Poetry Spring has sprung The grass has riz

Poetry Spring has sprung, The grass has riz, I wonder where the birdies is?

Aims • To exemplify the role of poetry in developing reading and writing skills; • To support teachers in delivering poetry units; • To explore ways to develop children’s responses to poetry.

Fast poem Choose a subject – e. g. spaghetti • • spaghetti First line – noun: thin and soft Two adjectives: silently, slowly, easily Three adverbs: slipping, sliding, slithering, Four verbs: disappearing.

Why teach poetry? • • Supports early reading; A structured model for writing; Motivates less able writers; Develops economic writing; Develops evaluative skills; Hones word choices; Encourages experimentation and creativity; • Outlet for moods, feelings and attitudes.

Reading poetry

Reading Poetry § To learn poems § To learn about poetic devices such as rhythm, rhyme and figurative language § To interpret poems § To evaluate poetry § To respond to poetry § To perform poems

Nursery Rhymes • Part of our literary heritage; • Repetition and patterns make nursery rhymes an excellent resource for early reading; • Schools need to ensure the continuation of knowledge of nursery rhymes.

The Owl and the Pussycat • • Reading aloud Word combinations Sound patterns Rhymes Rhythms Alliteration Humour

Teaching Sequence for Interpreting and Responding to Poetry KS 2 First impressions and queries Interpretation of meaning Mood/effect upon the reader Authorial technique Underlying theme

The Sea First impressions: Discuss • Anything that stood out particularly; • Anything you liked; • Anything you didn’t like; • Pictures in your head; • Queries. Interpretation: Mood/effect upon the reader Authorial techniques: Theme

Writing poetry

Pass the poem • The teacher provides the opening phrase and asks the children to complete each line. • Invent a few together, model and then ask the children to try.

Writing Poetry § To use poems as models for own writing § To add or substitute ideas to existing poems § To compose own poems in a range of forms § To compose own poems using a range of poetic devices and techniques

Adding and Substituting One For the Cluck of an Angry Hen One for the cluck of an angry hen. Two for the cheeps of a tiny wren. Three for the croak of a fat green frog. Four for the bark of a jumping dog. Five for the quack of a duck on a lake. Six for the hiss of a wriggling snake. Seven for the hoot of the old grey owl. Eight for the snarl for a wolf on the prowl. Nine for the squeak of a scuttling rat. Ten for the purr of a snuggling cat.

The Sound Collector • Read the poem • Interpretation of meaning • Activity

Using the poem as a model • Change the setting – The Return of the Sound Collector! • Children collect sounds from around school – lunchtime, assembly, PE lesson, playtime etc. • Agree on success criteria – four lines in each stanza, sound verb in each line, precise image created etc.

Poetry in a range of forms

Activity - writing a haiku and passing it to someone else to turn it into a Tanka An Old Cat is Annoyed by a Dove ‘You pompous, grey bird, Why do you waddle and peck Just out of my reach? ’ ‘You are too old to catch me, ’ It cooed sweetly, cruelly.

Poetry as a stimulus for other text-types Poetry can be used to: • Provide the story; • Promote discussion of characters’ feelings and emotions which can be transferred to narrative; • To provide imagery and figurative techniques for prose;

Performance Poetry ‘Louder!’. • Works in pairs and perform the poem as the teacher and Andrew. • Children need encouraging to change pitch, pace, volume, tone, add sound effects. • Performance poetry is not just reading out loud. It involves rehearsal, refinement and evaluation.

Ink Waster • This is a one-minute activity. • Children work with a partner on a small whiteboard. • The teacher gives a title and the children list as many related words that they can think of in one minute. • These can then be extended into phrases and poems. Activity:

Home time!