Teacher Notes for Grid for Poetry Literary Genre

Name ______

Grid for Poetry Literary Genre Haiku Diamante Read a few examples of haiku poetry. What theme do all Read a few examples of diamante poetry. List the main haiku poems have in common? structural feature that proves they are diamante poems. ______

List the structural features of the poems you have read ______that prove they are haiku poems. Read several 5-line diamante poems and several 7-line diamante poems. ______Decide if you will write a diamante with 5 or 7 lines. ______Select a topic and create a list of adjectives and verbs. Topic: ______Adjectives:______Select one haiku poem and write the title below. ______Verbs:______Identify the descriptive language the poet used to enhance the meaning of the poem you selected. ______Create a diamante poem using what you know about the ______format of this type of poetry. ______Create a haiku using what you know about the elements and structural features of this type of poetry. ______Lyric Narrative Read a few examples of lyric poetry. Read a few examples of narrative poetry. Select one lyric poem that you enjoyed reading. What do all narrative poems have in common? Title:______Explain how the title contributes to the meaning of the poem.______Select one narrative poem that you read. ______Title: ______

______Identify one or more of the following poetic elements: setting, mood and/or tone. Explain how that poetic element contributes to the meaning of the poem. Identify the mood or tone and explain how it contributes to the meaning of the poem. ______Cinquain Free Verse Read some examples of cinquain poetry. Read a few examples of free verse poetry. What is the one structural feature that all cinquain poems Identify one poem that illustrates the use of sound have in common? elements (rhyming patterns, alliteration or ______onomatopoeia) and a different poem that illustrates the use of figurative language (simile, metaphor or Read the poem November Night. Describe some of the personification) descriptive words or phrases in the poem that the author Explain the author’s use of these two elements. uses for imagery, or to make a picture in your mind. Sound element: ______Title:______Explain example from text: ______Describe one personal experience you had on a November ______night and compare it to the experience the author expressed in the poem. Figurative Language: ______Title:______Explain example from text: ______What is the poet trying to express in the poem, November Challenge: Identify a different poem that illustrates Night? the use of a sound element you have not already ______described. Sound element: ______Title:______Explain example from text: ______On another page, write a cinquain poem and illustrate it. ______Teacher Notes for Grid for Poetry Literary Genre This document is for enrichment and extension of the poetry unit in order to challenge highly able students.

Students need the following materials:

 Poetry folder with the Grid for Poetry Literary Genre (all four pages)  Teacher-selected examples of the six types of poetry on the grid  Variety of poetry books that include the six types of poetry on the grid

Teacher Information about the Six Types of Poetry: It is expected that teachers will have taught the various types of poetry prior to using the grid with students.

Haiku – (3 lines, 17 syllables: 5 syllables, 7 syllables, 5 syllables)  Always refers to nature  About a single topic  Never uses “I”  Does not rhyme Examples: A Child’s Introduction To Poetry, page 25

Diamante – (diamond shape poem with 5 or 7 lines) 7 Line  One word  Two adjectives that describe the word in line one  Three words with an –ing ending that describe the word in line one  A five-word sentence that begins with the word in line one and ends with the word in line seven  Three words with an –ing ending that describe the word in line seven  Two adjectives that describe the word in line seven  An antonym for the word in line one

5 Line  A name  Two adjectives that describe the person  Three verbs that tell what they can do  Four adjectives that tell how they act or feel  A nickname Examples: Poetry Patterns, pages 5 & 6

Lyric – (like a song)  Expresses feelings  Shorter than narrative  Uses rhyming words and repetition within verses Examples: A Child’s Introduction To Poetry, page 29; see music teacher for song lyrics

Narrative – (tells a story)  Historical verse, such as Paul Revere’s Ride by Henry Wadsworth Longfellow  Epic, long stories such as Casey at the Bat by Ernest L. Thayer  Romance, usually shorter and emphasize heroic deeds such as Romeo and Juliet Examples: Paul Revere’s Ride, A Child’s Introduction To Poetry, page 27 Casey at the Bat, Poetry Speaks to Children, page 76-77

Cinquain – (5 lines)  One word for the title (1 noun)  Two words that describe the title (2 adjectives)  Three words that show action (3 action words)  Four words that show feeling (4 words)  One word similar to the title (1 noun) Examples: Poetry Patterns, page 20

Free Verse – (No rules!) Note: Although all forms of poetry may contain sound elements and figurative language, find examples that include the following: rhyming patterns, alliteration, onomatopoeia, simile, metaphor or personification. Examples: Painting the Sky (includes poems incorporating all of the above sound elements and figurative language) A Child’s Introduction To Poetry, page 39 (onomatopoeia)

Bibliography:

A Child’s Introduction To Poetry, Author: Michael Driscoll, Black Dog and Leventhal Publishers, Inc., 2003 Painting the Sky, Author: Shelley Tucker, A Good Year Book, 1995 Poetry Patterns, Author: Charla Jones, Pieces of Learning, 1998 Poetry Speaks to Children, Editor: Elise Paschen, Sourcebooks Inc., 2005 Talking Like The Rain, Selected by: X. J. Kennedy and Dorothy M. Kennedy, Little, Brown & Co., 1992 The Random House Book of Poetry for Children, Selected by: Jack Prelutsky, Random House, 1983 November Night by Adelaide Crapsey

Additional poetry books may be available in the media center and/or from the reading specialist NovemberNovember NightNight

Listen… With faint dry sound, Like steps of passing ghosts, The leaves, frost-crisp’d, break from the trees And fall. Adalaide Crapsey Common Core Standards:

RL4: INTERPRET WORDS AND PHRASES AS THEY ARE USED IN A TEXT, INCLUDING DETERMINING TECHNICAL, CONNOTATIVE, AND FIGURATIVE MEANINGS, AND ANALYZE HOW SPECIFIC WORD CHOICES SHAPE MEANING OR TONE RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

SL4: PRESENT INFORMATION, FINDINGS, AND SUPPORTING EVIDENCE SUCH THAT LISTENERS CAN FOLLOW THE LINE OF REASONING AND THE ORGANIZATION, DEVELOPMENT, AND STYLE APPROPRIATE TO TASK, PURPOSE, AND AUDIENCE

Grade 3: RL5: ANALYZE THE STRUCTURE OF TEXTS, INCLUDING HOW SPECIFIC SENTENCES, PARAGRAPHS, AND LARGER PORTIONS OF THE TEXT (E.G., A SECTION, CHAPTER, SCENE, OR STANZA) RELATE TO EACH OTHER AND THE WHOLE RL5 Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, orpoem.

Grade 4: RL5: ANALYZE THE STRUCTURE OF TEXTS, INCLUDING HOW SPECIFIC SENTENCES, PARAGRAPHS, AND LARGER PORTIONS OF THE TEXT (E.G., A SECTION, CHAPTER, SCENE, OR STANZA) RELATE TO EACH OTHER AND THE WHOLE RL5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Grade 5: RL5: ANALYZE THE STRUCTURE OF TEXTS, INCLUDING HOW SPECIFIC SENTENCES, PARAGRAPHS, AND LARGER PORTIONS OF THE TEXT (e.g., A SECTION, CHAPTER, SCENE, OR STANZA) RELATE TO EACH OTHER AND THE WHOLE RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.