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poetry template-1 - Richmond Heights Middle School

By Martin Warren,2014-11-28 01:37
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poetry template-1 - Richmond Heights Middle Schoolpoetry

    Concrete poetry

    Concrete poetry is visual poetry. A concrete poem creates an actual picture or shape on the page. The poem's message comes not only from the words, also from the arrangement of the words.

    A Christmas Tree

    Star,

    If you are

    A love Compassionate,

    You will walk with us this year.

    We face a glacial distance, who are her

    Huddle’s

    At your feet.

Now that you have read the poem, you should realize that the poem has a lot of meaning, or, in other words,

    it says something. Do not make the mistake of picking a shape and then writing some sentences (prose) to fit in the shape. The best way to create a concrete poem is to write a poem that has some meaning and then

    pick a shape to fit the poem

How to Write Shape Poems - A Lesson For Middle School

    How to Write Shape Poems: Three Levels

    Shape poems or concrete poems are enjoyable to write. This creative writing can be used as introductory activity for a poetry unit. The three levels are included to help with differentiation. The three levels all students in a classroom to find success in this lesson.

Writing a Shape Poem: Easy Level

    1. Choose a topic.

    2. Begin by brainstorming topics..

    3. Draw a shape in which to wrap the poem. Such as a computer, flower, book, tree, flag, etc. 4. Write a rough draft of a poem on the topic. Decide ahead of time if the poem needs to rhyme. Most students know how to write a rhyming poem.

    5. Ask students to write the poem neatly around the shape. Color the shape to add creativity and interest.

    Adding Difficulty to the Assignment: Medium Level

    1. When students write the rough draft, ask them to include an example of a simile. A simile compares two things using like or as. For example, her hair was like golden waves rippling down her back. Or, Brian was as

    big as an oak tree.

    2. The poem should be at least 10 lines long.

    3. Words could be written creatively in other places than wrapped outside of the shape. Color should be used creatively.

    Adding More Difficulty to the Assignment: Challenge Level

    1. Once the rough draft is done, include examples of a simile, a metaphor and alliteration. A metaphor compares two unlikely things. For example, her brown eyes were rivers of emotion or Darin was the rock of his team. Alliteration is where three words or more in a line start with the same consonant. For example, Connie cooks her own cookies. Or, Rick threw the rock in the river.

    2. The poem should be 10 lines long.

3. The shape should be formed by the words creatively. There should be no drawing, just words. For example,

    students could take the words to a poem about baseball and the circle shape and the sewing lines become areas to write. Color can be used to add interest. Proudly display all of the poems in the room. The poems will

    be as unique as the students who write them.

    This differentiated lesson can be fun for every student in the classroom. Shape poems showcase students'

    creativity and can be quite fun to write and the displayed poems will add artwork to the language arts classroom.

    ; Insert ? Picture ? Clip Art

    ; Choose a simple object

    ; Right click on object

    ; Select ? Format Picture

    ; Select the Picture tab

    o Choose Color Washout

    ; Select the Layout tab

    Choose Behind text

    Type your poem within the outline of the object.

    (If your picture moves when you press ,

    then to where you want to begin typing.

    Select certain text to change the color accordingly.

    When you are finished, select the object and delete it.

    Your poem will remain in the shape of your object.

    Example:

     leaf leaf leaf

     leaf leaf leaf

     leaf leaf leaf

     leaf st

     em

     apple ste apple apple a

     apple apple apple apple apple ap

     apple apple apple apple apple apple

     apple apple apple apple apple apple

     apple apple apple apple apple apple

     apple apple apple apple ap ple

     apple apple apple apple ap

     apple apple apple apple ap

     apple apple apple a

     apple apple

    Free Form poem

    The First Battle

    I raise my hand, and pledge my life, to defend my God and man. Save a world, I've never seen, 'tis there I'll make my stand.

    Recruited then, now's time to go, farewell to family and friends. To live upon the killing fields,

    until the bitter end.

    Moving now, going east,

    our training long complete. Comes soldiers, sailors, airmen,

    within this mighty fleet.

    Against the shores, we rush to land,

    to face the one's we must. Fear and pain, turns to hate,

    it's blood that we now lust.

    We fight for hours, we will not rest,

    until the night will come.

    With rocket fire, flying lead

    - the tanks' motoring hum.

    Beside me here, lays my friend,

    his soul was very bold.

    Weeping now, I pick him up,

    his body I now hold.

    The dawn arrives, and we awake, we wrapped our dead today. We won the fight, that cost their lives,

    the price we had to pay.

    Lesson learned, I know not what,

    save one, I'll tell you this! For those who gave, their lives away -

    those I'll always miss.

    Kactus Berry

    Headline Poems

    Quick questions as "food for thought" for students...

    ; What defines a poem?

    ; Do all poems have to rhyme?

    ; Why do people write poems?

    Instructions

    1. Students may work individually or in pairs or groups.

    2. Using the newspapers provided by the instructor, students skim for headlines which

    interest them. Do you see a theme or topic on which there are a number of headlines?

    For example: politics, crime, natural disaster, the environment, etc. Note that the goal is

    not to read the paper, it's to skim for points of interest or "chunks" of words which

    express students' opinions or beliefs about that topic.

    3. Students choose a topic or theme and cut out approximately 10 to 15 headlines for that

    topic. These cut-out headlines will be phrases. They should not be single words or

    letters and they do not need to be complete sentences. In this case, students are

    repurposing authentic materials in a poetic framework.

    4. Students arrange the headlines in any order that makes sense or states a message, and

    glue them on a piece of paper. They can use all of the headlines they have selected, or

    only some of them. They can also search for more to add, as needed and as time

    permits.

    5. When finished, students should title their creation.

    6. Optional: They can also include photos, drawings, or any other illustrations from the

    newspapers or of their own creation.

    7. CINQUAIN:

    8. Cinquains have five lines

    Line 1: Title (noun) - 1 word

    Line 2: Description - 2 words

    Line 3: Action - 3 words

    Line 4: Feeling (phrase) - 4 words

    Line 5: Title (synonym for the title) - 1 word

    An example of Cinquain

    9. Mom

    Helpful, caring

    Loves to garden

    Excitable, likes satisfying people

    Teacher

    How to Write a Bio Poem

    Suggested Grades

    Objective A Bio poem can be used to teach students to focus on the characteristics of a

    person or an animal, anything or anyone really. It requires the student to put

    themselves in the subject's shoes.

Method Line 1: First Name Example of Bio Poem

    Line 2: Four descriptive traits

    Tom Line 3: Sibling of...

    Tall, tasty, feathery, vicious, Line 4: Lover of Sibling of Clucky Chicken and Big Bird, Line 5: Who fears... Lover of vegetarians and ham eaters, Line 6: Who needs... Fears Mr. Butterball and pilgrims,

    Line 7: Who gives... Needs to run around,

    Gives nourishment and left overs, Line 8: Who would like to see...

    Would like to see birds unite and revolt, Line 9: Resident of...

    Resident of Old MacDonald's Farm, Line 10: Last Name Turkey.

    I Am Poem

10. I am

    ______________________________________________________________ 11. (Two special characteristics)

    12. I wonder

    ___________________________________________________________ 13. (Something you are curious about)

    14. I hear

    _____________________________________________________________ 15. (An imaginary sound)

    16. I see

    ______________________________________________________________ 17. (An imaginary sight)

    18. I want

    _____________________________________________________________ 19. (A desire you have)

    20. I am

    ______________________________________________________________ 21. (The first line of the poem repeated)

    22. I pretend

    ____________________________________________________________ 23. (Something you pretend to do)

    24. I feel

    _____________________________________________________________ 25. (A feeling about something imaginary)

    26. I touch

    _____________________________________________________________ 27. (An imaginary touch)

    28. I worry

    _____________________________________________________________ 29. (Something that bothers you)

    30. I cry

    _____________________________________________________________ 31. (Something that makes you sad)

    32. I am

    _____________________________________________________________ 33. (The first line of the poem repeated)

    34. I understand

    _______________________________________________________ 35. (Something you know is true)

36. I say

    _____________________________________________________________ 37. (Something you believe in)

    38. I dream

    _____________________________________________________________ 39. (Something you dream about)

    40. I try

    _____________________________________________________________ 41. (Something you make an effort on)

    42. I hope

    _____________________________________________________________ 43. (Something you hope for)

    44. I am

    _____________________________________________________________ 45. (The first line of the poem repeated)

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