Unit Title: Theme: Living things, Life Processes and the Environment
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3 Students’ Names: Onecia Shakes ID#: SS885010 Samantha McKenzie ID#: SS881210 Assignment # 2 Done in partial fulfillment of the requirement for the Bachelors’ Degree in Primary Education At SAM SHARPE TEACHERS’ COLLEGE (Advanced Degree Evening) Course: Introduction to Children’s Literature Lecturer: Mrs. Vassell Date: July 10, 2023
4 Assignment 2: Poetry Anthology (Paired 20%) Create an illustrated anthology of ten (10) poems suitable for children at the Early Childhood or Primary level based on a specific theme which focuses on a specific topic aligned with to the National Standards Curriculum. The anthology must contain a general introduction which outlines the purpose of the production, the theme which will guide the poetry selections, and the grade(s) the poetic selections will cover. The anthology production must also contain a content page and a reference page. For each entry, include: ● The characteristics of the specific type of poem ● Three (3) criteria used for selection. The criterion should clearly reflect the relatedness of the poem to the selected theme or topic ● A model of the poetic form There should be ONE original poem from EACH student included in the selection. The following types of poems are to be included in the selection: a. Nursery rhyme b. Narrative poem c. Ballad d. Nonsense verse e. Limerick f. Free verse g. Haiku h. Original poem (Each student must create an original poem which reflects a form of their choosing)
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6 What is an anthology? According to Young Writers.com, an anthology is a collection of poems, songs, or stories grouped together either by the writer or an editor. The most common type is compiled by an editor and set in book form. Young Writers produce a lot of anthologies showcasing the talent of children and young adults across the world. What is Poetry According to the website Encyclopedia Britannica, poetry is a type of literature, or artistic writing, that evokes a reader’s imagination of experiences or emotions . The poetry does this by carefully choosing and arranging language for its meaning, sound and rhythm.
7 Theme: Living things, Life Processes and the Environment Grade: 5 Topic: Relating foods to particular nutrient
8 Introduction Welcome to our poetry collection on Living things, Life Processes and the Environment. Within the pages of this anthology, we embark on a lyrical journey that explores a variety of poems that are related to the theme: Living things, Life Processes and the Environment. We have zoomed in specifically on the topic nutrition. In the grade 5 National Standards Curriculum guide , term 1, unit 1 focuses on nutrition. Students will learn that a healthy diet contains the right balance of the nutrients. They will analyze meals to demonstrate what constitutes a balanced diet and recognize the importance of this in maintaining a healthy lifestyle. Each poem in this collection has been carefully selected based on its adherence to specific characteristics and criteria, ensuring a diverse and captivating representation of this profound theme. This anthology is a delightful collection of poems carefully selected to capture the essence of children's literature. Children’s literature is any literature that is enjoyed by children. Precisely, these poems were written mainly for young people who are not yet interested in adult literature. Each poem in this anthology possesses unique characteristics, weaving together vivid imagery, playful language, and captivating stories. Through the magic of verse, children are transported to enchanted worlds, encouraged to dream, and inspired to explore the limitless possibilities of their imagination. In the grade 5 National Standards Curriculum guide , term 1, unit 1 focuses on nutrition. Students will learn that a healthy diet contains the right balance of the nutrients. They will analyze meals to demonstrate what constitutes a balanced diet and recognize the importance of this in maintaining a healthy lifestyle. The poems selected all include different types of foods
9 and will engage the students in a particular way for them to identify the different nutrients that are found in the food/s expressed in each poem, These are the various types of poems outlined in this anthology: nursery rhymes, free verse, nonsense poem, ballad, limerick, narrative and haiku. For each entry, a brief definition, the characteristics, the criteria used for selection and a sample of each poetic form is included. In addition, two original poems were listed among the types mentioned. Poetry is an important aspect of a child’s childhood development. Poetry appeals to their imagination and it is believed that children who use nursery rhymes and other poetry have higher self esteem, more confidence and are better communicators. Children's poetry is a diverse and vibrant genre that has enchanted young readers for generations.
10 Content Page Content Page Nursery Rhyme……………………………………….. Narrative Poem……………………………………….. Ballad…………………………………………………... Nonsense Verse………………………………………. Limerick………………………………………………… Free Verse…………………………………………….. Haiku…………………………………………………… Original Poems………………………………………… Reference Page………………………………………..
11 A nursery rhyme as defined by nurseryrhymecentral.com is a simple song, rhyme, or verse for children, with a catchy rhythm and nonsensical or funny meaning. Singing or saying nursery rhymes is a fun way to entertain or even calm children. Nursery rhymes teach children about rhyming words, rhythm and modulation of speech, provide opportunities to learn and practice words, and encourage them to use their imagination. Characteristics of Nursery Rhymes ★ Have strong rhythm and rhyme ★ Have a lot of repetitions ★ Easy to learn and recite Criteria There are probably three important reasons why nursery rhymes are so crucial to early childhood education. You could possibly add more ! Children who know nursery rhymes develop a strong sense of well-being. Time passes pleasantly and they "feel good" and are happy with themselves.. Children who know nursery rhymes are overflowing with self-confidence and self-esteem. They are curious and imaginative and can show off their ability to recite or sing a rhyme with deep satisfaction and from memory. The rhymes come alive with the creative use of their voice, eyes, facial expression and body language Children who have nursery rhymes read or sung to them become effective communicators.
12 This nursery rhyme was selected as an engagement activity for three main reasons
13 1. The teacher can spark a discussion about the ingredients in a cake. This would be done to highlight the fact that a lot of sugar is usually in cakes which is unhealthy. The teacher could now draw from the students a list of healthy foods to eat instead of cakes. 2. Secondly this poem has examples of rhyming words that can be used to bring out the concept of rhyming. 3. A third reason is that it is essential to bring across the point that our lifestyle choices impact health and well-being in humans.
14 The narrative poem is defined by Writers.com as a form of poetry that is used to tell a story. This type of poem merges elements of storytelling like plot, setting and characters with elements of poetry such as form, rhyme and poetic devices (alliteration, repetition, meter, etc). Characteristics of Narrative Poem: ★ It tells a story, nevertheless it is also a poem. ★ This poem also includes story elements which are characters, setting, plot, conflict and resolution, etc just to name a few. ★ They describe a conflict ★ They have a resolution to the conflict or problem in the poem ★ Can be written from a different point of view for example, from a first person or third person point of view. ★ They are usually longer than other poems ★ Author’s purpose is to entertain the readers and leave them with a story to remember.
15 This narrative poem was selected for three main reasons 1. To bring out the six main food groups in the Caribbean. After reading the poem the students would be required to identify the six food groups from the information stated in the poem.
16 2. To highlight the fact that food groups provide specific nutrients. Describe the importance of each nutrient to the body. 3. Identify foods from the poem that can be classified under at least 4 categories.
17 According to Study.com, a ballad is a type of poem sometimes set to music and is typically arranged in four poetic lines (quatrains), with six or more syllables in each line. This type of poem tells a story in an interesting way, often with lots of repetition and rhyme scheme ABAB or ABCB. The ballad actually began as a folk song and continues today in popular music. Many love songs can be considered as ballads. There are three types of ballads: 1. Literary Ballad-Literary ballad is an imitation of folk ballad. 2. Traditional or folk ballad-This type of ballad was developed by anonymous poets in ancient times and handed down to the next generations. 3. Broadside ballad-The broadside ballad is a large sheet of paper printed on one side only. It also refers to ballads which were sold on the streets and at county fairs in Britain from the 16th to 20th centuries. Characteristics of Ballad: ★ Simple language- Some ballads, especially older traditional ballads, were composed for audiences of non-specialist hearers or (later) readers. Therefore, they feature language
18 that people can understand without specialist training or repeated readings. ★ Stories- Ballads tend to be narrative poems, poems that tell stories, as opposed to lyric poems, which emphasize the emotions of the speaker. ★ Ballad stanzas- The traditional ballad stanza consists of four lines, rhymed abcb (or sometimes abab the key is that the second and fourth lines rhyme). The first and third lines have four stresses, while the second and fourth have three. ★ Repetition- A ballad often has a refrain, a repeated section that divides segments of the story. Many ballads also employ incremental repetition, in which a phrase recurs with minor differences as the story progresses. ★ Dialogue- ballads often incorporate multiple characters into their stories. Often, since changes of voice were communicated orally, written transcriptions of oral ballads give little or no indication that the speaker has changed. ★ Third-person objective narration - Ballad narrators usually do not speak in the first person (unless speaking as a character in the story), and they often do not comment on their reactions to the emotional content of the ballad
19 The Ballad “On Top of Spaghetti" was selected based on the following criteria. This ballad can be used to teach verbs, the students will be required to comb through the poem and write as many action words as possible. For example: covered, lost, sneezed, rolled, grew, eat and hold Secondly this ballad can be used to teach prepositions. The students will be placed in groups and each group will be required to highlight the prepositions in the ballad.
20 Examples: on, off, out, in, and under. Finally it was selected as a tool to help Identify foods that are rich in particular nutrients, this ballad has mostly food from animals. This will be used as an avenue to research the nutrients that are derived from food from animals. The students will also look at the functions of these nutrients and deficiencies that may result if there is a lack of these nutrients.
21 According to dictionary.com, a nonsense verse is a form of light verse, usually for children, depicting imaginative characters in humorous situations of fantasy, whimsical in tone and with a rhythmic appeal, often utilizing fanciful phrases and meaningless made-up words. The most well-known form of nonsense poetry is the limerick, which contains a strict rhyme scheme. An example of this, as well as the limerick form, is Edward Lear’s Book of Nonsense, originally published in 1846. Characteristics of Nonsense Verse: Characteristics of Nonsense Verses Here are some key characteristics of a nonsense poem: ★ A nonsense verse has silly characters and actions which is meant to be fun. ★ Nonsense poem is a type of fiction that often defies common sense and creates an entirely new world through the manipulation of language. Often it constructs then deconstructs the very meaning of words and, through this process, reveals how arbitrary the semantics (or meaning) of language can be.
22 ★ The poem must continually balance between sense and nonsense; it must remain logical, even though it may at first appear completely illogical ★ made-up words and simple rhymes with a general lack of meaning; This nonsense poem was selected to bring across sensory images. The porcupine quills appeal to touch, pickled spice appeals to the sense of taste. Secondly the poem was selected to facilitate cooperative group work. The students will be required to work in groups, examine the poem and draw a picture of the most fascinating part of the poem. A third reason for selecting this nonsense poem is that it can be used as a platform to form a discussion about a balanced diet. The students would look at the foods that are mentioned in the nonsense and add foods that will create a balanced diet. Formulate a meal plan reflecting the components of a balanced diet.
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25 A Limerick is a poem that is made up of five lines in a single stanza with an AABBA rhyme scheme, and whose subject has a short, pithy tale or description. Limericks follow a pattern. In a limerick, the first, second and fifth lines have the same rhythm and rhyme. The 3rd and 4th lines rhyme with each other too. Characteristics of Limerick: ★ The first, second, and fifth lines must have seven to ten syllables while rhyming and having the same verbal rhythm. The third and fourth lines only have to have five to seven syllables and have to rhyme with each other and have the same rhythm. ★ The first line of a limerick poem usually begins with 'There was a....' and ends with a name, person or place. ★ Lines 1 and 2 must rhyme with each other ( last word of each line). ★ The last line of a limerick is normally a little far fetched or unusual. ★ A limerick should have a rhyme scheme of AABBA: ★ Lines 3 and 4 are usually shorter than the first two lines. They must rhyme with each other too (not lines 1 & 2). ★ Line 5 is usually longer than lines 3 and 4, has the same length as lines 1 and 2 and should rhyme with lines 1 and 2. ★ This means lines 1,2 and 5 rhyme and lines 3 and 4 rhyme. Also, lines 1,2 and 5 should have 7 – 10 syllables and lines 3 and 4 should have 5 – 7 syllables
26 This limerick was selected because 1. Students will get a chance to communicate their ideas freely. This poem will create an avenue for a discussion about sources of protein placing emphasis specifically on poultry. 2. Secondly this poem can aid in the assessment after teaching capitalization. The students could identify the words in the poem that were capitalized and say why.
27 3. Thirdly the students could do a creative presentation by dramatizing a scene with a turkey trying to escape the Thanksgiving feast.
28 According to Writers.com, a free verse poem is a poem that doesn’t rely on any particular form, meter, or rhyme scheme, yet still conveys powerful feelings and ideas. It is “free” only in a relative sense. It does not have the steady, abstract rhythm of traditional poetry. Free verse became current in English poetics in the early 20th century. Free verse is often used by poets to create meaning from chaos, letting language develop new forms, ideas, and images. Free verse is a form of poetry that lacks a consistent or prescribed meter and rhyme scheme. It offers poets the freedom to experiment with various structures and allows for a more organic expression of ideas and emotions. Characteristics of Free Verse: Here are some characteristics commonly associated with free verse poems: ★ Absence of Formal Structure: Free verse poems do not adhere to traditional poetic forms such as sonnets or haikus. They lack a consistent meter, rhythm, or rhyme scheme, providing poets with more flexibility and freedom in crafting their work. ★ No Set Meter or Rhyme Scheme: Unlike traditional poetry forms that rely on specific patterns of rhyme or meter, free verse does not have a predetermined rhyme scheme. Poets can choose to include rhyme if they wish, but it is not a requirement. ★ Varied Line Lengths: Free verse allows poets to experiment with different line lengths. Lines can be long or short, depending on the desired effect and emphasis. This flexibility in line length contributes to the overall rhythm and pacing of the poem. ★ Focus on Natural Speech Rhythms: Free verse often mirrors the rhythms of everyday speech. It aims to capture the natural flow of language and the cadences of conversation. This lends a sense of authenticity and informality to the poem.
29 ★ Emphasis on Imagery and Figurative Language: Free verse poems often employ vivid imagery, metaphors, similes, and other forms of figurative language. Since free verse lacks the formal constraints of rhyme and meter, poets can experiment with language and use evocative imagery to convey their message. ★ Unique Structures and Patterns: While free verse lacks a fixed structure, poets may still employ certain patterns or techniques within their work. This can include repetition, parallelism, alliteration, assonance, or other devices to create a sense of cohesion and musicality. ★ Focus on Emotional and Expressive Power: Free verse poetry often aims to convey intense emotions and personal experiences. Without the restrictions of form, poets can explore a wide range of themes and subject matter, allowing for a more direct and powerful expression of feelings. ★ They do not follow a proper rhyme scheme; these poems do not have any set rules. ★ This type of poem is based on normal pauses and natural rhythmical phrases, as compared to the artificial constraints of normal poetry.
30 1. This poem was selected as it can be used as an introductory activity talking about fruits and their nutritional value. Students will listen to the poem then tell which fruit the poem is about. 2. It can also be used to teach adjectives. Students will be allowed to use different adjectives to describe their favourite fruit. 3. This poem can be used to teach the punctuation mark “comma.” students will view the poem and look at how the comma is used. Teacher will engage students in a discussion about the use of a comma.
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33 Haiku is a traditional form of Japanese poetry consisting of three lines. While haiku typically follows a 5-7-5 syllable pattern in Japanese, in English, it often adheres to a shorter structure with fewer syllables. Characteristics of Haiku: Here are some characteristics of haiku: ★ Structure: Haiku consists of three lines, typically with a total of 17 syllables or fewer in English. The lines are arranged in a 5-7-5 syllable pattern, although this can be adapted in English to capture the essence of the form. ★ Nature and Seasonal Themes: Haiku traditionally focuses on capturing the essence of nature and its seasons. It often highlights the beauty of natural phenomena, landscapes, plants, animals, or the changing seasons. These themes reflect the strong connection between humans and the natural world. ★ Observational: Haiku aims to convey a singular moment or observation. It often captures a fleeting experience, emphasizing simplicity, mindfulness, and an awareness of the present. It focuses on expressing a single sensory or emotional experience rather than telling a story. ★ Imagery: Haiku relies heavily on vivid and evocative imagery. Through carefully chosen words and phrases, it creates a sensory experience for the reader, allowing them to visualize and connect with the scene described.
34 ★ Use of Contrast and Seasonal Words: Haiku often incorporates contrasting elements or juxtapositions to create a sense of surprise or evoke deeper meaning. It may also include kigo, which are words or phrases associated with particular seasons, adding depth and context to the poem. ★ Minimalism: Haiku values simplicity and brevity. It aims to convey deep meaning and evoke emotions using a minimal number of words. Haiku poets strive to capture the essence of a moment or scene in a concise and impactful manner. ★ Present-tense and Objective Language: Haiku typically uses present-tense verbs and avoids personal or subjective statements. It aims to present the observed scene objectively, allowing readers to engage with the experience directly. ★ Emotion and Reflection: While haiku tends to be concise and objective, it also invites readers to reflect on the presented scene or moment. It may evoke emotions, provoke contemplation, or invite the reader to find deeper meaning beyond the words themselves. ★ These characteristics help shape the essence of haiku and distinguish it as a unique form of poetry, emphasizing the beauty of nature, the fleeting nature of existence, and the power of a single captured moment. ★ It contains three lines. ★ It has five moras (syllables) in the first line, seven in the second, and five in the last line. ★ It contains 17 syllables in total. ★ A Haiku poem doesn't rhyme. ★ Haiku poems frequently have a kigo, or seasonal reference. ★ Haiku poems are usually about nature or natural phenomena.
35 ★ The poem has two juxtaposed subjects that are divided into two contrasting parts 1. This poem was selected as it can be used to engage students in a discussion about Unhealthy foods such as fast food. 2. This poem can also be used to teach ‘opposites.’ Students will be asked to identify the words that are opposite in meaning from the poem. Example: good and bad 3. This haiku can be used to teach syllabication to struggling readers in the grade 5 classroom. To commence the lesson the teacher could initiate an activity where the students look at a projected form of the haiku and try to count all the syllables in the poem. The students will be required to count the syllables in each line and identify the pattern in the poem.
36 The title of this original poem is Apple or Plum by Samantha Mckenzie. It is a nursery rhyme poem. A nursery rhyme is a simple traditional song or poem for children. By Samantha Mckenzie One, two, three Which fruit will it be?
37 Rose apple, star apple, pineapple or plum They all suit my tummy tum tum Four, five, six Which one will I pick? Soursop, sweet sop, mountain sop or cherries? I’ll take any one but not strawberries. The title of this original poem is Lament of a Mango written by Onecia Shakes. This is a ballad poem. A ballad is a poem narrating a story in short stanzas.
38 By Onecia Shakes There once was a mango that was clad in gold, It sparkled and shone in the heat and in the cold. Each morning it peeped, Down the gully so deep It shook and swayed and dipped and danced As the wind blew aggressively it rocked and pranced. This mango was filled with pride, It blushed and smiled from side to side. Sometimes the leaves gave it a cool shade When over its golden skin they swayed. The mango knew it would soon be time, For someone to come and start to climb,
39 They may use a stick or a stone or even a brick. The mango hoped and prayed, His dreams had started to fade. He knew his dear life was now at stake Oh please hungry children just give me a break. I’ll take a chance to live until I’m old All the mangoes before me had stories left untold. You may think I’m just a fruit But this is the truth I have the right to enjoy my life I should not be subjected to sharp teeth or knife They will not allow me to turn brown Or get soft and fall to the ground Now this was it The mango clenched it lips A child came with a long stick.
40 The mango’s dreams and aspirations Were eventually sent on a permanent vacation. There came a group of hungry boys With sticks and stones and no toys One aimed and fired The stone stripped the golden attire The mango fell He had no more stories to tell He became a source of vitamin C What is to be must be The golden mango no longer lived in that tree.
41 Reference Page Glatch, S. (2022, October 18). How to write a free verse poem. Writers.com. https://writers.com/how-to-write-a-free-verse-poem Young Writers. (2023). Anthology. https://www.youngwriters.co.uk/info/other/poetry-terms/anthology Nemeroy, H. (2023, June 9). Poetry - Poetry and prose. Encyclopedia Britannica. https://www.britannica.com/art/poetry/Poetry-and-prose Samantha. (2021, April 13). Are nursery rhymes really poetry? NurseryRhymeCentral. https://nurseryrhymecentral.com/are-nursery-rhymes-really-poetry/#google_vignette Glatch, S. (2022, September 20). What is a narrative poem? Definition and examples. Writers.com. https://writers.com/narrative-poem-definition https://study.com/academy/lesson/what-is-a-ballad-definition-examples-quiz.html Turito. (2023, February 28). Ballads. https://www.turito.com/learn/english/ballads-grade-6 Nonsense verse. (2023). www.dictionary.com. https://www.dictionary.com/browse/nonsense-verse
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