Poetry Archives - Page 12 of 18 - A Brave Writer's Life in Brief A Brave Writer's Life in Brief
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A Brave Writer's Life in Brief

Thoughts from my home to yours

Archive for the ‘Poetry’ Category

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Email: Teatimes all the time

This has to be my favorite email question ever:

Dear Julie and Bravewriter Staff,

Is is okay to do tea time and poetry every day? I was just wondering….

Julie Patrick

—

Yes. 😀

Long Answer:
My kids and I did teatimes daily for a long time. Most of them included poetry. We’ve gone through periods where we do them once-a-month too. Really, focus on your own intuitive sense of what creates joy, peace and learning. If teatime and poetry centers your family and leads to a productive morning, why not do them daily!? Don’t overdo them, though. If the enthusiasm wanes, time to try something else.

Tea is the standard way we unwind in my house, so we’ve had math teatimes, history teatimes, celebratory teatimes and wind-down-from-stress teatimes too. ENJOY!

Posted in Poetry, Poetry Teatime | 4 Comments »

Lapbook Success!

Want to see how a lapbook can be used as a way to foster writing?

Thanks to Teresa and Joshua (10) for your permission to share your wonderful work!

Joshua’s lapbook below features what he learned about sharks, a passion of his. Teresa and I had discussed what to do about spelling errors, etc., via email. The basic idea is to slowly develop the skill of self-editing (kids edit their own work) and I gave her strategies for how to nurture that practice successfully. Enjoy!


Hi Julie,

This is for Joshua’s (10) September assignment – a mini report on Sharks.

I have attached 3 photos and retyped his text below.  This is completely his design and content.  What is interesting is that he wrote more about sharks in his freewrite, but he did not want to include it all in the report.  He knows SO much more than he was willing to put in there.   I am typing the text exactly as on the report, errors and all…

Photo “Sharks1”

He designed it so that the photos are numbered and on a slide.  When you open the book, the center writing area has the corresponding number for that photo with a blurb about it.

Youngblood

Photo “Sharks2”

Center text:

News flash, this just came in about sharks

1) One of the five most dangeres sharks the Great white.

2) Sharks have a sixth sence of sencing energy, this shark is sencing the fishes moovment or energy.

3) This picture is about how sharks find there food.

Right flap text (fictional story):

The dog and the shark
by Joshua Youngblood

There once was a dog and shark and this is the story of how they became friends.
One day John went on is boat whith Jack his dog. They went out into the ocean, but John forgot to poot the boat tale gate up so when he made a sharp turn and Jack slipped and fell into the ocean. When John got home he realised that Jack wasn’t there, meanwhile Jack was swimming around when he saw a shark coming at him Jack thought he was going to be eatten but he was not eatten, Jack asked the shark if he could bring him home and the shark said yes and they becaum friends. The shark took Jack to John and they lived happely ever after. THE END!

image008

Photo “Sharks3”

Left flap text (Prelutsky poem copywork):

In the middle of the ocean,
In the deep deep dark,
Dwells a monstrous apparition,
The detested RADISHARK.
It’s an underwater nightmare
That you hope you never meet,
For it eats what it wants,
And it always wants to eat.

Its appalling, bulbous body
Is astonishingly red,
And its fangs are sharp and gleaming
In its huge and horrid head,
And the only thought it harbors
In its small but frightful mind,
Is to catch you and to bite you
On your belly and behind.

It is ruthless, it is brutal,
It swims swiftly, it swims far,
So it’s guaranteed to find you
Almost anywhere you are.
If the RADISHARK is near you,
Pray the beast is fast asleep
In the middle of the ocean
In the dark dark deep.

image009

Tags: lapbooks
Posted in Activities, Poetry, Spelling, Young Writers | 5 Comments »

Why Poetry?

Why Poetry

Why poetry?

Lots of parents are intimidated by poetry. They feel inadequate (imagining that poets hide mysteries within their rhymes) to plumb the depths sufficiently for insight and meaning, thinking their kids will not “get it” either. High school poetry units often left many of us scratching our heads rather than savoring language.

In the homeschool, you get to reclaim poetry as a legitimate tool of language arts. Poetry is all about the words: choices, sounds, relationships, punch. Poetry aims to get a message/story across within limits: meter, rhyme, alliteration or assonance (or both!), stanzas, numbers of words. It’s the Sudoku of language!

Here are the ways I recommend you dip your toes into the stream of poetic expression:

1. Read it.

Don’t worry about meanings, themes, alliteration, rhyme schemes or meter. Simply let the words roll around in your mouth. Read the poem and ignore the temptation to wonder at it. Let yourself feel the words. You might only react positively to a word pair or one ending rhyme. That’s perfectly fine! In poems that don’t offer up their meanings easily, start with reading and letting yourself connect to whatever it is that draws your attention. (If nothing does, it’s fine to move on to the next poem. No need to squeeze “blood from a turnip.” You might “get it” some other year.) Also, read it through multiple times before you render a judgment. Poems benefit from multiple readings.

2. Listen to it.

As you read it aloud (or as the poem is read to you), listen to the sounds. Ignore meanings completely. What stands out? Rhyme? Repeated vowel sounds (assonance)? Repeated initial consonant sounds (alliteration)? Repeated consonant sounds throughout the line or poem (consonance)? How about interesting word uses (a noun acting as a verb, or a made-up word like you’ll find in Carroll or cummings)? Is there a rhythm you can anticipate? Can you beat your hand to the sounds – the accented syllables versus the ones that don’t make you slap your leg? Is there a pattern (each line starts with “I wish…” or ends with “…and so it goes”)?

3. Listen to it for word choices.

In addition to noting the sounds, note the word choices. Are there surprises (words used in ways you wouldn’t ordinarily think of them)? Are they plain words (nothing special except they all go together in an interesting way)? Do you find yourself thinking about the way a word is used? Does the poet focus on concrete experiences or metaphor or something else? Is it funny? Why? Puns? Irony? Punchline humor?

4. Meaning or theme?

Now we get down to the point of writing the poem. What’s it about? You can be as superficial as you want. Just get the gist. Consult your kids if you feel stuck. They are surprisingly insightful. Figure out if the poem paints a picture of an emotion or experience, or if it is detailing a story or telling an idea. Perhaps it is commenting on a theme such as patriotism or friendship or love or autumn.

5. Do you like it?

Guess what? No right answers here. If you find it inscrutable, hard to read aloud, beyond your reach intellectually, of course you won’t like it and you don’t have to. It may be that you aren’t the right audience or it could be that you haven’t yet cultivated your poetic “sensibility” enough to get this more sophisticated poem. Remember: there are just some arenas where depth supports understanding (algebra and calculus are two of them; poetry is another). So if it so happens that you can’t appreciate some famous poem all your teachers told you was the best in its genre in 1762, that’s okay! You’re not there yet and you don’t need to be.

When you read poetry with kids, choose books that are high on rhyme, humor and concrete experiences. You’ll know they like it if they want to keep reading more from the same book. If they don’t, pack it up. Send it back to the library and go to the next book. The goal here is enjoyment of language. So many good (subconscious) things are going on in your head and in your kids’ heads when they play with poetry. Serve tea, cookies and a big side of optimism and your poetry experiences will become the highlight of your week. Trust me. I’ve seen it happen thousands of times.

Share favorite poetry books in the comments or ask me questions (or tell your story!). I’d love to hear from you.

Poetry Teatime

Posted in Brave Writer Philosophy, Poetry, Tips for Teen Writers, Young Writers | 6 Comments »

Happy Birthday William!

Shakespeare that is.

Fun Shakespeare facts:

  • Nobody knows Shakespeare’s true birthday. The closest we can come is the date of his baptism on April the 26th, 1564. By tradition and guesswork, William is assumed to have been born three days earlier on April the 23rd, a date now commonly used to celebrate the famous Bard’s birthday.
  • Shakespeare, one of literature’s greatest figures, never attended university. (Unschoolers take courage!)
  • The Bard is believed to have started writing the first of his 154 sonnets in 1593 at age 29.
  • William never published any of his plays. We read his plays today only because his fellow actors John Hemminges and Henry Condell, posthumously recorded his work as a dedication to their fellow actor in 1623, publishing 36 of William’s plays. This collection known as The First Folio is the source from which all published Shakespeare books are derived and is an important proof that he authored his plays.
  • As an actor performing his own plays, William performed before Queen Elizabeth I and later before James I who was an enthusiastic patron of his work.

(taken from http://absoluteshakespeare.com/trivia/facts/facts.htm)

Shakespeare is said to have coined more than 1,700 words in his lifetime many of which we use today. To read a list of words, go here.

May is Shakespeare month for Brave Writer. Be sure to sign up for the One Thing Workshop: Shakespeare if you want a little hand-holding and joy in discovering the Bard with your kids.

Check out Shakespearegeek for more fun with Will.

You can Talk like Shakespeare too!

Posted in Poetry, Shakespeare | 4 Comments »

Poetry Teatime: Extra Dividends

voderbruggen1
voderbruggen2
“What about teatime?” my five year old daughter asked me. I anticipated the disappointment in her face if I told her that we couldn’t have teatime because I was running late and we had to rush to pick up her three year old sister from preschool.

I’d read about Tuesday Teatimes on the BraveWriter web site and had been immediately enchanted with the idea. We normally had teatime just before picking up the three year old because I wasn’t so enchanted with the spills, crumbs, squirming, and interruptions that come with a toddler. I sighed and thought about my blue mug that my older daughter had shattered at our very first teatime and wondered how much more damage her younger sister could do. Then I let it go. “Today we’re going to have teatime with sissy.”

Since then all three of us have had several teatimes. I prepare a sweet snack and hot chocolate or lemonade. We set the table with lovely, fragile dishes and a cheap boquet of flowers from the grocery store. My five year old and I take turns reading poems from our growing collection of poetry books. The three year old turns her food into a growing mound of crumbs. We have a good time and move on to the rest of the day.

Then last week teatime started paying extra dividends. We were on our weekly nature walk when I heard my five year old say

“Under the lily pads,
Throughout the pond,
Nice and pretty,
Nice and blond.”

At the first two lines I thought she was quoting something from teatime. Then with the last two lines, it dawned on me that she had created her own poem about the white fish we were looking at.

At teatime the next day, my daughter asked if she could recite her own poem, and of course I said yes.

Posted in Poetry, Poetry Teatime | 4 Comments »

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