What Makes a Poem a Poem
Begin a poetry study by reading aloud poems written by children because hearing poems that children have written sends the message that “poetry writing is fun, doable, and easy – for all students.”
After you read a number of poems, record a few on chart paper and spend some time with children looking at the different poems. You may also want to put them on overhead transparencies and look at them together, especially if you have copies of poems in children’s original invented spelling. Especially for our youngest writers, doing so validates their efforts and encourages risk-taking.
After reading and sharing a selection of poems, ask the children to share their thoughts on, “What makes these writings poems?” Be sure that the poems you select are stylistically varied so children’s understanding isn’t too narrow. Read some that rhyme, some that are lists, some written in blank verse, some that have interesting line breaks, and some with interesting shapes.
Record responses on a web or a list. This is a brainstorming activity and all responses are accepted. As you read more poems during the study, return to your list and add or delete information as children’s ideas about poetry become expanded and refined. This list or web should reflect your students’ growing ideas.
Use padlet as a place to store their responses: (See example and instructions below)
The goal is to dispel any notions about poetry writing being hard, constrained, or requiring strict conventions. Draw the students’ attention to the following:
Begin a poetry study by reading aloud poems written by children because hearing poems that children have written sends the message that “poetry writing is fun, doable, and easy – for all students.”
After you read a number of poems, record a few on chart paper and spend some time with children looking at the different poems. You may also want to put them on overhead transparencies and look at them together, especially if you have copies of poems in children’s original invented spelling. Especially for our youngest writers, doing so validates their efforts and encourages risk-taking.
After reading and sharing a selection of poems, ask the children to share their thoughts on, “What makes these writings poems?” Be sure that the poems you select are stylistically varied so children’s understanding isn’t too narrow. Read some that rhyme, some that are lists, some written in blank verse, some that have interesting line breaks, and some with interesting shapes.
Record responses on a web or a list. This is a brainstorming activity and all responses are accepted. As you read more poems during the study, return to your list and add or delete information as children’s ideas about poetry become expanded and refined. This list or web should reflect your students’ growing ideas.
Use padlet as a place to store their responses: (See example and instructions below)
The goal is to dispel any notions about poetry writing being hard, constrained, or requiring strict conventions. Draw the students’ attention to the following:
- doesn’t have to rhyme
- can use few words
- can be about anything
- is easy to create
- has a unique form and shape
- often ends with a punch
- may or may not have rhythm or a beat
- has a title
- may use invented spelling
- lets us know the poet
- may be serious or funny
- taps into student’s interests
- usually expresses important personal feelings
To create the above embeded writing tool to use in your classroom or website, please visit Padlet.com. Create your free account and begin by building a wall. Here are the reasons that using Padlet is a great choice. Be sure to check out the gallery of Padlet to see what amazing walls that others have created, plus you may get ideas as well. Once you have created your wall, press the share/export icon on the right side of the wall and see all the ways how to do this.