Every semester it is the same thing. I bring up poetry in my Creative Writing class and my students become a “great divide.” There are the girls who give a dreamy eyed and vacant look fully prepared to write about pink candy unicorns and love. And then there are the guys who, if they were properly armed, would love to shove a nuclear warhead in my nasal passages.
But the poetic domain does not have to be an apocalyptic nightmare for neither teacher nor student. Teaching the basics through whole group instruction before students attempt pen to paper is key. Plus, getting all students involved and making the exercise relate to them will provide that extra incentive in becoming the next Robert Frost.
1.) Musicians and Football Celebrities
If there exists a cuss word in the many genres of writing, the “P” word of poetry would be the equivalent of the F-bomb. Poetry is not a friend to students going through their tumultuous adolescence, but sometimes bringing up celebrities they look up to can be a real eye opener. Hip-Hop musicians, football players, and other teen idols have written poetic verse. Reputable running back on the Houston Texans, Arian Foster, and Billy Corgan of The Smashing Pumpkins are just two such examples. Most musical lyrics form the basis of poetic intent as well. Bringing these to a reluctant student’s attention will show then that poetry is indeed cooler than they first thought and a great route to self-expression.
2.) The Rhyme Scheme
Once the ice is broken, students need to focus on the proper rhyme scheme of a poem. This is the blueprint for what lines have to rhyme with each other. For example, the Shakespearean sonnet has the format: ABAB, CDCD, EFEF, GG. The corresponding letters represent which lines will rhyme with each other. Although a relatively easy concept, students often become confused with the letter concept, assuming they have to start writing their lines with that letter of the alphabet. Discussing the error as a whole group and having students volunteer lines, however silly they might be, makes the ideology behind poetry more entertaining. Providing examples of the format also helps eliminate this confusion. Initially, I ask a random student to “provide me a random sentence.” Taken aback, they will usually give a very basic sentence. We then expand on this sentence with each new line to form the proper rhyme scheme. In most cases, these “whole class poem creations” make little to no sense and sound silly. Emphasis during this part of poetry learning should be twofold: The basics of rhyme scheme and the idea that next time the poem needs to make more sense!
3.) Focus, Focus, Focus
Transitioning students from the crazy whole class poems to their own individual creations remains the most daunting challenge of them all. The goal after students comprehend the mechanics of rhyme scheme needs to be the idea of a poem having one central theme. Whether a poem’s intent is about a loved pet or the joys of shooting hoops in basketball, focus can never be understated. Once students complete a rough draft, they should be encouraged to swap their poems with a fellow classmate and be given one specific question to answer: Does this poem make sense? If certain lines sound “forced” (rhyming with no purpose) students highlight the line and return it to the original creator. Brainstorming a list of suggestions can also take place between the paper swappers and the teacher who should act as a facilitator during the swap.
In some cases, students embrace poetry like a long lost relative. They smile with delight at the basic concept of being able to express themselves with passion. But then there are the other 99% of the student population. For the rest, attempt this three step approach to put your poetry lesson plan on cruise control. Teach it with exuberance and excitement! And enjoy the craziness, rigor, and fun that ensues!
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