Introduction

Lune

Sirens sing me
ashore where red moons rise
and drag­ons reign.

Tan­ka

At first, she lies still,
her sto­ry bones and dust till
print­ed pages spill
the secrets of her life. Then,
once again, she breathes. She lives!

Gold­en Shov­el

Light­ning strikes trap me indoors where there
is less than noth­ing for me to do. Tele­vi­sion is
not allowed until the storm breaks, there is no
new puz­zle to piece togeth­er, no mod­el frigate
to build. I sigh, slip into a sto­ry about a ship like
the Jol­ly Roger, me at the helm, smil­ing, hold­ing a
gen­uine trea­sure map, dis­cov­ered inside of my book!

“Lune, Tan­ka, and Gold­en Shov­el” © 2026 by Nik­ki Grimes

Wel­come! You’ve arrived at A Pock­et­ful of Poet­ry Prompts: Tips  for Teach­ing Verse where you’ll find a vari­ety of poet­ic devices, forms, and men­tor texts, writ­ten by liv­ing poets, designed to tan­ta­lize your stu­dents, and maybe even your­self.

Poems come in all sizes and shapes, for all ages and types of readers/writers.  There’s no need to feel over­whelmed by this genre because there is tru­ly some­thing for every­one, and much that is acces­si­ble.

Poet­ry enhances every oth­er genre of lit­er­a­ture, but more than that, poet­ry engen­ders a love of lan­guage that can last a life­time, espe­cial­ly if the seeds are plant­ed ear­ly.

The Sun

The sun is hot
The sun is hot a lot
If an astro­naut
Goes to the sun
He would get caught
in the hot

— Jen­nifer Ziegler, first grade

Young Jen­ny enjoyed being read to, at home and at school, and that read­ing includ­ed poet­ry. She quick­ly fell in love with the music of verse, and set out to write her very own first poem, “The Sun”, which she remem­bers by heart till today.

This poem isn’t par­tic­u­lar­ly strik­ing, but the effects of it were. Jen­nifer Ziegler, a nat­ur­al sto­ry­teller and MFA writ­ing teacher, went on to become a gift­ed and accom­plished nov­el­ist of books for mid­dle grade and young adult read­ers. While she might not claim the title of poet, her flu­en­cy with, and love of, lyri­cal lan­guage is evi­dent in every­thing she writes. (You absolute­ly must read her nov­el, Wors­er! It’s one of the best odes to lan­guage I’ve ever read, and review­ers hearti­ly agree.)

Jen­ny gave me per­mis­sion to share her fledg­ing poem because I want­ed you to under­stand the pow­er­ful impact even the sim­plest, most basic expe­ri­ence of writ­ing and read­ing poet­ry can have. Jen­ny’s ear­ly excur­sions into verse plant­ed a love of lan­guage in her frag­ile heart that even­tu­al­ly led to a life as a chil­dren’s author. Who knows what an intro­duc­tion to this genre can lead to in the lives of the stu­dents who pass through your doors! There’s only one way to find out: Dig in!

First Things First

In 2026, I learned that I was select­ed as the Young Peo­ple’s Poet Lau­re­ate for 2027–2028. This poet­ry prompt blog is my first project under that ban­ner. I cre­at­ed it as a cur­ricu­lum sup­ple­ment to K‑12 writ­ing pro­grams, with a focus on poets teach­ing ele­ments of poet­ry, drawn from their own writ­ing expe­ri­ence. Hence, this blog is peo­pled with a wide range of award-win­ning guest poets who were only too hap­py to oblige! So, you are in for a treat!

Every prompt offers men­tor texts and step-by-step guides for teach­ers of ear­ly ele­men­tary, mid­dle school, and young adult stu­dents. You’ll find a vari­ety of poet­ic devices (e.g. metaphor, refrain, per­son­i­fi­ca­tion) as well as a range of poet­ic forms (haiku, blues, gold­en shov­el, son­net, free verse, etc.) to bring into the class­room, with sil­ly, soul­ful, and pow­er­ful poems as men­tor texts to help you get young read­ers hooked on this genre.

You’ll find a list of pop­u­lar Poet­ic Devices and Poet­ic Forms addressed here, Key­words to help you search the blog, and sug­gest­ed Exten­sion Activ­i­ty through­out. And, along the way, you’ll see some of your favorite chil­dren’s and young adult poets, and be intro­duced to those who are new to you. But that’s not why we’re here. Every poet who said yes to this project wants what I want: to help you do the hard and impor­tant work of engen­der­ing a love of lan­guage and lit­er­a­ture in the hearts and minds of your stu­dents. Jen­nifer Ziegler’s five-year-old heart wants that, too.

One More Thing

With the help of some spe­cial guest VIPs (Very Impor­tant Poets!), I’ll be dig­ging into a vari­ety of poet­ic devices and poet­ry forms through­out this blog. Here’s a list for you to refer back to, as need­ed. Most poems that serve as men­tor texts fea­ture a vari­ety of devices, so you will find cross ref­er­ences. How­ev­er, each week’s post will focus on one par­tic­u­lar device and/or form, which will be clear­ly labeled. I’ve orga­nized the prompts in the sequence that made the most sense to me, but feel free to jump around and choose prompts in the order that works best for you.

Popular Poetic Devices

  This list is avail­able as a down­load­able PDF. It is also list­ed as a resource in the right-hand col­umn so you can access it no mat­ter where you are on the site.
  • Allit­er­a­tion: Two or more words in close prox­im­i­ty begin with the same con­so­nant sound. E.g. “tooth-tin­gling, tangy sweet­ness.” (Most of us grew up hear­ing “Peter Piper picked a peck of pick­led pep­pers.” We’ve been engag­ing with allit­er­a­tion since ear­ly child­hood.)
  • Anapho­ra: Begin­ning a series of suc­ces­sive sen­tences or claus­es with the same phrase. E.g. Dick­ens, “It was the best of times, it was the worst of times, it was the age of wis­dom, it was the age of fool­ish­ness.”
  • Asso­nance: Specif­i­cal­ly involves the rep­e­ti­tion of iden­ti­cal or sim­i­lar vow­el sounds, strung close togeth­er. Asso­nance can occur at the begin­ning, mid­dle, or end of words. (“A stitch in time saves nine”; “The rain in Spain falls main­ly on the plain”; “The light of the fire is a sight to inspire.”)
  • Con­ceit: A fan­ci­ful, elab­o­rate, extend­ed metaphor that com­pares two com­plete­ly dif­fer­ent things as if they were con­nect­ed. (E.g. Emi­ly Dick­in­son’s poem “Because I could not stop for Death/He kind­ly stopped for me”, a con­ceit describ­ing a dying per­son as being on a car­riage ride with Death.). A mod­ern con­ceit might be com­par­ing a human brain to a com­put­er.
  • Con­so­nance: Rep­e­ti­tion of con­so­nant sounds occur­ring in words in close prox­im­i­ty. (Don’t ask me to borrow sorrow—not today, and not tomorrow. The black hat is on the rack out back.)
  • Imagery: Descrip­tive lan­guage that brings men­tal images or sen­so­ry expe­ri­ences to life by weav­ing in strong visu­al, audi­to­ry olfac­to­ry, and tac­tile sen­sa­tions through the vehi­cle of lan­guage. (e.g. lines from T. S. Eliot’s Pre­ludes: “The burnt-out ends of smoky days; A lone­ly cab-horse steams and stamps. And now a gusty show­er wraps the grimy scraps of with­ered leaves about your feet.”)
  • Inter­nal Rhyme: Rhyme that falls in the mid­dle of lines of poet­ry, rather than at the line’s end.
  • Metaphor: Com­pares two things by treat­ing one thing as if it is anoth­er. (“Friends have worked dili­gent­ly to emp­ty my bas­ket of need.”)
  • Meter: The way rhythm is mea­sured in a poem. The pat­tern works on two lev­els: the num­ber of syl­la­bles in a line of poet­ry, and how each syl­la­ble is either unstressed (not empha­sized) or stressed (empha­sized, e.g. the first syl­la­ble in “nature”). There are dif­fer­ent kinds of meters, each with its own name. A meter with eight syl­la­bles is called iambic tetram­e­ter, while one with ten syl­la­bles is called iambic pen­tame­ter, but don’t wor­ry about mem­o­riz­ing that. Just pay atten­tion to the beats.
  • Per­son­i­fi­ca­tion: Attach­ing human traits and emo­tions to inan­i­mate objects and non-human life forms. (“The sun smiled down on us.”)
  • Refrain: A spe­cif­ic type of rep­e­ti­tion. An entire line or phrase repeats at reg­u­lar inter­vals, usu­al­ly at the end of a stan­za.
  • Rep­e­ti­tion: Repeat, repeat, repeat is the name of this game. By return­ing to a word, phrase, or entire line over and over again, often at ran­dom inter­vals, the poet under­scores the mean­ing and impor­tance of that word or phrase.
  • Rhythm: The beat cre­at­ed by inten­tion­al arrange­ment of stressed or unstressed syl­la­bles.
  • Sim­i­le: Com­pares two things by using the words “like” or “as.” (Busy as a bee; blind as a bat;)

Popular Poetic Forms

  This list is avail­able as a down­load­able PDF. It is also list­ed as a resource in the right-hand col­umn so you can access it no mat­ter where you are on the site.

  • Acros­tic: A poem in which the first let­ter of each line spells out a word, name, or phrase when orga­nized ver­ti­cal­ly. E.g. “Dre”:

Don’t for once imag­ine

Rain only falls on the

Evil. The good get pret­ty soaked, too.

  • Blues: Sheila Mal­don­a­do has described poet­ry as a con­tain­er of feel­ings that can help you express what’s on your heart, and the Blues Poem is one of those con­tain­ers. The Blues Poet­ry form is based on the tra­di­tion­al African Amer­i­can music struc­ture called The Blues, but it’s a con­tain­er any­one can use. Often tack­ling tough sub­ject mat­ter, the first line of a blues poem typ­i­cal­ly presents a state­ment, the sec­ond line offers a vari­a­tion on that state­ment, and the third line intro­duces an iron­ic alter­na­tive. (Pull sam­ples or men­tor text from Wal­ter Dean Myers poet­ry col­lec­tions for mid­dle grade, and from Langston Hugh­es for young adults.)
  • Con­crete: Also known as shape poet­ry. Visu­al poet­ry cre­at­ed by arrang­ing text on the page to form an image or pat­tern that relates direct­ly to the cen­tral con­tent and mean­ing of the poem.
  • Cou­plet: A cou­ple, or pair of lines of poet­ry, usu­al­ly but not always rhymed. A cou­plet may be closed or open. In a closed cou­plet, a com­plete thought is pack­aged in two lines. In an open cou­plet, the sec­ond line runs right into the next cou­plet, or pair of lines. (This is also called enjamb­ment, a device that keeps cou­plets from becom­ing pre­dictable or sing-songy.) In oth­er words, there are dif­fer­ent ways of mak­ing cou­plets work. A cou­plet is a reminder that noth­ing is as sim­ple as it seems!
  • Epis­tle: Poem writ­ten in the form of a let­ter, some­times, but not always, begin­ning with the greet­ing “Dear.”
  • Found Poems: Poet­ry con­struct­ed of words tak­en from non-poet­ic sources, e.g. cat­a­logs, news­pa­pers, adver­tise­ments, etc, and then arranged to form a cohe­sive poem. It is a col­lage of words.
  • Free Verse: An open form of poet­ry that does not fol­low a strict meter, rhyme scheme, or con­sis­tent rhythm. This is cur­rent­ly the most com­mon form of poet­ry being writ­ten. (“I have eaten/the plums/that were/in the ice­box and which/you were probably/saving/for break­fast”. These are lines from “This is just to say”, a free verse poem by William Car­los Williams.)
  • Gold­en Shov­el: A poem formed by bor­row­ing one or more lines from an exist­ing poem, and end­ing each line of the new poem using, in order, one of the words from the orig­i­nal poem. If the line you bor­rowed has five words, your new poem will be five lines long; if sev­en words, sev­en lines long, and so on.
  • Haiku: A Japan­ese poet­ry form that is three lines long. Most often, the lines are struc­tured in sev­en­teen syl­la­bles. Line #1 is 5 syl­la­bles, Line #2 is 7 syl­la­bles, and Line #3 is 5 syl­la­bles.
  • List: The name describes the form. It is a poem con­sist­ing of an orga­nized list of adjec­tives, build­ing one upon anoth­er, to cre­ate mean­ing, and to describe the main sub­ject of the poem, as in Whit­man’s “Song of Myself” (I cel­e­brate myself, and sing myself/And what I assume you shall assume/For every atom belong­ing to me as good belongs to you.…/My tongue, every atom of my blood, for­m’d from this soil, this air…)
  • Ode: A poem that cel­e­brates a spe­cif­ic per­son, place, thing, or idea. They are some­times elab­o­rate, struc­tured and com­plex. At oth­er times, they don’t fol­low a strict rhyme scheme or pat­tern at all. Hon­or­ing or cel­e­brate the sub­ject of the poem is the one thing all odes have in com­mon.
  • Qua­train: A poem or stan­za of four lines. Often part of a longer poem, rhymed or unrhymed. (Famous qua­train by William Blake: “Tyger! Tyger! burn­ing bright/ In the forests of the night,/What immor­tal hand or eye/ Could frame thy fear­ful sym­me­try?)
  • Rap: Oral and writ­ten poet­ry form com­bin­ing rhyme, rhythm, and a musi­cal beat. Uses metaphor, asso­nance, and com­plex rhyme schemes to tell a sto­ry.
  • Son­net: A four­teen-line poem writ­ten in iambic pen­tame­ter, incor­po­rat­ing a rhyme scheme that often varies from poet to poet.
  • It’s a great struc­ture for sto­ry­telling, which is why Shake­speare was fond of using it. My all-time favorite book, Edgar Lee Mas­ters’
  • Spoon Riv­er Anthol­o­gy was writ­ten in that form. So was the poem “My Own Man” from my pic­ture book, My Man Blue.
  • Tan­ka: Japan­ese poem, five lines long. Some poets who write tan­ka are only strict about the num­ber of lines, while oth­ers pat­tern their poems accord­ing to a syl­la­ble break­down of 5/7/5/7/7.

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