Poetry in the Classroom- Essay
Poetry comes in many different forms and is written for wide range of audiences all over the world. However, most people have grown to under appreciate the significance of poetry. Poetry is unlike any other form of literature because it often encourages imagination, exhilarates the mind, and provides entertainment. As a future elementary educator, I plan to regularly integrate poetry into my every day lesson plans in order to help my students build an appreciation for poetry.
One of the main ways I intend to share poetry with my students is by including poetry in the classroom every day in an informal, fun, and interactive way. Too often, teachers can push complicated ideas about poetry on to their students which causes them to associate negative things with poetry. By pushing students at an early age “to over analyze and discover deeply couched meaning, their excitement about poetry wanes” and they associate poetry with hard work and boredom (Bryan, p.85). Instead of focusing on the in depth analysis of poems, I want to show students how to enjoy poetry share an appreciation and excitement for different forms of poems. According to K.J. Wagner, founder of Education Oasis, “Infusing poetry into your curriculum does not necessarily require long, detailed lesson plans” (Wagner, 2005). Instead of planning extensive curriculum revolving around poetry, I plan on incorporating it in small ways on a daily basis such as reading poems to students, having students read poems to their peers, and having students interpret meanings in their own way.
I plan to read at least one or more short poems to my students purely for their enjoyment. I hope to find poems that include rhythm, rhymes, humorous verses, and familiar experiences to grab my student’s attention and build appreciation for poetry. According to Rosalind Hughes, a former elementary reading consultant and author, “poetry should be read aloud to be enjoyed, because rhythm and rhyme are conveyed more easily through the ear than through the eye” (Hughes, 1958). When reading poesy to a future class, I think it will be important to utilize choral speaking, follow the rhythms and meter of the poems, and take note of the mood of each poem. If a poem is read with sympathy and sincerity, students will be more likely to enjoy its music as well as understand its meaning. (Hughes, 1958). By reading poetry often and using my tone and rhythm to enhance the meaning of poems, I hope to build my students’ understanding, appreciation, and excitement for poetry by providing them with positive experiences revolving around poetry.
Furthermore, I plan to organize certain class periods where we can read a poem as a class, but also take time to interpret some of its parts and gain a better understanding of its components. In order to do this, I would try to read poems aloud and have students draw pictures based on what they hear, or even have students act out different poems with one another. I think that students would gain a better understanding of the poetry I share by participating in activities. According to humanities professor, Joshua Block, “The experience of a poem is much different when hearing it read rather than reading it silently, and after the first or second reading, students should give an initial response in the form of a one-minute sketch or sharing of a word or a phrase that stands out” (Block, 2014). These types of activities help students interact with the different expressions and meanings of poems.
Lastly, I would like to have a unit that includes a project where my students learn a poem by heart. This would not only develop good memorization skills, but also “give them a respect for words which they need if they are to express themselves clearly” (Hughes, 1958). Since there are many different types of poetry, I also hope to introduce my students to different genres and forms of poems. This would not only broaden their understanding of different forms of writing, but also help each student find a type of poem that they enjoy.
Overall, I believe that poetry is an essential tool for classrooms to help students read more often, discuss defined important to help students read more, discuss more, imagine more, think more, and ultimately express themselves in creative and powerful ways.
Sources:
Block, Joshua. “Recreating Poets: How to teach poetry in the Classroom.” Edutopia Journal. The Gorge Lucas Educational Foundation, 13 April 2014. Web. 22 September 2014.
Bryan, Gregory, Michael Tunnell, James Jacobs, Terrell Young. Children’s Literature, Briefly. Boston, MA: Pearson, 2012. Print.
Hughes, Rosaling. Let’s enjoy poetry. Boston, MA: Houghton Mifflin Company, 1958. Print.
Wagner, K.J. “bringing Poetry into your classroom.” Education Oasis. Education Oasis Foundation, LLC, 2005. Web. 22 September 2014.
One of the main ways I intend to share poetry with my students is by including poetry in the classroom every day in an informal, fun, and interactive way. Too often, teachers can push complicated ideas about poetry on to their students which causes them to associate negative things with poetry. By pushing students at an early age “to over analyze and discover deeply couched meaning, their excitement about poetry wanes” and they associate poetry with hard work and boredom (Bryan, p.85). Instead of focusing on the in depth analysis of poems, I want to show students how to enjoy poetry share an appreciation and excitement for different forms of poems. According to K.J. Wagner, founder of Education Oasis, “Infusing poetry into your curriculum does not necessarily require long, detailed lesson plans” (Wagner, 2005). Instead of planning extensive curriculum revolving around poetry, I plan on incorporating it in small ways on a daily basis such as reading poems to students, having students read poems to their peers, and having students interpret meanings in their own way.
I plan to read at least one or more short poems to my students purely for their enjoyment. I hope to find poems that include rhythm, rhymes, humorous verses, and familiar experiences to grab my student’s attention and build appreciation for poetry. According to Rosalind Hughes, a former elementary reading consultant and author, “poetry should be read aloud to be enjoyed, because rhythm and rhyme are conveyed more easily through the ear than through the eye” (Hughes, 1958). When reading poesy to a future class, I think it will be important to utilize choral speaking, follow the rhythms and meter of the poems, and take note of the mood of each poem. If a poem is read with sympathy and sincerity, students will be more likely to enjoy its music as well as understand its meaning. (Hughes, 1958). By reading poetry often and using my tone and rhythm to enhance the meaning of poems, I hope to build my students’ understanding, appreciation, and excitement for poetry by providing them with positive experiences revolving around poetry.
Furthermore, I plan to organize certain class periods where we can read a poem as a class, but also take time to interpret some of its parts and gain a better understanding of its components. In order to do this, I would try to read poems aloud and have students draw pictures based on what they hear, or even have students act out different poems with one another. I think that students would gain a better understanding of the poetry I share by participating in activities. According to humanities professor, Joshua Block, “The experience of a poem is much different when hearing it read rather than reading it silently, and after the first or second reading, students should give an initial response in the form of a one-minute sketch or sharing of a word or a phrase that stands out” (Block, 2014). These types of activities help students interact with the different expressions and meanings of poems.
Lastly, I would like to have a unit that includes a project where my students learn a poem by heart. This would not only develop good memorization skills, but also “give them a respect for words which they need if they are to express themselves clearly” (Hughes, 1958). Since there are many different types of poetry, I also hope to introduce my students to different genres and forms of poems. This would not only broaden their understanding of different forms of writing, but also help each student find a type of poem that they enjoy.
Overall, I believe that poetry is an essential tool for classrooms to help students read more often, discuss defined important to help students read more, discuss more, imagine more, think more, and ultimately express themselves in creative and powerful ways.
Sources:
Block, Joshua. “Recreating Poets: How to teach poetry in the Classroom.” Edutopia Journal. The Gorge Lucas Educational Foundation, 13 April 2014. Web. 22 September 2014.
Bryan, Gregory, Michael Tunnell, James Jacobs, Terrell Young. Children’s Literature, Briefly. Boston, MA: Pearson, 2012. Print.
Hughes, Rosaling. Let’s enjoy poetry. Boston, MA: Houghton Mifflin Company, 1958. Print.
Wagner, K.J. “bringing Poetry into your classroom.” Education Oasis. Education Oasis Foundation, LLC, 2005. Web. 22 September 2014.
My Favorite Poems
I'd like to be a Light House by Rachel Field |
Waves by Eleanor Farjeon |
Headless Town by Shel Silverstien |
I’d like to be a lighthouse
All scrubbed and painted white. I’d like to be a lighthouse And stay awake all night. To keep my eye on everything That sails my patch of sea; I’d like to be a lighthouse With the ships all watching me. |
There’s big waves and little waves,
Green waves and blue, Waves you can jump over, Waves you dive through, Waves that rise up, Like a great water wall, Waves that swell softly And don’t break at all, Waves that can whisper, Waves that can roar, And tiny waves that run at you Running on the shore. |
Selling hats in Headless Town--
Special sale, so gather ‘round. Short brim, wide brim, white or brown, Hats for sale—in Headless Town. Selling Hats in Headless Town-- Stetson, bonnet, cap, or crown, Isn’t there one soul around? Who needs a hat in Headless Town? Selling hats in Headless Town Sure can get a fella down, But there’s a way If there’s a will (I once sold shoes In Footlessville). |
The Runners by Shel SilversteinWhy does our track team run so fast
And jump with zest and zeal? We owe it all to our great coach And our wonderful practice field! |
Boa Constrictor by Shel SilversteinOh, I’m being eaten
By a boa constrictor, A boa constrictor, A boa constrictor, I’m being eaten by a boa constrictor, And I don’t like it—one bit. Well, what do you know? It’s nibblin’ my toe. Oh, gee, It’s up to my knee. Oh my, It’s up to my thigh. Oh, fiddle, It’s up to my middle. Oh, heck, It’s up to my neck. Oh, dread, It’s upmmmmmmmmmffffffffff… |
The Silver Fish by Shel SilversteinWhile fishing in the blue lagoon
I caught a lovely silver fish, And he spoke to me “My boy,” quoth he, “Please set me free and I’ll grant your wish… A kingdom of wisdom? A palace of gold? Or all the goodies your fancies can hold?” So I said, “OK,” and I threw him free, And he swam away and he laughed at me Whispering my foolish wish Into a silent sea. Today I caught that fish again, That lovely little prince of fishes, And once again he offered me-- If I would only set him free-- Any one of a number of wonderful wishes… He was delicious! |