POETRY

POETRY

INTRODUCTION

As mentioned earlier, when we focus on rhyme we help young children develop phonemic awareness (Gambrell, Mandel-Morrow & Pressley, 2007). The two books below could be presented to children during a unit on poetry.

For Early Elementary Readers

Hoberman, M. (2001). You read to me, I’ll read to you. New York: Little Brown & Company.

“Here’s a book

With something new –

You read to me!

I’ll read to you!”

With this beginning, the lines of each poem are color-coded and indented to show who reads which lines. Young children LOVE taking turns reading these poems!

ELEMENTS OF POETRY

“I see a mouse.

I see one, too!

We see two mice.

What shall we do?”

The poems contained in Hoberman’s book are rhythmic and repetitive, perfect for young learners. The special shape of each poem cues the reader regarding which line to read next.

For Older Elementary and Early Middle School Students

Fleischman, P. (1988). Joyful noise: Poems for two voices. New York: Harper Trophy.

ELEMENTS OF POETRY

Water Boatman

“ ‘Stroke!’ ‘Stroke!’

We’re water boatman

‘Stroke!’ ‘Stroke!’

Up early, rowing

‘Stroke!’ ‘Stroke!’

We’re cockswain calling

‘Stroke!’ ‘Stroke!’

and oarsman straining

‘Stroke!’ ‘Stroke!’ ”

As Norton states (2011, p. 318) “Poets may place their words on pages in ways designed to supplement meaning and to create greater visual impact.” Fleischman also designs his poems to be read aloud by two readers; some parts are solo and some parts are duet. In Joyful Noise Fleischman depicts the sounds and motion of nature (Norton, p. 329).

LESSON PLANS

· A language arts center could be set up where three early elementary age students could read You Read To Me, I’ll Read To You to each other.

· Students could write “I Am” poems, taking on the character of a famous person and writing a poem from that person’s perspective (Tompkins, 2010, p. 401).

· Older students could perform “Reader’s Theatre” and read Fleischman’s Poems for Two Voices in a performance.

· Students could create “found poems” (Tompkins, p. 404) using lines and sentences from books they are reading, even science books. For example, the study of push, pull and physics could yield delightful poems about friction!

Gambrell, L., Madell Morrow, L, & Pressley, M., (Eds.). (2007). Best practices in literacy instruction, 3rd ed. New York: Guilford Press.

Norton, G. (2011). Through the eyes of a child: An introduction to children’s literature, 8^th ed. Boston: Pearson.

Tompkins, G. (2010). Literacy for the 21^st century: A balanced approach, 5^th ed. Boston: Allyn & Bacon.