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POETRY LESSONS Grade 1-3
Page history
last edited
by PBworks 16 years, 1 month ago
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
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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;
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Content Area Focus
Creative Writing : Poetry, Limericks
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Skills Focus:
Social Skills, community building, fine motor development, cooperation, listening, critical thinking,
Learning Skills:
Reading, writing, critical thinking, creative thinking
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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.
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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.
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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
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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.
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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.
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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
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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
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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:
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Subject / Course: Language arts
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TC Name: Donna Hynd
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Grade Level: 3
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Date: Feb. 4, 2008
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Topic: Writing- Developing and Organizing Ideas Using Poetry
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Time of Class:
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AT Name:
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Room # / Location:
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- Instructional Expectations and Opportunities
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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.
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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:
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- Preassessment and Accommodations/Modifications
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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:
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Accommodation/Modification:
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· 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
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- Provide a worksheet for them to “fill in the blanks”
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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:
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- Required Resources
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(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
· Worksheet for ELL learners (see appendix)
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- Content and Teaching Strategies of Lesson
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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)
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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.
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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.
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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.
As you listen to your classmates’ poems, try to visualize what it means to be happy.
Associate/Advisor Comments:
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- Assessment and Evaluation
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See rubric on next page.
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APPENDIX
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Worksheet for ELL or struggling learners. Have the students fill in this sheet to compare themselves to an animal, using similes.
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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
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Co-operative learning skills ie. accountability, social skills
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Active participation
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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:
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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.
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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
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teacher for extra support.
Have the student seated close to the
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verbal cues.
Provide simple, clear instructions with non
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shares the same language background if
possible.
Have the student paired with a peer that
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in their language where the student could
identify the rhyming words.
Provide the student with a rhyming poem
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poem that the student needs to find a rhyming
word for.
Highlight or circle the word in the English
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could pick the matching rhyming word from.
Provide a list of words that the student
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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
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TC Name: Lindsey Strong 100335983
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Grade Level: 2
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Date: Wednesday February 5, 2008
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Topic: Free Verse Poetry
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Time of Class: 1:00-1:45
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AT Name: --------------------
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Room # / Location: Room #23
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- Instructional Expectations and Opportunities
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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;
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