For academics purpose only by Haniya Ahmad
Introduction
Have you been listening to this song? Did you notice something about such a masterpiece? Do you even wonder how they come up and put it together? Well it has a process and song is one way of expressing just like poetry or poem. Song or lyrics can be a free verse and it's just another part of poetry. In this activity you will learn how to create and appreciate literature, especially poetry.
Before we start we need to know what poetry is, it is derived from the Greek poiesis, "making" by means of creating or making something. It's a form of literature that uses aesthetic and often rhythmic qualities of language − such as phonaesthetics, sound symbolism, and metre − to evoke meanings in addition to, or in place of, a prosaic ostensible meaning. (Poetry - Wikipedia).
Writing a poem is not about bringing some words together to create some charming sentences. It's so much deeper than that. Writing poetry is a bridge that allows people to express their feelings and make others live every single word they read. Poetry is to educate people, to lead them away from hate to love, from violence to mercy and pity. Writing poetry is to help this community better understand life and live it more passionately.
Task
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Look for a poem with any genre, read it in class and share your interpretations on the poem
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Create your own free verse poem in a sheet of paper and share it in class.
Process
Name:___________________________________________ Date: _________________
Directions: Follow these guidelines to write free verse poems.
1. Choose an interesting or inspiring item or topic that interests you, for example a seashell, plant or caterpillar.
2. Sit quietly and thoughtfully review the lesson on how to create a poem.
3. In a piece of paper write an idea and topic you want.
4. Arrange ideas in a sequence that makes sense rather than jumping back and forth between topics. Ask yourself: Does one idea smoothly flow to the next?
5. Remember that poems are constructed in lines and not paragraphs. There's no need to write in complete sentences. (How often do you hear me say that?) So make a new line after everyone or two phrases. Your poem should have at least 10 lines.
6. Choose the right words. If you find yourself repeating the same word over and over, use a dictionary or thesaurus to find new ways to say the same thing.
7. Use vivid descriptions. A thesaurus is a useful tool for spicing up your writing.
8. Use poetic devices at least twice in your poem.
9. Read it aloud and REALLY listen! Do you like what you hear?
10. Share with a friend. Don't expect them to make it perfect-that's your job. Ask for help with a specific phrase or line.
11. Make revisions and edit errors over and over until you get it right. Ask if someone
showed me this, would I like it? If not, keep writing!
12. Add an illustration appropriate to the topic.
Evaluation
|
Beginning |
Developing | Accomplished | Exemplary | |
| Organization |
The sequencing of words and phrases are random. The reader can find no evidence of thoughtful ordering of ideas |
The sequencing of words and phrases is very confusing, and the reader may need to use his or her own knowledge to determine the ordering of ideas. |
The sequencing of words and phrases is somewhat logical and the reader is able to follow the ordering of ideas with minimal effort. |
The sequencing of words and phrases is logical, and the reader is able to follow the ordering of ideas easily. |
| Word choice and main idea |
The poem uses general or ordinary terms to describe the object: the words do not develop a main idea or message. |
The poem uses general or ordinary terms to develop a main idea or message |
The poem uses several descriptive words to develop a main idea |
The poem uses many precise, vivid, and descriptive words to develop a main idea or message |
| Spelling | Numerous spelling errors impede the reader from understanding the poem’s message. Errors are not developmentally appropriate and should have been noticed and corrected | Numerous spelling errors impede the reader from understanding the poem’s message. Some of the errors are developmentally appropriate, but others should have been noticed and corrected, | There are spelling errors, which may or may not be developmentally appropriate. However, they do not impede the reader’s understanding of the poem. | There are no or very few spelling errors. They are developmentally appropriate and do not impede the reader’s understanding of the poem. |
Conclusion
Poetry is a form of writing vital to culture, art, and life (A Poet's Glossary by Edward Hirsch). An inexplicable (though not incomprehensible) event in language; an experience through words.
Completing this task you have already expressed yourself in a form of words.