Forms Of Poetry

Forms Of Poetry This great collection of ideas for encouraging students to write poetry was developed by Frances Vucica at Mount Stuart Primary School. An extract was published in the first edition of the Hartz Literacy Newsletter. For more information about teaching poetry, look at Hugo McCann’s poetry (http://www.discover.tased.edu.au/english/hugo.htm)which includes a section on playing with poetic forms. (http://www.discover.tased.edu.au/english/poetry.htm#play) As teachers we need to adopt a very sensitive approach to the teaching of poetry, one that combines discussion and writing, one that examines ideas and feelings, one that encourages appreciation of the poetry of others while also giving room for our students to write freely when creating poetry. In this document I have tried to offer approaches to the teaching of writing poetry that can be used by all classroom teachers. These approaches encourage children to play around with words, to experiment with their sounds, their rhythm. They also allow the teacher to introduce new terminology in a fun way.

1. Based on alliteration (noun, verb, adverb) Clowns captivate charmingly.

Nannas nag needlessly.

Seagulls soar serenely.

Dads drive dangerously.

2. Based on the use of adjectives+noun Ruins Historic, ancient, fascinating,

Cool, bubbling, nose-tickling

mind-grasping

lemonade.

(emphasise the use of double-barrelled adjectives)

3. Based on a sound word (Sound, what happens? How/why? repeat the sound.) BANG! The hunted beast falters in its stride.... Killed by man. Bang!

BURP! Out it comes. Everybody stares. Made to say pardon. Burp!

4. Contrasts Great car. V8 engine. Hill-gripping tyres. No brakes!

Father washes the car. Mother sweeps the floor. Brother cleans the cylinder head. Me......... Well, I sit and watch.

5.From these simple forms you can lead children on to internal rhyming. I usually do not encourage children to use rhyme but in this instance it is being used to allow them to really feel at ease with the language and at the same time have fun.

A. Hinks Pinks (2 rhyming words.) e.g. happy bird = merry canary dog house = mutt hut nocturnal plane ride = night flight unhappy boy = sad lad

Encourage children to create their own. Compile a class list.

Make it an on-going activity. Wonderful art work can be linked with this work.

B. Twosomes In Rhyme (Rhyming couplets ....two line poems.) Find two things that go together: a dog with a bone.

Think of words that rhyme with the last word: stone, cone, phone.

Choose one of the rhyming words and find something that goes with it. ice cream goes with cone.

Write your couplet: A dog with a bone Ice cream with a cone.

Try........... Water with a fish

A baby with a toy

(Encourage children to link the work with Art.)

C. ‘Have you seen?’ rhymes Choose a noun and then brainstorm to find rhyming words. e.g. book, look , cook, shook, etc.

This form of poetry is really just asking a question. Have you ever seen a book cook or A tie cry?

(Make a book of children’s creations. Art work gives added interest to the rhymes.)

6. Upset Mother Goose (Rewriting nursery rhymes)

Allow children to become familiar with a range of nursery rhymes. Then....... Give the class a specific scenario. e.g. There’s a lot of pollution on the planet Earth so Mother Goose is flying home to rewrite her nursery rhymes so that they will include a message about out ecology. However she needs help. Jack and Jill went up the hill To fetch a pail of water. When they got there They couldn’t bear The smell of dirty water. Old Mother Hubbard Went to the window, To catch a breath of fresh air. When she got there She was quite in despair, She forgot that clean air was rare.

Try other topics besides ecology....for instance, science, geography, the universe, and space travel.

7. Using similes (A simile asks us to picture one thing as being similar to another_often using the word ‘like’ or the words ‘as.....as’ to link our ‘pictures’ in our mind.)

Choose a topic. e.g. Marshmallow.

Give children one and let them do what they want with it....taste it, smell it, shake it, squish it.

Ask, “What does a marshmallow remind you of?” Write a description of your marshmallow using only similes. e.g. Marshmallow As white as.......... As fluffy as.......... As soft as...............

Finish with a catch phrase. e.g. Great to eat!

Another very good activity is to choose a subject and get children to write similes relating to it. e.g.

The Witch The witch floated above us like......... Her nose was shaped like............. Her green eyes glittered like.............. Her fingers were long and thin as........... Her voice was shrill as.............. She looked fierce but turned out to be as gentle as................

8. Based on Subject,Verb, Object Choose a topic.

Scissors

What are they doing? cutting Cutting what? paper Next encourage children to brainstorm each of the categories to make them more interesting. e.g. Describe the scissors. angry, savage, violent, vicious, hungry

How do they cut? savagely, viciously etc.

Describe the paper. defenceless, helpless etc.

Children then write out their sentence. e.g. The vicious scissors angrily cut the defenceless paper.

Demonstrate another way of setting out the sentence so it has poetic form. e.g. The vicious scissors angrily cut the defenceless paper.

Sometimes you may have to do a lot of chalk and talk with this work in an endeavour to get the children to think more creatively. I personally do a lot of this work in both the oral and written forms. Another example......... A solitary leaf sits weeping on a mangled twig.

Again it is an opportunity to use the terms ‘adjective’ and ‘adverb’.

9. Acrostic Poems Choose any noun e.g. Licorice. Give each child a piece of licorice to eat. Make a list of words (adjectives) to describe it or its taste. Find adjectives that begin with L I C O R I C E Write the letters of the word down the page and use them to write appropriate adjectives.

L..................... I...................... C...................... O...................... R...................... Invigorating C...................... E.......................

A more advanced style is the use of catch phrases beginning with the appropriate letters.

10. Collage Collectables. Choose a theme such as people, sports, food or animals. Cut out pictures of your theme from newspaper, magazines and pamphlets. Glue your pictures to construction paper in collage form. Write a poem about your collage.

11. Cinquains Five line poems. This form was created by a French Canadian teacher who found children to be very frustrated by trying to write poetry set to rules. He wanted children to relax and have fun and at the same time be more creative with their thoughts. Rules of the poems........ Line 1. Title Line 2. Two descriptive words. Line 3. Three descriptive words. Line 4. A catch phrase. Line 5. Repeat the title or give a synonym for it. e.g. Girls Beautiful, curvaceous, 36, 26, 36, I love them.

Girls!

A more advanced form of this poetry can be Title Catch Phrase Catch Phrase Catch Phrase Title.

12. Alliteration More advanced. Alliteration is the placement of two or more words close together with the same beginning sound.

Start with simple Tongue Twisters. “Around the rugged rocks, the ragged rascal ran.”

Give a specific title. e.g. Fredrick. I have a fish called Fredrick And he comes from Finland. Sometimes he is friendly But sometimes he is foolish. He eats figs, fleas and flavoured fruits. He is famous for fighting off ferocious fowls.

13. Oriental types of poetry. Haiku (A seventeen syllable verse form which is arranged in lines of five, seven, five syllables. It may be rhymed or unrhymed and the poem itself feels a closeness to nature. Nothing is too insignificant for such a verse; a cricket, dry grass or even an empty rice bowl are topics of feeling.) e.g.On a green lemon branch Gold hummingbird’s busily Search summer’s nectar. An easy way to introduce this form is to ask: Where?.........five syllables What?..........seven syllables When?..........five syllables.

Tanka (This form has a basic pattern lines with thirty one syllables.)

of five, seven, five, seven, seven. It is five unrhymed

e.g. Stormy wind blowing Out from dim eerie blackness Full moon glows brightly. From cloud to cloud shining moon Pursues darkness swift in flight.

Renga (Has the same form as the Tanka, but is a linked verse.

It is poem created by two people and can extend to any length. The first person gives the first three lines in question form and the second person gives the last two in answer to the question. This usually exists as part of a series of linked verse.)

Cinquain (this is an unrhymed variant of the Tanka form with the scheme of five lines with a total of twenty-two syllables, arranged with the pattern two, four, six, eight, two. Adapted from the work done by a French Canadian but set to stricter guidelines.) e.g. Coral The stone flower Of the sea, is the most Fascinating feature of the Sea world.

Quinzaine (Fifteen syllables in three lines, arranged seven, five, three.

It is a statement

followed by a question.) e.g. Lost child crying in the woods Cries still........Will he clutch At fireflies?

Septolet (This form has seven lines containing fourteen words with a break between the two parts. Both parts deal with the same thought and create a picture.) e.g. Kitten Padding stealthily Among green grasses Most intent. Bird Ascends rapidly Bringing great disappointment.

Lanterne (This is a five line verse shaped like a Japanese lantern with a syllabic pattern of one, two, three, four, one.) e.g.

Dark Heavens

Threatening Tropical storm Fear!

Oriental poetry looks excellent when it is printed on scrolls made of rice paper, or coloured tissue paper, with bamboo ends. Illustrations can be made at the sides of the printed poems. Recordings of traditional oriental music help to create a proper atmosphere for the readings of the poems written by the children.

14.Limericks This is a fun activity but before you use it in a class it is best to expose children to examples of the nonsense verse. By sharing examples the children can observe that they always consist of five lines, how they rhyme and the importance of the last line in suitably ending each poem.) Some examples: There was an old man of West Dumpet Who possessed a large nose like a trumpet; When he blew it aloud It astonished the crowd, And was heard through the whole of West Dumpet.

There was an old man from Peru Who dreamt he was eating his shoe. He awoke in the night In a terrible fright And found it was perfectly true. There was a young man named Steve Who got married on Christmas Eve. His new wife called Linda Burnt his socks to a cinder; That unhappy young man called Steve. There was a young lady called Ann Who fell in the frying pan. The bacon and eggs Got stuck to her legs; That silly young lady called Ann.

Before the children write their own I often get them to complete some given ones. e.g. A lion liked parties with zing

In which he could play he was king. But it made him irate When a mouse crashed the gate And....................... An elephant, hoping to dunk, Filled his oversized ten litre trunk. But along came a bee Full of giggle and glee And...................... A dolphin who wanted to talk Met a dolphiness out for a walk. But he found in dismay He had nothing to say So.................. There was an old man from Apulia Whose conduct was very................. He fed twenty sons Upon nothing but........... That comical man of................... There was a young man called Stan Who drove a brand new............... He bought a piano For three and a ............. That lucky young man called.....

15 Descriptions These can be at any level you want them to be. It is a very effective form and children soon realise they can express themselves quite easily and their confidence grows. They do, at first, rely on whole class or group brainstorming sessions.

Examples.

Bull... Snorting, Stamping, Bellowing, Roaring, Charging.

(In this example we have shown that most animals can be identified with the sounds they make.) They can also be written using catch phrases to write lines of free verse. The degree of difficulty in this work is only limited to the imagination and effort of the writer.

Fire..... Panic in the streets. Firemen, Working tirelessly Saving lives.

16. Answering a set of given questions. (This is an excellent form to use when children are writing poems about animals or birds.) A. Think of a bird or an animal . Write it. (This becomes the title) B. Lines: Where is it? What is it doing? What are its eyes like? What are its feet/talons like? Describe another part of its body. A sound! What causes it? How is it caused? What happens? (Each response is a line of the poem.) Below is an example of this poetry created by a child who was considered to have great difficulties with written literacy.

The Eagle by Jessica. Perched high in a tree An eagle sits, waiting. Small glass-like eyes scan the land below. Sharp claws cling to the bark of the tree. Suddenly........ Crack! A twig snaps And a small mouse scurries across a field. The eagle swoops And carries off its victim.

17. Emotive In the course of a day children can experience a wide range of feelings. Some will talk about them quite openly while others just don’t want to discuss the issues that have arisen. Poetry is an excellent tool for young children to express feelings of loss and alienation, separation from people they love and are dependent on, moving house away from friends and familiar places, coming to school for the first time. If we can encourage children to express their feeling in poetic form they are then more likely do the same in their stories. Some examples of children’s work:

Loneliness by Katy Loneliness is plentiful in this world. It doesn’t pay, it loses.... You get depressed and all has gone. You have no faith, You have no power And all you do is dream.

My Mother. by Selina. She parted.......No farewell. She left one sorrowful day. Three children she left behind. She wished that she could stay But there was no other way.

Feelings by John I know what its like to feel unwanted. I know what it is like to be without love. I know what it is like to be left alone. I know what it is like to be abandoned.

A Lonely Place by Tracey There’s a stillness in the mountains today, there’s an empty feel to this place. Grandad has gone away, no more to visit here. I’ll always remember his special smile,

the one he kept just for me.

17. Metaphors An explanation of what a metaphor is will be necessary. I’ve found the easiest way to explain it is to say it is a short cut to a comparison. It skips the words ‘like’ and ‘as’ and simply says one thing is something else. In poetry metaphors create a special kind of vision. Once children understand the term they will write some very powerful thoughts. Some examples of children’s thoughts are: The moon is a ghostly ship that sails the gray of night.

The sun is a thirsty sponge which withdraws water from the sea.

The sun is an angry monster savagely scorching the dry earth.

The volcano is an evil arsonist who bombs the helpless village.

The sea is an angry demon viciously attacking the helpless shore.

The sun is a strict gardener who commands petals to open.

The wind is a whip that cracks noisily above our unprotected heads. The stars are pinpricks in the velvet of the night sky. An interesting poem to take with a class is :

How To Eat A Poem by

by Eve Merriam

http://mbhs.bergtraum.k12.ny.us/cybereng/poetry/eatpoem.html The whole poem is a startling metaphor. Read it and discuss it with your class and they will soon find out what a metaphor is.

18. Sound poems This is an opportunity to introduce children to the word ‘onomatopaeio’. Even very young children like the sound of the word and they will go around saying it and using it in the right context once they have had opportunities to use it in the writing of poetry.

A simple form for the children to start with is: I like sounds. The swish of the wind. The ........ of ............... The.......... of ............... The.......... of................ When the children have had the experience of The ......... of ................ writing in this way get them to attempt an Yes.... “I Don’t Like” poem. I like sounds. I like music. The throb of guitars. The.......... of .............. The ......... of ............... The ......... of................. The .........of.................. I like music.

19. Wish poems This form offers little difficulty for children making up poems of their own. One approach is to write a class ‘wish’ poem. The teacher or a student writes up on the board a number of times. “I wish.......’ Then members of the class takes turns completing the lines with wishes of their own.

20. I saw poems These can be developed in the same way as the wish poems. However, you can encourage the children to be more dramatic by using colourful language. e.g.

I saw.... When...... I saw the blazing sun in the sky I saw a fish pond all on fire.

21. Sound poems This is an opportunity to introduce children to the word ‘onomatopaeio’. Even very young children like the sound of the word and they will go around saying it and using it in the right context once they have had opportunities to use it in the writing of poetry. A simple form for the children to start with is: I like sounds. The swish of the wind.

The ........ of ............... The.......... of ............... The.......... of................ The ......... of ................ Yes.... I like sounds.

When the children have had the experience of writing in this way get them to attempt an “I Don’t Like” poem.

I like music. The throb of guitars. The.......... of .............. The ......... of ............... The ......... of................. The .........of.................. I like music.

22. Hello/Goodbye poems This is another very simple form for expressing thoughts. e.g. Hello holidays, goodbye school. Hello lollies, goodbye teeth. Hello..........., goodbye.......... Hello..........., goodbye........... Hello..........., goodbye...........

23. Is poems (The degree of difficulty is up to the child.) e.g. Summer is air-conditioning units whirring. Winter is........... etc. You can choose a specific theme such a ‘school” e.g. School is.......... A teacher is......... Homework is........... Sport is............ English is............. My friend is........ Friday is..............

24. Are poems (Use the same technique as the “Is” poems.)

e.g. Cats are bundles of fur. Cars are.............. etc.

25. Colours in poetry (Use the same technique as in the ‘Is’ poems.) Red is............... Green is........... White is............ Purple is .......... Pink is............... Grey is .............

Children can be very descriptive in this form. e.g. Red is the sunset sinking behind the mountains. And red is the cherry, luscious and sweet

.

26. Shape Poems The physical form of a poem on paper can fortify the poem’s meaning, add to its imagery, highlight its rhythm, or increase its humour. e.g.

Two In Bed by Abram Buner When my brother Tommy Sleeps in bed with me, He doubles up and makes himself exactly like a V. And ‘cause the bed is not so wide A part of him is on my side.

The alligator chased his tail Which hit him on the snout. He nibbled, gobbled, swallowed it And turned right inside out. Mary McDonald.

27. Grave Poems: Leslie Moore Here lies what’s left Of Leslie Moore. No Les No more. A Dentist Stranger, approach this spot with gravity: John Brown is filling his last cavity.

28.Report Poems I find this form very powerful when doing research on a topic. e.g.

James Cook.

James Cook was born in England. A captain brave was he. He sailed the ship Endeavour Across a nameless sea. He visited New Zealand And then the wind with force Took the ship, Endeavour On another course. For days and days they sailed And then one sunlit morn Above the sound of crashing waves The call, “Land Ho!” echoed to one and all.