Poetry is Everywhere!
Aim: To read, write and perform poetry.
.
_
- Everyone has an opinion about poetry, either favorable or not.
- Everyone listens to huge amounts of poetry everyday - Most lyrics are written as poems
- Poetry is probably the most practiced creative exercise in the world
- Everyone has an opinion about poetry, either favorable or not.
- Everyone listens to huge amounts of poetry everyday - Most lyrics are written as poems
- Poetry is probably the most practiced creative exercise in the world
Do Now:
1) Begin to look at the poetry anthologies.
2) Pick out poetry lines that you find descriptive, interesting or unusual. They might have interesting language or imagery.
3) Write down ten interesting examples on the strips of paper and place the papers in the box.
4) We will mix up the papers and now you will get 10 more papers. Your job is to look for a theme.
5) Begin to draft a poem using this theme.
2) Pick out poetry lines that you find descriptive, interesting or unusual. They might have interesting language or imagery.
3) Write down ten interesting examples on the strips of paper and place the papers in the box.
4) We will mix up the papers and now you will get 10 more papers. Your job is to look for a theme.
5) Begin to draft a poem using this theme.
The City
_In the morning the city
Spreads its wings Making a song In stone that sings. In the evening the city Goes to bed Hanging lights Above its head. --Langston Hugh |
Phrases I Like:
The city spreads its wings |
_The ToasterA silver-scaled dragon
with jaws flaming red
Sits at my elbow and toasts my bread. I hand him fat slices, and then, one by one, He hands them back when he sees they are done. --William Jay Smith |
Phrases I like:
A silver-scaled dragon with jaws flaming red |
Apartment House
_A filing cabinet of human
lives
Where people swarm like bees in tunnelled hives, Each to his own cell in the covered comb, Identical and cramped -- we call it home. --Gerald Raftery |
Phrases I like:
_1) A filing cabinet of human
lives
2) Identical and cramped -- we call it home. |
What is a Poet?
_
A poet is somebody who feels, and who
expresses
his feelings through words.
This may sound easy. It isn't.
A lot of people think or believe or know they
feel -- but that's thinking or believing or
knowing; not feeling. and poetry is feeling --
not knowing or believing or thinking.
Almost anybody can learn to think or believe
or know, but not a single human being can be
taught to feel. Why? Because whenever you think
or you believe or you know, you're a lot of other
people; but the moment you feel, you're
NOBODY-BUT-YOURSELF.
e.e. cummings
his feelings through words.
This may sound easy. It isn't.
A lot of people think or believe or know they
feel -- but that's thinking or believing or
knowing; not feeling. and poetry is feeling --
not knowing or believing or thinking.
Almost anybody can learn to think or believe
or know, but not a single human being can be
taught to feel. Why? Because whenever you think
or you believe or you know, you're a lot of other
people; but the moment you feel, you're
NOBODY-BUT-YOURSELF.
e.e. cummings
Do Now:
1) Begin to look at the poetry anthologies
_
Swamp pupils with a variety of poetry anthologies or poetry sheets. You can choose to select the poems on a theme ( eg MONSTERS / NATURE ) or allow for a diversity of topic. Encourage general reading and sharing, a getting into the texts for enjoyment, some readings tend to arise naturally from this process. Have numerous strips of paper available and ask pupils to pick out lines which they have found to be descriptive,interesting, or unusual. Give your own as examples. Talk a little about the language and imagery. Ask for 10 to be written on the strips of paper, folded, and submitted to a common box. Once done, mix up and share out. Ask pupils to lay out strips of paper and to look for lines which seem to develop a theme. They can discard lines, swap lines, and of course write their own. Begin a drafting process where they develop the ideas they have, encourage changing the gender,making subject and verbs agree and so on. The result is a hive of activity and creative intent. Usually short ( 6 - 10 lines ) poems are created which read as enigmatic statements. They are usually full of imagery and lend themselves to illustration. 2. Having studied figures of speech, and metaphor in particular, use a similar process but have the pupils write their own descriptive lines. This may be on a theme given to them or left to up to individuals. A theme usually helps less mature pupils to focus. Follow the same process. Use the results to illustrate the power of metaphor.
Swamp pupils with a variety of poetry anthologies or poetry sheets. You can choose to select the poems on a theme ( eg MONSTERS / NATURE ) or allow for a diversity of topic. Encourage general reading and sharing, a getting into the texts for enjoyment, some readings tend to arise naturally from this process. Have numerous strips of paper available and ask pupils to pick out lines which they have found to be descriptive,interesting, or unusual. Give your own as examples. Talk a little about the language and imagery. Ask for 10 to be written on the strips of paper, folded, and submitted to a common box. Once done, mix up and share out. Ask pupils to lay out strips of paper and to look for lines which seem to develop a theme. They can discard lines, swap lines, and of course write their own. Begin a drafting process where they develop the ideas they have, encourage changing the gender,making subject and verbs agree and so on. The result is a hive of activity and creative intent. Usually short ( 6 - 10 lines ) poems are created which read as enigmatic statements. They are usually full of imagery and lend themselves to illustration. 2. Having studied figures of speech, and metaphor in particular, use a similar process but have the pupils write their own descriptive lines. This may be on a theme given to them or left to up to individuals. A theme usually helps less mature pupils to focus. Follow the same process. Use the results to illustrate the power of metaphor.