Level: Intermediate (grades 3-6)

Objectives

• Write a choral poem
• Experiment with different types of choral reading
• Understand and apply expression, fluency, and rhythm in writing and reading poetry

Introduce the Poetry
Choral poetry evolved in ancient Greece from lyric poetry (poetry written to music). It was originally performed with musical accompaniment at religious festivals and important family functions. Traditional choral poetry was performed by two groups of people who worked as a team to design, write, and musically perform an expressive poem. Modern choral poetry can be written to express feelings, opinions, points of view, etc. The poems are generally short and designed to be read aloud by two or more people in a group setting. Additionally, choral poetry can be adapted and performed using existing poetry and stories (in the public domain), such as select fables and nursery rhymes.

Teach the Poetry

• Write examples of poems that can be read in the choral format on the board or overhead projector, or hand out a copy of the samples page.

Three Little Kittens

Three little kittens  They lost their mittens, And they began to cry. So sad.	Student 1 Narrator
Oh, mother dear, We sadly fear, Our mittens we have lost. So bad.	Student 2 Narrator
What? Lost your mittens, You naughty kittens! Now, you shall have no pie. So mad.	Student 3 Narrator

Mary Had a Little Lamb

Mary had a little lamb, Its fleece was white as snow; And everywhere that Mary went The lamb was sure to go.	Entire Class Student 1 Entire Class Student 1
It followed her to school one day, Which was against the rules; It made the children laugh and play To see a lamb at school.	Entire Class Student 2 Entire Class Student 2
And so the teacher turned it out, But still it lingered near; And waited patiently about Till Mary did appear.	Entire Class Student 3 Entire Class Student 3
Why does the lamb love Mary so? The eager children cry; Why, Mary loves the lamb, you know, The teacher did reply.	Entire Class Entire Class Teacher

• Engage students in a conversation about the many ways to read choral poetry. Use the examples provided to experiment with different ways of reading Mary Had a Little Lamb and Three Little Kittens (Mix and match choral reading formats according to your class size, student ability, etc.) Formats to consider, include:

In unison: The teacher and the class read the poem together.
With an echo: One person reads a line or phrase and the group repeats (echoes) it.
In groups: Two or more groups take turns reading different parts of the poem.
One line per reader: Each reader is given a line or two to read.
Adding on: One person or group starts reading, and another person or group joins in with each new line or section.

• Explain that in Three Little Kittens, the poet added a narrator's voice to the poem. Ask students why the author might have done this (to express the mood in each section of the poem (sad, bad, mad). Explain that in choral poetry it is okay to modify the original poem if it adds to the poem's meaning, provides a different point of view, or makes the poem easier to read as a group.

Model Writing a Choral Poem

• Provide additional samples of nursery rhymes. As a class, choose a nursery rhyme and work together to rearrange the rhyme to be read according to one or more of the formats previously discussed (in unison, with an echo, in groups, one line per reader, and/or adding on). Model reworking and rewriting the poem on the board or overhead as necessary. (For example, you may use colors to represent different readers, or arrange the poem in columns according to the different reading parts, add a narrative voice, include an opinion, and so on.)
• Variation: Short fables and folktales can also be adapted to fit the choral poetry format. As a class, choose a favorite fable or folktale (The Ant and The Grasshopper, The Tortoise and the Hare, Billy Goats Gruff, etc.) and rearrange and rewrite it to be performed as a choral poem.

Presentation: Expression, Fluency, and Rhythm

• Explain that in choral poetry poets must pay special attention to the way the poem is read and performed. This is because the presentation adds to the understanding and meaning of the poem.
• Review the definition and function of the following terms. Model their application as necessary:

Expression: Personal feeling and emotion expressed in the reading of a poem; provides interest to a choral poem. (To check for understanding, have individual students reread the Narrator's part in Three Little Kittens, varying the expression, tone, volume and emotion in their voice as they read. Discuss how varying expression while reading affects the meaning of the poem.)
Fluency and Rhythm: Ease with which a poem is read and the flow of rising and falling sounds; is achieved with reading practice. (To check for understanding, have individual students reread the Student's voices in Three Little Kittens, varying the pace of their reading and stressing different words as they read. Discuss how pace and emphasis on certain words can add, change, or detract from the poem's message.)

• Have pairs or groups of students practice reading Mary Had a Little Lamb, experimenting with expression, fluency, and rhythm as they read.

Poetry Practice

• Have groups of students choose one of the samples of nursery rhymes provided earlier. Have them work together to compose and present a variation of their chosen poem.
• Encourage students to rewrite or rework their poems as necessary--adding words, phrases, opinions, etc. Remind them that they should have a reason for making their changes (to improve readability, to show opinion, to add or change meaning, and so on).
• Allow plenty of time for students to practice and perfect their poems.
• Have students perform their poems for the class.

Extend the Activity

• Have pairs of students select a current event or controversial subject and work together to compose an original choral poem. Each voice in the poem should express one side of the argument or controversy. For example, if a pair of students were to write about extending the bedtime hour at their house, one student might write and read the voice of the parent, while the other might write and read the voice of the child. Students should use what they know about poetry, expression, fluency, and rhythm to compose and present their poems.
• Have pairs or groups of students select a favorite book. Have them work together to write and perform a choral poem that expresses the different points of view of the characters in the book. Have them think about the character's feelings, appearance, voice, and movements as they write and perform their character's part.
• Have students share and perform their poems with as many different audiences as possible.