Poems with Beads

Step 1 – Introduction

• Name round: Participants introduce themselves.
• Educators emphasize that poetry conveys the natural melody of the target language, so it is worth listening to poems focusing on their inner music, without the usual language class task of trying to understand every word. Reading poetry is not a reward for the hard work of advanced learners, poems can be enjoyed by beginners also. Poems help learners to connect to the target language. Educators can refer to the widely known quote from Dead Poets’ Society: “We don’t read and write poetry because it’s cute. We read and write poetry because we are members of the human race.”).

Step 2 – Learners explore poems

• Depending on the level of learners educators can choose children’s poems or poems for adults on the target language, or both. Short, rhyming poems are the best.
• For beginners: Participants draw a card with a poem or part of a poem. Educators read the poems aloud, and the learners who have the poem raise their hand.
• For more advanced learners: they draw a poem, discuss with their partners: “Why did this poem choose you?”.
• Learners read the poems aloud in pairs, and if size of the group allows they mingle and read their poems to multiple partners.
• It is very useful if more native speakers are present to assist the educator, help learners with pronunciation or any questions.
• Translation is provided to the poems, but educators should keep the focus on enjoying art and refrain from explaining grammar.

Step 4 – Making a Necklace/Bracelet with a Secret Code

• Learners choose a poem, a line from a poem or a favourite word in the target language to turn into a bracelet or necklace.
• Educators emphasize, that we are not just making a random-coloured beadwork, but creating a meaningful secret code that others can decipher. The first step is to choose beads for each letter (special beads can stand for special letters, e.g. in Hungarian it is important, that digraphs, e.g , ‘gy’ are represented by one bead ).
• After the letters and beads are chosen, learners make their bracelet or necklace, working individually or in pairs or small groups of three.
• This activity is a good follow-up to the personal alphabet creating.

Step 5 – Presenting the Works

• When ready, learners place finished beadworks in the center of the table to be visible to all.
• Each participant writes their chosen poem/line on a piece of paper.
• Papers are distributed randomly (not to the original creator)
• Learners match the bracelet/necklace to the line they have, helping each other during the process.
• In the end the bracelets/necklaces are returned to their original creators.

Step 6 – Final Recap and Feedback

• Learners share their thoughts and ideas and reflect on their experience.