This packet provides a variety of meaningful poetry writing experiences. Students will practice identifying rhymes, creating poems like haikus and limericks, finding inspiration for poems, and more. This packet also includes a guide to the writing process, a holistic writing evaluation form, and ideas for sharing and extending writing across the curriculum.
These open-ended sheets provide models for different forms of poetry, from acrostic and haiku to rondelet. All the models included have an in-built success factor because their simple, but clever structures invite the children to mirror them. Once sutdents have mastered the forms, they will be able to apply them to any topic ideas, including those given elsewhere in this book. The activities include: finding a beginning; using words to paint a picture; making up similes; rhyming; writing limericks, haikus, acrostic poems, riddles, cinquains, rondelets, poems that repeat a line, and poems that go on and on...
Wingbeats: Exercises & Practice in Poetry is an exciting collection from poets who teach both in and outside academia. Fifty-eight poets in various stages of their careers have contributed sixty-one exercises ranging from quick and simple to involved and multi-layered. In seven chapters, ranging from "Springboards to Imagination" to "Chancing the Accidental" to "Complicating the Poem," each exercise includes not only clear step-by-step instructions, but numerous poems that exemplify the successful completion of the exercise. Wingbeats, edited by Scott Wiggerman and David Meischen, includes exercises for working in pairs and/or groups, for incorporating research and/or the Internet, for writing outdoors, for creating a hands-on experience. Of course, traditional poetic techniques covering metaphor, persona, forms, and revision are also included. Wingbeats is destined to become a standard instructional book in every poet's library. Contributors: Rosa Alcala, Wendy Barker, Ellen Bass, Tara Betts, Catherine Bowman, Susan Briante, Sharon Bridgforth, Nathan Brown, Jenny Browne, Andrea Hollander Budy, Lisa D. Chavez, Alison T. Cimino, Cathryn Cofell, Sarah Cortez, Bruce Covey, Oliver de la Paz, Lori Desrosiers, Cyra S. Dumitru, Blas Falconer, Annie Finch, Gretchen Fletcher, Madelyn Garner, Barbara Hamby, Carol Hamilton, Penny Harter, Kurt Heinzelman, Jane Hilberry, Karla Huston, David Kirby, Laurie Kutchins, Ellaraine Lockie, Ed Madden, Anne McCrady, Robert McDowell, Ray McManus, David Meischen, Harryette Mullen, Aimee Nezhukumatathil, Hoa Nguyen, Naomi Shihab Nye, Katherine Durham Oldmixon, Kathleen Peirce, Georgia A. Popoff, Patty Seyburn, Ravi Shankar, Shoshauna Shy, Patricia Smith, Jessamyn Johnston Smyth, Bruce Snider, Lisa Russ Spaar, Susan Terris, Lewis Turco, Andrea L. Watson, Afaa Michael Weaver, William Wenthe, Scott Wiggerman, Abe Louise Young, Matthew Zapruder
Examining a wide range of ekphrastic poems, David Kennedy argues that contemporary British poets writing out of both mainstream and avant-garde traditions challenge established critical models of ekphrasis with work that is more complex than representational or counter-representational responses to paintings in museums and galleries. Even when the poem appears to be straightforwardly representational, it is often selectively so, producing a 'virtual' work that doesn't exist in actuality. Poets such as Kelvin Corcoran, Peter Hughes, and Gillian Clarke, Kennedy suggests, relish the ekphrastic encounter as one in which word and image become mutually destabilizing. Similarly, other poets engage with the source artwork as a performance that participates in the ethical realm. Showing that the ethical turn in ekphrastic poetry is often powerfully gendered, Kennedy also surveys a range of ekphrastic poets from the Renaissance and nineteenth century to trace a tradition of female ekphrastic poetry that includes Pauline Stainer and Frances Presley. Kennedy concludes with a critique of ekphrastic exercises in creative writing teaching, proposing that ekphrastic writing that takes greater account of performance spectatorship may offer more fruitful models for the classroom than the narrativizing of images.
This book connects to the new AASL standards, ISTE Standards for Students, and provides simple directions for using a variety of books to create maker activities that deepen the reading experience. Books and maker activities help children to associate reading with hands-on learning. For educators looking for additional ways to engage youngsters in reading and maker activities, this book provides the perfect hands-on connection. Providing connections to the new AASL standards and the ISTE Standards for Students with simple directions for using a variety of books to create maker activities, this book can help elementary teachers and librarians to enhance and deepen the reading experience. Featured books represent a variety of genres for kindergarten through sixth-grade students and highlights very current titles as well as classics. The book is based on actual experiences with students and staff who have enjoyed and benefited from these activities in their elementary school library. The author's forty years of educational experience ensure the reliability and practicality of this resource that readers can trust and use every day.
Examining a wide range of ekphrastic poems, David Kennedy argues that contemporary British poets writing out of both mainstream and avant-garde traditions challenge established critical models of ekphrasis with work that is more complex than representational or counter-representational responses to paintings in museums and galleries. Even when the poem appears to be straightforwardly representational, it is often selectively so, producing a 'virtual' work that doesn't exist in actuality. Poets such as Kelvin Corcoran, Peter Hughes, and Gillian Clarke, Kennedy suggests, relish the ekphrastic encounter as one in which word and image become mutually destabilizing. Similarly, other poets engage with the source artwork as a performance that participates in the ethical realm. Showing that the ethical turn in ekphrastic poetry is often powerfully gendered, Kennedy also surveys a range of ekphrastic poets from the Renaissance and nineteenth century to trace a tradition of female ekphrastic poetry that includes Pauline Stainer and Frances Presley. Kennedy concludes with a critique of ekphrastic exercises in creative writing teaching, proposing that ekphrastic writing that takes greater account of performance spectatorship may offer more fruitful models for the classroom than the narrativizing of images.