Today we took a closer look at reading poems as poets- as people who are planning to make poems ourselves. I wanted to help kids focus their inquiry on some specific qualities of poems, so I walked them through this chart of questions.
I demonstrated and thought aloud to show how this sounds when I ask these questions and think about possible answers. (I demonstrated with a poem called 1212, by Emily Dickinson, and had them practice together with a poem called The Dream, by Nikki Grimes. Both of these appear in Wonderful Words: Poems About Reading, Writing, Speaking, and Listening, selected by Lee Bennett Hopkins and illustrated by Karen Barbour.)
Oh! to a poet
like a laser,
with one word!
Some of the responses they had to The Dream:
- Why is it called “The Dream”? There’s no dream?
- Maybe that is her dream.
- I envisioned a laser point in a dark sky.
- I saw the laser as a sharp pen writing on blank paper.
- The word, “darkness,” sounds like it doesn’t end. It has a sound that goes on, and I think it shows how the darkness goes on. If she said, “dark,” the /k/ sound makes it end, but the /s/ sound keeps going.
Kids went off with books and notebooks to explore and try out ideas.
I can’t wait to see what happens next week!
Have a great weekend.