Other poems not related to the historical theme will be drawn upon during this time period. Some which I will use include "Winter Poem," by Nikki Giovanni, "Hey Black Child," by Useni Eugene Perkins, "Time to Play," by Nikki Grimes, "To Catch a Fish," by Eloise Greenfield, and "Greenfield Rap," by Sharon Jordan Holley. They were selected because they are fun and easy for students to relate to and understand. These are part of a group of poems I have collected over the years, but any interesting, preferably light, poems, which the teacher may select, will serve the purpose of introducing children to poetry and some of its basic characteristics. Each will be presented, have their content discussed, and be read orally.
It is at this point that students will begin to examine some of the elements that make poetry distinctive from prose. After appropriate explanation and examples, pupils should be able to identify ending rhyme, some internal rhyme, alliteration, metaphors, repetition, rhythm, and descriptive language in the above-mentioned poems and others that they read. The texts of Kenneth Koch listed in my bibliography, especially,
Making Your Own Days
, clearly present the basic elements of poetry, which the teacher will need to convey to students. I will stress only those listed above. Though I want them to look for more than rhyming lines in a poem, I don't want an overemphasis on poetic elements to discourage natural interest and spontaneity.
Students will now begin to write simple poems based upon the suggestions made by Koch in his books, especially in
Wishes, Lies, and Dreams
. Approaches will include developing the following structures presented by Koch: "I wish _____," "I use to ____ But now ____," "A ___ is like ___, and it was like ___." Gradually, they will be encouraged to expand their initial creations through the inclusion of more poetic elements or further development of those, which they have already used. Students will also be encouraged to write poems similar to those being discussed in class, but actual lessons will require the same basic approach with which Koch begins.
In late October or early November, poems read and discussed will relate directly to time periods in African American History. The same general approach will be followed: introduction of the specific poem and possibly its poet, discussion of the poem, including its relationship to the historical topic or individual being covered in class, oral reading of the poem by students, group and individual, using the poem as motivation for each student to write poems to the class. Not every poem presented should require a related student poem. Each teacher must decide for the individual class how many are appropriate, but I think two for each historical period covered should be a minimum. The individual teacher must also determine which and how many poems will be presented in each period. Depending on my group, I plan to use most of the piece mentioned in the unit.