Poetry for Children

and Adolescent
 It is a genre of literature that

Poetry utilizes an artistic sound devices

and figurative language to paint a
meaningful pictures and
meaning.
It is vital for young readers since
it helps them to enjoy reading
through the use of rhythmic
patterns.
Teaching poetry is necessary for
every classroom. It aids students
in understanding ideas and
respect different perspectives.
 The General Characteristics of Poetry
 Creative way of writing and expressing and does not necessarily follow strict grammatical structures;

Deliberate rhythmical patterns and metric structures (in traditional poetry);

Stronger visual characteristics with a deliberate line break;

Apparent use of sound devices;

Grouping of ideas into stanzas;

A limited number of words

Aesthetic appeal;

Creative expression of feelings, imaginations, and meaning; and

Needs more reading and reflecting.

Types of Poetry for Children and Adolescent
• Nursery Rhymes are part of the
oral traditions presented on
short verses or songs that are
often memorized or sung by
children.
• Its popularity coincided with the
rise of popularity of children's
literature , especially during the
18th and 19th centuries.
• They are intended for pre-
school children or those who
are not yet attending schools
to introduce sounds and
syllables in developing their
listening or familiarization.
• Often illustrated which allows
better cognition among
children.
Haiku
• A traditional Japanese Poetry written in
tight syllabic structures with seventeen
(17) syllables in three lines.
• There are five syllables in the first line,
seven syllables in the second line and
five syllables in the third line.
• Do not usually rhyme and written
primarily in in present tense.
• It is ideal for first and third
grade especially in
emphasizing syllabication.
• Exposing children to haiku
will also give them a good
perspective on other
cultures especially of the
Japanese.
 Limerick
• Can be traced back to the early 17th
century as preserved folk songs
whose popularity increased during
the 18th century.
• It was popularized by the British poet
Edward Lear who is considered the
father of limerick. He featured
seventy-two(72) limericks in his
published book “The Book of
Nonsense”
• Limerick is a humorous type of short poem; it
seeks to entertain readers.
• It has five lines with the rhyming scheme
“aabba”.
• The dominant meter for limerick is anapestic
with metrical fee in the third and fourth lines “ da
dum da da dum”
• The first, second, and fifth lines have three
anapests”da dum da da dum da da dum”
• They also contain seven to ten syllables with the
expected verbal rhythm.
Calligram Poems
• A type of poem created not only to be read and spoken
but also viewed and admired.
• The term calligram was invented by Guillaume
Apollinaire in 1981, anchored on Greek word “calli” or
beautidul and “gram” means “something written”.
• This unique feature of the calligram makes this type of
poem appealing and popular among adolescents.
• It helps students to be creative in the use of words,
rhythmic patterns, and figurative
• To write a calligram poem, students can choose a topic
or theme and list all words associated with the theme.
• Try to pair words that rhyme and arrange the words to
form an image that is related to the topic.
Narrative Poems
• A type of poem that narrates a story.
• Like a story it contains a beginning. It features the elements
of the story that includes character, conflict, plot and the
theme.
• It is written in verse and contains meter and rhyme; although
some narrative poems are written in blank verse.
• Traditional narrative poems uses the ABCD rhyme scheme.
• Narrative poems are designed to be read aloud and with
emotions.
• This exposes students to poetry and enhances their creativity,
vocabulary command, and writing skills.
Kenning Poems
• Originally from the Old Norse verse. Features poetic
compounds or the combination of two words to form a poetic
expression that points to a thing or person.
• It contains two words that are joined by a hyphen and are
usually a combination of noun and noun or noun and verb.
• It makes a language more animated and help students
acquire broader vocabulary.
• To train students kenning poems, teachers can start by
asking them to think of a series of kenning about a particular
word and develop them into a piece of poetry.
 The Seafarer
“May for my own self song’s truth reckon,
Journeys jargon, how I in harsh days
Hardship endured oft.
Bitter breast-cares have I abided,
Known on keelmany a care’s hold.
And dire sea-surge, and there I oft spent.

That the on dry land loveliest liveth

List how I, care-wretched, on ice-cold sea
Deprived by my kinsmen
Over the whale’s acre, would wander wide
Eager and ready, the crying lone-flyer
Whets for the whale-path the heart irresistibly
Free Verse
• Free in form translated from the French word “vers libre”.
• Walt Whiltman who wrote poems with irregular meters, and
his poetic style became a standard in the 20th century.
• It doesn’t follow specific rhythmic pattern or rhyme schemes.
• Writing free verse gives students more freedom to structure
their poems and choose their words more opportunity in
conveying their message.
• Techniques in teaching free verse include oral reading,
analyzing sounds devices, imagery and themes , and free
verse writing.
Sonnet • Originated in Italy in the 13th century by the Italian poet
Francesco Petrarch and popularized by English poets
William Shakespeare, Milton and Donne.
• It is one of the eldest and most traditional types of
creative writing.
• It consist of fourteen lines, a combination of octave or
two quatrains of 8 lines and a sestet or a stanza of six
lines.
• With ten syllables per line intricately linked to the rhyme
scheme. The rhyme scheme is “abab, cdcd, efef, gg” and
the final part of a sonnet is two lines long called the
couplet which is rhymed “gg”
• It allows students to think outside the box and read
between the lines.
• Furthermore, sonnets express deep emotions with themes
including faith, love, desires, suffering and hope.
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