My Poetry Book Miss Cantillons Form – Fill Out and Use This PDF

My Poetry Book

Table of Contents

Acrostic Poems ..................................................................................................

Alphabet Alliteration........................................................................................

Cinquain.................................................................................................................

Color Poem...........................................................................................................

Concrete Poem...................................................................................................

Creature Alliteration .....................................................................................

Five Senses........................................................................................................

Haiku....................................................................................................................

Who-What-When-Where-Why ...................................................................

Other Poems I Wrote....................................................................................

Poems I Like by Other Writers...................................................................

Self Reflection & Critiques Sheet...............................................................

Grading Sheet...................................................................................................

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Poetry Unit Requirements

1.You will be writing and reading lots of different types of poems. Your overall grade will depend on the number of poems you write, the illustrations, and on their quality. See the grading chart to determine the number of poems you must write to earn points.

2.Final copies of poems should be word processed on the computer or handwritten in your neatest writing. If you hand-write your poems, pencil is preferred since spelling is expected to be perfect on the final copies.

3.Write one poem per sheet of paper. Include the name of the type of poem at the top of each page. Do not use the back of the paper.

4.Each poem must include a colored illustration. Illustrations may be hand drawn or printed from a computer clip art program.

5.You will create your own poetry book cover. You may hand draw this or create it using the computer. Include a title for your poetry collection, your name, 5th grade, and the year. There must be an illustration or clip art added to the cover.

6.When you finish your poetry book and it is bound together, you will be asked to share it with several people. Each of these people will write a few comments about your poems and then sign the critiques page.

7.You will also be asked to write a self-reflection “feelings” paragraph on the critiques page. Include items such as: Did you have fun writing the poems? Which poems were your favorites? Did your mind change from the beginning of the unit to the end? Include any other comments or feelings you have about poetry.

8.The most important part of this project is to have fun with poetry and be creative!

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Acrostic Poem

Acrostics are poems that go down and across. The poems don’t have to rhyme, and they can have as many words as you like. You can choose any subject you like, even your own name. Highlight or make

the word you chose bold in some way.

Here are some examples:

C runchy, munchy

O h, so sweet

O odles of chocolate and nuts

K ids love them!

I like to eat them hot from the oven

E veryone waits for them to cool.

Jumps high

Over the high jump bar

Highest on the team

Never a bad attitude

Nice to everyone

Yes, he’s a great kid!

Soccer player extraordinaire

Many animal pets at home

Intelligent, especially at math

Ten years old on May 12th

He likes to write Acrostic Poems!

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Alphabet Alliteration Poem

In alliteration, each important word in the line begins with the same letter. These poems end up being crazy, nonsense poems. Use your imagination and alliteration skills to write three words for each alphabet letter. If you want to, write longer alliteration phrases.

First word: an adjective (word describing a noun)

Second word: a noun (the subject - the person or thing)

Third word: a verb (showing the action that the subject does).

For example:

A wesome ants ache

B ony baboons bake

C razy cats crawl

Dizzy dogs drool

Eager egrets eat

Ferocious ferrets fake

.etc.

Zippy zebras zoom

… or if you are feeling creative, make them longer and more interesting!

Artistic anteaters ate anchovies in the afternoon in autumn Beastly bears begged for bamboo and bread with butter Costly critters cut catnip for crying cats top chew Desperate dingoes dig for dinosaur bones using dull diggers

.

.

. etc.

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Cinquain Poem

“Cinq” means “five” in French. A cinquain is a special kind of five-line poem with a very strict form.

Line 1 One word – the subject of the poem

This word is a noun.

Line 2 Two words describing the title

These words are adjectives, words that describe the noun

Line 3 Three words expressing action

These are verbs that tell what the noun in line one does. Separate the verbs with commas.

Line 4 Four words expressing a feeling

This can be a short phrase or a series of words.

Line 5 One word that is another word for the subject

This should be a synonym for the subject

Here are a couple of examples:

Motorcycle

Noisy, fast

Racing, climbing, crashing

Fun on two wheels

Dirt bike

Eyes

Large, mysterious

Watching, rolling, blinking

Tell more than words

Vision

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Color Poem

Color poems use your imagination and senses to investigate a subject. The focus of the poem is on using similes and metaphors. Similes compare two unlike things using with words “like” or “as.” For example: "The lake is like a whirlpool". Metaphors are like similes without using the word "like" or “as”. They state that one thing is something else. An example of a metaphor is “The lake is a whirlpool.”

Directions:

Line 1: ________ (color) is __________________________________________

Line 2: ________ (color) is __________________________________________

Line 3: ________ (color) is __________________________________________

Line 4: ________ (color) is __________________________________________

Line 5: ________ (color) smells like ___________________________________

Line 6: ________ (color) tastes like ___________________________________

Line 7: ________ (color) sounds like ___________________________________

Line 8: ________ (color) looks like ____________________________________

Line 9: ________ (color) feels like ____________________________________

Line 10: ________ (color) makes me ___________________________________

Line 11: ________ (color) is _________________________________________

Example:

Blue is the color of the sky.

Blue is the waves in the ocean crashing against the shore. Blue is the feeling I get sometimes when I’m sad.

Blue is the icy color of glacial snow.

Blue smells like freshly washed bed sheets. Blue tastes like blueberry Kool-Aid.

Blue sounds like jets soaring through the clouds.

Blue looks like the clear waters of the Hawaiian waters as I’m snorkeling. Blue feels like the snow on my face while I’m skiing at Mt. Hood.

Blue makes me want to put on my coat, hat and gloves. Blue is my sister’s favorite color.

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Concrete Poem

A concrete poem, or shape poem, is written to represent objects that they describe. The poem can be written in the shape of the object. Artwork adds to the visual effect of this type of poem.

Examples:

A

triangle reminds me

of a mountain when we go skiing on Mt. Hood

I am full of information.

I like to be read, but don’t tear me or fold my pages!

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Creature Alliteration Poem

This type of poem makes use of alliteration to describe a creature. It is a humorous, whimsical form of poetry. The main words in each line will all begin with the letter you choose to alliterate. Each line of the poem (except line 1) should have at least 4 words alliterating with the letter you chose. Do not repeat alliterating words you have already used. The use of a dictionary is especially helpful in writing this type of poem.

Directions:

Line 1. Name your creature (add –ian to the end of the word) Line 2. Tell 4 alliterating words about where your creature lives. Line 3. Tell 4 alliterating words about what your creature eats. Line 4. Tell 4 alliterating words what your creature likes.

Line 5. Tell 4 alliterating words about something about your creature. Line 6. Tell 4 alliterating words about something your creature did to you.

Example:

This is a recatarian.

A recatarian lives on really ridiculous rectangular ranches in rural Russia. A recatarian rudely eats rice, raspberries, radishes, roots, and rhubarb. A recatarian likes rusty things, Rhode Island, rottweilers, and ravens.

A recatarian wore a rickety pair of roller blades and rafted down the roaring Roseburg River.

My recatarian rolled red roses over the rug in my room and ruined it.

Another example:

This is a principalian.

Principalians live in perfect, purple pyramids on the plains of Peru. Principalians politely eat pudding pops, and pickled pig feet with pepper

on plates while drinking Pepsi. They also love pepperoni pizza. Principalians poke peas with pencils, ponder perplexing puzzles, and

perform procedures on penguins.

Principalians pose for pictures while printing poetry, practice perspective and paint pottery. They persuade people to purchase perfume.

This principalian prescribed a painless pill for me and panicked when I pretended to perish.

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Five Senses Poem

Five senses poems use your senses to study or investigate a subject. The focus of the poem is on using similes. Similes are comparisons between two unlike things using with words “like” or “as.”

Directions:

Line 1. Tell what color an emotion or idea looks like to you.

Line 2. Tell what the emotion or idea tastes like (imagine it has a taste).

Line 3. Tell what the emotion or idea sounds like.

Line 4. Tell what emotion or idea smells like.

Line 5. Tell what the emotion or idea looks like.

Line 6. Tell how the emotion or idea makes you feel.

Examples:

Summer is yellow.

It tastes like lemonade.

It sounds like kids splashing in a lake.

It smells like dandelions.

It looks like boating.

It makes me feel overjoyed.

Rain is clear.

It tastes like water.

It sounds like pounding on your windows.

It smells like fresh pine trees.

It looks like dew drops on plants.

It makes me feel cool.

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Haiku Poem

Haiku is a form of ancient Japanese poetry. The poems are often written about things in nature or seasons. They are also written about emotions or feelings about something. Haiku poems are not written as complete sentences. They are more often written as short thoughts and capitalization and punctuation is up to the writer.

Haiku follows this form:

Line 1) 5 syllables

Line 2) 7 syllables

Line 3) 5 syllables

Include images that appeal to the five senses. What colors do you see? What sounds can you hear? What is the taste of the image? What smells do you notice? How does it feel? Since you are very limited in the number of syllables you can use, try not to repeat words and limit the use of unimportant words.

Here are some examples:

Waking up to chirps

Birds singing in the morning

Beautiful bird songs

The evening sun sets

Brilliant colors glimmering

Beautiful sunsets

Yellowstone, geysers

Mud pots, geysers, and camping place for nature

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Who-What-When-Where-Why Poem

(W-W-W-W-W Poem)

Who, what, when, where, why poems should be five lines long. The poem should tell a story or give a strong picture of someone or something. Each line should answer on of the “w” questions in the order

listed above. When you read the poem, it should sound like two sentences put together.

Examples:

“Politics”

WHO: A famous Senator

WHAT: shook hands and ate lunch

WHEN: last week

WHERE: at a restaurant in town.

WHY: He raised money for his campaign.

“Waiting”

WHO: The old man

WHAT: sat alone

WHEN: on a sunny summer afternoon

WHERE: on his front porch.

WHY: He was enjoying the breeze and drinking iced tea.

“Getting Ready” WHO: I

WHAT: prepare for the race by running five miles

WHEN: every morning before school

WHERE: around the neighborhood.

WHY: You should always be prepared.

Miss Cantillon’s Class

Fifth Grade Poetry 2007

POETRY UNIT GRADING SHEET

Type of Poem			1 Poem		2 Poems	3 Poems		4 Poems
			Written		Written	Written		or More
Acrostic			4	5		6
Alphabet Alliteration			7	8		9
Cinquain			4	5		6
Color Poem			4	5		6
Concrete Poem			4	5		6
Creature Alliteration			7	8		9
Five Senses			4	5		6
Haiku			4	5		6
Who-What-When-Where-			4	5		6
Why
Other Poems I Wrote			4	5		6
Poems I like by Other			4	5		6
Writers
Add all points earned from poems written (above) Total: _________
Required Elements	Needs				Satisfactory		Excellent
	Improvement
Poetry Book Cover			3		4			5
Table of Contents			3		4			5
Self Reflection &			3		4			5
Critiques
Illustrations &			3		4			5
Aesthetics
Spelling Accuracy			3		4			5
Neatness of Written			3		4			5
Work
Turned in on Time			3		4			5

Add all points earned from other required elements (above) Total: _________

TOTAL POINTS EARNED: ________________

Comments:

Miss Cantillon’s Class

Fifth Grade Poetry 2007

Miss Cantillon’s Class Fifth Grade Poetry 2007