Poetry writing and appreciation in action

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Poetry writing and appreciation in action
8 March 2008 Pat Heung Central Primary School
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Rationale

• 1. learning the language
• appreciate the beauty of the language
• enlarge pupils vocabulary and extend their use
  of words
• increase understanding of how language is used
  and organized
• 2. encouraging critical thinking and creativity
• sharpen pupils aesthetic sensitivities
• open up the world of imagination

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KS1 make greater use of text types and literary
and imaginative texts to provide pleasurable and
enjoyable learning experiences and encourage free
expression, imagination and creativityKS2 make
extensive use of a diversity of text types and
literary or imaginative texts to stimulate
critical thinking and encourage free expression
and creativity

• 3. fulfilling emotional needs
• share personal feelings, ideas and experiences
• experience the joy of learning English
• 4. responding to the CG
• integrate language arts into the learning Modules
  and Units
• actualize the mid-term focuses for curriculum
  development (from 2006-7 to 2010-11)

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Recent Research on letting pupils voice shine
through poetry

• help the struggling and reluctant writers find
  success
• proficient writers experiment with language and
  enhance their creativity

Oczkus, Baura, Murray Berry (2006)
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Pupil Learning
Review

• Mixed ability
• Able pupils
• understood simple instruction
• managed writing simple sentences
• Pupils ability in general
• had limited vocabulary
• made a lot of grammatical mistakes
• wrote incomplete sentences

How to help the weak pupils?How to stretch the
able pupils strengths?
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Creative WritingShape poems

• Topic Animals Big and Small
• Focus use of adjectives

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Show and read the Shape Poems

• Structure
• Two adjectives to describe a noun
• Verb(-ing form) and complement

Shiny, silver fish Swimming in the sea.

Pretty, green peacock Opening up its tail.
Task Write your own shape poem about an animal.
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Language Input Practices

• 1. Brainstorming the adjectives
• lion
• monkey
  frog

2. Brainstorming the action word and the
location

• Improvement on input
• Using adjectives in the correct word order
• sizecolour
• e.g. a big, blue fish
• size qualities of mind/character
• e.g. a big, fierce lion
• qualitycolour
• e.g. a beautiful red flower

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Create and Display

• 1. Create a sentence using at least two
  adjectives and a verb to describe an animal.
• e.g. Naughty, hungry monkey jumping on the
  stone.
• 2. Draw/select a picture of an animal and write
  down the sentence round the shape of the animal.
• 3. Display pupil work on the school webpage for
  sharing.

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Combining Grammar and Poetry Skills

Strong, powerful elephant Playing with water in
the river.
Dangerous blue shark Hunting fish in the sea.
Small naughty monkey Sitting on the stone.
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Combining Grammar and Poetry Skills

Big, fierce lion Sleeping on the grass.
Big, yellow goose Running on the grass.
Beautiful, fast horse Flying in the sky.
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Small brown cute monkeyEnjoying the beautiful
viewWith his friends.
-accurate descriptions -expressing feelings
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accuracy of words, structures and feelings
Big, fierce lion! He likes running, jumping and
roaring. He is very scary!
Roar!
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Combining Grammar, Phonics and Poetry Skills (by
able pupils)
Tiny, white mouse Eating cheese in the house.

• Rhyming words

Naughty, fat cat Scratching Dad's mat.
Small, little seal eating the meal.
Middle vowel sounds
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Creative WritingHaiku

• Theme The Natural World
• Focus Learning the syllables

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What is a Haiku?

• Structure
• Line 1 5 syllables
• Line 2 7 syllables
• Line 3 5 syllables

Can you write a Haiku?
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ProcedureDay 1 (70 mins)

• Motivation and revisiontalk about the weather
  (focus on adjectives e.g. sunny and warm) and
  draw the pictures.
• Worksheets on adjectivescircle the correct
  pictures.
• Introduce syllables using the adjectives (clap
  hands to help pupils understand what syllables
  are, e.g. happy, beautiful).

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• Introduce Haikushow pupils some sample poems and
  identify the 5/7/5 pattern of syllables

The baby monkey Is looking for the
candies Waiting all alone
The worried monkey Looking everywhere
sadly Missing his mother
The baby monkey Is calling Mr Kelly Asking him
for help
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• Introduce Haikushow pupils some sample poems and
  identify the 5/7/5 pattern of syllables

A laughing lion Likes to tell jokes to his
friends Before eating them
An angry lion Showing his dirty sharp teeth Will
kill a small cub
The hungry lion Roaring at a small
rabbit Planning to eat it
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• Read the sample poems with pupils and clap hands
  to show syllables.
• Brainstorm a list of phrases that tell what is
  happening to the things in the natural world.
• Provide pupils with pictures to help them write
  their poems.
• Help pupils count the syllables of their own
  poems and make any changes to keep the 5/7/5
  pattern.

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ProcedureDay 2 (70 mins)

• Write some good poems written by the pupils on
  the board for appreciation.
• Help the pupils revise and improve their own
  poems, and provide a title to the poem.
• Get pupils read aloud their poems and clap/beat
  the syllables.
• Let pupils draw, illustrate and colour their
  work.
• Make a class poetry book for display.

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Some good poems created by pupils

• Beautiful white sheep
• Walking in the fields with friends
• Eating their own food
• Happy hungry dogs
• Chase cats at 7 oclock
• Under a tall tree
• A handsome green frog
• Doing something exciting
• Near his happy pond

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Creative writingpoems with rhyming words

• Textbook unit
• Food from around the world
• Language structure
• I like/I dont like
• Focuses of sound patterns
• rhyming words rhythmic flow

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The picky eater (original)

• I like bread with lots of jam
• I like sandwiches made with ham
• I like rice, vegetables and meat
• These are the things I always eat!
• I dont like milk in my tea
• I dont like fish from the sea
• I dont like chocolate for a treat
• These are the things I never eat!

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Experiencing the beauty of rhymes and rhythms

• Pupils identify the rhyming patterns and the
  rhythmic flow of the language
• They participate in individual/choral verse
  speaking, clapping hands or hitting the beats
  with percussion instruments.
• They create their own simple poems in groups
  based on the model provided and keep the rhyming
  pattern.
• They have their poems performed in front of the
  whole class.

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The picky eater by Tina, Betty and April
Video-rehearsa l
Video-perform
Video-rehearsal 2

• I like bread with lots of jam
• I like sandwiches made with ham
• I like milkshakes, cakes and meat
• These are the things I always eat!
• I dont like sugar in my tea
• I dont like melons from the tree
• I dont like jelly for a treat
• These are the things I never eat!

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The picky eater by Kelvin, Ken and Roy
Video

• I like corn with lots of sweet
• I like pizza made with cheese
• I like cookies, jelly and cakes
• These are the things I always eat!
• I dont like sugar in my milk
• I dont like curry for a meal
• I dont like lemons for the tea
• These are the things I never eat!

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The picky eater by Ruby and Amy

• I dont like bread with lots of jam
• I dont like sandwiches made with ham
• I dont like cakes for a treat
• These are the things I never eat!
• I like milk in my tea
• I like fish from the sea
• I like rice, sushi and meat
• These are the things I often eat!

Video
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Other pupils work showing a good combination of
grammar, phonics and poetry skills

• Amy, the picky eater
• I like green melons,
• But I dont like yellow lemons.
• I love cold jelly,
• But I dont like hot coffee.
• I like hamburgers from America,
• I like tasty sushi from Japan.
• I dont like bread with jam,
• I dont like sandwiches with ham.
• 4S
• C. Y.

Peter, the picky eater I like sweet melons, I
love water-melons, Buy fruit in the Harbin, Hope
it is on sale. 4S
K. Y.
rhyme
coherence
contrast
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Creative Writingpoems on a variety of themes
Food Wonderful placesWhere shall we go?
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Food Poems

• Structured framework
• - Name of food
• - From where
• - Ingredients
• - Taste
• Style
• -Personification
• Sentence pattern
• -comparatives/
• superlatives

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Food Poems

• Wonderful Hamburger
• I am a wonderful hamburger.
• I am made of tasty bread and fantastic pork.
• I am salty and delicious.
• I come from America.
• I am better than hotdogs.
• I am the nicest hamburger in the world.
• 4S
• Peter

Delicious American Hotdog I am a delicious
hotdog. I come from America. I am made of fresh
vegetables, a crunchy sausage and bread. I am
salty and crunchy. I am more delicious than
hamburgers. I am the most delicious food in
America.
4S Kitty
appropriate choice of adjectives
emphasis (using comparatives superlatives)
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Poem Wonderful Places
More challenging work for the able class
Language knowledge Knowledge of the
world Creativity Critical thinking

• Structure
• Come to (adj.) (place)
• So many things to do
• (action)
• And (action)

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Poem Wonderful Places
Content Input Interesting places around Hong
Kong (Textbook 4B, Unit 3) Interesting places in
the world (brainstorming) Interesting activities
of people (Textbook 4B, Unit 3)
Language Input Adjectives (wonderful, lovely,
beautiful .) Verb phrases (go shopping, take
photos, have fun, have lunch, visit the market---
Textbook 4B p. 18)
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Poem Wonderful Places (by able pupils)
Wonderful Hong Kong Come to wonderful Hong
Kong So many things to do Have fun in the Ocean
Park And play the exciting roller-coaster
too! Come to wonderful Hong Kong So many things
to do Take photos in Disneyland And meet the
Disneys characters too! Come to wonderful Hong
Kong So many things to do Visit around Wan
Chai And see the Golden Bauhinia there too! Come
to wonderful Hong Kong So many things to do Eat
seafood at the floating restaurant And see the
sea too!
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Poem Wonderful Places (by able pupils)
Wonderful world Come to wonderful Nepal So many
things to do Go to visit Kathmandu And go to
temples too! Come to wonderful U.S.A. So many
things to do Go to the disco And sing rap songs
too! Come to wonderful Hong Kong So many things
to do Have lunch at the Peak And buy nice clothes
too! Come to wonderful Thailand So many things
to do Watch action movies And learn Thai boxing
too!
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Poem Wonderful Places (by able pupils)
Wonderful world Come to wonderful U.S.A. So many
things to do Go to the lovely Disneyland And have
a happy day too! Come to wonderful India So many
things to do Go to the beautiful Simla And go
skiing too! Come to wonderful Hong Kong So many
things to do Go to the Ocean Park And see the
happy sea animals too! Come to wonderful
Nepal So many things to do Go to the country
Park And take photographs of flowers too!
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Poem Where shall we go?
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Where shall we go? Shall we go to Marine
Park!? What can we do there? We can watch many
fishes. But Im scared of the shark. Shall we go
to Sawants home? What can we do there? We can
play with him. But Im scared of his
mother. Shall we go to Kam Shan? What can we do
there? We can watch monkeys. But Im scared that
they will pull my hair.
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Disneyland Shall we go to the Disneyland? What
can we do there? We can play lots of game. But I
love playing with sand. How can we get to
Disneyland? Is it near or far? Shall we take a
bus? Or can we go in the car? We can get there
by car. Because it is not very near. You can meet
lots of Disney characters. But when you return
your eyes will be full of tears.
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enchanced imagination, creativity and critical
thinking
increased semantic knowledge
Poetry writing and appreciation in action
increased syntactic knowledge
increased graphophonic knowledge
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Appreciating creative work

• Teachers
• accept every pupils creative work
• look for interesting points in every pupils work
• try to understand individual pupils feelings and
  ideas
• - give pupils praises and have their work put on
  a display
• Pupils
• - read and learn a number of poems/rhymes
• - more sharing activities among themselves
• - be aware of the language
• - learn to be imaginative, creative and critical

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To see a world in a grain of sand,And a heaven
in a wild flower,Hold infinity in the palm of
your hand,And eternity in an hour. William
Blake

• Thank you!