Resources

Getting Creative - Resources for Kids

Having problems getting creative with your work? Some of Australia’s leading writers have been there! Click on each of the authors below to see their suggestions.

An Easy Way to Write a Poem by Sally Murphy – author of Pearl Versus the World and 2011 Awards Judge.

How to Write a Good Poem by Lorraine Marwood – Winner Prime Minister’s Literary Award Children’s Category for Star Jumps. Lorraine was also a 2006 Awards Judge.

What Will I Write About by Dee White –author of Letters to Leonardo and Harry's Goldfield Adventure.

The Seven R’s by Libby Hathorn - author of Zahara’s Rose and The Great Big Animal Ask.

Mentoring Kit Lorraine Marwood and Clare Saxby combine their talents to provide a Mentoring Kit: A Guide for Young Poets.

Poetry in the Classroom – Resources for Teachers

Teacher’s Notes (in PDF format) by Di Bates with a contribution from Lorraine Marwood.

Using Pirozzo’s Grids

An Introduction by Catriona Coote

Educational consultant and former Science teacher, Ralph Pirozzo’s aim was to use Bloom’s Taxonomy and Gardner’s Intelligences to create a teaching/learning activity grid. By using the grid, as these teachers have done, it’s possible to design an exciting range of co-operative learning activities that engage students across a variety of learning styles.

To see Pirozzo’s sample grid click here

Now ... how to adapt the sample programmes to your class:

Identify “core” (teacher taught/guided) activities which are compulsory to all students. These can be highlighted in a particular colour.
Decide how many “elective” (independent or small group) activities you want your student/s to complete and from which taxonomies (e.g. “six activities, at least one of each from applying, analysing, creating and evaluating”).

Pirozzo’s Grid is particularly useful for developing IEPs – the activities can remain the same, just alter the contract requirements for individual students according to ability/need. Each activity within the matrix can be allocated a particular weighting towards the final mark. By giving heavier weight to higher level thinking tasks, students are encouraged to challenge themselves.

Design a contract that suits your students and get them to sign it. (See sample contract in the Year 7/8 Extension English unit – link below).

Ensure that students understand the thinking tools designated in particular activities (see key below). For Pirozzo’s full “Thinking Tool Kit” and more details on those listed below, see his various publications: http://www.pli.com.au/publications.htm

Thinking Tools Key

BROW – Brainstorm, Read, Organise, Write
LDC – Like, Dislike, Challenging, Changes
LEAP – Listen, Enjoy, Analyse & Arrange, Perform
PMI – Plus, Minus, Interesting
PNQ – Positives, Negatives, Interesting
TAP – Think All Possibilities
Venn Diagram – Compare & Contrast
Y-chart – looks like, sounds like, feels like
X-chart – looks like, sounds like, feels like, thinks like
T-chart – use shape of T to divide page; left column is ‘in support of proposition’, right column ‘negating proposition’
GUTSOAP – get under the skin of another person

Year 5 Poetry by Henrietta Miller

Poetry Stage 3 by Michele Beach

Poetry Year 7/8 (Including Learning Contracts) by Vicki French

Protest Poetry and Songs Stage 5 (Year 9) by Sandi Butler

Poetry – Student Choice of Poet Year 9 by Di McGowan

Poetry Writing for Home Schoolers by Janelle McDonald

Attention teachers, if you have anything that might help the teaching of poetry in the classroom please let us know dorotheamackellar@bigpond.com