Table Of ContentETLC10605 Gr. 1-4 T Gr. 1-4
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A Beginner’s Guide to Verse and Rhyme
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Bring your students’ poetry-writing skills into full bloom with this exciting book! Featuring more than
A Beginner’s Guide to Verse and Rhyme
40 original poems in 20 different types, Budding Poets will give early learners all they need to master
poetic concepts and begin writing their very own verse. Low- and high-level poems entertain while in-
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Keep your students writing poetry with The Poetry Writing Handbook! tt
TLC10108 (Grades 4-6)
36 different poetic forms (complete with definitions, examples, guidelines, and
a place for students to write their own) show the power of language and how T Occasional Poetry ii
to use it! Written by a master teacher, author, educator, and poet, this is the E
how-to poetry book you’ve been looking for! AC Aligned to
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Lorenz Educational Press C
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Milliken Publishing Company M
Teaching and Learning Company P
SBN 978-0-7877-0678-4 A
Show What You Know® Publishing www.LorenzEducationalPress.com N
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LEP interactive
COMMON CORE STANDARDS ADDRESSED IN THIS RESOURCE
The following Common Core Standards are addressed throughout the writing activities found within this resource.
Writing
1.W.3 - Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal
words to signal event order, and provide some sense of closure.
1.W.5 - With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing
as needed.
2.W.3 - Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings,
use temporal words to signal event order, and provide a sense of closure.
2.W.5 - With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
3.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
3.W.4 - With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
3.W.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
3.W.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
4.W.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
4.W.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.W.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
4.W.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Language
1.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
1.L.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring
conjunctions to signal simple relationships (e.g., because).
2.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2.L.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
2.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
2.L.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs
to describe (e.g., When other kids are happy that makes me happy).
3.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
3.L.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
3.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
3.L.6 - Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal
spatial and temporal relationships (e.g., After dinner that night we went looking for them).
4.L.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
4.L.3 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
4.L.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
4.L.6 - Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,
emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered
when discussing animal preservation).
BBuuddddiinngg
PPooeettss
A Beginner’s Guide to Verse and Rhyme
Written by Jessica Ashworth
©2012 Teaching and Learning Company, a Lorenz company
This book contains works of poetry. Names, characters, places, and incidents are the product of the
author’s imagination or are used fictitiously. Any resemblance to actual events, locales, or persons, living
or dead, is coincidental.
The purchase of this book entitles teachers to make copies for use in their individual classrooms only. This
book, or any part of it, may not be reproduced in any form for any other purposes without prior written
permission from Teaching and Learning Company. It is strictly prohibited to reproduce any part of this
book for an entire school or school district, or for commercial resale.
All rights reserved. Printed in the United States of America.
a Lorenz company
P.O. Box 802 Dayton, OH 45401-0802
www.LorenzEducationalPress.com
Table of Contents
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
The Poet’s Toolbox
Alliteration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Hyperbole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Metaphor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Simile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Onomatopoeia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Personification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Types of Poetry
Acrostic Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Alphabet Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Catalog Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Clerihew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Concrete Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Couplets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Diamante . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Lune . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Occasional Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Round . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Skeltonic Verse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Tongue Twister . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Triplet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
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How to Use This Book
Budding Poets is many things. It is a collection of original poetry for young students. It is a set of language
arts activities for early writers. Most of all, it is a doorway to the discovery of the incredible power of words
and language, and a key for children to unlock their amazing creative spirit.
Poetry can be a difficult subject for early learners. Its various forms, styles, and tools can be overwhelming
to a young mind (or an older mind, for that matter). This is an important thing to remember as you
present these units to your students. Equally important to consider, however, are the breathtaking powers
and the adaptability of a developing mind. What better time to instill creative skills? And with what better
subject to approach them? Despite its many aspects, at its heart, poetry is pure and free creation. When a
child writes a line of poetry, he or she need not consider rules, formulas, or definitions. All they need do
is express themselves. Once this concept is understood, specific forms and styles can be introduced, and a
student can expand his or her knowledge and repertoire of poetry.
Budding Poets will help you with this in new and exciting ways. Each unit is based around a poetry skill or
type, and features two levels of presentation and development – low and high. First, on low-level pages,
a skill or type of poetry is introduced. Students are taken through a step-by-step process of creation and
shown the results. Low-level activities approach the skill or poetry type from a simpler and creative angle,
giving those new to the genre a chance to understand and build creative and poetic skills.
Next, high-level pages introduce and display to students some of the more advanced possibilities of poetry
skills and types. High-level activities reinforce skills and offer a chance for students to begin shaping and
writing their own poems. Each unit is concluded with a page of extension activities. These suggestions can
extend the life and value of any unit through fun and challenging exercises, all focused on the continued
discovery and development of creative and poetry skills.
The Poet’s Toolbox introduces language arts concepts frequently used in poetry, such as different types
of figurative language. The Poet’s Toolbox will give students plenty of tools they can use to enhance their
poems, but need not be presented before they start writing. Please note that some skills do not possess low
and high presentations, though all feature low and high activities.
Poetry types are offered in alphabetical order. Low- and high-level presentations begin each unit, followed
by low- and high-level activities. You might copy all low- or high-level pages and distribute them to
students, or you might hand out an entire unit at once. You might also walk through presentations and
activities as a class, on an overhead or interactive whiteboard. Extension activity pages are written to the
teacher and should not be distributed to students.
It’s important to note that this book has been written to students, even if it will be channeled through
you, the teacher or parent. This means that any page, low or high, can begin or extend a study of poetry,
whatever a student’s age or experience.
No matter when or how you use Budding Poets, your students will discover the creative writer within
themselves and begin expressing their personalities, emotions, and ideas through words and language.
These are skills they will use and appreciate throughout their lives. It’s never too early to teach that!
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Alliteration
Low Level
Alliteration happens when two or more words in a row
begin with the same letter or sound.
1. Let’s create alliteration. First, think of any word. Write
it down.
brown
2. Now, all you have to do to make alliteration is to think
of another word that begins with the same letter. Let’s
try writing a word that starts with the letter B and is
something that is brown.
brown burger
3. There you have it: alliteration! You can add more words beginning with the same letter to
make your alliteration more interesting or specific. Alliteration can be tricky when it comes to
letters like X, Y, or Z, but dictionaries can help.
More Alliterations
chocolate chips
french fries
tan toast
warm water
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Alliteration
High Level
Alliteration is a poetry tool that uses repeated letters or sounds
in words. The words are often in a row, but they don’t need to
be. Alliteration can give your poems personality and rhythm.
While it’s easiest to create alliterations using the same letters,
you can also use similar sounds. Here are some examples: city
and seat; food and phone; and quiet and couch.
Brenda buttered bread for breakfast.
Carl’s cookie cost a couple quarters.
Harry held his hot hot dog with one hand.
Sarah slurped cereal from her spoon.
Joe drank juice from a jug.
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Name Date
Alliteration
Look at the items on each shelf. One doesn’t belong! Say the name of each food out loud. Cross out the
item that begins with a different letter or sound.
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Name Date
Alliteration
Look at the word magnets below. Use them to write three alliterative sentences on the blank lines
provided. An example has been completed for you.
Example: Percy’s playmate Peter plays piano.
1.
marvelous
my Susan’s
socks
lost
2.
mother
luggage
meatballs
smell
3.
makes
stinky Laura
Lindsey’s so
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