Poems: What They Look and Sound Like

Created by:

Patricia Louis

Title/Role:

School Librarian

Organization/School Name:

Aliamanu Elementary School

Location:

Hawaii

Grade Level:

Type of Lesson:

Lesson in a unit

Type of Schedule:

Combination

Collaboration Continuum:

Moderate

Content Area:

Language Arts

Content Topic:

Poetry as a literary genre.

Standards for the 21st-Century Learner

Skills Indicator(s):

4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

Dispositions Indicator(s):

4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.

Responsibilities Indicator(s):

1.3.4 Contribute to the exchange of ideas within the learning community.

Self-Assessment Strategies Indicator(s):

1.4.4 Seek appropriate help when it is needed.

Scenario:

This two-part lesson is a segment of a quarter-long unit to acquaint students with various literary genre. In the classroom, students work with the teacher to develop a basic definition of genre of poetry and to identify the basic characteristics of haiku, acrostic, rhyming and shape poems. In the library, students work with the LMC to identify the four different forms of poetry and explain their defining features. They also gain familiarity with lyrics in music as a form of poetry and connect a song about friendship to friends in their own lives. The combination schedule allows the two lessons to be completed in a two week period and also allows for a follow up mini-lesson for struggling students.

Overview:

The essential questions are: What do poems look and sound like? What are some forms of poetry? What is the connection between music and poetry?

Final Product:

Students complete a checklist of poetry characteristics. They also create an exit pass in which they listen to a song on friendship and connect the theme of friendship to their own lives.

Library Lesson:

Students in grade two will be able to listen to a variety of poems and do the following: (1) identify the features of haiku, rhyming, acrostic and shape poems, (2) describe the features of selected poems to classmates, and (3) relate a poem to their own lives.

Estimated Lesson Time:

120 minutes

Assessment

Product:

Students will use a checklist to identify different poetry formats. They will also use an exit pass to connect the theme of friendship in a song to friends in their own lives.

Process:

Students will share their checklists with one another and get feedback on whether they have accurately identified different poetry formats.

Student self-questioning:

What are the differences among haiku, acrostic, rhyming, and shape poems? Can I find poems that are haiku, acrostic, rhyming, and shape poems? Can I explain the main idea in a poem-song? How can I connect the main idea to my own life?

Instructional Plan

Resources students will use:

Physical Object

Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)

Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Projector

Laptop

Smart board

Other

Other instructor resources:

iPods, earbuds

Instruction/Activities

Direct instruction:

This is part of session 1] The LMS reviews the definition of the poetry genre and writes it on the Smart board. She reads and then uses the Smart board to show examples of the rhyming poems with students. Students identify the characteristics of the sample poems – e.g., they all rhyme. Students circle the rhyming words on the Smart board. The LMS writes the characteristics of the rhyming poem on the board. The LMS repeats this process for acrostic, haiku, and shape poems.

Modeling and guided practice:

[This is part of session 1] The LMS shares different poems with the students and has them identify the format and explain the characteristics of the poem. The LMS reads and posts “ For Sale“ by Shel Silverstein for the class. She conducts a class discussion on the meaning of the poem. Students verbally give examples relating how the poem reminds them of something from their own lives.

Independent practice:

[This is part of session 2] The LMS reviews previous lesson with class. She distributes and demonstrates how to use the Poetry Characteristic Checklist. The teacher divides students into two groups. The teacher takes one group and plays Gimme a Poem! Poetry Game. Students assess their participation and knowledge using the Poetry Characteristic Checklist. The LMS takes the other group and uses iPods to have the students explore the relationship between music lyrics and poems. She distributes lyrics from the song “Gift of a Friend” by Selena Gomez. Using the iPods, students work in pairs to identify the meaning of the poem in the “Gift of a Friend” music video. The LMS facilitates group discussion on the relationship between music lyrics and poems (lyrics are forms of poems). She facilitates group discussion about the meaning of the song “Gift of a Friend.” She distributes and has students complete Friendship Poem Exit Pass. The LMS and teacher swap groups and repeat small group activities.

Have you taught this lesson before:

Yes

Strategies for differentiation:

The teacher and LMS allow select poems for modeling and discussion that are appropriate for a range of students. They pair students to encourage peer support in identifying the meaning of the song shared as a music video.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.2.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (2)

CC.2.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (2)

CC.2.SL.1.b » English Language Arts » Comprehension and Collaboration » b. Build on others' talk in conversations by linking their comments to the remarks of others. (2)

CC.2.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Ask for clarification and further explanation as needed about the topics and texts under discussion. (2)

CC.2.SL.3 » English Language Arts » Comprehension and Collaboration » 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. (2)

CC.2.R.L.2 » English Language Arts » Key Ideas and Details » 2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (2)

CC.2.R.L.3 » English Language Arts » Key Ideas and Details » 3. Describe how characters in a story respond to major events and challenges. (2)

CC.2.R.L.4 » English Language Arts » Craft and Structure » 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (2)

CC.2.R.L.5 » English Language Arts » Craft and Structure » 5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. (2)

CC.2.R.L.7 » English Language Arts » Integration of Knowledge and Ideas » 7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. (2)

CC.2.R.L.9 » English Language Arts » Integration of Knowledge and Ideas » 9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (2)

CC.2.R.L.10 » English Language Arts » Range of Reading and Level of Text Complexity » 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (2)

CC.2.W.1 » English Language Arts » Text Types and Purposes » 1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. (2)