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Language Arts:
The content concepts highlighted are reading, writing, listening,
thinking, and
use of the word processor program.
Student Centered Objectives
Students will be able to:
 | develop an opinion about poetry |
| define some terms and give an example of it within the topic of poetry |
| understand and create certain types of poems |
3. SKILLS NEEDED:
Vocabulary skills will be needed and used throughout this project as the
students are introduced to the vocabulary of poetry. They will need reading, listening,
and thinking skills as well as being able to write and use word processing on the
computer.
4. TEACHER ACTIVITIES:
The teacher will model the reading and writing of poetry. The teacher
will show examples of completed segments of the project as the unit progresses.
4.1 STUDENT ACTIVITIES:
| Fill out a KWL chart about poetry, individually or by class |
| Students will define poetry in own words |
| Students will write own poems |
| Students will listen to music while writing their poems |
| Students will learn about some poetry terms and their definitions and an
example of it |
| Students will recite poems written by self |
| Students will take notes and create a poetry book full of own poems
written, terms with definitions and examples, oral recital performance sheets and copy of
poem recited, bibliography page of poems read in books, and favorite poems from this
project |
| Students will listen to poems read by teacher and other students |
5. ASSESSMENT:
Assessment will occur on regular bases as students are introduced to and
complete a lesson. Every time they write a poem or create an example for a given
definition they must have it signed off by the teacher before they can type the
assignments that have to be typed or work on others parts. At half way they will be
required to do mid-way check off, to help they keep caught up.
Toward the conclusion of this project the students will re-read their
definition of poetry and make any adjustments to it. They will also fill out the L of the
KWL chart either individually or as a class.
6. BACKGROUND EXPECTATIONS:
No specific background is necessary to do this project; however, there
will be periodic reference to some children books like Dr. Seuss that will help the
students understand what some poetry looks and sounds like.
7. SPECIAL ABILITY LEVELS:
Extended time and extra help with guiding questions and prompting to
complete a part of the project will be given as needed.
8. SPECIAL CONSIDERATIONS:
videos –
| How to Appreciate Poetry |
| Dead Poet’s Society |
Internet sights –
http://www.english.upenn.edu/~afilreis/88/poetic-terms.html
http://falcon.jmu.edu/~ramseyil/poetry.htm
LESSONS:
Lesson 1 -
Fill in a KWL chart about poetry with each class
POETRY
| What I Think I Know |
What I Want
to Know |
What I
Learned |
Share with the class poem "What is Poetry" and "Poetry
can-".
Then allow the students a few minutes to write
their own definition of poetry. This will be term
one of their poetry terms. Students are to keep all handwritten notes taken during this
unit and include them in their final project booklet.
Lesson 2 -
Read ten poems from at least two different books and write down
bibliography information for ten poems read during this period. You are to
type this bibliography page during your next free computer time.
Lesson 3 –
Now center your poetry reading to 5 specific poems. You are to read a
poem from each of the following categories: Afro-American, Native American, Sport,
Seasonal, By a woman. Be sure to write down all bibliography information of the book and
poem. You are to type this bibliography page during your next free computer time.
Lesson 4 –
Have the students write their second
term Free Verse with its definition and example by Walt Witman.
Share with the class a couple of Free Verse Poems, and re-explain what
makes a poem free verse.
Then have the students enjoy listening to some music while they do the
following things when you direct them to.
| Chose seven topics that you can write a lot about: trips, friends,
family, hunting, gift, animals, school, etc… |
| Edit this list of seven down to four, cross out three that you could tell
the least about |
| Edit the list of four one more time to one topic that you can tell the
most about. |
| Now for the next 10-minutes you are to write about this one topic using
all five senses of sight, sound, taste, touch, smell. Do not erase or look back at what
you written. |
| Now go back and draw a line through things and words that distract you
from your writing |
| Take these words and write a free verse poem
of your choice. While reflecting upon the definition of free verse and the poems read to
the class. Remember the layout of the poem and to capitalize or not is your choice in a
free verse poem. |
| Include your first and last name, today’s date, and the type of poem
at the end of your poem. |
| You are to type this poem at your next free computer time and put it with
this handwritten copy. |
Lesson 5 –
Start this class period reading another free verse poem "Wild
Turkey" and discuss what the poem is talking about.
Talk about what a definition free verse poem is and create one with the
class about friends.
Have students write their own definition free
verse and get it signed off by the teacher. Remind them to type it at their
next free computer type
Have the students write term
number 3, simile, and its definition. Share with them examples of simile and then have
them write their own example of a simile to be
included with the term and definition.
Have the students write term
number 4, metaphor, and its definition. Share with them examples of metaphor and then
have them write their own example of a metaphor to be
included with the term and definition
Share with the class a free verse poem with a simile "Kitty Cat,
Kitty Cat".
Share with the class a free verse poem with a metaphor "Vinnie
Robustelli".
Refresh their minds about the definition of a free verse poem and then
have them write a free verse poem that has either a simile or
metaphor or both in it. This poem has to be signed off by the teacher before
they can leave class. Remind them to type this poem during their next free computer time.
Lesson 6 -
Have the students write term
number 5, personification, and its definition. Share with them examples of simile and
then have them write their own example to be included with the term and definition.
Share with the class "Vinnie Robustelli" this time as an
example personification, and talk about how some poems may have more than one particular
attribute to poetry.
Have the students write term
number 6, alliteration, and its definition. Share with them examples of alliterations
and then have them write their own example of a personification
to be included with the term and definition and remind them that they have to create their
own.
Have the students write term
number 7, acrostic and its definition and example.
Students then are to write two acrostic poems
of their own and get them signed off by the teacher before they can leave class. Remind
them to type this poem during their next free computer time.
Lesson 7 –
Have the students write term
number 8, onomatopoeia, and its definition. Share with them examples of onomatopoeia
and then have them write their own example to be
included with the term and definition.
Share with the class the poem "Hiss; Buzz; Crunch" as an
example of onomatopoeia.
Have the students write term
number 9, rhyme, and its definition. Share with them examples of rhyme and then have
them complete the example giving with rhyming words to be
included with the term and definition
Have the students write term
number 10, clerihew, and its definition and example. Share with them examples of
clerihew "President Clinton".
Have the students write two clerihew poems.
These poems have to be signed off by the teacher before they can leave class. Remind them
to type this poem during their next free computer time.
Lesson 8 –
Have the students write term
number 11, haiku, and its definition and example.
Share with them examples of haiku "Mountains".
Have the students write two haiku poems.
These poems have to be signed off by the teacher before they can leave class. Remind them
to type this poem during their next free computer time.
Work on poetry folder material and type
Lesson 9–
Have the students write term
number 12, assonance, and its definition and example.
Have the students write term number
13, consonance, and its definition and example.
Have the students write term
number 14, cinquain, and its definition and example
Share with them examples of cinquain "Dixon".
Have the students write two cinquain poems.
These poems have to be signed off by the teacher before they can leave class. Remind them
to type this poem during their next free computer time.
Work on poetry folder material and type
Lesson 10 –
Have the students write term
number 15, concrete, and its definition and example
Share with them examples of concrete "Seeing things".
Have the students write two concrete poems.
These poems have to be signed off by the teacher before they can leave class. Remind them
to type this poem during their next free computer time
Have the students write term
number 16, rhymed verse, and its definition and example
Share with them examples of concrete "Dreams" and
"Whispers".
Have the students write one rhymed verse poem.
These poems have to be signed off by the teacher before they can leave class. Remind them
to type this poem during their next free computer time
Work on poetry folder material and type
Lesson 11 –
Have the students write term
number 17, limerick, and its definition and example
Share with them examples of limerick "Lady from Niger" and
"Fellow called James".
Have the students write one limerick poem.
This poem has to be signed off by the teacher before they can leave class. Remind them to
type this poem during their next free computer time
Have the students write term
number 18, meter, and its definition and example
Have the students write term
number 19, couplet, and its definition. Students must create their own example of a
couplet, two of them and get them signed off by the teacher before they can leave class.
Have the students write term
number 20, quatrain, and its definition. Students must create their own example of a
quatrain, and get it signed off by the teacher before they can leave class.
Work on poetry folder material and type
Additional Websites:
CHILDREN'S HAIKU GARDEN
CLERIHEW
POEMS - \Campy Clerihews\
There Once
Was a Ship Named Titanic!
A
Fresh Look at Poetry
Poetry Pages
for Young Adults
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the top of the page
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