Friday, April 3, 2009

Teaching poetry #2


I waxed and waned, perhaps eloquently, previously about creating a poem.

The other option with writing poems involves taking a poem, as a frame, and having the student insert more personal and meaningful language into it.

Students should, of course, have a duotang or section of their binder totally devoted to writing practice. Within the duotang should be copies of rubrics as a beacon and exemplar.

Students should know what they are aiming for in their work. The image above demonstrates the rubric creation before an assignment begins. We brainstorm what a reader might look for in a piece of work. This can be applied, as well to a poem assignment. I do expect that students should participate in this process and include this as a model of a process, the final product can be rewritten, but it is the process, not the product, that is important. We know how important it is to draw from what the students already know, then they can assimilate new information to the old.

You can facilitate the practice of cursive writing, and grammar and language skills, by askwordwall.JPGing students to copy a poem into their writing booklets. Then, ask them to rewrite, using images and metaphors that they created from their own lives. Most writers write from what they know. This is the place to start.

We brainstorm words we might include, kids call out words they want to spell, we create a word bank on the chalkboard or word wall...

I found this poem, see the image, perhaps in a newspaper? It surely replaces the timeworn, What I did on my holidays... prompt!

It begins...

This is a time of dread
Our long weekend of woe,
As, come Tuesday,
Back to school we go

But the worst is yet to come

It stands to reason When...... Will close for...

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