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Ode
to the Ordinary
Designed
by:
Caren L. HazelwooD, Hand
Middle School
Grade
Level: 8
Subject:
Reading
1)
CORE CURRICULUM OBJECTIVE(S):
Write various types of compositions: journals
(reflective, double-entry), letters, essays,
technical and other reports, poetry, stories,
plays, scripts, research, songs,
advertisements, and dialogues. (8-WA-4)
(6-WA-4),
(7-WA-4)
[PACT IV.E]
RESTATEMENT:
Students will write a poem.
2)
OVERVIEW:
Students will identify an ordinary
object and determine its many uses.
The student will finally write a poem
(ode) based on the object.
3)
FOCUS/ESSENTIAL QUESTION:
Can you write/create a poem (ode) that praises
an ordinary object?
4)
TIME FRAME:
Three to four days - 30 minute periods
5)
RESOURCES:
*
Paper (journal can be used for webbing)
*
Pencil
*
White copy paper
*
Drawing paper/construction paper
*
Markers, colored pencils, crayons
*
A collection of varied but common items
students need every day at school (i.e., pens,
pencils, backpack, book, agenda book,
diskette, dictionary, etc.)
*
An comical extension may include a collection
of items like deodorant, toothpaste, combs,
shampoo, mouthwash, etc.
*
Publication web sites -
www.zuzu.org
and http://www.toonacat.com/kids/writing/writfram.html
6)
ASSESSMENT:
Students will write a poem and be
assessed with the rubric that follows the
lesson. (Students could assist in developing a
new weighting system for the rubric if
desired.)
7)
INSTRUCTIONAL ACTIVITIES:
*
"Ode to the Ordinary" can be
utilized in conjunction with a poetry unit; it
also fits well any time of the year.
*
Students will generate a list or create a web
of ordinary things that they use daily.
Webbing fits in well as a "Quick
Write" or journal activity/assignment.
The list should contain 10 or more
items (see rubric for requirements).
Students will judge which item is most
important to them.
Teacher will monitor the classroom to
assist in webbing.
The fact that a poem is going to be
composed can be concealed until after all
webbing has occurred.
This allows for a more spontaneous
ode/poem.
*
After the object has been selected, students
should web its many uses.
Note: this is an important facet of the
process in order to compose the ode (poem).
*
Once the item has been "fleshed
out," the ode can be drafted.
The teacher will explain that odes can
be overly praising often utilizing
exaggeration.
Oh
pencil, oh pencil,
How
wonderful you are!
Always
ready with a point
Filling
in every blank
Waiting
to dot every "i"
Pencil,
oh pencil
I
love you so!
*
A 6th grade student wrote the following poem.
Ode
to My Locker
Beautiful
Locker,
Beautiful
Locker,
Oh,
how you help my back.
When
my bags get heavy
You
Are
always standing there!
Standing
tall and proud
By
all of your twins.
Oh,
I wonder how your muscles
Get
so big.
You
help me
Through
heavy days.
When
I am weak and need a drink,
It's
always there on that top shelf.
You
hold all my pictures of Usher
So
That
I can see my dream to be.
But
locker, oh locker
Listen
to me!
No
one can make a better couple
Than
you and me.
*
Students will meet in small revision groups to
share their poems.
After revision work, students will
rewrite the poem. The next step is to peer
edit the drafts. (Students can self-select or the teacher can choose editing
pairs.)
*
Final copies will be published on white copy
paper. They
will write the poem in pencil and outline with
black pen or marker.
Publication should be as creative as
possible.
[The above poem was written and glued
to a cut out in the shape of a locker.]
*
Students share odes with the class and display
them in the hall.
Poems can also be published in the
school or team newsletter.
*
Several odes were selected for publication in
poetry contests.
*
Poems can be submitted for publication to the
following web sites:
www.zuzu.org and http://www.toonacat.com/kids/writing/writfram.html
Name___________________________
Date______________ Period___
ODE OF THE ORDINARY
GRADING RUBRIC
| |
Excellent
10 |
Good
8 |
Fair
5 |
Below
Ave.
3 |
Poor
0 |
Weight |
| Topic
Webbing |
10
or more objects webbed |
9
- 8 objects webbed |
7
- 6 objects webbed |
5
- 4 objects webbed |
3
or fewer objects webbed |
1
X _____ |
| Usage
Webbing |
5
or more uses for object webbed |
|
4
- 3 uses for object webbed |
|
2
- 1 uses
for object webbed |
1
X _____ |
| Composing |
Poem
is fully developed |
Poem
is adequately developed |
Poem
is somewhat developed |
Poem
is minimally developed |
Poem
lacks development
of object |
2
X _____ |
| Revision |
Draft
exhibits evidence of revisions |
|
Draft
exhibits little evidence of revisions |
|
Draft
lacks evidence of revisions |
1
X _____ |
| Editing |
Draft(s)
contains editing marks |
|
Draft(s)
contain few editing marks |
|
Draft(s)
lack editing marks. |
1
X _____ |
| Title |
Title
and author's name present with correct
capitalization |
|
|
|
Title
or
author's name missing |
1
X _____ |
| Poem |
Writing
is out lined (no pencil, yellow, neon,
or typing) |
|
|
|
Improper
outlining |
1
X _____ |
| Publication
- Color & Creativity |
Publication
consistently enhances the poem and
exhibits creativity. |
|
Publication
adequately enhances the poem and
exhibits creativity |
|
Publication
does not enhance the presentation
and/or lacks creativity. |
1
X _____ |
| Neatness |
Work
is very neat, easy to read, and
suitable for display. |
Work
is generally neat, easy to read, and
is suitable for display. |
Work
is lacking in neatness or readability
but is still suitable for display. |
Work
is messy, difficult to read, and is
not suitable for display. |
Work
is too messy to be read or displayed. |
1
X _____ |
| |
Final
Grade______ |
*I
understand losing my rubric will result in a
loss of five points.
______ (Initials)
*Projects will be docked 10 points for each
day late.
_______
(Initials)
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