Teaching artist will provide all handouts and copies
Writing paper and pens/pencils
Regular classroom with desks or floor space on which to write
1. I can think creatively and use all my senses, insights, and cultural awareness to create imagery in an original poem 2. I can write various types of poetry including a prose poem and an ode poem using metaphors, similes and original language 3. I can express myself and relay emotion through my unique voice and creative writing while listening and communicating with my peers
In this program, students will have an opportunity to write various types of poetry based on the classroom's needs. This program can be adapted for different grade and skill levels. Examples of poetry writing exercises are as follows: (Sample exercises:) "Hairs" Begin by reading aloud a prose poem "Hairs" by Sandra Cisneros and after a short discussion on figurative language, students work together to find all the metaphors and similes in the poem. Using the first line in the piece as a writing prompt, students write their own prose poem starting with "Everybody in my family has different____________". "Jar of Emotions" and "Color Poems" Working with a jar full of emotion words such as "fear", "excitement", "disappointment"...students pick a word at random and complete a worksheet using all their senses answering questions such as "What color is this word?" and "What does it taste like?" Another option is offering paint card samples to the students from which to chose a color. Whether having chosen a color or emotion word, each student will then work to create an original poem based on their words and using all five senses while employing original imagery and unique language. "Ode Poems" Begin by reading ode poems by Kenneth Koth, "To Kidding Around" and "To Carelessness", an another one by Stephen Dobyns, "Grief". After brief discussion, students use their emotion word from the previous exercise to then write their own ode poem to their word considering tone and style After writing their poems, students work to present their work aloud to the class considering how to best communicate the emotion of their poems through their performance/reading.
Grade 3
Grade 3: Writing Standards: Production and Distribution of Writing #4: With guidance and support from adults,
produce writing in which the development
and organization are appropriate to task and
purpose.
Grade 3: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of word relationships and nuances in word meanings.
Grade 3: Theater: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Create roles,
imagined worlds,and improvised stories in a drama/theater work.
Grade 4
Grade 4: Writing Standards: Production and Distribution of Writing #4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Grade 4: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Grade 4: Theater: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A. Articulate the visual details of imagined worlds and improvised stories that support the given circumstances in a drama/theater work.
Grade 5
Grade 5: Writing Standards: Production and Distribution of Writing #4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Grade 5: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Grade 5: Theater: Creating: Anchor Standard 1: Generate and conceptualize artistic ideas and work. A.Identify physical qualities that might reveal a character"s inner traits in the imagined world of a drama/theater work.
Grade 6
Grade 6: Writing Standards: Text Types and Purposes #3: Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences. d. Use precise words and phrases, relevant descriptive details, and sensory language to
convey experiences and events.
Grade 6: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Grade 6: Theater: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Use critical analysis to improve, refine, and evolve original ideas and artistic choices in a devised or scripted drama/theater work.
Grade 7
Grade 7: Writing Standards: Text Types and Purposes #3: Write narratives to develop real or imagined
experiences or events using effective technique,
relevant descriptive details, and well-structured
event sequences. d. Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences
and events.
Grade 7: Language Standards: Vocabulary Acquisition and Use #5: Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
Grade 7: Theater: Creating: Anchor Standard 2: Organize and develop artistic ideas and work. A. Examine and justify original ideas and artistic choices in a drama/theatre work based on critical analysis, background knowledge, and
historical and cultural context.
