Poetry

Poetry
Poetry is the most neglected form of literature most likely because we are intimated by it or had a bad past experience. It is not a genre but rather a form.  Poetry has no rules. There is a difference between the poetry students like and what they prefer to read and write.
Research shows:
Kids prefer narrative poetry, kids like a story. Narrative poetry tells a story, Silverstein, Prelutsky are wonderful examples of the narrative style.
Kids dislike free verse and haiku unless they have to write poetry and they prefer haiku because of its simplicity. They lack of rhythm and rhyme.
Kids like poems that have sound devises. Rhyme and rhythm – alliteration, onomatopoeia, tongue twisters.
Kids prefer funny poems, poems with familiar experiences and about animals.
Kids prefer contemporary poems, poems written in familiar language, experience and words.  Older poems were not written with a younger audience in mind. The 1960s is when poetry for children started to change for children.
Additional Criteria Poems – rhythm and rhyme, visual images, word pictures – poems where students can smell, taste, and taste. Use sensory poems with students.  Poems should not be brought down.  A good poem for kids should allow the kids to interact with the poem – become involved and interact. Poems should be good enough for repeated readings, this is allows students can internalize and experience poems.
Great books for poetry.
*If you’re not here, please raise your hand.
*Grimericks
*Technically, it’s not my fault
*Many luscious lollipops and others in the series (can be used for mentor texts)
*Sad underwear
Major Poetry Awards – NCTE Award for Children is award to an author/poet with a substantial body of work geared to children. Lee Bennett Hopkins Poetry award created by Mr. Hopkins to enjoy poetry for children.
Criteria for evaluating poetry for children.
1.     Is the subject of the poem something with children would be familiar?
Share poetry within the reach of students, introduces poems as students are familiar with the topics.
2.     Does the poem use imagery?
Images that the students can see usually tangible.
3.     Does the poem rhyme?
Young readers need the scaffolding of rhyming initially. As they become more familiar with poetry, they understand blank verse and other poetry that doesn’t rhyme.
4.     How is rhythm used?
Teach different beats as we teach poetry. Does the rhythm fit the subject of the poem? Is the rhythm forced or natural?
5.     What role does sound play?
The sounds from alliteration, consonance, assonance, onomatopoeia all play a role in poetry.

Information present in the text challenges me to:
* Challenge the staff at my school to share a poem a day .
*Ask and provide poem materials to the principal/assistant principal for school wide morning announcements.
*Provide books, supplies and websites for teachers/staff to easily be able to share.
*Add part of poem in my signature line.
*Use social media both personally and professionally to engage others in poetry.
*Incorporate poetry in every class, this year I will teach Math and Science, I want to look for poems on these subjects and include them within the poem of a day.
*Furnish the staff with easy access and knowledge about the poetry books in the school library.
*Poetry books will now be prominently displayed and encouraged in the school library.
*Connect the ELAR teachers with Ruth Heller poetry books.
*Look for enthusiastic people on my campus to advance using poetry as a campus norm.

The 1960s is when poetry for children started to change to be lighter and narrative. I will use sensory poetry when introducing a poetry unit. The books I want to start looking for first,  “If you’re here, please raise your hand”, “A jar of tiny stars” and Viorst’s age related poetry books.