PoetryPoetry

Spring has sprung,The grass has riz,I wonder where the birdies is?

AimsAims

• 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.

Fast poemFast poemChoose a subject – e.g. spaghettiChoose a subject – e.g. spaghetti

• First line – noun:

• Two adjectives:

• Three adverbs:• Four verbs:

spaghettispaghetti

thin and softthin and soft

silently, slowly, easilysilently, slowly, easily

slipping, sliding, slithering, slipping, sliding, slithering,

disappearing.disappearing.

Why teach poetry?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 poetryReading poetry

Reading PoetryReading PoetryTo learn poemsTo learn about poetic devices such

as rhythm, rhyme and figurative language

To interpret poemsTo evaluate poetryTo respond to poetryTo perform poems

Nursery RhymesNursery 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 PussycatThe Owl and the Pussycat• Reading aloud

• Word combinations

• Sound patterns

• Rhymes

• Rhythms

• Alliteration

• Humour

Teaching Sequence for Interpreting and Teaching Sequence for Interpreting and Responding to Poetry KS2Responding to Poetry KS2

First impressions and queries

Interpretation of meaning

Mood/effect upon the reader

Authorial technique

Underlying theme

The SeaThe SeaFirst impressions:First impressions: Discuss• Anything that stood out particularly;• Anything you liked;• Anything you didn’t like;• Pictures in your head;• Queries.

Interpretation:Interpretation:

Mood/effect upon the reader

Authorial techniques:

Theme

Writing poetryWriting poetry

Pass the poemPass 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 PoetryWriting 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 SubstitutingAdding and SubstitutingOne 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 CollectorThe Sound Collector

• Read the poem

• Interpretation of meaning

• Activity

Using the poem as a modelUsing 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.

Poetry in a range of formsPoetry in a range of forms

Nurseryrhymes

Shapepoems Riddles Jingles

Conversationsand

monologuesActionverses

Acrosticpoems Limericks Couplets

Classicpoems

ChantsHaikus and

Tankas Epitaphs Raps Letters

Modernrhymes Cinquains Elegies

Performancepoems Lists

Tonguetwisters Kennings

Nonsensepoems

Narrativepoems

Alphabetpoems

ActivityActivityActivity - writing a haiku and passing it to

someone else to turn it into a TankaAn Old Cat is Annoyed by a DoveAn Old Cat is Annoyed by a Dove

‘‘You pompous, grey bird,You pompous, grey bird,Why do you waddle and peckWhy do you waddle and peck

Just out of my reach?’Just out of my reach?’

‘‘You are too old to catch me,’You are too old to catch me,’It cooed sweetly, cruelly.It cooed sweetly, cruelly.

Poetry as a stimulus for other text-typesPoetry 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 PoetryPerformance Poetry

‘‘Louder!’.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 WasterInk 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:

Home time!Home time!