Children find favorite words, phrases, and sentences from familiar stories. Working together, they combine their words and phrases to create a poem. The poem is then shared as performance poetry.
A Bear of a Poem: Composing and Performing Found Poetry
Writing Poetry with Rebus and Rhyme
This lesson encourages students to use rhyming words to write rebus poetry modeled on rebus books, which substitute pictures for the words that young students cannot yet identify or decode.
Dr. Seuss's Sound Words: Playing with Phonics and Spelling
Boom! Br-r-ring! Cluck! Moo!Everywhere you turn, you find exciting sounds. Students use these sounds to write their own poems based on Dr. Seuss's Mr. Brown Can MOO! Can You?
Composing Cinquain Poems: A Quick-Writing Activity
Students use themed graphic organizers to compose cinquain poems on topics common in the early elementary classroom.
Stapleless Book
The Stapleless Book can be used for taking notes while reading, making picture books, collecting facts, or creating vocabulary booklets . . . the possibilities are endless!
Diamante Poems
This online tool enables students to learn about and write diamante poems.
Acrostic Poems
This online tool enables students to learn about and write acrostic poems. Elements of the writing process are also included.
Theme Poems
Formerly known as Shape Poems, this online tool allows elementary students to write poems in various shapes.
April is National Poetry Month!
Students are assigned to be "poets of the day" and are provided several models to create, illustrate, and present their different poems to the class.
Black Poetry Day is celebrated.
Books and webpages are gathered that focus on the work of African American poets and students explore the resources and find a poem to contribute to a poetry reading.
Add Seasons to Rhyming Poems and Songs
Choose favorite rhyming songs or nursery rhymes then replace the rhyming words with seasonal themes.
Where the Sidewalk Ends by Shel Silverstein was published in 1974.
Students are introduced to a Silverstein verse and asked for their impressions. They then draw that they imagine when they read one of his lines and then write a line or two to continue the passage.