Southeastern University

Five Types of Poetry for Grade 2

Angela Hubbard
Language Arts Elementary School EDUC 4323
Jo Anne Graham, M. ED.
October 15, 2015

Table of Contents

Spring is in the Air

.3
Sunflowers

.3
Gretel and Hansel
.5
Robby

5
Life Doesnt Frighten Me ..
.7
No Difference
.
7

Going, Going, Gone

.9
I Made A Noise This Morning
9
Gastronomic Gym
11
Food and Water
11
Tick, Tock

..12

Instructional Poetry Resource

Syllable Count Poetry

Free Form or Free Verse
Model Poetry
Rhyme Poetry
Formula Poetry

We need poetry. Summarizing poet Donna Nortons beliefs:

Poetry provides enjoyment through rhythm and music and
sounds and beats, which helps children understand and
express feelings. Poetry provides children with knowledge
about concepts in their surrounding world. It encourages
children to appreciate language and expand their vocabularies.
Because poems defy rules, poetry can be made accessible for
ELL students. They can be easily scaffolded and students can
find ways of expressing their voices while being limited in their
vocabulary. ELL students can learn about or read poetry in
their primary language, helping them bridge their worlds.

Therefore, poetry is universal, helping children of any

background to identify with people and situations.

Reference Information
Spring is in the Air
Kaitlyn Guenther is a hard person to find any personal information. However, she
has several limerick and syllable poems displayed on the DLTKs website, including
Spring is in the Air. She has also written poems with activities for autistic children.
Book Title: http://www.dltk-holidays.com/spring/poem/mguentherspringisintheair.htm
Category: Syllable
ELA Standard: Reading/Literature: The student will apply a wide range of
strategies to comprehend, interpret, evaluate, appreciate, and respond to
a wide variety of texts.
Standard 2: Phonics/Decoding The student will apply sound-symbol
relationships to decode unknown words. Objective 2: Structural Analysis:
Item B: Apply knowledge of basic syllabication rules to decode words in
text.
Learning Objective: You will demonstrate your knowledge of syllabication by
writing your own syllable poem based from the models I give you. You will also
create an illustration to go with the poem.
*Since both poems deal with spring and flowers, they can be used to discuss the
seasons and even weather.
Direct Instruction: We will go over in class what syllabication means. I will use
Haiku poems with phonics to demonstrate how words can be broken down. I will
also explain that Haikus have a strict syllabication count to be considered as a
Haiku.
Guided Instruction: As a class, but split into small groups, they will brainstorm on
a list of words. They will get to choose, but will be encouraged to think of a mixture
of small, average-sized, and long words. I will randomly pick groups and they will
choose a word. The whole class will clap out the words and then discuss how the
words would be broken down properly to show each syllable. I would write on the
blackboard or on the Smartboard and have the class talk me through it.

Independent Learning: I will ask the students to go back to their desks and
instruct each student to write their own Haiku poem with an illustration.
Assessment: Rubric
It will assess the correct syllable count in a Haiku.
It will the appropriateness of the illustration.
*If I had used this poem to discuss seasons, it would assess that the student had
one of the seasons as a topic of the poem.

Syllable Poems

Spring is in the Air

By Kaitlyn Guenther

Spring is in the air

Flowers are blooming sky high
Children are laughing

Sunflower
By Natasha Niemi

Forever reaching
Towards the glorious sky
Wanting to go home.

Reference Information
Gretel and Hansel
Judith Viorst, a native New Jersian, was born on February 2, 1931. She is an
American writer who graduated Newark College of Arts and Sciences at
Rutgers. Judith currently lives in Washington D.C. with her husband and
political writer, Milton Viorst. Among Viorsts books for children is the
Alexander series (including Alexander and the Terrible, Horrible, No Good,
Very Bad Day), whose narrator is a 5-year-old boy who lives with his parents
and two brothers, Anthony and Nick, who are named for Viorsts own three
sons. Viorsts book Sad Underwear is a collection of poems that examines a
wide variety of feelings and experiences from a childs point of view.
Book Title: Sad Underwear and other complications
Category: Free Form
ELA Standard: Writing/Grammar/Usage and Mechanics
Standard 2: Modes and Forms of Writing. Communicate through a variety
of written forms, for various purposes, and to a specific audience or
person. Objective 1: Develop modes and forms of language such as
informing, persuading, and entertaining.
Learning Objective: You will get to choose between writing in first person as a
character in a fairytale (or other favorite story), or writing about a person. (It
cannot be about a student in this class unless it is very positive.) You can make it in
poem form, as modeled, or story form. *There are more requirements to follow in
story form.
Direct Instruction: As a class, we will discuss first person narration. I will use
Judith Viorsts poems as a way of showing how she used first person narration two

different ways to convey a story (in poem form) as a way of entertaining. This will
also be a good time to review past tense and present tense verb forms.
Guided Instruction: The class will break into pairs. I will hand out snips of
different stories. From the selected passage, the students will have to decide if the
story is written in first person or not. If not, they need to decide how it can be
changed to first person narration. They will share with the class.
Independent Learning: I will have students write their own first person narration

for entertainment purposes. It can be a story or in poem form.

Assessment: Rubric
It will assess that the assignment is in first person, using present and past tense
correctly. It will assess that the assignment is based off a story or about a person.
It will assess that if the narration is not in poem form, they followed the
requirements of story form given by the rubric.

Free Verse Poems

Robby
Robby
wants me
write him a poem
. . . AND WHILE POOR HANSEL WAS
LOCKED
INtoTHE
WITCHS CAGE, AWAITING HIS DOOM,
CLEVER
GRETEL
He wants
the poem
to say
CAME TO HER BROTHERS RESCUE
That hes handsome

The witch had dinner reservations.

And strong

(My brother was the dinner.)

And great at martial arts.

I was the clever person who made her cancel.

He also wants me to mention

That he knows how to stand on his
head
And where Saskatchewan is.

(He doesnt want me to mention that

he farts.)

I gave her a shove in

The burning oven.
My brother owes me his life.
So why dont they call this story
Gretel and Hansel?

Both by Judith Viorst

Reference Information
Life Doesnt Frighten Me
Maya Angelou (a.k.a. Marguerite Annie Johnson) was born 1928. Her crown
of achievements include seven autobiographies, three books of essays,
several books of poetry, and was credited with a list of plays, movies and
television shows spanning over 50 years. Although we have lost Maya
Angelou with her passing on May 28, 2014, she will always be regarded as a
well-respected spokesperson for black people and women with her works
widely used in schools and libraries worldwide.
Book Title: http://www.poemhunter.com/maya-angelou/poems/
Category: Model Form
ELA Standard: Reading/Literature: The student will apply a wide range of
strategies to comprehend, interpret, evaluate, appreciate, and respond to
a wide variety of texts.
Standard 6: Literature: The student will read to construct meaning and
respond to a wide variety of literary forms. Objective 1: Literary Genres
Demonstrate knowledge of and appreciation for various forms (genres) of
literature.
Learning Objective: You will be expected to classify various forms of literature by
reading selected pieces and writing the title, the author and the characteristics that
make it that classification in the columns given.

Direct Instruction: As a class, we will discuss model poems. If other literary

forms have already been discussed, we will compare the different works. The goal
is to discuss the authors message and how it resonates with the reader. In Mayas
poem, we will discuss fears, the commonality of them, and the action Maya takes in
regards to them.
Guided Instruction: After detailed discussion, I will have the students write in
their journal, focusing on their feelings towards the poem. I would also have them
focus on what their choice of topic would have been had they had to write a model
poem of their own.
Independent Learning: Each student will be responsible for providing a sample
of the literary form being discussed. This is to go into their literary sample binder
for the end of the year. If they choose, they can use Mayas poem for the sample of
model poems, or they can provide a poem that resembles our discussion.
Assessment: The samples provided for the literary binder. In addition, the test at
the end of the year classifying the literary forms. The journal writing is to reinforce
techniques but not meant to assess their appreciation. It is a good form of feedback
for me, though.

Model Poems
Life Doesnt Frighten
Me
By Maya Angelou

Life doesnt frighten me at

all.
Tough guys fight

Shadows on the wall

All alone at night

Noises down the hall

Life doesnt frighten me at all

Life doesnt frighten me at

all.

Bad dogs barking loud

Panthers in the park

Big ghosts in a cloud

Strangers in the dark

Life doesnt frighten me at all

No, they dont frighten me

at all.

Mean old Mother Goose

Lions on the loose
They dont frighten me at all

Dragons breathing flame

On my counterpane
That doesnt frighten me at
all.

Not at all.
Not at all.
Life doesnt frighten me
at all.

No Difference
By Shel Silverstein

Small as a peanut
Big as a giant,
Were all the same
size
When we turn off the
light.

That new classroom

Boys all pull my hair

Rich as a sultan,

(Kissy little girls

Poor as a mite,

With their hair in curls)

Were all worth the

same

They dont frighten me at

all.

When we turn off the

light.

Dont show me frogs and

snakes

Red, black or orange,

I go boo

And listen for my scream

Yellow or white,

Make them shoo

If Im afraid at all

We all look the same

I make fun

Its only in my dreams.

When we turn off the

light.

Way they run

I wont cry

Ive got a magic charm

So they fly

That I keep up my sleeve

So maybe the way

I just smile

I can walk the ocean floor

They go wild

And never have to breathe.

To make everything
right
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Reference Information

Going, Going, Gone

Carol Diggory Shields was born and raised in Glen Head, Long Island. After
finding that her inspiration (e.g. the children) were no longer around when
she retired as a librarian from the Salinas Public Library System, Shields
decided to go back work where she could focus better on her writing. In her
biography, she admits that even though she is a totally disorganized
writer, Shields has been able to find success in writing.
Book Title: Someone Used My Toothbrush!
Category: Rhyme Poetry
ELA Standard: Writing/Grammar/Usage And Mechanics. The student will
express ideas effectively in written modes for a variety of purposes and
audiences.
Standard 2: Modes and Forms of Writing. Communicate through a variety
of written forms, for various purposes, and to a specific audience or
person. Objective 5: Create different modes of simple rhymes and poems.
Also including Standard 3: Grammar/ Usage and Mechanics: Objective 1:
Grammar/Usage: Item i: Contractions (e.g. Im, Youre)
Learning Objective: You will choose a topic to write a poem about, using simple
rhyming and including a minimum of four contractions. You will use the models I
have given as a guide.
Direct Instruction: As a class, we will discuss rhyming poetry. This particular
poem discusses a funny topic that many of the students will often face. She also
uses a couple of contractions multiple times. We will go over the function of the
apostrophe and the words the contractions replace/morph. We will also discuss the
appropriate times to use contractions (e.g. not in formal papers when older, used
frequently in conversation or when instructed to do so.)
Guided Instruction: The class will break into small groups. They will collaborate
and brainstorm about what they want to write. Although the topic will be the
groups choice, they will have a list of contractions to choose their required four.
Independent Learning: I will approach each group. They will be expected to tell
me what rhymes in their poem and what contractions they used, how they used
them, and what words the contraction stands for.
Assessment: Rubric

It will assess rhyming.

It will assess the amount of contractions used. *Minimum of four.

Going, Going, Gone

By Carol Diggory Shields

I Made A Noise
This Morning

Go before we leave the house,

I made a noise this

morning

Said my mom and dad.

That I didnt mean to

make.

But I forgot and didnt go

I really wish I had.
Cause now Im in the backseat,
Were on an endless road,
And I gotta go so badly,
I think I will explode.

Rhyme Poetry

It truly was an accident,

An error, a mistake
I dont know how it
happened,
But it suddenly was
there,
Filled with great
reverberations

They looked at one

another
As if asking, was it you?
They were laughing, they
were , pointing
I behaved the same way
too.
I couldnt keep from joking
With the other girls and
boys,
And never once admitted

That resounded in the

air.

It was I who made that

noise.

Im hanging out the window.

It made a strong
impression

Though Im sorry that I

made it,

My teeth are tightly clenched.

On the people in the

room.

From the bottom of my

heart,

A lot of them reacted

Ina way, my brief eruption

We have to stop, we have to stop,

Before my pants get drenched.

Like theyd heard a

sonic boom.

At last we find a restroom,

They looked at one

another

(Just before I burst).

As if asking, was it

By Jack Prelutsky
(From What A Day
It Was At School)

Now I know, when youre going to

go,
Make sure that youve GONE first.
10

Reference Information
The Gastronomic Gym
Although I could not find personal information on this author, I chose this
poem because of the vivid figurative language used. I think that the boys
will like it because it discusses boy activities, yet gives a detailed account
that even girls can understand. I believe that is also demonstrates that
poetry does not have to be about hearts and flowers, which boys can
appreciate.
Book Title: http://www.westernreservepublicmedia.org/poetry/images/thegastronomic-gym.pdf
Category: Formula Poems
ELA Standard: Reading Literature: The student will apply a wide range of
strategies to comprehend, interpret, evaluate, appreciate, and respond to
a wide variety of texts. Also Oral Language/Listening and Speaking: The
student will demonstrate thinking skills in listening and speaking.
Standard 6: Literature: The student will read to construct meaning and
respond to a wide variety of literary forms. Objective 3: Figurative
Language and Sound Devices. Also in Oral: Standard 2: Speaking The
student will express ideas and opinions in group or individual situations.
Objective 1: Speak articulately and audibly using appropriate language,
correct language, correct usage, enunciation and volume.
Learning Objective: You will choose from a variety of Formula Poems. You will
stand in front of the class, recite the poem (either with the paper or without), and
explain how it represents figurative language as discussed in class.
Direct Instruction: As a class, we will discuss various forms of formula poetry
including Gastronomic Gym. We will discuss figurative language, which will include
personification to show how ordinary things can come to life when given a human
action or aspect. *The second poem does not have that much figurative language.
In this case, we would discuss how to include figurative language or discuss
inflection endings ing or ed.
Guided Instruction: The class will break into pairs. Each pair will be given a nonhuman item. Each person in the pair will come up with their own human aspects to

11

give the non-human item a life-like quality. They will share and try to incorporate
those words into one phrase. They will be asked to share with the class.
Independent Learning: They will pick a poem from the plethora of options. The
goal is to find one that speaks to them personally so that they will not mind
sharing in front of the class. They will recite the poem using what they have
learned for oral speaking and explain how the poem demonstrates figurative
language.
Assessment: I will assess their explanation of figurative language based on class
discussion and their oral speaking, which will include speaking articulately, audibly,
enunciation and volume.

Formula Poems

The Gastronomic Gym

By Sharon Hendricks

Food and Water

By William

Pasta twirling and spinning

peas do vertical jumps

of Hackley School in
in Tarrytown, NY

mashed potatoes swimming.

meat doing bench press and pumps.
Food has begun to exercise
but its not in any gym.
My brother said its happening
right inside of him.

Food
Good, Dry
Eating, Filling, Chewing
Lunch, Dinner, Lake, Rain
Quenching, Drinking, Swallowing
Cool, Wet
Water
12

TickTock
( a model poem)
By Laurie and Angela

Tricky questions test

Are not my best
My heart beats out of my chest
Tick, Tock, the clock dont stop

I fear I will fail

It might make me wail
My parents are on my tail
Tick, Tock, the clock dont stop

Five, four, three, two, one

The time of the test is done
My job is done, I won!
Tick, Tock, the clock stopped!!

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