Ashley J.

Rivera Aviles
Roxanna Z. Molinary Infante
 What is Poetry? Who Knows?

Not a rose, but the scent of the rose;

Not the sky, but the light in the sky;

Not the fly, but the gleam of the fly;

Not the sea, but the sound of the sea;

Not myself, but what makes me

See, hear, and feel something that prose

Cannot: and what it is who knows?

(*from Eleanor Farjeon's Poems for Children,1938)

 Poetry is the most emotionally charged means of written
expression and it consists of words arranged in patterns of
sound and imagery to spark an emotional, and intellectual,
response from us.

 Poetry is the language of the imagination, of feelings, of

emotional self-expression, of high art.

 Prose explains, but poetry sings.

 The language in poetry is musical, precise, memorable, and

magical.
(Russell, 2005, pp. 176-177)
 Poetry was not considered a genre
 It was used for moral teachings for
children
 Much later in time, writers began to
introduce the idea of poetry for the
enjoyment of children; eventually
developing poetry into a genre
 Most ancient forms of poetry were first
carried out in oral forms and some of
them did not survive the transition from
oral to written.
› Ballads
› Lullabies
› Nursery Rhymes
 Humpty dumpty sat on a wall.
Humpty dumpty had a great fall.
All the king’s horses and all the king’s
men,
Couldn’t put humpty together again.
 Imagery

› Literal Images › Figurative Images

 Visual  Simile
 Tactile
 Auditory  Metaphor
 Olfactory
 Kinesthetic  Personification
 Gustatory
 The sun was shining on the
sea,
Shining with all his might:
He did his very best to make
They consist of things we
can see. The billows smooth and bright
-
And this was odd, because it
was
The middle of the night.
(Lewis Carroll)
 Through the green twilight of a
They appeal to our hedge,
sense of touch. I peered with cheek on the
cool leaves pressed
(Walter de la Mare)
They suggest the Bow-wow, says the dog,
sounds of things, Mew, mew says the cat,
usually resulting in an Grunt, grunt, goes the hog,
effect And squeak goes the rat.
“onomatopoeia” Tu, whu, says the owl,
Quack, quack, says the duck,
(Words that imitate And what the cuckoo says
sounds or sounds you know.
that are linked with (Mother Goose)
objects).
 As Mommy washed up
and the children played,
They suggest the smell of warm butter filled the
smells of things. air.
(Anonymous)
 A poem once stopped me on
the street.
I've got a poem stuck on my
They refer to actions feet.
or motions. A poem attacked me in the
shower.
I find a poem most every hour!
(Mark Stansell)
 A mouse found a beautiful
piece of plum cake,
The richest and sweetest that
They suggest the mortal could make:
tastes of things. 'Twas heavy with citron and
fragrant with spice,
And covered with sugar all
sparkling as ice.
(Iona and Peter Opie)
It is a stated "My love is like a red, red rose"
comparison, (Robert Burn)
employing a
connective such as
"like" or "as".
It is an implied In the morning the city
comparison, not Spreads its wings
directly stated with Making a song
words such as "like" In stone that sings.
and "as". (Langston Hughes)
Here human qualities "The Night was creeping on
are given to an the ground!
inanimate object, an She crept and did not make a
abstract idea, or a sound"
force of nature. (James Stephens)
 Sound Patterns

Rhythm: Rhyme:
the pattern of stressed the repetition of similar
and unstressed syllables sounds in the two or
in language. more words.
 End rhyme: the repetition of the ending sounds in
two or more lines.

 Alliteration: the repetition of initial sounds in two or

more words.

 Assonance: the repetition of vowel sounds within

words.

 Consonance: the repetition of consonant sounds

within words, often with a variation in adjoining
vowels.
 One, two,
buckle my shoe;
Three, four,
shut the door;
Five, six,
pick up sticks;
Seven, eight,
lay them straight;
Nine, ten,
a big, fat hen.
 Peter Piper picked a peck of pickled
peppers.
A peck of pickled peppers Peter Piper
picked.
If Peter Piper picked a peck of pickled
peppers,
How many pickled peppers did Peter
Piper pick?
 Hickory Dickory Dock,
The mouse ran up the clock,
The clock struck one,
The mouse ran down,
Hickory Dickory Dock!
 A flea and a fly
Flew up in a flue.
Said the flea, "Let us fly!"
Said the fly, "Let us flee!"
So they flew through a flap in the flue.
Nonsense verse Humor

Comic Fun way of Themes

themes introducing that are
about children to playful
events that rhyme, and
are rhythm, meter amusingly
nonsense or and verse possible
impossible pattern.
 Everyday World Traditional Ballads

 Life is real and  Passed down orally

earnest from generations.
 Real yet imaginative  Carried out by sailors
 Portray the and travelers.
consciousness of  Song story with
real children and Rhythm, danceable
their everyday play.  Plotted narrative
 For and about  Anonymous author
children  Themes tend to be
tragic.
Narrative Poems Lyric Poetry

 Story poems  Ancient Greek poetry

 All age and themes performed with a
 Beginning, middle and lyre.
end  Songlike
 Characters and plot  Express clearly
thoughts or feelings.
 Moods evoked by well
chosen words.
 Nature Around the World

 Sensitive and  Poetry from other

imaginative lands
interpretation of  Different languages
nature that kindles a  Understandable
responsive spark in universal illustrations
the reader.
 Animals
 Poetry has been used for teaching since its
first forms centuries ago.
 Teaching vs. sermon (Theodore Geisel Seuss)
 Infinite possibilities in teaching subjects.
 Useful characteristics of poetry for ESL
learners:
› Rhyme
› Rhythm
› Repetition
› Humor
 Reading Poetry Aloud to Children

 Poetry should be introduced first and frequently to children in

an oral form. Most poetry is best read aloud. Children's oral
language is the basis for their later acquisition of literacy.

 We need to practice reading the poems ahead of time and

frequently. Keep in mind that poetry should be read for its
meaning and enunciated words clearly. Pay attention to the
poet's punctuation and slow down your normal reading pace
to give full value to each sound.
 Some poems need to be performed and dramatized. Using your voice
to make special effects, such as variations of volume, pitch, and speech
rate, and even a dramatic pause.

 Brief encounters with one to three poems at a time are best. Too many
poems in one sitting may overwhelm students or make the reading
tedious.

 After reading the poem, be sure to announce the name of the poet so
that children discover the writers they especially enjoy.

 Some poems warrant discussion. Children can take the opportunity to

tell how the poem made them feel or what it make them think about.
 Choral poetry consists of interpreting and saying a poem
together as a group activity. Children enjoy this way of
experiencing poetry because they have a participatory role
in the activity.

 Short, humorous narrative poems are good first choices.

 Options for reading a poem chorally include unison, two- or

three-part, solo voices, cumulative buildup, and simultaneous
voices.

 Incorporating action, gestures, body movements, and finger

plays can produce more interesting and enjoyable
presentations.
 Children need to be very familiar with poetry of many
kinds before they should be expected to compose
poems.

 Teachers often start the writing of poetry as a

collaborative effort. The class brainstorms for ideas and
then composes the poem in groups or pairs.

 Children's poetry follows no absolute rules; perfection of

form should not be a goal. They should be reminded that
poetry is a form of communication and that they should
think of an idea, feeling, or event to write about in their
poems.
 We can encourage children to compile personal and
class anthologies of their own poems or their favorite
poems.

 We can encourage children to model the works of

professional poets by attempting imitation of a whole
poem or of specific techniques.

 We can read aloud many poems of one poetic form,

and then analyze the form to reveal the
characteristics of its structure.
http://just4teachers.blogspot.kr/p/gift-
kindergarten-poetry-journal.html

http://www.squidoo.com/k12
interactivepoetry
Books:
 Elementary Children’s Literature (Nancy A. Anderson,2006)
 Children’s Literature Briefly (Michael Tunnell, James
Jacobs,2008)
 Literature and the Child (Lee Galda, Bernice E. Cullinan,2002)

Websites:
 http://just4teachers.blogspot.kr/p/gift-kindergarten-poetry-
journal.html
 http://www.squidoo.com/k12interactivepoetry
 Google - Images