Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

Monthly Update sign up
Follow The Annenberg Learner on Facebook Follow Annenberg Learner on Twitter
Mailing List signup
Search
Follow The Annenberg Learner on LinkedIn Follow The Annenberg Learner on Facebook Follow Annenberg Learner on Twitter
MENU

National Poetry Month: Grab Your Quills and Start Writing

POETRY123rfIt’s Poetry Month! Grab your quills (or laptops) and start writing. When the Academy of American Poets started National Poetry Month in 1996, one of their goals was to assist teachers in bringing poetry to their classrooms. Find activities and resources on the Poets.org site.

Start laying the foundation for young writers by encouraging them to keep a writer’s notebook. Students learn to record their thoughts about their experiences and choose the formats (including poems) to deliver those thoughts. See Inside Writing Communities, Grades 3-5, workshop 2, “Reasons for Writing.”

Teach students to distinguish between poetry and prose. One way to do this is to have students write in layers of drafts until a poem starts to emerge. Find this 5th-grade lesson plan in Write in the Middle, workshop 3, “Teaching Poetry.”

Use poetry to help students connect personal experiences and feelings to themes they are reading about. In a technique called “copy-change,” students follow the form of a published poem, and insert their own words, ideas, and emotions. View the lesson in this classroom video for Teaching ‘The Children of Willesden Lane.’

In program 12, “A Sense of Place: Setting and Character in Poetry,” of Literary Visions, hear readings and discussions of Matthew Arnold’s Dover Beach, and listen to Maxine Kumin discuss capturing New England landscapes in her poetry.

Emily Dickinson used her science training to write poetic observations of nature. Her life and work are discussed in Voices & Visions.

Students can compare how poets use images of a city to describe the human condition. See question 5 in American Passages, Context Activities for unit 10, “Rhythms in Poetry:” How do Eliot’s London, Sandburg’s Chicago, and Hughes’s Harlem all represent particular interpretations of the city and the modern condition?

For additional poetry resources:

The Expanding Canon: Teaching Multicultural Literature in High School, session 1, “Reader Response: Pat Mora and James Welch

Engaging With Literature: A Video Library, Grades 3-5, program 3, “Starting Out

Image Copyright: pixelsaway / 123RF Stock Photo

Cultivating Young Poets

Write in the Middle_3A 7th grader recently gave me a wonderful gift. She invited me to read an anthology of poems she wrote in 6th grade. Zoe’s poems were sensitive, wistful, beautiful, and silly. As I read them silently, she was drawn back to them and read each one aloud as a critical reader of her own work. I saw a frisson of pleasure when a poem hit its intended mark. Some, from her more mature 7th grade perspective, she pronounced “childish.”

In Zoe’s poems, I could also see her 6th grade teacher’s approach to teaching the art of writing poetry. The anthology included cinquains, haiku, clerihews, and acrostics. In other words, Zoe’s teacher had given her students accessible models of poetic forms and content, laying a safe foundation on which young writers could express their own emotions and observations.

Whether your students are eager to read and write poetry or are resistant to the craft, they will benefit from this approach. Two learner.org video workshops demonstrate techniques that you can use to cultivate your young poets.

In “Gaining Insight Through Poetry” in Teaching ‘The Children of Willesden Lane,’ high school teacher Chris Mazzino uses “copy change” to help students thoughtfully empathize with the children portrayed in the holocaust memoir they read as part of a citywide reading program. Copy change involves using another writer’s structure as the scaffold for your own work.  Here, Mr. Mazzino and his creative writing students are exploring what it feels like to be an outsider. He uses the student-written poem “Will They Ever Learn?” (page three of PDF) to instigate a discussion of “otherness.” Afterwards, students copy change the poem to express their own experiences and emotions. In this instance, the copy change technique provided an accessible model and a safety net for encouraging teens to share emotions they might otherwise keep to themselves.

In Write in the Middle: A Workshop for Middle School Teachers, workshop 3, “Teaching Poetry,” two master teachers—Vivian Johnson and Jack Wilde—share how they help their students develop as readers and writers of poetry. Both teachers emphasize the importance of immersing their students in poetry throughout the school year to ready them for formal writing units. Mr. Wilde breaks down resistance by providing his students with accessible poems than can be understood on the first reading. Ms. Johnson makes the writing process non-threatening to her 8th graders by presenting forms such as found poetry and list poems.

These teachers agree that close reading of model poems is essential, but they don’t dwell on interpretation of abstractions. They do hone in on structure, word choice, rhythm, and line breaks. They examine techniques students can transfer to their own writing and use with power and purpose. Mr. Wilde uses Mekeel McBride’s poem “The Truth About Why I Love Potatoes,” a fun five-stanza poem that views the potato from five perspectives, to help students discover how ideas can be handled in poetic form and what poems can do that prose can’t. He asks, “What can you learn from Mekeel about writing a poem?” One student responds, “You don’t have to say a potato is a potato, but what else could it be.” At this point, his students are ready and eager to write their own poems based on McBride’s model.

The poet Theodore Roethke wrote, “Imitation, conscious imitation, is one of the great methods, perhaps the method of learning to write.” And, as you’ll see in these videos, imitation can put students on the road to profound and beautiful invention. What a gift!

Maxine Kumin and Setting in Poetry

Literary Visions_12_KuminLandscapeAre you and your students writing poems for National Poetry Month? Watch Maxine Kumin read her poetry and hear how setting echoes the themes in her work in Literary Visions, program 12, “A Sense of Place: Setting and Character in Poetry.” Start at 21:54 in the video. Kumin says, “I’m a poet of the seasons. I’m a poet of the natural world.”

Langston Hughes in Focus

LangstonHughes_Teaching Multicultural Lit_6

Writer Langston Hughes believed that art should be accessible to all. He used his poetic voice to speak to all Americans about racial, political, and economic justice. Biographer Arnold Rampersad wrote of Hughes, “His art was firmly rooted in race pride and race feeling, even as he cherished his freedom as an artist…” Use the following resources to introduce students to Hughes’ life and works, and to inspire students to use poetry and art as a means to both explore their heritage and call for public attention to larger issues within their communities.

  • See Teaching Multicultural Literature, workshop 6, “Historical and Cultural Context – Langston Hughes and Christopher Moore.” Stanlee Brimberg’s 7th graders learn about the experiences of African slaves in early New York, examine texts by Hughes, and create postage stamps to commemorate the African Burial Ground Memorial.
  • View the hour-long video on Langston Hughes in Voices & Visions.  Interviews, music, and dance performances convey his work and influence, discussed by James Baldwin and biographer Arnold Rampersad.
  • Hughes is a featured poet in the video for American Passages, unit 10, “Rhythms in Poetry.” Discover more about the author’s life and work and find teaching tips and questions for classroom study of Hughes’ poetry.