SINGLE LANGUAGE ARTS LESSON
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Subject/Course: Language Arts Name: Amanda Den Bleker
Grade Level: 8 Date October 16 and 17, 2003
Topic: Poetry Time: 11:30-12:20

1. Instructional Expectations and Opportunities
The grade 8 learners will:
a) Expectations:
- produce pieces of writing using a variety of specific forms (poetry)

b) Opportunities:
- To participate in a read aloud
- To work with their vocabulary (finding rhyming words)
- Working with syllables

2. Preassessment

a) Learners:
- There are 27 learners.
- Spec.Ed. students are in a separate class.
- Students can work on the poems at their own pace.

b) Learning Environment:
- We will be in the classroom, all students in rows, facing the front of the classroom.
- Have overheads for the poetry examples for visual learners.
c) Resources:
- Copy of templates for poems; acrostic, haiku, cinquain, limerick, concrete, diamante.
- Examples of each poem on an overhead.
- Variety of poetry books, to begin with a read aloud

3. Content
STUDENTS ARE TO WORK WITH THE TEMPLATES GIVEN, TO LEARN ABOUT AND CREATE A VARIETY OF POEMS.

POEMS WILL BE COLLECTED OR CHECKED FOR COMPLETENESS.

DAY ONE – Work on haiku, cinquain, acrostic, and limericks.

DAY TWO – Work on concrete, and diamante poems. Begin ballads if students are ahead.
4. Strategies
a) Introducing the Activity

DAY ONE - Introduce examples of an acrostic, cinquain, haiku, and a limerick.
DAY TWO – Example of concrete and diamante poems.
a) Routines

Will start the day (before the introduction taking up the homework from last language period on imagery, rhythm, and rhyme on the poem ‘The Road Less Travelled’ – by Robert Frost


Day one we will start with taking up the homework from last class, the chart about Robert Frost’s “the road less travelled’.

IMAGE MEANING
ROAD

YELLOW WOOD

GRASSY; WANTED WEAR


EQUALLY LAY

 A PATH IN LIFE

LIFE IS BUSY AND COLOURFUL

THE NON-TRAVELLED PATH IS DIFFERENT AND INTIMIDATING; YET INTRIGUING.

EQUAL OPPORTUNITY; CHANCE TO CHOOSE THE ROAD WE TAKE

IS THERE RHYTHM IN THIS POEM? IS THERE A REGULAR BEAT?

IS THERE A RHYMING PATTERN IN THIS POEM?
YES, AND IT IS: ABAAB

- students will work independently to complete each type of poem.
b) Teacher's Role

Circulate the room during the activity and give assistance where necessary. At the end of class remind students to complete a minimum of three for the next day.
5. Assessment
Checklist for completion of each type of poem (haiku, cinquain, acrostic, concrete, diamante, limerick)
If we get to them, ballads are to be handed in and marked using the “Songs Are Poetry Rating Scale”