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Where In The World?
A Multi-Cultural Journey Through Poetry
Designed
by: Anna
Messer, Bradley Elementary
1)
CORE CURRICULUM OBJECTIVE:
read a variety of poetry to understand and describe
the characteristics of free verse, rhymed, and
patterned poetry. (5-AL11)
GRADE
LEVEL: Five
SUBJECT:
Reading (Appreciation of Literature)
*(PREREQUISITE
- STUDENTS SHOULD ALREADY HAVE EXPERIENCE USING THE
INTERNET)*
2)
OVERVIEW: Students
will use the internet, the library, and various other
resources to research the different types of poetry
available; the characteristics that make each type
unique; where each type originated; and finally, the
poets who are famous for writing each type of poetry.
The final culminating activity will be the
creation of a class atlas that incorporates the seven
types of poetry discussed in class and samples of
poems from around the world that demonstrate each
type.
3)
FOCUS/ESSENTIAL QUESTION(S): What are some of the
different ways to write poetry?
Who are some of the poets from around the world
who use these different writing techniques?
4)
TIME FRAME: four,
fifty minute class sessions. This is almost a
mini-unit due to the time frame.
5)
RESOURCES/MATERIALS:
TEACHER
= Pass The Poetry Please.
By Lee Bennett Hopkins (This book contains a
complete listing of books that could be used for
research in this lesson.
The titles listed below are just a few examples
found in the book.)
The
Oxford Book of Children's Verse In America.
Edited By Donald Hall
Hand
In Hand. Edited
By Lee Bennett Hopkins
Under
The Sunday Tree.
By Eloise Greenfield
A
Caribbean Dozen.
Edited by John Agard and Grace Nichols
The
Distant Talking Drum.
By Isaac Olaleye
Chinese
Mother Goose Rhymes.
Selected By Robert Wyndham
My
Mexico = Mexico Mio.
By Tony Johnston
This
Same Sky: A
Collection of Poems From Around The World.
Edited By Naomi Shihab Nye
Chart
paper, Markers, and Samples of each type of poetry
(already printed on chart paper)
STUDENTS
= Computers (with internet access),
Construction paper ( 12 x 18) in various colors,
Crayons, Markers, Scissors, Glue, World Map, Pushpins,
Chart Paper, Rulers, Notebooks (One for each of the
seven groups), and Pencils/Pens
6)
CULMINATING ASSESSMENT: Each of the seven groups
will be responsible for designing and developing a
section of the atlas based on their assigned continent
or geographical area.
Each section will contain a student created map
of the continent/area; samples of poems that reflect
the seven types of poetry discussed/researched in
class (the poems selected should be directly related
to the continent/geographical area assigned, either
through the content of the poem or the birthplace of
the poet.); original
illustrations and drawings based on the poetry; and
finally, a brief description of one of the types of
poetry showcased in their section of the atlas. The
following rubric will be given to each group prior to
the completion of the final activity and can be used
to assess and assign a letter grade for work
completed.
Poetry
Atlas - Section Assessment
Name(s)______________________________
Date_______________
| Rubric
Ratings |
Grading |
| 1
= Unsatisfactory |
42-50
Points = A |
| 2
= Below Expectations |
33-41
Points = B |
| 3
= Meets Expectations |
24-32
Points = C |
| 4
= Exceeds Expectations |
15-23
Points = D |
| 5
= Clearly Outstanding |
14
or Below = F |
1.
Development = The atlas section follows a logical
order and has enough information to clearly present
the continent/geographical area assigned.
1
2
3
4
5
2.
Following Directions = Specific elements that were
required for this assignment were included. (maps,
related poems, illustrations, brief description)
1
2
3
4
5
3.
Research = The atlas section shows evidence of
research and/or knowledge of different forms of
poetry.
1
2
3
4
5
4.
Sentence Structure = The brief description is
presented in complete sentences.
1
2
3
4
5
5.
Punctuation = Capital letters and ending punctuation
have been used appropriately.
1
2
3
4
5
6.
Spelling = All words are spelled correctly.
1
2
3
4
5
7.
Vocabulary = A variety of words were used correctly to
convey meaning.
1
2
3
4
5
8.
General Appearance = The atlas section is neat and
attractive.
1
2
3
4
5
9.
Creativity = The atlas section reflects unique or
inventive thinking.
1
2
3
4
5
10.
Group Work = The members of the group worked
cooperatively, with each student contributing to the
final product.
1
2
3
4
5
Total
Points Earned____________
Final Grade___________
7)
INSTRUCTIONAL ACTIVITIES: Prior to this lesson,
you should fill the room with age-appropriate books
and materials that address or provide examples of the
following types of poetry: free-verse, limericks,
haiku, cinquain, couplet, quatrain, and concrete/shape
poetry. The
book, Pass The Poetry Please, is an excellent resource
to help in locating these materials.
A)
To introduce the lesson, post some samples around the
room that reflect the different types of poetry
available. Ask
the students to tell you what they think these posters
represent (They should respond with poetry or a poem).
Have the children read some of the samples out
loud. After
they have read the poems, lead in with the first two
focus/essential questions listed above. Give them adequate time to discuss the questions.
This is a good time to assess their background
knowledge on poetry.
It would be helpful to record their responses
on a KWL chart and add to it as the lesson progresses.
B)
Tell the class that over the next few days, they will
be working together to complete a project that
involves researching the different types of poetry
available. Ask
the children, if not already stated on the KWL chart,
if they can name one type of poetry. Discuss what they
come up with. Below
is a brief description of the seven types that they
will be learning about:
1.
FREE VERSE = is a poem that lacks rhyme and has less
predictable rhythm.
2.
LIMERICKS = are highly controlled poems.
Lines 1, 2, and 5 rhyme.
Lines 3 and 4 may or may not rhyme.
3.
HAIKU = is a Japanese form of poetry.
The form is 17 syllables in three unrhymed
lines with a specific pattern: the 1st line has 5
syllables, the 2nd line has 7 syllables,
the 3rd line has 5 syllables.
Haiku usually has nature themes.
4.
CINQUAIN = is an unrhymed poem that contains 22
syllables, broken down into 5 lines.
It follows this pattern: 1st line has one word
with 2 syllables (usually gives the title);
the 2nd line has two words with 4 syllables
(usually describes the title); the 3rd line has three
words with 6 syllables (usually expresses an action);
the 4th line has four words with 8 syllables (usually
expresses a feeling); and the 5th line is a word that
contains 2 syllables and is a synonym for the title in
the 1st line.
5.
COUPLET = is the simplest and oldest rhyming form. It consists of two lines bound together by rhyme.
6.
QUATRAIN = is written is 4 lines and can consist of
any pattern or rhyme scheme.
7.
CONCRETE = is a type of poetry that is also referred
to as shape poetry.
Words and phrases are arranged on paper to
capture and extend meaning, often by creating a
picture out of the words.
C)
After the discussion, refer to the display of books
and other related materials around the room.
Have the students choose a friend to
partner-read with and give them about 15-20 minutes to
look through the books.
The goal is for each pair of students to find
one new type of poetry and an example of it to share
with the class. Have
them record their findings on chart paper.
D)
When the students return to their seats, have the
groups share their charts with the class and discuss.
On one sheet of chart paper, begin to create a
shared writing list that summarizes the different
types of poetry that they found. Try to lead the
discussion so that you are including the
characteristics of each of the types.
When they are finished, place a star beside the
ones they will be researching and review them with the
class.
E)
Refer back to the poems used at the beginning of the
lesson. Read
over them again and ask students to carefully analyze
each one to see if they can now figure out which
category each poem falls under.
If they have difficulty, review the
characteristics of each and help them when necessary.
To conclude the lesson for the day, inform the
class that tomorrow they will be using the internet to
find out more about each type of poetry.
They will begin to learn where each type
originated and who are some of the poets today who
write using these different techniques.
All of this research will lead to a final class
project (the poetry atlas).
END OF DAY 1
F)
To begin the next part of this lesson, read a new poem
out loud to the class.
Ask the students if they think they can
identify what kind of poem it is.
Call on different students to summarize the
characteristics of each poem we discussed in class
yesterday. Lead
in with the 3rd focus/essential question listed above,
and give them time to discuss it.
Read some sample poems from different countries
around the world.
Lead them into a discussion on how poetry is
used to reflect people, their lifestyles, experiences,
dreams, feelings, ideals, and ideas (Hopkins 1998).
State the goal of researching the topic on how
these different types of poetry can be used around the
world to help us share and celebrate our similarities
and differences.
Tell them that our final class project is going
to be a class atlas that provides samples of the
different types of poetry from around the world.
G)
Break the students up into seven different groups,
either by assigning a specific continent or
geographical region.
Pass out a notebook to each group and
pens/pencils. Have
them decide who will take on the different roles
within the group, but remind them that they each will
be assessed on their contributions.
Let the students know that they must use a
variety of resources to find samples of the different
types of poems, where they originated, and a list of
poets in their assigned area who use some of these
different techniques.
The books previously displayed in the class, as
well as the internet, should be used to access this
information. Provide
a list on the board of web-sites that can be used to
help in their research (see list below).
Remind them that the objective is to find poems
that are directly related to their assigned
geographical region and are representative of the
different types of poetry discussed in class.
Have them record samples, names of poets, where
the information came from, a few facts about the
people of their region, etc. in their notebooks.
Continue this process for all of DAY 2 &
DAY 3
INTERNET
WEB-SITES
"Grandpa
Tucker's Rhymes and Tales" www.night.net/tucker
"Online
Songs and Poetry For Children" www.acs.ucalgary.ca/`dkbrown/storsong.html
"Poetry
For Kids" www.poetry4kids.com
"Poetry
Power" www.nettech.org/District20/ps102/ps102Entry.htm
"The
Edward Lear Home Page" www.pair.com/mgraz/Lear
"Poetry
Post" www.mecca.org/~graham/Poetry_Post.html
"Positively
Poetry" http://advicom.net/~e-media/kv/poetry1.html
Search
Engine - www.yahooligans.com
H)
Begin the final phase of this lesson by having the
groups gather all of
the
research and materials they collected over the past
two days. Display
a world map in the classroom.
Call on different students to point out each of
the seven regions assigned. Explain to the students
that each group will be responsible for creating one
section of a class atlas, based on their assigned
region. Each section of the atlas will contain a map
of the continent or geographical region assigned;
poems that are representative of that region;
the names of famous poets from that region;
illustrations/drawings based on the poems selected;
and finally, a brief description of at least one of
the types of poetry that was used in their region.
I)
Pass out a rubric to each student and go over the
criteria that they will be
assessed
on. Once
they are clear on the expectations, pass out all of
the materials (construction paper, markers, crayons,
scissors, glue, etc.) and let them begin working on
constructing their sections.
When all of the groups have finished, give them
the opportunity to share their final product with the
class. Collect
all of the sections and compile into a class atlas and
display it in the room.
END
OF DAY 4
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