The document summarizes different types of poems that could be used in a classroom including haiku, narrative poems, acrostic poems, bio poems, limericks, free verse, and provides examples and resources for each. Websites with interactive activities and examples are included to help teach students about various poems. Pictures and their sources are cited at the end.
Made as part of my MLIS degree. It is a quiz so in the original presentation it is not a straight thru presentation but a click your own adventure style :)
Made as part of my MLIS degree. It is a quiz so in the original presentation it is not a straight thru presentation but a click your own adventure style :)
These books of poetry were selected by the NCTE committee for Excellence in Children's Poetry. These books were published in 2015 and were names to the 2016 Notable Poetry books list.
Prepared by Karen Hildebrand.
EBSCO Publishing Citation Format MLA (Modern Language Asso.docxtidwellveronique
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corrections before using. Pay special attention to personal names, capitalization, and
dates. Always consult your library resources for the exact formatting and punctuation
guidelines.
Works Cited
Fong, Bobby. “Roethke’s `My Papa’s Waltz’.” College Literature, vol. 17, no. 1, Feb. 1990, p. 78.
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Section:
NOTES & DISCUSSION
ROETHKE'S "MY PAPA'S WALTZ"
Most recent critics of Theodore Roethke's work give "My Papa's Waltz" short shrift. If mentioned
at all, it is characterized as depicting the father's "mixture of tenderness and brutality" and the
child's "admiration and fear."[ 1] The waltz is at once a "happy and terrifying activity" that,
biographically, reflects "Roethke's vacillation toward his father, registering playful but poignant
tones in stanzas of iambic trimeter."[ 2]
Some of my students are able to perceive the poem as thus holding fear and joy in tension, but
mainly these are the ones who see the poem dispassionately, as a play of words on the page
where waltzing and romped are juxtaposed with battered and scraped and beat, where the child
is "waltzed off to bed" holding on "like death." The others, however, divide into two camps,
united by their common insistence that one emotion predominates, either fear or joy.
One party's interpretation accords with that of X. J. Kennedy, who argues:
Most readers find the speaker's attitude toward his father affectionate, and take this recollection
of childhood to be a happy one. But at least one reader, concentrating on certain details, once
wrote: "Roethke expresses his resentment for his father, a drunken brute with dirty hands and a
whiskey breath who carelessly hurt the child's ear and manhandled him." Although this reader
accurately noticed some of the events in the poem and perceived that in the son's hanging on to
the father "like death" there is something desperate, he missed the tone of the poem and so
misunderstood it altogether. Among other things, this reader didn't notice the rollicking rhythms
http://support.ebsco.com/help/?int=ehost&lang=en&feature_id=MLA
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https://mail.google.com/mail/u/0/#m_6866258545076574701_bib1
https:.
These books of poetry were selected by the NCTE committee for Excellence in Children's Poetry. These books were published in 2015 and were names to the 2016 Notable Poetry books list.
Prepared by Karen Hildebrand.
EBSCO Publishing Citation Format MLA (Modern Language Asso.docxtidwellveronique
EBSCO Publishing Citation Format: MLA (Modern Language Assoc.):
NOTE: Review the instructions at
http://support.ebsco.com/help/?int=ehost&lang=en&feature_id=MLA and make any necessary
corrections before using. Pay special attention to personal names, capitalization, and
dates. Always consult your library resources for the exact formatting and punctuation
guidelines.
Works Cited
Fong, Bobby. “Roethke’s `My Papa’s Waltz’.” College Literature, vol. 17, no. 1, Feb. 1990, p. 78.
EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-
plus.
<!--Additional Information:
Persistent link to this record (Permalink):
http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus
End of citation-->
Section:
NOTES & DISCUSSION
ROETHKE'S "MY PAPA'S WALTZ"
Most recent critics of Theodore Roethke's work give "My Papa's Waltz" short shrift. If mentioned
at all, it is characterized as depicting the father's "mixture of tenderness and brutality" and the
child's "admiration and fear."[ 1] The waltz is at once a "happy and terrifying activity" that,
biographically, reflects "Roethke's vacillation toward his father, registering playful but poignant
tones in stanzas of iambic trimeter."[ 2]
Some of my students are able to perceive the poem as thus holding fear and joy in tension, but
mainly these are the ones who see the poem dispassionately, as a play of words on the page
where waltzing and romped are juxtaposed with battered and scraped and beat, where the child
is "waltzed off to bed" holding on "like death." The others, however, divide into two camps,
united by their common insistence that one emotion predominates, either fear or joy.
One party's interpretation accords with that of X. J. Kennedy, who argues:
Most readers find the speaker's attitude toward his father affectionate, and take this recollection
of childhood to be a happy one. But at least one reader, concentrating on certain details, once
wrote: "Roethke expresses his resentment for his father, a drunken brute with dirty hands and a
whiskey breath who carelessly hurt the child's ear and manhandled him." Although this reader
accurately noticed some of the events in the poem and perceived that in the son's hanging on to
the father "like death" there is something desperate, he missed the tone of the poem and so
misunderstood it altogether. Among other things, this reader didn't notice the rollicking rhythms
http://support.ebsco.com/help/?int=ehost&lang=en&feature_id=MLA
http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus
http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus
http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus
http://search.ebscohost.com/login.aspx?direct=true&db=lkh&AN=9609111563&site=lrc-plus
https://mail.google.com/mail/u/0/#m_6866258545076574701_bib1
https:.
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In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2. Their Story… Everybody always talks about them, and everybody has heard of them. They say that they have taken on the biggest monster waves on the planet. Nobody has seen them but everybody hears about them. They are…THE SURFING LEGENDS
3. HAIKU Connections to 3-blocks: I would use this poem during word study. Connections to skill, strategy, or idea: I would use this to teach syllables within words and phrases. With good usage of syllables, students can have better flow and rhythm in their writing. Resources: http://www.kidzone.ws/poetry/haiku.htm This is a website where students can go and learn what a haiku is along with examples. They then can print off worksheets to guide them through writing their own haiku and analyzing a haiku poem. http://www.pbs.org/parents/creativity/ideas/haiku.html This is a great interactive website where students can create their own haiku with a bunch of already chosen words. The lines are labeled by the number of syllables needed in each line, and then students drag the words to a line to form a haiku poem. Format Line 1: 5 syllables Line 2: 7 syllables (longer than first and last line) Line 3: 5 syllables (same length as first line) No Rhyming (Fountas2001)
4. HAIKU Surfer on hisboard Paddling to catch a wave Ready to take flight
5. NARRATIVE POEM Connection to 3-blocks: I would use this in Reading Workshop. Connection to skill, strategy, or idea: I would use this to teach sequence of events. Since a narrative poem tells a story, students can identify what happened and in what order in the story. Resources: http://www2.nkfust.edu.tw/~emchen/CLit/poetry_types.htm I like this website because it is kid friendly. It tells what a narrative poem is, along with a lyric poem and examples of both. http://www.poetryarchive.org/childrensarchive/home.do This is a great website not just for narrative poems but any poem. Children can search poems by theme or interest and then once they pick a poem it also reads it out loud to them if they want it to. Tells a story or a sequence of events Does not have to rhyme but can Many lines Similar in style to a short story Epics: used in history to pass down stories about heroes Ballads: a song (Fountas2001)
6. NARRATIVE POEM He thrust his joy against the weight of the sea;climbed through, slid under those long banks of foam--(hawthorn hedges in spring, thorns in the face stinging).How his brown strength drove through the hollow and coilof green-through weirs of water!Muscle of arm thrust down long muscle of water;and swimming so, went out of sightwhere mortal, masterful, frail, the gulls went wheelingin air as he in water, with delight.Turn homethe sun goes down; swimmer, turn home.Last leaf of gold vanishes from the sea-curve.Take the big roller’s shoulder, speed and serve;come to the long beach home like a gull diving.For on the sand the grey-wolf sea lies, snarling,cold twilight wind splits the waves’ hair and showsthe bones they worry in their wolf-teeth. O, wind blowsand sea crouches on sand, fawning and mouthing;drops there and snatches again, drops and again snatchesits broken toys, its whitened pebbles and shells. By Judith Wright (Wright 2010)
7. ACROSTIC POEM Connections to 3-blocks: I would use this in Reading Workshop. Connection to skill, strategy, or idea: I would use it to teach summarizing. Student can get a main idea from the book being read and write an acrostic poem to summarize the main idea of the book. Resources: http://www.readwritethink.org/classroom-resources/student-interactives/acrostic-poems-30045.html This website is an interactive activity that students can do online. The website helps guide them in making their own acrostic poem using the word acrostic. It shows them the process and helps them understand what type of poem it is. http://www.netrover.com/~kingskid/poetry/acrostic_poem.htm This website helps students create an acrostic poem using their name. It guides them through creating adjectives that describes them and then creates the acrostic poem for them after they come up with the words for it. Spell out a word that relates to what you want to write a poem about Spell the word vertically down a page Write a word, phrase, or sentence that relates to the word spelled. Start each line with a letter of the spelled word
8. ACROSTIC POEM Stand, balance, and ride Up at sunrise and home at sundown Relaxed and laid back Float on water Excited for big and dangerous waves Real legends of the water
9. BIO POEM Connection to 3-blocks: I would use this in Reading Workshop. Connection to skill, strategy, or idea: I would use this as a character analysis strategy and to help them summarize a story. The students could read a story, analyze the character by writing the poem, and then discuss them in their literature circles. Resources: http://www.gips.org/Technology/T.I.E./Mangers-Johnson/Poetry%20Unit/Bio_Poem_Format.html This is a great website that shows the format of a bio poem. Students can use it to write one, fill it out online, or print it out to write one as well. http://cuip.uchicago.edu/~adarice/cwsite/poems/poembio.htm#own I would use this website to show students the definition of a bio poem, an example, and an outline of the format all in one website. A formula poem Insert word into pre-established structure Describes a character Line 1: Name of character in capital letters Line 2: 4 words that describe character Line 3: Word or phrase that describes relationship Line 4: Start with “Who Fears” and list 3 things Line 5: Start with “Who Would Like” followed by 3 items Line 6: Start with “RESIDENT OF” Line 7: Character’s last name (Fountas 2001)
10. BIO POEM CODY Stubborn, caring, risk taker, optimistic Hates the way his life is going and is waiting for his big break to live a life as a surfer Who fears working at the fish market his whole life Who would like to live his dream and become a famous surfer Resident of Shiverpool MAVERICK
11. LIMERICK Connection to 3-blocks: I would use this in Word Study. Connection to skill, strategy, or idea: Since there is a lot of rhyming in a limerick, students will have to be aware of many vocabulary words. I would show them how to use a thesaurus and also do vocabulary work with them to broaden their word knowledge. References: http://ettcweb.lr.k12.nj.us/forms/newpoem.htm This is an interactive website that lets kids create an instant limerick. It lets them fill in the blanks and creates the poem. It also gives an examples of what a limerick is as well. http://www.dmoz.org/Arts/Literature/Poetry/Forms/Fixed_Verse_Forms/Limerick/ This is a great resource website for children. It gives many kid friendly sights where they can find funny limericks to read and look at for examples. Humorous poems 5 lines Line 1: Rhymes with second line Line 2: Rhymes with first line Line 3: Rhymes with fourth line Line 4: Rhymes with third line Line 5: Surprise ending/humorous statement/rhymes with first line (Fountas2001)
12. LIMERICK There was a surfer on a board Going toward coral as sharp as a sword He didn’t know what to do His stomach was turning as if he had the flu His alarm went off and his mind was restored
13. FREE VERSE Connection to 3-blocks: I would use this poem in Writing Workshop. Connection to skill, strategy, or idea: I would use this in writing workshop for students to pick a topic and write about it. It would give them a chance to write to express and show me they can write with voice. Resources: http://www.gigglepoetry.com/poetryclass/limerickcontesthelp.html This is a great resource for children to use if they want to see an example of a limerick or if they want to see the format. It’s all kid friendly poems with humor. http://www.learner.org/teacherslab/math/patterns/limerick/limerick_acttxt.html This website is great because a limerick is already made, but it allows students to put new phrases and words in to alter the already made limerick poem. Does not rhyme No regular rhythm Poet creates rules of how poem should look, sound, and express meaning (Fountas2001)
14. FREE VERSE Surfing eases my mind of turmoil and stress I feel at one with nature and peace at mind It gives me strength to get through the hard times in life It gives me courage when a scary moment comes in life It puts me on top of the world Making me believe that I can do anything
15. Works Cited for Pictures Caribbean Surfing. Retrieved May 18, 2011 from http://blog.luxuryrealestate.com/articles/2009/06/15/caribbean-surfing-jim-walberg%E2%80%99s-top-picks Cody Maverick. Retrieved May 18, 2011 from http://www.threemoviebuffs.com/review/surfsup Sunset Surfer. Retrieved May 18, 2011 from http://mystuffspace.com/graphics/graphic/sunset-surfer Surf Line. Retrieved May 18, 2011 from http://www.easternshoremagazine.com/2010/10/ocean-city-maryland-surf-reports-surf.html Surf Poster. Retrieved May 18, 2011 from http://starsontop.com/sports/tag/surf-posters/ Surfer. Retrieved May 18, 2011 from http://www.graphicshunt.com/images/surfer-9610.htm Surfer At Sunset. Retrieved May 18, 2011 from http://www.kaneva.com/mykaneva/PictureDetail.aspx?assetId=5331392 Surfer Girl. Retrieved May 18, 2011 from http://s226.photobucket.com/albums/dd284/dis0rder/?action=view¤t=surfing-1.jpg&
16. Resource Websites Acrostic Poem Creator. (2009). Retrieved May 18, 2011 from http://www.netrover.com/~kingskid/poetry/acrostic_poem.htm Bio Poem. Retrieved May 18, 2011 from http://cuip.uchicago.edu/~adarice/cwsite/poems/poembio.htm#own Bio Poem Format. Retrieved May 18, 2011 from http://www.gips.org/Technology/T.I.E./Mangers-Johnson/Poetry%20Unit/Bio_Poem_Format.html Children’s Literature. (2009). Retrieved May 18, 2011 from http://www2.nkfust.edu.tw/~emchen/CLit/poetry_types.htmKid Zone. (2011). Retrieved May 18, 2011 from http://www.kidzone.ws/poetry/haiku.htm Educational Tecnology Training Center. (2005). Retrieved May 18, 2011 from http://ettcweb.lr.k12.nj.us/forms/newpoem.htm Giggle Poetry. Retrieved May 18, 2011 from http://www.gigglepoetry.com/poetryclass/limerickcontesthelp.html Limerick Factory. Retrieved May 18, 2011 from http://www.learner.org/teacherslab/math/patterns/limerick/limerick_acttxt.html Open Directory Project. (2007). Retrieved May 18, 2011 from http://www.dmoz.org/Arts/Literature/Poetry/Forms/Fixed_Verse_Forms/Limerick/ PBS. (2011). Retrieved May 18, 2011 from http://www.pbs.org/parents/creativity/ideas/haiku.html Read Write Think. (2011). Retrieved May 18, 2011 from http://www.readwritethink.org/classroom-resources/student-interactives/acrostic-poems-30045.html The Children’s Poetry Archive. (2005). Retrieved May 18, 2011 from http://www.poetryarchive.org/childrensarchive/home.do
17. Works Cited for Text Fountas, I.C., & Pinnell, G.S. (2001). Guiding readers and writers: teaching comprehension, genre, and content literacy (pp. 410-422). Portsmouth, NH: Heinemann Wright, J.(2010). The surfer. Retrieved May 18, 2011 from http://www.poemhunter.com/poem/the-surfer-2/