Poetry Centers
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Treasure Hunt for Poetry Directions: Sit w ith a p artn er and treasu re hunt fo r po etic lines or w ords in these picture and non-fiction books. Write them down on this sheet. Next, choose on e line from your selection, w rite an d illu strate it on a boo km ark- b e sure to in clu de the title and author of the boo k. My Poetic Lines: 1.
2.
3.
4.
5.
6. Write the line on this bookmark and illustrate it as you see fit. Then, cut the bookmark out place it in your poetry folder.
Cracking-Open Words
An important part of writing poetry is being able to “crack open” overused and abstract words and sentences, such as: “It was a nice day” or “She was very nice” and find the proper image inside. In this center, you can experiment with an important part of revision- cracking-open words, phrases, and sentences to find more accurate and vivid images inside.
Directions: None of th e sentences below give us a pictu re in ourminds using wo rds.
Next to each sentence describe
and w rite wh at you see in your ow n min d. Clo se your eyes an d see w hat im ages ap pear in your mind. Th en, rep aint th e sentences usin g yo ur own im ages an d words. Examp le: It w as a n ice day. = The bright sun, ap pearin g from b ehin d Mt. Skye, cut diamonds across the blue lake. 1. It was a nice day. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. We had a lot of fun. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. The flowers were beautiful and colorful. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. She was a good person. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5. The cat was cute. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
The Music of Words
Words have different personalities and qualities according to their sounds. Poets write by considering the meaning and sounds of their words.
Directions: Think about the soun ds of w ords. Fin d at least five words th at sound smooth, bu mpy, an d sharp (five in each column !). Fo r examp le, a wo rd th at soun ds smooth is ice; a bumpy w ord is hippopo tamus becau se it has many small syllables th at m ake you r mou th mo ve; an d a sh arp word is kite becau se th e consonants are sh arp.
SMOOTH
BUMPY
SHARP
Listening Center Directions: Listen to a few of the poems on the C D f rom Poetry Speaks to Children. You may read along with th e boo k. As you listen, jot down th e p oems you en joy listening to. Then choo se a favorite line, image, or poem and wh en you are fin ish ed listening to the p oems, u se a piece of blank paper to illustrate th e im ages you saw in your mind. B e sure to label the illustration with the title and author of the po em. My Favorite poems: 1.
2.
3.
4.
Illustration Center Directions: Choose a po em f rom the in cluded p acket. ( If you did the Listening Cen ter activity, you must choose a different po em f or this activity.) Does the poem create a pictu re or pictu res in your mind? Illu strate the im age you see o r, if you see several im ages divide the po em up and create a p icture book. Either you can create you r own pictu re book or you m ay illu strate a sin gle p age fo r one po em. When you illu strate the po em, please leave room to inclu de the actual po em. You may type up the poem and shrink it down o r you may han dwrite it on the sh eet.
Revision Center Directions: Read the poem below. I’ ve added and ch anged endings on wo rds, chan ged th e line-b reaks, and m ade it look an d sound like a p aragraph in a story. Revise th e po em as if it w ere you r own - cut out extra wo rds or en dings and rearrange the line-b reaks. Make two revised versio ns. When you are done, see Miss Mulhern w hen you are done to read the origin al.
Poem:
I was standing at my window and all day I saw across the way, on someone’s windowsill, a geranium which looked like it was glowing red bright- it looked like a tiny traffic light faraway.
2.
3.
4.
5.
6. Write the line on this bookmark and illustrate it as you see fit. Then, cut the bookmark out place it in your poetry folder.
Cracking-Open Words
An important part of writing poetry is being able to “crack open” overused and abstract words and sentences, such as: “It was a nice day” or “She was very nice” and find the proper image inside. In this center, you can experiment with an important part of revision- cracking-open words, phrases, and sentences to find more accurate and vivid images inside.
Directions: None of th e sentences below give us a pictu re in ourminds using wo rds.
Next to each sentence describe
and w rite wh at you see in your ow n min d. Clo se your eyes an d see w hat im ages ap pear in your mind. Th en, rep aint th e sentences usin g yo ur own im ages an d words. Examp le: It w as a n ice day. = The bright sun, ap pearin g from b ehin d Mt. Skye, cut diamonds across the blue lake. 1. It was a nice day. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. We had a lot of fun. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. The flowers were beautiful and colorful. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. She was a good person. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5. The cat was cute. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
The Music of Words
Words have different personalities and qualities according to their sounds. Poets write by considering the meaning and sounds of their words.
Directions: Think about the soun ds of w ords. Fin d at least five words th at sound smooth, bu mpy, an d sharp (five in each column !). Fo r examp le, a wo rd th at soun ds smooth is ice; a bumpy w ord is hippopo tamus becau se it has many small syllables th at m ake you r mou th mo ve; an d a sh arp word is kite becau se th e consonants are sh arp.
SMOOTH
BUMPY
SHARP
Listening Center Directions: Listen to a few of the poems on the C D f rom Poetry Speaks to Children. You may read along with th e boo k. As you listen, jot down th e p oems you en joy listening to. Then choo se a favorite line, image, or poem and wh en you are fin ish ed listening to the p oems, u se a piece of blank paper to illustrate th e im ages you saw in your mind. B e sure to label the illustration with the title and author of the po em. My Favorite poems: 1.
2.
3.
4.
Illustration Center Directions: Choose a po em f rom the in cluded p acket. ( If you did the Listening Cen ter activity, you must choose a different po em f or this activity.) Does the poem create a pictu re or pictu res in your mind? Illu strate the im age you see o r, if you see several im ages divide the po em up and create a p icture book. Either you can create you r own pictu re book or you m ay illu strate a sin gle p age fo r one po em. When you illu strate the po em, please leave room to inclu de the actual po em. You may type up the poem and shrink it down o r you may han dwrite it on the sh eet.
Revision Center Directions: Read the poem below. I’ ve added and ch anged endings on wo rds, chan ged th e line-b reaks, and m ade it look an d sound like a p aragraph in a story. Revise th e po em as if it w ere you r own - cut out extra wo rds or en dings and rearrange the line-b reaks. Make two revised versio ns. When you are done, see Miss Mulhern w hen you are done to read the origin al.
Poem:
I was standing at my window and all day I saw across the way, on someone’s windowsill, a geranium which looked like it was glowing red bright- it looked like a tiny traffic light faraway.
