Poetry Unit Plan
Unit Designer: Roselyn Vazquez Grade Level: 6th Grade
Content Area(s): Language Arts Timeframe: 2 Weeks
"We are all Poets"
Unit Overview: Students will engage in a two-week poetry exploration mini-unit. This unit serves as part of a larger 4 – 6 week unit in which students will explore the elements of poetry, write poems using all types of poetry forms, read all types of poetry forms poems as poets and understanding the different poetic elements, forms and expressions. Students will further analyze and critique poems during the entirely of the 4-6 week unit. A 4 -6 week Unit allows students to explore further poetic forms, including but not limited to, Cinquian, Haiku, Odes, Apology, Invitation, Comparison, Color Poems, Concrete Poems, Poems for Two Voices, etc.
Throughout this two week mini-unit, students will students will be introduced to “What is Poetry?” and will participate in reading different forms of poetry conveying different emotions/feelings. They will respond to poetry individually and in groups. Students will brainstorm and write poetry using 5 – 6 different poetic forms and structure. They will learn about nine different types of poetic forms, Narrative, Bio Poems, Funny, Free Verse, Rhymed, I AM, Concrete, Rhymed, Acrostic, Limericks and Diamante. They will write poems using the rules and formulas that apply to the specific poetic form. Students will present and published their poems. During the first two days of this unit, students will build on their background knowledge as they get an opportunity to enjoy and appreciate poetry they listen to and read.
Rationale: In connection with the Common Core Standards, this Unit gives students an opportunity to explore poetry by reading, writing and responding to poetry while expressing their creativity, feelings and emotions. Poetry allows students an opportunity to express their feelings and emotions as well as make connections to other people and situations. Poetry is a great way in enhancing students’ reading, oral and writing skills.
Accommodations:
1. What specific accommodations must be in place for any student(s) with an IEP? The curriculum/lessons will be modified in accordance to the student(s) IEP to ensure that the student(s) goal(s) are being met. The modifications in lessons will vary depending on the lesson/activity of the day. Students will be divided into proper (pre-determined) groups that will allow a group of students, with a modified curriculum, to engage in different activities that allow them to learn/understand the same topic as other students. Throughout this Unit students will be introduced to many different poems (both short and long) at many different levels that will incorporate and accommodate students’ individual needs.
2. What differentiated practices should be in place? Why? Students will work based on learning preferences, readiness, interests, content, cooperative groups and multiple intelligences. They will work in differentiating statins throughout the unit. Please see below for description of the multiple intelligences and differentiating stations:
Throughout this two week mini-unit, students will students will be introduced to “What is Poetry?” and will participate in reading different forms of poetry conveying different emotions/feelings. They will respond to poetry individually and in groups. Students will brainstorm and write poetry using 5 – 6 different poetic forms and structure. They will learn about nine different types of poetic forms, Narrative, Bio Poems, Funny, Free Verse, Rhymed, I AM, Concrete, Rhymed, Acrostic, Limericks and Diamante. They will write poems using the rules and formulas that apply to the specific poetic form. Students will present and published their poems. During the first two days of this unit, students will build on their background knowledge as they get an opportunity to enjoy and appreciate poetry they listen to and read.
Rationale: In connection with the Common Core Standards, this Unit gives students an opportunity to explore poetry by reading, writing and responding to poetry while expressing their creativity, feelings and emotions. Poetry allows students an opportunity to express their feelings and emotions as well as make connections to other people and situations. Poetry is a great way in enhancing students’ reading, oral and writing skills.
Accommodations:
1. What specific accommodations must be in place for any student(s) with an IEP? The curriculum/lessons will be modified in accordance to the student(s) IEP to ensure that the student(s) goal(s) are being met. The modifications in lessons will vary depending on the lesson/activity of the day. Students will be divided into proper (pre-determined) groups that will allow a group of students, with a modified curriculum, to engage in different activities that allow them to learn/understand the same topic as other students. Throughout this Unit students will be introduced to many different poems (both short and long) at many different levels that will incorporate and accommodate students’ individual needs.
2. What differentiated practices should be in place? Why? Students will work based on learning preferences, readiness, interests, content, cooperative groups and multiple intelligences. They will work in differentiating statins throughout the unit. Please see below for description of the multiple intelligences and differentiating stations:
Multiple Intelligences
Visual/Linguistic: Students will use the Reading and Writing process to engage in reading, listening to and writing poetry.
Spatial/Visual: Students will use visualization to visualize their poems based on poetic form and formula. Students will view videos of poetry and see pictures that correspond to poetry. Students will engage in visualizing a poem for their Concrete Poem Project.
Kinesthetic: Students will move around to different stations and to locate poems and read poems aloud. Students will engage in movement while participating in the activity, “Poetry Pass.”
Logic/Numeric: Students will use numeric order, formulas and format when analyzing and writing their different poems using specific poetic formats.
Interpersonal: Students will interact with each other and learn through their interactions as they make connections from poetry read to their own lives.
Intrapersonal: Students will learn through their own interests and goals.
Spatial/Visual: Students will use visualization to visualize their poems based on poetic form and formula. Students will view videos of poetry and see pictures that correspond to poetry. Students will engage in visualizing a poem for their Concrete Poem Project.
Kinesthetic: Students will move around to different stations and to locate poems and read poems aloud. Students will engage in movement while participating in the activity, “Poetry Pass.”
Logic/Numeric: Students will use numeric order, formulas and format when analyzing and writing their different poems using specific poetic formats.
Interpersonal: Students will interact with each other and learn through their interactions as they make connections from poetry read to their own lives.
Intrapersonal: Students will learn through their own interests and goals.
Differentiating Stations
Throughout this unit, students will work in different stations, individually, with a buddy or with a group as follows:
Teacher Directed Station: In this station teacher works with students and guide them in reading and writing poetry. Students will use graphic organizers and write down their ideas for their pre-writing process. They will be provided with guided instruction according to assignment/task/lesson for the day.
Word Play Station: In this station students work with laminated word sheets and words as well as poetry form template forms that will assist them in following poetic form formulas while creating their poetry.
Reading Station: In this station students will read and analyze poetry based on their preference and choice. They will work together and write down quotes and questions they may have about certain poems. They will use a reading log with instructions on providing the poem title, author, poetic form, a description of the poem and whether they liked the poem or not.
Writing Station: In this station students will use graphic organizers where they will write down ideas and thoughts as they plan and pre-write different poems using specific poetic forms. Students will create and write different Poetic Forms for publishing.
Challenge Station: Students in the challenge station will use different graphic organizers and strategies to braining storm, read and write poetry. Students will choose their own topics for their poems. They use poems they have read as resources and conduct their own research. They will work together to edit and revise their poems with one another, draft and publish their poems.
Teacher Directed Station: In this station teacher works with students and guide them in reading and writing poetry. Students will use graphic organizers and write down their ideas for their pre-writing process. They will be provided with guided instruction according to assignment/task/lesson for the day.
Word Play Station: In this station students work with laminated word sheets and words as well as poetry form template forms that will assist them in following poetic form formulas while creating their poetry.
Reading Station: In this station students will read and analyze poetry based on their preference and choice. They will work together and write down quotes and questions they may have about certain poems. They will use a reading log with instructions on providing the poem title, author, poetic form, a description of the poem and whether they liked the poem or not.
Writing Station: In this station students will use graphic organizers where they will write down ideas and thoughts as they plan and pre-write different poems using specific poetic forms. Students will create and write different Poetic Forms for publishing.
Challenge Station: Students in the challenge station will use different graphic organizers and strategies to braining storm, read and write poetry. Students will choose their own topics for their poems. They use poems they have read as resources and conduct their own research. They will work together to edit and revise their poems with one another, draft and publish their poems.
Enduring Understandings1. Students will recognize and understand poetry has a form of artistic expression and that different types of poetry have different structures.
2. Students will recognize and understand that poetry expresses and evokes different emotions by using sensory images, movement, sound, voice, etc. 3. Students will recognize and understand that poetry is written in specific structure, every aspect of a poem has a purpose. |
Essential Questions1. What is Poetry? What are the different types of poetic forms?
2. How do you read a poem? How do you make sense of poetry? 3. How do you write a poem? What are the rules that apply to the different forms of poetry? |
Content Standards
CC.6.R.L.10 (READING) Range of Reading and Level of Text Complexity: By the end of the year read and comprehend literature, including stories, dramas, and poems, in the grades 6 – 8 text complexity band proficiently. With scaffolding as needed at the end of the range. (Connection to EU and EQ – students will engage in range of reading poetry by using sensory images, movement, sound, voice, etc. This will allow for students to become more proficient in reading and reach the goals of this standard).
CC.6.W.2.a. (WRITING) Text Types and Purposes: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics useful to aiding comprehension. (Connection to EU and EQ – Students will be introduced to a topic (poetic form), they will organize their ideas concepts and information learned about poetic forms and their formulas to write their own poems).
CC.6.L.3 (KNOWLEDGE OF LANGUAGE) Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Connection to EU and EQ – Students will use their writing, reading, listening and oral skills when listening to, writing and reading poetry).
Integrated Connections: how you will integrate this unit with another-content?
Social Studies: Standard 2 – History/Social Studies Literacy – Competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information. (Students will research, read and present historical poems such as Paul Revere’s Ride by Henry Wadsworth Longfellow, Being Frank with Anne by Phyllis Johnson, Standing Tall – In Honor of Martin Luther King, Jr. by Jamie McKenzie, etc.)
Science: Scientific Literacy: Scientific literacy includes speaking, listening, presenting and interpreting, reading and writing about science. (Students will write acrostic and concrete poems using the Seasons and the environment – i.e., trees, plants, flowers, leaves, sky, etc.)
CC.6.W.2.a. (WRITING) Text Types and Purposes: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g. headings), graphics useful to aiding comprehension. (Connection to EU and EQ – Students will be introduced to a topic (poetic form), they will organize their ideas concepts and information learned about poetic forms and their formulas to write their own poems).
CC.6.L.3 (KNOWLEDGE OF LANGUAGE) Use knowledge of language and its conventions when writing, speaking, reading, or listening. (Connection to EU and EQ – Students will use their writing, reading, listening and oral skills when listening to, writing and reading poetry).
Integrated Connections: how you will integrate this unit with another-content?
Social Studies: Standard 2 – History/Social Studies Literacy – Competence in literacy, inquiry and research skills is necessary to analyze, evaluate and present history and social studies information. (Students will research, read and present historical poems such as Paul Revere’s Ride by Henry Wadsworth Longfellow, Being Frank with Anne by Phyllis Johnson, Standing Tall – In Honor of Martin Luther King, Jr. by Jamie McKenzie, etc.)
Science: Scientific Literacy: Scientific literacy includes speaking, listening, presenting and interpreting, reading and writing about science. (Students will write acrostic and concrete poems using the Seasons and the environment – i.e., trees, plants, flowers, leaves, sky, etc.)
Content Knowledge:Students will understand:
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Skills:Students will be able to:
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Assessment
What is the end-of-unit summative performance task(s) for students?
At the end of this unit students would have explored many different types of poetic forms. They would have learned to read poetry using voice, expression and emotions. Students would have a selection of poetry chosen from the ones they have read throughout the unit that they identify with or have chosen as a favorite. By the end of this unit students would have written at least 8 poems using the poetic forms narrative, free verse, rhyme, I AM, Diamante, Limerick, Funny, Acrostic and Concrete. Students will have a self-check rubric for each poem which they will check to ensure their poems follow the correct poetic formula. Students will publish their work and present it in different manners that will include choral reading, gallery walk, publishing and book premiere. |
Which EU and EQ will this task assess? How/why?
How does the performance assessment task link to the unit standards? By the end of the unit, students would have understanding and knowledge in recognizing poetry has a form of artistic expression and that different types of poetry have different structures. Students would recognize and understand that poetry expresses and evokes different emotions. Students would have created their own poems using the different poetic forms and expressions they explored through this unit. They will use their experience to write their own poems, publish them and present them. |
End of Unit Performance Task Rubric
Define CriteriaCriteria 1 (Reading) |
DistinguishedStudents read a variety of poems (short, long, funny, narrative, rhyming, free verse, Limericks, Diamante, Concrete, Acrostic). When reading aloud student uses and conveys excellent combination of voice, expression, feelings and gestures when reading. Student recognizes and identifies all different poetic forms of poems they read. Student is able to analyze, visualize, ask questions, inference and make connections before, during and after reading.
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ProficientStudents read a variety of poems (short, long, funny, narrative, rhyming, free verse, Limericks, Diamante, Concrete, Acrostic). When reading aloud students uses and conveys good voice, expression, feelings and gestures when reading. Student recognizes and identifies all different poetic forms of poems they read. Student is able to analyze, visualize, ask questions, inference and make connections before, during and after reading.
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PracticingStudents read a variety of poems (short, long, funny, narrative, rhyming, free verse, Limericks, Diamante, Concrete, Acrostic). When reading aloud students uses and conveys some expression, feelings and gestures when reading. Student recognizes and identifies all some of the different poetic forms of poems they read. Student is able to analyze, visualize, ask some questions, inference and make few connections before, during and after reading.
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BeginningStudents read a variety of poems (short, long, funny, narrative, rhyming, free verse, Limericks, Diamante, Concrete, Acrostic). When reading aloud student is unable to use and convey expression, feelings and gestures when reading. Student is unable to recognize and identify different poetic forms of poems they read. Student is unable to analyze, visualize, ask some questions, inference and make connections before, during and after reading.
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Criteria 2 (Writing) |
Students’ poems follow the correct Poetic Form (i.e., rules/formula). Their Poems have excellent word choice, comparisons, expression, topic and display clear understanding of the poetic forms.
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Students’ poems follow correct Poetic Form. Their Poems have good word choice and comparisons. Poems show some understanding of poetic forms.
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Poems follow correct format with most lines completed. Poems have adequate word choice and somewhat vivid comparison. Show little understanding of poetic forms.
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Poems do not utilize correct format. Poems have poor word choice with few comparisons. Shows no understanding of poetic forms.
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Criteria 3
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Poetry collection includes all required elements. All poems have a title and follow the requirements of the type of poetic form. The Poetry collection is exceptionally attractive in terms of design, layout and neatness. There are no grammatical/mechanical mistakes in the poetry collection.
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Poetry collection includes all required elements. All poems have a title and follow the requirements of the type of poetic form. The Poetry collection is attractive in terms of design, layout and neatness. There are 3-4 grammatical/mechanical mistakes in the poetry collection.
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Poetry collection includes all but two of the required elements. Many of the poems have titles and follow the requirements of the type of poetic form. The Poetry collection is acceptably attractive though it may be a bit messy. There are 5 – 7 grammatical/mechanical mistakes in the poetry collection.
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Poetry collection has several required elements were missing. The poems do not have titles and do not follow the poem requirements. The poetry collection is distractingly messy or very poorly designed. There are more than 8 grammatical/mechanical mistakes in the poetry collection.
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Unit Lesson Map
Introduction
Motivation/Preview task EQ: What is Poetry? Objective: Teacher will introduce a variety of different poems as students explore poetry and define what poetry is based on their own feelings and opinions. Key Learning Activities: Students will listen to poetry through video clips from YouTube and as teacher reads aloud. (The poem selection will include different poems including, but not limited to, narrative poems, free verse poems, rhyming poems, funny poems, etc.) Teacher will ask students, “What did they notice?” “How did the poetry make them feel?” “What do they think the topic of the poem was?” They did notice any patterns in the poems we read; any similarities or differences?” Students will work in groups and pairs as they explore poetry (students will be given a selection of poems) and keeping in mind the question, “What is Poetry?’ Students will use the questions above as a guide in discussing their poems. Assessment: Students will share with the class, “What is Poetry?” They will share their “What is Poetry? Charts. |
Day 2
Continuation from Day 1 EQ: What is Poetry? Objective: Teacher will continue to introduce a variety of different poems to students and begin to categorize poems based on similarities/differences. Key Learning Activities: Students will engage in reading different poems; students will categorize poems according to any similarities and differences; topics and structure. (This will lead into introduction of different poetic forms) Teacher will provide students with a selection of poems. Each student will be provided with at least 2 – 4 poems. (This selection of poems will include different forms we will be focusing on throughout the next 5 – 6 days of this unit). Students will play, “Poetry Pass.” Teacher will give students at least 3 poems and place them on the student’s desk. Students will have appx. 15 minutes to read the poems (the key is to read them more than once). Students will then write one sentence describing what they thought the poem was about. They will then select their favorite poem out of the 3 and pass the poem to another classmate. This activity will continue for a few rounds until students have passed along different poetry to classmates. (After each pass, students will write a sentence describing the poem after each pass. (Students may also work in groups and pairs for this activity). Students will be asked to select 1 – 2 of their favorite poems to add to their poetry portfolio. Assessment: We will revisit our question, “What is a Poem?” and add students, responses to our chart. Teacher will analyze students’ work describing the different poems they described in their one sentence during the poetry pass. |
Day 3
Poetic Forms (Narrative & Bio Form Poems) EQ: What is Poetry? What are the different types of Poetic Forms? What is a Narrative Form Poem? What is a Bio Poem Form? Objective: Students will identify and understand the Narrative Poetic and Bio Poetic Form and identify its elements. Key Learning Activities: Teacher will model and teach the narrative poem form. Teacher will explain the narrative form to students and read narrative forms as well as show them narrative form poems on YouTube. Students will listen to, respond to and write a narrative form poem. Narrative Poems for this lesson will include:
Assessment: Students will use a self check rubric to analyze their Narrative poem. Students will share their poem. Teacher will make notations as to the entirety of student’s narrative poem presentation. |
Day 4
Poetic Forms (Free Verse vs. Rhymed) EQ: What is Poetry? What is the difference between the Free Verse Poem form and the Rhymed Form Poem? How do you write a free verse poem? How do you write a rhyme poem? Objective: Students will identify and understand the Free verse and rhymed poetic forms and identify similarities and differences. Key Learning Activities: Teacher will explain, model and show different examples of rhyming and free form poems. Students will be given copies of the poems in print and they will listen to some of them on YouTube. Students will read and listen to rhymed vs. free form poetry. They will compare the two. They will then write a free verse and rhymed poetry. Students will use the “I AM” poem template to write their own free form poem. Teacher will have students write a rhyming poem using their five senses as a topic. Poems for this lesson will include: Free Verse:
Students will use a self- check rubric to analyze their I AM poem. They will work in pairs for peer review. Teacher will make notations as to the entirety of student’s free verse and rhyming poem presentation. |
Day 5
Poetic Forms (Diamante Poem) EQ: What is Poetry? What is a Diamante Form Poem? How do you write a Diamante Poem?” Objective: Students will identify and understand the Diamante Form Formula use the writing process to create a Diamante form poem. Key Learning Activities: Students will analyze. Learn and understand the Diamante Form Formula. Teacher will model using different examples. Students will work in four different stations (1) Teacher Directed Station (2) Word Play Station (3) Writing Station and (4) Challenge Station and create their Diamante Poems. Assessment: Teacher will evaluate using a Poetry Evaluation Rubric. Teacher will also assess as she words with students in different stations based on their engagement and response to their assigned stations. Students will be given their own rubric in the form of a checklist that they will use to check off themselves as self-assessment. |
Day 6
Poetic Forms (Limericks and Funny Poems) EQ: What is Poetry? What is a Limerick? What is a Funny/Humorous Poem? How do you read and write Limericks and Humor Poems? Objective: Students will identify and understand the Poetic Forms of Funny Poems and Limericks. Students will learn and understand the poetic formulas for Limericks and Funny Poems. Key Learning Activities: Teacher will explain, model and show different examples of Funny Poems and Limericks. Students will learn about Edward Lear who has written a lot of Limericks. Students will be given copies of Funny poems and Limericks and to add to their Poetry Portfolio. Students will participate in a Choral Reading of Limericks and Funny Poems. Students will then work in groups to write their own funny poems and their own Limericks. Students may use the Limerick Factory on line At Learner.org to create Limericks. Poem Selection will include poems by Shel Silversteen and Limericks by Edward Lear Assessment: Teacher will evaluate using a Poetry Evaluation Rubric. Teacher will also assess as she words with students in different stations based on their engagement and |
Day 7
Poetic Forms (Concrete Poems and Acrostic Poems) EQ: What is Poetry? What is a Concrete Poem? What is an Acrostic Poem? How do you read and write Concrete and Acrostic Poems? Objective: Students will identify and understand the Poetic Forms of Concrete Poems and Acrostic Poems. Students will learn and understand the poetic formulas for Concrete and Acrostic Poems. Key Learning Activities: Teacher will show two YouTube Videos that contain examples of concrete poetry. Teacher will show pictures of both Concrete and Acrostic Poetry. Teacher will explain, model and show different examples of Concrete Poems and Acrostic Poems. Students will be given copies of Funny poems and Limericks and to add to their Poetry Portfolio. Students will create Acrostic Poems and Concrete Poems using the following subjects: using the following topics: (The Seasons; the environments; The days of the week, their names, their favorite subject and their favorite foods/deserts/sports). Students will share their Acrostic and Concrete Poems by creating a Gallery Walk. Assessment: Teacher will evaluate using a Poetry Evaluation Rubric. Teacher will also assess as she words with students in different stations based on their engagement and response to their assigned stations. Students will be given their own rubric in the form of a checklist that they will use to check off themselves as self-assessment. |
Day 8
Writing/Publishing Poetry EQ: What is Poetry? How do we write poetry? Objective: Students will identify, understand and analyze different forms of poetry. Students will write and publish different forms of poetry. Key Learning Activities: Students will continue reading and writing poetry using the forms they have learned the past few days. They will engage in peer and buddy editing, self-reflection to ensure that their poetry portfolio will be complete by the end of the unit. Teacher will continue to read poetry to students and continue to assist them in their writing. Students will work in stations and assist one another in writing their poems and getting them ready for publishing. Assessment: Teacher will continue to evaluate students using a Poetry Evaluation Rubric. Teacher will also assess as she words with students in different stations based on their engagement and response to their assigned stations. Students will be given their own rubric in the form of a checklist that they will use to check off themselves as self-assessment. Students will use the “My Poetry Collection” requirements form to ensure their poetry portfolio is complete. |
Day 9
Writing/Publishing Poetry EQ: What is Poetry? How do we write poetry? Objective: Students will identify, understand and analyze different forms of poetry. Students will write and publish different forms of poetry. Key Learning Activities: Students will continue reading and writing poetry using the forms they have learned the past few days. They will engage in peer and buddy editing, self-reflection to ensure that their poetry portfolio will be complete by the end of the unit. Teacher will continue to read poetry to students and continue to assist them in their writing. Students will work in stations and assist one another in writing their poems and getting them ready for publishing. Assessment: Teacher will continue to evaluate students using a Poetry Evaluation Rubric. Teacher will also assess as she words with students in different stations based on their engagement and response to their assigned stations. Students will be given their own rubric in the form of a checklist that they will use to check off themselves as self-assessment. Students will use the “My Poetry Collection” requirements form to ensure their poetry portfolio is complete. |
Closure
Meta-cognition and Reflection: Poetry Exploration EQ: What is Poetry? How do we read poetry? How do we write poetry? Objective: Students will identify, understand and analyze different forms of poetry. Students will write and publish different forms of poetry. Students will read different forms of poetry. Students will reflect on their exploration of poetry. Key Learning Activities: Students will complete writing their poems and publishing them. Teacher will create a class poetry book using the iBook Software on the MAC or iPad. Teacher and students will review the unit. They will engage in a discussion about “What is Poetry?” “How Do You Read Poetry?” “How Do You Write Poetry?” Students/Teacher will host a poetry book premiere for family and friends of students. Students will present their poetry by reading aloud, visual presentation, gallery walk, choral reading, and poetry book display. Assessment: Teacher will assess the students overall participation throughout the unit using a rubric that focus on the reading, writing and knowledge of language standards as well as overall presentation. Students will reflect on this unit by answering a reflection rubric that will address the following questions:
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Materials for use with Students
PRINT:
Various Poetry Books: “Poetry for Young People” by Carl Sandburg; “They’re Poets and They Know It! A Collection of 30 Timeless Poems” by Scholastic;
Narrative Poems: “Annabel Lee,” by Edgar Allen Poe; “Casey at the Bat,” by Ernest Lawrence Thayer; The Giving Tree by Shel Silversteen
Rhyming Poems: “The Road Not Taken,” by Robert Frost; “Alone,” by Maya Angelou
Limmericks: “There was an Old Man With a Beard,” “There was a Young Lady in White,” and “There was a Young Lady of Norway,” all by Edward Lear
Free Verse: “Fog,” by Carl Sandburg; “This is Just to Say,” by William Carlos Williams; “I, Too, Sing America,” by Langston Hughes
Diamante Poems: Various examples of Diamante Poems
Concrete Poems: Various examples of Concrete Poems
Acrostic Poems: Various Examples of Acrostic Poems
I AM Poem Example.
Funny Poems: Poems by Shel Silversteen – “Bear in There,” “The Romance,” “Hug O’War”, “Ickle Me, Pickle me, Tickle Me Too.”
Tompkins Text: Language Arts: Patterns of Practice, 8th Edition
AUDIO-VISUAL
http://youtu.be/U-4JfVU7i9A (Carl Sandburg’s “Fog”); http://youtu.be/goc3f77bcXk (Robert Frost, “The Road Not Taken.” http://youtu.be/8TB1RAopjSA (Maya Angelou, “Alone.”) http://youtu.be/BcTfsG-k_58 (William Carlos Williams, “This is Just to Say.”) http://youtu.be/wYMvcm2nwb8 (Langston Hughes, “I, Too, Sing America” told by Ana Monnar); http://youtu.be/eZPNkiQM7II (Edward Lear, “There was on Old Man With a Beard.”) http://youtu.be/cxWE5mVi4Sg (Edgar Allan Poe’s, “Annabel Lee.” Recited by Matthew Grey Gubler) http://youtu.be/JDO5H9HgU08 (The Slow Train - a Concrete Poem Illustration); http://youtu.be/P9qtb_FNxJw (Concrete Poems - Different examples); http://youtu.be/X-2lXQQcXb8 “Casey At the Bat,” by Ernest Lawrence Thayer (told by James Earl Jones).
TECHNOLOGY
Smart Board; Computer; iPad; Mac Book (iBook)
INTERNET URLs
http://www.wild-about-woods.org.uk/elearning/concretepoetry/ (Concrete Poems); http://www.poemhunter.com/; http://www.learner.org/teacherslab/math/patterns/limerick/limerick_acttxt.html (Limmerick Factory); http://youtu.be/U-4JfVU7i9A (Carl Sandburg’s “Fog”); http://youtu.be/goc3f77bcXk (Robert Frost, “The Road Not Taken.” http://youtu.be/8TB1RAopjSA (Maya Angelou, “Alone.”) http://youtu.be/BcTfsG-k_58 (William Carlos Williams, “This is Just to Say.”) http://youtu.be/wYMvcm2nwb8 (Langston Hughes, “I, Too, Sing America” told by Ana Monnar); http://youtu.be/eZPNkiQM7II (Edward Lear, “There was on Old Man With a Beard.”) http://youtu.be/cxWE5mVi4Sg (Edgar Allan Poe’s, “Annabel Lee.” Recited by Matthew Grey Gubler) http://youtu.be/JDO5H9HgU08 (The Slow Train - a Concrete Poem Illustration); http://youtu.be/P9qtb_FNxJw (Concrete Poems - Different examples); http://www.readwritethink.org/files/resources/lesson_images/lesson398/biopoem.pdf
http://fno.org/poetry/standing.html
http://jewishmag.com/120mag/poem-anne_frank/poem-anne_frank.htm
PEOPLE
Students/Teacher/Parents/Guardians/Guests
SUPPLIES
Paper; notebooks; pens; markers; colored pencils; glue; scissors
FOR IDENTIFIED NEEDS
Teacher will provide guided materials; list of rhyming words and topics to meet the needs of all students.
CMT/CAPT CONNECTION
CMT: Reading Comprehension: Forming a general understanding. CMT: Direct Assessment of Writing (DAW): Expository.
Various Poetry Books: “Poetry for Young People” by Carl Sandburg; “They’re Poets and They Know It! A Collection of 30 Timeless Poems” by Scholastic;
Narrative Poems: “Annabel Lee,” by Edgar Allen Poe; “Casey at the Bat,” by Ernest Lawrence Thayer; The Giving Tree by Shel Silversteen
Rhyming Poems: “The Road Not Taken,” by Robert Frost; “Alone,” by Maya Angelou
Limmericks: “There was an Old Man With a Beard,” “There was a Young Lady in White,” and “There was a Young Lady of Norway,” all by Edward Lear
Free Verse: “Fog,” by Carl Sandburg; “This is Just to Say,” by William Carlos Williams; “I, Too, Sing America,” by Langston Hughes
Diamante Poems: Various examples of Diamante Poems
Concrete Poems: Various examples of Concrete Poems
Acrostic Poems: Various Examples of Acrostic Poems
I AM Poem Example.
Funny Poems: Poems by Shel Silversteen – “Bear in There,” “The Romance,” “Hug O’War”, “Ickle Me, Pickle me, Tickle Me Too.”
Tompkins Text: Language Arts: Patterns of Practice, 8th Edition
AUDIO-VISUAL
http://youtu.be/U-4JfVU7i9A (Carl Sandburg’s “Fog”); http://youtu.be/goc3f77bcXk (Robert Frost, “The Road Not Taken.” http://youtu.be/8TB1RAopjSA (Maya Angelou, “Alone.”) http://youtu.be/BcTfsG-k_58 (William Carlos Williams, “This is Just to Say.”) http://youtu.be/wYMvcm2nwb8 (Langston Hughes, “I, Too, Sing America” told by Ana Monnar); http://youtu.be/eZPNkiQM7II (Edward Lear, “There was on Old Man With a Beard.”) http://youtu.be/cxWE5mVi4Sg (Edgar Allan Poe’s, “Annabel Lee.” Recited by Matthew Grey Gubler) http://youtu.be/JDO5H9HgU08 (The Slow Train - a Concrete Poem Illustration); http://youtu.be/P9qtb_FNxJw (Concrete Poems - Different examples); http://youtu.be/X-2lXQQcXb8 “Casey At the Bat,” by Ernest Lawrence Thayer (told by James Earl Jones).
TECHNOLOGY
Smart Board; Computer; iPad; Mac Book (iBook)
INTERNET URLs
http://www.wild-about-woods.org.uk/elearning/concretepoetry/ (Concrete Poems); http://www.poemhunter.com/; http://www.learner.org/teacherslab/math/patterns/limerick/limerick_acttxt.html (Limmerick Factory); http://youtu.be/U-4JfVU7i9A (Carl Sandburg’s “Fog”); http://youtu.be/goc3f77bcXk (Robert Frost, “The Road Not Taken.” http://youtu.be/8TB1RAopjSA (Maya Angelou, “Alone.”) http://youtu.be/BcTfsG-k_58 (William Carlos Williams, “This is Just to Say.”) http://youtu.be/wYMvcm2nwb8 (Langston Hughes, “I, Too, Sing America” told by Ana Monnar); http://youtu.be/eZPNkiQM7II (Edward Lear, “There was on Old Man With a Beard.”) http://youtu.be/cxWE5mVi4Sg (Edgar Allan Poe’s, “Annabel Lee.” Recited by Matthew Grey Gubler) http://youtu.be/JDO5H9HgU08 (The Slow Train - a Concrete Poem Illustration); http://youtu.be/P9qtb_FNxJw (Concrete Poems - Different examples); http://www.readwritethink.org/files/resources/lesson_images/lesson398/biopoem.pdf
http://fno.org/poetry/standing.html
http://jewishmag.com/120mag/poem-anne_frank/poem-anne_frank.htm
PEOPLE
Students/Teacher/Parents/Guardians/Guests
SUPPLIES
Paper; notebooks; pens; markers; colored pencils; glue; scissors
FOR IDENTIFIED NEEDS
Teacher will provide guided materials; list of rhyming words and topics to meet the needs of all students.
CMT/CAPT CONNECTION
CMT: Reading Comprehension: Forming a general understanding. CMT: Direct Assessment of Writing (DAW): Expository.
Teacher Resources and References
Holyoke Public Schools (English Language Development Curriculum Map): Poetry Unit: Using the Literacy Workshop in the Middle School 2008-2009, http://www.hps.holyoke.ma.us/pdf/curriculum/ela/4-8_eld_poetry.pdf
Brown, K., Perusing Poetry: Reading It, Writing It! Fourth Grade. Fourth Grade, Haisley Elementary, http://sitemaker.umich.edu/katharinebrown/files/poetry_unit_plan.doc
Fenske, K., (2008), What is Poetry? Trinity University, Digital Commons @ Trinity (07/02/08), http://digitalcommons.trinity.edu/cgi/viewcontent.cgi?article=1040&context=educ_understandings&sei-redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dkathleen%2520fenske%2520what%2520is%2520poetry%26source%3Dweb%26cd%3D5%26ved%3D0CEEQFjAE%26url%3Dhttp%253A%252F%252Fdigitalcommons.trinity.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1040%2526context%253Deduc_understandings%26ei%3DnzufUOS5KebL0AH-pYCoBA%26usg%3DAFQjCNGSAnd4Y_0eG_VHLkQiLS2jAAiIFA%26sig2%3DkjH7UF2HPRyDdcVj4eKPKw#search=%22kathleen%20fenske%20what%20poetry%22\
http://www.poemhunter.com/
http://www.poetryfoundation.org/poem/174665
http://allpoetry.com/poem/8538991-The_Giving_Tree-by-Shel_Silverstein
http://www.google.com/imgres?q=examples+of+acrostic+poems+for+kids&um=1&hl=en&sa=N&tbo=d&rlz=1R2ADFA_enUS460&biw=1093&bih=453&tbm=isch&tbnid=LWe6pwuRkQ4MXM:&imgrefurl=http://www.lovesosocome.com/2012/05/&docid=BjfpajbCSYiRFM&imgurl=http://www.lovesosocome.com/wp-content/uploads/2012/05/Acrostic-Poems.jpg&w=800&h=600&ei=cmChUOGSLqXp0QHJpYH4CA&zoom=1&iact=rc&dur=351&sig=100425962804808824722&page=1&tbnh=144&tbnw=191&&ndsp=12&ved=1t:429,r:8,s:0,i:98&tx=48&ty=57
http://www.google.com/imgres?q=examples+of+acrostic+poems+for+kids&um=1&hl=en&sa=N&tbo=d&rlz=1R2ADFA_enUS460&biw=1093&bih=453&tbm=isch&tbnid=rONvxw17k4Zc2M:&imgrefurl=http://oakdome.com/k5/lesson-plans/word/fall-acrostic.php&docid=C4Cy8SNMXDDHDM&imgurl=http://oakdome.com/k5/lesson-plans/word/images/fall-acrostic.gif&w=659&h=865&ei=cmChUOGSLqXp0QHJpYH4CA&zoom=1&iact=rc&dur=238&sig=100425962804808824722&page=1&tbnh=144&tbnw=110&&ndsp=12&ved=1t:429,r:11,s:0,i:107&tx=75&ty=94
http://www.google.com/imgres?q=examples+of+acrostic+poems+for+kids&um=1&hl=en&sa=N&tbo=d&rlz=1R2ADFA_enUS460&biw=1093&bih=453&tbm=isch&tbnid=x8NMoyYZ31BzKM:&imgrefurl=http://www.scholastic.com/teachers/classroom-solutions/2012/04/playing-poetry-primary-grades&docid=_dI5YZFHslDmpM&imgurl=http://www.scholastic.com/teachers/sites/default/files/acrostic.jpg&w=400&h=500&ei=92ChUJrhMIe90AHr44CQBA&zoom=1&iact=rc&dur=279&sig=100425962804808824722&page=2&tbnh=143&tbnw=107&&ndsp=19&ved=1t:429,r:6,s:20,i:156&tx=49&ty=103
http://www.shelsilverstein.com/indexSite.html
http://www.readwritethink.org/files/resources/lesson_images/lesson391/I-am-poem.pdf
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;
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://faculty.weber.edu/chansen/humanweb/projects/MeghanUng/poems.htm
http://www.readwritethink.org/files/resources/lesson_images/lesson398/biopoem.pdf
http://fno.org/poetry/standing.html
http://jewishmag.com/120mag/poem-anne_frank/poem-anne_frank.htm
Brown, K., Perusing Poetry: Reading It, Writing It! Fourth Grade. Fourth Grade, Haisley Elementary, http://sitemaker.umich.edu/katharinebrown/files/poetry_unit_plan.doc
Fenske, K., (2008), What is Poetry? Trinity University, Digital Commons @ Trinity (07/02/08), http://digitalcommons.trinity.edu/cgi/viewcontent.cgi?article=1040&context=educ_understandings&sei-redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dkathleen%2520fenske%2520what%2520is%2520poetry%26source%3Dweb%26cd%3D5%26ved%3D0CEEQFjAE%26url%3Dhttp%253A%252F%252Fdigitalcommons.trinity.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1040%2526context%253Deduc_understandings%26ei%3DnzufUOS5KebL0AH-pYCoBA%26usg%3DAFQjCNGSAnd4Y_0eG_VHLkQiLS2jAAiIFA%26sig2%3DkjH7UF2HPRyDdcVj4eKPKw#search=%22kathleen%20fenske%20what%20poetry%22\
http://www.poemhunter.com/
http://www.poetryfoundation.org/poem/174665
http://allpoetry.com/poem/8538991-The_Giving_Tree-by-Shel_Silverstein
http://www.google.com/imgres?q=examples+of+acrostic+poems+for+kids&um=1&hl=en&sa=N&tbo=d&rlz=1R2ADFA_enUS460&biw=1093&bih=453&tbm=isch&tbnid=LWe6pwuRkQ4MXM:&imgrefurl=http://www.lovesosocome.com/2012/05/&docid=BjfpajbCSYiRFM&imgurl=http://www.lovesosocome.com/wp-content/uploads/2012/05/Acrostic-Poems.jpg&w=800&h=600&ei=cmChUOGSLqXp0QHJpYH4CA&zoom=1&iact=rc&dur=351&sig=100425962804808824722&page=1&tbnh=144&tbnw=191&&ndsp=12&ved=1t:429,r:8,s:0,i:98&tx=48&ty=57
http://www.google.com/imgres?q=examples+of+acrostic+poems+for+kids&um=1&hl=en&sa=N&tbo=d&rlz=1R2ADFA_enUS460&biw=1093&bih=453&tbm=isch&tbnid=rONvxw17k4Zc2M:&imgrefurl=http://oakdome.com/k5/lesson-plans/word/fall-acrostic.php&docid=C4Cy8SNMXDDHDM&imgurl=http://oakdome.com/k5/lesson-plans/word/images/fall-acrostic.gif&w=659&h=865&ei=cmChUOGSLqXp0QHJpYH4CA&zoom=1&iact=rc&dur=238&sig=100425962804808824722&page=1&tbnh=144&tbnw=110&&ndsp=12&ved=1t:429,r:11,s:0,i:107&tx=75&ty=94
http://www.google.com/imgres?q=examples+of+acrostic+poems+for+kids&um=1&hl=en&sa=N&tbo=d&rlz=1R2ADFA_enUS460&biw=1093&bih=453&tbm=isch&tbnid=x8NMoyYZ31BzKM:&imgrefurl=http://www.scholastic.com/teachers/classroom-solutions/2012/04/playing-poetry-primary-grades&docid=_dI5YZFHslDmpM&imgurl=http://www.scholastic.com/teachers/sites/default/files/acrostic.jpg&w=400&h=500&ei=92ChUJrhMIe90AHr44CQBA&zoom=1&iact=rc&dur=279&sig=100425962804808824722&page=2&tbnh=143&tbnw=107&&ndsp=19&ved=1t:429,r:6,s:20,i:156&tx=49&ty=103
http://www.shelsilverstein.com/indexSite.html
http://www.readwritethink.org/files/resources/lesson_images/lesson391/I-am-poem.pdf
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;
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://faculty.weber.edu/chansen/humanweb/projects/MeghanUng/poems.htm
http://www.readwritethink.org/files/resources/lesson_images/lesson398/biopoem.pdf
http://fno.org/poetry/standing.html
http://jewishmag.com/120mag/poem-anne_frank/poem-anne_frank.htm
Narrative Poems
You may access a complete copy of this unit plan by pressing below:
we_are_all_poets_-_final.pdf | |
File Size: | 176 kb |
File Type: |
Rubrics
diamante_evaluation_form.pdf | |
File Size: | 22 kb |
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student_diamante_checklist.pdf | |
File Size: | 52 kb |
File Type: |
rhyming_evaluation.pdf | |
File Size: | 22 kb |
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rhyme_-_senses_checklist.pdf | |
File Size: | 52 kb |
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limerick_evaluation.pdf | |
File Size: | 22 kb |
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limerick_check_list.pdf | |
File Size: | 51 kb |
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i_am_poem_evaluation.pdf | |
File Size: | 23 kb |
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i_am_checklist.pdf | |
File Size: | 52 kb |
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poetry_collection_requirements.pdf | |
File Size: | 55 kb |
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student_reflection.pdf | |
File Size: | 54 kb |
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