Creating found poetry from picture books

Students select and read a picture book and afterwards create “found poetry” based on the picture book.

A lesson plan for grade 7 English Language Arts

By Barbara Groome and Jo Peterson Gibbs

Learn more

• Elements of Poetry An extensive online glossary of poetic terms
• virtuaLit: Elements of Poetry A glossary of the common poetic terms with more in-depth definitions

Related pages

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• Observing connections: Art, poetry and the environment (Lesson 1): Students will explore the poem of Pat Lowery Collins, “I Am An Artist” and create their own poem from what they see and experience. They will then illustrate their poems with a visual design. This is the first lesson in a series of three in which students are creating art based on their observations: Observing Connections —Art, Poetry, and the Environment (Lesson 1); Observing Connections—Changing Landscapes (Lesson 2); Observing Connections—North Carolina Pottery and Face Jugs (Lesson 3)
• Poetry from prose: A different kind of "book report": Students use a word-processing program to write a poem that summarizes important themes or events central to the plot of a novel. Once the poem is proofread, students type the poem according to specific directions. They then print their work and illustrate over or around the writing for an illustrated "book report." Students incorporate details from the novel in their writing and in their illustrations of their poems. In this way, students focus on the themes or events in the novel that appeal to them most -- the ones they feel are most important to the novel's meaning.

Related topics

• Learn more about children's literature, found poems, language arts, poetry, and writing.

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Learning outcomes

Student will identify poetic elements and strong word choice in a picture book to create “found poetry” based on a picture book.

Teacher planning

Time required for lesson

5 hours

Materials/resources

• You will need an ample supply of picture books from your Media Center. I selected one of my favorite picture books, My Great Aunt Arizona by Gloria Houston, to use as a sample.
• Students should have pencil, paper, solid colored paper, and colored pencils.
• You will need large sheets of paper about the size of poster board, and markers.

Technology resources

Internet sources could be used to locate a concise list of frequently used poetic elements if you do not have one readily available.

Pre-activities

• Students should have a base knowledge of locating poetic elements in poems and using poetic devices in their own writing.
• Tell students that “found poetry” is simply poetry that is found in any writing that inspires a reader to create his/her own thoughts in poetic verse. It is acceptable to use the picture book author’s language, images, and observations about life. Although the writer may draw on the language of the author and rearrange it and add language of their own, they ultimately create NEW poetry which is the students’ own work.

Activities

Class 1

1. Teacher introduces the concept of “found poetry” to the students. “Found” poetry helps students identify the author’s style through word choice and poetic elements.
2. Teacher walks students through their poetry writing project by first reading for pure enjoyment the picture book, My Great Aunt Arizona, by Gloria Houston (or any favorite picture book of the teacher).
3. Instructor places students into six groups and gives each group a large piece of paper and a marker. As he/she re-reads the picture story book, each group is to listen for and write down on their piece of poster board the following information:
   • Group 1: Setting This group will take note of the setting and descriptive words (adjectives) the author uses to describe the setting of the story.
   • Group 2: Character(s) This group listens for adjectives and phrases the author uses to describe the characters — both physically and personally.
   • Group 3: Plot This group takes notes on the sequence of events and verbs used as the story is being re-read.
   • Group 4: Vocabulary/Word Choice This group notes powerful words the author uses and writes them down on their paper.
   • Group 5: Repetition, Rhyming, and Parallel Structures This group listens for words, phrases or sentences the author repeats, as well as any rhyming the author uses throughout the story.
   • Group 6: Poetic Elements This group listens for other poetic elements, such as similies, personification, and hyperboles the author uses in the story.

   While the teacher is reading, it may be helpful for him/her to help the groups with their task as she reads the second time.

4. After the second reading of the story, groups share their information and other students can help add to their notes. These large pieces of paper are then taped to the walls to refer to as the whole class creates a sample “found poem.”
5. On an overhead projector or white board, an eager student can write while the instructor orchestrates and students together create a “found poem” based on the story and notes from the groups. This may sound a bit unstructured but students will “get into it” and you will be surprised by the poem you will create from the story and their notes!

Class 2

Now that the students have an understanding of a “found poem” and how to create one, students can be divided into pairs or small groups. Each pair will select a picture book to form the basis for their “found poetry.” First, students should read the book for pleasure, and then reread the book, taking notes on the story in each of the six categories, looking for words they want to be sure to include in their poem.

Class 3

1. Students and teacher can create a rubric for the “found poem” before the poems are written. Here are some suggestions. A found poem should:
   • Reflect the picture book story.
   • Use some familiar language from the story.
   • Be concise.
   • Show student individuality and creativity.
   • Include at least four, well-developed stanzas of six to eight lines each.
2. Students begin writing their “found poem” in class. Once completed, poems are peer-edited.

Class 4

Students complete their peer editing and write their final poems on plain paper, and illustrate or adhere images appropriate for their “found poems.”

Class 5

Students share their poems orally in class.

Assessment

I suggested that the teacher and students together create a rubric for assessing their “found poems.” In addition, students in the audience may assess their peers both for the poem and the presentation. The instructor may use both the rubric and peer review in formulating a final assessment.

Supplemental information

“Wondrous Words” by Katie Wood Ray has good examples of picture books with strong word choice.

Comments

Students, even older students, love picture books. By giving students a chance to read picture books and creatively respond, students will enjoy working together and sharing stories they love. At the same time, they will practice poetic writing.

This activity can also be used to study the word choice and poetic elements used by writers of prose fiction and non-fiction.