Remember to use the correct rhyme scheme and rhythm.
Here are some starters you might try:
There was a young man from Orewa …
A young student who truanted school …
A teacher who didn’t like teaching …
Or you could write a limerick about a NZ celebrity!
Thinking
Using language, text
Processing and symbols
Applying Managing self
Participating and
contributing

16. Sonnet

17. Sonnet Thinking
Managing self
A sonnet is a lyric poem of fourteen lines in iambic
pentameter, linked by a pre-set rhyme scheme.
Shakespeare wrote lots of sonnets which were
particularly popular in the Jacobean and Elizabethan
eras.
Often sonnets have love as their theme.
On the next slide you will see another Shakespeare sonnet, from his
play Romeo and Juliet. Drag the letters at the bottom of the slide next
to each line of poetry to show the rhyme scheme of the sonnet.
Gathering

18. Sonnet

19. Activity
Some forms of poetry lend themselves to some subjects easier
than others.
Can you write a haiku about your school?
Processing
Or a limerick about the sky?
Applying
Could a sonnet be funny?
Choose one of the forms of poetry we have looked at and write a
poem using this picture for inspiration.
Did others choose
the same poetic
form? Compare
your poem with
others in your class.
Thinking
Relating to others
Using language, text and symbols
Managing self
Participating and contributing

20. Gathering
Processing
Task: Poetry Anthology Applying
 This collection of poems/song lyrics will be based on a theme
called Living in New Zealand. Before you begin your teacher will
encourage you to brainstorm aspects of your life and your life in
Aotearoa.
 This assessment may be completed individually or in pairs.
If choosing to work in pairs you must complete double the
amount an individual does.
 This anthology will include at least 3 (6) original works
written by you in chosen poetic forms on the living in New
Zealand theme. One of these original poems must be at least 10
lines in length. (Free verse)
 http://edhelper.com/ReadingComprehension_31_14.html
Thinking
 http://thewordshop.tripod.com/forms.html Relating to others
Using language, text and symbols
Managing self
Participating and contributing

21. Getting started
 Brainstorm, what aspects of living in New Zealand you wish to focus on.
 Also your anthology will include at least 3 (6) chosen poems/song
lyrics by a variety of New Zealand writers.
Poetry Links:
 http://aonzpsa.blogspot.co.nz/
 http://newzealandpoetry.org/journal/
 http://www.nzetc.org/iiml/bestnzpoems/index.html This link is great. Just
open, click on the year then contents. Some poems in this collection are
audible.
 If you want to include song lyrics you will do the research. The writer(s) must
be living in, or born in New Zealand.

22. Presentation
 You are to present this
anthology as a digital essay
using imovie, educreations (an
ipad app) or moviemaker. You
can present visuals as photos,
words, animations, moving
images or any combination. You
may use one technique for one
poem then change to a different
technique for the next poem.
 You must record yourself reading
at least two poems (one must be
your creation). These may be
shared with the class.

23. Helpful links
Check out these links to see what can be done with animated
poetry.
 Here are some of Billy Collins (past Poets Laureate) poetry which
has been turned into short animated films:
http://www.bcactionpoet.org/
You might also like to see/hear him speak in this TED Talk!
http://www.ted.com/talks/billy_collins_everyday_moments_caug
ht_in_time.html
 You will have class and homework time to research, write, collect
and present your anthology.
 Follow the timeline on Ultranet to keep track of when this
assessment is due.

24. Assessment Schedule
Achieved • The theme of Living in NZ is evident in some
poems.
• At least 3 original poems are included in the
anthology.
• At least 3 poems by NZ authors are included in
the anthology.
• One original poem is at least 10 lines long.
• A range of poetic styles is used.
Merit • The theme of Living in NZ is evident in all
poems.
• At least 3 original poems are included in the
anthology.
• At least 3 poems by NZ authors are included in
the anthology.
• One original poem is at least 10 lines long.
• A range of poetic styles is used correctly.
Excellence • The theme of Living in NZ is clearly articulated in
all poems.
• At least 3 original poems are included in the
anthology.
• At least 3 poems by NZ authors are included in
the anthology.
• One original poem is at least 10 lines long.
• A range of poetic styles is used correctly and
effectively.