W-+Poetry

Poetry is a great way for students to express themselves and use writing in a different way. There are several types of poetry.

 [|Mentor Poetry Rubric.docx]

TEK: 3.18B Write poems that convey sensory details using the conventions of poetry

Monday: Apology Poem  Students will continue to read and explore poems closely. Today's poem is an apology poem.

Intro: Hand out student copies of the poem "This is Just to Say " and read the poem to the students (put on document camera or pull up the document below)

Inform students that the author of the poem is writing to apologize for his actions, but to listen closely to the language he uses. Read the poem a second time. -What words does he use to describe the plums? Have students underline or circle descriptive words. -What do those words make you think about? The last few lines "They were delicious" "so sweet and so cold" creates images in the readers' mind. We can imagine biting into a cold plum and almost feel the juice in our mouth. Just from the last line! The images and feelings packed into one line of poetry can have a big impact on the reader. It is this kind of language that we want students to experiment with and use. -How could we use descriptive words to describe other foods like the author used words to describe plums? -Was the author truly sorry for what he did? What makes you think so? Ask for student volunteers to explain their thoughts. (The author does use the phrase "Forgive me" but it seems to lack sincerity. He may have been sorry at first, but he writes as though he is not sorry because he enjoyed the plums so much. -As a class, brainstorm a list of things that could be used for an apology poem. You want to limit the topics to actual objects, like the plum. Choose an object that looks especially interesting. The, brainstorm a list of descriptive words that would describe the object. -Using the format of the poem "This is Just to Say," create a poem together on chart paper:

I have the _ that were in the

and which you were probably _ for _

Forgive me they were so _ and so

-Explain to students that this is one of the poems they will use as a resource. Later on in the week, students will choose one poem, either "I Like the Look of Words," "This is Just to Say," or "Dogku" to use to try to imitate that writer. The students will use these poems as mentor texts to scaffold their writing.

Tuesday: Dogku Poem

[|DOGKU.pdf]

Intro: Read to the class the book __Dogku__ by Andrew Clements. It's a cute book and every page has a new Haiku on it. A Haiku has three lines, with a certain amount of syllables. First line has 5 syllables, second line as 7 syllables, and third line has 5 syllables. If you do not have this book or it is checked out from the Library - I have posted a pdf.

Ask the kids what they notice about each page. (Hopefully they will see there is a stanza on each page with three lines.) Then ask further questions... What do you notice about each line? Is there some sort of format the author is using? Lets try to find it! Guide them to find the 5, 7, 5. May need to teach the class again about how we count syllables. (clapping, chin method...etc...)

Send the students back to their desks and have them get into groups. If your class sits in tables they are already ready to work as a group. Give them a piece of paper and a marker. (Chart paper, construction paper, notebook paper...your choice) Give the entire class the same topic. (i.e. soccer, football, summer, fall, winter, spring, solar system ;), pumpkins..) You could give each group a different topic, or let the group come up with their own topic. Let the group come up with their own Haiki poem about that topic using the 5, 7, 5 formula. Give them a few minutes and then allow them to share their poems with the class. Use teachable moments if students were incorrect with their syllables and amount of lines.

Remind them that this could be one of their poem choices for publishing!

Wednesday:  Students choose a poem and imitate the poet's style and craft.

Inform students that today they will be choosing their favorite poems of the three we have studied in depth. Their options are: "I Like the Look of Words" by Maya Angelou "This is Just to Say" by William Carlos Williams "Dogku" by Andrew Clements

They will use the handout of the poem they chose and try to write their own poem based on the format that poet used. They will write their drafts in their writer's notebooks. Recall the practice poems you wrote together and have those available and in sight. Conference with each student if possible to see their thinking and help provide additional support. Emphasize to students that the number of words on a line is important- it helps to add emphasis to the text and also is the author's craft. The format of a poem is different than just regular writing.

Once students have written a draft and you have checked over it to make sure they are using the correct format, spacing, and wording, students can publish their poem on construction paper and color or decorate it. You want students to be proud of the work they created!

Thursday and Friday:  We have left these days open for you to decide what is best for your class. If you would like to write another poem and you have time- the color poem and acrostic lessons are under the 'Poetry' tab. They are written in detail in the attached documents. If you have time, have the students experiment with acrostics or the color poem. If you would like, have the just free-write their own poem now that they are equipped with lots of knowledge about poems. Because we had said we were planning only three days or writing each week, this is up to you!

You could also use these days as extra time to finish poetry activities from reading or writing or allow the students additional time to publish poems they have written ("I am" or the poem created from the mentor poem)

Bio Poem: [|My Bio Poem lesson plan.doc]

Color Poem:

[|Color Poem Graphic Organizer.doc] [|Color Poems Lesson Plan.doc] [|Color Rough Draft Sheet.doc] [|Yellow.doc] [|RED.doc] [|Green.doc] [|Blue.doc]

Cinquain:

[|Cinquain- Junie B. Jones Template] (Use the cinquain format like the Junie B. Jones to summarize a story in reading
 * [|Cinquain Example- Arthur] **

[|pumpkincinq.pdf] [|leafcinquin.pdf]

[|funwithpoetry.pdf] [|funwithpoetryworksheet.pdf]

Resources and Ideas for Poetry: [|Get Kids to Love Poetry- Great Ideas] [|51 Types of Poems!] [|Kathi Mitchell- Great Examples] [|Types of Poems] [|Authors in Schools] [|Poetry Theater Scripts]

[|Scholastic: Writing With Writers] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Scholastic: Poetry Idea Engine]

Resources and Websites for KIDS to use (or for you to use in your classroom) <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|What is an Acrostic?] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Giggle Poetry] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Poetry 4 Kids- Great site for kids to explore!] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|What is a Shape Poem?]

<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Teaching Cinquain]

Seasonal Cinquain Ideas: [|cornocopiacinq.pdf] [|leafcinquin.pdf]  [|pumpkincinq.pdf]  [|RWT016-2.pdf]  [|RWT016-3.pdf]

Acrostic:

<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Teaching Acrostic] [|pumpkinacrostic.pdf] [|ghostacrostic.pdf]  [|housecacros.pdf]

Shape Poetry: <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Teaching Shape Poetry]

Color Poems: <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Student Examples of Color Poems] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Songs 4 Teachers: Color Poems] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|More Color Poem Examples]

[|Yellow.doc] [|RED.doc] [|Green.doc] [|Color Rough Draft Sheet.doc] [|Color Poems Lesson Plan.doc] [|Color Poem Graphic Organizer.doc] [|Blue.doc]

Begin POETRY! :) <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">This week we will be introducing students to poetry. The first few days we will be immersing students in poetry and having them start to realize the characteristics of poems- read and enjoy lots of poems!! The Poetry part of the reading lesson plans will be embedded in the writing plans over the next two weeks. We will provide poetry books and lots of links to look at, listen to, and read poetry! Take the first two days and remember how fun and exciting poetry can be. By reading lots of poetry, students will be excited and full of ideas to begin writing their own poems in a few days. <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[] The reading team will be making leveled poetry packets to read during guided reading. There will be a first grade level packet, second grade level, third grade reading level and fourth grade level poetry packet. One day this week, Ami Uselman will be teaching a Poetry lesson to each class. Students will be writing an I AM poem. <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">

During exploration of poems set up a structure: Students will be reading poems in partners and taking notes of the characteristics they notice -practice buddy reading with partners -One partner reads, the other partner writes, then switch


 * You want some structure to their exploration and not just a free-for-all. Model reading and noticing characteristics in a mini-lesson first.

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Monday: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Read poetry- make a chart of things you notice about the poems after reading. Guide the students to notice that some of the poems rhyme, have rhythm, visual images, funny, tongue twisters (In guided reading, read the leveled poems and continue to point out these characteristics, on reading poetry page there are specific lessons for characteristics)

POEMS THAT DEMONSTRATE DIFFERENT CHARACTERISTICS Meaning and Content:** Have Fun” (A Light in the Attic, p. 145) “Hungry Kid Island” (Falling Up, p. 165) “Mister Moody” (Falling Up, p. 95) “The Planet of Mars” (Where the Sidewalk Ends, p. 93)
 * Rhyme:** “If the World Was Crazy,” page 46 in Where the Sidewalk Ends, or “Play Ball,” page 131 in A Light in the Attic
 * Rhythm:
 * Non Rhyming Poems:** “Stone Telling” (Where the Sidewalk Ends, p.147).

<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">Poetry 4 Kids <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Children's Poetry Archive] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Classic Children's Poems] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Shel Siverstein] <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Jack Prelutsky]

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Tuesday <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">: Continue reading poetry- read a variation of poems- some funny and short and some longer and more serious poems. We want to expose children to all types of poetry and help them to realize that poetry comes in various forms and does NOT always rhyme! Hand out the Poetry wordsearch and go over the poetry vocabulary together (poem, limerick, rhyme, rhythm, meter, verse, couplet, stanza). In their reading response journals, students can paste their word search in journal as their guide for identifying characteristics of poems. As we continue on the poetry journey, they can write examples of poems that demonstrated the characteristics. (In guided reading, read the leveled poems and use the Poetry lessons on reading wiki to guide you)

[|Poetry Vocab Wordsearch.doc]

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Wednesday: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> WRITING BENCHMARK

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Thursday: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> READING BENCHMARK

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Friday: Make a T-Chart - one side says "popcorn" and one side says "words". Ask the students "What is popcorn like? How can we describe it?" (chart their ideas) and then ask them to describe words (chart their ideas).

Tell the students, “In the poem, the poet compares popcorn and words. Let’s read the poem together and find out why she thinks that popcorn and words are similar.”

Read together the poem __I Like the Look of Words__ By: Maya Angelou. [|I Love the Look of Words.pdf]

Add students comparisons of popcorn and words to the chart.

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Let the students know that we will continue to read poems and find out what we notice about the different kinds of poems. Also, they will form an opinion as a writer as to what they like in poems. Maybe they like rhyming, maybe they don't. Maybe they enjoy writing deep messages or descriptions and maybe not. Help them start discovering what they enjoy, and tell them next week they will choose their favorite poem. They will try to imitate this poem and use it as a model for the poem they will write.

CUTE IDEA - Have popcorn for snack :)

GREAT WEBSITES! Shel Silverstein ... animated poems! <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[]

Bio Poem <span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[]

Found Poetry:

<span style="-webkit-background-clip: initial; -webkit-background-origin: initial; background-attachment: initial; background-color: initial; url(http: //www.wikispaces.com/i/a.gif); background-position: 100% 50%; background-repeat: no-repeat; padding-right: 10px;">[|Scholastic: Pick It, Clip It, Write it!]