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35 Traditional and Playful Poetry

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184
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Write on Track

Traditional and Playful Poetry

Start-Up Activity

Ask students what their favorite fruit is. Write answers on the board. Ask apple fans if they have ever had a pear. What is the difference between them? What are some similarities? Ask grape people if they also like raisins. Point out to students that "an apple a day keeps the doctor away," but also can get pretty boring. On the other hand, "variety is the spice of life."

Tell them that they will be experimenting with different poetic forms in this chapter. By trying different types of poetry, they will expand what they like and add some spice to their lives.

Think About It

“Don't be afraid to go out on a limb. It's where all the fruit is.”

—Shirley MacLaine

You are viewing: 35 Traditional and Playful Poetry

34 Writing Free-Verse Poetry
36 Writing Plays

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State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.6.5

CCSS.ELA-LITERACY.W.6.10

CCSS.ELA-LITERACY.W.6.4

CCSS.ELA-LITERACY.W.6.7

Page 185 from Write on Track

Traditional Poetry

Use this page to teach three traditional forms of poetry: cinquain, limerick, and haiku.

The cinquain is the easiest because it comes with instructions. After explaining this form and reading the model, have students create their own cinquain poems about topics of their own choosing. Then have them choose new topics and write another cinquain about it. Have them compare their two poems and decide which they like best.

The limerick also has a formula, but it requires students to create specific rhymes and use different stresses in each line. It also has the additional challenge of being humorous.

The haiku is a student favorite because it does not require rhyme, only counting syllables. It also relates to some aspect of nature. Tell students that the next two pages lead them through writing a haiku poem.

 

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Page 186 from Write on Track

Writing a Haiku Poem

Provide an opportunity for students to experience nature, whether by taking a walk around the school or looking into a fish tank. Ask them to find something in nature that inspires them, that they can use as a topic for their poems.

Once students have a topic, lead tem through "Writing a Draft." At first, have them focus just on the ideas in their three lines rather than worrying about number of syllables.

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Page 187 from Write on Track

Revising, Editing, & Proofreading

After students have written the first drafts of their haiku, have them go back to count syllables in each line. They should make adjustments until their lines fit into the correct number. Also, encourage them to fine-tune the words in their poems, creating the exact right effect with each word.

Once they have finished revising, have students edit and proofread for spelling, capitalization, and punctuation errors, and create a clean final copy to share.

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Page 188 from Write on Track

Playful Poetry

Lead students through the descriptions and examples of the three types of playful poems on this page. Challenge them to write similar playful poems of their own. If students are interested in writing a 5-W's poem, direct them to the guidelines on page 189.

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Page 189 from Write on Track

Writing a 5-W's Poem

Help students select a "who" for their 5-W's poems—the subject and the first line.

Then, have them complete the minilesson to brainstorm ideas for the next lines.

After they have enough details, have them write their poems, with a separate line for the answer to each question.

Then have students revise and edit, following the instructions on the bottom of the page.

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