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ENGLISH:
Poetry
GRADE: Grades
9, 10
TEKS:
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English I
(Grade 9)
1-A, B
2-A
11-G, H
15-B
19-A
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English II
(Grade 10)
1-A,B,
2-A
11-D, F
19-A,B
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OBJECTIVE:
The student will
use art as the basis for a creative writing assignment in poetry and
will represent an original poem with the student's drawing.
MATERIALS:
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DISCUSSION:
- What characteristics
would you say describe the crocodile? What does the painting suggest
about the animal?
- How has the artist
used color in the painting? How would your impression have been different
if the colors had been pastels or softer colors?
- How has the artist
focused on the animal; from what position has he painted it? Why is
the arrangement particularly effective for this animal? Would it be
the same for all creatures?
- What other animals
might be thought of in bright, vivid colors? What animals would you
connect with softer, quieter colors?
- Think of sense
words that describe the crocodile. What similes or metaphors might
also describe the creature?
VOCABULARY TERMS:
cinquain, concrete
poetry, diamante, alliteration, imagery
PROCEDURE:
- Discuss the painting
by Jimenez, with its bold, bright colors and head-on confrontation
with the crocodile. Explore the use of color, detail, arrangement
as art. Connect these ideas to imagery and choice of details in poetry.
- Read aloud a
poem about an animal, or show the students a shaped verse about an
animal. Click here for examples
of Animal Poetry.
- Identify concrete
images that help the reader create a visual image of the snake. Identify
figurative language and the use of alliteration as well as strong
word choice. Ask the students if there are phrases or words that might
be created to describe the crocodile. What does the picture suggest?
- As a class, you
might compose a poem about the crocodile. Identify key images or strong,
vivid words that describe it. Come up with some similes and metaphors.
What alliteration or sounds might also be created? You might create
a cinquain, diamante, concrete poem.
- For the poetry
assignment, allow students to choose a wild animal (or bird, fish,
etc.) as the subject of an original poem. They should then paint or
illustrate the animal, using two or more appropriate colors, which
should be mentioned in their poems.
EVALUATION:
Original poem may
be evaluated according to images, word choice, form. Art may be evaluated
using criteria of neatness, connection to poem, use of color.
RESOURCES: Other
Poetry possibilities
Elizabeth Bishop,
"The Fish"
Robert Blake, "The Lamb"
Robert Blake, "The Tyger"
Helen Chasin, "City Pigeons"
Elizabeth Dickinson, "A Narrow Fellow in the Grass"
John Hollander, "Swan and Shadow"
Mary Britton Miller, "Cat"
Don Marquis, "The Tom-cat"
Don Marquis, "archy, the cockroach, speaks"
Robert Francis, "Serpent as Vine"
Christian Morgenstern, "Night Song of the Fish"
Simon Pederek, "Vultures"
May Swenson, "The Centaur"
Robert P. Tristram Coffin, "The Spider"
Edna St. Vincent Millay, "The Buck in the Snow"
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