Good Noon,

English 2-3 students!

PRAYER
 Classroom Management
1. Wear your nametag.
2. Arrange the chairs properly.
3. Listen and participate.
4. Be quiet.
5. Be respectful.
6. CLAYGO (also serve as an
attendance).
ATTENDANCE
(STATE ANY WORD RELATED TO
POETRY)
 RECAP
Literary Sound Devices Imagery
1. Rhythm 1. Visual
2. Alliteration 2. Auditory
3. Assonance 3. Gustatory
4. Consonance 4. Tactile
5. Cacophony 5. Olfactory
6. Euphony 6. Kinesthetic
7. Onomatopoeia 7. Organic
 Rhyme Warm Up
Directions: Sit in a circle and
choose a word — everyone must
take turns coming up with a
rhyme but if they repeat a word
or take too long, the game is
over. If the student cannot utter
the word or take too long, he/she
will be eliminated.
Types of Poetry
for Children
and
Adolescents
PRESENTED BY: Ma’am Prech
Learning Objectives:
At the end of the 2-hour class, 85% of the students will be able to:
a. define the types of poetry for children and adolescents through oral recitation;
b. identify the types of poetry for children and adolescents through
observation;

c. construct a table analysis about the differences of nursery

rhymes, haiku, limerick, narrative poems, calligram poems,
kenning poems, free verse, and sonnet; and

d. support the use of poetry in developing writing skills

through essay.
Are you all ready?
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

1. The use of shapes and lines in

writing a poem.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

2. Children’s literature originally

from the Old Norse verse

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

3. Features the elements of a story

in poetry.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

4. A creative way of writing, free

from grammatical rules.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

5. Free from rhymes and meters.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

6. A traditional form of poetry with

14 lines.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

7. A humorous type of poetry.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

8. A common element that is

present in traditional poems.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

9. Uses illustrations in telling a

story.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the
best answer in the box. Write only a letter.

10. Short poems were sung by

children.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e.

Limerick f. Calligram g. Narrative Poem h. Poetry i.
Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the best answer in
the box. Write only a letter.

1. The use of shapes and lines in writing a poem.

– f.
2. Children’s literature originally from the Old Norse verse.
– j.
3. Features the elements of a story in poetry.
– g.
4. A creative way of writing, free from grammatical rules.
– h.
5. Free from rhymes and meters.
– a.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e. Limerick

f. Calligram g. Narrative Poem h. Poetry i. Picture book j. Kenning poems
Activity
Direction: Get ¼ sheet of paper. Select the best answer in the box.
Write only a letter.
6. A traditional form of poetry with 14 lines.
– b.
7. A humorous type of poetry.
– e.
8. A common element that is present in traditional poems.
– c.
9. Uses illustrations in telling a story.
– i.
10.Short poems were sung by children.
– d.

a. Free verse b. Sonnet c. Haiku d. Nursery Rhyme e. Limerick

f. Calligram g. Narrative Poem h. Poetry i. Picture book j. Kenning poems
Types of Poetry
for Children and
Adolescents
Observe:
POETR
Y
• Artistic use of sound devices
• Figurative language
• Evokes emotional response
 Creative language
 symbolism
 Questio
n:
Why do poets hide
meanings in words
and images?

Develop critical thinking to feel words and

locate meaning.
 Observe:
The Fly
William Blake
Little fly,
Thy summer’s play
My thoughtless hand If thought is life
Has brushed away. And strength and breath,
Am not I And the want
A fly like thee? Of thought is death,
Or art not thou
A man like me? Then am I
A happy fly,
For I dance If I live,
And drink and sing, Or if I die.
Till some blind hand
Shall brush my wing.
POETR
Y Characteristics:
 creative way of writing, not following
grammatical structures;
 rhythmical patterns and metric structures;
 stronger visual characteristics with a deliberate
line break,
 use of sound devices,
 ideas into stanzas,
POETR
Y Characteristics:

limited words,
 aesthetic appeal,
 creative expression of feelings,
imaginations, and meaning and
 reading and reflecting.
 Types of Poetry
1. Nursery Rhymes
2. Haiku
3. Limerick
4. Narrative Poems
5. Calligram Poems
6. Kenning Poems
7. Free Verse
8. Sonnets
 Observe:
Mary had a Little Lamb
Mary had a little lamb,
Its fleece was white as snow, yeah.
Everywhere the child went,
The little lamb was sure to go, yeah.

He followed her to school one day,

And broke the teacher's rule.
What a time did they have,
That day at school.
Nursery Rhymes

• Oral traditions
• Short verses
• Often memorized
• Sung by children
• Rhymes and rhythm
 Question:
Why teaching nursery
rhymes intended for
preschool children?

Introduce sounds and syllables, developing their listening

or familiarization of words
 Question:
How can teachers
introduce nursery
rhymes to the students?

Focus on repetition and imitation by listening the song

and ask them to repeat.
 Observe:
The Old Pond
(Matsuo Basho)
An old silent pond
A frog jumps into the pond
Splash! Silence again.
 Haiku
• Traditional Japanese Poetry
• 5-7-5
• Do not rhyme
• Present tense
• Metaphor and personification
 Question:
Why teaching haiku
intended for first to
third-grade students?

exposed to a short and less complicated form of poetry,

exercise creativity and practice using language
 Question:
How can teachers
introduce haiku to
the students?

Describe nature creatively by asking “What feeling does green

give you?”, describe their feeling using structure
 Observe:
There Was an Old Man with a Beard
(Edward Lear)

There was an Old Man with a beard

Who said, “It is just as I feared!
Two Owls and a Hen,
Four Lacks and a Wren
Have all built their nests in my beard!”
 Limerick

• Popularized by Edward Lear

(father of limerick)
• Humorous short poem
• 5 lines, AABBA
 Question:
Why teaching
limerick intended for
grade-school
students?
Does not require heavy loadings on figurative language,
training ground
 Question:

How can teachers

introduce limerick to
the students?

to tell a story that is absurd or humorous

(character mentioned in 1 line, punch in end)
st
Observe:
 Calligram Poem
• Viewed and admired
• Guillaume Apollinaire 1918 “calli” –
beautiful “gram” –
something written
• creative arrangement of words
• Shapes and forms
 Question:
Why teaching
calligram poems
intended for
students?
creative use of words, rhythmic patterns, & figurative language,
learning new words, fun and engaging, skill both words and visual
designs
 Question:
How can teachers
introduce calligram
poems to the
students?
Choose topic and pair words that rhyme, arrange the words to form
image
Observe:
Excerpt of the Raven
(Edgar Allan Poe)
Once upon a midnight dreary, while I pondered, weak and weary,
Over many a quaint and curious volume of forgotten lore-
While I nodded, nearly napping, suddenly there came a tapping
As of someone gently rapping, rapping at my chamber door.
“Tis some visitor,”’ I muttered, “‘tapping at my chamber door
Only this and nothing more.”

Ah, distinctly I remember it was in the bleak December;

And each separate dying ember wrought it ghost upon the floor.
Eagerly I wished the morrow; — vainly I had sought to borrow
From my books surcease of sorrow— for the lost Lenore—
For the rare and radiant maiden whom the angels name Lenore
Nameless here for evermore.
 Narrative Poems
• Narrates story
• told by a narrator
• Characters, conflict, plot, and theme
• ABCB
• Figurative language
 Question:
Why teaching
narrative poems
intended for
students?
Reinforce understanding of the elements of a story, enhance
creativity, vocabulary command, writing skills
 Observe:
The Oven Bird
(Robert Frost)

“There is a singer everyone has heard,

Loud, a mid-summer and a mid-wood bird,
Who makes the solid tree trunks sound again,
He says that leaves are old and that for flowers
Mid-summer is to spring as one to ten.
He says the early petal-fall is past
When pear and cherry bloom went down in showers
On sunny days a moment overcast...”
 Kenning Poems
• Norse and Anglo-Saxon poetry
Meanings illustrated in few words
• Metaphorical meaning
Points to a thing or person
• poetic compounds
(2 words = poetic expression)
• joined by hyphen
• Noun & noun, noun & verb
Ex. whale-road = sea
• Object in detail
 Observe:
The Oven Bird
(Robert Frost)

“There is a singer everyone has heard,

Middle summer/ summer solstice Refers to a bird
Loud, a mid-summer and a mid-wood bird,
Who makes the solid tree trunks sound again,
He says that leaves are old and that for flowers
Mid-summer is to spring as one to ten.
Autumn/ fall season
He says the early petal-fall is past
When pear and cherry bloom went down in showers

On sunny days a moment overcast...”

 Question:
Why teaching
kenning poems
intended for
students?
Unique use of words describe alternative, richer
meanings, animated broader vocabulary
 Question:
How can teachers
introduce kenning
poems to the
students?
Ask to think series of kennings about particular word
and develop into piece of poetry
Observe:
Fog
(Carl Sandburg)

“The fog comes

on little cat feet.

It sits looking
Over harbor and city
On silent haunches
And then moves on.”
 Free Verse
• Vers libre
• Do not follow specific rhythmic
patterns
• Irregular line length
• Regular pauses
• No specific rules
• Literary devices
 Question:
Why teaching free
verse intended for
students?

Think and imagine freely, practice poetic

devices and patterned elements
 Question:
How can teachers
introduce free verse
to the students?

Oral reading, analyzing sound devices, imagery and

themes, and free verse writing
 Observe:
How do I Love Thee (Sonnet 43)
(Elizabeth Barrette Browning)

How I love thee? Let me count the ways.

I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day’s
Most quiet night, by sun and candle-night.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with love I seemed to lose
With my lose saints. I love thee with breath,
Smiles, tears, of all my life; and if God choose,
I shall but love thee better after death.
 Sonnet
• Eldest & most traditional types of
creative writing
• 14 lines, any rhyme schemes
• 10 syllables per line
= iambic pentameter
Ex. “My mistress’ eyes are nothing
like the sun”
 Main Types of Sonnet

1. Petrarchan Sonnet
- ABBA ABBA CDECDE or
CDCDCD (other variants for the
sestet)
- Octave + Sestet with volta between
2. Shakespearean sonnet
- ABAB CDCD EFEF GG
 Observe:
How do I Love Thee (Sonnet 43)
(Elizabeth Barrette Browning)

How I love thee? Let me count the ways.

I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day’s
Most quiet night, by sun and candle-night.
I love thee freely, as men strive for right.
I love thee purely, as they turn from praise.
I love thee with the passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with love I seemed to lose
With my lose saints. I love thee with breath,
Smiles, tears, of all my life; and if God choose,
I shall but love thee better after death.
 Not all Rhymes are Absolute

1. Half Rhyme
- 2 words
- only consonant sounds
- No preceding vowel/ consonant sounds in
common
Ex. ways/grace
2. Full Rhyme
- connected words, vowel sounds
- Matching the final consonant sounds
Ex. bug/mug
 Question:
Why teaching
sonnet intended for
adolescents?
Poetic nature and style in writing, requires significant
intellectual deftness, prepare life, explore complicated life
experiences.
 ANY
QUESTIONS?
Generalization
Types of Poetry for Children and Adolescent
1. Nursery Rhymes
2. Haiku
3. Limerick
4. Kenning
5. Narrative
6. Calligram
7. Free Verse
8. Sonnet
 APPLICATION
ORAL
RECITATION
a. What are the types of poetry and how do they
differ?
b. Which type of poetry appeals to you? Explain.
 EVALUATION
Directions: In a ½ sheet of paper, do
the following:
a. create a table showing the differences between the
elements of the poetry;
b. explain how does teaching poetry help in developing
students’ creative and critical thinking. Limit it with 2-3
sentences.
 ASSIGNMENT
Directions: Review the previous topics
discussed last meetings. Here are the guide
topics to review:
• Understanding Children and Adolescent Literature
• The Period of Development of Children and Adolescent Literatu
• Book Formats
• Elements of Children and Adolescent Literature
• Elements of Poetry: Sound and Imagery
• Types of Poetry for Children and Adolescents
 MIDTERM PROJECT Reader’s Theater’s Rubric:
Category 20 15 10 5

The presenter was articulate in The presenter was adequate The presenter was lacking in The presenter did not show
showing the emotions of the in showing the emotions of showing the emotions of the any facial expressions in
Facial Expression story through their facial the story through their facial story through their facial delivering the story.
expressions. expressions. expressions.

The script accurately meets the
plot of the story and well-
Scriptwriting organized. One idea or scene
follows another in a logical
sequence with clear transitions.
Most of the script accurately
meets the plot and pretty
organized. One idea or scene
may seem out of place. Clear
transitions are used.
Some of the script accurately Script does not accurately
meets the plot and little hard meet the plot of the story.
to follow. The transitions are Ideas and scenes seem to be
sometimes not clear. randomly arranged.

Excellent gestures and eye
Gestures and Eye contact contact with the audience.
All speech is clearly enunciated,
spoken slowly and loudly enough
Clarity, Pace & Volume to be heard by all members of
the audience.
Good gestures and eye
contact with the audience.
Most speech is clearly
enunciated, spoken slowly
and loudly enough to be
heard by most members of
the audience.
Few gestures and little eye
contact.
Speech is sometimes unclear,
soft, and/or too fast, so some
of the character’s lines are
not clearly heard by the
audience.
No gestures or eye contact.
Speech is often unclear, too
soft, and/or too fast, so most
of the character’s lines are
not clearly heard by the
audience.

The presenter’s costume is very
much relevant to the character
he/she portrayed. Background
music works well with the
Costumes, Background changes in
Sound and Timelessness mood/character/emotion/place.
Pass the video before or on the
deadline
The presenter’s costume is
relevant to the character he/she
portrayed. Background music
included and conveys place,
character, mood, or emotion
but choices and timing seem
arbitrary. Pass the video one (1)
day after the deadline.
The presenter’s costume is a
bit irrelevant to the character
he/she portrayed. Music
included but does not convey
place, character, mood or
emotion. Pass the video two
to three (2-3) days after the
deadline.
The presenter’s costume is
very much irrelevant to the
character he/she portrayed.
Not enough music included.
Pass the video four or more
days after the deadline.
 ANY
QUESTIONS?
THANK YOU
FOR
LISTENING
English 2-3 Students