Writing Poetry about Places 1. Ask your students to write a poem inspired by their favourite place or a place that inspires them following the steps below:
2. You can choose the type of poem you want them to write. Some examples can be found here: examples.yourdictionary.com/what-are-different-types-of-poems.html 3. Alternatively, you can ask them to write a free verse poem, such as my example below: The many places On the trail around The Blue Lake Invite us to sit and rest. There under the trees, Birds chirping, We sat on high ledges With magnificent views And listened to the sounds Of our silence. There was nothing to say As I my fingers ran In the deep waters of The blue lake, I felt the beauty Of this place caress my soul And our connection With all the living beings From recent days to many years ago… That was the magic of the Blue Lake.
0 Comments
Abstract
The use of poetry in the English language classroom can provide an effective and collaborative means of language learning. In this post, I will show some examples of picture poems, pattern poems and haiku, among others, showing that they are good ways of making English a means of personal expression, creativity and development, serving to reduce affective barriers in a nonthreatening learning environment. Introduction Poetry is everywhere, across language and culture. It is timeless. Poems can tell stories or describe beautiful vistas. They connect us with the world around us through universal emotions like love, hate, grief and wonder. Why is it absent from so many EFL classrooms? There is no denying that poetry can be very powerful, so why is it absent from so many EFL classrooms? Students often balk at the idea of studying poetry in class. They believe that their language skills are an insurmountable impediment to understanding poetry in English. Often, teachers also do not feel confident in bringing poetry to the classroom. They believe that teaching a subject to EFL students that native speakers sometimes struggle to comprehend is a daunting task. However, it can be done and there so many benefits for students and teachers alike. Why I like teaching poetry I have discovered the joy of teaching poetry while exploring it with my English language learners, and my students have been very enthusiastic about our poetry classes. Versatility: poetry is so versatile, which makes it a great form to use in the EFL classroom. There are so many types of poetry and so many different forms that eventually, each student is bound to find a poem or poet he or she enjoys! Language: poems can be used to introduce or practice new vocabulary, language structures, and rhyming devices, and shorter poems often give students a chance to explore an idea while working with a more manageable amount of text than a short story or essay. Culture: poetry opens an interesting historical and cultural window, from the epic poems of ancient civilizations to more modern political poems written during the 20th century, and students may already be quite knowledgeable about the poets and poems that are an important part of their heritage. Why not introduce them to other cultures as well? Personalisation: One of the things I like most about using poetry in the classroom is that I can usually create a lot of opportunities for personalisation. This means that the students have plenty to say, and the communication is genuine because they are talking about their own experiences or hypotheses. They are engaged and motivated, which helps to make the lesson and the language (and sometimes even the poem) memorable. Benefits Poetry offers wonderful opportunities for reading, writing, speaking, and listening practice. Poetry also gives students a chance to expand vocabulary knowledge, to play with language, and to work with different rhythms and rhyme patterns. Paying attention to vocabulary and rhythm develops oral language skills, and the development of oral language skills has a strong correlation to proficiency in reading. According to the Brazilian poet, Manuel Bandeira, ‘a poesia está nas palavras, se faz com palavras e não com ideias e sentimentos, muito embora, bem entendido, seja pela força do sentimento ou pela tensão do espírito que acodem ao poeta as combinações de palavras onde há carga de poesia.’ Poetry is in words, it is made with words and not with ideas and feelings, however, well understood, by the power of feeling or the tension of spirit that arises in the poet the word combination which becomes poetry. How to get started? It may be helpful to start the poetry classes by finding out what kinds of experiences your students have had with poetry. Ask them: Do you know poems in their native language? Is there a particular poem from your country that you like? Who are the famous poets from your country? Have you written poems before? Was it in English or your native language? Did you enjoy writing poetry? Using Poetry in Reading Classes Poetry can range from simple and fun to complicated and abstract, which may be one reason it is daunting for many teachers and students alike. Start by choosing simple poems that are not too abstract or complex. Depending on the English level of the students, there are a variety of ways to start bringing poetry in the classroom. Start with poems that are manageable. Make sure the poems you present first have simple and familiar language, images, and themes so that they are accessible to your students. Talk about the differences between stories and poems. Provide students with a copy of a short story they have already read and a short poem. Ask them to work in groups and make a list of the differences between the two pieces, noting characteristics such as length or style. Have students share those differences with the class. Give students a chance to illustrate poems. Have students work in pairs to discuss and illustrate a short poem, or one or two lines of a longer poem. This will encourage them to think about meaning, and then express their interpretation in their own way. Ask students to share their illustrations with the class so that everyone has a chance to think about the different meanings that their classmates discovered. Read a variety of poems out loud. Reading a poem out loud brings it to life. Students will begin to understand and notice different rhythms, rhymes, and feelings represented, as well as understand how the language creates an image or mood. Give students a chance to read poems out loud. Reading poems out loud will improve students' confidence and oral language skills, as well as their reading fluency. In order to increase confidence and fluency, have students start by reading some poems together as a class. Then have students choose a poem that they enjoy and then practice reading their poems aloud in pairs, experimenting with expression, volume, and speed. After students have had time to practice, listen in and offer some feedback on expression and pronunciation. Once students have one more round of practice, ask students to share their poems aloud with the class. Discuss the vocabulary used in different poems. Poems offer a wonderful opportunity to teach new vocabulary related to a topic or idea, as well as a chance to think about language. Why did the poet choose a certain word? How does that word make you feel? What kind of sound does the word convey? Students may want to pick a word or phrase that is meaningful from a poem and write it on a "poetic word" wall — sort of a graffiti wall of sentiments. Students can continue to add to the wall as they discover new items, or even as they write their own poems. Encourage students to share their personal interpretations. Students will soon see that each reader finds a different meaning in the poem, and that's ok. Students shouldn't be looking for the right and wrong answers! Be sure to include some poems written for children. Children's poetry can be so much fun, and it also gives students a chance to talk about important ideas and feelings. Using Poetry in Writing Classes Writing poetry is a great exercise for English language learners. It gives them a chance to experiment with language and vocabulary, and to freely share their ideas without the confinement of perfect grammar or firm structures. Here are some suggestions for getting started: Read a variety of poems first. Follow the 'Using Poetry in Reading Classes' tips. 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 syllabus. You may also wish to use poetry writing as an activity to introduce a topic.
Activities
1. Young Leaners – Poems based on books - Mr Happy by Roger Hargreaves
Examples: The flowers of my garden Shine brighter than the sun Mr Happy plays with us And we have so much fun! (Ana Luiza) On the other side of the world The sun shines hotter than here Mr Happy and all his friends Smile for everyone to see. (Giulia) The sun is shining And I am shining too But why is Mr Miserable So sad and blue? (Maria Fernanda) Mr Happy and Mr Miserable Are laughing and laughing They are rolling on the ground And everyone is coming round! (Chiara) If you are feeling blue Mr Happy's flowers Will come to you And give you superpowers! (Lorena) The students reading their own poems: 2. Young Learners – Mr Spider by Alan Maley: malusciamarelliblog.weebly.com/creative-writing/writing-poems-with-children-mr-spider-by-alan-maley 3. Young Learners – Acrostic Poem: malusciamarelliblog.weebly.com/creative-writing/writing-poems-with-children-acrostic-poems 4. Haiku Poems: malusciamarelliblog.weebly.com/creative-writing/diary-of-a-creative-writing-teacher-2 5. Creating a Found Poem – Your Favourite Song: malusciamarelliblog.weebly.com/creative-writing/diary-of-a-creative-writing-teacher-5 6. Cinquain Poems: malusciamarelliblog.weebly.com/creative-writing/diary-of-a-creative-writing-teacher-6 Conclusion This is what students reported after writing their first poem:
You cannot fake enthusiasm and motivation, but they can rub off on the most sceptical of students. After working with some poetry classes with my students, they started to ask for more and more. For me, there is no greater reward! Slides available at: The many places
On the trail around The Blue Lake Invite us to sit and rest. There under the trees, Birds chirping, We sat on high ledges With magnificent views And listened to the sounds Of our silence. There was nothing to say As I my fingers ran In the deep waters of The blue lake, I felt the beauty Of this place caress my soul And our connection With all the living beings From recent days to many years ago… That was the magic of the Blue Lake. It seems like she has been there forever. Her branches are as dark as the seas, only scattered leaves. Little nests show her arms gently cradle birds. They know her deep roots will keep her grounded, and them sheltered, but will never stop them from reaching for the sky. Acrostic Poems Time: 50/60 minutes Level: from Intermediate to Advanced Language Aims: show students how to write an acrostic poem and the structures to use. Educational Aims: by studying poetry, we can promote literacy, build community, and foster emotional resilience. Procedure: 1. Name the poem: distribute to each group cards with examples of haiku (poetry class #1), cinquain (poetry class #2) and acrostic poems, and other cards with their names. (5 minutes) 2. Once they match the names to the poems, ask them to read the poems out loud. (5 minutes) 3. Ask them to describe the haiku and cinquain poems, and explain what an acrostic poem is: (10 minutes) An acrostic poem is a type of poetry where the first, last or other letters in a line spell out a particular word or phrase. The most common and simple form of an acrostic poem is where the first letters of each line spell out the word or phrase. A less common and slightly more difficult type of an acrostic poem is where the last letter of each line spells out the word or phrase. Finally, the more difficult type is where letters in the middle of the acrostic spell out the word or phrase. 4. Ask them to re-tell briefly some of the fairy tales they are familiar with, then read a fairy tale of your choice, different from what they know. I used the book 'Gossip from the Forest' by Sara Maitland, and I chose 'The Dreams of the Sleeping Beauty', p.324-332. (10/15 minutes) 5. Ask them to write an acrostic poem using the template below: (10/15 minutes) 6. Ask them to read their own poems to the class. (10 minutes). Matheus Durante: First you need to dream. After that, you must feel. Imagine that fantasy is real. Reality gets so boring when You learn that what is unreal Tastes better just for a few. All you got is nothing... Life has sent you no mail that day. Everything is not real So live in a fairy tale. Gabriel Delgado: For you, A fairy tale In your life Resounds Your way To Analyse the world, Less disturbed. But in the End, this is how it is Supposed to be. Leonardo Puttini: Falling down the rabbit hole, Alice was feeling sick. Illness took her everything, Reducing her to absolutely nothing. Yelling in pain, Tearing her thoughts apart, Alice could not feel anything. Looking for help, she shouted, Ending noticing that she had no voice at all. Suddenly, waking from a nightmare, she felt hungry and ate the magic cake. Pedro Giraldi: Fairies, dragons, gnomes and witches All over the dark forest. Irritating all of them in Reality is false. You should give them a chance, They are normal creatures As you and me. Let them show their true faces, Except unicorns. I am Sure they are bad animals!
Cinquain Poems
Time: 30 minutes
Level: from Intermediate to Advanced 1. Explain what a cinquain poem is Cinquain /ˈsɪŋkeɪn/ is a class of poetic forms that employs a 5-line pattern. Earlier used to describe any five-line form, it now refers to one of several forms that are defined by specific rules and guidelines. I used the 'Didactic Cinquain' for this lesson. The prescriptions of this type of cinquain refer to word count, not syllables and stresses. Ordinarily, the first line is a one-word title, the subject of the poem; the second line is a pair of adjectives describing that title; the third line is a three-word phrase that gives more information about the subject (often a list of three gerunds); the fourth line consists of four words describing feelings related to that subject; and the fifth line is a single word synonym or other reference for the subject from line one. 2. 'Getting to know you' with cinquains Interview a classmate and use what you learn to write a cinquain about that person: 1. What is your name? (person's name - one word) 2. What are some adjectives that describe you? (two adjectives describing the person) 3. What are some activities you enjoy? (three -ing action words) 4. What do you think makes you a good friend to others? (a four-word phrase about friendship) 5. Do you have a nickname? (one-word nickname) Pedro Giraldi: Luis Intelligent, nonsense Studying, cooking, reading Really funny with friends Lipe Nicole: Julia Happy, outgoing Reading, sleeping, cooking Someone that is trustworthy Ju Julia Abend: Nicole Happy, shy Swimming, reading, eating Someone that is caring Nick Luis Cavalli: Pedro Smart, shy Programming, photographing, exploding Always got your back Giraldi Leonardo Putini: Pedro Blue, white Sleeping, fighting, eating He ain't no coward Vienna Pedro Vienna: Gabriel Sleepy, psy Watching, basketballing, sleeping Very trustworthy he is Delgado Gabriel Delgado: Leonardo Short, geek Drawing, video-gaming, watching To have good sense Putini Verena Torres: Osmeire Determined, nonstop Reading, travelling, working Being true all times Meire Osmeire Sanzovo: Verena Sincere, determined Running, reading, praying Always happy when together Veve 3. Cinquains about the Universe: Discussion about the universe:
4. Watch this video: 'The Big Bang Theory': 5. Read: Big Bang Nothing together Add a long and Good time to Start a point. From such a point We can begin A story that Can evolve one by one. Start your story - It will be unique Belonging only To you... (Malu Sciamarelli) Something from nothing... We dive into a black hole Then feel the Big Bang (Alan Maley) 6. Write your cinquain about the Universe: Pedro Giraldi: Universe Dark, cold Exploring, exploding, existing What time really is Intriguing Nicole: Universe Huge, beautiful Creating, aging, destroying Endless planets and stars Infinity Julia Abend: Universe Mysterious, enormous Searching, exploring, discovering Many planets, many starts All Luis Cavalli: Universe Empty, terrific Expanding, scaring, creating Blank filled with galaxies Cosmos Pedro Vienna: Universe Vast, empty Existing, being, dreaming Surreal but it's there Box Gabriel Delgado: Universe Spaceful, intergalactic Expanding, creating, changing All stars and Galaxies Cosmos Verena Torres: Universe Mysterious, funny Increasing, fascinating, driving To a constant madness Life Osmeire Sanzovo: Universe Indescribable, changeable Moving, growing, disappearing Adapting hopes and dreams Shine A book is like a garden carried in your pocket. (Chinese Proverb) January in Brazil means lots of rain and children on vacation fretting about not being able to play outside. At least, when I was a child that’s the way it was. I remember imaginative stories told to keep me entertained, such as the sky being washed and all the water cascading down as the rain. But the fondest memory was when my father used to tell me: “look at the rain falling…now look closely to all the beautiful flowers and plants in the garden…be very quiet and listen to them. They’re all happy, smiling and singing songs thanking the rain – it gives them life and makes them more beautiful than they already are. Now, get yourself a book and just like the rain, give the stories life and listen to all the beautiful sounds. Then come and tell me all about it!” So, there I was in the garden trying to make the stories come alive with my imagination. Reading out loud, talking to flowers and birds. Not only that, but as I read, I used to add notes in the margins, writing other stories or messages in loose papers, placing them in the middle of the books. Then, returning to my father, telling him the new stories – the books I gave life to with my imagination and my contributions. My books were alive! Many times after my Dad passed away, I used to return to those books, trying to find the magic he taught me: watch and listen to all the images and sounds of the world. To my surprise, not only all the memories came back, but the notes too! What a joy to see what I wrote as a child so many years ago. I can say all my books have life – even the ones I bought later in my life, the ones I still buy today. I give them life! Learning to see all the beauties of life, making stories come alive, sharing with others and adding your precious part is something I always bring to my classes. My students are all the living things in the garden waiting to be watered, so that they can come alive, blossom and write their own stories in their own way. So, as we start a new year, give some time and interest as fertilizer and sprinkle it among your students. Their stories will come to life and flourish. Where do your stories come to life? P.S.: I’m writing this story in a lovely warm summer afternoon in January in Brazil, sitting on a swing in the porch, facing my Dad’s inspirational garden…and I still can see all the stories gently nestling and growing. This article originally appeared as a guest post on Teaching Village and is licensed under a Creative Commons, Attribution-Non Commercial, No Derivatives 3.0 License. Republished here with permission from Teaching Village.
A fractured fairy tale is a story that uses fairy tales you know and then changes the characters, the setting, points of view, or plots.
In this lesson the students will:
1. Gather a collection of books that includes some fairy tales. Share some titles and let students talk about their favourite ones. 2. Invite students to identify some common characteristics of fairy tales. They might offer such ideas as:
3. When students have a good understanding of the elements of a fairy tale, arrange them in groups of three. 4. Have each student read aloud one fairy tale to their group. 5. Ask them to compare and contrast the three fairy tales. 6. When the comparisons are completed, have groups share them with their classmates and explain what conclusions they drew about fairy tales. Students might even write a brief paragraph or two comparing and contrasting the fairy tales they analysed. 7. After students are familiar with the elements of fairy tales, read aloud one fractured fairy tale of your choice. 8. Talk about how the story is different from the version they are familiar with. 9. Discuss what a fractured fairy tale is, and explain to students they are going to write their own fractured fairy tales. 10. Discuss how other fairy tales might change if told from a different point of view. Discuss some fairy tale titles and brainstorm how the tales might change. 11. Then students have to make the following decisions:
12. When students fractured fairy tales are complete, have a sharing session and have fun! In this lesson, you have the opportunity to practice the alphabet, ask questions, and reading.
1. Play hangman to say which fairy tale you are going to read. 2. First, use CINDERELLA. Then, ask children to name other words that start with the same letters. 3. Play again with the words PRINCE CHARMING. 4. Then, tell the children you will all fly into the book and talk to Prince Charming to solve a mystery: the disappearing of Cinderella. 5. Read the fairy tale and stop when Cinderella left the ball before midnight without finishing her dance. Do not mention she left the glass slipper behind. 6. Ask children what questions they would like to ask The Prince to help him find Cinderella, for example, Why did she left the ball? Where do you think she went? How will you find her? and so on. 7. If you have a small group, divide it into two groups - one will be the Prince Charming, and the other one will be responsible for asking the questions. 8. Role play asking and answering questions. 9. Write or record their answers. 10. Help them write a new fairy tale using their answers. 11. Read the rest of the original tale and compare the two versions. This fairy tale activity is a great opportunity to teach language, have fun, and address a safety issue - child abduction.
It is a good idea to divide this lesson into a two-day session so that children will listen to the story several times without getting bored. Day 1:
Day 2:
This is a very simple and easy to use idea in which children will be listening to the story several times, repeating the events, creating a new tale, retelling their own story, and role playing it. They will have the opportunity to practice the language, learn a lesson, and have fun! |
Archives
December 2017
Categories |