| |
|
|
by K. J. Wagner
“Teach poetry? But I don’t know anything about poetry. Besides, I have to prepare my students
for high-stakes testing. I don’t have time for additional material.”
Sound familiar? The irony in the statement above—which was issued by me to a colleague—
is that introducing students to poetry can actually enhance their performance on those very
same high-stakes tests. How? According to Nile Stanley, a reading specialist, researcher, and
professor of education, “Poetry helps students do well on high stakes tests because it gives
their minds an exhilarating workout. Poetry inspires students to read more, imagine more,
think more, discuss more and write more.”
Perhaps more importantly Dr. Stanley notes that poetry also “massages the heart, cares for
the soul, and preps students on life’s tougher questions that are seldom asked on high
stakes tests. What are the costs of not including poetry in every child’s education? What
damage is done to children’s well being who are denied poetry? Can one be a full human
being without poetry?”
Of course, in and of itself, poetry is not a cure-all notes Dr. Stanley. “It must be embedded
within a systematic, well-organized, total-literacy program that’s informed by broadly
researched principles and best practices.”
If you are intrigued with the idea of incorporating poetry into your classroom but are not sure
how to go about it, Dr. Stanley’s book Creating Readers with Poetry is an ideal starting point. I
found it one of the most accessible and teacher-friendly books available concerning the theory
and practice of teaching poetry.
The book begins by offering a convincing argument that poetry helps children become better
readers. Research and experience have proven this to be true. “Poetry isn’t fluff,” explains Dr.
Stanley. “It’s the real stuff of reading that makes literacy come alive, especially with struggling
readers.” The book then goes on to provide mini-lessons that focus on the “’fab five’ of
reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.” From
experience I can tell you that the lessons are highly adaptable and easy to implement.
Liberally sprinkled throughout the book you will also find full-length poems and songs.
Recently I used a Guided Reading Mini-Lesson from the book in my sixth-grade social studies
classroom to introduce my students to the concept of “social justice” through the folksongs of
Woody Guthrie. (Click here to see a copy of the lesson.) Although I was concerned as to
whether or not the lesson would “go over” in my room of at-risk students (who are more
interested in rap than reading), it turned out to be a huge success. The students made
connections, offered thoughtful remarks during class discussion, created a collage
representing social justice, and ended the lesson by writing their own folksongs.
One of the most useful aspects of Creating Readers is the audio CD included with book which
contains many of the poems and songs excerpted therein. Some of the poems are performed
by their authors, others by children. You can hear, for example, “My Teacher Thinks He’s Elvis”
performed by author Gary Dulabaum. (A poem that my students consider wildly amusing.)
Infusing poetry into your curriculum does not necessarily require long, detailed lesson plans.
Below you will find easily implemented ideas that I and the teachers here at the Oasis have
used in our own classrooms.
Seven Quick Starts
Take a two minute “poetry pause” during each period (if you teach middle or high) or during
transitions (if you teach elementary). I keep a “Pot o’ Poetry”—an empty plant pot painted
blue—in my room that contains short “giggle” poems. Include poems which will appeal to your
students. Sometimes I read the poem, sometimes a student will volunteer.
Post some poems you particularly like around the room. Allow the students notice them on
their own.
Have magnetic poetry kits available for students who finish their assigned work early.
Have students create “bio-poems” as a way to introduce themselves at the beginning of the
year. Click here for a lesson plan. Keep these poems in a safe place. At the end of the year,
have them create another “bio-poem” then compare the two. You may be surprised at how
some of your students have changed.
Gather some poems for “two voices.” Periodically allow two volunteers to perform a poem of
their choosing. You may be surprised at who likes to get up and perform.
Project an interesting (or mysterious) picture onto a screen with the overhead. As a class,
create a short poem to accompany it.
Together as a class, create acrostic poems using content vocabulary.
The possibilities are plentiful and the rewards rich and varied. Jump in!
|
| |
|
|
|
|
|
