Unit of Study: Writing Poetry with Rhythm, Rhyme, & Heart. Appendix of Resources

Transcription

1 Unit of Study: Writing Poetry with Rhythm, Rhyme, & Heart Appendix of Resources

2 Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grades 2-5

3 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

4 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 A

5 Name: Direction: Write down words or phrases from your observations of items from the poetry museum. Object See Hear Smell Taste Touch B

6 Name: Date: Recording Mental Pictures Poem Title: This is my most vivid mental picture. C

7 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 D

8 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. E

9 Poetry Web Sites Poets Bruce Lansky Kenn Nesbitt Father Goose Poetry Sara Holbrook Janet Wong F

10 Resources New York City Schools Poem Farm Includes links to poems by type Scholastic G

11 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. H

12 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 I

13 A poem is never finished, only abandoned. ~Paul Valéry Poetry Café Applause 1 J

14 Poetry Café Applause 1 K

15 L

16 Two Versions of a Poem Subway by Michael Wright, Fourth Grader from Oklahoma Subway Version A People everywhere, Pushing, shoving, Packed like sardines, Can t hardly breathe GOING CRAZY! Subway Version B There are people everywhere, Pushing and shoving. We are packed like sardines. We can t hardly breathe. I M GOING CRAZY! M

17 Poem is found in Ralph Fletcher s Poetry Matters: Writing a Poem from the Inside Out (2002) N