DOCUMENT RESUME CS 213 948 ED 359 556 Ediger, Marlow AUTHOR Middle School Pupils Write Tankas. TITLE PUB DATE 93 NOTE 5p. Teaching Guides (For Classroom Use PUB TYPE Guides Descriptive (141) Reports Teacher) (052) MF01/PC01 Plus Postage. EDRS PRICE Elementary School Students; Intermediate Grades; DESCRIPTORS Junior High Schools; Junior High School Students; Lesson Plans; Literature Appreciation; *Middle Schools; *Poetry; Student Writing Models; *Writing Instruction *Middle School Students; Tanka IDENTIFIERS ABSTRACT Middle school pupils tend to enjoy writing verse containing a selected number of syllables per line. A student teacher taught a unit on poetry writing which included a section on writing tanka verse--a 5-line form with five, seven, five, seven, and seven syllables per line. After discovering the characteristics of a tanka from a model, the class as a whole wrote a tanka. Next, students wrote a tanka with a peer, and shared some of their feelings when working with other pupils. Interest remained high as learners read their tankas to others in the classroom. Finally, students wrote tankas as a homework challenge--and 23 of 25 students brought tankas to school. Writing tankas can be one means of having learners develop their own ideas and put them into print. (SR) ***::******::**:.**'.%::*:,**Y.VA:.****1** ) Reproductions supplied by EDRS are the best that can be made from the original document. '*********************************************** 1,:c****Y ::**;:** / U S DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE THIS Ofike d Ectucattonal Research and improvement MATERIAL HAS BEEN GRANTED BY EOUCATIONAt. RESOURCES INFORMATION CENTER IERICI N,c-kA0 Y-c1.0Y Cs" th.S CIOCUrnahl has been ,e0r0Ch/Ced as received from the person or otgaruzhon or.9.11:11.OQ .1 C Wilco Changes have been made to .morove reproduction chanty Ppms of view Or opmons stated in this docu TO THE EDUCATIONAL RESOURCES "'lent 00 not necessarily reOfsen1 OUiCial 0 RI positron or policy .NFORMATION CENTER ;ERIC) MIDDLE SCHOOL PUPILS WRITE TANKAS , BY DR. MARLOW EDIGER, PROFESSOR OF EDUCATION NORTHEAST MISSOURI STATE UNIVERSITY, KIRKSVILLE Middle school pupils tend to enjoy writing verse containing selected number of syllables per line. A student teacher (ST) supervised by the writer taught a unit on `Writing Poetry.' One section of the unit stressed middle school pupils writing tanka verse. These learners previously had written haiku with its five- seven- five Sequentially, two more sequence in syllables per line respectively. lines are needed in the writing of tankas with seven additional syllables for each of two lines of verse. Thus a tanka has a five- seven- five- seven- seven number of syllables for each sequential line of poetry. To introduce the lesson, the ST read a tanka she had written. The tanks read as follows; Winter Long cold nights are here The short daylight hours capture The sun's rays always People dress warmly in time Liking the joyous season. the ST copied After reading the poem with proper voice inflection, the poem on the chalk board. Learners were asked to describe the poem of silence as in terms of its characteristics. There were moments learners pondered over the description. One pupils stated there was no rhyme in the poem. All seemed to notice that the poem contained five It took approximately two minutes for one learner to notice that the lines. first three lines were a haiku. He was puzzled over the remaining two lines. The ST had pupils notice how many syllables there were in each of the last two lines. With careful counting on their fingers, pupils responded with seven syllables for each of the last two lines of the poem. The ST then stated that the entire poem was a tanka. Learners asked if they could write a tanka with the class as a whole being involved. The ST asked what the contents of the poem should be about. Two learners suggested the title to be "Snow." The rest of the class agreed to the Pupils then brainstormed the lines for the pewit After suggested title. pupils came up with the following tanka; much deliberation, SNOW Chilling in the wind Heavy flakes of frozen rain Numbing the cold hands scenic Sights are beautiful, A wonderful world, behold! Pupils came up with some relevant statements pertaining to the writing of tankas. These were the following; I think of rhyme so often when writing poetry. 1. It is difficult to write anything when putting in so many syllables 2. per line. I like to write all types of verse and tanka gives me a unique way 3. of thinking about creativity. A gifted pupil make this evaluative statement. I then need to come up with a 4. Tanka writing makes me think. certain number of syllables for each line of written content. 5. We should write a tanka in a small group or committee setting. Learners then wished to write tankas with a peer. This was easily arranged since learners had just started working with a different peer Quickly and quietly, pupils seemingly were thoroughly yesterday. Not often does one see all peer groups on involved in tanka writing. task. Enthusiasm appeared to be high. One tanka that two involved peers brought to the writer was the following; HOLIDAYS Bright lights in the cold Hovering in the cold snow Eager for the feast Gifts, wrapping, joy, happiness I love this time of the year! shared some of their feelings when working velh one other Pe . cs pupil. They felt that It is much easier to share ideas for writing a tanks with one 1. other pupil than with the class as a whole. Learning is fun when working with a peer. 2. 3. We should write more poetry. It would be enjoyable to write a poem with a different peer. The 4. that made this statement mentioned he had thoroughly enjoyed pupil working with the peer in writing the just completed tanka. The former is highly accepting of others. 5. We would like to read our poem to others and have them share their tankas with us ( this came from the peer group expressing the idea.) Interest continued to be high as learners read their tankas to others in the classroom setting. At random, the writer picked the following tanka representing peer writing that was shared orally with others in the classroom; Night Long hours of night time Cold weather howls in the air My bedroom is warm Gifts lie wrapped under the tree I can't wait for Christmas clay! Writing poetry as homework has fascinated many pupils provieing that readiness for the activity is in evidencl. The ST had pupils suggest the chalkboard. These titles were printed on titles for additional tankas. The completed write a tanka as homework. The ST challenged pupils to the next two weeks. The to the classroom within poems could be brought surprised when 23 of 25 learners ST and the coopering teacher were work with Most wanted to share their returned their homework challenge. feel of sharing time may not others. A shy pupil at the beginning once a few However, orally to peers comfortable reading his/her poem communicate learner also feels a need to pupils share ideas, the shy the tanka. One been written and in this case with others that which has with classmates; pupil shared the following Walking in Snow I like to see snow It quickly swirls in the air Round and round it goes How quickly can it all end? Wait until the summer months. In Closing be one creatively. Writing tankas can Pupils tend to enjoy writing ideas and putting the learners develop their very own means of having experiences for subject matter Pupils need readiness content in to print. syllabication write tankas with its acquisition, as well as skills to forms of syllables adequately, other If pupils cannot hear requirements. found that stressed. However, the ST creative writing should be if they are not the learn about syllables even learners are very willing to is clear to pupils, If the goal in tanka writing most proficient in doing so. creatively. be put forth in writing maximum effort may well 5