I looooove poetry and have so much fun teaching it, even though most students tend to hate it. I’ve been planning to share some of my more successful poetry activities for months now, so here they are!
Kisses & Kiwis
Sadly, I can’t take credit for coming up with this awesome activity – a coworker demonstrated it at a PD session over the summer (he uses kumquats, but my grocery store didn’t have any) and I had to try it. It’s a fun way to emphasize sensory details and produce some impressive writing!
Each student received a Hershey’s Kiss and each table group got half a kiwi (which I cut into individual pieces when we got to touch/taste). We created a chart including columns for each of the five senses, then spent 30 seconds per sense jotting down our observations. It’s important that these 30-second sessions are silent so kids can focus on their observations, and I encouraged them to explore their subjects in detail – crinkle the wrapper, peel back a bit of the kiwi’s skin, try to squish/tear/break it, etc. It can get pretty silly, especially when we’re thinking about how the objects sound, but the students enjoyed coming up with weird ways to make observations. After the charts were complete, they used their observations to write brief poems full of sensory details. I also encouraged them to try to include metaphors or “deeper meaning”, which led to one excellent-but-inappropriate poem (they’re talking about putting things in their mouth, what did I expect?), so be careful to frame the assignment more specifically than I did.
One of the great things about poetic devices, especially similes and hyperbole, is that they’re everywhere (not even intentional! POINT PROVEN). Students don’t realize that poetry can pop up in songs, stories, advertisements, and even casual conversation, so this activity is designed to help them understand poetic devices by identifying them in the real world. I had students try to collect examples that appeared naturally in their daily lives, then write them on notecards and post them on the wall, creating a kind of bar graph of poetic devices.
The student who found the most examples in each class received extra credit on the final, but making the assignment optional led to a disparity in how much everyone participated (the reason it was optional was because I wanted them to pay attention to their surroundings and naturally find examples – not just google “examples of personification” and print out a list). I think next time I’ll give students a “bingo card” type of thing so they can keep track of how many examples they find and be more motivated to find a variety of poetic devices.
I’ve done this assignment a couple of times and find it to be a good way to teach the emphasis on natural subjects in haiku, as well as providing a break from our usual writing routine. You could also go outside and find a place to make observations on your campus, but if you don’t have a very pretty area to do this you might get a lot of haikus about gravel or something, haha. Instead, I had students choose an image of nature from a magazine to write about. Many public libraries have old magazines you can just take, or you can find old National Geographics for pretty cheap at some used book stores. Luckily for me, I was given a subscription to Smithsonian Magazine as a gift and that had tons of great images for my students to use as inspiration! After choosing an image, they wrote three haikus based on what they observed, then created a poster featuring the image and their best haiku. They had to get their haikus “approved” before starting the poster, which ensured that they’d written the proper number of syllables and made an effort to write a quality poem.