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Old MacDonald
had a farm…

(EE-I-EE-I-O)

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And on his farm he has a

POETRY

(EE-I-EE-I-O)

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POETRY FOR
CHILDREN
AND
ADOLESCENT
LESSON 1

S
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HERE’S OUR LEARNING OBJECTIVES

01 Be able to define poetry and it’s types

02 Be able to appreciate poetry for children and adolescent

03 Be able to examine and interpret the content of a particular

composition

04 Be able to create a poem for children and adolescent

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●Genre of literature that utilizes an artistic use of sound devices and

figurative language to paint meaningful pictures and meaning.
●Evokes an emotional response through the use of creative language and
symbolism.
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●Poetry is vital for young readers since it helps them to enjoy reading
through the use of rhythmic patterns. Poetry develops children’s essential
skills and makes them potential strong leaders and writers.

Why teach
poetry?
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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
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General Characteristics of Poetry

●Grouping of ideas into stanzas
●A limited number of words
●Aesthetic appeal
●Creative expression of feelings, imaginations,
and meaning
●Needs more reading and reflecting
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TYPES OF POETRY FOR CHILDREN AND

ADOLESCENTS

NURSERY HAIKU LIMERICK CALLIGRA

RYHME M POEMS
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TYPES OF POETRY FOR CHILDREN AND

ADOLESCENTS

NARRATIVE KENNING FREE VERSE SONNET

POEMS POEMS
 NURSERY
RYHME
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NURSERY RHYME
●Are part of the oral traditions presented in short verses or songs that are often
memorized or sung by children.
●Mostly marked by rhymes and rhythm but vary in style, tone and theme.
● The popularity of nursery rhymes coincided with the rise of popularity of children’s
literature, especially during the 18th and 19th centuries.
Are ubiquitous part of children’s literature
●They are intended for pre-school children or those who are not yet attending schools to
introduce sounds and syllables in developing their listening of familiarization with words
in a creative way, learning the alphabet and improving the children’s speaking skills.

/yo͞oˈbikwədəs/
present, appearing, or found everywhere
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• 1 for Sorrow • Georgie Porgie • Old King Cole • There Was A Crooked Man
• 1 Misty Moisty Morning • Go To Bed First • Old Mother Goose • There Was a Little Girl
• 1 Potato, 2 Potato • Go to Bed Late • Old Mother Hubbard • There Was An Old Woman
• 1, 2 Buckle My Shoe • Going on a Bear Hunt • Once I Caught a Fish Alive • Three Blind Mice
• 10 Little Indians • Golden Slumbers • Pat-A-Cake • To Market, To Market
• 2 Little Dickie Birds
• Good Advice • Pease Porridge • Tom, Tom, the Piper’s Son
• 5 Fat Peas
• • Goosey, Goosey, Gander • Peter Piper • Tommy Tittlemouse
5 Fingers
• 5 Little Pigs (This Little Pig) • • Peter, Peter, Pumpkin-Eater
Head, Shoulders, Knees and Toes • Twinkle Twinkle Little Star with Actions
• A Candle • Hey Diddle Diddle • Pitter-Patter, Pitter-Pat • Wee Willy Winkie
• A Cat Came Fiddling • Hickory Dickory Dock • Pop Goes the Weasel • Where is Thumbkin?
• A Was an Apple Pie • Horsey, Horsey • Pussy-Cat and Queen • Who Killed Cock Robin?
• A Week of Birthdays • Humpty Dumpty • Queen of Hearts
• A-Tisket A-Tasket • Hush-a-bye Baby • Rain, Rain, Go Away
• About the Bush • I Had a Little Hen • Ride a Cock Horse to Banbury Cross
• Are You Sleeping • I Had a Little Hobby Horse • Ride Away, Ride Away
• As I Was Going to St Ives • • Ring Around the Rosy
I Had a Little Puppy
• Baa Baa Black Sheep • I Hear Thunder • Robin Redbreast
• Bedtime • If Wishes Were Horses • Rock-A-Bye
• Billy, Billy • It’s Raining, It’s Pouring • Roses are Red, Violets are Blue
• Birds of a Feather • Jack and Jill • Row Your Boat
• Bunnies • Jack Be Nimble • Rub-A-Dub-Dub
• Chop Chop Choppity Chop • Lavender’s Blue • See-Saw, Margery Daw
• Cock-A-Doodle-Doo • Little Bo-Peep • Shoeing
• Coffee and Tea • Little Boy Blue • Simple Simon
• Curly-Locks • Little Jack Horner • Sing a Song of Sixpence
• Do Your Ears Hang Low? • Little Kitty • Star Light Star Bright
• Doctor Foster Went to Gloucester• Little Miss Muffet • Teddy Bear, Teddy Bear
• Dreams • • The Clock
London Bridge Is Falling Down
• Eeny, Meeny • Mary Had a Little Lamb • The Hobby Horse
• Fears and Tears • Mary, Mary, Quite Contrary • The Man in the Moon Came Down Too So
• Frere Jacques • My Mother Said on
• Friday Night’s Dream • Now the Day Is Over • The Man in the Moon Looked Down From
the Moon
• The Man in the Wilderness
• The Man in the Wilderness
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• Traditional Japanese poetry written in tight syllabic structures with 17

syllables in three lines
• 5 -7 5 rule
• Do not usually rhyme and are written primarily in the present tense
• Ideal for third graders, esp. in emphasizing syllabication

Not only that reading haiku

allows the students to be exposed
to a short and less complicated
form of poetry, it also helps them
exercise creativity and practice
the use of language in writing
short poetry.
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THE OLD POND

Matsuo Basho
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life’s little, our heads

sad. Redeemed and v wasting clay
this chance. Be of use

LINES ON A SKUL
Ravi Shankar
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LIMERICK
li·mr·uhk
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●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, published a
volume of limericks entitled A Book of Nonsense in
1846.
●The book contained 117 limericks, most of them
intentionally silly“

Limerick is a humorous type of short poem,

it seeks to entertain readers.
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●A limerick is a five-line poem that consists of

a single stanza, an AABBA rhyme scheme, and
whose subject is a short, pithy tale or
description.
●Most limericks are comedic, some are
downright crude, and nearly all are trivial in
nature.

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Limericks follow a very strict

composition structure.

Traditional 1. Consist of a single stanza 

2. Consist of exactly five lines 

Limericks: 3. Employ one rhyme on the first, second, and

fifth lines 
4. Employ a second rhyme on the third and
fourth lines
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Limerick No. 91 Limerick No. -

There was a Young Lady of Russia, There was an Old Man with a beard,
Who screamed so that no one could hush her; Who said, 'It is just as I feared!
Her screams were extreme, Two Owls and a Hen,
No one heard such a scream, Four Larks and a Wren,
As was screamed by that lady of Russia. Have all built their nests in my beard!

Hickory Dickory Dock

Hickory, dickory, dock.
The mouse ran up the clock.
The clock struck one,
The mouse ran down,
Hickory, dickory, dock.
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•Created not only to be read and spoken, but

also viewed and admired.
CALLIGR •Invented by Guillaume Apollinaire in 1918,
anchored on Greek words, “calli” or beautiful
AM and “gram” means “something written,”
•Create visual impact, create shape.
POEMS •AKA shape poems or concrete poems which
represents the topic of the poem
•Appealing and popular among adolescents
Calligram poems link visual and literary art
•Helps unlock creativity
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Choose a topic / theme

List all words that are associated with the
theme
Try to pair words that rhyme
Arrange words to form a shape or image related
to the topic
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NARRATIVE POEMS
● Narrates a story
● Contains a beginning, told by narrator, features elements of story,
written in verse and contains meter and rhyme; although some
narrative poems are written in blank verse
● Traditional uses ABCB rhyme scheme
● Contains figurative language
● Designed to be read aloud with emotion

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Narrative Poems
• Great pieces to reinforce student’s
understanding of the elements of the
story in poetry

• Also serves as good materials for dramatic

performances
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•Are children’s literature 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 a person

KENNING
ANKLE BITTER, BOOKWORM
• The compounds of kenning poems are associated with the
attributes of the original nouns or related to the
POEMS metaphorical meaning of the words thus a kenning poem is
referred to as compressed metaphor.
• Contain two words that are joined by a hyphen (--)
• Usually a combination of the noun and noun or noun and
verb
Generally describe an object in detail the characteristics of
which is similar to riddles
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KENNING
Mind’s worth: honor 
POEMS feature
Bait-gallows: hook 
unique use of
Whale-road: the sea
words to describe
Valley-trout: serpent 
an alternative,
Wave-swine: ship 
richer meaning,
Sea-steed: ship
making a language
Heaven-candle: sun 
more animated and
Blood-worm: sword 
helps students
Blood-embler: axe 
acquire broader
Spear-din: battle 
vocabulary.
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FREE VERSE
● Free in form, translated from the French word “vers libre”
● Walt Whitman wrote poems with irregular meters – his style became
a standard in 20th century
● Do not follow specific rhythmic patterns or rhyme schemes.
● Although there are no specific rules followed in writing free verse, it’s
it’s still uses literary devices such as alliteration, assonance, internal
rhyme repetition and metaphor.

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FOG GRIEF IS MY COMPANION

(Carl Sandburg) (Kelly Roper)

"The fog comes Grief is my companion Since your death, I’ve

on little cat feet. It takes me by the hand been lost in the fog
And walks along beside me Too burdened with sorrow
It sits looking in a dark and barren land. and care.
over harbor and city How long will this lonesome People tell me my sadness
on silent haunches journey last? will fade
and then moves on." How much more can my And my tears will reach
weary heart bear? their end
Grief and I must complete
our journey
And then maybe I’ll find
happiness again.
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•Writing free verse gives students more freedom to structure

that forms which is their words your opportunity in conveying
the message

free
•It allows the students to practice using poetic devices and
pattern elements of sound choices of words phrases and
sentences.
VERSE •Teaching free verse include oral reading analyzing sound devices
imagery and themes and free verse writing
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SONNET
saa·nuht
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SONNET
● Originated in Italy in the 13 century by the Italian poet Francesco Petrarch
th

● Popularized by English poet Shakespeare, Milton, and Donne

Petrarchan,
● One of the eldest and most traditional types of creative writing
Shakespearean,
MAIN
Spencerian
TYPES
● Consists of 14 lines compilation of octave or two quatrains of eight lines and a
sestet or a stanza of six lines
● 14 lines consist of iambic pentameter, with 10 syllables per line in cricket link to
the rhyme scheme
RHYME
ABAB, CDCD, EFEF, GG
v SCHEME
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SONNET X / DEATH BE NOT PROUD HOW DO I LOVE THEE (Sonnet 43)

(John Donne) (Elizabeth Barren Browning)

Death be not proud, though some have called thee How do I love thee? Let me count the ways.
Mighty and dreadfull, for, thou art not soe, I love thee to the depth and breadth and height
For, those, whom thou think'st, thou dost overthrow, My soul can reach, when feeling out of sight
Die not, poore death, nor yet canst thou kill mee. For the ends of being and ideal grace.
From rest and sleepe, which but thy pictures bee, I love thee to the level of every day’s
Much pleasure, then from thee, much more must flow, Most quiet need, by sun and candle-light.
And soonest our best men with thee doe goe, I love thee freely, as men strive for right;
Rest of their bones, and souls deliverie. I love thee purely, as they turn from praise.
Thou art slave to Fate, Chance, kings, and desperate men, I love thee with the passion put to use
And dost with poyson, warre, and sicknesse dwell, In my old griefs, and with my childhood’s faith.
And poppie, or charmes can make us sleepe as well, I love thee with a love I seemed to lose
And better than thy stroake; why swell'st thou then? With my lost saints. I love thee with the breath,
One short sleepe past, wee wake eternally, Smiles, tears, of all my life; and, if God choose,
And deathSonnets
shall be no are
more;good material
death, thou shalt die for teaching adolescents
I shall because
but love thee better after death.of their
poetic nature and style in writing.
(Think outside the box and read between the lines) Sonnet express deep
emotions with themes. Reading and writing sonnets will develop student’s
poetic inclination and abilities in writing.
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LET’S HAVE AN ACTIVITY.

Choose the letter of the correct answer.

Column X Column Y
1. Link visual and literary art; not only to be read and spoken, but
viewed and admired as well.
A. NARRATIVE POEM
B. CALLLIGRAM POEM 2. One of the eldest and most traditional types of creative writing
C. KENNING POEM consisting of 14 lines
D. FREE VERSE
E. NURSERY RHYME 3. part of the oral traditions presented in short verses or songs that are
F. LIMERICK often memorized or sung by children
G. SONNET
4. humorous type of short poem, it seeks to entertain readers

5. written in verse and contains meter and rhyme; although some of it are
written in blank verse
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Create a Haiku and choose your topic. (5 points)

L
Love
P
Pain
C
Course

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LET’S HAVE AN ACTIVITY.

Choose the letter of the correct answer.

Column X Column Y
1. Link visual and literary art; not only to be read and spoken, but
viewed and admired as well.
A. NARRATIVE POEM
B. CALLLIGRAM POEM 2. One of the eldest and most traditional types of creative writing
C. KENNING POEM consisting of 14 lines
D. FREE VERSE
E. NURSERY RHYME 3. part of the oral traditions presented in short verses or songs that are
F. LIMERICK often memorized or sung by children
G. SONNET
4. humorous type of short poem, it seeks to entertain readers

5. written in verse and contains meter and rhyme; although some of it are
written in blank verse
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THIS IS OUR TEAM!

Krystelle Kiara Kate

BSED – 2B BSED – 2B

CHILDREN AND ADOLESCENT LITERATURE – ENG219

MS. CAMILLE JOY AGLINAO

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THANK
YOU!
Do you have any questions?