Language Arts Lesson - Exploring Poetry
Lesson Plan
Lesson Plan Designer: Roselyn Vazquez Grade Level: 5th Grade
Differentiation Narrative
This lesson will include guided instruction and collaboration of groups. Instruction will be modified to meet the needs of all students in the class. After teacher reads a few poems aloud and reviews the poetic form “Diamante” for students. Teacher will model for students how to create a “Diamante” form using a specific formula. Students will create a few with the teacher. Students will then work in different stations. The Stations are as follows and will serve to differentiate instruction:
- Teacher Directed Station – In this station teacher works with students and guide them in creating their Diamante Poems. Teacher will assist students in selecting opposite nouns (as subjects), adjectives and verbs for their Diamante Poems. Students will use graphic organizers to write down their ideas and for their pre-writing process. Students will be provided with a list of simple nouns (for comparison/opposites), simple adjectives and simple verbs. Students will also be given examples of topics or comparisons they can use for their poem.
- Word Play Station- In this station students will work with a laminated sheet that will be divided into two columns. The first column will contain the numbers 1-4 with specific instructions for creating a “Diamante.” For example, No. 1 on Column 1 will read: List one noun as the subject of the poem. Right beneath that a space will be provided for the student list a none and under that space the words (Line 1) will be included (this will be the first line for their Diamante poem. Teacher will provide students in this station with three different bags in three different colors, each color will contain laminated words that students can use and/or “play” with when filling in the blanks on the sheet. The bags are color coded to include a bag with nouns, a bag with adjectives and a bag with verbs ending in –ing. Students will then create their Diamante poems. Students will also be given examples of topics or comparisons they can use for their poem
- Writing Station - Students will use different graphic organizers where they will write down different nouns, adjectives and verbs. Students will then plan and pre-write their “Diamante” poems. Students will be provided with a list of character traits and literary moods they can use for their Diamante poem as adjectives, verbs and nouns. Students will create their Diamante poems. Students may use example of topics for their poem or they may select their own topics.
- Challenge Station – Students in the challenge station will use different graphic organizers to brainstorm using nouns, adjectives and verbs. This station is called a challenge station and students will choose their own topics for their poems. Students will brainstorm on selecting nouns, adjectives and verbs for their poems. They may use poems we have read in class to select topics and select the nouns, adjectives and verbs for their poems; they may also come up with their own. Students will have access to a computer or computers wherein they can use http://ettcweb.lr.k.12.nj.us/forms/diamondpoem.htm to create instant Diamante poems. This will allow students to experiment in using different nouns, adjective and verbs. Students will edit and revised their poems with one another, draft and publish their poems.
- Verbal/Linguistic: Teacher and students will read poetry aloud; students will use the writing process to create poems.
- Spatial/Visual: Students will create “diamond” shape poems and visualize their poems as such.
- Kinesthetic: Students will move around to their assigned stations. Some student will move around to locate prior poems or books in class as well as access the computer.
- Interpersonal: Students will interact with each other and learn through their interactions as they make connections from the story to their own lives and communities.
- Intrapersonal: Students will learn through their own interests and goals.
- Logic/Numeric: Students use numeric order (lines 1 – 7) and (1 noun, 2 adjectives, 3 verbs, etc., to design their Diamante poem).
Common Core Standards
CC.5.RF.4.B. Read Grade-Level Prose & Poetry orally with accuracy, appropriate rate and expression.
Key Questions for the Lesson
|
Instructional Objectives
|
Assessment of Prior Knowledge (Readiness/Interest)
- Students are currently engaged in a two week Poetry Exploration Unit.
- Students have been learning about different Poetic Forms and Poetic Elements.
- Students have been reading and exploring different forms of poetry.
Bellwork (as defined by Harry Wong) or transition into lesson
Students have been studying a poetic unit. By this point, students are to come into class and re-read poetry that we have already read and discussed in class. They will then write quotes from poetry into their personal writing journals or a short response. They will record the poem title and poem form in their Poem reading log. They will also indicate whether they liked the poem or not.
Initiation with Students
Hook to lesson: After students re-read poems and record in their poetry logs and journals. The class will engage in a brief discussion. Teacher will ask students (on a voluntary basis) to share one of the poems they re-read and explain what poetic form the poem is, their thoughts and what they liked or dislike about the poem. The class will then participate in a Poetic Forms game. Teacher will read certain poems or clues from a game card and the students will guess what type of poetic form the poem the teacher read is and why? For example, a game card will read:
“I am first five
Then seven in the middle
Five again to the end.”
What kind of poem am I?
The game cards will consist of poetic forms we have already learned and read about in class.
Explanation of Objectives: After the students play the Poetic Form Game or Challenge, teacher will explain to students that today we are going to continue learning about other poetic forms. Teacher will explain that today we are going to learn about a poem form called, “Diamante.” Teacher will ask students if anyone knows what a Diamante is? (Teacher will explain that the word “Diamante” is a shape known as “Diamond.” Teacher will then ask to think about the title Diamante of this poetic form and give some clues or examples of why they think is called a Diamante. (After a brief discussion, teacher will then explain that we are going to read “Diamante Poems” today and then we are going to work together to create “Diamante Poems.” Teacher will explain that after we read and write some Diamante poems together the class is going to work in assigned stations to create their own Diamante Poems which we will include in their poetry folder and will publish to our classroom poetry book.”
“I am first five
Then seven in the middle
Five again to the end.”
What kind of poem am I?
The game cards will consist of poetic forms we have already learned and read about in class.
Explanation of Objectives: After the students play the Poetic Form Game or Challenge, teacher will explain to students that today we are going to continue learning about other poetic forms. Teacher will explain that today we are going to learn about a poem form called, “Diamante.” Teacher will ask students if anyone knows what a Diamante is? (Teacher will explain that the word “Diamante” is a shape known as “Diamond.” Teacher will then ask to think about the title Diamante of this poetic form and give some clues or examples of why they think is called a Diamante. (After a brief discussion, teacher will then explain that we are going to read “Diamante Poems” today and then we are going to work together to create “Diamante Poems.” Teacher will explain that after we read and write some Diamante poems together the class is going to work in assigned stations to create their own Diamante Poems which we will include in their poetry folder and will publish to our classroom poetry book.”
Development of Lesson Including Assessment
Teacher will explain to students the poetic form Diamante. Teacher will explain that a Diamante form is a poem in the form of a diamond that describes opposites using different parts of speech. Teacher will ask students, “What are opposites?” (A few examples of what opposites are will be discussed).
Teacher will ask students what are parts of speech that we are familiar with and have studied? (a very brief mini lesson/review on nouns, adjectives and verbs will take place).
Teacher will explain to students, “For a Diamante Poem you will be using the parts of speech known as Nouns, Adjectives and Verbs (or participles) that end in “ing.” “Can anyone tell me what nouns are?” (Some examples of nouns will be discussed).
“Can anyone tell me what adjectives are?” (Some examples of adjectives will be discussed)
“Can anyone tell me what verbs are?” (Some examples of verbs will be discussed).
Teacher will explain to students that a Diamante is a poem that has seven lines and it is written in the shape of a diamond. One important thing to remember is that a Diamante poem does not have to rhyme. Each of the lines will contain the parts of the speech discussed. Teacher will explain the formula of a Diamante poem as follows:
Teacher will ask students what are parts of speech that we are familiar with and have studied? (a very brief mini lesson/review on nouns, adjectives and verbs will take place).
Teacher will explain to students, “For a Diamante Poem you will be using the parts of speech known as Nouns, Adjectives and Verbs (or participles) that end in “ing.” “Can anyone tell me what nouns are?” (Some examples of nouns will be discussed).
“Can anyone tell me what adjectives are?” (Some examples of adjectives will be discussed)
“Can anyone tell me what verbs are?” (Some examples of verbs will be discussed).
Teacher will explain to students that a Diamante is a poem that has seven lines and it is written in the shape of a diamond. One important thing to remember is that a Diamante poem does not have to rhyme. Each of the lines will contain the parts of the speech discussed. Teacher will explain the formula of a Diamante poem as follows:
Line 1: contains a noun which you will use as the first subject of your poem.
Line 2: contains two adjectives describing the subject/noun on line 1
Line 3: contains three verbs or participles that end in “ing” telling about the subject in line 1
Line 4: Contains 4 nouns. (This is where it gets tricky). The first two nouns on this line are related to the subject on line 1 and the next two nouns on this line will be related to the opposite subject of line 1 which you will use in line 7.
Line 5: Three Verbs or participles that end in “ing” telling about the opposite subject in line 7.
Line 6: two adjectives describing the opposite subject in line 7.
Line 7: The opposite subject/noun.
Line 2: contains two adjectives describing the subject/noun on line 1
Line 3: contains three verbs or participles that end in “ing” telling about the subject in line 1
Line 4: Contains 4 nouns. (This is where it gets tricky). The first two nouns on this line are related to the subject on line 1 and the next two nouns on this line will be related to the opposite subject of line 1 which you will use in line 7.
Line 5: Three Verbs or participles that end in “ing” telling about the opposite subject in line 7.
Line 6: two adjectives describing the opposite subject in line 7.
Line 7: The opposite subject/noun.
Teacher will then read some examples and explain them. For example, teacher will pick the noun Baby and the opposite noun Adult. Teacher will explain that these two nouns will be the subjects in line 1 and line 7.
Teacher will then explain that teacher will now select two adjectives to describe the noun Baby (Wrinkled and Tiny).
Then teacher will select three verbs ending in “ing” relating to a baby: (crying, wetting, sleeping).
Now we will select 4 nouns (teacher will explain to students to remember that the first two nouns on this line are going to be related to the noun baby but the last two will be related to the opposite noun I chose Adult). (Rattles, Diapers, Money, House).
We will then select three participles (Verbs) ending in “ing” that relate to the opposite subject in line 7 (caring, working, loving)
Now we will select two adjectives to describe the opposite noun in line 7 (smart, helpful).
Now we list the opposite noun (Adult) in line 7.
The teacher will write down the above on a smart board it would look like this:
Teacher will then explain that teacher will now select two adjectives to describe the noun Baby (Wrinkled and Tiny).
Then teacher will select three verbs ending in “ing” relating to a baby: (crying, wetting, sleeping).
Now we will select 4 nouns (teacher will explain to students to remember that the first two nouns on this line are going to be related to the noun baby but the last two will be related to the opposite noun I chose Adult). (Rattles, Diapers, Money, House).
We will then select three participles (Verbs) ending in “ing” that relate to the opposite subject in line 7 (caring, working, loving)
Now we will select two adjectives to describe the opposite noun in line 7 (smart, helpful).
Now we list the opposite noun (Adult) in line 7.
The teacher will write down the above on a smart board it would look like this:
Baby
Wrinkled Tiny
Crying wetting sleeping
Rattles diapers money house
Caring working loving
Smart helpful
Adult
Wrinkled Tiny
Crying wetting sleeping
Rattles diapers money house
Caring working loving
Smart helpful
Adult
The poem will create a diamond shape.
Model: Teacher will engage in reading and showing a few examples of Diamond poems.
Model: Teacher will engage in reading and showing a few examples of Diamond poems.
Topic: Monsters/Creatures
Monsters
Creepy, Sinister
Hiding, Lurking, Stalking
Vampires, werewolves, mummies, zombies
Hungry, Scary
Creatures
Topic: Day/Night
Day
Bright, Sunny,
Raining, Shining, Heating
Morning, Afternoon, Evening, Bedtime
Darkening, Cooling, Scaring,
Dark, Cold
Night
Topic: Rain/Sunshine
Rain
Wet, Cold
Showering, Falling, Cooling,
Drops, Water, Sun, Ray
Tanning, Warming, Soothing,
Bright, Hot
Sunshine
Monsters
Creepy, Sinister
Hiding, Lurking, Stalking
Vampires, werewolves, mummies, zombies
Hungry, Scary
Creatures
Topic: Day/Night
Day
Bright, Sunny,
Raining, Shining, Heating
Morning, Afternoon, Evening, Bedtime
Darkening, Cooling, Scaring,
Dark, Cold
Night
Topic: Rain/Sunshine
Rain
Wet, Cold
Showering, Falling, Cooling,
Drops, Water, Sun, Ray
Tanning, Warming, Soothing,
Bright, Hot
Sunshine
Teacher will then ask students give opposite nouns and together they will create a few Diamate Poems. Teacher will use the Smart Board to write down nouns, adjectives and verbs the students discuss and then teacher will create Diamante poems. Some students may come up and volunteer to also write the parts of speeches discussed and create the Diamante poem. Teacher will also show how we can create a Diamante poem using: http://ettcweb.lr.k.12.nj.us/forms/diamondpoem.htm
Independent work: Students will then work on reading and creating their own Diamante poems. Students will be assigned to work in different stations. Teacher Directed Station; Word Play Station; Writing Station and Challenge Station. In the Teacher Direction Station the teacher will work close with students and guide them while creating their Diamante poems. In the Word Play Station students will work with laminated sheets and words and engage in experimenting with word play to create their Diamante poems. In the Writing Station students will use different graphic organizers to brainstorm and organize their thoughts for their Diamante poems. They will be provided with a list of Literary moods that they can use as adjectives and a list of Character traits. In the Challenge station students will work with different graphic organizers to brainstorm and create their Diamante poems. Students will be allowed to engage in their own research and read and analyze other poems and books they have previously read to pull out ideas on topics, adjectives and verbs to create their poems. For this station students may also use http://ettcweb.lr.k.12.nj.us/forms/diamondpoem.htm
Each of the Stations will contain a Diamante Poem Formula Sheet that explains this poetic form, the formula and has an example of a Diamante poem for reference.
Students will then brainstorm and practice on how they will read and/or present their Diamante Poems.
Independent work: Students will then work on reading and creating their own Diamante poems. Students will be assigned to work in different stations. Teacher Directed Station; Word Play Station; Writing Station and Challenge Station. In the Teacher Direction Station the teacher will work close with students and guide them while creating their Diamante poems. In the Word Play Station students will work with laminated sheets and words and engage in experimenting with word play to create their Diamante poems. In the Writing Station students will use different graphic organizers to brainstorm and organize their thoughts for their Diamante poems. They will be provided with a list of Literary moods that they can use as adjectives and a list of Character traits. In the Challenge station students will work with different graphic organizers to brainstorm and create their Diamante poems. Students will be allowed to engage in their own research and read and analyze other poems and books they have previously read to pull out ideas on topics, adjectives and verbs to create their poems. For this station students may also use http://ettcweb.lr.k.12.nj.us/forms/diamondpoem.htm
Each of the Stations will contain a Diamante Poem Formula Sheet that explains this poetic form, the formula and has an example of a Diamante poem for reference.
Students will then brainstorm and practice on how they will read and/or present their Diamante Poems.
Closure
After students work in their assigned stations, they will share their work. Before they present their Diamante Poem students will explain what a Diamante Poem is and why it is called a Diamante poem. They will describe the formula and the different parts of speech they used to create their poem. They will then share their Diamante poem. In sharing their poems students may choose to share it orally (using different expressions they have been learning about). They can be as creative as they would like. They can read their Diamante poems independently or choose to read them with another classmate (one can read about one noun and the other can read the opposite noun). For students that prefer not to read aloud they may use the smart Board or http://ettcweb.lr.k.12.nj.us/forms/diamondpoem.htm and show us the poem they created.
Assessment Strategies
Teacher will use a Poetry Evaluation Rubric to assess students. A copy of the Rubric is appended to this Lesson Plan. Teacher will also assess as she works with students in different stations based on their engagement and response to their assigned tasks. Students will also be given their own rubric in the form of a checklist that the will check off themselves for self-assessment.
Analysis of Student Performance Date in Light of Objectives
Teacher will review with students the activity they have completed. We will analyze together the poetic forms we have learned about and teacher will ask students, “Do you like the new poetic form we learned about today?” “What did you like about it?” “What didn’t you like about it?” “How did you feel throughout the process of writing a Diamante Poem?” “Was it easy to choose opposite subjects?” How fun would it be if we can create our own shape form poems.
Materials, Media, Resources, Multi-Cultural Connections:
http://www.readwritethink.org/files/resources/interactives/diamante; http://teachers.catskillcsd.org/ces/fourth_grade/Mrs_Kornmeyer/Kornmeyer%20Website/Diamante%20poems.html
http://ettcweb.lr.k12.nj.us/forms/diamondpoem.htm; graphic organizers; poems; word play station cards and card word pieces, Diamond Poem Format handout, pen, paper, notebooks, pencils, crayons, Smart Board, Computer. Tompkins Text: Language Arts: Patterns of Practice, 8th Edition;
http://www.franklinlakes.k12.nj.us/famsweb/curriculum/English/diamantepoems/diamante.html
http://www.writeshop.com/blog/2008/09/10/writing-diamante-poem/
Karlsrud, K., Diamante Poetry by Student of The Hackley School, Tarrytown, New York, USA.
http://www.readwritethink.org/files/resources/lesson_images/lesson1016/rubric.pdf
http://ettcweb.lr.k12.nj.us/forms/diamondpoem.htm; graphic organizers; poems; word play station cards and card word pieces, Diamond Poem Format handout, pen, paper, notebooks, pencils, crayons, Smart Board, Computer. Tompkins Text: Language Arts: Patterns of Practice, 8th Edition;
http://www.franklinlakes.k12.nj.us/famsweb/curriculum/English/diamantepoems/diamante.html
http://www.writeshop.com/blog/2008/09/10/writing-diamante-poem/
Karlsrud, K., Diamante Poetry by Student of The Hackley School, Tarrytown, New York, USA.
http://www.readwritethink.org/files/resources/lesson_images/lesson1016/rubric.pdf
Differentiated Stations Materials
Teacher Directed Station
|
|
|
Word Play Station
|
Writing Station
|
|
Please click on the link below for access to different graphic organizers
http://break2012.weebly.com/graphic-organizers.html
Challenge Station
|