Friday, April 5, 2013

Earth Day Freebie and CCSS Poetry

I made a poem for Earth Day.  I used the form of Haiku because of its emphasis on syllables.  Syllable work is of great value to the struggling reader.  Haiku poetry is designed to have a total of 17 syllables.  (Usually it is a 5-7-5 syllable rule that is followed.) 

Check here for a little history and examples of children writing Haiku.  Notice the emphasis on nature and sharing the experience.

Publishing Haiku digitally can meet the CCSS!  Have students publish their poems to a digital poster board like Glogster.  There is a fee for Glogster, but worth it if you like the application.

Poster My Wall will let teachers register for a free account.  Students can make posters with their writings.  These posters will not be published online for public viewing, but you could post them to a blog.

The CCSS are all about reading poetry!  CCSS for Reading Literature:

10.  By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grade’s text complexity band independently and proficiently.

Does the Common Core forget about writing poetry?

According to Appendix A, Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure.  It can be used for many purposes, such as to inform, instruct, persuade, and entertain.  In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies.

I like what Burkins and Yaris say:

One of the ideas central to the Common Core writing goals is that students use writing to clearly communicate their thinking, and writing poetry is an exercise in precision.  Poets must meticulously consider words and how to organize them, considering nuance, meter, and imagery in an effort to convey their messages and appeal to the audiences for whom they write. When comparing these responsibilities of poets to the goals for writers presented in the anchor standards, one can see the following connections between the two:

Anchor Standard #3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Anchor Standard #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Anchor Standard #5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach.
Anchor Standard #10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, or audiences.

I hope this helps you navigate the CCSS and poetry!


  1. What a coincidence that you posted about haikus, and I have just found a love for them! I've written 5 this week. :)

    I've never taught poetry writing before until this week. We started with shape poems with my 5th graders. I'm not sure which type I want to do on Monday-hence the searching of the famous internet! :)


    1. Glad you stopped by! I would love to know how it goes!

  2. We just started writing poetry this week. It is such a wonderful genre and does a fabulous job of supporting the other genres that kids need to be familiar with too. Love it.
    ❀ Tammy
    Forever in First

  3. Thanks for the publishing resources for student poetry. We are starting poetry this week!

    ✿ Shari
    Keeping It Fresh in 6th Grade