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Poetry andVerse

Chapter 4


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Defining Poetry

Poetry is a poets intuition of truth

Deals with the essence of life

the opposite of hypocrisy (Corso)

Poetry has a beat that repeats, words thatchime, and images we have not imagined before.

Poetry is rainbow writing

Eve Merriam


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Values of Poetry

1. share feelings, experiences, and visions

2. discover the power of words

3. expand vocabulary

4. look at details of the world in new way

5. can find a poem to match every mood

6. succinct - less intimidating than books


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Criteria for Evaluating Poetry

p. 94Language is innovative and surprising

Astonishes readers with careful word choices andoriginal comparisons

Sounds are combined in ways that make words singRhyme, rhythm, repetition, and other sound elementsare used purposefully to convey meaning

Form helps the reader understand more about the

subject or moodSubjects speaks to reader and are highly engaging


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Childrens Poetry

Preferences


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Characteristics of Poems

children Prefer

Grades 1 3

(Primary)

narrative, limericks,

about strange and

fantastic events,alliteration,

onomatopoeia, rhyming

Grades 4 6 (Upper

Elementary)

humorous, rhythmic,

contemporary,

narrative, limericks,poems related to their

experiences

Grades 7 9

humorous narratives,

rhyme, familiar

experiences


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Research Findingspage 97

Like

Narratives and

limericks popular with

all ages

Prefer rhyme, rhythm,and sound

Prefer contemporary

poems

Poems they can

understandPoems that relate to

personal experience

Dislike

Free verse and haiku

most disliked

Dislike imagery orfigurative language

Highly abstract poems

Haiku poems

consistently disliked


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Research Findings(McClure, 1985)

Classroom experiences change childrensresponses to poetry

Children like serious poetry, blank verse,

and extended imageryPossible reasons for difference betweenthis and other research findings:

poetry was on required classroom list

books included visual aspects of poetryteaching methods emphasize both study andstructure of poetry responses


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Poets UseLanguage in

Interesting Ways


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Figurative Language

Similes

Metaphors

Serve as models and

expand methods ofexpression

Personification

Metaphor

By Eve Merriam

Morning isa new sheet of paper

for you to write on.

Whatever you want to say,

all day,

until night

folds it up

and files it away.

The bright words and the dark words

are gone

until dawn

and a new day

to write on.


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Rhythm, Rhyme, and Repetition

Rhythm

the movement of

words in the poem;

the stress; numberand pattern of

syllables;

pronounced beats


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Uses of Rhythm

Highlight or

emphasize specific

words

Enjoyment (initiatejoining in orally)

Dramatic effect

Establish moodReinforce content


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Rhyme and Other Sound

Patterns

Can be at the end of

a line or within a line

Consonance:

repetition ofconsonant sounds

Assonance:

repetition of vowel

sounds


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Repetition

Enriches or

emphasizes words

or phrases


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Alliteration:

repetition of initial consonants

The Meal

Timothy Tompkins had turnips and tea.

The turnips were tiny.

He ate at least three.And the, for dessert,

He had onions and ice.

He liked that so much

That he ordered it twice.

He had two cups of ketchup,

A prune, a pickle.Delicious. said Timothy.

Well worth a nickel.

He folded his napkin

And hastened to add,

Its one of the loveliest breakfasts Ive had.

.Karla Kuskin


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Onomatopoeia:

words sound like what they mean

Galoshes

Susies galoshes

Make splishes and splashes

And slooshes and sloshes.

As Susie steps slowly

Along in the slush.They stamp and they tramp

On the ice and concrete,

They get stuck in the muck and themud;

But Susie likes much best to hear

The slippery slushAs it slooshes and sloshes,

And splishes and sploshes,

All around her galoshes?

Rhoda Bacmeister


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Imagery

Use ofsensoryimages of

sight, sound,touch, smelland taste

words whichhelp us see,hear, feel,taste, smell

and touch


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Shape

Shape and space

increases impact of

words

word divisionline division

punctuation

capitalization

stanzas

white space

arrangement of

poem


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Poetry Comes in a

Variety of Forms


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Tell StoriesRapid action and

typically

chronological order

Narrative Poems


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Ballad

narrative folksongs

usually focus is

heroism ortragedy

dramatic and

fast-pacedincidents and

dialogue


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Lyric Poems

musical, sing a song

usually brief,

descriptive, and

focus on personal

moment

emphasize sound

and pictureimagery rather than

narrative or drama


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Limerick

short, witty, poem

Lines 1, 2, and 5 rhyme with

3 beatsLines 3 and 4 rhyme with 2

beats


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Concrete

shape and

content match


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Haiku

lines 1 and 3 = 5

syllables

lines 2 = 7 syllables

A tanka is a poetic

form in which two

seven-syllable lines

are added to a haiku. Spring : AHaiku Storyby G.Shannon &

M. Zeldis


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Free Verse

Generally unrhymed


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line 1 = 1 noun

line 2 = 2 words describing the title

line 3 = 3 action words related to titleline 4 = 4 words about feelings about title

line 5 = 1 word related to title

Cinquain

Because of complexity,

cinquain and haiku not

recommended for

beginning poet


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Using Poetry in the Classroom

1. Share poetry frequently.

Adults rarely share poetry with children. Over 75%of middle school teachers said they read poetry to

children less than once a month.2. Use in context, not isolation.

Anthologies discourage enjoyment.

Share at appropriate times and in total curriculum,

not just literature.


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3. Provide many and frequentexperiences with poetry.

4. Read aloud.Allow interaction and time for the poem to beinternalized.

Dont introduce by having children read silently.

5. Discuss it. Dont worksheet it to deathSometimes what is left unsaid is more important thanwhat is said.

6. Memorizing poems does not enhancetheir enjoyment.

7. Understanding poetry is a continualprocess that builds on experience.


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Criteria for Selecting Poetry

1. Can children understand it? With adult help?

2. Does it stir emotion (delight, sadness)?

3. Does it play with the sounds of language?4. Is it age appropriate?

5. Does it allow the the reader to be interactivewith poem?

6. Is the subject matter appealing, appropriate?7. Will it be able to stand up under repeated

readings?

8. Will it accompany you through life?


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Anthologies vs. Single Volumes

Anthologies-Textbooks and

anthologizers ofteninclude well-knownpoems that are public

domain-May offer more use

because of multipletopics, themes includedand indexed

-Can be found in generalindexes

Single Volumes- More costly to build a

collection of individualtitles

- May be utilized more by

individual students


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Types of Poetry


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Nursery Rhymes


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Appeal of Mother Goose

Rhythm - like a songwithout notes

develop language,

auditory, and listening

skillsrepetition - alliteration

(consonant sounds)

hyperbole - exaggeration

good and bad characters


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Types of Mother Goose Books

collections

Individual titles


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Nonsense and Humorous

Lewis Carroll

Shel Silverstein

Jack Prelutsky

William Jay Smith

John CiardiN. M. Bodecker

Lear

Laura Richards


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Nature Poems

Robert FrostAileen Fisher

Byrd Baylor

Paul

Fleischman

C S


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Characters, Situations, and

Locations

Myra Cohn

Livingston

Valerie Worth

David McCord


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Moods and Feelings

Langston Hughes

Cynthia Rylant


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Sports

Growing Up


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On the Road of Stars :Native American NightPoems and Sleep

Charmsby John Bierhorst, JudyPedersen

fifty-one poems

and sleep charmsin a large-format

picture book
http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author=Pedersen%2C%20Judy/104-7636807-6152756http://www.poets.org/http://www.poets.org/http://www.poets.org/http://www.poets.org/http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author=Pedersen%2C%20Judy/104-7636807-6152756


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Animals


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Witches and Ghosts


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Methods of Sharing Poetry

Listen to poetry

Move to poetry

Dramatize poetry

Choral speaking

Write poetry

Share poetryread aloud, post it, accordion- pleated

book


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Choose Your Own Poetry Award

Winner.Read a poem every day

Choose a poet of the week month

Use poems across the curriculumUse poems around a theme


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Good Resource Books

Dunning & Stafford (1992). Getting

the Knack: 20 Poetry Writing

Exercises.

McCord. One Day at a Time:

Collected Poems for the Young

Larick, N. (1991). Lets Do a Poem


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Web Sites of Note

http://www.poets.org/ (see p. 118 of

text)

http://www.surfnetkids.com/games/pu

bpoem-ws.htm [try the virtual poetry]

http://www.poetryzone.ndirect.co.uk/in

dex2.htm
http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author=Hopkins%2C%20Lee%20Bennett/104-7636807-6152756http://www.amazon.com/exec/obidos/search-handle-url/index=books&field-author=Hopkins%2C%20Lee%20Bennett/104-7636807-6152756

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