Poetry Activity
Summary of Activity
Students will be creating Onomatopoeia poems to represent what they hear in Duke Ellington's Creole Love Call. This song is mentioned within the book. As the students listen to the song they will need to write down adjectives such as smooth, or delightful and sounds such as CRASH or BOOM to represent the way the music should be described as well as the sounds that they hear while listening to the song. Then, when they are finished they will be writing an Onomatopoeia poem using the adjectives and sounds that they recorded. They will need to use linking words within their poem. If they students need to listen to the song a second time through they may do so. When they are finished they will share with a small group.
Rationale
This poetry activity was designed to get students thinking about creating poetry in a way that does not require them to only rhyme. Onomatopoeia poems do not require students to rhyme words, but rather include details from the environment around them such as sounds. This poetry activity was created to help students see the importance of poetry as well as writing poetry around a specific topic. Overall, this will give students a chance to use specific words to explain or express a certain meaning.
Common Core Standards
Choose words and phrases for effect.*Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Levels of Bloom's Taxonomy
This activity addresses the blooms level of Synthesis. This Bloom's level has students combine various aspects into a project such as a poem. The Onomatopoeia poems require students to combine aspects of poetry, writing, creative thinking, and music into one final piece. The verb associated with this activity is compose. Composing a poem requires students to transfer their thoughts into descriptive based on a song that they listened to.
Summary of Activity
Students will be creating Onomatopoeia poems to represent what they hear in Duke Ellington's Creole Love Call. This song is mentioned within the book. As the students listen to the song they will need to write down adjectives such as smooth, or delightful and sounds such as CRASH or BOOM to represent the way the music should be described as well as the sounds that they hear while listening to the song. Then, when they are finished they will be writing an Onomatopoeia poem using the adjectives and sounds that they recorded. They will need to use linking words within their poem. If they students need to listen to the song a second time through they may do so. When they are finished they will share with a small group.
Rationale
This poetry activity was designed to get students thinking about creating poetry in a way that does not require them to only rhyme. Onomatopoeia poems do not require students to rhyme words, but rather include details from the environment around them such as sounds. This poetry activity was created to help students see the importance of poetry as well as writing poetry around a specific topic. Overall, this will give students a chance to use specific words to explain or express a certain meaning.
Common Core Standards
Choose words and phrases for effect.*Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
Levels of Bloom's Taxonomy
This activity addresses the blooms level of Synthesis. This Bloom's level has students combine various aspects into a project such as a poem. The Onomatopoeia poems require students to combine aspects of poetry, writing, creative thinking, and music into one final piece. The verb associated with this activity is compose. Composing a poem requires students to transfer their thoughts into descriptive based on a song that they listened to.