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Poetry. Spring has sprung, The grass has riz, I wonder where the birdies is?. Aims. To exemplify the role of poetry in developing reading and writing skills; To support teachers in delivering poetry units; To explore ways to develop children’s responses to poetry. First line – noun:
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Poetry Spring has sprung, The grass has riz, I wonder where the birdies is?
Aims • To exemplify the role of poetry in developing reading and writing skills; • To support teachers in delivering poetry units; • To explore ways to develop children’s responses to poetry.
First line – noun: Two adjectives: Three adverbs: Four verbs: spaghetti thin and soft silently, slowly, easily slipping, sliding, slithering, disappearing. Fast poemChoose a subject – e.g. spaghetti
Why teach poetry? • Supports early reading; • A structured model for writing; • Motivates less able writers; • Develops economic writing; • Develops evaluative skills; • Hones word choices; • Encourages experimentation and creativity; • Outlet for moods, feelings and attitudes.
Reading Poetry • To learn poems • To learn about poetic devices such as rhythm, rhyme and figurative language • To interpret poems • To evaluate poetry • To respond to poetry • To perform poems
Nursery Rhymes • Part of our literary heritage; • Repetition and patterns make nursery rhymes an excellent resource for early reading; • Schools need to ensure the continuation of knowledge of nursery rhymes.
The Owl and the Pussycat • Reading aloud • Word combinations • Sound patterns • Rhymes • Rhythms • Alliteration • Humour
Teaching Sequence for Interpreting and Responding to Poetry KS2 First impressions and queries Interpretation of meaning Mood/effect upon the reader Authorial technique Underlying theme
The Sea First impressions: Discuss • Anything that stood out particularly; • Anything you liked; • Anything you didn’t like; • Pictures in your head; • Queries. Interpretation: Mood/effect upon the reader Authorial techniques: Theme
Pass the poem • The teacher provides the opening phrase and asks the children to complete each line. • Invent a few together, model and then ask the children to try.
Writing Poetry • To use poems as models for own writing • To add or substitute ideas to existing poems • To compose own poems in a range of forms • To compose own poems using a range of poetic devices and techniques
Adding and Substituting One For the Cluck of an Angry Hen One for the cluck of an angry hen. Two for the cheeps of a tiny wren. Three for the croak of a fat green frog. Four for the bark of a jumping dog. Five for the quack of a duck on a lake. Six for the hiss of a wriggling snake. Seven for the hoot of the old grey owl. Eight for the snarl for a wolf on the prowl. Nine for the squeak of a scuttling rat. Ten for the purr of a snuggling cat.
The Sound Collector • Read the poem • Interpretation of meaning • Activity
Using the poem as a model • Change the setting – The Return of the Sound Collector! • Children collect sounds from around school – lunchtime, assembly, PE lesson, playtime etc. • Agree on success criteria – four lines in each stanza, sound verb in each line, precise image created etc.
Activity Activity - writing a haiku and passing it to someone else to turn it into a Tanka An Old Cat is Annoyed by a Dove ‘You pompous, grey bird, Why do you waddle and peck Just out of my reach?’ ‘You are too old to catch me,’ It cooed sweetly, cruelly.
Poetry as a stimulus for other text-types Poetry can be used to: • Provide the story; • Promote discussion of characters’ feelings and emotions which can be transferred to narrative; • To provide imagery and figurative techniques for prose;
Performance Poetry ‘Louder!’. • Works in pairs and perform the poem as the teacher and Andrew. • Children need encouraging to change pitch, pace, volume, tone, add sound effects. • Performance poetry is not just reading out loud. It involves rehearsal, refinement and evaluation.
Ink Waster • This is a one-minute activity. • Children work with a partner on a small whiteboard. • The teacher gives a title and the children list as many related words that they can think of in one minute. • These can then be extended into phrases and poems. Activity:
