BJU Press Blog

Teaching Elementary Poetry Writing (Printable)

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Have you ever read a poem and felt like what you were reading was a Jackson Pollock splatter painting in words? All that most of us can remember about studying Emily Dickinson’s poetry in high school is reading a bunch of words that are somehow supposed to make sense together but don’t—or perhaps the teacher’s explanation of how the poet’s choice of a certain color expresses her sorrow over a particular event in her life that seems completely unrelated to the poem.

If you’re about to start teaching your child to write poetry, you may be looking back at your past experiences with poetry and asking yourself two questions: why and how?

Why should I teach elementary poetry writing?

Writing poetry teaches your child to use creative description.

Forget splatter paintings and layered meanings. In its simplest form, poetry is about description. It’s using words to express a feeling or an idea in such a way that readers can’t help but say, “Yes, that!” whether or not they’ve experienced that feeling or idea before.

This kind of description is by nature concise and precise. It’s concise because using fewer words eliminates distractions, and it’s precise because in order to create the clearest pictures, words must rely on their exact meanings.

How should I teach elementary poetry writing?

There are hundreds of poetry forms to choose from, in addition to free verse, but one of my favorite forms and one of the easiest to start with is the diamante. Using it encourages your child to start mastering the conciseness and precision necessary in poetry. You can find examples of the diamante in chapter 6 of English 5 Student Worktext.

The diamante is a shape poem that highlights similarities and contrasts. Though it is seven lines long, it only has sixteen words—six nouns, six verbs, and four adjectives. The first line gives a noun that contrasts with the noun in the last line. The second line gives two adjectives that describe the first noun. Line three gives three verbs (ending in –ing) that show the action of the first noun. Line four gives four nouns, two of which rename the first noun, and two of which rename the last noun. Lines five and six mirror lines two and three, except they describe the last noun, not the first. So it comes out looking something like this:

Fire
angry, orange
glowing, snapping, blistering
tongues, ashes, flurries, icicles
glistening, cracking, aching
sad, blue
ice.

Have your child create her own diamante poem that hopefully looks more like a diamond by using this printable template.

Find more diamante poems in the English 5 Student Worktext.

Tour These Homeschool Spaces

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Tour These Homeschool Spaces

Whether your kids work at the kitchen table or in a dedicated homeschool space, you’re probably always looking for creative ways to stay organized. Here are some of our favorite homeschool room designs, ideas, and hacks from Christian homeschool mom bloggers.

Mandy, who wrote for the blog Biblical Homemaking, takes organization and design to a new level with her creative homeschool room. Her blog no longer exists, but you can see how her homeschool room accommodates four kids working at the same time in the picture below!

Biblical Homemaking homeschool room

Erica from Confessions of a Homeschooler enjoys the “school at home” style for her boy and girls. A dedicated homeschool space in her basement is as well equipped as any modern classroom. Check out the tour!

Confessions of a Homeschooler homeschool room

Lara from Everyday Graces takes a warm and cozy approach to her homeschool room. (We love the reading nook!) Check out her comfortable and welcoming room for her boys here!

Everyday Graces homeschool room

I hope you enjoyed these ideas. Share your homeschool space ideas in the comments below!

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How to Create Your Own Grading Rubric for High School (Printable)

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Grading Rubric

Grading a high school writing project can be more than a little confusing. Outside of simple grammar problems, there are a lot of different things to look for in an essay. A grading rubric is an invaluable assessment tool that gives you objective standards to assess your child’s writing. Teacher’s editions for BJU Press writing and grammar textbooks do provide general rubrics for all high school writing projects, but you may have other more specific goals for your student’s writing, such as

  • strong verb usage,
  • greater sentence variety,
  • natural sentence flow, and
  • avoiding passive voice.

Your child might benefit from a rubric specifically designed for him that focuses on what he struggles with in his writing. Being able to create your own grading rubric gives you control over what is emphasized in each assignment.

For example, your ninth-grade student has difficulty with sentence variety even though he has a good vocabulary. You’d like him to use his personal experience essay in Writing & Grammar 9 to practice before he writes his research essay, but the suggested rubric is designed to evenly assess a variety of different concepts, including sentence variety. You would like to change the rubric so that sentence variety is worth more points. Though you could switch out a few categories, you’d prefer to use this assignment to emphasize only a few ideas.

Printable Rubric

How do you create your own rubric so that you can focus specifically on the few ideas your child struggles with?

Creating a Grading Rubric

Rubrics follow one simple rule: the more general the rubric, the more subjective the grading will be. But the opposite is also true: the more specific and detailed your rubric, the more objective and straightforward the grading will be.

While it may seem easier (and faster) to make a grading rubric with three categories worth seven points each for a twenty-one point assignment, you might get stuck if you try to grade with that rubric alone.

You can get a little bit further by separating the number of points and assigning them to a rating. An excellent paper might get seven points, while an average paper might get four or five.

Download these grading rubric templates for ideas on how you might make your rubric more specific and detailed.

But how can you decide what makes an excellent paper excellent? Adding descriptions to the values of each category that separate good from excellent turns subjective grading into objective grading. Additionally, the descriptions will give you something to point to if your child questions his grade, and they give your child something to aim for as he’s writing. If he keeps in mind what you’ve described as excellent as he’s completing the project, he’s more likely to achieve it.

So for your ninth-grade student, you could lay out your rubric like this:

Alternate Rubric sample

This sample rubric is a customized version of the same rubrics you’ll find in all Writing & Grammar courses. See more ninth-grade writing assignments and their rubrics in the Writing & Grammar 9 Teacher’s Edition.

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Is Bible the Icing on the Cake?

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Icing on the cake. We use this phrase to indicate that something good has been added to something that is already good. There’s no change to the thing being added to, but it makes the thing extra nice.

In her book Total Truth, Nancy Pearcey uses this metaphor to describe a mistake that many Christian educators make. They’re trying to change the educational cake to make it Christian by adding the icing of prayer and devotionals, but the core of the material covered doesn’t change. It’s the same secular education that public schools peddle.

So often Christians take something that is fundamentally secular and spread the Bible on it like icing on a cake. But it isn’t a good cake to start with; it’s poison.

When we decide to educate our children at home, we may do it because we want them to have a wholesome atmosphere. Or we want to personally teach them the gospel and challenge them to walk according to God’s Word. But what about the academic education we’re giving them? Is it a biblical cake? Or have we merely added icing to the secular cake?

Christianity on the Surface

As Christian homeschool families, we should try to make sure the education our children receive is Bible based. We don’t teach evolution as science, which is very important. But beyond observing that God created all things, is our teaching different from what they would hear in a public school classroom?

Here are some attempts at making teaching Christian that I’ve observed. As you read through them, ask yourself if they’re using a new recipe or only adding a devotional layer to the teaching.

  • “The plus sign looks like a cross, so every time we do addition we can think about Jesus dying on the cross for us.”
  • “We have to have consistency in verb tense. Remember that we should be consistent in our Christian lives.”
  • “Caterpillars go through a process called metamorphosis to become butterflies. Just like caterpillars, Christians are transformed at salvation.”

In each of these examples, the academic subject is used as an opportunity to consider something Christian. It’s not that such analogies related to math, grammar, and science are bad or wrong. The problem is that they’re merely icing on the cake. The subject matter is still the same; we’ve just added something on the surface that is biblical.

Beneath the Surface

What will happen if we fail to remake the teaching of a subject? What if we only make analogies when we stop talking about history or language arts to talk about the Bible? If we continue to teach coursework in a similar way to the public school down the road, we’ve failed to approach all learning from a biblical starting point. We’re adding Christian icing to the secular cake. And if you start with a poisonous cake, good frosting isn’t going to fix it.

As our children get older, they’ll recognize that the icing can be removed and they’ll still have the same secular cake. Math, language arts, science, and history all work without the icing that we spread on top of the subjects. Perceptive children will see that they can drop God’s authority in their lives and still use math, science, and other subjects.

Take math as an example. Our children must learn that our use of math is subject to God. If not, they may believe that they can use math without submitting themselves to the Lord, using it fraudulently instead of lovingly. They need to understand that we use tools like math to follow God’s commands to rule over God’s good creation in ways that are in keeping with His law.

That’s why we need to go beyond just adding icing onto the cake. We need to use a new recipe for a new cake—that is, learning transformed by the Word of God.

Worldview Shaping 

We transform learning through biblical worldview shaping. In future posts, I’ll explore what worldviews are and provide a model that helps us use the Bible to transform our children’s education.

In the meantime, think about your children’s education at home. Are you using a new recipe for their cake or putting icing on a secular cake?

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An Activity for Making History Memorable (Printable)

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You never know when a fun little activity might become one of your child’s favorite memories. And what mother wouldn’t be pleased if one of her child’s favorite memories turns out to be about learning something new?

Recently I sat down with Michelle Jarrell, one of our Distance Learning teachers, to talk about the file folder games that she developed for one of her classes. As we were talking, I couldn’t help but remember something I did when I was a kid. One day I got into the filing cabinet where my mom kept all the homeschool supplies and pulled out the laminated file folders she used to teach numbers, colors, and shapes. There were labels where the shapes and numbers went, and each piece had Velcro on the back. Now I laugh about the fact that at the time I was more fascinated by hearing the ripping sound than by putting the shapes where they belonged.

Mrs. Jarrell’s file folder games give a visual and hands-on element to heritage studies, which can be a not-so-visual and hands-on subject. A bit like lapbooks, file folder games focus on specific lessons rather than on broad overviews. And, they’re a lot of fun to make and to play.

In her class, Mrs. Jarrell gives her students the option to add four to six dates to the master timeline that she designed. Here’s how you and your child can put together your own master timeline from AD 1000 to 1800.

Master Timeline Activity

Things you will need

  • Three file folders
  • Hook-and-loop fasteners (like Velcro®) or adhesive putty (like Sticky Tack)
  • Tape
  • Glue
  • Master timeline activity (printable)

Directions for timeline

  1. Print out the master timeline activity.
  2. Open all three file folders and line them up, side by side.
  3. Tape the folders together to make a single sheet approximately three feet by one foot.
  4. Cut out the timeline strips and glue them onto the folders, starting with 1000 at the top.
  5. Cut out the date and event tiles.
  6. As a review or as your child encounters new events in the history textbook, have him stick each tile where it belongs on the vertical timeline using tape, adhesive putty, or a hook-and-loop fastener.