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Notes for Using Poetry with Children
Reasons for using poetry
provides enjoyment
expands knowledge about the world
encourages an appreciation for language, expands vocabulary
helps identify with people and situations
expresses moods familiar to children
gives insights into themselves and their feelings
Children prefer
rhyme, humorous narrative, and content based on familiar experiences
enthusiasm declines as children get older
favor contemporary over traditional
least favorites are complex imagery and subtle emotion
Criteria for selecting poetry
1. Poems that are lively, with exciting meters and rhythms, are most likely to
appeal to young children.
2. Poems for young children should emphasize the sounds of language and
encourage play with words.
3. Sharply cut visual images and words used in fresh novel manners allow
children to expand their imaginations and see or hear the world in a new
way.
4. Poems for young children should tell simple stories and introduce stirring
scenes of action.
5. The poems selected should not have been written down to children's
supposed level.
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6. The most effective poems allow children to interpret, to feel, and to put
themselves into the poems. They encourage children to extend comparisons,
images, and findings.
7. The subject matter should delight children, say something to them, enhance
their egos, strike happy recollections, tickle their funny bones, or encourage
them to explore.
8. Poems should be good enough to stand up under repeated readings.
Listening to poetry
1. Before reading a poem aloud to a group, read it aloud to yourself several
times. Mark the words and phrases that you want to emphasize.
2. Follow the rhythm of the poem, reading it naturally
3. Make pauses that please you, pauses that make sense.
4. When reading a poem aloud speak in a natural voice.
5. After a poem is read, be quiet.
Developing choral speaking
1. When selecting materials for children who cannot read, choose poems of
rhymes that are simple.
2. Choose material of interest to children.
3. Select poems or rhythms that use refrains.
4. Let children help select and interpret the poetry.
5. Let children listen to each other as they try different interpretations within
groups.
Elements of selecting poetry
rhythm
rhyme
repetition
imagery
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Shape
Types of Poetry
lyric
narrative
ballads
limericks
concrete poems
free verse,haiku,cinquain,diamante
parody
After teaching them about a kind of poetry, work with the students during the
writing process on developing motivations. Let them begin by sharing ideas. Studies show that teachers in 4th, 5th, and 6th grades pay little attention to poetry. Notes from Through the Eyes of a Child by Donna Norton p. 356-400
http://homepages.stmartin.edu/fac_staff/belinda/poetry.html#limerickhttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html#limerickhttp://mikan.cc.matsuyama-u.ac.jp/~shiki/Start-Writing.htmlhttp://mikan.cc.matsuyama-u.ac.jp/~shiki/Start-Writing.htmlhttp://mikan.cc.matsuyama-u.ac.jp/~shiki/Start-Writing.htmlhttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html#cinquainhttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html#cinquainhttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html#diamantehttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html#diamantehttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html#diamantehttp://www.pair.com/keithlim/jabberwocky/parodies/jpjargontalk.htmlhttp://www.pair.com/keithlim/jabberwocky/parodies/jpjargontalk.htmlhttp://www.pair.com/keithlim/jabberwocky/parodies/jpjargontalk.htmlhttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html#diamantehttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html#cinquainhttp://mikan.cc.matsuyama-u.ac.jp/~shiki/Start-Writing.htmlhttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html#limerick8/2/2019 Using Poetry With Children
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Write a cinquain
Line 1:A word for a title
Line 2:Two words to describe the title
Line 3:Three words to express action
Line 4:Four words to express feeling
Line 5:The title or word like the title
title
describe title
action, action, action
feeling about the title
title
Example:
Ferdinand
Happy, strong
Sitting, smelling, growing
Loves to smell flowers
Independent
second grade class
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Write a diamante
Line 1:Noun
Line 2:Two adjectives
Line 3:Three participles
Line 4:Four nouns or phrase
Line 5:Three participles indicating change
Line 6:Two adjectives
Line 7:Contrasting noun
noun
describing, describing
action, action, action
transition nouns or phrase
action, action, action
describing, describing
noun
Example:
Toy
Stuffed, velveteen
Sitting, lying, riding
Love made him real
Walking, running, leaping
Real furry
Rabbit
fourth grade class
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Write a Limerick
A limerick:
1. is usually funny
2. has five lines
3. the first, second and fifth lines rhyme
4. the third and fourth lines rhyme
5. the first, second and fifth lines have 8 or 9 syllables
6. the third and fourth lines have 5 syllables
Examples:
There was an Old Man with a beard,
Who said, 'It is just as I feared! -
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!'
by Edward Lear
There was a young lady named Bright,
Who traveled much faster than light.
She started one day
In a relative way,
And returned on the previous night
Anonymous
http://homepages.stmartin.edu/fac_staff/belinda/poetry.html
http://homepages.stmartin.edu/fac_staff/belinda/poetry.htmlhttp://homepages.stmartin.edu/fac_staff/belinda/poetry.htmlhttp://homepages.stmartin.edu/fac_staff/belinda/poetry.html