annotated bibliography of poetry resources
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Angela Bakes
EDUC 5345: Advanced Language Arts Curriculum Practices
November 20 2013
Inquiry Project Annotated Bibliography
Inquiry Question: How can poetry be meaningful and effective for me and thestudents?
USING POETRY TO LEARN AND SHARE CULTURE
Multilingual Poetry Caf:
- Teaching English Language Learners poems in English to teach concepts and vocabularysuch as rhyme, rhythm, metre, verse, stanza, assonance, onomatopoeia, poetic sentencestructure, and cultural aspects of poetry such as genre (romantic, patriotic, nature etc.).
- Turn classroom into aPoetry Caf: checkered table clothes, dim lights, coffee, tea, pastryfor everyone
- This source goes into detail on how to set up a caf in your classroom- Purpose: for students to gain an appreciation for interesting cultural differences in poetic
themes and structure from various cultural traditions.
Coelho, Elizabeth. (2012). Making Space for Community Languages.Language and Learningin Multilingual Classrooms: A Practical Approach. 220-221.
Poetic High:
This article discusses how language can be used to create meaning in the classroom and all
voices can be shared: it is through their own voices where they discover that they have at least
one thing in common: that they all have something to say (10). Thearticle puts emphasis on
sharing and creating within the classroom a safe space for sharinglyricist lounge (12). Thereis a guided spoken wordshop which includes 9 elements which uses the basic pedagogical
principles: Assess Prior Schema, Conduct a Mini Lesson, Guided Practice, Independent Practice,
Anchor Charting, Critique, Authentic Products, and Real Audiences.This wordshop focuses onempowering students and ultimately bringing forth the language of our lives.
Reyes, Gerald T. (2006). Finding the Poetic High: Building a Spoken Word Poetry Community
and Culture of Creative, Caring and Critical Intellectuals.Multicultural Education. 10-
16.
Geography:
Poetry is essentially the same as geography: The geographer, the poet and the dramatist write ofthe same thing: people, and their lives in certain times and places. The geographer marshalls [sic]
facts and presents them in systematic fashion; the poet offers images in unique language,
frequently of personal and localized experience; the dramatist takes a time, a place, some people,and brews a conflict. I might even say that the first geographers were those long-ago storytellers
who sang in poetic and dramatic cadences of the hunt, or the battle, or the sights of a wondrous,
distant place. (excerpt from Donaldson 2001). This introduction sums up the purpose of this
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Angela Bakes
EDUC 5345: Advanced Language Arts Curriculum Practices
November 20 2013
article nicely. The article connects the comparisons between social studies and language arts.
There is a detailed exploration of how different poems could be used to connect to each outcome.
For example: Poems about maps describing the spatial relations of people and places and also
encourage the verbal poetic expression of mental maps.Woody Guthries This Land isYourLand. Student poetry can be used for project assignments, class presentations, culminating
activities, informal assessment, and as an optional activity for any student moved to create a
poem just for the enjoyment of the topic. Using poetry in geography can add a new dimension oflearning in the classroom.
Kirman, Joseph M. (2007). Aesthetics in Geography: Ideas for Teaching Geography Using
Poetry.Journal of Geography 106. 207-214
INTEGRATING TECHNOLOGY
Cin(E)-Poetry Project: Technology and Poetry
This article discusses how students can actively explore poetry through the multimodal approach
of Cine(E)-Poetry. This approach enables students to personally and collaboratively respond topoetry through digital media and may lead to more positive attitudes about poetry. In order to
make poetry more meaningful to students the emphasis should move away from cognitive
interpretation and into reader response (How did that poem make you feel?). Students will be
more actively engaged with a text if they can interact with it by discovering meaning andresponding emotionally and interpreting from their own experiences. The article is arguing for a
move away from close and concise analysis of poetry. Many students in the 21stcentury are
visual learners and have grown up in the digital age. Allowing the use of technology as a way forstudents to respond to poetry makes room for more creative responses: pictures, photography,
dance, theatre, music, visual art, orally. Students should be encouraged to respond through the
use of technology and other multimedia tools.
The main focus of this article is on theCin(E)-Poetry (CinematicElectronic Poetry) Project. This
is an engaging integrationof poetry, reader response, and technology.Cin(E)-Poetry is one way
to bridge the study ofand response to poetry through the media of the 21st-century student. Hereare the steps discussed to complete a Cine(E)-Poetry project in the classroom: 1. Talk about
poetry, wonder about poetry; 2. Read, read, readpoems, poems, poems; 3. Learn about Cin(E)-
Poetry; 4. Collaborate to select a poem; 5. Storyboard the poem; 6. Collect digital images; 7.
Load images into creative software to sequence; 8. Edit movie with selected effects; 9. Addselected titles, words, sounds, music; 10. Share and celebrate Cin(E)-Poetry at mini-film festival!
This article also connects to three lesson plans provided by ReadWriteThink.org that combinepoetry and technology: Compiling Poetry Collections and a Working Definition of Poetry The author suggests that
students collect poems before beginning their project. This lesson plan walks students through
that process while helping them craft a definition for the different types of poetry.http://www.readwritethink.org/lessons/lesson_view.asp?id=354
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Angela Bakes
EDUC 5345: Advanced Language Arts Curriculum Practices
November 20 2013
Weaving the Threads: Integrating Poetry Annotation and Web Technology
This project engages students in meaningful research using poetry as a focal point. Students
identify words and phrases in a poem by a Native American and in the process, learn about
Native American culture and history. Students create a website using the poem as a launchingspace that takes readers into various explanations of words and phrases.
http://www.readwritethink.org/lessons/lesson_view.asp?id=36
Students as Creators: Exploring Multimedia In this lesson, students analyze an onlinemultimedia resource as an introduction to the genre. They then create an original multimedia
project, similar to Cin(E)-Poetry.
http://www.readwritethink.org/lessons/lesson_view.asp?id=1088
Stuart, Denise H. (2010). Cine(E)-Poetry: Engaging the Digital Generation in 21st-Century
Response Voices from the Middle17(3): 27-35.
Resource: The Poetry App
This application is a great resource for integrating technology into the classroom. This app
combines interactive exploration and amazing graphics to engage the learner. The app could beused in a teacher led lesson with the app projected onto the smart board or it could be used for
students to learn independently or in small groups.
The Poetry app is a collection of over 100 poems from sixteen great poets. Each poem is
accompanied by video and audio narrations from over 30 world class actors. The app includesessays and introductions to guide learners into the lives of these featured poets.
The article below provides the argument that students are more engaged in reading texts that are
online.
Valenza, Joyce K and Wendy Stephens. (2012). Reading RemixedASCD: EducationalLeadership: 75-78.
Resource: Word Mover
This application can be used to supplement classroom instruction, reinforce concepts taught in
class, offer increased student engagement, and promote out-of-school literacy through the use of
tablet devices and their associated functionality.Word Mover allows students to create their own found poetry by choosing from different word
banks (and famous works); students also have the ability to add in new words.
The app gives creative freedom over to students so they can add their own stylistic enrichments,
change the size, color, and font of the text, add backgrounds etc.
(There are many other similar applications available for download)
OTHER TEACHING STRATEGIES/ACTIVITIES
Textbook:Activities
The Textbook were using this year includes a chapter dedicated to teaching poetry. Campbelldiscusses the importance of reading poetry aloud; she includes some tips for reading poetry
aloud. Campbell includes many different activities for teaching poetry in the classroom: found
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Angela Bakes
EDUC 5345: Advanced Language Arts Curriculum Practices
November 20 2013
poems, snapping the beat, using music, journals and discussion, poetry corruption, use of
particulars, chanting favorite words, looking for patterns, using films, music videos, and living
the lines. Included throughout the chapter and at the end are more resources for poems to use in
class that meet particular criteria for lessons (for example she lists poems that illustrate sounddevices). Included at the end of the chapter are a list of books and articles that would be useful
for educators.
Campbell, Kimberly H. (2007). Poetry.Less is More: Teaching Literature with Short Texts
Grade 6 -12. 144-174.
The PEACE Class:Poetry Journals
The Importance of spoken word is explored in Desai and Marshs article. They argue the
importance of spoken word connecting to the audience: Spoken word is a type of poetry that
bonds the poet with the audience to an end (72). As an art form spoken word allows teachers toconnect with their students to broader critical theories and makes room for self-discovery and
expression. This article discusses some of the theoretical frameworks behind the methods of
teaching spoken words: critical pedagogy, critical race theory and critical literacy studies. I reallyliked the methods portion of the article which discusses the concept of The PEACE Class and
how students would be responsible for teaching on a critical issue of their choice. The article
details the setup of the classroom community and the learning space. This project allowed
students to find ways to express their feelings through a poetry journal. If students are writingmeaningful poem journals they will be expressing their deepest thoughts, struggles, wants and
feelings. Through these poems the teacher has the opportunity to understand the context in
which our students are coming from.
Desai Shiv and Tyson Marsh. (2005). Weaving Multiple Dialects in the Classroom Discourse:
Poetry and Spoken Word as a Critical Teaching Tool Cultural and Education. 71-90.
Teaching Poetry through Song
This article discusses how a student studying poetry might incorporate similar strategies when
they are studying music. Songs and all forms of music can be argued to be a form of poetry.During a song the singer becomes the speaker of the lyric and in turn the speaker of the lyric
becomes the singer: All good voice teaching is a discovery of the path towards more expressive
performances. In the classroom engaging students interest could be as simple as inviting them
to bring in their favourite song to deconstruct the meaning behind the lyrics. Or students could
create a found poem using lyrics from the current songs on their I-pods. The article discusses theopportunity music provides for students to connect with the lyrics in a way that simply speaking
the words might not allow.
Seminatore, Gerald. (2010) Teaching Poetry Through Song: A Modest ProposalJournal of
Singing 66(5): 515-525.
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Angela Bakes
EDUC 5345: Advanced Language Arts Curriculum Practices
November 20 2013
Integrating Writing
This article explores how integrating poetry and writing may engage students: the engagement
of poetry may be as basic as a catchy tune heard in an advertisement. Ward argues thatimmersing students in poetry means students can read and respond in meaningful and enjoyable
ways, according to their needs and developmental levels, which can intensify the readers senses
and imagination. This in turn motivates students to read and write poetry so they can share,connect and create enthusiasm. Teachers who challenge students thinking willexplore literacy
structures as meaningful, ensuring students discover important links between writing and poetry.
When students are able to verbalise, see, hear and feel the words they gain a better understanding
of the authors purpose and critique the writing and develop apersonal response. There are sixactivities presented in this article for integrating writing into a poetry unit.
(1)Sketch to Stretch (Tompkins 2009)
-connects visual meaning with written words
-in small groups, students read a poem aloud, discuss themes, thoughts, feelings and how theycould be interpreted visually
-individually sketch what poem means to you. Share and discuss
(2) Quickwrite (Tompkins 2009)
-10 minutes of uninterrupted time to respond to poem-students write their perceptions connected to what they see and feel, ideas and inferences
-free flow of thinking and visuals. No editing is needed
(3) Venn Diagrams (Hancock & Leaver 2006)-compare similarities or contrasts different poems: characters, setting, plot, themes, contextual
features
(4) Text Graphic Representations (Marzano & Pickering 2005)
-build on academic vocabulary by creating a visual dictionary of terms
-include descriptions and examples
-helps students develop a deeper understanding and how printed text works to communicatemeaning
(5) Poetry Writing
-writing poetry based on themes-explore and deepen their feelings, understandings and how the sounds and rhythm of words are
part of meaning
(6) Narrative Writing
-adapting a poem to a narrative where students have the opportunity to transform the characters,
themes, plot or setting into other forms: drama, mystery, adventure etc.
Ward, Louise. (2013). Integrating Poetry and Writing: Ways in which to engage literacy
learners.Practically Primary18(2): 17-20.
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Angela Bakes
EDUC 5345: Advanced Language Arts Curriculum Practices
November 20 2013
Inclusion of Poetry in Teacher Education
This article explores the impact of using an aesthetic approach in a poetry course provided topreservice teachers to explore their poetic experiences and dispositions (attitudes and habits),
which can inform both content and pedagogical decisions. This article details the growth of
reading and writing through poetry when certain activities were implemented: students areprovided with diverse poetry, a variety of prompts, and the opportunity to workshop with peers,
and occasions to witness and take part in performances.
Certo, Janine L. et al. (2012). Living the Poets Life: Using Aesthetic Approach to Poetry to
Enhance Preservice Teachers Poetry Experiences and Dispositions. English Education
44(2): 102-146.
Big Ideas
This article discusses the importance of reading poetry aloud to connect students to the big ideas.The author argues that: engaging students in a selection of poems around larger, relevant ideas,
rather than focusing solely on the traditional whole-class text, is essential to creating what Gay
Ivy and Doug Fisher call literacy-rich classrooms. Its also a manageable way to differentiateinstruction for various reading levels or even various maturity levels in a single classroom.The
article goes on to argue that: Even the most reluctant reader will agree that big ideas are worth
talking about. Whether they are presented as read-alouds (the teacher reads the text), sharedreadings (the class follows along as the teacher reads), or a combination of both, appealing
poems are a great way to begin each class period or to engage students in a variety of powerful
textual experiences within a unit. Speaking to or articulating the concerns and preoccupations of
our students is the privilege of a great English teacher and a great poem. I liked this article for
its section on visual representations connected to poetry: you cant get a metaphor if youcant imagine its concrete referent.
Consciously practicing visualization opens incredible discussion opportunities for students. It
can be as simple as saying, If you were to make a movie of this poem, what would it look like?
Giving students an opportunity to approach a text with the purpose of visualizing puts them in arefreshingly creative stance as they read. Making sketches of every image and using words from
the text to title their drawingsa kind of visual note-takingis another simple response that
demands high-quality close reading. Other visual art products make excellent tools for engaging
and monitoring struggling readers: collage, storyboard, photo essay, comic strip, animation,video, and painting. The article also touches on performances and creative writing in poetryunits.
Murphy, Eileen. (2009). Against Slogging: Engaging Poetry in the Classroom:Ways to makeevery text, every minute count with struggling readers.Poetry Foundation.Web.