It doesn’t have to rhyme…
2 January 2008Add to My Folder
Kevin McCann offers some inspiring ideas to get even the most nervous writers creating some magical poetry
Ask an adult to write a poem and they’ll want to know what their objective is. Ask a child and they’ll say: “How long’s it got to be? Does it have to rhyme? How do I start? Is this the right spelling?” All these questions are designed to postpone the moment of putting pen to paper. They are prompted by a fear of failure (the root cause of writers’ block). But this can be overcome. Here’s how.
Never begin with just a title. Children, like adults, need the security of recognisable patterns or structures. The simplest of these is the List poem.
I often start with The Treasure Chest (see Literacy Time Years 1 & 2, Issue 27, November 2006 – activity sheet downloadable from the website). I invite the children to imagine a Treasure Chest that is bigger on the inside than the outside (a bit like Dr Who’s TARDIS®), and ask them to list all the things they would like to find in it, putting each new thing on a new line. There are no wrong answers. Unlike maths (where 3×4 always equals 12), the chest contains whatever they want it to.
I also (at this stage) gently discourage rhyme. If your first line is ‘A pair of golden scissors’, for example, that’s probably as far as you’re going to get. Go on, how many rhymes for ‘scissors’ can you think of? But if you abandon rhyme so your first line is followed by ‘A dragon roaring’, ‘Harry Potter’s Spell Book’ and ‘A ladder to the moon’, the list will grow and grow.
And if I’m asked: “How do you spell…?”, my response is: “This is a first draft. Spell it how it sounds and we’ll make corrections later.” This is not laziness. It’s the way I write myself and it encourages both spontaneity and self-confidence.
You might also like to consider (if you have access) making use of ICT. At the simplest level, you could simply allow the children to type up their finished poems (which usually means it’s going to be a long day). Alternatively, you could let them write directly onto the PC. This can encourage less confident children to write more, as mistakes like forgetting to go onto a new line, or spelling errors, can now be easily rectified. Presentation can also be improved by the use of different fonts and typefaces, centring or the addition of some colour. You could even introduce one of the basic notions of concrete poetry – ie, the shape/size of the word on the page illustrates its volume/sound. Simply put, a BIG word is loud, a small word is quiet.
Individual poems can be printed and either presented as a wall display, bound as a class anthology or seen by each child as page 1 of their own individual anthology. Or even all three.