Creative
Writing
and
Literature
Denise
Thompson
BA
Ed.
Education
Unlimited
Copyright
:
Education
Unlimited
www.educationunlimited.webs.com
No
part
of
this
book
may
be
reproduced
without
permission.
Denise
Thompson
BA
ed.
Florida
Certified
Educator
K­9
For
use
by
families,
cooperatives
and
classes.
Table
of
Contents
Introduction
­
How
to
teach
creative
writing
and
literature.
Lesson
One
:
Rhyming
Robert
Frost­
The
Road
Not
Taken
Lesson
Two
:
Imagery
William
Wordsworth
­
I
wandered
Lonely
as
a
cloud
Lesson
Three
:
Personification
Carl
Sandburg­
Fog
&
Summer
Grass
Lesson
Four
:
Metaphor
Emily
Dickinson:
Will
there
really
be
a
morning?
Lesson
Five:
Rhythm
Henry
Wadsworth
Longfellow­
Paul
Revere’s
Ride
Lesson
Six
:
Repetition
Walt
Whitman­
O
Captain,
My
Captain
Teaching
creative
writing
and
literature.
Part
One:
Reading
and
Writing.
Some
children
love
to
write
and
some
are
terrified
of
writing...
In
my
experience,
however,
all
children
love
to
hear
stories
read
aloud,
and
can
enjoy
simple
poetry.
It
is
through
this
process,
the
process
of
hearing
literature
read,
that
we
capture
their
interest
in
writing
and
build
their
confidence
with
literature.
When
we
look
at
the
barriers
to
effective
reading
and
writing
skills,
there
is
a
combination
of
factors.
Vocabulary,
phonics,
comprehension,
and
reading
fluency
need
practice.
Difficulties
in
these
areas
can
be
barriers
to
reading
and
writing.
In
order
to
improve
these
skills,
first
we
need
to
help
build
the
student’s
self­
confidence
and
enjoyment
of
the
written
word.
We
have
to
motivate
them
to
WANT
to
learn
to
read
and
write
well.
Developing
a
rich
oral
vocabulary
is
of
primary
importance,
and
will
naturally
improve
phonic
skills,
comprehension
and
fluency
in
reading
and
writing.
This
students
develop
through
listening…
Storytelling
is
an
age­old
tradition
in
most
cultures.
In
our
society,
we
have
too
often
relied
on
television
and
computers
to
share
our
legends
and
pass
on
our
traditions.
It
is
time
to
reclaim
enjoyment
of
the
written
word.
Even
teenagers
enjoy
stories,
so
it
is
never
too
late
to
read
aloud
as
a
family.
“What
should
we
read?”
I
hear
you
ask.
Depending
on
the
age
of
the
child,
start
with
fairytales,
fables,
and
children’s
books
of
all
types.
Read
often
and
frequently,
and
certainly
every
day.
If
time
is
a
factor
get
books
on
tape,
but
try
to
be
in
the
room
so
that
you
can
share
the
stories
together.
Put
recorded
stories
on
in
the
car,
and
take
advantage
of
your
captive
audience.
Read
together
before
bed
and
enjoy
that
shared
together
time.
Read,
read,
read…
everyday.
Enjoy
the
journey,
Denise
Thompson
Lesson
One
:
Rhyming
What
is
rhyming?
A.
Words
that
rhyme
have
a
similar
ending
sound.
Sometimes
they
are
written
in
pairs
and
are
called
couplets.
“I
think
that
I
shall
never
see
A
poem
lovely
as
a
tree.”
(Trees)
Joyce
Kilmer
(1886­1918)
B.
Poems
are
often
written
in
stanzas,
which
are
like
paragraphs.
Rhyming
words
may
alternate
in
a
set
pattern.
Notice
the
alternating
rhyming
pattern.
(Each
rhyming
sound
gets
its
own
letter.)
“The
little
toy
dog
is
covered
with
dust,
(a)
But
sturdy
and
stanch
he
stands;
(b)
And
the
little
toy
soldier
is
red
with
rust,
(a)
And
his
musket
molds
in
his
hands.”
(b)
(Little
Boy
Blue)
Eugene
Field
(1840­1895)
C.
Rhyming
words
occur
in
the
last
word
of
each
sentence.
They
do
NOT
need
the
same
spelling,
just
the
same
ending
sound.
“Serene,
I
fold
my
hands
and
wait,
(a)
Nor
care
for
wind
nor
tide
nor
sea;
(b)
I
rave
no
more
‘gainst
time
or
fate,
(a)
For
lo!
My
own
shall
come
to
me.”
(b)
(Waiting)
John
Borroughs
(
1837­1921)
D.
Rhyming
words
can
be
in
pairs
or
alternate.
These
rhyming
words
are
in
pairs.
“Will
you
walk
into
my
parlor?”
said
he
spider
to
the
fly;
(a)
“Tis
the
prettiest
parlor
that
you
ever
did
spy.
(a)
The
way
into
my
parlor
is
up
a
winding
stair,
(b)
And
I
have
many
things
to
show
when
you
are
there.”
(b)
(The
Spider
and
the
Fly)
Mary
Howitt
(1799­
1888)
Robert
Frost
Born
in
San
Francisco,
Robert
Frost
loved
nature.
For
ten
years
he
worked
as
a
farmer,
writing
at
night.
After
spending
time
in
England,
where
his
writing
was
well
received,
he
returned
to
America,
to
write
and
teach
in
New
England.
He
became
a
challenging,
witty
and
sometimes
grouchy
college
teacher.
His
students
loved
him.
He
won
four
Pulitzer
prizes
and
became
one
of
America’s
most
popular
poets.
The
Road
Not
Taken
Two
roads
diverged
in
a
yellow
wood,
(a)
And
sorry
I
could
not
travel
both
(b)
And
be
one
traveler,
long
I
stood
(a)
And
looked
down
one
as
far
as
I
could
(a)
To
where
it
bent
in
the
undergrowth;
(b)
Then
took
the
other,
as
just
as
fair,
And
having
perhaps
the
better
claim
Because
it
was
grassy
and
wanted
wear,
Though
as
for
that
the
passing
there
Had
worn
them
really
about
the
same,
And
both
that
morning
equally
lay
In
leaves
no
step
had
trodden
black.
Oh,
I
marked
the
first
for
another
day!
Yet
knowing
how
way
leads
on
to
way
I
doubted
if
I
should
ever
come
back.
I
shall
be
telling
this
with
a
sigh
Somewhere
ages
and
ages
hence:
Two
roads
diverged
in
a
wood,
and
I,
I
took
the
one
less
traveled
by,
And
that
has
made
all
the
difference.
Robert
Frost
(1874‐1963)
Understanding
poetry
Vocabulary:
1. Diverged
–
going
in
different
directions
2. Undergrowth­
vegetation
in
a
forest
3. Fair­
attractive
4. Claim­
right
to
use
5. Wear­
to
be
used
6. Trodden­
stepped
on
7. Marked­
remembered
it
8. Doubted­
unlikely
9. Sigh­
deep
exhalation
10. Hence­
in
the
future
11. Difference­
made
a
change
Summary:
A
traveler,
passing
through
woods
comes
to
a
fork
in
the
road.
He
must
choose
which
way
to
go.
He
would
love
to
travel
both
roads,
but
can
choose
only
one.
Finally,
he
decides
to
take
the
road
that
has
been
traveled
on
less
often,
because
it
looks
more
interesting,
being
grassy
and
in
need
of
use.
He
hopes
to
return
another
day,
to
try
the
other
road,
but
knows
he
likely
never
will.
He
takes
the
more
interesting
but
difficult
path,
and
this
makes
a
difference
in
his
life.
Analysis:
This
poem
has
a
simple
rhyming
scheme
(abaab),
with
five
lines
per
stanza.
Frost
wrote
this
poem
for
a
friend
who
often
agonized
over
decisions.
The
theme
of
the
poem
is
about
making
choices.
Frost
wrote
that
he
might
look
back
on
his
choices
with
a
sigh,
but
those
choices
made
his
life
unique…