Beacon Lesson Plan Library

Painless Poetry

Summer Zephyr
Bay District Schools

Description

Children learn how to write poetry in a painless way. They learn that it can be fun and that our language can be flexible. By putting together various forms of easy-to-write poems they will learn to write them independently.

Objectives

The student identifies effective word choice, uses of dialect, and sensory or figurative language in poetry.

Materials

- pencil or pen and paper
-colored markers
-construction paper for mounting (optional)

Preparations

-15 minutes to go over the lesson plan.
-Make up poetry samples.

Procedures

1. Ask children to find two poems they like and read them to the class.
2. Ask the students if they ever thought it would be easy to write a poem.
3. Tell them that over the next few days you are going to teach them some painless ways to create poetry.
4. This activity is good for introducing a concept, or checking for understanding of parts of speech like adjectives, adverbs, or nouns.
5. Figurative speech can be used ( metaphor, simile and symbol) to describe the word.
Metaphor: suggests likeness by speaking of one thing as if it were another.
Simile: one thing compare to another using the words like or as.
Symbol: an object stands for an idea or quality

4. Type #1 Spelletry
This a combination of spelling and poetry. Have your students take any word such as -color- and write it vertically on a page. The first line of the poem begins with a -c-, the second an -o-, and so on.

Figurative speech can be used ( metaphor, simile and symbol) to describe the word.

Myriads of kaleidescope (metaphor)
Only as loose as last year's slingshot (simile)
One of a kind (metaphor)
Deep as the deep blue sky (simile)

Students could select only nouns, or adjectives, or verbs or a combination of them.

C olors (noun)
O nly (adverb)
L ove (noun)
O ther (adverb)
R ainbows (Noun)

(Choose only descriptive words to create this poem)
M ajestic
A lluring
R ogue
I ntertidal
Neritic
Equatorial

Older students might elaborate a thought more fully.

C olors of the rainbow
O r in the sky
L ive on in my imagination
O nly to be not in my
R eality

Or the students could take their name and write adjectives or sensory words about themselves.

J olly
O ld
H appy
N ice

5. Type #2 Picture Poems
Shape or concrete poems take one or more words and illustrate them in a unique way. They can make statement or illustrate some concern through a picture poem. Compound words work well for example STARFISH, and FOOTBALL.

Assessments

Students create two poems.
Type # 1 Spelletry.
Are the words spelled correctly?
Is the word placed vertically?
If a part of speech is required are all the parts of speech correct?
If figurative speech is used ( hyperbole, metaphor, personification, simile and symbol) is it used correctly?

Type # 2 Picture Poem
Does the picture match the word in the Picture Poem?
Is the word spelled correctly?
Is the picture recognizable?
Does the picture have detail?
Does the picture make sense?
.

Extensions

Use easier words for younger students.
This would be good in homeroom class, or content area to introduce new concepts to the class.
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