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Forms Of Poetry Video Assignment


Graphics from http://www.thekidzpage.com/

Here are some different types of poems to try in your classroom or at home for fun.


In Acrostic poems, the first letters of each line are aligned vertically to form a word.
The word often is the subject of the poem.

An example is-

Elegantly and efficiently shaped
Good to eat
Great fun to find at Easter
Smooth shelled

Acrostic poems - http://www.readwritethink.org/materials/acrostic/

Each line begins with the letters of the alphabet in order.

An example -  A young girl was busy working on her project for school
But suddenly she had a question.
Could this be her lucky day?
Deciding to find out, she
Entered her backyard and
Found hundreds of green shamrocks waiting for her.

Another type of alphabet poem requires you to use all 26 letters of the alphabet in your poem.
Edward Lear -
Another example -


Write a poem about yourself using this form or another poetry form.
Line 1: __ Your name
Line 2: _, _, _ 3 personal characteristics or physical traits
Line 3: Brother or sister of__ or son/daughter of
Line 4: Who loves__, __, and __ 3 people, things, ideas
Line 5: Who feels__ about__1 emotion about 1 thing
Line 6: Who needs__, __, and __ 3 things you need
Line 7: Who gives __, __, and __3 objects you share
Line 8: Who fears__, __, and __3 items
Line 9: Who'd like to see, __1 place, or person
Line 10: Who dreams of __ 1 item or idea

Line 11: A student of__ your school or teacher's name
Line 12: __ Nickname or repeat your first name

Retell an event in history, in the news, or in your life as a ballad.
You will want the ballad to rhyme. You may copy the style of other poets.

An example is -
Joan of Arc

The day was cold,
Both armies bold,

As hands grasped the ladders,

Ramparts were scaled,

Arrows were sailed,

But the French climbed the Tourelles.

Although Joan was hit in the shoulder,
The French continued to grow bolder,

Even slowly healing in a field,

She raised a fiery French revolt,
Just hit by a crossbow bolt,

Armor glistening white.

The English got cold feet,
And began a hasty retreat,

As French crawled out of Orleans,

Passing the cold river on boards,

Attacking English with sharp swords,

They set the Tourelles on fire.

English Captain Sir Glasdale,
Certainly looked very pale,

When they found him drowned in the river,

Sir Talbot ordered the English forts be left,

To avoid anymore French fort theft,

And so Orleans was freed.


History of the Ballad - http://www.poets.org/viewmedia.php/prmMID/5769
Writing a ballad -

CINQUAIN:  (History of)

Cinquains have five lines
Line 1: Title (noun) - 1 word
Line 2: Description - 2 words
Line 3: Action - 3 words
Line 4: Feeling (phrase) - 4 words
Line 5: Title (synonym for the title) - 1 word

An example is -

Helpful, caring
Loves to garden
Excitable, likes satisfying people


****Create a cinquain online at http://www.eduplace.com/tales/content/wwt_045.html

      Animal cinquain - http://www.eduplace.com/activity/pdf/animal_cinquain.pdf
      More about the cinquain - http://teams.lacoe.edu/documentation/classrooms/amy/algebra/5-6/activities/poetry/cinquain.html

A poem about your favorite color. Express your feelings about a single color with analogies or similes or list nouns which are (or remind you of) that color.
Another easy form is to use the 5 senses-looks like, sounds like, smells like, tastes like, feels like.
      Color looks like
      Color sounds like
      Color smells like
      Color tastes like
      Color feels like

An example is -

Orange is feeling in your stomach after an orange soda quenched your thirst.
Orange is the sun after a summer day.
Orange is the sound of a field filled with dandelions blowing in the wind.
Orange is the taste of a pizza that just came out of the oven.
Orange is the sound of a busy bumblebee.
Orange is the taste of cold glass of orange juice.
Orange is the feeling inside you when you accomplish something.
Orange is the sound of a tomato plant growing.
Orange is the color of a carrot that just popped out of the ground.
Orange is the smell of a Tiger-Lily petal.
Orange is the feeling after a baby smiles.
Orange is the color of a brown beaver's incisor.
Orange is the smell of a late July day.
Orange is the feeling of a puppy's fur.
Orange is the color of peach marmalade on a side of toast.
Orange is the sound of a canoe paddling through shallow water.
And orange is a color that is safe and alive.


About color poems - http://ettcweb.lr.k12.nj.us/forms/color.htm


The Diamante is a form similar to the Cinquain. The text forms the shape of a diamond.

Line 1: Noun or subject - one word
Line 2: Two Adjectives that describe line 1
Line 3: Three 'ing words that describe line 1
Line 4: Four nouns - the first two are connected with line 1; the last two are connected with line 7
Line 5: Three 'ing words that describe line 7
Line 6: Two adjectives that describe line 7
Line 7: Noun Synonym for the subject

               An example is-

                                                                    Sharp, skinny
                                                         Writing, answering, erasing
                                                             Wood, lead, ink, plastic
                                                        Drawing, smudging, leaking
                                                                  Durable, comfortable

                                                                        By Abbie

                                                   Diamantes online - http://www.eduplace.com/activity/poem_shapes.html

                                                                   About diamantes - http://www.poetry4kids.com/blog/lessons/how-to-write-a-diamante-poem/

See the anti-smoking poems at Poetry Teachers or Giggle Poetry

"Here lies Sam Shay,
Smoked six packs a day.

He started smoking when he was five.

Now that fool is no longer alive."

Explorer Poems:
      Remember "In 1492, Columbus sailed the ocean blue"? I mentioned that line to my students while we were doing explorer reports, and they assured me they had never heard of it before. So, it made great sense to assign explorer poems.
The plan was to start with 5-10 facts about the explorer from their reports. Then we reviewed simple rhyme schemes and discussed
poetic license. The students began their poems in class, and then took them home to share (and revise) with parents.

See our explorer poems at: http://www.kathimitchell.com/explpoe.htm and

Haiku is Japanese poetry that reflects on nature and feelings. You use your observation skills to write what you see in a new or different way.
There are three lines with five syllables in the first line, seven syllables in the second, and five syllables in the third.

How To - http://www.gigglepoetry.com/poetryclassdetail.aspx?LessonPlanID=20

Haiku lessons and ideas - http://www.smith.edu/fcceas/curriculum/girard.htm
Harry Potter haiku -

Each line of the poem begins with the words "I wish" and then you fill in your ideas                                                    
The poem should be 8-10 lines long.


Here is your chance to tell a falsehood and not get punished!
In this type of poem, each line contains an outrageous lie.
Each line must begin differently.
The  main rule is not to say anything that hurts anyone. 

A limerick has five lines.
The last words of lines one, two, and five rhyme.
The last words of lines three and four rhyme.
A limerick has to have a pattern of stressed and unstressed syllables.
    U S U U S U U S
    U S U U S U U S
    U S U U S
    U S U U S
    U S U U S U U S

An example is -
"There was an old man from Peru
Who dreamed he was eating his shoe
He awoke in the night
With a terrible fright
To discover it was totally true."

Limericks online - http://www.gigglepoetry.com/poetryclassdetail.aspx?LessonPlanID=2

Describe an imaginary monster. Try to have a theme (food, sports, animals, school subjects etc.)

An example is-
"The Scrumptious Sweet- Tooth Monster"

The Scrumptious Sweet- Tooth Monster has:
Hershey Kiss Cranium
Peppermint Smirk
Appealing Rock Candy Torso
Red Licorice limbs
Black Licorice appendages

Green and Blue M&M eyes
Bubble gum feet that blow up into hefty bubbles when he scampers
Snout is made of a bulky scoop of rocky road ice cream that is so cold it will never liquefy
Vibrant Colored Chiclets for his choppers
Tootsie Rolls for eyebrows
In a crown form he has Sweet Tarts for locks of hair

Left Fingers are made of grape lollipops
Right Fingers are made of Watermelon lollipops
This is one appetizing monster!

By: Kate

Online monster poem - http://www.lancsngfl.ac.uk/curriculum/literacy/lit_site/html/fiction/my_monster/index.htm
More examples - http://cmspoets.edublogs.org/2010/05/26/monster-poems/

Couplets are made up of two lines whose last words rhyme. They are often silly.

An example is -
My cat ate a mouse
And then brought it in the house.

Triplets are made up of three lines. The rhyming pattern can be AAA or ABA.

An example is -
What a fine day
To go out to play
In the month of May.

Quatrains are made up of four lines. The rhyming pattern can be AABB or ABAB.

An example is -
The Purple Cow
Gelett Burgess

I never saw a purple cow,
I never hope to see one:
But I can tell you, anyhow,
I'd rather see than be one.

****For help finding words that rhyme, go to http://www.rhymezone.com/

Shape poems are made up of words that have been placed in such a way that they make the shape of an object and also use words to describe the object.

Start by making a simple outline of the shape or object ( an animal, a football, a fruit etc.) large enough to fill a piece of paper.
Then brainstorm a minimum of ten words and phrases that describe the shape. List action and feeling words as well.
Next, place a piece of paper over the shape and decide where your words are going to be placed so that they outline your shape but also fit well together.
Separate words and phrases with commas.


Christmas Tree-shaped Poems - http://www.educationworld.com/a_lesson/00-2/lp2256.shtml

The Third Eye poem tells about things that might go unnoticed and are improbable or impossible to see with regular eyesight.
The Third Eye knows what is really happening.

An example is -
The third eye notices when Abbie spilt juice on the rug and said it was Lizzie.
The third eye notices when you tell your mom you brushed your teeth for two minutes,
      and you only brushed for one.
The third eye notices when you're supposed to be doing your homework, and you're listening to music.
The third eye sees when you're on the phone for five minutes longer then you're supposed to be.
The third eye can tell when you had ice cream for dinner when your parents went out.



Ideas for Poetry in the Classroom- http://www.educationoasis.com/resources/Articles/bringing_poetry.htm

Giggle Poetry- http://www.gigglepoetry.com/

Writing Poetry -http://www.teachingideas.co.uk/english/contents_writingpoetry.htm

Scholastic poetry ideas - http://teacher.scholastic.com/poetry/index.htm

FizzyFunnyFuzzy Poetry for Kids -http://www.fizzyfunnyfuzzy.com/

Poets.org - http://www.poets.org/page.php/prmID/87

Poetry 4 Kids - http://www.poetry4kids.com/poems

The Teacher's Guide -http://www.theteachersguide.com/poetrymonth.htm

WHAT BUGS ME list poem: http://www.gigglepoetry.com/poetryclassdetail.aspx?LessonPlanID=17

This page was developed by Kathi Mitchell  
and was last updated on April 15, 2015

Back to Mrs. Mitchell's Virtual School


Language Arts - Grades 4-12

Create a Visual Poem

Students will analyze verse and explore meaning by creating a visual poem.

Apps: Pixie®, Wixie®, Frames, or Share and Pics4Learning


The National Poetry Council is looking for ways to promote interest in poetry. Since most homes have a television, they have decided to broadcast short poems set to music and pictures. They have asked for help to build their collection.


Explore examples of visual poems online. Search SchoolTube or YouTube for your favorite poet or a poem your class has recently read and watch the Getty Institutes how-to video.

Before having students work individually, or in small teams, develop a visual poem as a class.

Read the poem you wish to model to our class or distribute for them to read.

What does the poem mean? Work together to identify specific words that help the reader visualize the meaning or feel a certain way and discuss the intent of the author in using these specific words.

Search an image site like Pics4Learning.com to find images that support the meaning of the text in each line or stanza.

Use a tool like Wixie or Frames to combine the images and text. Have a student with strong fluency narrate the visual poem.

Work together to discuss the mood of the poem and find music that is appropriate and add it as a background soundtrack.


Now that you have modeled the process, task students with creating their own. Group students into small teams and assign specific poems or create a collection for students to choose from.

Teams should begin by identifying key words in the poem and discussing the mood or feeling it is meant to evoke.

Using graphic organizers like t-charts and clusters can help students focus on key words and their meanings to determine mood and better comprehend the author's intent.

Free graphic organizer worksheet maker at graphicorganizer.net

Have teams focus on individual lines or verses and locate images that help the viewer better comprehend the meaning and connect to the content. Encourage students to use digital cameras to capture original photos. Tools like Wixie and Frames also have tools students can use to create illustrations.

Teams should combine the images with text, voice narration, and background music to complete their visual poem.


Share students visual poems at a poetry festival or poetry event at your school. You can project the visual poems between students reciting poetry orally or showcase during a school-wide event.

To extend the learning and focus on really analyzing each poem, post them individually to your classroom web site, or on morning announcemtns.


After you have read the poem as a class, you can begin assessing student understanding as they choose key words that evoke feelings or ideas. Evaluate each student’s comprehension as they complete a cluster graphic organizer sheet for their part of the poem. You will want to be available for questions and discussion as they work through their analysis.

You can also evaluate their choice of an image. Remember, the quality of the image reflects both their understanding and analysis of the poem, as well as their ability to complete an effective internet search, visual ability to draw, and/or skill capturing an image with a digital camera.

As they make the movie, listen to the discussions between students. They will be making observations and comments and may even change their mind about their picture. If you are adding music to the background, the musical selection may also indicate student understanding of the poem.


Janeczko, Paul B. (2000) Teaching 10 Fabulous Forms of Poetry. Teaching Resources. ISBN: 0439073464

Sweeney, Jacqueline. (1999) Teaching Poetry: Yes You Can! Scholastic. ISBN: 0590494198

Poetry Anthologies and Thousands of Poems bartleby.com/verse

Project Gutenberg gutenberg.org/catalog


Common Core Anchor Standards for English Language Arts - Grade 4-12

Reading Standards

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Speaking and Listening Standards

Presentation of Knowledge and Ideas

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Reading StandardsCC.LA.5.RL.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

NETS 3-5 Performance Standards

1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)

4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)

5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

6. Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals. Students:

a. choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

b. create original works or responsibly repurpose or remix digital resources into new creations.

c. contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

d. publish or present content that customizes the message and medium for their intended audiences.

What can your students create?


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