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Rose School in Reno, Nevada, for naming me their Poet in Residence and in inviting me into their classes and participating the workshops with such openness and enthusiasm, and to Jane Addington of the Mt.
Rose Parents Group for facilitating the poetry sessions and for helping to reproduce and distribute this curriculum. And thanks too to the Nevada Arts Council for a encouraging me to write this curriculum and for providing a grant that made doing so possible.
Introduction Below are some ideas I have developed for integrating poetry into the classroom in grades K These sessions have confirmed my belief that children see the world around them with the kind of freshness that leads to wonderful poetry; the best exercises encourage their ability to see, play, and make connections.
The ideas below may also offer some new ideas to teachers who are already working with poetry in the classroom. Although these ideas are designed for elementary-aged children, they work well with older students as well; I have used some of them with junior high school students. What these exercises share is an emphasis on what I see as the basics of poetry—careful and original observations, attention to language, and an emphasis on connecting things generally seen as separate or metaphor.
There are, of course, many other strategies for writing poetry, including a form-based approach students write poems in a range of fixed forms, from haiku to acrostic to ballad, etc. Such strategies can work well with particular students and groups, although they are risky: In an ideal situation, in which poetry is a central part of the curriculum, a range of assignments and exercises might be followed by unstructured writing time.
For a good general guide to teaching poetry in such a setting, see Heard. The Poetry Session Each session that I teach devoted to poetry tends to be structured in a roughly similar way.
If you are teaching a longer unit about poetry, this program can of course be modified. But especially at the beginning, it has worked well for me to adhere to the following order: I begin by asking students what a poem is. As I listen to and synthesize their responses, I get a sense of their level of familiarity with poetry and their relative enthusiasm and anxiety about it.
This initial discussion also lets me correct some common misconceptions. This early discussion also lets me lay the groundwork for whatever elements of poetry I will be emphasizing in the lesson for example, the notion that poems describe specific objects in interesting ways or the idea that poems can describe one thing in terms of another.
Generally, I do this by providing an example of a published poem. Real poets are often inspired by the work of poets who have come before them, and young poets can be inspired in similar ways. There are plenty of great poems that are suitable for children: For the more difficult poems e.
With younger or less experienced children, it can work well to write our first poem together, with me transcribing the poem on the board. This process helps children get the idea of how to write a poem and also introduces the idea that poems are written in lines generally I use one sentence per line.
Brainstorming a list of ideas for poems based on the theme can help shy or inexperienced children know where to start.
When someone is stuck during individual writing time, I can direct them to the list and ask them to choose one of the options. Sometimes I allow students especially younger ones to work in pairs on their poems, but mostly they work alone. I circulate through the classroom answering questions, offering ideas for people who are stuck, and offering encouragement and praise.
Young students enjoy decorating or illustrating their poems. Students tend to be very eager to share their work. They do need to be reminded to read extra loud and slowly. I often ask students, either in a written assessment of the poetry session or orally, what their ideas are for their next poem.
And before I leave, I encourage them to remember the skill I have been focusing on and practice it. Looking closely at the world around them, playing with language, thinking about what resembles what—these are all skills students can practice when going about their daily routines.
Exercises Most of these exercises are adapted from exercises I found in books. See the Bibliography for a list of some of these titles; they are a great resource for further ideas.
I pass it around and encourage students to think about what the apple reminds them of—not just a piece of fruit but something tiny or enormous.
I write down the lines they give me and we read back our poem. I make sure they can see the image described. After this, we list some other ordinary objects that might be written about in a poem.
Then students work individually to write a poem about these objects, especially in terms of what it reminds them of.by Jewel Kilcher Find this Pin and more on Words & Writing by Jamie Nadeau.
I long for a man with nests of wild things in his hair. Oh, I love this poem!
I long for a man with nests of wild things in his hair. Aug 18, · To write a love poem, start by brainstorming ideas and thoughts. Then, write the poem using sensory detail and unique descriptions.
Polish the love poem and present it in a thoughtful way so the recipient knows it came straight from the heart%(13). sign up to receive a new poem-a-day in your inbox.
sign up. subscribe. Leave this field blank. Curriculum Vitae.
Lisel Mueller, the new language became the language of love. 13) The death of the mother hurt the daughter into poetry. The daughter became a mother of daughters.
14) Ordinary life: the plenty and thick of it. Writing Studio Director and Instructor of English, Department of Literature and Modern Languages: Teach courses in Creative Writing, U.S.
Latino(a) Literature, Peer Writing Practicum, English Composition, Research Writing, Technical Writing, Writing and Community; direct The Writing Studio; develop literary events to the college community. Literary Curriculum Vitae for Canadian poet, fiction writer, and essayist Susan Ioannou Susan Ioannou Literary Curriculum Vitae.
Publications; Poetry and Fiction Books; Poetry Broadsheets; Wordwrights Canada Books; [A Magical Clockwork: The Art of Writing the Poem] "presents a workable framework that not only respects the craft of poetry. 51 rows · Curriculum Poems. Below are examples of poems about curriculum. This list .