I love, love, LOVE teaching poetry more than I enjoy teaching anything else, so I thought I’d share four of my favorite lessons about writing poetry with middle school students. I’ve shared two in this post, and I’ll share the other two in my next post, which will be published in about a week. All the lessons can be easily adapted for any grade level.
1. The Found Poem
- The whole class creates a poem based on a text everyone has read. If you are not familiar with found poems, this video from the Teaching Channel is a good tutorial. (Click on the link in the caption below the image to watch the video.)
Here is the found poem one of my classes created using My Brother Sam Is Dead.
2. Then students create their own found poems using their favorite books as inspiration.
3. We share our creations with partners, and then volunteers share theirs with the entire class.
2. The Photo Poem
- Students to bring to class a photograph or picture that they like–one that means something to them. Here is the picture that I used as inspiration.
First, I project my photo on the interactive whiteboard and let them react. Inevitably, a few of them say something like, “Hey! That’s you!” Then I ask them how they know it’s me. They respond, of course, by saying, “It looks like you” or “You both have short hair.”
After they share their immediate observations, I ask them to look at the picture more closely, looking for evidence that I am the one in the photo. Once they begin looking more closely (some classes need more prompting than others), they realize that the picture looks old. They also notice the clothing the women are wearing–it’s not from an era in which I was alive. Then they may notice the “28” on my grandmother’s sweater. When they realize the 28 stands for 1928, the year my grandmother graduated high school, they can then draw some logical conclusions. Ahhhh….So who might be in the picture? My grandmother. Here is the poem I wrote as a model for my students:
2. Some of my students need no interventions or prompting and start writing immediately after they read my poem. Other students have difficulty knowing how to begin, so we use a T-chart to gather ideas. (You can access the T-chart here.) I provide some students with copies of a T-chart that I created using Worksheets.com, but other students prefer to create one in their writer’s notebooks like this student did.
3. In the right-hand column students list the details in the picture–their observations. For example, they may list the colors they see, the objects, any shadows, the setting, the people and their expressions, the action that is obvious or assumed. In the right-hand column students list the emotions they feel looking at the picture and the emotions that may be expressed by people or animals in the picture. Once they’ve completed both columns, I tell them to begin combining the words from both columns to create a description of the picture. I remind them to pretend that the person reading the poem has never seen the picture, so it is their job to pain a vivid image with words.
Here is an example of a T-chart that one of my students created in his writer’s notebook:
Yes, it’s messy–but writing is a messy process. Here is what this student created in about 30 minutes of class time. It’s one of the best spontaneous poems I’ve ever read from an 8th grade student. I included a typed, readable version below the image.
Below is the image he used as inspiration for his piece. I hope he reads it during 8th grade poetry tea at the end of May!
Tomorrow my students and I will begin writing some imitation poetry, using Gary Soto’s poem “Oranges” as a model, and later in the week students will write love poems with a fun and playful twist. I will post Part 2 of this topic in the next week!