Poems to Say Thank You - PowerPoint

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					 Fall In Love With Poems


        Collaborative Poetry

• When children hear, write, and recite
  poetry, they understand more deeply the
  qualities of verse — the importance of
  sound, compactness, internal integrity,
  imagination and line.

• Working collaboratively on poetry provides
  a safe structure for student creativity.
       How to Begin the Poetic
• Begin the unit by reading poems aloud to the
  class, one or more per day for a few days.
• When you read a poem for the first time, students
  should simply listen. If desired, use a motivator —
  a read aloud, a picture, an experience — to
  establish an anticipatory set.
• If you want them to have copies of the poem give
  it to them after the first reading and the brief
  discussion that follows.

        Read Twice or Thrice
• Read each poem at least twice. In classes
  with strong volunteer readers, encourage
  students to read small sections of the piece
  to create a second reading (or third, if the
  poem is brief and a second reading by you
  is most appropriate). Different voices will
  bring something different to each reading.

         Ask What Struck You
• After the first reading, ask students to tell what
  they noticed about the poem. What word or lines
  "jumped out" at them? All answers are correct;
  students are simply telling what happened to them
  as they listened to the poem. When appropriate,
  students can be asked to hypothesize why
  particular elements were memorable. Look for
  teachable moments here, but be brief and to the

    What and What not to Focus
• Keep enjoyment of the poem itself the top priority.
• Mention figures of speech and other terminologies
  if you think that makes it easy to discuss the
• When you read a second time ask the students to
  listen for specific elements. For example, if
  someone had pointed to a funny line, ask the
  students to listen for other lines they think are

Read and Write a Poem

           Level One

     Read Some Nursery Rhymes
• Read some nursery rhymes children are familiar
•   Read a second or third time pausing for children to
    give you the rhyming words.
•   Now read aloud only the rhyming words.
•   Mix up the rhyming words and ask the children to
•   Ask the children to give you other rhyming words
    for the one they find in the nursery rhyme.

                Syllable Clap
• Begin by telling students that while some words
  rhyme, all words have one or more beats,
  depending on how many word parts they contain.
• Demonstrate how to clap out the beats, or
  syllables, in your first name. Clap your name out a
  second time, but this time ask students to count the
  number of times you clap.
• Tell students that the number of claps they
  counted is the number of beats, or syllables, in
  your name. Invite students to join you in clapping
  out the beats in each of their first names.
• Have children use rhythm instruments or body
  parts to beat out the syllables.
              Catch a Little Rhyme
                  Eve Merriam
    Once upon a time
    I caught a little rhyme

    I set it on the floor
    but it ran right out the door

    I chased it on my bicycle
    but it melted to an icicle

    I scooped it up in my hat
    but it turned into a cat
I caught it by the tail
but it stretched into a whale

I followed it in a boat
but it changed into a goat

When I fed it tin and paper
it became a tall skyscraper

Then it grew into a kite
and flew far out of sight...
    Word Family Rhyme Charts
• Copy the poem onto a piece of chart paper.
• Have students to circle each set of rhyming words
  with contrasting colours.
• Use a separate piece of chart paper to write each
  pair of rhyming words. Have students use markers
  to underline the word endings that rhyme in each
• Guide students to notice that sometimes word
  endings that rhyme are spelled the same and other
  times they are spelled differently. Encourage the
  discovery that word endings that look different
  sometimes sound the same.
        More Work with Rhymes
• Repeat this activity with other poems and stories
    that rhyme.
•   As you discover more rhyming words, add them to
    the list of words that share the same word ending
•   If you wish, you may use a separate piece of chart
    paper for each family of word endings.
•   Ask them to find nonsense rhyming words and use
    a different colour marker to write them.
•   Display the word charts around the classroom.
•   Use the lists of rhyming words you generate to
    help students write their own rhyming poems.
Read and Write a Poem

          Level Two

  Be Glad Your Nose is on Your Face
          by Jack Prelutsky
• Be glad your nose is on your face,
  not pasted on some other place,
  for if it were where it is not,
  you might dislike your nose a lot.

  Imagine if your precious nose
  were sandwiched in between your toes,
  that clearly would not be a treat,
  for you'd be forced to smell your feet.

• Your nose would be a source of dread
  were it attached atop your head,
  it soon would drive you to despair,
  forever tickled by your hair.

  Within your ear, your nose would be
  an absolute catastrophe,
  for when you were obliged to sneeze,
  your brain would rattle from the breeze.

• Your nose, instead, through thick and thin,
  remains between your eyes and chin,
  not pasted on some other place--
  be glad your nose is on your face!
• Show a picture of some animals and their

• In insects, the sense of smell is located
  chiefly in the antennae.

• Most amphibians (the group that includes
  frogs, toads and salamanders) sense smell
  using an organ inside their mouths.

            Class Discussion
• Ask the students if anyone among them has ever
  banged his/her nose against something.
• Where else could our noses be located to avoid
  such accidents?
• As you read the poem, make sure to put humorous
  emphasis on the last line of each of the middle
  stanzas to demonstrate how each caps its verse.
  For example, show the class through your reading
  how unpleasant it would be to "be forced to smell
  your feet."

              Work in Groups
Work in groups of 3 and decide at least 3
activities you can ask the students to do.

Keep in mind the age and level of the students you
teach while planning the activities.

Think of a project work that you can give to
the students related to „nose‟, „smell‟, etc.

                   Writing Poetry
Work with the handout.


Ask the whole class to work together.

Collect the individual lines from students, put them
in order — randomly or intentionally — and read the
poem aloud as a whole.

    Individual and Collaborative
For the whole class you say:
"Write a poetry line that includes a color followed
  by the word 'as' and a comparison“

For the individual you say:
 "Write a poem in which almost every line includes
  a color followed by the word 'as' and a
  comparison. Locate the poem in a familiar place."

    Choral Readings for Poems
• As your students continue to hear and write
  poetry throughout the year, give them
  opportunities to participate in recitations by
  the whole class, small groups or individuals.
• Ask them to read poems specially suited for
  choral reading.
• Ask them to read the poems written by

Read and Write a Poem

         Level Three

        Emily Dickinson
A bird came down the walk:
He did not know I saw;
He bit an angle-worm in halves
And ate the fellow, raw.

And then he drank a dew
From a convenient grass,
And then hopped sidewise to the wall
To let a beetle pass.
He glanced with rapid eyes
That hurried all abroad,--
They looked like frightened beads, I thought;
He stirred his velvet head
Like one in danger; cautious,
I offered him a crumb,
And he unrolled his feathers
And rowed him softer home
Than oars divide the ocean,
Too silver for a seam,
Or butterflies, off banks of noon,
Leap, splashless, as they swim.
• Introduce the lesson by telling students that today
  they will read a poem by Emily Dickinson, who
  lived in Massachusetts in the 1800s and wrote
  thousands of poems.
• Together as a class, read "A Bird came down the
  Walk—" chorally.
• The students should recognize that there is a
  consistent rhythm (or pattern of beats), like in a
  song or nursery rhyme. You may want to have
  your students count out the syllables (or beats)
  with you.
                 Short Measure
• The first two lines have 6 syllables, the third line 8
    syllables, and the fourth line 6 syllables.
•   Poets call this pattern "short measure" because
    there are so few beats in each line.
•   Dickinson doesn't adhere strictly to the rules. The
    fourth and fifth stanzas have additional—or
    sometimes one too few—syllables in a few lines.
•   Many hymns are in short measure. With your
    students, read or listen to a hymn.
•   You will find some hymns at http://www.ipl.org/
          Image and Metaphor
• Read the poem aloud again. Ask the students:
  What is this poem about? Be sure they understand
  that Dickinson is describing the physical qualities
  of a bird and its behavior-hopping, eating, flying,
  and so on.
• Show them paintings of birds, ask them to watch
  birds and think of the birds' shape, feathers, and
  features (eyes or beak, for example.)
• They can consider Qs such as; What would the
  bird feel like to touch? How would you describe
  this movement of the birds? How would you
  describe the sound they make?
                 Cluster Web
Give them the cluster web handout.

Ask the students to write "bird" in the center circle
and to fill in the circles around it with the words they
would use to describe a bird.

Then they should fill in the circles attached to those
words with the next words that come to mind.




           Second Reading
• Now, read the poem again with your
 students and ask them how Dickinson
 describes a bird. Does Dickinson describe
 some of the same qualities they saw in the
 images and found through the brainstorming
 activity? Ask your students to think about
 how Dickinson uses words to describe the

 Introduce Simile and Metaphor
Emily Dickinson compares two seemingly
unlike things.
"He glanced with rapid eyes / That hurried… ”
  The eyes are treated like a creature, able to run around. Can you picture the
  movement of the bird's eyes? How does this image add to your experience of the

"They looked like frightened Beads"
  The eyes are compared to "beads." What do beads look like? Why might
  Dickinson compare the bird's eyes to beads? These "beads" are then given
  a human characteristic—the quality of being frightened. Can eyes be
  frightened? Does this mean the bird is frightened?
"And he unrolled his feathers / And rowed him softer
  Here Dickinson describes the motion of a bird spreading its wings, but
  now the wings become oars. Can you visualize the act of rowing?
  Does this motion make you think of flying? Dickinson compares the
  sky to the sea. What similarities are there between the two? Is flying
  through the sky a "softer" motion than rowing through the water? In
  what way?

"Butterflies… Leap, plashless as they swim"
  In this line, the bird is now a butterfly, and the butterflies become fish
  or dolphins jumping into the sea. Might flying be like swimming
  through the air? Why might butterflies be "plashless" (or splashless)?
  Do you make a splash when you leap through the air?

         Classroom Activities
• Now, to reinforce these ideas (and have
  some fun), have your students act out the
  poem together as a class. Begin with the
  first line: what would a bird look like as it
  "came down the Walk"? What is the birds'
  stance, attitude, or movement? Continue to
  the second and third lines ….

               Write a Poem
• Give them the „write a poem‟ handout.
• Have them observe a living thing: a squirrel, a
  beetle, ants, etc — just preferably not a bird.
• As they watch their object, have them fill out the
  handout. Be sure they note how their animal or
  insect moves and how it reacts to its environment.
• As they're working, give each student another
  copy of the Web Cluster handout. The second part
  of the worksheet asks them to make a web cluster
  for their new object.
               Third Reading
• Now, gather everyone together back in your
  classroom. Reread the Dickinson poem as a class
  and review its meter. Here you should make
  students aware of the poem's rhyming scheme:
  ABCB. Ask the students to write a 2 stanza (or 8
  line) poem for their animal using 2 metaphors and
  the same meter and rhyming scheme as in
  Dickinson's poem. They should use their
  completed handout and web cluster to guide them.
  Encourage the students to help one another count
  out syllables and find rhyming words.
• Have the students share their poems with the class.
    Ask students to submit a portfolio of their work
    from this lesson, including their two web
    clusters, Write a Poem! handout, and completed
    poem. Assess them based on the rubric below,
    granting point values as preferred.

1. Student participated fully in all activities.
2. Student contributed to class discussion.
3. Student demonstrated an understanding of
   rhythm and meter.
4. Web clusters show connections between
5. Write a Poem! handout shows careful
   observation of an animal/insect.
6. Write a Poem! handout demonstrates an
   understanding of "metaphor."
7. Story displays a synthesis of lessons
8. Poem uses 2 metaphors and appropriate
   rhythm and rhyme.

Read and Write Poems

         Level Four

Read aloud the limerick. Read it again
silently and identify the main features.

There once was a fellow named Maun
With a broad grin he acted like a clown
With his blown up nose
And his funny pose
He became the laughing stock of the town.

1st, 2nd and last lines rhyme.
                                     There once was a fellow named Maun
                                     With a broad grin he acted like a clown
3rd and 4th lines rhyme.             With his blown up nose
                                     And his funny pose
                                     He became the laughing stock of the town.
And the rhythm is
da DUM da da DUM da da DUM
da DUM da da DUM da da DUM
da DUM da da DUM
da DUM da da DUM
da DUM da da DUM da da DUM
        How to write a Limerick
Think of a name: Ram, Lal, Tim, John, etc.
List all the words that rhyme with that name.
Example: Name:
Rhyming words: Lal, call, tall, mall, fall, all, ball, etc.
Write the second line using one of the
rhyming words.
Create a funny incident with the last line.
Complete the third and fourth line of the funny
     This is one of the possibilities.

There once was a fellow named Lal,
He wanted very badly to grow tall
He hung from the gate
To win over his fate
Got a six inch bump hitting the wall.

(He has added 6 inches to himself but has not grown
 taller in the way he expected.)
Read and Write Poems

         Level Five

       Read some Haiku Poems
Ask the students to recognize the main features:
• Very short: just three lines usually fewer than
  twenty syllables long.
  Descriptive: most haiku focus sharply on a detail of
  nature or everyday life.
  Personal: most haiku express a reaction to or
  reflection on what is described.
  Divided into two parts: as they read haiku aloud,
  students should find that each includes a turning
  point, often marked by a dash or colon, where the
  poet shifts from description to reflection, or shifts
  from close-up to a broader perspective.
               Rules of Haiku
• Form: Traditional Japanese haiku have seventeen
  syllables divided into three lines 5, 7, 5,

• Structure: Haiku divide into two parts, with a
  break coming after the first or second line, so that
  the poem seems to make two separate statements
  that are related in some unexpected or indirect
               Rules of Haiku
• Language: Haiku should include what Japanese
  poets call a kigo -- a word that gives the reader a
  clue to the season being described. The kigo can
  be the name of a season (autumn, winter) or a
  subtler clue, such as a reference to the harvest or
  new fallen snow.
• Subject: Haiku present a snapshot of everyday
  experience, revealing an unsuspected significance
  in a detail of nature or human life. Haiku poets
  write for a popular audience and give their
  audience a new way to look at things they have
  probably overlooked in the past.
              Haiku Warm-up
• Brainstorm a glossary of words, e.g. related to
  season: robin, crocus, Final Four for spring;
  heatwave, fireworks, grasshopper for summer;
  jack-o-lantern, harvest, kickoff for autumn; icicle,
  hibernate, holly for winter
• For each season, have students choose an
  occurrence that might be the subject of a haiku
  and brainstorm descriptive language that would
  help a reader visualize that scene.
• List them on the chalk board.
             Writing Haiku
• Have students write a haiku based on some
  personal experience, using at least one of
  the words they have brainstormed in class.
• Pair students to edit and suggest
  improvements to one another's work, then
  hold an in-class haiku festival, having each
  student read his or her poem aloud.
• Ask students to publish their Haiku online.

Read and Write Poems

           Level Six

      Introduce Poetic Devices
Read some poems aloud and introduce…
• Stanza: A group of lines in a poem
  considered as a unit. Stanzas often function
  like paragraphs in prose. Each stanza states
  and develops a single main idea.
• Couplet: Two consecutive lines of poetry
  that work together.

          More Poetic Devices
• Alliteration: The use of words with the same or
  similar beginning sounds, e.g., Peter Piper picked
  a peck of pickled peppers.
• Onomatopoeia: The use of words that imitate
  sounds, e.g., ding dong, boom, swish, gulp, etc.
• Personification: A literary technique in which an
  author assigns human characteristics to inanimate
  things or abstract ideas.

            Class Activities
• Give students some poems and ask them to
  identify example of each poetic device.
• Divide the class into two teams and create a
  game of the activity. See which team can
  find an example of each poetic device first
  and keep score.

    One Poem Different Levels
• The same poem can be used differently at
  different levels.
• For example, choose a poem from

Some Useful EDSITEment Links
•   http://edsitement.neh.gov/lesson_index.asp
•   http://edsitement.neh.gov/view_lesson_plan.asp?id=301
•   http://edsitement.neh.gov/view_lesson_plan.asp?id=354
•   http://edsitement.neh.gov/view_lesson_plan.asp?id=404
•   http://edsitement.neh.gov/view_lesson_plan.asp?id=604
•   http://edsitement.neh.gov/view_lesson_plan.asp?id=259

        Some Useful Resources
•   http://www.teachingstylesonline.com
•   http://www.researchcompanion.com
•   http://www.askrangoo.com/faq
•   http://www.want2learn.com
•   http://www.coursesuseek.com
•   http://www.what2pursue.blogspot.com
• http://bestbooks4u.blogspot.com
• If you have any questions send them to
   Thank You EDSITEment
 EDSITEment is sponsored by the National
Endowment for the Humanities, a small
government agency and all their materials are
free to educators for classroom use. Their
lesson plans and websites have been
reviewed and recommended by a classroom
teacher and a scholar in the subject
area. EDSITEment is supported with funding
from the MCI (Verizon) Foundation.

This powerpoint was kindly donated to

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