3.v. Scaffolding for poetry (a simple strategy to transform the story to generate poems)
3.v. Scaffolding for poetry (a simple strategy to transform the story to generate poems)
Mrs Pottle models and suggests how pictures from the story map (see section 3.ii mapping a narrative) can be represented as a poem through the use of descriptive and action words (generated in section 3.iv). Mrs Pottle demonstrates the poetry writing process, with four dashed lines on a large poster sized sheet and interactive question and answer session with the children,
Mrs Pottle models and suggests how pictures from the story map (see section 3.ii mapping a narrative) can be represented as a poem through the use of descriptive and action words (generated in section 3.iv). Mrs Pottle demonstrates the poetry writing process, with four dashed lines on a large poster sized sheet and interactive question and answer session with the children,
Watch Mrs Pottle scaffold for poetry below.
Watch Mrs Pottle scaffold for poetry below.
The children are then invited to create their own poem in groups of two/three.
The children are then invited to create their own poem in groups of two/three.
Elizabeth’s, Emily’s and Nathan’s poem:
Elizabeth’s, Emily’s and Nathan’s poem:
Confused, curious, soaring bat.
Confused, curious, soaring bat.
Thinking, flying, hoping.
Thinking, flying, hoping.
As black as black.
As black as black.
Flies by lake.
Flies by lake.