Poetry

__**Poetry**__ 3.6A describe the characteristics of various forms (e.g., narrative, lyrical, free verse, humorous) & how they create imagery 3.10A identify language that creates a graphic experience & appeals to senses 3.4D identify & apply playful language (e.g., tongue twisters, palindromes, riddles)
 * **Characteristics-** Poetry is a kind of writing, usually in verse. Poetry verse is set out in short lines with words put together in rhythm or rhyme or both. Poetry is about a writer sharing with the reader an experience or strong feelings. Poems are written with words chosen for their sounds and beauty as well as their meaning.
 * **Graphic Language in Poetry** [|-**Glossary of Poetic Device**] Here you find definitions of poetry terms.
 * **Identify and Apply Playful language in Poetry**

__**Introducing Poetry**__

Follow writng lessons week 1 and 2. Poetry portion is embedded.


 * __Lessons for Poetry:__**

> poem, “Alice,” you can demonstrate how the rhyme pattern and rhythm patterns correspond as shown below. The lines that rhyme > have the same rhythm pattern. Explain that words such as bottle count as a one-syllable word in this poem.
 * Rhythm. Cadence and rhythm are integral to Shel Silverstein’s poetry. To demonstrate this, have students clap out the poems together, one clap per syllable. Then ask them to make marks on paper and count out the syllables per line. Working with the same

> projector, leaving off the last word of each line as below. Ask students to fill in the blanks with words that rhyme with the underlined words. Only the first few couplets of the poem are written below. Use the entire poem or just part of it as shown below. > SICK > I have the measles and the mumps, > A gash, a rash, and purple _ _ _ _ _ __. (5 letters)__ > __My mouth is wet, my throat is dry__ > __I’m going blind in my right__ _ _ _. (3 letters) > I cough and sneeze and gasp and choke, > I’m sure that my left leg is _ _ _ _ _ __. (5 letters)__ > __My nose is cold, my toes are numb,__ > __I have a sliver in my__ _ _ _ _ _. (5 letters) > Explain that each group of two lines is a rhyming couplet. Point out > that the rhyme occurs in each of two successive lines. Afterwards, > play the track from the CD. [|poetry rhyme]
 * **Rhyming Couplet**. See “Sick” (Where the Sidewalk Ends, p. 58, CD Track 1). Write the poem on the blackboard or use an overhead

> rhyme, for example: “Stone Telling” (Where the Sidewalk Ends, p. > 147). Ask students if it is a poem even though it doesn’t rhyme. > Explain that it is still a poem because it contains many of the other > elements of a poem—writing that is imaginative and condensed, > words that have been chosen for their sound and meaning, with > phrases that have a certain pattern and rhythm.
 * **Non-Rhyming Poems**. Find a poem in one of the books that doesn’t


 * **MEANING AND CONTENT** The imaginative content of Shel’s poems most often employs the collaboration of words and images. Illustrations are especially helpful to emergent readers as they provide meaning and content to the words. In many cases, the drawing completes the thought which is not in the text of the poem. Without the drawing, we would not fully understand the poem. This technique is used in poems such as:
 * *** “Have Fun” (A Light in the Attic, p. 145)**
 * **“Hungry Kid Island” (Falling Up, p. 165)**
 * **“Mister Moody” (Falling Up, p. 95)**
 * **“The Planet of Mars” (Where the Sidewalk Ends, p. 93)**
 * **“The Sack Race” (Falling Up, p. 147)**
 * **“Short Kid” (Falling Up, p. 101)**
 * **“Spelling Bee” (A Light in the Attic, p. 81)**
 * **“Sun Hat” (Falling Up, p. 10)**
 * **“Surprise” (A Light in the Attic, p. 96)**


 * LIMMERICKS ** [|Limmerick lesson plan] The first, second and fifth lines rhyme with each other and have the same number of syllables (typically 8 or 9). The third and fourth lines rhyme with each other and have the same number of syllables (typically 5 or 6). Limericks often start with the line "There once was a..." or "There was a..."**
 * Example of an 8,8,5,5,8 syllable limerick:**


 * There once was a clover named Kate, Who sat on the edge of a plate , The fancy folk dined , On foods of all kind , Then tossed her at quarter past eight .**


 * **Create a class poetry book by having students create a cover and title page and placing them in a a binder. Create tabs for different types of poems and different types of "playful language" such as synonyms, antonyms, homographs, homophones, hyperbole's, onomatopoeia, etc. As you introduce the different types of playful language share examples of poems that use them. Have students highlight the part of the poem that shows use of the playful language. Place copies of the poems in the binder behind the correct tab. Encourage students to write or find new poems to fit in each category created and make copies of their poems to add to the binder.**


 * [[image:http://www.wikispaces.com/i/mime/32/application/x-zip.png width="32" height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Shining-Words.zip"]] [|Shining-Words.zip][[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Poetry+Workshop+power+point.ppt"]] [|Poetry Workshop power point.ppt][[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png width="32" height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Poetry.ppt"]] [|Poetry.ppt][[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Poetry+Visualization.pdf"]] [|Poetry Visualization.pdf] [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Poetry+Forms.pdf"]] [|Poetry Forms.pdf]This file has a few great examples of forms of poetry. The Synonym poem would be great to use this week to match with our study of synonyms. [|Using synonyms with poetry] [|Haiku Lesson Plan] Possibly use the following for a common assessment? Looks good. I shared this with Harper and Gautille to do as the writing assessment. [|Rubric for Grading Poetry] **

Additional Resources for Poems:
 * Poetry for Kids **
 * [|Funny and Silly Poems] [|Shel Silverstein Poems] [|Poetry Theater] [|Giggle Poetry] [|Robert Pottle's Website] [|Hundreds of Poems to Read] [|For Teachers] [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/poempocket.pdf"]] [|poempocket.pdf]**

__Links:__

__ [|Several Outlines for Differnet Forms of Poetry and Other Resources] __ __ [|Poems to Read, Rate, and Make] [|Scholastic Printables] Books:__ //Question Stems for Poetry// //__Poems__//
 * Anything by Shel Silverstein or Jack Prelutsky**
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://acsliteracy.wikispaces.com/file/view/Poetry+Questions+on+Ring.doc"]] [|Poetry Questions on Ring.doc]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png caption="external image vnd.ms-powerpoint.png" link="http://acsliteracy.wikispaces.com/file/view/4th5th+Mood+and+Tone%2C+Vocab+in+Context%5B1%5D.ppt"]] [|4th5th Mood and Tone, Vocab in Context[1.ppt]]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://acsliteracy.wikispaces.com/file/view/A+Rock+Makes+an+Excellent+Puppy.doc"]] [|A Rock Makes an Excellent Puppy.doc]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="external image vnd.openxmlformats-officedocument.wordprocessingml.document.png" link="http://acsliteracy.wikispaces.com/file/view/poem+happy+dog.docx"]] [|poem happy dog.docx]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://acsliteracy.wikispaces.com/file/view/Bubble+Wrap.doc"]] [|Bubble Wrap.doc]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="external image vnd.openxmlformats-officedocument.wordprocessingml.document.png" link="http://acsliteracy.wikispaces.com/file/view/poems+to+print.docx"]] [|poems to print.docx]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://acsliteracy.wikispaces.com/file/view/Summer+Storm.doc"]] [|Summer Storm.doc]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="external image vnd.openxmlformats-officedocument.wordprocessingml.document.png" link="http://acsliteracy.wikispaces.com/file/view/The+Blue+Ridge+Poem.docx"]] [|The Blue Ridge Poem.docx]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/msword.png caption="external image msword.png" link="http://acsliteracy.wikispaces.com/file/view/The+Toy+Box+Ate+My+Brother+poem%5B1%5D.doc"]] [|The Toy Box Ate My Brother poem[1.doc]]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="external image vnd.openxmlformats-officedocument.wordprocessingml.document.png" link="http://acsliteracy.wikispaces.com/file/view/The+Weary+Blues+Poem-+Wed.+Activity%5B1%5D.docx"]] [|The Weary Blues Poem- Wed. Activity[1.docx]]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png caption="external image pdf.png" link="http://acsliteracy.wikispaces.com/file/view/Poetry+Vobab+Bookmarks.pdf"]] [|Poetry Vobab Bookmarks.pdf]**
 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="external image vnd.openxmlformats-officedocument.wordprocessingml.document.png" link="http://acsliteracy.wikispaces.com/file/view/My+Car+is+Constructed+of+Pickles.docx"]] [|My Car is Constructed of Pickles.docx]**

//__Poetry Stations Activities__//**

[|Poetry Activity Cards.docx] [|poetry board activities.doc] [|Poetry Expert activity[1.doc]] [|Poetry Stations.doc] [|activity 1 comparing catepillars.docx] [|poetry activity green bugs.docx] [|4th-metaphors[1.pdf]] [|4th-onomatopoeia[1.pdf]] [|4th-similes[1.pdf]] [|Poetry Station.docx] [|Poetry. figurative language.docx] [|2008 Poetry Station (2).doc]

__//Poetry Stations for Grade 5//__
[|Michael OToole.doc] [|Michael OToole Poetry cards.doc] [|Creature in the Classroom.doc] [|Creature in the Classroom Poetry Cards.doc] [|Chocolate Drops.doc] [|Chocolate Drops Poetry Cards.doc] [|Reach the Stars.doc] [|Reach the Stars Poetry Cards.doc] [|Recess.doc] [|Recess Poetry Cards.doc] [|Ghosts of Summer.doc] [|Ghosts of Summer Poetry Cards.doc]

__**//Resources for Poetry 4th and 5th grade//**__ [|Poetry Analyze Poetic Elements.doc]

__**//Resources for Poetry//**__ [|Poetry Vocab in Context Mood and Tone Asking Questions[1.ppt]] [|poetry08 Oregon teacher.pdf] [|Poetry from NYC.docx] __ [|poetry thinking chart 1.doc]\__ [|poetry paraphrase organizer.doc] [|poetry images organizer.doc] [|poetry inferring organizer.doc] [|poetry inferring organizer 2.doc] [|ant battles.docx] [|poetry star question stems.notebook] [|things that bug me poem.docx] [|bugs6.htm] [|Poetry terms bookmark.doc]