Introduction to Poetry

1. Together, write a class poem titled “Introduction to Poetry in [Teacher’s Name] Class.” This poem will lay out the expectations for how students should approach poetry. Divide students into small groups and ask them to write a few metaphors that represent skills they’ve learned from their teacher for reading poetry (e.g., “Keep your eyes peeled for imagery, like a lost sea captain looking for land,” or “Ponder the title with the care of a dog tending its newborn puppies.”) Reconvene as a class, and start the poem with a line such as, “In [teacher’s name] class, we read poetry…” Groups may take turns sharing their metaphors as the class builds a collaborative poem, deciding line and stanza breaks together. For the concluding stanza, students should decide on a metaphor that encapsulates the entire experience of reading a poem (e.g., “In this class, we read poetry as if we are clearing out a cluttered attic, excited about the things we might find.”)

2. Figurative language is central to “Introduction to Poetry.” It evokes three of the five senses: sight (the color slide), hearing (listening to a hive), and touch (searching the walls for a light switch). The poem does not represent taste and smell.