Ode to a Poem HAPPY Hour Workshop Dr. Verkler, HAPPY Hour Chair, Karen.Verkler@ucf.edu All quoted material is from the following website: http://www.njcu.edu/cill/vol4/moulton-holmes.html Because poetry exists in all cultures, it is universally appealing to students. Poetry gives students the opportunity to play with language and to learn a large variety of language skills, such as parts of speech, syntax, and vocabulary. It also allows for creativity and visualization, and serves as a mode by which literature can be integrated into any content area. Furthermore, poetry can be used to help students process large amounts of information and/or a means by which the teacher can assess the students comprehension and/or interpretation of lesson content. There are many different forms of poetry, other than the typical rhyming poetry. Below are examples of some of the different types of poetry. PATTERN POEMS Pattern poems are short poems that encourage students to focus on their ideas about a theme without being overly concerned about the format of the poem. Students can complete these poems quickly. They are more challenging and satisfying to students than worksheets, and they offer a chance for students to share their work in a noncompetitive manner. Many patterns can be used with all levels and ages of learners (Davidson & Wheat, 1989; Townsend, 1982 cited at the above website. Acrostic Poem In an acrostic poem, a word is spelled vertically, and words are arranged the central word to describe it or expand on its meaning in some way. This poem can be used as a self-description or as an icebreaker. An example of an acrostic poem, using the word VERKLER. The Catalog Poem Verbose energetic weightlifte R hardworker mother bicyclist teacher
The catalog poem is great for learning vocabulary without having to focus on syntax. Most of the poem-except for the last line consists of present participles (-ing verbs). The present participles are related to a particular noun that is not revealed until the final line of the poem. A game can be created by successive revelation of each line until the students guess the last line the main idea- of the poem. Playing with yarn Chasing mice Sleeping Eating Hissing Clawing Jumping Running Meowing Cats, cats, cats The Cinquain This type of poem also focuses on vocabulary development. Students can compose a cinquain individually or collaboratively. As a collaborative effort, we have found that students negotiate the nuances of vocabulary when they brainstorm possible words to use in each line. They also assist each other s understanding of parts of speech as they discard and select their vocabulary choices according to the format of the poem. While the cinquain can begin with any noun citing a person, place, or thing, we have also found that as an individualized activity, it makes an interesting icebreaker when the noun is the students' own names. It can also be used to summarize a story's theme or main character or a concept in math, science, or other content areas. Format of a cinquain: Line 1: A noun (the subject of the poem) Line 2: Two words that describe the subject (noun + adjective; adjective + adjective) Line 3: Three action verbs (-ing verbs) depicting actions related to the subject Line 4: 2-4 words expressing a feeling the poet has about the subject (often a verb phrase) Line 5: A noun that is a synonym for the subject or that sums it up
Example: Caribbean beautiful, peaceful sailing, jetskiing, fishing Yearning for the islands Paradise The Diamante The diamante is closely related to the cinquain, for its format, in terms of grammar, uses the same parts of speech almost in the same sequence. The difference, however, lies in the diamante's antithetical focus. While the traditional cinquain begins and ends with synonyms, the diamante begins and ends with antonyms, encouraging students to expand their vocabulary. We have found that the easiest way for students to write diamantes is to move both forward and backward at the same time; that is, they begin with the first and last lines and work their way toward the middle. Format of a diamante: Line 1: One noun Line 2: Two adjectives describing the noun Line 3: Three participles (-ing or ed words) or verbs Line 4: Four nouns, two related to the first noun and two related to the second noun (the noun at the end) Line 5: Two adjectives describing the second noun (the noun at the end) Line 6: Two adjectives related to the second noun Line 7: One noun (an antonym of the noun on Line 1) Suggestion: Start by thinking of two opposite nouns. Put on one Line 1 and the second one on Line 7. Then work your way toward the middle of the poem. Example of a diamante: Square Symmetrical, conventional Shaping, measuring, balancing Boxes, rooms, clocks, halos Encircling, circumnavigating, enclosing
Round, continuous Circle Haiku A haiku is a more complex pattern poem that includes whole sentences. Using a highly specified format of three lines containing 17 syllables, this Japanese poem depicts aspects of nature. Format of a haiku: Line 1: Five syllables Line 2: Seven syllables Line 3: Five syllables The red blossom bends And drips its dew to the ground Like a tear it falls. CONCRETE POETRY (also known as SHAPE POETRY) In concrete poetry, words relating to a particular topic are used to create a picture/shape of the topic. This mode of poetry allows the writer/reader of the poem to form a visual connection between the topic s shape and the words depicting/describing the topic. You can tell what the poem is about without actually reading it. Website for concrete poetry printables below: http://www.teachervision.fen.com/poetry/printable/
Definition Poem The following information is from the following website: http://www.k12handhelds.com/data/samples/poetry/poetry_book.html#alphabet_ head A definition poem defines something using metaphors or imagery. This is special language that paints a picture for the reader. It is much more interesting than a regular dictionary definition. Definition poems generally use free verse (i.e., they have no regular rules for rhythm or meter). Example of a definition poem: Dancing is beautiful movement Dancing is freedom It is a means of self-expression Dance brings out our emotions Dance is a form of communication It allows your heart to speak Dancing is poetry in motion Dancing is free Dancing is my life RESOURCES Website for concrete poetry: http://www.teachervision.fen.com/poetry/printable/5418.html http://volweb.utk.edu/school/bedford/harrisms/haiku.htm http://www.teachervision.fen.com/poetry/printable/5418.html http://www.uoregon.edu/~leslieob/diamantes.html http://www.readwritethink.org http://www.njcu.edu/cill/vol4/moulton-holmes.html http://www.wild-about-woods.org.uk/elearning/concretepoetry/ http://www.ehow.com/how_4750927_write-concrete-poem.html
http://www.k12handhelds.com/data/samples/poetry/poetry_book.html#alphabet_ head http://www.readwritethink.org/classroom-resources/lessonplans/discovering-poetic-form-structure-211.html Curtain, H., & Dahlberg, C. (2004). Languages and Children: Making the Match. Boston: Pearson, Allyn and Bacon.