WEEK 8 : POEM

3102 WEEK 8 POEM Tips on Carrying Out Activities Using Poetry: Below are some tips on how to successfully carry out activities by using poems i. Reading Poetry Aloud to Children Stress the meaning elements of the poem just as you do when reading prose. Often, the words in poetry are phrased in such a way that you must continue past the end of the line before pausing. In other words, the breaks must be determined by the meaning units of the poem, not by the lines. Doing so results in an annoying singsong effect. The natural rhythm of the poem will be felt in a more interesting way if you avoid an unnatural, meaningless reading and let the poetic language provide the rhythm. important and must be heard to be appreciated. This often means that you will need to slow down your normal reading pace to give full value to each sound. different effects (using different voices, singing, shouting, whispering, pausing dramatically, and so on) as you read poems aloud. Your voice is a powerful tool. You may change it from louder to softer to only a whisper; you may start at a deep, low pitch and rise to a medium and eventually high pitch; you may speak very quickly in a clipped fashion and then slow down and drawl out the words.

may be perceived only after the literal sense is known. Also, favourite poems can be enjoyed again and again, as you and your students savor one more reading. Another way to provide students with opportunities to listen to poems is by recording audiotapes of poems for the listening center and making them available along with the poem in print, on a chart or in a book for the student to listen to and read. Commercially made tapes with popular poets reading their works, accompanied by music, are available and are quite popular with children.

m aloud, some form of response is usually enjoyed. Sometimes the response students have to a poem is simply the desire to hear it again. Other times, students need just a few moments to reflect silently on the poem. Some poems warrant discussion, and students can take the opportunity to tell how the poem made them feel or what it made think about. ii. Choral Poetry Choral Poetry is another technique you can employ in your language classroom. The following are some tips on the arrangement on how you can add variety to this activity: group. Two-part or three-part choral poetry is usually based on arranging students into voice types (for example, high, medium, and low) to achieve different effects and by selecting lines of the poem for each group to recite or read. for asking a question or making an exclamation. -up presentations. A cumulative build-up is affected by having, for example, only two voices say the first line, and then two more join in on the second, and then two more, gradually building to a crescendo until the entire class says the last line or stanza. similar to a musical round. In this case, group one begins the poem and recites it all the way through. When group one begins the third line, for example, then group two starts the first line, and the two groups recite simultaneously until the end. Other groups can, of course, be added. infuses an interesting variation into choral poetry. The poems can be read aloud by two readers at once, one reading the left half of the page and one reading the right half. At times, the readers read certain line simultaneously. Pairs of students may each take a different poem from the collection for presentation.

iii. Learning to Write Poetry After teaching your students about a kind of poetry, work with them during the writing process on developing motivations. Let them begin by sharing ideas. ts compile personal and class anthologies of their own poems or their favourite poems. of poems by favourite poets. rent genre, such as a newspaper article or a letter. In turn, students may attempt the reverse- taking a newspaper article and putting it to verse. favourite poem. Posters are then displayed around the school for a few weeks. of a whole poem or of specific techniques. rm with the students to reveal the characteristics of its structure. Quatrains, cinquanis, haiku, concrete poems, and limericks can all be used as models with students once they have an appreciation for poetry and for the specific poetic form. (Source: Tomlinson, T. M. & Brown, C. L. (2002)