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TRANSCRIPT
Unit of Study:
Writing Poetry with Rhythm,
Rhyme, & Heart
Appendix of Resources
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
Cypress-Fairbanks Independent School District
Elementary Language Arts Department, Grades 2 - 5
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
APPENDIX
Poetry Suitcase ......................................................................................................... A
Imagery Observation ............................................................................................... B
Recording Mental Pictures ..................................................................................... C
Poetry Collection Rubric ........................................................................................ D
Suggested Poets ........................................................................................................ E
Poetry Web Sites ....................................................................................................... F
References ................................................................................................................. G
A Few Words about Poetry from Poets................................................................ H
Poetry Café Appreciation Notes (Half Page) ........................................................ I
Poetry Café Stationary (1 Page) ............................................................................... J
Two Versions of the Same Poem ........................................................................... K
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
A
Poetry Suitcase
A suitcase takes you places—new, exciting, vacation spots, places you want to visit. A poetry
suitcase takes you to exciting poetry destinations, too. Author Janet Wong packs a suitcase
filled with treasured poems attached to everyday objects that serve as visual reminder of the
subject of the poem. She takes the suitcase with her when she travels to schools and allows
students to select the object and the accompanying poem. Then she shares the poem with the
students. One smart mama blogger (see web site below photos) uses a poetry suitcase to
introduce her young children to poems. Take a look at the poetry treasures hidden inside.
Images from http://mamawithoutborders.blogspot.com/2009/05/packing-our-poetry-in-suitcase.html
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
B
Direction: Write down words or phrases from your observations of items from the poetry museum.
Object See Hear Smell Taste Touch
Name: ________________________________
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
C
Name: ___________________________________ Date: ______________________
Recording Mental Pictures
Poem Title: _________________________________________________
This is my most vivid mental picture.
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
D
Name: ___________________________________________________ Date: _______________________ Score: _______ of 35 pts. = _______
Poetry Collection Rubric: Teacher Assessment of Student Performance
Teacher Note: Evaluate performance based on the published poetry collection (2-3 poems), writer’s notebook entries, and daily work behaviors for the unit.
5 Experienced: Student works in sophisticated ways beyond the learning objectives to create poems with a unique personal style and strong sense of craft.
4 Capable: Student applies learning objectives satisfactorily to create poems that show a growing personal style and sense of craft.
3 Developing: Student applies learning objectives in a basic way to create poems that reflect a developing personal style and sense of craft.
2 Emerging: Student attempts to apply learning objectives to create poems in a simple manner. A limited sense of personal style and poetry craft is emerging.
1 Beginning: Student needs ongoing support to apply learning objectives to create poems. A sense of personal style and understanding of poetry craft is not evident.
Evaluation Criteria Score
Generating and Collecting Ideas
Studies author’s craft with enthusiasm and curiosity by reading published poems
Observes and writes about nature and common objects found in the world around them
Writes about memories, life experiences, and ordinary, everyday subjects
Selecting Ideas Demonstrates the ability to select and reflect on their work thoughtfully
Considers audience and purpose when selecting topics
Organization
Uses the appropriate techniques characteristic of structured forms of poetry
A logical, smooth flow of connected ideas is evident, which allows the reader to understand the ideas
Development of Ideas Narrow, manageable topic shows insight and/or a new way of thinking about the subject
Relevant, accurate details enhance the reader’s understanding of the topic
Word Choice and/or Sentence Fluency Uses poetic devices such as personification, alliteration, and metaphorical language
Uses the five senses to create vivid imagery that conveys the poem’s message and mood
Adds repeating lines, words or phrases to emphasize message as appropriate to poem
Uses precise verbs, nouns, and adjectives thoughtfully to create vivid imagery
Conventions Uses line breaks to give poem shape, structure and rhythm
Makes thoughtful decisions about the use of capitalization
Uses punctuation appropriately to match the style, message, and/or form of the poem
Presentation Creates illustrations that add to the appeal and clarity of the poem
White space is used to organize poem and adds clarity
Poems are presented in a neat, organized, and clear fashion
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
E
Suggested Poets
Arnold Adoff *
Byrd Baylor
Gwendolyn Brooks
John Ciardi *
Barbara Juster Esbensen *
Aileen Fisher *
Kristine O’Connell George
Charles Ghigna
Nikki Giovanni
Eloise Greenfield *
Nikki Grimes *
Donald Hall
Georgia Heard
Mary Ann Hoberman *
Sarah Holbrook
Lee Bennett Hopkins *
Langston Hughes
X. J. Kennedy *
Karla Kuskin *
Paul Janeczko
Bruce Lansky
J. Patrick Lewis *
Myra Cohn Livingston *
Patricia MacLachlan
Even Merriam *
David McCord *
Lillian Moore *
Kenn Nesbitt
Naomi Nye
Stephanie Parsons
Jack Prelutsky
Joanne Ryder
Marilyn Singer
Shel Silverstein
Valerie Worth *
* These poets received the NCTE’s Award for Excellence in Poetry for Children, a
recognition for their contributions to the field of children’s poetry.
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
F
Poetry Web Sites
Poets
Bruce Lansky
http://www.gigglepoetry.com/
Kenn Nesbitt
http://www.poetry4kids.com/
Father Goose Poetry
http://charlesghigna.blogspot.com/
http://charlesghigna.com/
Sara Holbrook
http://www.saraholbrook.com/
Janet Wong
http://www.janetwong.com/index.cfm
http://www.PoetrySuitcase.com/Poetry_Suitcase/PoetrySuitcase.com.html
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
G
Resources
New York City Schools
http://schools.nyc.gov/academics/englishlanguagearts/educatorresources/poetry%2bresources.htm
Poem Farm
http://www.poemfarm.amylv.com/
Includes links to poems by type
Scholastic
http://teacher.scholastic.com/writewit/poetry/index.htm
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
H
References
Fountas Irene C. & Pinnell Gay Su. (2007). The Continuum of Literacy Learning
Grades K-8: Behaviors and Understandings to Notice, Teach, and Support.
Portsmouth: Heinemann.
Calkins, Lucy. (2003). Units of Study For Primary Writing: Poetry: Powerful
Thoughts in Tiny Packages. Portsmouth: Firsthand, Heinemann.
Wolf, Michelle, Cohen, Rory, & Bausch, Linda. Writing Fundamentals: Poetry
Unit 2-3. Bohemia: Schoolwide, Inc.
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
I
A Few Words about Poetry from Poets
Poetry is a packsack of invisible keepsakes.
~Carl Sandburg
Poetry is all that is worth remembering in life.
~William Hazlitt
Poetry is the tunnel at the end of the light.
~J. Patrick Lewis
Poems look at the world from the inside out.
~Charles Higna
A poem begins with a lump in the throat.
~Robert Frost
Breathe in experience, breathe-out poetry.
~Muriel Rukeyser
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
J
A poem is never finished, only abandoned.
~Paul Valéry
Poetry Café Applause
1
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
K
Poetry Café Applause
1
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
L
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
M
Two Versions of a Poem
“Subway” by Michael Wright, Fourth Grader from Oklahoma
Version A
Subway
People everywhere,
Pushing, shoving,
Packed like sardines,
Can’t hardly breathe –
GOING CRAZY!
Version B
Subway
There are people everywhere,
Pushing and shoving.
We are packed like sardines.
We can’t hardly breathe.
I’M GOING CRAZY!
Cy-Fair ISD Curriculum Department Writing Poetry with Rhythm, Rhyme, and Heart
DRAFT – June 2012 Writing Workshop Unit of Study
N
Poem is found in Ralph Fletcher’s Poetry Matters:
Writing a Poem from the Inside Out (2002)