Poetry Unit Lesson Plans- English 6 and 7

February 27-March 3, 2017

SOL:
6.4 The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry.
b) Use knowledge of narrative and poetic structures to aid comprehension and predict outcomes.
• Recognize poetic elements in prose and poetry, including
° rhyme ñ recurring identical or similar final word sounds within or at the ends of lines of verse, e.g., farm/harm
° rhythm ñ the recurring pattern of strong and weak syllabic stresses
° repetition ñ repeated use of sounds, words, or ideas for effect and emphasis
° alliteration ñ repetition of initial sounds, e.g., picked a peck of pickled peppers
° onomatopoeia ñ the use of a word whose sound suggests its meaning, e.g., buzz
• understand that poetry can be rhymed, unrhymed, and/or patterned
• differentiate between narrative and poetic forms
• recognize poetic forms, including
° haiku ñ a 17-syllable, delicate, unrhymed Japanese verse, usually about nature
° limerick ñ a 5-line, rhymed, rhythmic verse, usually humorous
° ballad ñ a songlike narrative poem, usually featuring rhyme, rhythm, and refrain
° free verse ñ poetry with neither regular meter nor rhyme scheme.
c) Describe the images created by language.
d) Describe how word choice and imagery contribute to the meaning of a text.
• recognize an author’s choice of words and images
• understand that imagery and figurative language enrich texts
7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts.
c) Identify and analyze figurative language.
d) Describe the impact of word choice, imagery, and literary devices including figurative language.
 Recognize that authors make deliberate choices to create literary works.
 Analyze elements of an author’s style, including:
 Word choice;
 Sentence structure and language patterns;
 Imagery – the use of words to create sensory impressions — most often visual impressions but may be sound, smell, taste, or touch impressions;
 Contrasting points of view; and
 Figurative language – text enriched by word images and figures of speech.
 Recognize and analyze the impact of an author’s choice of poetic devices,including:
 Rhyme – recurring identical or similar final word sounds within or at the ends of lines of verse;
 Rhythm – the recurring pattern of strong and weak syllabic stresses;
 Meter – a fixed pattern of accented and unaccented syllables in lines of fixed length to create rhythm;
 Repetition – repeated use of sounds, words, or ideas for effect and emphasis;
 Alliteration – repetition of initial sounds, e.g., picked a peck of pickled peppers; and
 Onomatopoeia – the use of a word whose sound suggests its meaning, e.g., clatter
j) Identify the author’s organizational pattern.
Distinguish between narrative prose and poetic forms, including:
 Haiku – a 17-syllable, delicate, unrhymed Japanese verse, usually about nature;
 Limerick – a 5-line, rhymed, rhythmic verse, usually humorous;
 Ballad – a songlike narrative poem, usually featuring rhyme, rhythm, and refrain;
 Free verse – poetry with neither regular meter nor rhyme scheme
 Couplet – a pair of rhyming lines; and
 Quatrain – a stanza containing four lines.
Big Idea:
  • Figurative language and word choice impact the overall tone and message of a poem.

Objective: Students will be able to:
  • Recognize poetic elements in prose and poetry
  • Identify and analyze figurative language
  • Describe how word choice and imagery contribute to the meaning of a text.

Verb(s) from SOL / Cognitive Level / Demonstrated when students… (do)
Use
Describe
Recognize
Identify
Analyze / Application
Knowledge
Knowledge
Comprehension
Analysis /
  • Use knowledge of narrative and poetic structures to aid comprehension and predict outcomes.
  • Describe the images created by language
  • Recognize impact of an author’s choice of poetic devices
  • Recognize that authors make deliberate choices to create literary works
  • Identify figurative language
  • Analyze the impact of an author’s choice of poetic devices
  • Analyze elements of an author’s style
  • Analyze figurative language

Materials/Resources: laptops, projector, worksheets, pencils, highlighters, IDR books
Know: Haiku, limerick, ballad, free verse, couplet, and quatrain
Day 1- Introduction to Different Types of Poems
Ready-to-Learn: (Warm-up) /
  1. Pass out vocabulary (rupt-break)
  1. Read definitions and provide examples
  1. Play “Around the World” – go through class about two times or until most of the students are out.

Anticipatory Set: /
  1. Introduce Anchor Chart with different types of poems. Ask students: “Which of these appear familiar? What do these make you think of? Do these remind you of anything? (songs, poems we’ve read, etc.)
  1. RewatchFlocabulary video about poetry (remind students that a lot of the video will be a review, but it is still important because we are still studying poetry)

Main Lesson Activities: /
  1. Pass out materials to create flipbook*
  1. Present Prezi with necessary material. Model creating an example- students will be doing this in their stations. Remind students that they need to keep up with this because we will be adding to it throughout the week.
  1. Quatrain activity- Students will create a quatrain poem (4 lines stanzas- the rhyme scheme can be AABB or ABAB). The poems should be two stanzas. Model with students by creating 1 stanza as a class. The students should write this about their favorite food, hobby, or activity. The poems should include alliteration, onomatopoeia, and hyperbole. At the end students will share with the class at least one stanza.
*Additional Activities: If there is leftover time, have students illustrate their poems.
*Remind students that they are encouraged to be creative but on their own time
Questions: /
  1. Why is poetry important?
  1. Are there different kinds of poetry?
  1. What makes a poem a poem?

Exit Ticket: / Turn in completed foldable and quatrain poem.
Homework: / Finish quatrain poem
Vocabulary Quiz due Friday
Journals due 3/3/17
Real World Connection:
Poetry is a part of daily life. Identifying different forms of poetry, rhyme scheme, and other sound devices are important. Poetry can be heard through different kinds of songs and other genres. It is a real world connection that is crucial to students’ understanding of songs, literature, and other genres.
Day 2- Haiku and Station Work
Colonel Period-6th grade
Ready-to-Learn: /
  1. Practice Vocabulary; have students cut out their words and do a practice “speed sort”. Check one member from each group, have the rest self-check.

Anticipatory Set: /
  1. Return foldables and discuss poetry as a whole. If students did not get a chance to share their quatrain poems, then allow time for this today.

Main Lesson Activities: /
  1. Explain to students that Haikus are “meant to be created in the present moment of nature”.
  1. Post 2-3 examples of haikus on the board and discuss why they are haikus. Ask students “Which sense do the words in the haikus appeal to?” (review of imagery). Students should pencil sketch a quick image that comes to their head while listening. Determine which sense is appealed to the most. Explain how using strong adjectives and specific word choice enhances a poem. Ask “Which sounds better ‘the food was good’ or ‘the crispy chicken was incredible’?”
  1. Have students create a senses chart- similar to the one they used a few weeks ago. Pass out clipboards for each student.
  1. Students will get to go outside and write down words under each category (sight, smell, touch, taste, and sound). Encourage students to be as creative as possible. (15-20 minutes)
  1. As students return inside, discuss some of the words the students wrote down under each category. Discuss how some convey a more specific sense better than others.
  1. Students will create a haiku using the words they came up with.
  1. Begin station work
Station 1- Spiral Review
Station 2- Computers- Quizlet review
Station 3- Current Skill Review-Limerick activity*
Station 4- Journals
Station 5- Teacher Directed
*At this station, students will need a piece of loose-leaf paper (lined or unlined). Students will choose a first line out of the bag. Then, they will create a limerick with this as their first line. The poem should be two stanzas. If this does not take enough time, have students also illustrate their poems.
Additional Activities: Students will begin illustrating their haikus.
Exit Ticket: / Turn in “senses” sheet
Homework: / Complete Haikus and illustrations
Real World Connection:
Poetry is a part of daily life. Identifying different forms of poetry, rhyme scheme, and other sound devices are important. Poetry can be heard through different kinds of songs and other genres. It is a real world connection that is crucial to students’ understanding of songs, literature, and other genres.
Colonel Period: / 6th grade- review Figurative Language and Sound Devices skills

After reading poem out loud, have students respond with two-three questions. Ask these questions to the other members of the group. The teacher should only facilitate the conversations, not lead. This is important so students can try to understand the poem on their own and not feel like there is only one right answer.

Questions to ask during Guided Practice with Teacher:

  1. What does the poem remind you of?
  2. What did you think about while listening? Where did your mind go?
  3. What pictures came to your mind? Imagery, senses?
  4. What feelings did these pictures represent?
  5. Any questions for the poet?
  6. Has anything happened to you that you can relate to after reading this poem?

Day 3- Couplet, Free Verse, and Stations
Library Day
Ready-to-Learn: /
  1. “Speed Sort”- winner from each group receives a reward. Students should glue down their vocabulary words. Remind students that they are able to use their notes for this, so there is no reason why they should miss any of the answers.

Anticipatory Set: /
  1. Students will turn in their haikus.
  1. Review of poems that we have studied so far (haiku and quatrain)
  1. Project “Sick” by Shel Silverstein on the board (only the first two lines) and discuss why this is a couplet. In pairs, the students will create another rhyming couplet to add on to the first two lines.

Main Lesson Activities: /
  1. Discuss the characteristics of “free verse”(Have students revisit their foldables to find a definition). Show a few examples of free verse poems and discuss why they are considered free verse. Ask students “what are some characteristics of free verse?” “compare and contrast free verse from other poems that we have discussed in class”.
  1. Poetry Trap- Post a list of words on the board (include a few vocabulary words, also maybe a few from previous weeks). These words should be pretty random. Instruct students that they should use at least 3 verbs, 4 adverbs, and 6 adjectives (adv. 7th should use 5 verbs, 6 nouns, and 8 adjectives). They should create a “free verse” poem that includes a simile, metaphor, and hyperbole.
Ask students to include imagery (appealing to different senses) and choose a mood or a tone (it could be funny, serious, sad). If students choose to make them serious, remind them that they do not have to share if they don’t want to.
  1. Continue Station Work
Station 1- Spiral Review
Station 2- Computers- Quizlet review
Station 3- Current Skill Review
Station 4- Journals
Station 5- Teacher Directed- practicing annotation of “The Walrus and the Carpenter” (review instructions from Tuesday)
Library for 15-20 minutes at the end of classes (2nd, 4th, and 6th periods)
Exit Ticket: / Turn in finished Limericks
Homework: / Finish Limericks
Study for Vocabulary test on Friday
Journals due 3/3/17
Real World Connection:
Poetry is a part of daily life. Identifying different forms of poetry, rhyme scheme, and other sound devices are important. Poetry can be heard through different kinds of songs and other genres. It is a real world connection that is crucial to students’ understanding of songs, literature, and other genres.

Poetry Trap Words:

Verbs / Adverbs / Adjectives
Interrupt / Weirdly / Bitter
Collect / Sloppily / Salty
Listen / Uneasily / Boiling
Remember / Randomly / Cuddly
Sell / Eternally / Painful
Purchase / Beautifully / Shaggy
Linger / Expertly / Noisy
Explain / Briskly / Husky
Love / Abruptly / Multicolored
Hate / Truthfully / Abundant
Protect / Wholeheartedly / Petite
Save / Sorrowfully / Circular
Forget / Lovingly / Old-fashioned
Learn / Hopefully / Futuristic
Accept / Countless
Choose / Fantastic
Foolish
Bewildered
Nervous
Day 4- Ballad and Station Work
Ready-to-Learn: /
  1. Review vocabulary. Pass out “read around” handout. Students in 1st/2nd should cut these out; pass out bags, label, and save for the rest of the classes to use. Students should practice “read around” 2-3 times.

Anticipatory Set: /
  1. Discuss the definition of “ballad” (students should review foldable or refer to the anchor chart). We will listen to a few examples (Plain White T’s Hey There Delilah, Alicia Keys Like I’ll Never See You Again, and Taylor Swift’s Love Story. Explain that a ballad is like a lively storytelling poem.
  2. Read a portion of “The Walrus and the Carpenter” and discuss why this is a ballad. Discuss the meaning of the poem and the “story” that it tells.

Main Lesson Activities: /
  1. Ballad/Storyboard Activity- Students will read a short story, myth, or fable, create a storyboard, and then use the storyboard to create a ballad.
Model- Start by reading a short fable, “The Ant and the Dove”. On the white board, illustrate a storyboard and illustrate portions of the story (caption the text with support from the story). Finally, create a ballad using the images that have been drawn.
Individual- Students will read their own short story, in groups of 3, on their Chromebooks. Students will, collaboratively, decide what are the most important parts of the story to illustrate and ultimately include in their ballad.

Allow students the entire class period to complete this activity. If there is time left over, allow groups to explain their story, storyboard, and read their ballad.
  1. Complete Station work
Station 1- Spiral Review
Station 2- Computers- Quizlet review
Station 3- Current Skill Review
Station 4- Journals
Station 5- Teacher Directed- practicing annotation of “The Walrus and the Carpenter”
Real World Connection:
Poetry is a part of daily life. Identifying different forms of poetry, rhyme scheme, and other sound devices are important. Poetry can be heard through different kinds of songs and other genres. It is a real world connection that is crucial to students’ understanding of songs, literature, and other genres.
Homework: / Study for Vocabulary test on Friday/Journals due 3/3
Day 5
Ready-to-Learn /
  1. Students should come into class and log onto their laptops and sign into their Gmail accounts.

Anticipatory Set: /
  1. Students will take their online vocabulary assessment and submit.

Main Lesson Activities: /
  1. Complete Station Work
  1. Turn in and check Journals. Give new assignments.
  1. Review of poetic forms throughout the week.
  1. Complete station work/present ballad assignments

Exit Ticket: / Turn in station work
Homework: / None
Real World Connection:
Poetry is a part of daily life. Identifying different forms of poetry, rhyme scheme, and other sound devices are important. Poetry can be heard through different kinds of songs and other genres. It is a real world connection that is crucial to students’ understanding of songs, literature, and other genres.