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The magic of poetry for english language learners

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The magic of poetry for english language learners

  1. 1. The Magic of Poetry for English Language Learners<br />Dr. Barbara Tramonte<br />Dr. Donna Mahar<br />State University of New York<br />Empire State College<br />
  2. 2. What is poetry?<br />Uses words with precision, charm<br />Makes pictures out of words (snapshot of a larger world)<br />Uses all of the senses<br />Makes comparisons<br />Crystallized, condensed form of language<br />Uses language in a fresh and vigorous way<br />Walt Whitman–about the sound of horses on stone:<br /> “The blab of the pave<br /> The crank of the shod horses on the floor.”<br />
  3. 3. Poetry and magic<br />The Dancing Hippopotami<br />in opulent array,<br />performed with great agility<br />an intricate ballet.<br />The Dancing Hippopotami<br />Then flew into a rage,<br />For on their final pirouette,<br />They crashed right through the stage .<br /> -Jack Prelutsky<br /><ul><li>Charming incantations
  4. 4. Invokes supernatural
  5. 5. Overrides natural laws
  6. 6. Conjures…</li></li></ul><li>The Eagle<br />
  7. 7. Poetic Language, “The Eagle”<br />He clasps the crag with crooked hands;<br />Close to the sun in lonely lands.<br />Ringed with the azure world, he stands.<br />The wrinkled sea beneath him crawls;<br />He watches from his mountain walls,<br />And like a thunderbolt he falls.<br /> -Alfred Lord Tennyson (1809-1892)<br />
  8. 8. The EagleScientific Description<br />The eagle has legs of medium length, a hooked bill, the hind toe inserted on a level with the three front ones, and the claws roundly curved and sharp; the extent of the wing is seven feet. Sea fishing eagles have feathers halfway to their toes.<br />
  9. 9. Powerful Language in Poetry<br />W.H. Auden writing about the loss of someone he loved in “Funeral Blues”:<br />He was my North, my South, my East and West<br />My working week and my Sunday rest,<br />My noon, my midnight, my talk, my song;<br />I thought that love would last for ever: I was wrong.<br />Writing about or telling a friend about the loss of a loved one:<br />I miss him so much. I don’t know what to do.<br />
  10. 10. Oral, Reading and Writing Skills for ELLs<br />Children with well developed oral skills are more likely to have higher achievement in reading and writing (Cazden, C., 1988; Chall, J., 2000: Block, C., 2001)<br />Oral language development through reading, writing, performing poetry acknowledges sound is meaning (Hughes, J., 2007)<br />Vocabulary development one of greatest challenges<br />Reading fluency increased by guided repeated oral reading<br />Writing poetry exposes children to powerful language (Lockward, D., English Journal, 1994)<br />
  11. 11. Literacy and Academic Literacy <br />Literacy can be informal<br /> - may not use articles or prepositions<br /> - colorful, inventive<br /> - social<br />Academic Literacy <br /> - language of prestige and power<br /> - precise, formal, avoids repetition<br /> - more easily mastered when student has academic <br /> literacy in native language<br />
  12. 12. What does the classroom look like?Word walls, School halls, Offices<br /><ul><li>What’s on the
  13. 13. walls?
  14. 14. Where’s the
  15. 15. refrigerator?
  16. 16. Poets and
  17. 17. poems?
  18. 18. Narratives and art?
  19. 19. It’s a whole school </li></ul> initiative!<br />
  20. 20. Translation (Neruda)<br />Ode to Hope <br />Oceanic dawn<br />At the center of my life.<br />Waves like grapes,<br />The sky’s solitude,<br />You fill me<br />And flood<br />The complete sea…<br />The orange earth,<br />The sun’s fiery waist<br />In agony…<br />Ode a la Esperanza <br />Crepusculomarino,<br />En medio<br />De mi vida,<br />Las olascomouvas,<br />La soledad del cielo,<br />Me llenas<br />Y desbordas,<br />Todo el mar…<br />La tierraanaranjada,<br />La cintura<br />Incendiada<br />Del sol en agonia<br />
  21. 21. Writing Poetry<br />Ekphrasis: Using Art to Inspire Poetry<br /><ul><li>What do you see?
  22. 22. Who is this man?
  23. 23. His art not accepted
  24. 24. Can you use metaphors in writing about his work?
  25. 25. Can you use similes?
  26. 26. Vivid writing?
  27. 27. Brainstorm a list.</li></li></ul><li>Reading Difficult Poetryfor English Language Learners<br />Stay the course<br />Solve the puzzle<br />Avoid the critics<br />Increase vocabulary<br />Build academic confidence in L2<br />There is no frigate like a book<br />To take us lands away,<br />Nor any coursers like a page<br />Of prancing poetry:<br />This traverse may the poorest take<br />Without oppress of toll:<br />How frugal is the chariot<br />That bears the human soul.<br /> - Emily Dickinson<br />
  28. 28. Writing Activities“I Saw Myself”<br />When I was a child<br />I played by myself in a<br />corner of the schoolyard<br />all alone.<br />I hated dolls and I <br />hated games, animals were<br />not friendly and birds<br />flew away.<br />If anyone was looking <br />for me I hid behind a<br />tree and cried out, “I am <br />an orphan.”<br />And here I am, the<br />center of all beauty!<br />writing these poems!<br />Imagine!<br /> - Frank O’Hara<br />I was walking down the street when I met me<br />For the first time.<br />A small, little blonde-haired girl.<br />A girl who tries her best but <br />Never thinks it is enough.<br />A girl with green eyes.<br />A slender girl.<br />An active girl.<br />A girl who feels left out at times.<br />A girl who needs a real friend to<br />Share good times and feelings.<br />A girl who needs more meaning<br />To her life.<br /> - Rachel Noll, 5th Grade <br />
  29. 29. I Saw Myself Again<br />Who was that cocoa-colored girl<br />Smiling at all?<br />She, sometimes happy, sometimes sad<br />Roams alone.<br />Who was that girl?<br />She drifted through me<br />As if I weren’t there.<br /> -Erica Wallace, 8th Grade<br />For the first time I saw myself<br />I saw beneath my outer layer<br />I saw beneath my eyes<br />I saw a swirling turning mass<br />Of feelings.<br />Feelings of anguish<br />Of happiness<br />Of pride<br />Of confusion.<br />I saw me.<br /> - Ian Synott, 7th Grade<br />
  30. 30. Writing Activities<br />I used to, But now<br />If, Then <br />Wish poems<br />Trade poems<br />First Lines (supply them)<br />Personification<br />Apologies<br />This is Just to Say<br />I have eaten<br />the plums<br />That were in<br />The icebox<br />And which<br />You were probably<br />Saving for breakfast<br />Forgive me<br />They were delicious<br />So sweet<br />And so cold.<br /> -William Carlos Williams<br />
  31. 31. Apology and Warning Poems<br />Batman- watch out!<br />They’re burgling the city,<br />Using G-trills as<br /> weapons,<br />Holding the locksmith<br /> hostage in the<br /> back of an old<br /> piano<br />Batman-watch out!<br /> - Miriam Lahage, 8th grade<br />
  32. 32. Poetry Café <br />
  33. 33. Poetry Café<br />
  34. 34. Come up to the café <br />
  35. 35. Increase VocabularyPlay with Language<br />Extend Learning – Post-writing and reading activities<br />In pairs:<br />Circle strong language – explain<br />Peer response<br />Questions about content<br />Notice theme or mood – write about it<br />
  36. 36. Resources<br />A bilingual site for families and educators of English Language Learners: http://www.colorincolorado.org/webcasts/academiclanguage<br />Teachers and Writers Collaborative: www.twc.org<br />Find all poems: www.poemhunter.com<br />Caedmon Audio Tapes: www.harpercollins.com<br />
  37. 37. We Leave You With These Words<br />From a poem called “Poetry”<br />by Pablo Neruda…<br />And it was at that age<br />Poetry arrived<br />in search of me…<br />With arrows, fire and flowers,<br />The winding night,<br />The universe…<br />And something started in my soul,<br />Fever or forgotten wings…<br />Deciphering that fire<br />I wrote the first faint line…<br />And I, infinitesimal being…<br />I wheeled with the stars <br />My heart broke loose on the wind.<br />