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POETRY LESSONS Grade 1-3

Page history last edited by PBworks 16 years, 1 month ago

Faculty of Education

Jennifer Jaeger-Rodych #100334121
 
Language Arts Short-Term Planning Template                    Date: January 24, 2008
 

Lesson/Unit Topic/Theme:  Limericks (Poetry) “The places I have been”.
 
 
Lesson/Unit Length: 3-4 Language arts periods
 
 
Curriculum Expectations:
 
2e4 Grade 2   PLNR02 English Language Writing Overall Expectations • produce short pieces of writing using simple forms (e.g., narratives and poems based on familiar models);
 
2e21 Grade 2  PLNR02 English Language Writing Word Use and Vocabulary Building – use words from their oral vocabulary, personal word lists, and class lists compiled through brainstorming;
 
2e23 Grade 2 PLNR02 English Language Writing Visual Presentation – use words and pictures to create a message;
 
Cross-Curricular Links:
 
2a45 Grade 2 PLNR02 The Arts Visual Arts Critical Thinking – describe the relationship between an art work and their own experiences (e.g., explain how the images used by an artist to represent winter are similar to or different from images that they would use to depict their own experiences of winter).
 
2z16 Grade 2 SQC2004 Social Studies CWC: Features of Communities Around the World Overall Expectations • demonstrate an understanding that the world is made up of countries, continents, and regions and that people’s lifestyles may differ from country to country;
 
 
 
 
 
Content Area Focus
Creative Writing : Poetry, Limericks
 
 
 
 
Skills Focus:
Social Skills, community building, fine motor development, cooperation, listening, critical thinking,
 
 
 
 
Learning Skills:
Reading, writing, critical thinking, creative thinking
 
 
 
 
 
Focusing Questions:
 
·         What is poetry? – possible responses, rhyming words, small writing etc
·         What did you notice in this poem, what did you hear? – I heard some rhyming words.
·         What did you like about this poem? It is funny; it makes me think of the place I visited.
·         What words can you think of that describe places around the world? Beautiful, friendly, fun hot, different etc.
·         How many words can you think of that describe a place you have visited and rhyme with the name of the place you visited? Beijing and King
·         How will you create your Limerick or poem so it follows the rules of the Limerick and tells something about the place you visited?- eg In Beijing emperors use to rule the land, which is sort of like a king, but now they have political leaders, a President. In Canada we used to have the British Monarchy included in our leadership but like China we now have a political leader, a Prime Minister. Or we are different because we have a Prime Minister and China has a president. Can lead to other discussions. China is a communist country and Canada is a democratic nation. 
 
 
 
Culminating Task/Performance:
 
 Teacher will take pictures of students’ drawings and have students narrate their limericks on photo story digital gallery. The gallery will be presented to the class and discussion about all the places visited will ensue. Students will be reminded of no put downs and are encouraged to give positive feed back to fellow students, utilizing TRIBES skills. Class discussion of the poetry and the links between the poetry and social studies will be discussed. For example how Beijing and King (Emperor) are related and/ or different to Canada and the Monarchy.  
 
 
 
Assessment Tools and Strategies:
 
Rubric:
·         Free of spelling mistakes
·         Follows the structure of a Limerick
·         Clear connection is stated between the place visited and the describing words students use in their limerick  
 
 
 
 
Lesson/Unit Checkpoints & Feedback:
·         Are students engaged?
·         Are there any students who are struggling with the concept of a Limerick or with their own creative ability?
·         Are all ESL students or other special needs students able to successfully complete this activity?
·         Have students gained knowledge about poetry through this lesson and made connections with poetry in their everyday life?
·         Ensure there is adequate time for class discussion and student questions.
 
 
 
Key Concepts & Skills
 
Reading
·         Instructional Approaches: Read aloud- teacher reads a few sample Limericks as a hook from the book Isaac Asimov’s Limericks for Children by Isaac Asimov to engage students and provide examples of the writing students will be doing in this activity.
·         Students will be required to read their limericks for the photo story gallery
 
 
Critical Literacy/Thinking Skills:
 
·         Students work in pairs or small groups. Each group receives a limerick that has been cut into strips (along with its accompanying illustration if there is one). They put the strips of paper into what they think the correct order is following the rules of Limerick writing
 
 
 
 
 
Accommodations/Modifications:
 
·         ESL students can be given their poem in their native language
·         ESL students can have someone else read their poem for them
·         ESL students are partnered with someone to help them, someone who can speak and read both languages or an English speaking student who can model the activity for them.
 
Writing
Instructional Approaches:
1)      –across the top of a blank sheet of paper, each student writes 5-6 places s/he’s lived or visited… cities, provinces, states, countries etc.
2)      Students then choose 2 places from their list of 5-6 that are the easiest to rhyme (this may take some experimenting and more than one try). Students can help each other “brainstorm” rhyming words which they then write in columns underneath the place names. This can be done using only the last syllable of the name. Example: Beijing, bring, fling, king, Ming, opening, ring, sing, sling, sitting, thing… etc. Encourage students to find words that provide colourful descriptions or that describe a particular aspect of that place.
3)      Students are then required to create their own Limerick following the definition of “a highly controlled poem, consisting of 5 lines, lines 1,2 and 5 rhyme and lines 3 and 4 rhyme with each other”. Students are encouraged to use past tense when creating their limerick.
 
Template can be provided eg.
 
There once was a man from Beijing.
All his life he hoped to be King.
So he put on a crown,
Which quickly fell down.
That small silly man from Beijing.       
 
Template A
There once was a __________ from___________.
All the while s/he hoped ____________________.
So s/he __________________________________.
And ____________________________________.
That ____________ from ___________________.
 
Template B
I once met a _______________ from ____________.
Everyday s/he _______________________________.
But whenever s/he ____________________________.
The ________________________________________.
That strange ______________ from _______________.
Critical Literacy/Thinking Skills:
 
 
Accommodations/Modifications:
 
·         ESL students can work in pairs and help each other (particularly helpful if one student in the pair speaks English and the ESL student’s language), a think pair share strategy
·         ESL students can write the poem in their own language or a combination of English and their own native language
·         Students who have fine motor difficulty can create their poem on the computer
·         Struggling students can follow one of the templates provided to help with creating their Limerick
 
 
 
 
Language and Word Study
Instructional Approaches:
·         Brainstorm words that rhyme and include them on the word wall
·         Encourage students to think pair share new words and places that they have visited
 
 
 
Critical Literacy/Thinking Skills:
 
·         Students will be required to further their vocabulary and language acquisition, use of a dictionary, thesaurus, or internet   
 
Accommodations/Modifications:
·         Students can work together to help each other with vocabulary and spelling
·         Teacher can provide students with a word wall of brainstormed words that the class came up with that they can use in their poems
 
 
 
Oral Communication and Media Literacy
Instructional Approaches:
·         Teacher scans students’ poems and art work into photo shop and has students provide a reading of their poem  
 
 
Critical Literacy/Thinking Skills:
·         Volunteers may read their limerick to the class, students listening will be required to give positive critical feed back to volunteers.
 
 
Accommodations/Modifications:
 
 
 
 

 
 

 
 
 

Subject / Course:      Language arts
TC Name: Donna Hynd 
Grade Level:   3
Date: Feb. 4, 2008
Topic: Writing- Developing and Organizing Ideas Using Poetry
Time of Class:
AT Name:    
Room # / Location:    
 
 
  1. Instructional Expectations and Opportunities
a)       Expectations: (approx. 1-3 expectations from the Ontario Curriculum that could be assessed)
 
3E15 communicate orally in a clear, coherent manner, presenting ideas in a logical sequence
 
3E56 use words and phrases that will help convey their meaning as specifically as possible.
 
3E55 establish a personal voice in their writing, with a focus on using concrete words and images to convey their attitude or feeling towards the subject or audience.
 
b)      Opportunities: (approx. 2+ other learning opportunities such as other expectations not assessed, other learning that happens as a result of the lesson e.g., organization, group, listening, co-operation, reading, writing skills etc.)
 
At the end of this lesson the children should have had the following learning opportunities:
 
1) The use of descriptive words (similes) to convey meaning.
2) Listening to and following directions.
3) Using language to talk about their thinking and to reflect.
 
Associate/Advisor Comments:
 
 
 
 
  1. Preassessment and Accommodations/Modifications
a)       Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g., include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will differentiate learning for each student and/or type of need – N.B. use initials of students rather than full names)

Preassessment:
Accommodation/Modification:
·         The students have learned about descriptive words in previous lessons.
 
·         The students have learned about poetry and how it is used to convey meaning.
 
·         ELL learners- need assistance in writing a poem
 
 
 
 
 
 
 
 
 
 
  • Provide a worksheet for them to “fill in the blanks”
 
 
 
b)      Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will be, where the teacher stands, where the students are working etc. – you may wish to include a map/layout of the classroom on a separate sheet and reference it with modifications if lesson changes)
 
When reading the poem “As Sad As…”, have the children sit on the floor at the community carpet and dim the lights to enhance the feelings portrayed in the poem.
 
Following the poem and discussion period, have the students return to their desks to observe how to compose a poem about a feeling using similes.
 
            Associate/Advisor Comments:
 
 
 
 
  1. Required Resources

(list ALL resources required to conduct this lesson with detailed specifics such as  textbook titles, chapters, page numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens, books, maps, videos, posters, lab materials, handouts – include name of handout and number of copies, etc.)
·         paper
·         pencils
·         erasers
·         pencil crayons
·         Poem “As Sad As …” by Roger Stevens http://www.poetryzone.ndirect.co.uk/resouce.htm
·         Worksheet for ELL learners (see appendix)
 
  1. Content and Teaching Strategies of Lesson
a)       Overview/Agenda/Review
(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard as an agenda for students and you to follow, you may also choose to consider a review of previous day’s work)
 
Poetry using similes
 
a) As Sad As…poem – Carpet (5 minutes)
b) Modelled poetry writing lesson – Desks (10 minutes)
c) Individual poetry writing – Desks (25 minutes)
d) Present poetry to class – Desks (20 minutes)
 
 
b)      Introduction (motivational start, minds-on, hook, etc.)
(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity, a hook or something that will pull learners into lesson)
 
If you jumped like a kangaroo, what would that look like?
Would you be hopping little hops or big hops?
Ask for volunteer to show class what a kangaroo looks like.
 
If you ran like a cheetah, would that be fast or slow?
 
If you moved like a turtle, would that be fast or slow?
Ask for volunteer to show what a turtle looks like.
 
By comparing something to another, we get a good sense of the description.
That is called a simile.
 
 
 
c)       Subject Content and Teaching Strategies
(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking levels) and suggested and anticipated answers; possibly include  time approximations/timelines such as 10:00 – 10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an activity, problems to solve, worksheets etc.).
 
 
Subject Content:
 
Keywords used in the lesson:
 
Poem- is an arrangement of words that expresses ideas in a way more concentrated and more powerful that that of normal speech or prose.
 
Similes- a way of understanding what something is like is to compare it to something else. This is called a simile because it is similar. For example, My heart beat like a drum when I entered the haunted house.
 
Main Idea– This is the main point or the main thing the writer is trying to say. In a strong, creative piece, ideas paint a picture in the reader’s mind. Good writing ALWAYS contains a main idea. Good writing also includes details – information that supports the main idea.
 
Lesson:
 
Similes are very useful when it comes to writing poetry. They are a very descriptive way of understanding what something is like. 
 
Here are some examples of similes:
I laughed like a hyena when John slipped on the banana.
My heart beat like a drum when I entered the haunted house.
His belly was like a bowlful of jelly when he laughed.
 
Here is an example why similes are effective to describe something:
If you needed to describe the sky in your poem would you say:
The sky was blue
Or would you say:
The sky was a brilliant blue.
That’s better, but what about using a simile:
The sky was as blue as a millionaire’s swimming pool.
This is very descriptive and you can image how blue the sky was, using this simile.
 
Today I would like you to introduce the use of similes in poetry.
 
Here is a poem written by Roger Stevens
As Sad As...

I'm as sad as an odd sock
with no one to wear it
as sad as a birthday
with no one to share it
as sad as a teddy
with no one to care for it

as sad as a firework
with no one to light it
as sad as a strawberry
with no one to bite it
as sad as a grey day
with no sun to lighten it

as sad as a bonfire
with no one to poke it
as sad as a puppy
with no one to stroke it
as sad as a promise
when somebody broke it.
 
Can you visualize how sad the author is?
Think about “as sad as a birthday, with no one to share it”
Can you “see” how he might feel?
 
Model for the students how to write a poem by writing the steps on the board.
 
As a starting point, when you write a poem, make a list.  Think of a feeling. 
Scared. 
Close your eyes. When you are scared, where are you? What does it look like? How are you feeling?
 
Open your eyes. What descriptive words did you come up with when you are scared?
 
Dark
Goose bumps
Heart beating
Shivering
Alone
 
Now I will draw myself (my face) to show my feelings and label yourself using the list words.
 
Describe yourself by comparing these words to something by using similes.
 
Dark as outer space
Goose bumps as big as mole hills on my neck
Heart beating like a drum
Shivering like a leaf on a windy day
Alone like ice cream in the hot sun with no one to eat it
 
Can you visualize the feelings presented in this poem?
Does the picture help you to add descriptive words to your list?
 
Now I would like you to think of a situation that made you happy.
Make a list of five words to describe “happy”.
 
Then draw yourself in the middle of the page, showing the expression on your face.
Think of how you feel when you are happy.
 
Now label yourself using one word for each description.
Using these labels, write a list poem incorporating similes to describe yourself. 
Remember, when using a simile, you could start off with the sentence “I’m as happy as a _______________”
 
For today, try not to make it rhyme. Our focus is similes. If you try to make it rhyme, you may end up choosing a word that doesn’t fit with your poem. I want you to choose the right words to describe yourself, using a simile. I want you to make pictures with words and make people think about what you are saying and understand what it feels like to be happy.
 
For ELL learners and struggling students, provide the worksheet in the appendix.
d)      Consolidation
(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g., having class to give you feedback on what was taught, review key application of concepts – this is important in terms of assessing the effectiveness of the lesson)
Have some volunteers come up to the front and share their picture along with their poem.
 
Address the class:
 
When you read your poem to an audience, speak clearly, not too fast, and project your voice to the back of the room.
Vary the pace of your poem. Exciting poems can be read faster with lots of enthusiasm. Reflective poems can be read more slowly. Varying the pace of a poem will make it more interesting for the listener.
Pausing in a poem is very effective. Leave a couple of seconds gap just before a funny line or just before something important is about to be said. This will grab the listeners' attention. A pause just before or just after a word or phrase underlines it.
Vary the pitch of your voice. A monotonous voice, all on one level, will send the audience to sleep (from http://www.poetryzone.ndirect.co.uk/resouce.htm).
 
As you listen to your classmates’ poems, try to visualize what it means to be happy.
 
 
Associate/Advisor Comments:
 
 
 
 
  1. Assessment and Evaluation
See rubric on next page.
 


APPENDIX

 
Worksheet for ELL or struggling learners. Have the students fill in this sheet to compare themselves to an animal, using similes.

I’m as Happy as…
Name....................................................................................

 

 

If you are happy, think of how you could compare yourself to an animal.
In the first space put the name of an animal. Then try and think what would make the animal have that feeling.
What would make a lizard happy? I'm as happy as a lizard with a hot rock to sit upon. Now you try:-

 

I'm as happy as a _______________with a________________________

 

Because it’s ________________________________________________

I'm as happy as a _______________in a _________________________
Because ___________________________________________________
I’m as happy as a __________________that’s found it’s______________

 

Here are some animals to choose from:

 monkey                        elephant                         cheetah                                    giraffe                      snake
 
 
Draw yourself how you look when you are happy.
 
 
 

 

 

Subject / Course:

 
Language TC Name: Melanie Kehoe

Grade Level:

Grade 2 Date: February 5, 2008

Topic:

AT Name: Room # / Location:

Poetry Lesson

1. Instructional Expectations and Opportunities

a) Expectations

: (approx. 1-3 expectations from the Ontario Curriculum that could be assessed)

Communication

Demonstrating Understanding

1.4

restating the information, including the main idea and several interesting details

Reading

demonstrate an understanding of the information and ideas in oral texts by retelling the story or

Comprehension Strategies

1.3

understand texts

the text)

identify several reading comprehension strategies and use them before, during, and after reading to(e.g., use visualization to help clarify the sights and sounds referred to in

Reading Unfamiliar Words

3.2

• semantic (meaning) cues

• syntactic (language structure) cues

predict the meaning of and quickly solve unfamiliar words using different types of cues, including:(e.g., word order, language patterns, punctuation)

• graphophonic (phonological and graphic) cues

(e.g., onset and rime; common spelling patterns)

Writing

Spelling Unfamiliar Words

3.2

relationships, word structures, word meanings, and generalizations about spelling

spell unfamiliar words using a variety of strategies that involve understanding sound-symbol

b) Opportunities:

that happens as a result of the lesson e.g., organization, group, listening, co-operation, reading, writing skills etc.)

(approx. 2+ other learning opportunities such as other expectations not assessed, other learning

Co-operative learning skills ie. accountability, social skills

Active participation

Listening skills

Associate/Advisor Comments:

2. Preassessment and Accommodations/Modifications

a) Students

(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g.,

include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will

differentiate learning for each student and/or type of need – N.B. use initials of students rather than full names)

Preassessment: Accommodation/Modification:

Prior Learning:

and lessons of rhyming words.

Students will have previous knowledge

Faculty of Education

Lesson Plan Template

Page 2

Students will be familiar with tribes rules.

skills lessons and experience ie. What does

active listening look like and sound like, cooperation,

etc.

Students will have previous co-operative

ESL:

acquisition will determine the level of support that I

will provide. Some accommodations or

modifications that I could make are:

The student’s stage of second language

teacher for extra support.

Have the student seated close to the

verbal cues.

Provide simple, clear instructions with non

shares the same language background if

possible.

Have the student paired with a peer that

in their language where the student could

identify the rhyming words.

Provide the student with a rhyming poem

poem that the student needs to find a rhyming

word for.

Highlight or circle the word in the English

could pick the matching rhyming word from.

Provide a list of words that the student

rhyming poem. Have the student illustrate that

poem.

Do not mix up the letters in the new

b) Learning Environment:

(

where the teacher stands, where the students are working etc. – you may wish to include a map/layout of the

classroom on a separate sheet and reference it with modifications if lesson changes)

describe the learning environment such as the set up/location of desks, where audio-visual equipment will be,

Students will be in small groups of 4 or 5 students.

Associate/Advisor Comments:

3. Content and Teaching Strategies of Lesson

a) Introduction (motivational start, minds-on, hook, etc.)

(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity,

a hook or something that will pull learners into lesson)

***this is a 2-3 day language art lesson

Ask the class to close their eyes and listen to the poem. Ask them to create a picture or feeling of the poem

UOIT Faculty of Education - (your name here) Lesson Plan

Page 3

you are going to read in their mind.

Read the poem “The Funny Bamily” from Runny Babbit by Shel Silverstein. (This poem demonstrates

rhyme and rhythm)

Teacher:

What do you like about this poem?

What picture did you make in your head?

What does this poem remind you of?

Have you read any other Shel Silverstein books? What did you like about them?

b) Subject Content and Teaching Strategies

(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching

the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking levels)

and suggested and anticipated answers; possibly include time approximations/timelines such as 10:00 – 10:30 a.m. or

25 minutes; and include application activities/components - how the content will be applied such as an activity, problems

to solve, worksheets etc.).

Introduce the book Runny Babbit by Shel Silverstein.

Read some poems aloud to the class from Runny Babbit.

Teacher:

Think/Pair/Share—Discuss with your partner what is different or unusual about these poems?

Have some students share their answers with the class.

Read the introduction to the book on page 4 that explains the animals’ unusual language.

Teacher:

How is Runny Babbit’s way of speaking different from the way we speak? Why do you think Shel Silverstein

made his characters speak this way? How did the author make the words different?

Display the poem “Runny’s Heading Rabits” p. 43 on chart paper at the front of the class. (Have a duplicate

copy of the poem displayed beside it)

Read the poem aloud to class. Ask the class close their eyes as you read and create a picture in their

minds.

Teacher:

What picture did you make in your head?

How did the poem make you feel?

Read the poem again to the class while following along with a pointer. Have the class read it aloud with you

as you point to the words.

Translate the first line of the poem into everyday speech and model to the class the strategy used (ie. First

letter of one word switched with the first letter of another word). Put the correct letters on post it notes and

place it over the mixed up letters on the second piece of chart paper so that the original poem and the

translated poem are displayed side by side. Ask a student to translate the next line of the poem. Have

different students continue to translate the poem until it is finished.

Have the class close their eyes again as you read the new translated poem. Ask them to create a picture or

feeling again in their minds as you read.

Teacher:

When we fixed the words did the meaning of the poem change for you? How did it make you feel different?

Do you like the first or the second poem better? Why?

Explain to the class that some poems rhyme. Rhyming words are words that sound alike. Some words that

UOIT Faculty of Education - (your name here) Lesson Plan

Page 4

rhyme with cat are rat, bat, sat and hat. Show the class the word families posted on the wall.

Teacher:

What are some other words that rhyme?

Model and circle one pair of rhyming words in the translated poem. Call on a student to come up and circle

another rhyming word in the translated poem. Continue to call on students until all the rhyming words have

been circled. Explain to the class that a rhyming poem can have different rhyming patterns. Some poems

can rhyme every 2 lines, others every 4 lines, etc.

Teacher:

When you look at the rhyming words that we have circled what lines in the poem rhyme?

Tell the students that this is the rhyming pattern. The rhyming pattern is like the AB patterns that we create

in math. Explain and show the students on the chart paper how this poem would be an ABBB pattern.

Activity

In small groups of 4 or 5 students have students select a rhyming poem from one of 4 Shel Silverstein

poems. (“Alice” from Where the Sidewalk Ends, “Come Skating”, from A Light in the Attic, “The Deadly

Eye”, from Falling Up, and “A Closet Full of Shoes” from Falling Up) Have some of the rhyming words

missing from the poems with blanks. Explain to the students that they will work in groups to fill in the

missing rhyming words. The teacher will circulate, observe and help as needed. Groups that are finished

early can fill in the rhyming words for one of the other poems or read some poems from the selection of

Shel Silverstein books that are in the class.

When all groups have finished filling in the rhyming words select one volunteer from each group to read the

finished poem to their group. Ask the students in each group to close their eyes and make a picture in their

head while the reader is reading. Using a round robin strategy each person in the group will have a turn to

discuss with their group what picture the poem created in their head. Circulate and observe the groups.

Provide reminders if needed about listening and turn taking. Give the class a time warning when it appears

the groups are almost finished.

Explain to the class that each student will then work on their own to mix up letters and re-write the poem to

make it silly like in Runny Babbit. Students will write their new poem in their writing journal. The teacher

should circulate and help as needed.

Students that are finished early could begin illustrating their poem.

Students will read and present their illustration and poem to the class, a partner, or a child in another grade.

Cross-Curricular Link:

Math – Rhyming pattern.

Follow-up activity:

rhyming poem with a pattern. Compile the class poems and illustrations into a photostory.

Visual Arts – Act out the poem in small groups. Language Arts – Write their own

Consolidation Activity:

(This can help to assess the students understanding and comprehension of the poem and their ability to

read and write unfamiliar words)

Ticket out the door. Every student will write what they think their poem is about.

UOIT Faculty of Education - (your name here) Lesson Plan

Page 5

4. Assessment and Evaluation

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students’

learning and addressing the Ontario curriculum expectations? What formative and summative assessment should you

include? – e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)

Rubric – Please see attached rubric. The teacher will use the rubric to assess the student’s ability to write

and spell rhyming words in their silly poem. The teacher will assess the student’s understanding and

comprehension of the poem through their illustrations and verbal interactions. The rubric will also be used

to assess the student’s read aloud and their ability to work well within a group.

The teacher will assess students’ comprehension and understanding of the poem by their responses to the

teacher’s questions and the pictures they have been able to create in their minds. The teacher will observe

and circulate during group activities and discussions and take anecdotal notes on the student’s ability to

understand and describe the poem and their ability to make rhyming words.

Associate/Advisor Comments:

 

Melanie Kehoe

 

 

 LINDSEY STRONG'S GRADE 2 FREE VERSE POETRY LESSON

Subject / Course:      Language

 

TC Name:   Lindsey Strong 100335983

 

Grade Level:   2

 

Date:  Wednesday February 5, 2008

 

Topic:    Free Verse Poetry

 

Time of Class: 1:00-1:45

 

AT Name:     --------------------

 

Room # / Location:     Room #23

 

 

 

  1. Instructional Expectations and Opportunities

     

a)       Expectations:

 

 

Writing:

 

  • 2e3-Produce short pieces of writing using simple form (e.g., narratives and poems based on familiar models);

     

  • 2e1- Communicate ideas (thoughts, feelings, experiences) for specific purposes;

     

 

Reading:

 

  • 2e27-Read a variety of simple written materials (e.g., pattern books on specific themes, stories, chart stories, poems, interactive software) for different purposes;

     

  • 2e28-Read aloud in a way that communicates the meaning;

     

 

 

 

 

 

b)      Opportunities:

 

 

  • This would be a good opportunity for the teacher to evaluate the student’s ability to work independently and to get a general understanding of the level of writing that the student is at. This activity can be worked into the language arts strand throughout the year, with the teacher adjusting the lesson as needed according to the student’s abilities. If done at the beginning of the year, it can be used as a valuable opportunity to assess students writing skills. Examining their finished poems can give you a general idea of how advanced their writing is or if they are writing below their expected level. Examining student’s individual poetry can also provide an opportunity for you to get to know your students individual personalities. (i.e.; their creativity, their imagination, the depth in their writing etc.)

     

 

 

 

 

 

 

 

 

 

 

 

  1. Preassessment and Accommodations/Modifications

     



 

Preassessment:

 

Accommodation/Modification:

 

-Any students who may be working below a grade 2 level, or any students with any type of learning disabilities.

 

-Student(s) who are in wheelchairs.

 

-Any ESL students in the classroom.

 

-Any struggling learners in the classroom.

 

-Attention to a range of various multiple intelligences within the classroom

 

 

 

 

 

 

 

 

 

 

-This particular lesson can carry on throughout the week. It may last this long due to the strengths and weakness and learning paces of each student. The centres are there for students to rotate through at their own pace, and at their own comfort level.

 

-All square centred tables will have the ends left open for wheelchair access, ensuring there are no chairs in the way.

 

-For any ESL students, visuals are provided in picture form in the balloons, along with the words so they can understand the idea with ease.

 

-For any struggling learners, ensure there are dictionaries within the classroom that they have access too. For clarification of words, or even ideas, check their spelling etc.

 

-This lesson in general can be adapted in any way to suit a particular multiple intelligence of a student(s). Providing differentiated instruction for certain students would be most encouraged. For example if a student requested to sing their poem, as their method of presentation then highly encourage this. (This would cater to the musically smart individuals) If you notice for example your class as a whole, learns in a spatial type of way, you could bring in a lot of pictures of images and hang them around the classroom for the lesson. Bring in nature books, cut outs from magazines etc to cater to their style of learning, in order to achieve a greater result in their poetry writing.

 

 

 

 

 

 

 

 

a)       Learning Environment:

 

·        To introduce the lesson, teacher will stand in the front of the class, while students are to be seated in their desks.

 

·        Clothesline containing balloons, should be strung across the front of the blackboard, so students can get up from their seats, walk forward and have easy access to the balloon of their choice

 

·        The learning environment will have to be adjusted to incorporate centres. (I envision my classroom already being laid out as having centres, but teacher can modify this lesson to not have centres, however I feel they would be most effective.)

 

·        There will be one centre for brainstorming, Imagineering/ Draft Centre, and the Polishing centre. Teacher can choose the locations of these centres and put them wherever they fit within their classroom space. (Alter or combine centres if space is limited.)

 

 

 

 

 

  1. Required Resources

     

 

·         Clothespins-Approximately 30 (hook)

 

·         A thicker string or rope (hook)

 

·         Bag of balloons-Approximately 30 (hook)

 

·         Small pieces of paper and a sharpie marker to write ideas on. (hook)

 

·         Coloured pencils or colour copied print outs for the messages-As an adaptation for ESL learners or those who prefer visuals. (hook)

 

·         Chalk-To write the message on the board (hook)

 

·         Coloured pencils, pencils or markers

 

·         Red pen for correcting errors on their draft work.

 

·         Dictionaries

 

·         Laminated copy of inspiring questions on large paper, with an example of a student’s poem on the back from last year-To be placed at Imagineering centre.

 

·         Blank paper and lined paper

 

·         Construction paper for mounting

 

·         Glue sticks

 

 

4.      Content and Teaching Strategies of Lesson

 

a)       Introduction (motivational start, minds-on, hook, etc.)

 

 

 

 

(10 Minutes)

 

·         As the students walk into their classroom, have them sit in their desks.

 

·         The chalkboard will contain a big message saying ‘Welcome to poetry popping!!!’

 

·         A long clothes line is strung from one side of the room to the other. Upon the close line are approximately 30 balloons, which are attached to the line by clothespins.

 

·         Inside each balloon are two of three pieces of folded paper. On each piece of paper, written, will be an object, idea or image.

 

·         Examples of things the teacher can write on the message are: Drop of rain, colour blue, stalk of wheat, rising sun, mysterious jungle, front porch, a single orange flower, a cat in an alley, a thousands stars etc.. (The possibilities are endless for teachers to come up with.)

 

·         Have each student come up and point to their balloon of choice. Teacher will do the popping (safety purposes; due to the needle, it needs to be popped with) and out will fall a couple pieces of paper.

 

·         Students are to take back to their desk their pieces of paper, read their options and make a choice as to which idea they want to do.

 

·         Continue the balloon popping process until each student has had a turn.

 

 

 

**This is an excellent way to get the kids motivated and get their ‘minds-on’ poetry. It will kick off the brainstorming process and hook them into the lesson. Traditionally the introduction to poetry in the primary grades can be dull, and simplistic. (i.e.; acoustic poetry with their names and seasons.) While this is fine, it doesn’t necessarily approach poetry in the right way. At a young age we want to get our students motivated right from the start, so that their first impressions of poetry aren’t uninteresting and monotonous. The balloon popping hook is a great way to capture their attention and lead them into the lesson.**

 

 

**Teacher would have to do the preparation work for this activity before class. It may require a bit of time to blow up each balloon, write messages and insert them into the balloons. Knowing this, just ensure you leave enough time to plan for this lesson before hand, so everything is ready for when students enter the classroom.**

 

 

 

 

b)      Subject Content and Teaching Strategies

 

 

Subject Content:

 

·         Concept of free verse poetry in simplistic form- Free from restrictions in content, form, space, length, conventions, and rhyme, they could let their imaginations soar.   (Adapted from education world.com)

 

·         Having students use a topic for inspiration to evoke thoughts and or feelings for the specific purpose of writing their own poetry is the main content ideology for this lesson. By the end of the lesson they should have went through the process of brainstorming, writing a simple draft and polishing it up. Once this is done, they have the opportunity to add illustrations to their poem, and prepare it for presenting to their peers. They must learn to read their self created poetry to their classmates in a way that expresses the meaning they are trying to convey.

 

 

     Instructional Strategy: (15 minutes)

 

·         Initially teacher will perform the hook, allowing for each student to come up and pop a balloon to get their pieces of paper.

 

·         The students are instructed to examine their papers and decide on which idea they want to use.

 

·         Teacher explains that they are using these ‘ideas’ from the paper as inspiration to our poetry lesson.

 

·         Focusing comment- Teacher will explain to the class that when they are brainstorming ideas, that anything is acceptable. Teacher should stress that when brainstorming, nothing is wrong and everything is allowed to be written down, because these are just starting points and or building blocks to starting our poetry writing.

 

 

 

 

 

 

 

 

·         Explain that the brainstorming centre is for students to go to (6 at a time) and individually work on branching out ideas from the topic they have chosen.

 

·         Teacher should model an example of how students can go about brainstorming on the blackboard. Ask a volunteer for one of the topics they received that they aren’t using. If it is the topic of a ‘rising sun’, put this in a centre bubble and spider web off of this. Examples of ideas to branch off could be: warm, beautiful colours, happiness, freedom, nature. Ask for student suggestions, and be clear to students that anything goes! Do this to get the ball rolling and to model to students how they can brainstorm.

 

·         Teacher will explain that at the centre there are coloured pencils, markers etc, if they choose to draw and brainstorm their ideas down. (Art integration)

 

·         Following this teacher will explain that the next centre is the Imagineering/drafting centre. This is where they will take their brainstormed ideas and begin to form the skeletal outline of their very own poem.

 

·         Teacher will continue to explain that they are to take the ideas that they have brainstormed and keep it with them at the Imagineering table. They will then take a piece of lined paper and look to the posed questions (laminated on the table) for some inspiration, or they can answer the questions exactly. (Guiding questions are for those who are struggling language learners, and or students that have difficulty in comparison with their peers. There will also be sets of dictionaries for assistance as well. More advanced students may just take off and begin writing on their own, without the guided questions which is ideal)

 

·         Focusing Questions/Ideas: Where will you go? Tell me what you see, How old are you? Who is there? What is around you? Can you smell anything? Can you hear anything? Can you feel anything? Do you see colours? Describe your surroundings, Etc.

 

·         Once going through these questions, reassure students that these questions again, are just a starting point to help them get their ideas into their very own poem. Tell them to expand on the answers they come up with, and be as free and as creative as they can possibly be!!

 

·         Teacher will then explain the structure and type of poem. Explain that we want to practice free-verse poetry. Explain that this means there are no restrictions and that they can’t do anything wrong, there are no rules, length or particular form. Explain that as beginning poetry writers, they can let their imagination soar. Make aware to them that there is an example of a poem done by a student last year on the back of the laminated chart at the Imagineering table. **This poem is not there to put a limitation on their poems, or for them to ‘copy’, but more so because as introductory poetry learners, they may have not been exposed to any type of poetry writing aside from acoustic. It can also be there, again, as a guide for those who are weak in language or those who are struggling learners or just struggling in this particular task.**

 

·          **Note: As grade 2’s, they are just beginning to be introduced to the world of poetry. Free-Verse, I felt was appropriate so that they can have the freedom to write as they choose and this will leave a lasting impression that poetry wasn’t constricting, but more so a fun experience.**

 

·         Instruct the students to sit at the Imagineering centre and create the first draft of their poem. Indicate to them that they have as much time within the period as they need to put their ideas, thoughts and feelings together into a poem.

 

·         Explain that the teacher will be sitting at the draft table, waiting to correct any spelling errors.

 

·         Following this the teacher will continue to instruct that the next step is to move to the polishing centre. The polishing centre is to be gone to after they have produced their first draft. At the polishing centre they will write out their poems in good copy.

 

·         Focusing comment/strategy: Teacher will thoroughly state the elements of a good copy. Remind them that a good copy will have: There names on it, free of spelling errors, (teacher will have already gone through with red pen to correct mistakes) and to be printed in their neatest handwriting.

 

·         There is construction paper and glue sticks at the centre. Their polished poem is to be cut out, glued and mounted on the coloured construction paper to prepare them to be displayed on our large bulletin board outside in the hall. Any decorations or illustrations to accompany their poem are encourages but not necessary.

 

·         Teacher’s final instructions are; that once they are satisfied with the polished poem they created, they will be sharing their poems orally in front of the class. They are to simply read their poem in any way they choose to.

 

·         Explain that if their poem makes them feel happy they can read it quite happily or excitedly. If there poem reminds them of a calmer time, suggest to the class they can read it in a calm voice.

 

·         Teacher should model an example of reading their poem, and reading it with different emotions. (Oral integration/slight drama integration)

 

·         Finally, the teacher will explain that they are being marked on the completion of their poem and on their oral presentation to the class. (Volume, delivery and clarity) Teacher can again go into detail as to what they expect.

 

 

 

 


    Application Activity: (Approximately 40 minutes or remainder of period)

 

·         The actual activity will take course over the entire week, as initially stated due to the fact that we want to allow students to work at their own pace and their own level of comfort.

 

·         Each day when language arts period is scheduled, this poetry lesson should commence until the whole class is completed and has presented.

 

·         Reminder: Teacher should be situated at the drafting centre so correct any spelling errors, then circulate around the room for assistance to and make sure everyone is on the right track.

 

    

 

** For an additional integration of technology, you could dedicate a period to creating photo stories of all the students finished poems. Call students back one by one and have them read/record their poems into the computer. This would be a wonderful creation to show parents at interview time **

 

 

 

 

c)       Consolidation

 

 

  • At the end of the week, after everyone has presented, bring the class together and have a reflection/feedback time.

     

  • Focusing Questions: Tell me one thing about poetry that you didn’t know before. What did you enjoy most about our balloon popping poetry task this week? What would you change if we were to do this again? Who can tell me what free verse poetry means? Give me examples of what poetry consists of?

     

 

** Teacher can get a general understanding of the effectiveness of their lesson from their students feedback, which is the best indication if they liked or disliked the lesson and or understood the concepts being taught **

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


  1. Assessment and Evaluation

     

 

  • For the assessment aspect I would choose to do just a basic checklist just to mark their participation in the activity and the completion of their poem. **Everyone’s poem will consist of so many different components, that there would be no way to assess their work with one set rubric.**

     

  • As for their oral presentation, I would use a rubric to assess this aspect of the lesson.

     

  • In the rubric I would evaluate their: Delivery, volume and clarity. This is a very basic evaluation consisting of three categories, but it is just a springboard to get them used to speaking in front of their peers.

     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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