Easter Memories Poetry Prompts

Hi there fellow poets! I’ve always loved Easter – the bright, spring colours, the warmth in the air, the feeling of renewal and re-awakening. This year, as part of my own poetry writing practice, I want to reflect on some of my memories from this time of year, and I invite you to join me with your own reflections in these 3 poetry prompts. Whether you’re a published poet or are dipping your toes into poetic waters for the first time, these prompts will give you an opportunity for reflection and connection.

Let me know if you use the prompts – I’d love to hear about your writing experience.

Happy writing! Kim xo

Prompt 1

Write a poem about a food or dish that always reminds you of Easter.

Ways to Play:

  • Take a few moments to remember some Easter foods from past years. Focus on the smell of the food, the look of it, how it made you feel. Try to bring these sensory elements into your poem.
  • Write a poem in the style of a grocery list as if you were buying ingredients to make this well-remembered dish.
  • Does the food remind you of a specific person or place? If so, use the food to evoke your relationship with that person or place.

Prompt 2

Write a poem about Easter colours.

Ways to Play:

  • Brainstorm the colours that come to mind when you think of Easter. Choose the one that resonates most strongly with you. Use this colour as an extended metaphor to describe an Easter memory. Think about the ways in which the colour is like Easter – what do the colour and Easter have in common? How are they different? How do they both feel to you? What memories do they both evoke?
  • Think about Easter clothes you wore as a child. Do you remember any special Easter outfits? Any particular colours or textures?
  • Choose a colour you associate with Easter. Now reflect and note down anything else that comes to mind with that same colour. Is there a memory that comes to mind you could focus on in a poem?

Prompt 3

Write a poem about a strong Easter Sunday memory.

Ways to Play:

  • Before writing, decide on your point of view and tense. Play with different subject pronouns and tenses. For example, even though it’s a past memory, could you write it in the present tense? What might happen if you use the 2nd-person “you” instead of “I”?
  • Choose a sound (or letter) that feels right for this memory and repeat it throughout the poem through alliteration or assonance.
  • Think about why this memory is strong for you – what meaning does it capture? How can you convey this meaning so a reader understands it? Try to show the reader the intensity and meaning through one or two poetic devices, such as metaphor or simile. Or, if it’s a fun, happy memory, can you bring in sound play, such as onomatopoeia?

Download a printable version of the prompts here:

KTH-EasterMemoriesPrompts-PDFDownload

Spring Riddle Poem 2

Hi fellow teachers! Here’s a fun riddle poem with math (measuring and weighing) and science tie-ins for you to use in your Grades 2-4 (or ELL, ESL elementary) classrooms. Find teaching ideas, a printable PDF as well as a PPT version below. Let me know if you use the poem – I’d love to hear how it goes.

Watch a video of the Spring Nature Riddle poem here:

What Am I?

Smaller than your fingernail
Or bigger than your head
Up a tree or on the ground
Twigs can make my bed

Lighter than a butterfly
Or heavier than clay
In a cup or on a plate
I help you start the day

answer: an egg

Download a PDF, black & white, printable version of the poem (with and without the answer for use in class):

KTH-PDF-SpringNatureRiddlePoemDownload

Download a PPT slide version of the poem:

KTH-PPT-SpringRiddlePoem-2Download

Teaching Ideas

  • Math tie-ins: measuring, measurements, and referents: elicit and/or brainstorm list of things that could be smaller than a fingernail and/or bigger than a child’s head. Measure some of these items and record them.
  • Math and science tie-ins, including inquiry questions: balance and weight: elicit and/or brainstorm a list of things that could be lighter than a butterfly and/or heavier than clay. Encourage students to use inquiry to find the best way to weigh some of these items. Use scales to weigh some of them, if possible/appropriate.
  • Science and health tie-in: food and nutrition: brainstorm different ways to cook eggs; label the different parts of an egg
  • Art and science tie-in: research then make or draw a bird’s nest containing one or more eggs; discover different egg colours
  • Easter tie-in: use the poem as a warm-up, filler, or fun end to a class about Easter eggs!

Happy Teaching! Kim x

Spring Animal Riddle Poem

Hi fellow teachers! Here’s a fun riddle poem for you to use in your Grades 2-4 (or ELL/ESL) classrooms. I put some teaching ideas below to inspire you. Let me know if you use the poem – I’d love to hear how it goes.

Watch a video of the “What Am I?” riddle poem here:

What Am I?

Raindrops plop on the slushy snow
It’s time to wake! It’s time to go!

My stripy fur feels warm again
Let’s find a nest! Let’s leave the den!

I zip past squirrel, hear his squeaks
I munch on nuts! I stuff my cheeks!

What Am I?

Answer: A chipmunk

Download a PDF, black & white, printable version of the poem (2 versions: 1 with the answer and 1 without) to use in class as you’d like.

KTH-SpringRiddlePoem-1Download

Download a PPT slide version of the poem:

KTH-PPT-SpringRiddlePoem-1Download

Teaching Ideas

  • Inference: read or view the poem and pause before the answer. Ask students to guess the animal from the clues given.
  • Poetry analysis: onomatopoeia. Say the word “plop” and ask students to repeat it. Elicit meaning and ask students if the word plop sounds like the action it makes? Depending on grade, introduce or review the term onomatopoeia (or simply say that some words sound like the action they describe). Ask students if they can find another example of onomatopoeia in the poem (answer: “zip”). Elicit other examples of onomatopoeia (hiss, buzz, chirp, honk, etc. and ask students to perform and/or sound out the words).
  • Science inquiry: Ask students what the line “I munch on nuts! I stuff my cheeks!” refers to. Depending on science goals, elicit or tie into other information, such as: How many nuts can a chipmunk keep in its cheeks? Do chipmunks hibernate? Where do chipmunks live? Are there chipmunks all over Canada?

Happy Teaching! Kim x