![]() Students select 50-100 descriptive words (or a selection of phrases) from the written source, focussing on choosing language that they identify as interesting, powerful or evocative. Read the source prose or ‘shopping list’ of words together as a class, inviting students to engage in the reading and/or using a digital recording if it is available. ![]() Alternatively, the text could be written on the board. ![]() Whichever approach you choose, the text in the source document you are using for this task will need to be modifiable, so a digital version of the selected prose is ideal. Use whichever formula suits your class, modifying the approach to support or extend students as appropriate. Other poets preserve the integrity of the language in the source text but allow its words and phrases to be used out of order. Some add a very limited number of additional words and allow changes to tenses, possessives, plurals, and capitalisations. Some poets adhere strictly to the original text, including its word order. There is a range of variations on the ‘rules’ for creating found poetry. Ensure the text is visible to students either via projection or enlarged hard copy. Alternatively, use a list of items gathered from an excursion to a supermarket or retail store. Model the construction of a ‘found’ poem, using a piece of prose like a newspaper article, history text, novel excerpt, letter or speech. What imagery does each conjure in the mind’s eye? Consider selecting one or two words from your students’ poems and using them to collaborate on the construction of a word cline. For example, discuss the difference between a ‘ wild’ ocean and a ‘ brilliant’ ocean or a ‘ poisonous’ sky and an ‘ ominous’ sky. Invite students to notice and experiment with the capacity of adjectives to create shades of meaning. If blackout poetry has been used, consider how the tone or style of the original text may have influenced the poem, and in addition how the poem may have altered the original style or tone. If magnetic poetry has been used, reflect on decisions about the creation of line breaks and stanzas. An example of a magnetic poem and a sample annotation can be found in the Materials and texts section above.įorm pairs of students to provide feedback on each other’s poems. Model and guide discussion and reflection on decisions about word choice and language techniques like simile, metaphor or personification. It is recommended that teachers engage in this activity as well.Īlternatively, support students to engage with a hard copy resource like ‘Poems to Share’, focusing on the activities which invite students to experiment with existing poetic work.Īsk students to read and critique a teacher-generated poem. Invite students to experiment with an interactive poetry site like magnetic poetry or Blackout Poetry Maker, focusing on the way in which language can be purposefully selected from ‘found’ text in order to have an effect on the reader. It is strongly recommended that teachers review all suggested stimulus texts prior to their use to ensure their appropriateness and to enable rich, respectful discussion. For guidance on text selection refer to the Teaching and Learning Resources - Selecting Appropriate Materials policy. It is recommended that students have engaged in prior learning about poetic structure and poetic language before embarking on the co-construction of a text. This stage focuses on guided practice, to enable teachers and students to jointly construct a text.
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