Josie June 2016.jpg

TEACHING  POETRY

By Josie Whitehead

GETTING THE CHILDREN ACTIVELY INVOLVED WITH THE POEM

I'LL WALK ALONG THIS BEACH AGAIN

1    Give the children things to listen out for: eg in the poem 'I'll Walk Along This Beach Again,' write down some of the words which speak about the beach, eg - beach, shore, golden sand, wasvelets, rocks.  Some will write one thing, whilst another will write something else, of course.

2   Tell them how poets sometimes 'personify' a poem with words connected with human movements or human actions, eg - The wavelets 'dance' across the sand.  Listen carefully for others.  See if they hear the word 'caress'.  Perhaps this needs explaining.

3   Listen for the name of the bird in the second verse.  What is he doing?  Explain what the word 'scout' means.

4   Three words which describe movement of the feet: walk, scuff the feet; clamber (over rocks).

5   Some things which the writer feels or tastes: the salty air; the breeze upon the cheek; the sand beneath the feet; the hard rocks.  Things which she sees: the cormorants; sea treasures; sea anenomes; limpets; the waves/wavelets; golden sand; trails of footprints etc.

6     You can ask them to talk bout the difference between walking over sand compared to walking over pebbles.  What can you do with sand according to the poet?  (Scuff the feet, make footprints, watch the sea go into the footprints etc).

7    Read the poem to them again, stopping at the rhyming words to givem the chance to think of them.  Then ask one person to supply the word.

8   You can also ask them what other words describe actions: eg Clamber over rocks.  You could say 'climb'.  Read the line, substituting the word in the poem.  Why hasn't the writer used this word?  Perhaps it is because it upsets the rhythm/metre.  Here is a good opportunity to go over metre and get the children to clap in time with the metre of the poem.

 

I'll WALK aLONG this BEACH aGAIN

 Where  WAVES carESS the SHORE. 

 

Two rhyming lines with four heavy beats on each line = iambic tetrameter.

i AM i AM i AM i AM

Well before they get to the point where they are doing all of this above, let them love my poem by listening to me reading it a few times, and then reading it themselves, putting lots of expression into their voices and then let them RECITE the poem, or part of it, throwing their voices clearly across the classroom and making sure that everyone can hear every word clearly.

                                                                                               Josie