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Poetry in the Classroom
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April was National Poetry Month! How did you celebrate? This year, in my READ 180 classroom, I spiced things up by hosting a poetry cafe during the first ten minutes of class. 

To start, we reviewed the Reading Handbook-Literary Craft and Structure Terms in the rBook (Stage C Flex II pages 288-289). I had my students review the poems in the rBook for enjoyment and then break out the poetry books from the library as additional resources. Students could also write or bring in their own poems to share with each other---whatever helped to keep the creative juices flowing! 



To help organize topics for classroom discussion, we made poetry menus, where students partake in three courses. Students choose from appetizers, main entrees, and dessert items to share with their classmates. 


Check out our thought-provoking Barnes' Poetry Cafe Menu (B. P. C. M.):
Enjoy a Three Course Meal



Appetizer: Before Reading
Students share their thinking on how the poem was chosen.

Tell us your thoughts and opinion on the pictures, format, and appearance of the poem.
Think about the title. What does it mean to you?
Why did you choose this poem?



Barnes' Favorite Main Entrées: During Reading
Students share their thoughts while reading the poem.

Model Thoughts
Think Alouds
Making Connections
The poem says...
The poem means to me...
Examples of Figurative Language (similes, metaphors, alliterations, personification, anthropomorphism, onomatopoeia)
What is happening?
How do I feel when I read the poem?
Share examples of the following: Mood, Synonyms, Antonyms, Tone, Hyperbole, Allusion


Dessert: After Reading
Students share their feelings after reading the poem.

Thoughts
Connections
Author's Purpose
Rhyme
Repetition
Theme 
Imagery 



Model the B. P. C. M. with students by reading aloud a poem and modeling the three courses before encouraging them to select a poem.

  • Monday: Introduce the Barnes' Poetry Cafe Menu. Next, students look through the rBook, ReaL book, class poetry books, and the school library selections.
  • Tuesday: Students choose a poem and apply the Barnes' Poetry Cafe Menu to it. (10 minutes)
  • Wednesday: Students choose a poem, read it aloud, and share the three courses with their small group of four. (10 minutes)
  • Thursday: Begin Whole-Group with students reading and sharing about their poem from the B. P. C. M. (Barnes' Poetry Cafe Menu). (10 minutes) Last ten minutes of Whole Group use the Teacher Edition lesson.
  • Friday: Begin Whole-Group with students reading and sharing about their poem from the B. P. C. M. (Barnes' Poetry Cafe Menu). (10 minutes) Last ten minutes of Whole Group use the Teacher Edition lesson.

Enjoy your week of poetry. It just might be the encouragement students need to share their own personal writings!





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Stage C READ 180 Educator
Houston

Philosophy of Teaching All of my life, I have enjoyed working with children and have always desired to teach. It is my belief that no matter what socio-economic background, everyone deserves to achieve his/her educational goals. It is my ambition to facilitate this process.Growing up in the Houston area, I have always been aware of the Cypress-Fairbanks School District. The district's reputation of excellence is well known, not only in the Houston metroplex, but throughout the state of Texas. As a professional educator, it is important to be associated with a school district whose goals for its students are aligned with my philosophy of teaching.

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