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Teaching poetry writing is the best way I know to engage and celebrate all students—not just as writers, but as valued members of the classroom community. While some students have difficulty writing a paragraph or journal entry, all students can succeed at poetry writing. And early and continuous success is essential if students, especially those who struggle, are to make progress. Young children's first poems can be a significant triumph in their school careers. Here are some ways to experience this success with your students. Set a Purpose for Writing Recently, I worked with a group of diverse seven- and eight-year-olds at Lakeside Academy of Math, Science, and Technology in Chattanooga, Tennessee. The students, their teacher, Jessica Carlton, and I enjoyed listening to and reading lots of poems-mostly poems that didn't rhyme because, I've found, kids find them much easier to write. We also looked at poetry anthologies and decided together to create one of our own for the classroom library. These are the steps we took in our poetry writing process. Introduce the Lesson With the class gathered around me, I talk about the writing adventure we are about to begin: "Kids, I am so excited. Today we are going to write poems and you will all be successful and have a great time. We're going to write poems that do not rhyme, called 'free verse,' because they are much easier to write-plus most of the poems in the world don't rhyme." 1. Share Models of Student Poets' Work (10-15 minutes) The most powerful, motivating force for students is seeing, hearing, and talking about poems by other students, in their original drafts. These poems deal with typical concerns and interests of children—friends, family, pets, sports, wants, likes, and dislikes. I choose some poems and say something like: "I'm going to read poems written by students just like you. Notice how a poem can be about anything at all, what you're thinking about, what you like to do, what you know a lot about. Also notice how these poems look on the page, how they sound, how long or short they are, and the words the writer used. "This first poem is called 'Curly Fries.' Jasmine, the poem's author is being called a name she dislikes. How many of you have been teased about something, maybe the way you look or act? Sure, we all have. Well, you can write a poem about that. I'm going to read the poem twice. Listen carefully. What do you notice? What do you like?" (See samples by clicking here) Dylan: She capitalizes some words Regie: Yes she does. Why do you think Jasmine does that? Ashley: Because she's really mad. Regie: Capitalizing words seems to emphasize them, doesn't it? What else do you notice? (No response.) Regie: I notice how she really puts herself in the poem. Name calling can hurt. How does she tell us how this name calling makes her feel? JaMarcus: She gets mad. She says, 'I could punch them in their stomachs.' Regie: Yes, we know exactly how she feels from those words. Brianna: And she says, "I HATE IT WHEN THEY CALL ME THAT!" Regie: That's right, and she really makes that sentence stand out. Now, what about the way the poem looks? Do you think it looks like a journal entry, or do you think it looks more like a story? Avery: No, it's not like a story because she's only got a few words on each of the lines. Regie: That's part of the fun of writing poetry. You get to decide exactly how your poem looks on the page. You'll want to read your poem over and over to be sure it looks and sounds just the way you want it to. You guys are doing great. Let's go on to the next poem. I continue this way with four to five more poems. There is no formula for what features to point out and notice. Trust that the students and the poem itself will guide you. |
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2. Demonstrate Writing Poems: Write for and With the Children (10-20 minutes) If we want students to be writers and risk takers, they need to see us as writers and risk takers. So, gather your courage and write a poem on the spot. Don't worry about bungling. Students will appreciate your efforts-as well as your struggles. As students observe me, I make my inner conversation visible, focusing on the aspects of writing that I want them to learn, such as coming up with a first line, determining line breaks, and so forth. I might say, "How do I want to begin this? What title do I want this to have? Let me see how this sounds so far. I want to be sure my ending line is just right." By clicking here you can see one of two poems I wrote during my Chattanooga visit, originally written as I thought aloud in front of the students. It is called "Harriet." The only preparation I did was to choose my topics ahead of time. After working with these children all week teaching reading, I've bonded with them—and they with me. So, despite the fact that I suggest several topics for a class poem, they insist on writing about me. As we write our poem, I ask the questions that I want students to ask themselves when they write independently: "Who has an idea for the first line?" "What should we write next?" "Let's read the poem. How does it sound so far?" Notice how their poem titled "Mrs. Routman" follows the same format as "Harriet," and also how Aaron writes a list poem. 3. Brainstorm to Help Kids Get Started (5-10 minutes) Students have heard, seen, noticed, and discussed a variety of poems. They have observed me writing poems and have written a poem together. Now, with the whole class gathered, I ask the children, "Who's ready to get started? Who knows what their poem will be about? Does anyone already have their first line?" I call on several students, and we listen as they talk about their ideas. Some students already know what the first line of their poem will be and call it out. Others I guide toward a possible beginning by exploring their ideas more deeply. When a student says something memorable that may fit well in their poem, I write it down on a sticky note and give it to them so the thought is handy while the student is composing. This oral brainstorming prepares students for the next step: Writing! 4. Provide Sustained rime for Writing (20-25 minutes) Almost all students get started on their poems immediately. For two students who have not begun to write, I move in close for a quick conference about choosing a topic and getting started. "Which of the poems did you like? You could write about that, too. What are you really interested in? How can you begin? How about if you say it this way?" In twenty minutes, every student has completed at least one poem. They are so excited about their poems, they spontaneously share with each other, even before the formal sharing time. When the students have neared the end of writing time, I ask them to choose their favorite poem, read it over, and be sure it's just the way they want it. 5. Regroup and Celebrate the Poems (10-15 minutes) Students proudly read aloud their favorite poem in a whole-class share. I let them know how excited I am about their poems; as usual, many of them are outstanding—full of conviction and voice. Because the purpose of our work has been to discover the joy of writing, we celebrate all students' efforts. Later, for the anthology, we will work on bringing one or two more poems to final copy, with correct spelling and use of conventions. But for now we revel in the wonderful language of poetry.  BENEFITS OF POETRY WRITING  Builds immediate success Focuses on the joy of writing Sets a positive tone for the class Encourages experimentation with language and form De-emphasizes (initially) punctuation and "skills" Teaches a powerful way to express personal voice Fosters delight in rhythm, repetition, and word play Teaches importance of titles, ending lines, word choice Taps into interest and knowledge Connects writing with reading Frees kids up to writePOETRY WRITING AT A GLANCE  Share kids' poems and help kids note what student poets have done. (10-15 minutes) Write a poem or two in front of your students. (5-10 minutes) Write a poem together with the students. (5-10 minutes) With the class listening in, orally brainstorm with several students about the poem they are about to write. (5-10 minutes) Have students write poems independently. (20-25 minutes) Celebrate students' efforts in a whole-class share. (10-15 minutes)Regie Routman is a teacher, writer, and speaker. She is the author of many books including Kids' Poems, Teaching Children to Love Writing Poetry a four-volume series for grades K, 1, 2, and 3/4 (Scholastic, 2000). Everyone Succeeds with Poetry was reprinted with permission from Instructor Magazine. The article was originally published in the August 2001 issue. |
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THE POEMS WE WROTE
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Regie Routman is a teacher, writer, and speaker. She is the author of many books including Kids' Poems, Teaching Children to Love Writing Poetry a four-volume series for grades K, 1, 2, and 3/4 (Scholastic, 2000). Everyone Succeeds with Poetry was reprinted with permission from Instructor Magazine. The article was originally published in the August 2001 issue.
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