Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson...

95
Alive— Reading, Writing, Speaking and Representin g Poetry Barry J. Wilson [email protected]. ca
  • date post

    19-Dec-2015
  • Category

    Documents

  • view

    222
  • download

    1

Transcript of Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson...

Page 1: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Naturally Alive—

Reading, Writing, Speaking

and Representin

g Poetry

Barry J. [email protected].

caOctober 2009

Page 2: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

“I don’t have to say, “Poetry is rhythmic, boys and girls; why don’t you dance a little?” They know the music of the poem because they feel it in their bodies.” Georgia Heard, For the Good of the Earth and Sun, p.1

Page 3: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

The falling leaves drift by my windowThe falling leaves of red and goldI see your lips, the summer kissesThe sunburned hands I used to hold

Since you went away the days grow longAnd soon I'll hear old winter's songBut I miss you most of all, my darlingWhen autumn leaves start to fall

Since you went away the days grow longAnd soon I'll hear old winter's songBut I miss you most of all, my darlingWhen autumn leaves start to fall

I miss you most of all, my darlingWhen autumn leaves start to fall

AUTUMN

LEAVES

by jacques prvert

Page 4: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Recipe for writing an autumn poem by Georgia Heard

One teaspoon wild geese.One tablespoon red kite.One cup wind song.One pint trembling leaves.One quart darkening sky.One gallon north wind.

Page 5: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

“When I began teaching 20 years ago, poetry was something taught in June when all the ‘important’ things were over.” Georgia Heard

Page 6: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Teachers invite students to include poetry as one of the genres they explore as writers. To that end, poetry should be an integral part of a program, not relegated to “a unit” that sets it apart from everyday reading and writing. Students’ ongoing efforts at writing poetry can be part of their writing notebooks, and other forms of writing in their writing notebooks can be a source of inspiration for their poems. Of course, the teacher writes too and shares her/his poems and thinking about the poems.

Page 7: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

When does LEARNING

happen in your classroom?

Page 8: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Principles of Learning

• Learning is a process of actively constructing knowledge.

• Students construct knowledge and make it meaningful in terms of their prior knowledge and experiences.

• Learning is enhanced when it takes place in a social and collaborative environment.

• Students need to continue to view learning as an integrated whole.

• Learners must see themselves as capable and successful.

• Learners have different ways of knowing and representing knowledge.

• Reflection is an integral part of learning.

Page 9: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

What I/we think about poetry…

What I Know What I Think I Know What I Learned/Resources

Instructional Strategies Online (KWL)

Page 10: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Misconceptions about poetryPoetry is… difficult to understand has to be analysed/dissected always about happy things always about sad things has a right answer not for me, for those in love too emotional and sensitive not for the strong has to rhyme too many rules—punctuation,

capitalization, structure about abstract things written by dead people too frilly and silly and… more on misconceptions about poetry

Page 11: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Georgia Heard’s lesson on poetry writing:—Poems start with a feeling, and an image is

one powerful way to convey feeling—Poetry write about what they can’t help

writing about.—It’s crucial not to censor, especially at the

beginning.—Let students decide what they want to write

about.—Create an open trusting environment.—Spend enough time.—You don’t have to be an expert.Georgia Heard, For the Good of the Earth and Sun, pp.

32-35

Another MisconceptionPoems come out perfectly the first time.

Page 13: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

“Poetry is about recognizing and paying attention to our inner lives – our memories, hopes, doubts, questions, fears, joys – and the image is the hook we find to hang the poem on.” (66) - Georgia Heard, Awakening the Heart

Page 14: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

“Poetry is a vital ingredient for improving literacy and

encouraging a love of writing and reading. It is language that's

alive: it delights the mind and engages the senses. It sends

shivers down your spine. Poetry is the simplest and most

profound form of expression.”

Page 15: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

POETRY IS…

. . .is the spontaneous overflow of powerful feelings recollected in tranquility, the breath and finer spirit of all knowledge. William Wordsworth

. . . should surprise by fine excess. Poetry should discover to our eyes what has always been there. John Keats

Page 16: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Prose is words in their best order; poetry is the BEST words in the best order.

Samuel Taylor Coleridge

Page 17: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Read Aloud Up HomeShauntay Grant

to reinforce the importance of reflection and to appreciate ordinary things with a poet’s senses

Page 18: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

A Read Aloud is a planned oral reading of a book or print excerpt, usually related to a theme or topic of study. The read aloud can be used to engage the student listener while developing background knowledge, increasing comprehension skills, and fostering critical thinking. A read aloud can be used to model the use of reading strategies that aid in comprehension.

Read Aloud

Page 19: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Benefits of using Read Aloud

• One of the most important things teachers can do in preparing students for success in school and in reading is to read aloud with them—parents too, of course.

• Listeners build listening and comprehension skills through discussion before, during and after reading.

• Listeners increase their vocabulary foundation by hearing words in context.

Page 20: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Benefits of using Read Aloud

• Listeners improve their memories and language skills as they hear a variety of writing styles and paraphrase their understanding.

• Listeners gain information about the world around them.

• Listeners develop individual interests in a broad variety of subjects and they develop imagination and creativity—“What better way to build skills which foster inquiry?”

Page 21: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Take a moment and make the best of it

• General Curriculum Outcome: Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. (The Atlantic Canada English Language Arts Curriculum, Grades 4–6, p. 88)

Specific Curriculum Outcome: Use a range of strategies in writing and other

ways of representing to

• find topics of personal importance• record, develop, and reflect on ideas• record and reflect on experiences and

their responses to them

Page 22: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Take a moment and make the best of it

General Curriculum Outcome: Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learnings; and to use their imaginations. (The Atlantic Canada English Language Arts Curriculum, Grades 7–9, p. 78).

Specific Curriculum Outcome: • experiment with a range of strategies

(brainstorming, freewriting ) to extend and explore learning, to reflect on their own ideas and others’ ideas, and to identify problems and consider solution

Page 23: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Finding a memory—just a moment

• Freewrite (see Naturally Alive, pgs 3–6)

• Freewriting is to generate ideas:– write down everything that comes to your mind– feelings, opinions, information, connections– writing is continuous and non-stop – no editing, analyzing, correcting – ignore spelling, grammar, punctuation

Peter Elbow on Freewriting

Page 24: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Finding a Memory

“Why don’t you close your eyes and think about what’s important to you — something that’s happened to you, something you care about, anything.”

(From the Good of the Earth and Sun, Georgia Heard, p. 11)

Page 25: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Finding a memory—just a moment

Freewriting • The best way to improve writing.• Automatic writing, babbling,

jabbering non-editing, don't stop.   • Freewriting is inferior to careful

writing but good "bits" of freewriting are better than anything you have created. 

• Think of digressions as paths to explore.

• Start writing as a way to grow. • Start before you know your meaning

at all; only after you start will you know

Page 26: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

“…students often need to talk out what they plan to write before beginning to write.”

Gail Tompkins, Teaching Writing: Balancing Process and Product, p. 135

Think/Pair/Share

Page 27: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Writing from your Freewrite

—look back at your Freewrite —find three words that you really like and circle them

—find a sentence that you really like, underline it

—find a paragraph or section that surprises you—a series of thoughts or ideas that asks for greater expansion, put brackets around this section [ ]

—reread your Freewrite—look for the sentence— the heartbeat, the pulse of what you wanted to say,

put a heart beside it ♥ —write a free verse poem that focusses upon

this thought or idea—the ♥ of your freewrite

Page 28: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Writing a MEMORY—Wordplaygrounds, John S. O’Connor

Write a list of sentences beginning “I remember”; this can be

random or focussed on a time you were happy, a time you were afraid, confused, angry, etc. Aim for ten sentences.

Star two related lines (details, memories)—that are related for you

EXPLODE the MOMENT (see Immersed in Verse p.10)

Experiment with removing the “I remember” (or keep it, if it

works).Experiment with form and word choice.Experiment with “speed and sound”.

Page 29: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

AN EXPLOSION of WORDSFind a favourite song and look over the lyrics carefully, using words or lines borrowed from the song insert your own ideas by expanding upon the words of the song with your own words, thus creating AN EXPLOSION of WORDS

MEMORY

Not a sound from the pavementHas the moon lost her memory?She is smiling aloneIn the lamplightThe withered leaves collect at my feetAnd the wind begins to moan

Memory All alone in the moonlightI can smile at the old daysI was beautiful thenI remember a time I knew what happiness wasLet the memory live again

Every streetlamp seems to beatA fatalistic warningSomeone mutters in the streetlamp guttersAnd soon it will be morning

DaylightI must wait for the sunriseI must think of a new lifeAnd I musn't give inWhen the dawn comesTonight will be a memory tooAnd a new day will begin

Burnt out ends of smokey daysThe stale, cold smell of morningThe streetlamp diesAnother night is overAnother day is dawning

Touch meIt's so easy to leave meAll alone with the memoryOf my days in the sunIf you touch meYou'll understand what happiness isLook, a new day has begun

Page 30: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

I wait for the daylightI can’t wait for the skylinein the distanceconcrete fingers loomfrom a gossamer veilthe city -New YorkNot a sound from the pavementmy feet touch the pavementthe city’s aliveI can feel the energy surging through my bodyI look up and see the sunI look up and see the high buildingswhen you are in New Yorkdon’t forget to look upbut you can’t look up at the Twin TowersThe world has lost her way Darkness.

MEMORiesApologies to Andrew Lloyd Webber

Midnight,and sleep is uneasyhours before sunriseduskand a yellow huemeets the horizon

Page 31: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Where I Am From . . .

Page 32: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Know Thy Self

I am from – choose an object of personal significance

I am from – something in your backyardI am from – the front yard, the street

I am from the neighborhood where …

I am from – city, town, place …

I am from something distinctly you.

                        

Page 33: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

I AM FROM… I am from animals, wild vast plains,from places untamed; but nowfreedom spent,barred and placed in cages –fenced-off, man-made havens. I am from waters flowing and ebbing,clear and clean - in oceans, lakes, rivers, and streams;waters that now are infested,Humanity-polluted, slimy, green. I am from the air, fresh and refreshing, breath that invigoratesbreath that is life;but now the air is taintedstale, suffocating, choking, strangling life.

 

 

I am from a people who,were free to roam thisnative landbut nowmust be reserved. I am from a land thatwas rich in offerings;now a land which resentfullyand unwillingly gives up her issue. I am from great forests-trees, which reached towardsan open sky- once –but now are fallen sentinels,uprooted and dragged from sacred places.

B.J.WilsonJuly 2003

Page 34: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

How to Read a Poem ALOUD if you can—at least read it out loud in

your head.

• Look at the poem’s title.• Read the poem without trying to analyse it.

Read the poem over SLOWLY twice.• What do you already know?• Write a quick “first-impression” of the

poem.• Look for patterns. • Look for changes in tone, focus, narrator,

structure, voice, patterns. • Identify the narrator. • Reread the poem checking for new

understanding.

Page 35: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

How to Read a Poem

• Find the crucial moments—the pivotal moment might be as small as the word but or yet.

• Pay attention to breaks between stanzas or between lines.

• Consider form and function. • Check for improved understanding. Read

the poem through again, aloud if you can. Return to the title and ask yourself “What is this poem about?”

• THINK—PAIR: Share by THINKNG ALOUD your “thinking” about the poem.

Page 36: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Wordplaygrounds, John S. O’Connor

“Through early exercises, I hope to help students see that poetry often takes as its subject ordinary objects from the everyday world. Even more important, I want students to see that they already possess palettes of their own – their own words and experiences – from which they can write their own poems” (p. 11).

This idea of playing and having fun with words frees students from the notion that “Poetry” is something remote and a bit stuffy.”

Page 37: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Wordle (www.wordle.net).

Check out Wordle (www.wordle.net). This easy to use program allows students to really play with words, using either their own words or someone else’s.

• find text that you would like to use —something that you have written, a poem, an article, a passage from a novel, etc.

• go to Wordle.net• create your Wordle• hit the PRINT SCREEN button on the top right row of

the keyboard and that action will create a screen shot

Page 38: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Georgia Heard has a number of excellent resources full of simple and practical ideas for teaching poetry.

Page 39: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Georgia Heard                  writer, a keynote speaker, educational consultant

Page 40: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

I used to like "Stopping by Woods on a Snowy Evening." I liked the coming darkness, The jingle of harness bells, breaking--and adding to --the stillness, The gentle drift of snow. . . . But today, the teacher told us what everything stood for. The woods, the horse, the miles to go, the sleep-- They all have "hidden meanings." It's grown so complicated now that, Next time I drive by, I don't think I'll bother to stop. (Little, J. (1986). Hey world, here I am! Toronto: Kids Can Press.)

The danger of teaching poetry is that the students get so bogged down in the mechanics of poetry writing, they lose the sense of wonder and enthusiasm that should be in the forefront in enjoying poetry.

Jean Little expresses this in the poem, below: After English Class    By Jean Little

Page 41: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Stopping By Woods On A Snowy Evening Robert Lee Frost

Whose woods these are I think I know.His house is in the village though;He will not see me stopping hereTo watch his woods fill up with snow.

My little horse must think it queerTo stop without a farmhouse nearBetween the woods and frozen lakeThe darkest evening of the year.

He gives his harness bells a shakeTo ask if there is some mistake.The only other sound's the sweepOf easy wind and downy flake.

The woods are lovely, dark and deep.But I have promises to keep,And miles to go before I sleep,And miles to go before I sleep.

Page 42: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

The Poetry Experienceexplores all aspects of poetry from guidelines and an overview of poetic forms to the Top Ten lists of various poetry favorites. Handy reproducible masters are also provided which include a poetry timetable, ten questions to ask about any poem, an observation checklist for teachers, and a personal poetry inventory for students.

Page 45: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Poetry should be experienced a three different levels. Never skip a level when introducing poetry… Do not destroy the joy of poetry by going right to step 3:

Step One: Introduce students to "user friendly poems", such as humorous poems by Shel Silverstein or Jack Prelutsky, Ogden Nash

Step Two: Have students pick a poem that means something to them: Some aspects of their lives are expressed in the poem. The poem becomes a self-portrait or autobiographical poem, in some way.

Step Three: Experience and discuss the poetry.

Read a poem every week, or even every day. Have the students pick the poems.

Page 46: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

What’s important in being a teacher of writing—of poetry

• ANALYZING the writing plans and writing work and writing environment

• ASKING questions and answering the hard questions• APPLAUDING the big and small writing steps• ASSISTING each other in the learning process• ASSESSING the work and the value of that work and• ADVOCATING for children to always be a part of exemplary writing instruction

Of Primary Importance, Ann Marie Corgill, 2008, pg. 174

Page 47: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Poems composed by middle-school students tend toward brevity. In addition, free verse, which has very few rules, if any, make the task of composing a poem both challenging and achievable. There are many decisions to be made, including topic, audience, opening line, and absence or presence of pattern; a short poem does not appear to have the same degree of difficulty as a 500-word essay: and finally, students don’t have to concern themselves with the complications of meter and rhyme.

Using Poetry in the Classroom: Engaging Students in Learning.Ross M. Burkhardt, p. 70. (2006)

Page 48: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

POETRY WARM-UP

Getting in touch with your senses- sight soundtaste touch

smell

Page 49: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Fold your paper in thirds.

Six-Room Poem

Fold your paper long-ways in half.

Page 50: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Six-Room Poem

Image

First Room

Think of something you’ve seen outside that is amazing, beautiful and interesting

OR

Think of a moment in time that has stayed in your mind like a picture

ACTIVITY: Close your eyes. See your image as clearly as a photograph. Notice the details. Describe it…

From Georgia Heard’s Awakening the Heart

Page 51: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Six-Room Poem

Image

Second Room

Looking at the same “photograph” in your mind, focus on the quality of light.

Questions to ask yourself…

Is it bright? Cloudy? Dull?

Are there shadows? Colors?

Examples:

Shiny blues, Sparkling red

ACTIVITY: Describe the quality of light…

Light

From Georgia Heard’s Awakening the Heart

Page 52: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Six-Room Poem

Image

Third Room

As you picture your image, what can you hear? Focus on the sounds you hear.

Questions to ask yourself…

Maybe it’s silent. What kind of silence?

Examples:

Rustling of leaves, Pitter-patter of rain, Sweet laughter

ACTIVITY: Describe the sounds you hear…

Light

Sounds

From Georgia Heard’s Awakening the Heart

Page 53: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Six-Room Poem

Image

Fourth Room

Write down any questions you might have about the image.

Questions to ask yourself…

Do you want to know anything else about the image?

Do you wonder something?

Examples:

Why were we in this place in the winter?

Why was I with them?

ACTIVITY: Write your questions…

Light

Sounds Questions

From Georgia Heard’s Awakening the Heart

Page 54: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Six-Room Poem

Image

Fifth Room

Write down any feelings you have about your image.

Questions to ask yourself…

How was I feeling?

How do I feel now?

Example:

I remember being so happy as we played outside together.

ACTIVITY: Write your feelings…

Light

Sounds Questions

Feelings

From Georgia Heard’s Awakening the Heart

Page 55: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Six-Room Poem

Image

Sixth Room

As you look over all your rooms,

think of one word,a few words,

a phrase,a line,

or a sentence that is important to you and/or describes the

image entirely.

ACTIVITY: Repeat your word or words three times…

Light

Sounds Questions

Feelings Repetition

From Georgia Heard’s Awakening the Heart

Page 56: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

CREATUREChoose a creature

Title at the top of the page Pass the page around the roomEach student adds a line, word,

phrase…Pass the page around twice…Share

Choose a feeling!Do the same thing as above with creature.

Page 57: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Nonfiction Naturally to POETRYWonderful, wilderness wandererweary traveller withsteely eyes.Yellow stare freezes your prey—a piercing glanceand then the charge.The chase continuesuntil the fittest wins—a feastor famine.

See Naturally Alive—Reading Writing and Representing PoetryPgs. 33–34

Page 59: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Table Poem

Chart Paper

Title of poem or first line of a poem (Your own or something familiar—

“There's a whisper in the night wind” “Wind sped leaves . . .”Poem rotates, each student adding his/her ideas—a

line, a phrase, a word.Together student edit and get ready for sharing and

publishing.It’s FUN! Look at the poet’s version

Page 60: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Autumn

Wind sped leavescolors blurred inlightdancethen clear againas motionlesseach poses crisplyon the groundin artful pattern

of design and hueno soundtill cool windblows againthrough its stillnessand lifts it fairy-likein autumn air

Barbara Kelley

Page 61: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Autumn is Coming

There's a whisper in the night wind

And a coolness in the dawn;There's a star agleam to guide

usWhen October starts to yawn.Where the prairie browns in

silence,Lonely sunsets fade and die,Then the stars throng out in

gloryTo gem-light the vaulted sky,Or the green-clad mountain

valleys

Where the stillness brings deep peace—As the moon comes out of hidingTo renew her earth-born lease.There's a hushing in the eveningAnd a lateness in the dawn,And the leaves begin to trembleWhen October starts to yawn.

Amelia V. Christeson

Page 62: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

PHOTOS

Pass around a series of related photos (black and white is best).Write down your reaction(s) to the photos as you view them. Organize your written reactions into a poem.

Page 63: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Cut and collect 20 to25 words from . . .

Organize into a format

Spend some time rearranging the words(If you have to, you can generate some of your

own words to help you to connect ideas/thoughts.)

Share your creation with others.Borrow some of your favourite words

for future writing.

Page 64: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

(3 per group)Find a recent news article.

Read it.Independently generate a list of words

(allow 7-10 minutes)

Share your list and combine to create a group list. (5 minutes)

Collectively write a poem.

GROUP POEM

Page 65: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

FIRE CRACKER POETRY

Think of a word and have students generate at least five words that come to mind when you hear the word - associate to the word. Use post-it notes.

What quickly comes to mind?Using chart paper stick all of the words on the paper surrounding the TOPIC.Scan and discuss connections.Have the students (groups of 3-4) select several of the posted words and ask them to create their own poem.

Page 66: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

oceanpeace

iceautumn

family

home

seaside

city

war

sand

fog

book

poetry

insect

treedreams

hope

door

music

water

Page 67: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

QUESTION POEM

?dragonfly nest boot

bug feather leaves

Pass out an object and ask QUESTIONS about it.

????? ?

Page 68: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

BeetleNeat!

Why the split?Why so small?

Where do you come from?What kind of skeleton –exoskeleton?

Great legs.You must have excellent eyesight.

Do you?

Page 69: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Fabulous FRIDAYS

Have students select and bring to class a personal object (a favorite, memory, heritage),and ask them to think, talk. Share and write a poem about this SPECIAL OBJECT.

Page 70: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

The Locket

Heart-shaped,Favored,Gilded,Golden locket,You are still warm, well-worn,Smooth yet textured, your intricate design,Woven and weathered, polished and benign.A lover’s locket,From a lover’s pocket.A picture present -The elegant sweethearts meet,So sweet.Enclosed within your heart – Secrets.  

B.J.Wilson

February 2003

Page 71: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Musical Vision Select a piece of MUSIC!

Play the sound recording.

Contemplate the sounds and rhythms of the music.

Draw a picture while you are listening to the music.

Your picture is your representation of the music.

Page 72: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

FREE WRITE PHOTO

Select a picture(s) from newspaper s, magazines, etc.-present picture(s) to the class-ask students to brainstorm ideas, thoughts, -then ask the students to writefreely about the picture(s)

                                                                                                                                                                   

Page 73: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Choose your favourite

MonthThingPlace SeasonCelebrationEventPersonWhatever?

Write about it, ask it some questions, talk to it, talk about it—observe and respond.Have a conversation with it.

Page 74: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

WHAT IS A…?Maybe a definition

and thenyour interpretation…Maybe what it isn’t…

Page 75: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

What is a ________________? POEM  

What is a Whale? A whale is not a snail;however, on the surfaceof the water it leaves a trail,like a snail’s,or a fish’s tail. A whale is not a football field – it is a force to which you must,definitely yield. A whale is a mammal -a giant leviathan. A whale is something to be relied upon. 

B.J.Wilson

Page 76: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Pronouns and Performance

he

it

them

sheher

me

you

I

wethey

us

him

mine

yours

his

theirshers

Page 77: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Prepositions and Poetry

PRE - before POSITION - relationship

Prepositions are words that come before nouns(pronouns) and show position or relationship.

I retreated from the window and went to the driver’s side of the car. (STARS, P.2)

Page 78: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

about above across after against alongamidbesidebesidesbetween beyondby

downexceptfor frominintoofoff onthough throughout

until underup uponoutwith withinwithout butduring since yet

Page 79: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Write a prepositional poem

—choose a subject, object, idea, concept— create “phrases” describing your idea—begin each line with a preposition—check your list of prepositions

Page 80: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

To the Sun by B.J. Wilson

from the easton the horizonwith sprays of golden-orangeinto the skythrough the atmosphereabove the horizonaround the circumferenceof sea of spaceagainst the azure blue skywith colours of yellow goldfor hoursof warmth

towards its zenithin center skyby glorious raysdown to the earthlike a mother’s handbeyond the middleacross the sky towards the endof dayabove the mountainswith radiant coloursof violet and tangerinenear the tree linewith Venusin the west

Page 81: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

RiddlesRiddles offer and engaging ‘sponge’ activity; one that stimulates inferential reading comprehension.

He clasps the crag with crooked hands; Close to the sun in lonely lands, Ringed with the azure world, he stands.

The wrinkled sea beneath him crawls: He watches from his mountain walls, And like a thunderbolt he falls .

Alfred, Lord Tennyson

Page 82: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

He seemed to know the harbour,So leisurely he swam;His fin,Like a piece of sheet-iron,Three-cornered,And with knife-edge,Stirred not a bubbleAs it movedWith its base-line on the water.

His body was tubularAnd taperedAnd smoke-blue,And as he passed the wharfHe turned,And snapped at a flat-fishThat was dead and floating.And I saw the flash of a white throat,And a double row of white teeth,And eyes of metallic grey,Hard and narrow and slit.

. . .

E.J.PRATT

Page 83: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

A narrow fellow in the grass Occasionally rides; You may have met him,---did you not,His notice sudden is.

The grass divides as with a comb A spotted shaft is seen; And then it closes at your feet And opens further on.

… Emily Dickinson

Page 84: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

CaterpillarsBrod Bagert

 They came like dew drops overnight

     Eating every plant in sight,Those nasty worms with legs that crawl

     So creepy up the garden wallGreen prickly fuzz to hurt and sting     Each unsuspecting living thing.     How I hate them! Oh, you know

I'd love to squish them with my toe.

Page 85: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Ralph Fletcher, Poetry Matters

“Mental pictures, or images, are at the heart of poetry, just like emotions.” (21)

Page 86: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Ralph Fletcher, Poetry Matters

“If you want to create strong images, get in the habit of observing the world so you can create your own pictures using words.” (21)

Page 87: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

To Look at Any Thing ~ John Moffitt ~

 To look at any thing,

If you would know that thing,You must look at it long:

To look at this green and say,"I have seen spring in these

Woods," will not do - you mustBe the thing you see:

You must be the dark snakes ofStems and ferny plumes of leaves,

You must enter inTo the small silences between

The leaves,You must take your timeAnd touch the very peace

They issue from. (Teaching With Fire, edited by S. M. Intrator and M. Scribner)

Illustrate your poemEYES WIDE OPENVerbal/VisualSee Naturally

Alive—Reading Writing and Representing PoetryPgs. 36–37

Page 88: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Visualizing: the key to understanding

• the picture the text has helped a reader to create (I see… I feel…)• enhances meaning with mental imagery• enables readers to become part of text• stimulate imaginative thinking• heightens engagement• strengthens relationship with text

Page 89: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

Visualization  The Storm   Wind rustled crunching leavesThat on the sidewalk lay.There was a big storm comingOn a windy Autumn day. Thunder rumbled overheadAnd shook me through and through.A jagged bolt of lightning struck!The sky then cracked in two! Rain washed down the dirty road.It hissed, and gushed, and muttered.The downpour swept dead leaves awayInto the bubbling gutter.

James K. McAlister

Page 90: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

“ … research suggests that readers who are able to visualize what they are reading – for example, characteristics of setting, events in the story, or character traits – are better able to comprehend what they read.”

(Lessons in Comprehension, Frank Serafini, 2004)

Page 91: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.
Page 92: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

The poetic prose and magnificent drawings vividly depict the great beauty of the wolf.

Page 93: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

VISUALIZATIONAfter having heard “The Eyes of Gray Wolf” visualize scenes in your mind. You may have a series of scenes that you imagined in your mind’s eye.Draw a picture/scene that you visualize based upon the reading of “The Eyes of Gray Wolf”. Make sure to remember the moon, the creek, the mountains ,the snowshoe hare …

Page 94: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

“I take off the top of my head and write out loud in front of [the students]…I show them how I plan, change my mind, confront problems, weigh options, make decisions, use conventions to make my writing sound and look the way I want it to and my readers will need it to, and generally compose my life.” (25) - Nancie Atwell, In the Middle

As teachers, we are mentors of writing, mediators of writing strategies and models of writers at work. (21)

Page 95: Naturally Alive— Reading, Writing, Speaking and Representing Poetry Barry J. Wilson wilsonbj@gov.ns.ca October 2009.

How to Make a Poem

Close your eyes.Don’t peek.Close them tight,tight so it’sdark, darktill you see somethingin sight.

Close your eyesdon’t peek.Tryand see a poem.

Danielle Pioggia, Grade 3 (125)

Awakening the Heart, Georgia Heard