©2017

STUDENT CHOICE
Print some, print them all.

Not all choices are shown in preview.

©2017
Not all choices are shown in preview.

©2017
POETS BIOGRAPHY PENNANT:
Sketchnotes
gray scale, with lines, space for notes
Teacher Instructions, Philosophy, Background on Sketchnotes
The CCSS standards

Sketchnotes can be used for:

 Visually appealing presentation
 Note taking
of information
 Auditory, visual, and
 Allows students to discover their own style
kinesthetic learners
 Can be on paper or digital
 Encourages creativity
 Organizing thoughts
 Studying and memorization
How to use this printable in your classroom:
1. Go to PRINT PDF -Print all the pennant pages. Print one copy of the pennant.
2. Use white paper. You can use regular weight. I prefer card stock or cover stock.
3. Allow time for coloring. Allow time to complete the biography timeline and highlights. I recommend
three websites – Britannica.com, Biography.com. Or NewsELA.com. All three web sites are
outstanding resources for biography research. I use them in my own classroom.
4. Cut your pennant pieces following the dotted lines.
5. If hanging on a string- Fold the top flaps behind the string and glue.
6. If stapling onto a bulletin board, cut the top flap off. –you don’t need it. This is your preference.
7. You can also punch a hole in the top corners of the pennants.

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See me on

Teacher Resources to Reach All

Please provide me with feedback!
Students
It is really appreciated! Visit me
again.
 POETS PENNANT
Maya Angelou Thomas Hardy William Shakespeare
William Blake Robert Hayden Tupac Shakur
Anne Bradstreet Langston Hughes Shel Silverstein
Gary Soto
Gwendolyn Brooks John Keats
Lord Alfred Tennyson
Robert Browning Rudyard Kipling Dylan Thomas
Elizabeth Barrett Browning Henry Wadsworth Longfellow Phillis Wheatley
George Gordon Byron John Milton Walt Whitman
E.E. Cummings Walter Dean Myers Oscar Wilde
Emily Dickinson Richard Peck Jacqueline Woodson
T.S. Elliot Sylvia Plath William Wordsworth
Ralph Waldo Emerson Edgar Allan Poe W.B. Yeats
Sharon Flake Alexander Pope
Robert Frost Ezra Pound
Nikki Giovanni Jack Prelutsky

©2017

Like me on Find me on See me on

Teacher Resources to Reach Al l
Please provide me with feedback!Students
It is really appreciated! Visit me again.
©2016

Relevant National Standards:

RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a complex
analysis; provide an objective summary of the text.
RI.11-12.3. Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text
RI.11-12.4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a key
term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
RI.11-12.5. Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the
text.
RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a
problem.
W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
W.11-12.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and
information clearly and accurately through the effective selection, organization, and analysis of
content.
W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences.
W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined
in standards 1–3 above.)
W.11-12.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products in response to ongoing feedback, including new arguments or information.
SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings, reasoning, and
evidence and to add interest.
SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal
English when indicated or appropriate.
L.11-12.1. Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
©2016

L.11-12.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
L.11-12.5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.

L.11-12.6. Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

RI.11-12.1. Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves
matters uncertain.

RI.11-12.2. Determine two or more central ideas of a text and analyze their development over the
course of the text, including how they interact and build on one another to provide a complex
analysis; provide an objective summary of the text. RI.11-12.3. Analyze a complex set of ideas or
sequence of events and explain how specific individuals, ideas, or events interact and develop over
the course of the text.
Do your students struggle with note-taking? Many students find note-taking
dull, uninteresting and just plain hard. Some do not know what’s important
enough to write down and some just are slow at writing that they fall behind.
Many struggle with spelling and deciphering their handwriting. So what’s the
alternative? How can we fix this issue to help our students become more
engaged? My solution? Sketchnotes.

What exactly are sketchnotes and how do I even begin to incorporate them in
my classroom? It's a form of visual notetaking. It consists of both words and
images that communicate a message, story or notes on whichever topic your class
may be working on. Students make the sketches personal, or their own, so there
is no need to worry if you are an artist or not. This type of note-taking requires
higher-order thinking because students have to use a combination of listening,
thinking and visualizing all at the same time.

The use of these visuals will help students recall information and knowledge better
than just plain words on a piece of paper. Since it’s their artwork, that will make
the notes more personal and more useful during studying and remembering.

©2017
For print – use the line art black and white copy.
For Apps like Notability, One Note, See Saw –Just upload the PDFs and share them
with your students.
*Do not post any of the materials publicly online.

Displaying your student’s finished product..

You can do this several ways –
• Classroom bulletin board
• Media center display case
• Hallway display
• School lobby showcase

I would love to see your students’ gorgeous and inspirational creations. Email me pictures
to studyallknight@gmail.com Best wishes! And thank you for purchasing!

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017
 Top flap for hooking the pennants onto your string.
Fold Here

OFTEN COMPARED TO……

SCHOOL
________________
_________________
Type Of Known For… _____________

Motivation to be a POET

_________________ ___________
POETRY IS MAINLY ABOUT…
__________________ ___________
_____________ CHILDHOOD ___________
___________________ _________
WORDS THAT DESCRIBE ______________
THEIR POET RY…
1. ________________________
2. ________________________ BORN
3. ___________________
4. _______________
5. ________
Cut along the dashed lines

©2017