Poetry Unit - UBC Blogsblogs.ubc.ca/.../files/2014/07/Unit-Plan-Poetry.docx · Web viewThis poetry unit is meant to meet a number of Language Arts Prescribed Learning Outcomes for

Tanya WinshipUBC Teacher Candidate

Poetry Unit

T a n y a W i n s h i p | 1

Table of ContentsUnit Rationale 2Guiding Goals 2Assessment 2Cross-Curricular Connections 4Unit Timeline 6Unit Overview 7Extensions and Adaptations 20


PoetryGrade Level: 4/5 Timeline: 3 weeks

Unit RationaleThis poetry unit is meant to meet a number of Language Arts Prescribed Learning Outcomes for both grade 4 and grade 5 students. Poetry, however, is often overlooked or faces prejudice. My goal for this unit was twofold: first, I wanted students to love poetry and understand that it doesn’t have to be rigid and structured, that poetry is about expressing feelings and emotions (and not just “love”); second, that anyone can write poetry and that we may even do it subconsciously. The unit aims to include collaborative and co-operative activities that get students writing poetry without knowing they are do so and with little effort. While the unit will have some lessons that explore structured poetry, students will have freedom of topics and can express their work however they choose. A poetry slam will wrap-up the unit and help build the excitement of creating and sharing poetrmy. Students will be invited to share their writing with their classmates and other classes may be invited.

Guiding GoalsThis unit will be primarily a Language Arts-based unit, but there will be several projects that incorporate Art into the lessons. The guiding goals for this unit have been taken from the BC Ministry of Education curriculum document.

B11 explain how structures and features of text work to develop meaning, including literary devices (e.g., imagery, sensory detail, simile, metaphor)

C3 write a variety of imaginative writing for a range of purposes and audiences, including poems modelled from literature

AssessmentPoetry is a difficult thing to assess as it has so much meaning behind it. Assessment, however, is required for this unit. In an effort to make it fair and accessible for all students, assessment will largely be based on an observational approach and a formal self-evaluation that will take place at the end of the unit. Students are required to participate in all activities or to make up work. The completion of the poetry journey journals is essential. Students must submit all the poems requested. A checklist will accompany the journal so each student knows what is required of them. The journals will be given a mark based on completion; there will be a minimum


of 2 in-class work periods to catch up and edit poems. Students will choose three poems to discuss in a conference at the end of the unit, students should be prepared to explain why they wrote this particular poem and describe the process. Of those, students will choose one poem with which to receive a mark. These poems will be marked according to a rubric built on the Performance Standards (stated below). Students will be given this rubric in advance and should choose accordingly.

Meaning in “Performance Standards”/Ideas in “Traits of Writing.”The writing/representation:– makes sense and develops clear, focussed ideas which may be imaginative and original– narrows and focusses a topic – includes well-developed paragraphs with sensory detail that creates meaning for the reader; poetry uses sensory detail and follows the pattern provided– may include pictures that enhance the main ideas but are not necessary for comprehension

Style in “Performance Standards”/Sentence Fluency, Word Choice and Voice in “Traits of Writing.” The writing/representation:– includes a deliberate choice of word order within a sentence or line of poetry, for effect– emulates elements of style from literature, visuals, or from a poetic form– experiments with new and different words with some success and uses some words for specificity (e.g., content words, powerful verbs, adjectives, adverbs)– shows a clear sense of audience; engages the reader and creates an emotional impact– uses literary devices (e.g., similes, metaphors, alliteration)– demonstrates some sense of individuality

Form in “Performance Standards”/Organization in “Traits of Writing.” The writing/representation:– uses genre or form appropriate to purpose and audience– uses text structures appropriate to form or genre – develops a complete plot, with characters, settings, problems, events, and resolutions– uses an extended range of connecting words to combine ideas strategically, and to indicate comparisons, sequence, and describe cause and effect relationships– reads smoothly– includes a thoughtful and expressive title

Cross-Curricular Connections


Language ArtsPrescribed Learning Outcomes Suggested Achievement IndicatorsIt is expected students will be able to…A12 recognize the structures and patterns of language in oral texts, including – literary devices– sound devices– structural sequencing cues– idiomatic expressions

recognize and use literary devices (e.g., simile)reproduce the rhythmic pattern when reciting a poem recognize and create alliterationidentify the language patterns heard in a poem (e.g., verse and refrain) identify and use structural sequencing cues (e.g., to begin, in conclusion)understand idiomatic expressions and use them to enhance speaking and/or writing

B1 read fluently and demonstrate comprehension of a range of grade-appropriate literary texts, including poems that make use of literary devices

read grade-appropriate literary texts independently and collectively (e.g., choral reading, readers’ theatre), with accuracy, comprehension, and fluency, including expression and phrasingdemonstrate comprehension by making comparisons and connections (text-to-text, text-to-self, and/or text-to-world)draw comparisons among texts and among genresidentify and discuss, citing specific words or phrases, how images, rhyme schemes, rhythmic patterns, and themes contribute to effective poetry engage in choral reading and readers’ theatre with fluency, expression, and comprehensionuse ‘text features’ (e.g., punctuation, dialogue, phrasing) as an aid when reading aloud

B11 explain how structures and features of text work to develop meaning, including literary devices (e.g., imagery, sensory detail, simile, metaphor)

identify some literary devices, including rhyme, rhythm, alliteration, imagery, sensory detail, simile, metaphor, and idiomatic expressionsidentify the key elements of various genres (e.g., poems, short stories, novels, advertisements)identify and understand some idiomatic expressions and understand their value


C3 write a variety of imaginative writing for a range of purposes and audiences, including poems modelled from literature, featuring– well-developed ideas through the use of supporting details especially interesting sensory detail – sentence fluency through a variety of sentence lengths and patterns, with increasing fluidity– effective word choice by using engaging figurative and sensory language– a voice demonstrating an emerging sense of individuality

create a variety of imaginative writing (e.g., expressive writing such as scripts, poems, short stories, passages, various multimedia forms, and may include impromptu writing) that demonstrates the following criteria

ArtPrescribed Learning Outcomes Suggested Achievement IndicatorsIt is expected students will be able to…A5 create 2-D and 3-D images – to communicate ideas, experiences, and stories – to illustrate and decorate

create images to communicate an idea (e.g., love, freedom, anger) apply appropriate image-development strategies to create images that decorate


MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAYFeb. 27th – Lesson 1:Introduction to Poetic DevicesMar. 6th – Lesson 2: Literary Elements in Poetry

Mar. 31st – Lesson 3: Imagery

April 1st – Lesson 4: What is poetry?

April 2nd – Lesson 5: Auto-biographical Poems

April 3rd – Lesson 6: Acrostic Poems

April 4th – Lesson 7: Haikus & Syllables

April 6th – Lesson 8: Cinquains

April 7th – Lesson 9: Limericks

April 8th – Lesson 10: Catch-Up

April 9th – Lesson 11: Narrative Poetry

April 10th – Lesson 12: Found Poetry

April 13th – Lesson 13: Concrete Poetry

April 14th – Lesson 14: Free Write

April 15th – Lesson 15: Poetry Slam

April 16th – Conferencing

NO SCHOOL

Unit Timeline


Unit OverviewTopic Learning

Outcomes(SWBAT)

Activities Materials Assessment

1 Introduction to Poetic Devices & Literary Elements

- name and identify a number of poetic devices and, with support, define them

- connect the devices to their existence in poetry

Read the poem, “The Fall” aloud to the students.

Ask students what they thought about the poem. What did they notice? Was it easy to understand? Were they any hidden meanings?Lead the discussion to talk about poetic devices. (Assess what they know)

Introduce concept of literary elements/poetic devices. See how many they can name.

Cue card literary elements game (purple/yellow cards – one has element and its definition, the other has an example). Each student receives one card, the goal is to find their partner.

After all pairs have been found, ask students to share their device and example.

Share with students the purpose of the lesson: to get students to understand how to use poetic elements, what they

- “The Fall” poem (copies for all students)- set of purple cue cards with poetic devices and definitions- set of yellow cue cards with examples- answer key

Teacher observation of activity and engagement

Self-evaluation during activity


Topic Learning Outcomes(SWBAT)


are, and get them excited about using them in their poetry writing.

2 Literary Elements in Poetry

- highlight poetic devices in a given poem

- name and define a number of poetic devices

Re-read the poem “The Fall” as a class. Now that students have been introduced to formal definitions of each poetic device, ask students to highlight any poetic devices they find. Discuss as class.

Read or share a video recording of “The Raven.” What is the poem about? Provide some examples of poetic devices in the poem (ask the students for guidance/ideas).

Divide the class into groups of 4. Give each group a copy of “The Raven.” The group’s task is to find as many poetic devices as they can. Students should read through the poem together and work collaboratively.

Come back together as a class and see how many literary devices we can find together.

- “The Fall” poem (copies for each student)- highlighters (each student should have some – bring extra!)- video of “The Raven”- SMARTBoard or overhead- list of poetic devices (copies for each student)- writing tools

Teacher observation of contribution to discussion and group work

Submission of poem with highlighted poetic devices

3 Introduction to Poetry: Imagery

- explain what imagery is and how it is used in poems- describe a scene using imaginative or sensory language

Read a poem with a lot of imagery. Ask students to share their thoughts on how the poem made them feel. What senses did the poem evoke?

Show students a number of images/scenes (natural landscapes). Ask students to share how it made them feel.

- imagery poem- set of landscape images- 6 core images (lots of emotion/

Teacher observation of contribution to activity and discussion

Completion and thoughtfulness




(in one sentence) Alternatively, pick an emotion and ask students to pick the image that reminds them most of that emotion.

Discussion: Images and poetry both evoke emotions. We can use poetry to express the emotions we see in imagery or create imagery to express the emotion of poetry.

Divide the class into 6 groups. Give each group an image. The students each need to write a thought on a sticky note and put it around the image (which will be on a poster board). After each student has shared a thought, they should arrange the thoughts in whatever way they want. This is the “first stanza.” Students will rotate to the next group and repeat the process. Do this until all groups have shared thoughts on all 6 images.

When students are back in their original group, they will then share their “poem” with the class. Explain to students that they just worked collaboratively to create poems. Discuss the process and how the students felt about it.

imagery)- sticky notes- poster board (6 sheets)- writing tools

of the sticky note

Self-assessment of their contribution to the group activity

4 Types of Poetry: What is poetry?

- contribute to classroom discussion

- name a number

Review the poetry that we did last week. Emphasize that the poetry we created may not have rhymed, did not follow a specific form, or style. Discussion: So what IS poetry? Brainstorm types of

- presentation of a number of poems- SMARTBoard- plain paper

Contribution to discussion (teacher observation/self-assessment)




of different types of poetry

- name a number of poetic structures and use this knowledge to illustrate a title page

poetry.

Show students a series of poems (haikus, cinquains, auto-biographical, concrete, found). Explain to students that we will create a series of poems over the next few weeks.

Create a title page for students’ poetic journey journals.

(8.5x11)- colouring tools

Completion of title page

5 Auto-biographical Poems: Working with Descriptive Adjectives

- use descriptive adjectives to describe themselves or others

- using an outline, compose an auto-biographical poem about themselves

Discussion: Poetry often uses descriptive language. What part of speech is descriptive? Brainstorm descriptive adjectives. Provide a list of ideas students may use.

Share an auto-biographical poem about myself. Break the poem down into pieces and aspects.

Provide students with an outline of how to write an auto-biographical poem. Give students time to write their own poem. Time permitting, students should then transfer the poem onto a good piece of paper and illustrate. Make sure the poem is put into their journal. Ask any students who wish to share their poems.

- auto-biographical poem- lined paper- writing tools- pencil crayons

Contribution to discussion (teacher observation/self-assessment)

Completion of auto-biographical poem

6 Acrostic Poems: Connecting Words

- work as a group to create a finished product

- find words that

Break students into 6 groups. Give each group a poster board with a word on it (written vertically, one letter at a time). Tell them to write the first word that comes to mind that starts with each

- poster board (6 sheets) with words written on the front and page

Teacher observation of contribution to discussion




start with specific letters and work with those to create a poem on a specific theme

- use this knowledge to compose their own acrostic poems

letter. Ask each group to share their poems.

Explain to the class that they have just written an acrostic poem. Provide an example that adds in connecting each new word to the original word. Share this poem in order to convey the concept of a “unified poem.” Students should understand that words on their own do not necessarily make a poem; we need to connect our thoughts and ideas.

On the other side of the poster board, the same word will be written. Ask students to repeat the exercise, keeping in mind the idea of connections and unity. Ask each group to share their new poem and how the poem changed. Collect posters and display in classroom.

Students will return to their seat and need to write an acrostic poem using the letters of their name. After students have completed this poem, they should write a poem on their favourite hobby or food.

Ask for volunteers to share. Poems should go into the poetry journals.

(vertically, one at a time)- markers- writing tools- lined paper- pencil crayons

Self-assessment of group activity

Completion of group acrostic

Completion of name acrostic

Completion of personal acrostic

7 Haikus: Review of Syllables

- define what a syllable is

- recognize the

Review what a syllable is.

Syllable Scavenger Hunt: Divide students into pairs. Give each pair a sealed

- envelopes (min. 14) with a set of clues- Word Wall

Self-assessment of participation in scavenger hunt and




number of syllables in any given word or phrase

- access their knowledge of syllables to compose a haiku poem which follows a specific structure

envelope that has a list of things to find. For example, “a word with 4 syllables” or a word that has the syllable /ing.”

Prior to class, place Word Wall words around the school (in the hallway). The students may go in the hallway to look for words. Students can only use each word to answer one question. They are to find a word that matches each clue. Once a pair has found all of their words, they need to report back the classroom.

Students will then begin to brainstorm words that follow a theme and together have a set number of syllables (5, 7, 5).

Once all students have returned (or time is up), we will discuss how the students felt it went, did they learn anything, was it useful. We will then discuss how syllables are important in poetry; some poems use syllables as a poetic device.

Introduce haikus. Practice writing haikus by showing examples and then trying some as a class.

Provide students with time to work on their own set of haikus. Students may write as many as they want, but need to present three poems on the same theme as part of their poetry journal. Students

set of words- masking tape- Haiku poems (a selection)- lined paper- writing tools

accuracy

Completion of at least 3 haikus (3 on the same topic)




may determine what an appropriate theme is.


8 Cinquain: Making a Poem Flow

- identify key characteristics of poetry and the misconceptions of poetry (understand that poems don’t have to rhyme, may or may not follow a structure, etc.)

- use an outline to compose a cinquain poem on a specific theme unique to each student

Discussion: What have we learned about poetry? Does it have to rhyme? What types of structured poetry have we learned?

Introduce the cinquain poem. A cinquain consists of five unrhymed lines. Each line has a set number of syllables. (Line 1: 2 syllables; Line 2: 4 syllables; Line 3: 6 syllables; Line 4: 8 syllables; Line 5: 2 syllables). Show some examples of cinquains. Create 2-3 cinquains as a class, taking ideas from students. Remind students of syllables.

Students should then brainstorm words/phrases that relate to their chosen topic and prepare to write their own cinquain poem. Provide students with time to write their own poem.


- examples of cinquain poems- SMARTBoard- paper- writing tools- sheets with the structure laid out

Teacher observation of engagement and contribution to discussion

Completion and accuracy of cinquain poem

9 Limericks: The Power of Rhyming

- identify what a rhyme is

Rhyming Activity: Ask students to describe what a rhyme is. Give some examples (from students/supplement).

- rhyming worksheet- rhyming

Completion of rhyming worksheets




- use a rhyming dictionary to find rhyming words- access our own understanding to find rhymes

- recognize rhyme patterns of poems

- using an outline and specific structure, compose a limerick

Complete a set of worksheets (potentially as a class) to get students to get students thinking about rhymes. Introduce students to using a rhyming dictionary.

Introduce limericks. Provide examples for students. Demonstrate the structure of a limerick (consists of five lines: the first line of a limerick poem usually begins with 'There was a....' and ends with a name, person or place; the last line of a limerick is normally a little farfetched or unusual; should have a rhyme scheme of aabba; lines 1,2 and 5 should have 7 – 10 syllables and lines 3 and 4 should have 5 – 7 syllables).

Divide students into groups of 2-3. Give each group a piece of paper with the outline on it. Ask students to work together to create a group limerick. Students can then share with the class.

Time permitting, students will write a limerick on their own.


dictionary- examples of limericks- sheets with the structure laid out

Completion and accuracy of limerick

10

Catch-Up - use time effectively and show work completion

Ask students to name all the poems and poetic devices they remember that we’ve learned so far.

- computers/ printers- colouring tools

Teacher observation and self-assessment of time




Provide time for students to:- work on any poems they may not have completed- type poems on a word processor- illustrate poems- finish title page- edit or improve poems

- writing tools management

11

Narrative Poetry: Telling a Story with Poetic Devices

- use poetic devices in the composition of narrative poems

- identify a narrative poem

- write their own narrative poem using a minimum of 5 poetic devices

Read a narrative poem to the class. Explain what a narrative poem is: they tell a story, they don’t have to rhyme, they’re longer than most other poems.

Explain to students that narrative poems are great poems to add poetic devices to because they don’t have to follow a set pattern. Show some examples of poetic devices in the poem we read at the start of class.

Allow students to write their own narrative poems with only the above guidelines. Students must also include and be prepared to identify a minimum of 5 poetic devices in their poems.

Ask students to volunteer to share their poems. Poems should go into their poetry journals.

- example of a narrative poem with identified poetic devices- list of poetic devices- lined paper- writing tools

Completion of a narrative poem

Successful identification and use of 5 poetic devices

12

Found Poetry: Choose Your Words Wisely

- re-arrange words or phrases to create a poem

- make

Word scavenger hunt: Send students on a scavenger hunt around the classroom (or possibly the school) to collect words and phrases. Give students 10 minutes to collect 10 cards and see if they can

- set of words/phrases (min. 250) to be spread around

Self-assessment of participation in the scavenger hunt




connections between words to create a cohesive poem

- create an image that is functional, but also enhances the poem

create a poem.

Ask students to share their experience. Were they able to come up with a poem? Pose this question, could you make a poem out of the words on one page. How can we “choose” what words to use?

Show students examples of found poems. What do they notice?

Give each student a page copied from a book. The students must circle the words, in order, that they want to use for a poem. Students should first use pencil to “find” the words and see if their poem “works.” Once the students are satisfied, they will use pastels to create an image, relating to their poem, that blocks out the other words on the page.

Ask students for volunteers to share their poem. Poems should go into their poetry journals.

classroom (or school)- masking tape- examples of Found Poetry- SMARTBoard- copies of book pages- pencil- pastels

Teacher observation of contribution to discussion

Completion of found poetry

Relevance of image and technique used

13

Concrete Poetry

- make connections between words and images

- use images to enhance poetry- recognize and create their own

Connection Concentration: Display a series of images for the students. Ask them to call out the first thing that comes to mind. Do so for 6-8 images.

Discussion: “Pictures are worth a thousand words.” What does this mean? Why are images so powerful? How can we use pictures or images to enhance

-set of 6-8 images (can be random or obscure – not obvious)- examples of concrete poetry- outlines for

Teacher observation of engagement and contribution to class discussion

Completion of concrete poem




concrete poetry our words or make them so powerful?

Relate to poetry: Ask students how they could link this to poetry. What can we do with our poetry to enhance it? How can we use images?

Show examples of “concrete” poetry (written in specific shapes). Divide students into groups of 2-3. Give each group a hollow image. Students should work together to write as many words that relate to the shape inside the image. (i.e. for an apple: crisp, sweet, core, skin, red, green, granny, sour). Ask students to share their concrete poems.

Students should begin to think about what shape or object they want to use for their own poem. Students can then either draw an outline or print one from online. The words must be inside the outline and they will need to cut and mount their poems when they are done. Poems will then go into their poetry journals.

creating their own- pencils- computer/ printer- scissors- pens- construction paper

Accurate connections made between image and words

14

Free Write - use imagination to come up with ideas in a short period of time

- understand the importance of

Brain exercise: Students will work independently to practice their imagination skills and ability to think quickly. We will sit in a circle and each student will be given a picture. Students will have 1 minute to respond to each provided picture (in one sentence). The

- class set of random images (min. 25) with lined paper on the back- timer

Self-assessment of engagement and participation (exit slip)

Time




going with your instincts

- use time wisely to complete work

students will then pass the image to their left and repeat the process. Repeat until the students have viewed five images.

Students may use this time to either complete any poems they have not finished or write new poetry. Any new poems can be in any form (or follow no form at all). Students can also use this time to type up poetry or finish illustrations.

- poetry journals- computers/ printer- writing tools- colouring tools

management

15

Poetry Slam - share their poems and artwork with peers

Students will be invited to share a poem they have written during the unit. It will be a relaxed occasion (possibly with food) for students to feel comfortable sharing their compositions.

- poems- relaxed environment- guests


Extensions and AdaptationsThe lessons have been laid out with the understanding that things may come up. The plan is to complete the unit before the Easter long weekend (April 18th-21st). For this reason, there is an extra day built into the plan as well as two “catch-up” days for students to make up any work they may have missed or to edit/improve poems they have completed.

There is also room to explore poetry further by integrating it into other subject areas. We will also revisit poetic devices and literary elements when we do our unit on creative writing in May.

If the workload is unmanageable, some lessons may be shortened or cut. The plan laid out here is the “plan.” It is expected that changes will be made as the unit is taught. Weekly check-ins will take place and adaptations will be made as needed.

Finally, IEP considerations will be made on a case-by-case basis, likely a reduced load with a modified checklist for their poetry journals.


Lesson Plan #1Unit: Poetry

Grade: 4/5

Date: Title: Literary Elements and Poetic Devices

Lesson duration 45 minutes

Essential Understanding

When writing, poets and authors use tools to express meaning. Poetic devices and literary elements are the tools of writers. There are a number of literary elements and they can be confusing, but with some guidance and practice, we can not only understand these elements, but use them in our own writing.

Rationale This is an introductory lesson designed to familiarize students with poetic devices and literary elements in preparation for the unit on poetry set to start at the beginning of the long practicum. Students will learn what a poetic device is and should be able to define and provide examples for a number of poetic devices. The purpose of this lesson is to get students to understand elements of writing so as to be better prepared to write their own poetry.

STATED OBJECTIVES AND PURPOSE

The student will be able to:

- Explain what a poetic device is and how it contributes to poetry writing- Define (with assistance) theme, imagery, similes, metaphors, personification,

idioms, hyperboles, onomatopoeia, alliteration, assonance, rhyme, and syllables- Give an example of each poetic element

PROCEDURE

Elements of the lesson

Estimated Time

What the teacher says/does What the students do Material


MENTAL SET (Opener/”hook”)

5 minutes Read a poem, “The Fall,” that expresses a number of poetic elements.

Read along with the poem and circle any patterns they find or words/phrases they don’t understand. SMARTBoar

d

Pre-activity (concept to be taught)

10 minutes

Ask students to share their thoughts on the poem.

What did they notice?

What was confusing?

Explain to students that poems can be confusing. Poets often use poetic devices to express meanings. They also use poetic devices to make the poem more appealing.

List some poetic devices and examples. (1-2)

Share thoughts on class. Pay attention to things that don’t make sense.

When prompted, try to name some poetic devices. What do we know about poems?

SMARTBoard


Activity & concept to be modelled with 1 or 2 activities

10 minutes

Distribute cue cards with specific poetic devices and their definitions and cue cards with examples.

Explain to students that each poetic device has a “match” which is an example. Their task will be to use the definition to find the example of that poetic device.

Check for accuracy and provide guidance as needed. Students will come to you once they feel they have found the correct match.

Work together to find their match.

Discuss each card’s meaning with each other and try to match the definition with the example.

When they think they have the correct match, they should come to the teacher and ask if they are correct. If they are, they may sit down. If they are not, they need to keep hunting.

Set of cue cards with poetic devices and their definitions

Set of cue cards with examples

Post-activity: further practice guided by the teacher

15 minutes

Ask students to share their matches with the class.

Provide further examples and explanations. Ask students to think of other examples.

Students should be prepared to share their matches.

Give ideas of other examples. Pay attention to what each poetic device is and what an example looks like.

SMARTBoard


Extension activity

25-30 minutes

Create a flip book (individually) that lists the poetic devices and provides examples.

Construction paper

Scissors

Stapler

Colouring tools

Closure: summary of what was taught/learned

5 minutes Ask students why they think learning about poetic devices is important. See if students can provide ways to incorporate these into their writing.

Brainstorm ways to include this into their writing. Why is it important?

SMARTBoard


Unit: Poetry Grade: 4/5

Date: March 6, 2014 Title: Literary Elements in Poetry

Lesson duration 50 minutes

Essential Understanding

Poets use poetic devices to change meanings of words in their poetry. We understand what these poetic devices are, but connecting them to examples can be difficult. By looking at poems and exploring their words, we can begin to understand how poetic devices are used and begin to identify them in poems or other literature.

Rationale This lesson continues the previous lesson on poetic devices. Whereas last class the focus was to define poetic devices, this class the focus on identifying the poetic devices. This lesson will essentially be the practical application of the previous lesson. The purpose of this lesson is to get students to recognize poetic devices and see how they are used in poetry.

STATED OBJECTIVES AND PURPOSE

The student will be able to :

- highlight poetic devices in a given poem

- name and define a number of poetic devices

PROCEDURE


Estimated Time




5 minutes Ask the students what they can remember about last week. How many poetic devices can you name?

Name the poetic devices we learned in week.

SMARTBoard to record answers


10 minutes

Ask students to bring out their copy of “The Fall” or distribute new copies.

Put the poem “The Fall” on the SMARTBoard.

Ask students if they can identify poetic devices used in the poem. Students may come up to the board and circle or underline poetic devices they recognize.

Prompt students by asking if they can identify a metaphor or imagery.

Be prepared to identify poetic devices yourself (highlighted poem).

Take out copy of “The Fall” or identify if you don’t have a copy.

Look at the poem and self-identify poetic devices you see. Be prepared to contribute to class discussion. Students may come up to the board and circle or highlight the poetic devices they recognize.

SMARTBoard

Class copies of “The Fall”



25 minutes

Now that we’ve practiced finding poetic devices as a class, explain that we will do so in small groups.

Share a video recording of “The Raven.” What is the poem about?

Put the poem on the SMARTBoard. Provide some examples of poetic devices in the poem (ask the students for guidance/ideas).

Divide the class into groups of 4. Give each group a copy of “The Raven.” The group’s task is to find as many poetic devices as they can. Students should read through the poem together and work collaboratively.

Circulate and be prepared to offer guidance.

Watch attentively the video recording of “The Raven.”

Look at the excerpt from the poem on the board. Work to identify 2-3 poetic devices.

Work in groups of 4 with one copy of the poem to highlight (or circle) poetic devices. Read the poem as a group and work collaboratively.

SMARTBoard

Video recording of “The Raven”

6-8 text copies of “The Raven”

Highlighters & writing tools


Post-activity: further practice guided by the teacher & includes 1 form of evaluation

10 minutes

Come back together as a class and see how many literary devices we can find together.

Contribute to class discussion. What poetic devices did we find?

SMARTBoard

Copies of the poem


5 minutes Collect copies of “The Raven” for assessment.

Hand-in group copies of “The Raven” with all group members’ names.

Extension activity (for early finishers)

Time may vary

Instruct students who finish early to draw an illustration of what they think the poem is about.

Illustrate a scene or the meaning from the poem.

Blank paper

Colouring tools


Unit: Poetry Grade: 4/5

Date: March 31/14 Title: Introduction to Poetry: ImageryLesson duration 60 minutesEssential Understanding

Imagery is a very important element of poetry. This poetic device allows the poem to appeal to our senses and make the reader think about what the poem is asking them to see, feel, touch, or smell.

Rationale This lesson invites previous discussion of poetic devices to continue by creating a situation in which students truly understand the element of imagery. This lesson takes the discussion further, however, and invites students to reflect on what they have learned. The main purpose of this lesson is to illustrate to students that poetry is merely our thoughts on paper and that anyone can create poetry.

Stated Objectives and Purpose

The student will be able to:- explain what imagery is and how it is used in poems- describe a scene using imaginative or sensory language (in one sentence)

PROCEDURE


Estimated Time




10 minutes

What is imagery? Ask students to explain what imagery is.

Read a poem with a lot of imagery. Ask students to share their thoughts on how the poem made them feel. What senses did the poem evoke?

Provide a definition or ideas of what imagery is.

Listen to the poem and write a list of any imagery they can identify. What senses did they use?

Imagery poem

SMARTBoard


10 minutes

Show students a number of images/scenes (natural landscapes). Ask students to share how it made them feel.

Alternatively, pick an emotion and ask students to pick the image that reminds them most of that emotion.

Discussion: Images and poetry both evoke emotions. We can use poetry to express the emotions we see in imagery or create imagery to express the emotion of poetry.

Look at a series of images. Try and think of how the image makes you feel. What emotions does the image bring forward?

Listen for an emotion, such as happiness, and choose an image that makes you feel happy.

Listen and contribute ideas to the discussion.

Series of images

List of emotions



25 minutes (5 min prep; 5 min/ image)

Divide the class into groups of 4. Give each group an image.

The students each need to write a thought on a sticky note and put it around the image (which will be on a poster board).

After each student has shared a thought, they should arrange the thoughts in whatever way they want. This is the “first stanza.”

Students will rotate to the next group and repeat the process. Do this until all groups have shared thoughts on 4 of the 6 images.

*Sticky notes need to move with the group, so each group has their own colour.

Get into the group assigned to you.

Take the image as provided by the teacher.

Take a sticky note from the stack. Write a sentence on the sticky note of what you see when you look at the image. It can be how you feel about the picture or what you see.

Put your stick note on the poster board around the image. With your group, move the sentences so that they work together and make sense to you.

Rotate to the next group and repeat the process until you have seen and wrote about 4 images.

Poster board (6 sheets)

6 images (powerful scenery with lots to write about)

Sticky notes (6 colours; min. 25 of each)

Writing tools


Post-activity: further practice guided by the teacher & includes 1 form of evaluation

10 minutes

When students are back with their original image, they will then share their “poem” with the class.

Explain to students that they just worked collaboratively to create poems.

Go back to your original image with your group.

Share the sentences in the order arranged for each colour.

-none-


5 minutes Discuss the process and how the students felt about it.

Students should complete an exit slip answering what they liked most about the lesson or sharing something they didn’t get to during class.

Exit slips

Writing tools

Extension activity

Time may vary

Ask students to record their poem in some way to include with their poetry journals.

Write out or type up the poem to be added to the poetry journals.

Computer/ printer

Poetry Unit - UBC Blogsblogs.ubc.ca/.../files/2014/07/Unit-Plan-Poetry.docx · Web viewThis poetry unit is meant to meet a number of Language Arts Prescribed Learning Outcomes for

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