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Tuesday 29 May 2012

Poetry Jam

I am in a temporary highschool English position until the end of the year and I am planning the poetry unit. I came across this awesome site with some poetry infused mini-lesson plans, activities and classroom management strategies.

I love poetry and trying to make it fun for students, so these activities were right up my alley. They are great for classroom teachers and TTOCs who are in for a day or more.

Poetry in the classroom:

Before students arrive, write your favorite short poem on the board.
As students enter the classroom, direct their attention to the poem. Explain to them why this poem is important to you. Point out the language and imagery that the poet uses and explain why it appeals to you. If the poem reminds you of a particular feeling or experience, share that with the class as well.
Ask volunteers to tell the class about poems they enjoy. (If students are stuck, remind them that song lyrics are also poetry.) Encourage students to tell what they like about their favorite poem. What do they think of when they read or hear it?
Then point to the poem on the board and ask, "Are you sure this is a poem? How do you know?" Invite students to brainstorm answers to the question. List student ideas on the board.
After students generate a short list of poem characteristics, ask students to work in pairs or small groups to think of more poems they like. Where do they see and hear poetry? How is poetry used in the world around them?
Stress Reliever:
If the intensity level gets high, you might want to encourage relaxation and good listening skills by having periodic "poetry breaks."
Invite students to get comfortable and listen as you read a soothing poem.
Encourage students to pay attention to the images in the poem. Ask them to visualize the scenes and feelings that the poem describes. You can also have students sketch what they "see" as they listen to the poem.
Ask volunteers to share their ideas and drawings with the class.
Poetry Bank:
Create a poetry bank in the classroom! [or as a TTOC on your USB drive or binder/bag of tricks] Collect books of poetry and copies of poems and lyrics that students might enjoy. The class can use these poems as models and read them when they have free time.

Ask the school librarian for suggestions. Good starting points include:
The Norton Anthology of Poetry by Margaret Ferguson
100 Great Poems by Women by Carolyn Kizer
The Collected Poems of Langston Hughes by Langston Hughes
And Still I Rise: Poems by Maya Anglou

What Is a Poem, Anyway?
Materials: research materials, tape or CD player, and audio recordings
What is a poem? Invite students to think about this question. Encourage them to use textbooks, library books, and other sources to help them explore.
Write the question on the board, and ask the class to brainstorm a list of ideas.
Divide students into pairs or small groups. Give each group a different writing sample. Examples include: a journal entry, a narrative poem, a limerick, a letter, an e. e. cummings poem, a short biographical sketch, and several jazz and hip-hop songs. (If possible, provide students with lyrics and recordings.)
Have each group work together to decide whether their writing sample is a poem. Ask them to list reasons for their conclusion.
Have each group present their ideas to the class.
Finally, write a class definition of the word "poem."

Cracking the Code:
Materials: a poem of your choice
Choose a poem that has lots of interesting language and imagery, such as Robert Frost's "The Road Not Taken" or Rudyard Kipling's "If." Then invite the class to work together to "crack" the poem's "code."
Distribute copies of the poem or display it on the overhead projector. Ask students to work in pairs or small groups.
Ask students to use what they know to answer questions such as:
  • What type of poem is this? How can you tell?
  • What is the poem about?
  • How does the poet feel about the topic? What point is the poet trying to make?
  • How does the poet use language? Can you find rhymes, alliteration, similes, or metaphors?
  • What kind of images does this poet use? What do you see, hear, smell, taste, and feel as you read it?
This site has many more great, simple ideas to try. Read more on TeacherVision: http://www.teachervision.fen.com/poetry/curriculum-planning/6218.html#ixzz1wKDVDcri

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