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32 Writing Poems

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Writing Poetry Chapter Opener

Start-Up Activity

Some students see poetry as a waste of time. Others write poetry as therapy. Obviously, if you can show students how poetry can empower them, they are much more likely to grab hold of it.

After reading the sample student poem on the page, present a few more lines from rapper (and poet) Tupac Shakur:

With all this extra stressing
The question I wonder is after death, after my last breath
When will I finally get to rest through this suppression?
They punish the people that’s asking questions
And those that possess, steal from the ones without possessions
The message I stress: to make it stop study your lessons
Don’t settle for less – even the genius asks his questions
Be grateful for blessings
Don’t ever change, keep your essence

Lead a discussion about the meaning of the quotation:

  • Which lines have the strongest impact on you?

  • How does Tupac use rhyme and near rhyme? (Note the stresses, both rhythmic and thematic, on all of these words: stressing, suppression, questions, possessions, lessons, blessing, and essence.)

  • How does Tupac use rhythm?

  • What is Tupac trying to say in this passage?

Use this discussion to help students realize that poetry isn't just for moldy old books. It's a form that lets all kinds of people express themselves.

Think About It

“Reality is wrong. Dreams are for real.”

—Tupac Shakur

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What Is Poetry?

Use the material on this page and the next to help students understand how poetry differs from prose in imagery (word pictures), emotional content, sound, and appearance. Have volunteers read each example, and then lead a discussion about it.

  • What word pictures do you like best in this poem?
  • What kind of emotional impact does this have?
  • What sounds are your favorites?
  • How would you describe the look of the poem?

Afterward, ask students to pick out one of the poems on the page and write a short poem modeled after it.

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Poetry Sounds and Looks Different

Use the instruction and examples on this page to help students play with sounds such as rhyme, rhythm, and repeated sounds—assonance, consonance, and alliteration. They should also become more aware of the look of poetry—short lines, long lines, stanzas, line breaks, and so on.

Have students pick one poem from this page and model it with a poem of their own.

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Writing Guidelines

When students are ready to begin work on their own poems, use the material on this page to help them find a visual inspiration. Students need to find a photo that they would like to use as a starting point. You can bring in magazines with pictures, take students to the library, or invite students to search for suitable images online.

Once they have found inspiring images, have them study them at length. They should think of all sorts of visual details and start to form word pictures. They should then add the other four senses: sound, smell, taste, and touch. Also, encourage students to write down any feelings they have about the image. Have them fill in a Poem Reflection Chart. Or, if you prefer, have students complete the more-familiar Sensory Chart.

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Writing and Revising

After students have gathered sensory and reflective details for their poems, they are ready to start playing with images. Tell students to experiment. Work with words like an artist working with paint—dab a few words here, brush a few more over there, cast dark shadows and lay in points of light. Students can use whole sentences, like the student in the book, or just phrases, or just words. Syntax and punctuation do not rule their creations. They only serve to convey the word pictures that the student imagine.

Despite the clean look of the sample on the page, students need to know that they can write a really messy first draft, with all kinds of crossed-out parts and arrows moving lines around and carets inserting new material.

After students complete their first drafts, support their revisions by providing the Poem Revising Checklist. Also, give them the Response Sheet to help them review each others' poems.

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Editing

When students edit their poems, they should look not only to correct mistakes, but also to improve line breaks and word choice. Editing gives the poem its final form, from punctuation to capitalization to design.

Also share with students another high-school poem. (Caution: This poem deals with the topic of domestic abuse and may not be suitable for some students.)

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Special Poetry Techniques

The figures of speech on this page reinforce metaphorical thinking. Simile, metaphor, and personification are different ways to compare one thing to something else that is quite different. Hyperbole may be your students' greatest linguistic ability already.

Under "The Sounds of Poetry," you'll find many techniques that students can use to write their own poetry. And using these techniques helps them learn to recognize them when other poets use them.

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Special Poetry Techniques (Cont.)

Introduce your students to these other special poetry techniques.

Also, help them use what they now know about poetry to read it more effectively.

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Evaluating Poetry

After students complete and share their poems, provide this Poetry Assessment Rubric so that they can perform self-evaluations. (Of course, you also can use this rubric to evaluate student work.)

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