Book 28 — The Sculptures of Allison Grayhurst. Book 31 — Snapshots excerpts of poems on images — The poetry of Allison Grayhurst. Grayhurst — Surrogate Dharma — ebook file 2.
Trial and Witness — selected poems. All rights reserved. Any redistribution or reproduction of part or all of the contents in any form is prohibited other than the following:.
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You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. My students of all English levels were able to create a wonderful selection of poetry — funny, sad, and beautiful.
I really loved introducing this poetry form to my students because they could put so much of themselves into it and they worked well with the format. The outline follows:. Depending on the English level of the students, the format could be changed to fewer lines. Students can work in pairs to review each other's poems and suggest some options of different vocabulary words. Students can also write cinquains about themselves or each other.
A shape poem or concrete poem describes a familiar object, and is written in the shape of the object. You may wish to start with an object that the whole class writes about before having students write their own poems. Shape poems give students a chance to brainstorm words and ideas connected with the object, and to delve deeper into the associations we have with everyday objects. This form of poetry is essentially a list that uses very concise language to describe something such as an emotion or a familiar object. It allows students to explore a single idea while at the same time practicing an economy of language.
For students who are more comfortable with poetry forms and have a higher level of English I recommend the following forms as they require enough proficiency in English to be able to hear syllables and rhymes and enhanced descriptive vocabulary. This is the Japanese poetry form that relies on a pattern of syllables: The trick for ELLs is to be able to hear the syllables and get the wording right.
If a student mispronounces a word they will not represent it correctly in the poem. Here is an example of a Haiku written by a student :.
Rhyming poems seem like they would be very simple. Everyone has recited the poem, "Roses are red, violets are blue. However, ELLs may not have a strong rhyming concept depending on their first language and literacy skills and they may not hear they rhyme of English words — not to mention the fact that you have to know quite a few vocabulary words to be able to come up with a rhyming word that makes sense.
To introduce a rhyming format I recommend starting with something simple and then increasing difficulty as students work. For younger readers, many of Jack Prelutsky's poems have very accessible rhymes and rhythms. Older readers may enjoy the more lyrical verses of Langston Hughes.
Feeling and Place poems are really themes for any poem, although they lend themselves well to free form poetry. These poems require students to have an advanced vocabulary and the ability to describe emotions and places in detail. Students can start by brainstorming all the words they relate to a feeling, for example. If the word is, "Sad," they might make a list that includes depressed, tired, crying, missing, lost, father, distance , etc.
Once they have the list of words they can choose some of them to begin creating metaphors, such as, "Crying is like you're turned inside out. Throughout the process students can review each others' work and offer suggestions and feedback. In this lesson plan , teacher Glori Chaika describes an activity in which students invented their own poetry form at the end of the year, and then had to describe how to write poems in their form to their classmates. While form is important when writing poetry, there is much more to it. Poetry offers the opportunity to explore an idea and emotion, to describe a special place or object that we take for granted, and create an image that others will be able experience.
For this reason, I think it helps to incorporate some instructional strategies that will help students develop these skills. It may help get those creative juices flowing by doing some activities such as the ones suggested by teacher Faith Vicinanza. One of the activities involves students imagining that they are something else such as "a drop of rain, the color blue, a school bus, or a stalk of wheat. Another good way to begin warming up to writing poetry is to ask students to close their eyes and go through a guided visualization.
Instruct the students to think of a place. Is it indoors or outdoors?
What do you see and hear? What colors and sounds? Are people there? What are they doing? How do they feel? How do you feel? When the students open their eyes they can draw the picture they formed in their head and then explain it to a partner. In this exercise, students begin to practice focusing on the process of visualization, and formulate the vocabulary they will need to add description and emotion to their poetry. A quick warm-up for students before writing is the box toss.
Make a little box and write words on all the outside surfaces of the box. You could also put post-it notes words on the sides in order to re-use the box. Students sit in a circle and take turns tossing the box or passing it around. The teacher gives the students a task using the word that is visible when the box is caught.
Rating details. I was expecting your typical shifter romance and was wonderfully surprised by the craziness that is the MacKilligan honey badger sisters. The author seems to be obsessed with virginity. Note that Emerson did say, as noted above, "I trust a good deal to common fame, as we all must. Oh, God no. Lines and paragraphs break automatically.
For example, the teacher might tell the student to list three adjectives describing their word, and if another person gets the same word, they will have to think of three new adjectives. Or the teacher might ask them to think of two words that rhyme with the box, or to say the first thing they think of when they see that word. It is really an activity to get students thinking creatively and quickly about words, and to emphasize that writing poetry is about expression not being perfect.
I like to use this technique to model how to revise a poem to make it more specific and interesting. The beauty of poetry is finding just the right words and putting them together to create a picture or emotion. I put the following poem on the board. I woke up. It was a nice day. I was happy. I ask the students if they like my poem.
Some are too polite to say, "No. They think of things like "opened my eyes," "gorgeous" or "thrilled. I have the students compare the two poems and then discuss why the second poem is more interesting. We practice with more vocabulary words and put them on a continuum of general to more specific.
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For example: Good — happy — ecstatic. This is an excellent time to introduce the Thesaurus and how to use it. I taught my students how to use the Thesaurus with some music activities. I played a variety of music selections with my students and asked them to write all the vocabulary words that came to mind as they listened. One piece was sad and slow, one was cheerful, and one was a loud hard rock number.
After the students had finished listening, I had them work in small groups to share their words and discuss any new vocabulary. As a class we discussed how each word may have a slightly different meaning such as the difference between "sad," "mournful," and "despondent. I then reinforced the importance of knowing the meaning of the words because the Thesaurus may list words that have different meanings from each other. For example, the word "connected" might have words listed that could have different meanings such as "linked" or "related.
Discussing songs and song-writing can complement a poetry lesson nicely, and may be of particular interest to students who enjoying listening to music and thinking about lyrics. Here are some ideas of how to use songs and music in your poetry instruction. Another wonderful thing about teaching poetry is that it can be easy to share with others! Students can read it out loud at a poetry reading or family night event, or you post can student poems on the wall.
In her blog entry on poetry and ELLs on Scholastic's website, Andrea Spillett shares a great idea from one of her colleagues — he collects a poem from each student, and then binds all of the poems together in a book that he gives his students at the end of the year. The Academy of American Poets offers some other great ideas, publishing student poetry in your school's newspaper or magazine, holding student poetry workshops or a student poetry reading at the local library or bookstore.
I encourage you to check out some of the Hotlinks for more resources and ideas on how to explore poetry writing with your students. You never know what their creative minds will come up with, and what they'll learn about themselves in the process! Spillette, Andrea. Author Interviews Meet your favorite authors and illustrators in our video interviews.
Book Finder Create your own booklists from our library of 5, books! Themed Booklists Dozens of carefully selected booklists, for kids years old. Nonfiction for Kids Tips on finding great books, reading nonfiction and more. Skip to main content. You are here Home. Writing Poetry with English Language Learners. By: Kristina Robertson. This article discusses strategies for writing poetry with ELLs, presents an overview of poetry forms that can be used effectively in writing lessons, and suggests some ideas for ways to share student poetry.
I cannot quite imagine How my poem's supposed to be — I've got a sinking feeling I'm not good at poetry. Here are some suggestions for getting started: Read a variety of poems first. I would recommend a couple of different kinds of poems before assigning any writing activities. For more ideas on how to start a unit on poetry, be sure to take a look at Introducing and Reading Poetry with English Language Learners.
While the introduction doesn't have to be too in-depth, giving students time to read and think about poems will help them feel more comfortable when it's time to write. Introduce different poetry forms as models.
Read some poems that fit the structure or format, discuss unique rhyming or line patterns, and then have students try writing on their own, using the poems read in class as a model. Focus on each form before moving on to the next one so that students have a chance to master it. Use poetry throughout the curriculum. You may also wish to use poetry writing as an activity in other content-area lessons, or trying having students write some of these poems as riddles that their classmates have to figure out.
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