Applying Poetry To The Classroom: Linaberger Response

Many teachers have a fear o bringing poetry into the classroom due to their own misconceptions and prior experiences with it. Some simply read the poetry, which is not enough, since students become confused by the complexity. However, teaching children to write their own poetry is not as daunting a task as it seems. 

Linaberger's Implementation

In Linaberger, the class reads the poetry and discussing it. Then, they go on to write their own. These poems can them be shared with the class and analyzed. 

In the author's own experience, they first give the students a prompt to simply write a poem. This gives them an idea of what their students perceive poetry as. The next time, she gives them a prompt to describe, if they had a third eye, what it would see. Finally, she uses the process previously described and the students effectively mimic parts of he poem. This method is so simple, but seems to have such a large impact in teaching students to both read and rite poetry.

My Implementation

I definitely would love to implement this method into my own classroom, however, there are some activities I would add.

Fill in the Blank: 

I would obviously not implement the type of fill in the blank discussed as ineffective in this article. I would use a different type of fill in the blank and I would use it primarily as a visual demonstration tool. This would show a certain number of blank spaces simply to demonstrate the number of syllables in a poem or the rhyme scheme of a poem.

Acting Out Poetry: 

I think it would be fun and effective for students to read poems to their classmates with emotion and punctuation. It not only practices their fluency when reading, but also demonstrates the fundamental of what poetry is; emotion.

Poetry Analysis

The three poems I chose to discuss were:

• Where the Sidewalk Ends by Shel Silverstein. I found one of Silverstein's books as a kids and loved it so much that I looked for more. I chose to write about this poem because he is one of my favorite poets.

• A Dream Deferred by Langston Hughes. This is arguably Langston Hughes' most well know work. He is most famous for his use of Jazz rhythms in his works.

• A Poison Tree by William Blake. I was actually most attracted to this poem by it's title.

Where the Sidewalk Ends by Shel Silverstein. 

"There is a place where the sidewalk ends

And before the street begins,

And there the grass grows soft and white,

And there the sun burns crimson bright,

And there the moon-bird rests from his flight

To cool in the peppermint wind.

Let us leave this place where the smoke blows black

And the dark street winds and bends.

Past the pits where the asphalt flowers grow

We shall walk with a walk that is measured and slow,

And watch where the chalk-white arrows go

To the place where the sidewalk ends.

Yes we'll walk with a walk that is measured and slow,

And we'll go where the chalk-white arrows go,

For the children, they mark, and the children, they know

The place where the sidewalk ends."

Analysis:

The style of this poem is a limerick. This is set up in a abcccb, daeeea, eeea format which is very unique. This style puts emphasis on the center of the poem.The voice of this poem is hopeful. It starts with a bright, and fresh place that is full of life. This is contrasted with the second stanza which describes the place that the reader currently resides; a place that is dead, dark, and mysterious. The poem is closed with hope. Silverstein explains that the idealistic place from the first paragraph can be reached.

A Dream Deferred by Langston Hughes

"What happens to a dream deferred?

Does it dry up 

like a raisin in the sun? 

Or fester like a sore-- 

And then run? 

Does it stink like rotten meat?

Or crust and sugar over-- 

like a syrupy sweet?

Maybe it just sags 

like a heavy load. 

Or does it explode?"

Analysis:

This style of this poem, as discussed earlier, is similar to jazz. It's rhyme scheme is abcdcefeghh. The rhyming usually skips a line. This format shows the reader when Hughes has finished a thought and is going onto the next.

The voice of the poem seems to be coming from someone who is in a position in which their own hopes and dreams are stifled. They are wondering what will happen to all their dreams, and trying to find hope in a situation that they are not completely happy with. This poem is the poster child for personification. In this work, dreams dry up, fester, run, stink, sag, explode, etc, In addition, the poem is filled with similes.

A Poison Tree by William Blake

"I was angry with my friend;

I told my wrath, my wrath did end.

I was angry with my foe:

I told it not, my wrath did grow.

And I waterd it in fears,

Night & morning with my tears:

And I sunned it with smiles,

And with soft deceitful wiles.

And it grew both day and night,

Till it bore an apple bright.

And my foe beheld it shine,

And he knew that it was mine.

And into my garden stole.

When the night had veiled the pole;

In the morning glad I see,

My foe outstretchd beneath the tree."

Analysis:

The style of this poem is a limerick which is written in a very basic aabbcc rhyme scheme.

This poem teaches the reader how harmful and poisonous hatred can be to those around you. The tone of this poem is bitter and almost proud. The reader sees how much emotion goes into this poison tree and all the resentment the subject holds for their foe.

Poetry: Study Abroad Limerick

I decided to write my poem on a topic that has frequently been on my mind; studying abroad. I figured studying abroad would be considered an educational topic. I'll be leaving for Chile in February, and I have mixed emotions about it; nervousness, fear, longing, joy, and excitement. All of these emotions are expressed in some form in the following limerick about what it may be like on the day I leave.

The floor skids under my feet,

An unusual rhythm to which my heart beats.

A long embrace substitutes a wave;

My feet will not falter, I decide to be brave.

A smile forms under my skin,

A new adventure, soon to begin.

I find my way, surrender my slip,

And fall through my seat to a long awaited trip.

Narrative Essay: Writing Process 4

Once I was done with all my personal revisions, I exchanged papers with Heather for peer revision. When I got it back I found that there were a few errors I had missed.

1. Remove unnecessary dialogue
For example, there was a point in the story where I have a character say something, but that I trail off into explaining something else.

2. Add world/situational details
There were terms that I had not previously defined that were part of this world(since I did the fantasy genre). It was important to elaborate and give the reader more background knowledge.

3. Correct small punctual or grammatical errors
When you read over something a certain amount of times you tend to miss the small errors.

I corrected these three main errors, read through it again, and I was finished.

Narrative Essay: Writing Process 3

Finally, I could start writing. 

I wrote with as much detail as possible using the information I discussed in the last blog post. I tried to use as much vivid description as possible. I try to build up my rising action, and use as much detail as possible.

Next, I started my personal revisions. I read through about 10 times and looked for grammar errors, spelling errors, awkward sentences, and areas that needed more detail. I tried to refine the characters and setting using the five senses in order to make the image more vivid. I tried to remove some unnecessary details and add details where they were needed.

Characterization Lesson | Using Disney's Frozen

First, as an introduction to the process of characterization, students will work on this worksheet. A basic traits chart (below) will also be provided to assist in the process. (Students will be able to write in the document by typing on a tablet or computer).

Characterization Worksheet 1 by Lindsay Brelsford

Simple Traits by Lindsay Brelsford

After this, students will watch this video I made on the different types of characterization and how to characterize. I'm having the students watch this afterward so they can gain a better understanding of what they were already doing on the worksheet.

Finally, students will practice characterization using their independent reading books or talking about a character they have read about or seen. They will use this chart to show what they have indirectly learned about their character.

Narrative Essay: Writing Process 2

The second part of this prewriting process was asking myself how I could build upon the previous concepts to add depth to the world, to the characters and build to the climax.

Rolan is a 14 year old boy who is very hopeful. Like most 14 year olds, he is not quite sure of himself yet.

Alicity is one of Rolan's best friends and a non morpher. She has sort of a motherly vibe to her.

Gemma is Rolan's other best friend and a non morpher. She is very indignant and opinionated. She is not optimistic. Instead, she is very realistic/pessimistic about how things may turn out.

Elder Cetan is in charge of the precinct that Rolan, Alicity, and Gemma live in. Like Rolan, he is a very powerful morpher. He is in his late 40s and has a mysterious air about him.

The rising action: will be the waiting process of Rolan making his request.

The falling action and resolution: will be him annoying this news to Gemma and Alicity.

Twist in the climax: Rolan finds out more than he thought he would from the Elder.