Poetry on the Go

Teacher Guide

Learning Objective:
• To explore poetry types as a means of written communication so that students
can recognize that their experiences and perceptions have value.

What am I looking to notice:

• Have my students been able to widen their vocabulary
and use it appropriately in their writing?

• Can my students use vocabulary that is appropriate to the content of their poem
that allows them to clearly convey their ideas, experiences and information?

Context:
• These poems have been selected for exploration because they are versatile
enough to fit almost any topic. Reluctant writers often enjoy poetry because of the
limited content and clear structure. Capable writers are challenged to select the
most appropriate vocabulary to get their intended meaning across succinctly.

Curriculum Links: L3/4

• Organise texts, using a range of appropriate structures.

• Use language features appropriately, showing a developing/

an increasing understanding of their effects.

• Select, form/develop and communicate ideas on a range of topics.

How to use this resource

There are five different poetry lessons included in this pack. The teacher guide suggests how to
introduce and implement each lesson. Poem information includes basic descriptors and suggestions
for introducing and modelling the poem to students. Each poem in the lesson pack has a modelled
example to share and a blank planning template for students to write on. The template can also be
used in class to create a shared model as a way of checking that students understand each step of
the process.

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 Poetry on the Go Teacher Guide

Cinquain Poetry
What is it?
A cinquain is a five-line poem describing a particular subject according to a set pattern. The pattern
is included in the example sheets and in the planning templates that students will use.

Possible contexts
This form of poetry can be used in many different contexts.

• Camp writing: waterslide, rifle, zipline, kayak, tent

• Musical instruments: trumpet, trombone, piano, drums, guitar

• Classroom items: computer, whiteboard, stapler, table, book

• Types of weather: wind, rain, sunshine, hail, snow

• Moods: excitement, serenity, anger, energy, joy, loneliness

• Transport: train, car, truck, plane, boat

The example used in the lesson

Piano
Gleaming, elegant
Meandering, tinkling, performing
Brough to life by slender fingers.
A wide mouth full of teeth.

Suggestions
Encourage students to use a thesaurus to upgrade their choice of words and express their thoughts
effectively. If looking for descriptive verbs about an instrument, specifically search for verbs to
describe music and sounds made.

The last line of the poem is an opportunity for students to be creative. Students should consider
which other objects their chosen subject reminds them of. A trumpet may be evocative of a bronze
flower, while a saxophone might be evocative of an elephant trunk. When modelling the poem, clarify
the following literary terms: adjective, verb, statement and synonym.

Question and Answer Poetry

What is it?
This poem contains two stanzas. In the first stanza, the writer questions the person, animal or
personified object. In the second stanza, the questions are answered by the person, animal or
personified object.

Students decide who or what they would like to ask questions of before deciding on questions and
answers. Each stanza is considered from a different point of view.

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 Poetry on the Go Teacher Guide

Possible contexts
Again, the possible contexts appear endless. Choose a topic relevant to the class and make suggestions
or encourage students to choose their own poetry topic.

Examples used in the lesson

Little bird in the tree.
Where is it that you disappear to at night?
How do you keep your feathers so shiny?
Will you teach me the secrets of flying?

Oh, my friend,
I flit high to a treetop as the sun leaves for the day
Preening several times a day ,
Flying is just for the birds, I’m afraid.

OR

Snowman in the park.

Why is it that you smile?
How many days old are you?
Do you feel the cold?

Hello kind person strolling by.

My mouth was made this way.
Freshly made this morning.
My scarf is keeping me warm.

Suggestions
Mind-map or share lots of possible question starters for students to consider: Why is it? Why do
you? Can’t you? Will you? Can you? What if? How do you? Where do you?

Discuss the meaning of personification – giving inanimate subjects lifelike qualities. Elaborate further
when using a pet in the poem; they are alive but they couldn’t answer questions as such in real life.

Encourage students to be creative with their questions and answers.

Seasonal Poetry
What is it?
This poem describes the way a season, holiday or event makes its appearance.

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 Poetry on the Go Teacher Guide

Possible contexts
This poetry can be used for any upcoming season or holiday/festival/significant event, such as
Christmas, Matariki, Easter, school holidays or an athletics day.

Examples used in the lesson

Spring bounds in with
blooms bursting and baby lambs,
on a balmy blue-skied day,
with dew covered ground and a crisp breeze.

OR

Winter sneaks in with

the sun hiding away, and
temperatures dropping
when we least expect it,
bringing sighs of despair.

Suggestions
Encourage students to use a thesaurus to upgrade their vocabulary and express themselves
creatively. Explain that the structure of the poem calls for vocabulary that helps to create a clear
image in the reader’s mind.

Another creative possibility that could be explored using this poetry pattern is the topic of moods
or feelings.

The poem could also be altered to describe the way the season or event leaves or disappears, rather
than makes an appearance.

Belonging to Me Poetry
What is it?
This poem contains information about something that belongs to the student author. The possession
is described across any number of stanzas. The final stanza could conclude the poem humorously
or summarise how the writer feels about the possession.

Possible contexts
This form of poetry can also be used in many different contexts. Provide students with a broad
topic such as a favourite childhood toy or a favourite item of clothing. Alternatively, the topic can be
student determined.

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 Poetry on the Go Teacher Guide

Examples used in the lesson

This is my cricket bat.
It’s old,
And kind of
Sad looking.

This is my cricket bat.

It’s battered
And beaten
From smashing the ball.
It’s cracked in places.

This is my cricket bat.

It needs replacing, it does,

But for me it’s
My lucky bat.

OR

This is my bedroom.
It’s a keeper of secrets
And a hider of shoes.

This is my room.

It’s messy and chaotic,

Clothes and bedding
Strewn everywhere.

This is my room

It’s messy but it’s mine,

I wouldn’t have it any other way.

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 Poetry on the Go Teacher Guide

Suggestions
Although not a free verse poem, the structure is less strict than other poem structures used in
this resource pack. This poem provides an opportunity for students to explore different language
techniques and descriptive phrases. Further examples and descriptions may need providing. Ask
students to explain what their possession looks, sounds or feels like, for instance.

Encourage the students to experiment with word order and word placement. The last line of the
poem could be given a different criterion: they could be asked to write an unexpected ending or
finish with a surprisingly serious note instead of humour.

As a way of extending capable writers, perhaps they could write about something more abstract as
belonging to them. Topic ideas could include attitude, values, beliefs, dreams or fears.

Free Verse Poetry

What is it?
Free verse poetry is ‘free’ from the limitations of a particular structure. It is a device for creative
expression. Free verse poems don’t usually rhyme.

Possible contexts
Free verse poetry should be explored after a number of other poetry formats have been introduced
to the students. When creating free verse poetry, the suggestion of an overall topic can be a useful
starting point. Depending on the time of year, a topic of study or a school event, topics could include
autumn, homework, siblings, speeches, holidays or sports. Once again, the possibilities and contexts
are seemingly endless.

Examples used in the lesson

As the wind breathes gently
the leaves begin their dance,
slowly at first.
The wind is enchanted
by the movement,
and whispers ‘Let’s dance’.
Exhaling and puffing,
the wind chortles
at the frenzied tempo
of the leaves’ morning tango.

OR

What does autumn bring?

Autumn brings a cacophony,

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 Poetry on the Go Teacher Guide
harsh and discordant,
of leaves crunching and crumpling
underfoot.
Above the feet,
eyes behold the beauty
of chameleon leaves still hanging on,
bold amber, gold and russet hues.
That’s what it brings.

OR

My teacher,
she’s a believer.
Tells me I can be anything I want to be.
even an astronaut.
maybe a world record holder.
When she’s not busy believing in me,
and for me, when I forget,
she teaches, coaches, laughs, explains
and nurtures.
She’s a believing kind of person.
I wonder who believed in her first and
gave her that gift?

Suggestions
Writing free verse poetry can be difficult, despite the notion that it is simple to do because the author
is free to write whatever they like. Provide a broad topic for students to write about, along with
examples of other free verse poems around the topic, for students to read and use as motivation.
After sharing each poem with the students, ask them if it appealed to them and why. This way,
students will work out what they like and dislike.

They will gain content and phrasing ideas for their own poems. The poems provided will also become
a word bank to get them started. Encourage students to experiment with word order and phrasing.

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