Station #1: Team Poetry Station

Station #1: Team Poetry Station

Alphabet Poetry –As a team choose a topic, and work collaboratively to create an alphabet poem

Station #1: Team Poetry Station

Alphabet Poetry –As a team choose a topic, and work collaboratively to create an alphabet poem

Station #1: Alphabet Poetry Example:

Station #2: My Poems

“I Am” Poem

Follow the directions and complete the poem. Illustrate a picture of yourself to go along with your poem.

Station #2: My Poems

“I Am” Poem

Follow the directions and complete the poem. Illustrate a picture of yourself to go along with your poem.

Poetry Station #2: My Poems

Template for "I am" Poem

Name of Character

I am (two special characteristics you have)
I wonder ( something you are curious about)
I hear ( an imaginary sound)
I see ( an imaginary sight)
I want (an actual desire)
I am ( the first line of the poem repeated)

I pretend (something you pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am ( the first line of the poem repeated)

I understand(something you know is true)
I say (something you believe)
I dream (something you dream about)
I try (something you make an effort about)
I hope (something you hope for)
I am ( the first line of the poem repeated)

Source: Jacqueline Glasgow, Using Young Adult Literature

Station #3: IDIOMS

Part 1: On your own paper everyone in the group needs to write their own definition for idioms. Then the group needs to come together and decide who has the most complete definition for idioms and everyone write that on their paper.

Part 2: On your same piece of paper each member of the group should come up with a list of idiomatic expressions they are familiar with (8 to 10 each). Then the groups needs to come together to decide which are the top 8 to 10 idiomatic expressions generated from the group and everyone write those on their paper.

Station #3: IDIOMS

Part 1: On your own paper everyone in the group needs to write their own definition for idioms. Then the group needs to come together and decide who has the most complete definition for idioms and everyone write that on their paper.

Part 2: On your same piece of paper each member of the group should come up with a list of idiomatic expressions they are familiar with (8 to 10 each). Then the groups needs to come together to decide which are the top 8 to 10 idiomatic expressions generated from the group and everyone write those on their paper.

Station #4: Haiku, Cinquain, and Diamante

Part 1: On your own paper everyone in the group needs to write their own definitions for haiku, cinquain, and diamante poems. Then as a group decided who has the most complete definition for each of those three terms and everyone write those on their paper.

Part 2: On that same paper everyone in the group needs to write at least one haiku, one cinquain, and one diamante. Then everyone will share their poems with the groups. The group needs to check all poems to ensure that they meet the requirements for each of the forms of poetry they represent. Please respectfully help those who did not get theirs correct by helping them to understand what they did wrong. For example: If the first line of a group member’s haiku has six syllables this should be pointed out to them and they be reminded the first line should only have 5 syllables.

Station #4: Haiku, Cinquain, and Diamante

Part 1: On your own paper everyone in the group needs to write their own definitions for haiku, cinquain, and diamante poems. Then as a group decided who has the most complete definition for each of those three terms and everyone write those on their paper.

Part 2: On that same paper everyone in the group needs to write at least one haiku, one cinquain, and one diamante. Then everyone will share their poems with the groups. The group needs to check all poems to ensure that they meet the requirements for each of the forms of poetry they represent. Please respectfully help those who did not get theirs correct by helping them to understand what they did wrong. For example: If the first line of a group member’s haiku has six syllables this should be pointed out to them and they be reminded the first line should only have 5 syllables.