This lesson plan outlines a 4-day poetry unit for 4th grade students. On day 1, students will be introduced to poetry and different genres through reading excerpts from Love That Dog. They will write their own poem in the style of Everything On It by Shel Silverstein. On day 2, students will analyze Louder Than A Clap of Thunder and write their own characteristic poem. Day 3 focuses on vocabulary and preparing poems for a Poetry Cafe on day 4, where students will present their work to classmates over treats.
This lesson plan outlines a 4-day poetry unit for 4th grade students. On day 1, students will be introduced to poetry and different genres through reading excerpts from Love That Dog. They will write their own poem in the style of Everything On It by Shel Silverstein. On day 2, students will analyze Louder Than A Clap of Thunder and write their own characteristic poem. Day 3 focuses on vocabulary and preparing poems for a Poetry Cafe on day 4, where students will present their work to classmates over treats.
This lesson plan outlines a 4-day poetry unit for 4th grade students. On day 1, students will be introduced to poetry and different genres through reading excerpts from Love That Dog. They will write their own poem in the style of Everything On It by Shel Silverstein. On day 2, students will analyze Louder Than A Clap of Thunder and write their own characteristic poem. Day 3 focuses on vocabulary and preparing poems for a Poetry Cafe on day 4, where students will present their work to classmates over treats.
Student Name: Kaitlyn Miller Course Title; Semester: EDUC 243, Fall 12
Title of Lesson: Poetry Cafe Total Lesson Time: 4, 45 minutes Grade(s): 4 Subject Area: Literacy- reading
This lesson is part of a unit over _Poetry ______________________________________________
Curriculum Standard(s): Iowa Core/District/ National 4.5 Explain major differences between poems, dramas, and prose, and refer to the structural elements of poems and dramas when writing or speaking about a text.
Learning Objectives and How Assessed: Learning Objective(s) Assessment Plan Student will be able to: 1. explain what a poem is and how it is different from other genres of literature.
2. discuss their thoughts on poetry and the readings from class
3. identify vocabulary words and their definitions and give examples of each
4. Students will be able to create their own short poem.
1. Students will be given a quiz on day 3,
2. Students will keep a daily journal
3. Complete fill in the blank worksheet
4. Students will write a short poem and present it to the class in the Poetry Cafe
Content Outline of the Lesson: Materials Needed: What is the subject content or skill you will be teaching?
-Love that Dog -Louder Than A Clap of Thunder poem -Elmo/ projector -Poetry Journals (composition book or pocket folder) -Every Thing On It by Shel Silverstein -Falling Up by Shel Silverstein
Lesson Procedures: Time Differentiation (Adaptations for Diverse Learners, ELL, Gifted) Day 1. Activate Prior Knowledge/Introduction Today we are going to start a new unit on poetry! We are going to be exploring poetry using a new book and reading parts of it; Love That Dog by Sharon Creech. I know some of you are already thinking Oh word!! I hate poetry! But, so does the
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GV Daily Lesson Plan Page 2 main character in this novel. We are going to not only be reading this book, but a whole slew of poems that are fun, creative, and interesting by various authors. You will be writing your own poems, keeping a journal of your work and by the end of the unit, presenting your own best poem in the Poetry Caf!
Explicit/Direct Instruction What is poetry? (Hand out poetry survey) Ask students to give examples of what they think poetry is Poetry is a type of literature in which the sound and meaning of language are combined to create ideas and feelings. Poetry is not just roses are red, violets are blue There are many different types of poetry. To name a few: 1. Haiku: a type of Japanese poetry that consists of three lines. The first line has five syllables, the second line has seven syllables, and the final line has five syllables. 2. Narrative Love that Dog, tells a story or takes you on a journey. 3. Free Verse: a poem with no rhyme or pattern 4. Concrete: the poet emphasizes meaning by shaping the poem into a picture.
Guided Practice: Students will start their poetry journal. Explain that they will be responding to poems that we will be reading throughout class. I want you to try and be a poet yourself. You will try and imitate what the author does in their poems in our own writing.
Read Everything On It by: Shel Silverstein. Ask the students these questions - What did you notice about this poem? - What was interesting about the words? - Did the poet make you feel anything.
Independent Practice: Now give the students time to journal. Ask them to write their own version of Everything On It. They may change the name of the poem but the mine focus is to allow them start thinking creatively about writing their own poems. When finished with their poem if time allows tell
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Write definition on the smart board.
GV Daily Lesson Plan Page 3 them they may beginning reading Love That Dog on their own.
Closure: Ask if there are any students who wish to share their Everything On It poem. Allow a few students to share before moving on to the next topic.
Day 2 Activate Prior Knowledge/Introduction Read Louder Than a Clap of Thunder by Jack Prelutsky. As a class discuss what the meaning of the poem is.
Explicit/Direct Instruction Introduce vocabulary words -stanza, rhyme, rhythm, figurative language, and verse Vocabulary word is the title of each slide. 1 st slide shows just the title, 2 nd slide shows definition, 3 rd
slide shows an example Teach the characteristics of poetry Figurative language: metaphors, personification, hyperbole, similes
Guided Practice: Now reread Louder Than A Clap of Thunder. As a class write your own poem following the same patter. Faster than a _____. Let the students give you some examples to fill in the blank since it is their poem.
Independent Practice: Following the same pattern have the students write their own characteristic poem following the same pattern as Louder Than A Clap of Thunder. As with the other days as the students to continue reading in Love That Dog when they are finished.
Closure Ask the students to do a quick share with their table partner of the poem that they wrote today.
Day 3 1. Activate Prior Knowledge/Introduction 2. Read James from Falling Up (page 115) 3. Tell students that today will be a day for working on their poems and preparing for the Poetry Caf that
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Show vocabulary power point on the smart board. (go slowly and take time for students to take notes over the vocabulary and characteristics in their journals.
Characteristics of poetry words are on the same power point as the vocabulary words.
Write on the white board so that the poem can be saved and printed for the students to have their own copy
Walk around to make sure that the students are on task and so that you are there for the students who my need extra help or inspiration.
GV Daily Lesson Plan Page 4 will take place on Friday.
Guided Practice: Hand out the quiz over what poetry is. When finished students may read Love That Dog until every one has completed the quiz.
Independent Practice: Once everyone has completed and handed in their quiz give them the rest of the time to work on their poems. Tell students they may do peer evaluations and come to the teacher for any questions.
Closure: Hand out vocabulary worksheet for students to complete as homework due tomorrow Tell them that tomorrow will be a complete workday to finish their poems to be shared on Friday during the Poetry Caf.
Day 4 4. Activate Prior Knowledge/Introduction: 5. Read My Nose Garden by Shel Silverstein (Page 86 Falling Up) 6. Tell them that today will be their final day to work on their poems to share for tomorrow. 7. Guided Practice: Have students share with their table partners some of the poems they have written. Have them give feedback to each other to make their poems the best they can be for presentations on Friday.
Independent Practice: Time to for students to work on their poems and finalize which poems they would like to share in class tomorrow.
Closure Tomorrow will be our Poetry Caf! Please pick out and practice your favorite and best work tonight to share with the class tomorrow in our Poetry Caf! Their will be treats!
Day 5 8. Activate Prior Knowledge/Introduction: Welcome to the Poetry Caf! Please take your seats as we prepare to start. You will be served your
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Walk around to help students who may be struggling with the questions or need confirmation on a specific question.
Stop and check on each individual student and read what they have been writing and give them feedback or help with any questions they may have.
Double check on food allergies, Stick with gummies and juice boxes.
GV Daily Lesson Plan Page 5 delicious treat to enjoy while we listen to some amazing poetry today. Please remember to stay respectful to our classmates as they get up to present.
Direct Instruction Present a poem from Every Thing On It Teach the students to snap or finger clap after one has presented.
Independent Practice Let the students volunteer to stand up and present. If no one is volunteering to share their poems encourage them. Have the class silent cheer to help encourage.
Closure Thank you all so for joining us today at the Poetry Caf! Who knew that we had so many amazing and creative poets in one class! Please give yourselves all a pat on the back. PAT! Next week we will display our work in the hall to share with the rest of our school.
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If students are more shy and having a difficult time getting up to present, give them extra encouragement and suggest standing up with them Or having a friend hole their poem while they present.
References/Work Cited: Wolf, J. (n.d.). Introduction to Poetry. Retrieved from http://betterlesson.com/lesson/13843/introduction- to-poetry Vermilion Parish 4 th Grade Curriculum http://www.vrml.k12.la.us/curriculum/elem/4th/ELA/poetry/poetry_temp4th.htm
Reflection on Student Learning:
GV Daily Lesson Plan Page 6 Poetry Cafe
For the past week, we have been studying a variety of poems. We have examined the rhythm and structure of poetry as well as many poetic devices including personification, repetition, and similes & metaphors. Throughout the week you have also been given time to apply your understanding of the poetic devices by writing your own creative poems.
Please select one of your favorite poems that you have written in your journal during the week. On Friday, we will be presenting these poems to our 1 st grade friends in the POETRY CAF!
GV Daily Lesson Plan Page 7 Name ____________
Poetry Quiz
1. What is poetry?
2. What is rhythm?
3. What is rhyme?
Matching: match the following words with the definition that best fits.
C. a figure of speech comparing two unlike things that is often introduced by like or as
D. the poet emphasizes meaning by shaping the poem into a picture.
E. a type of Japanese poetry that consists of three lines. The first line has five syllables, the second line has seven syllables, and the final line has five syllables.
GV Daily Lesson Plan Page 8
Multiple choice: select the term that best fits the definition given.
8. A section or division of a poem; specifically a grouping of lines that develop one idea. a. Rhythm b. Stanza c. Metaphor d. Simile
9. A figure of speech in which two things are compared, usually by saying one thing is another. a. Rhyme b. Stanza c. Simile d. Metaphor
10. A figure of speech in which human characteristics are attributed to animals, plants, inanimate objects, natural forces or abstract ideas. a. Stanza b. Hyperbole c. Personification d. Figurative language
GV Daily Lesson Plan Page 9 Name ____________
Poetry Quiz Answers
11. What is poetry? Poetry is a type of literature in which the sound and meaning of language are combined to create ideas and feelings.
12. What is rhythm? The pattern of beats or a series of stressed and unstressed syllables.
13. What is rhyme? When two words sound the same at the end.
Matching: match the following words with the definition that best fits.
14. Haiku E 15. Narrative B 16. Free Verse A 17. Concrete D
Multiple choice: select the term that best fits the definition given.
18. A section or division of a poem; specifically a grouping or lines that develop one idea. a. Rhythm b. Stanza c. Metaphor A. a poem with no rhyme or pattern
B. tells a story or takes you on a journey.
C. a figure of speech comparing two unlike things that is often introduced by like or as
D. the poet emphasizes meaning by shaping the poem into a picture.
E. a type of Japanese poetry that consists of three lines. The first line has five syllables, the second line has seven syllables, and the final line has five syllables.
GV Daily Lesson Plan Page 10 d. Simile 19. A figure of speech in which two things are compared, usually by saying one thing is another. a. Rhyme b. Stanza c. Simile d. Metaphor
20. A figure of speech in which human characteristics are attributed to animals, plants, inanimate objects, natural forces or abstract ideas. a. Stanza b. Hyperbole c. Personification d. Figurative language