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Poetry (Grade 6) - LESSON PLAN 1 – Stephanie SinananTitle: A Play with Words – Poetry Introduction Resources/Materials Time

(minutes)General Description: 1. Students will work with Nouns and descriptive Adjectives to form their own Poetry using line breaks and line placement. 2. Students will be given an actual poem to re-arrange and form a new version using line breaks and line placement.

Groupings: 1. First activity to be completed in partners (2 per group) 2. Second activity to be completed in groups of 3 or 4.3. Final discussion as a whole class

Ideas from Dr. Watt

Book: Barton, Bob & David Booth. Poetry goes to School. (2004)

60 mins. for entire lesson.

Purpose: Students will gain confidence in their ability to create poetry through word play and placement. Students will get a feel for a poem’s movement, sound and visual appeal. Students are introduced to the creative and playful side of poetry.

Language Focus: 2.2 – experimenting with sentence patterns2.3 – students will alter words, forms and sentence patterns to create new versions of the text.

Outcomes and Expectations:1. Students will produce their own poetry using

descriptive language, placement and patterns. 2. Students will gain a confidence in their own poetic

voice. 3. Students will take ownership of their own work and

listen to what is visually and auditorally appealing in the creation of their peers.

Strands: Listening, Writing, Viewing, Speaking

Instructor Activities

Activity One - Divide students into groups of 2. Place two bowls at the front of the room one containing Nouns and the other containing descriptive Adjectives. Have each group choose 3 Nouns and 3 Adjectives. Explain that their job is to take these Nouns

Learner Activities

Activity One – Work with a partner to form your words into sentences. Then arrange your sentences in unique ways on the page until you find one you like. Record your arrangement. Part two –

Materials

Poetry binder, pen, paper, 38 descriptive adjectives, 38 nouns, two bowls, 14 envelopes for Noun and Adjective

30 mins. (10 mins. Each part)

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and Adjectives and add the missing words to form a link between them or to create a sentence with them.

Next, they will take these sentences and find interesting ways to place them on their paper. When they find one they like they will each record their “poem” in the booklet. Part two is to reform their words into sentences and regular sentence format this time take the sentences and break them in unusual places. How does this affect your poem? When they find one they like they will record this in their booklets. Lastly, each group will share one of their recorded poems with the class explaining why they chose to arrange it that particular way.

Activity Two – Read aloud the poem “The Park” by James S. Tippet. Photocopy a copy for each student. Photocopy a second copy this time only enough for groups not individuals. Cut up this copy into word pieces. Have students arrange the chopped up pieces into a new version of the poem. They will share their completed version with the class.

Reform your words into regular sentences and sentence form. Try using line breaks in odd places to change the feel of your poem. Record the one you like. Lastly, as a group share your two poems – Answer which had the most impact and why? How did both techniques change the feel of your poem?

Activity Two – Students will work in groups of 3 or 4 for this activity. Each individual will have a copy of the poem for their reference, each group will also take a chopped up copy of the poem. Working together they will re-arrange the words in any order or sequence they like until they find an arrangement that uses all words of the original poem and is pleasing orally. Students will then record their version of the poem in their poetry books and keep the original in their books for comparison. Groups will then share their new versions with the class.

storage. (partners will keep for future use)

Copy of the poem “ The Park” by James S. Tippet. (24 individual copies and 8 copies chopped into pieces.)

Poetry binders, pens, paper.

10 mins. Rearrange. 5-10 mins. Sharing with class.

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Assessment: Students will read aloud to the class their versions of poems from activity one and activity two as well as a brief discussion on why they chose to arrange their poems in this format and how it changed the feel of the poem when they did.

Included in above

Closure: In a big class group discuss what difference line placement made to the poems. How did line break change the poem? In the second activity which version of the poem did you like best? Why? (most will likely chose their own, which encourages ownership of work and confidence in their own poetic voice) What made you satisfied with the end product?

Wrap up with a overview of how poetry classes will work: We will be exploring different techniques and different types of poems over the next few days. Each will give you the opportunity to find your own voice in poetry and to explore new ways of looking at language and word play. I will also end most classes with a short poem just for the sake of enjoyment as poetry is meant to be enjoyed.

5-10 mins.

Poetry (Grade 6) - LESSON PLAN 2 – Stephanie SinananTitle: Poems and Repetition Resources/Materials Time

(minutes)General Description:

1. Students will examine a few poems that use repetition. Underlining whether the repetition is a phrase repetition or just a word repetition.

2. Students will then work with their initial Noun

Books –

1. Livingstone,Myra Cohn. Poem Making. (1991)

60 mins. overall lesson.

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and Adjective combination poetry (from the previous lesson) adding a repeating verb/verbs into the mix.

Groupings: Students will work independently for the two activities.

2. McGough, Roger. Sensational! Poems inspired by the five senses. (2005)

3. Wilson, Karma. What’s the Weather Inside? (2009)

4. Alborough, Jez. Guess What Happened at School Today? (2004)

5. Gray, Rita & Ryan Orourke. One Big Rain. (2010)

Purpose: To get an understanding of how repetition is used in a poem.

Language Focus: 2.3 – Experiment with Language, alter words and sentence patterns to create new versions of text. 2.4 – Use literary devices …to create particular effects.

Outcomes and Expectations: Students will be able to implement repetition into their poetry and get an understanding of how this technique adds to the rhythm and overall feel of a poem. Students will come away with the knowledge that repetition can add emphasis to a thought, be the tie that unites a poem and adds to the musical element of poetry.

Strands: Writing, Listening, Reading


Activity One - Read the Poem, “Don’t lean back in your Chair Claire.” By Jez Alborough. Talk with the kids about repetition and why it would be used in a poem (to unify, add emphasis to an important thought, or to add the musical appeal in the poem) Pass out the three

Learner Activities

Activity One – Students will work independently to read the three poems and underline in colored marker where they find repetition used in each. They will then comment at the bottom of the poem whether they felt repetition

Materials

Book with Initial read-aloud poem “Don’t lean Back in Your Chair Claire.” By Jez Alborough.

Photocopies of each of the 3 Poems for individual work. (24 copies each poem)

Colored markers, pen, and poetry binder.

5 mins. to read the poem and introduce technique.

15- 20 mins. for underlining

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different poems that use repetition. “Haunted House ” by Karma Wilson, “ Louder” by Roger Stevens, and “ Regretful Sue” by Karma Wilson. Students will be instructed to look for either repeating phrases or repeating words in the poem and underline them using a colored marker.

was used to unify the poem, add emphasis and/or whether they felt it added to the musical appeal of the poem.

activity.

Activity Two - Ask students to pull-out their Noun and Adjective poem from the first lesson. Students will now pick a verb to add to their poem, they will use this verb in repetition in their poem to add emphasis to the theme. Record their new good copy of the poem into their poetry binders.

To finish off the assignment if time permits get the students to move beyond even the page with this poem. Have them turn it into a 3 Dimensional version using wire art. ( think of the picture displays that have steel rods to clip pictures into)

Activity Two - Students will work independently to create a new version of their Noun, Adjective poem by inserting a verb that will repeat in some way in their poem. Experiment with their verb in different ways until they find a form that is pleasing. (scrap paper during experimentation phase) Record good copy of their poem in their poetry binders. Or if time permits turn the poem into a 3D version using the wire and students own creativity.

Noun and Adjective PoemScrap paperPen Poetry binder

Wire pieces, wood for base or floor sponge. Container to put it in.

15 -20 mins.

Assessment: Students will swap their new Noun and Adjective poems with a partner. Partners will assess the use of the verb. A mark will be given for if the verb was repeated, creativity in using the verb, and overall impact of the verb on the poem. (Parent or peer response of 3D version is also appropriate if you get to that step).

10 mins.

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Closure: Students will meet to review the use of repetition in poetry, two or three will be asked to share their poems ( individual choice) if they are comfortable with the class.

Get students to close their eyes and listen to a closing poem for fun and to tie off the lesson (teacher read out-loud) Read “Rain” by Sigbjorn Obstfelder - This poem will be used in the next lesson for Onomatopoeia.

5 mins.

Poetry (Grade 6) -LESSON PLAN 3 – Stephanie Sinanan Title: Poems and Onomatopoeia Resources/Materials Time

(minutes)General Description: Explain to the students how poets often prefer to show an image or a scene in poetry rather than just describe. One of the techniques to do this in poetry is to make use of the actual sound of things. Onomatopoeia means to use the sound of an object to describe it. Brainstorm as a class different sounds for things like rain, yawning, undoing a Velcro strap, walking, cats calling, squishing a paper bag etc. Students will break into groups to brainstorm sound ideas from either a sports event, day outside or house noises. Next write a poem with these words.

Groupings: Class group for initial discussion. Groups of 4 for brainstorming event. Independent work for poem writing.

Books: 1. Barton, Bob &

David Booth. Poetry goes to School. (2004)

2. Wilson, Karma. What’s the Weather Inside? (2009)



55 mins. for overall lesson

Purpose: Students will make use of onomatopoeia to add a realistic feeling to their poetry and to show a scene not just describe it.

Language Focus:2.2 – Explain how metaphor, personification,

[onomatopoeia] are used to create mood and mental images.

2.3 - Explain how imagery and figurative language …

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clarify and enhance meaning.2.4 – Use literary devices, such as imagery and

figurative language to create particular effects.

Outcomes and Expectations: Students will make use of figurative language and imagery to show a scene in poetic form not just describe it. Students will see how various forms of language are used for different purposes and the sound an object makes is sometimes important for the overall purpose of the piece.

Strands: Writing, Listening, Reading.


Activity One – Re-read the poem, “Rain” by Sigbjorn Obstfelder from the conclusion of last lesson. Explain to the students how poets often prefer to show an image or a scene in poetry rather than just describe. One of the techniques to do this in poetry is to make use of the actual sound of things. Onomatopoeia means to use the sound of an object to describe it. Read Poem, “Ears Hear” by Lucia M & James L. Humes Jr. What kind of sound words did they hear in this poem? Brainstorm as a class different sounds for things like rain, yawning, undoing a Velcro strap, walking, cats calling, squishing a paper bag etc. (This activity allows students to think along the lines of sounds to represent things) Read the poem “ Ears Hear” a final time this time have students finger snap clap as they hear a word that represents onomatopoeia.

Learner Activities

Activity One – As a class students will listen to poem and pick out sound words. Next they will brainstorm some words based on a list of things that could be used in a poem. In the last reading of the poem finger snap clap when you hear onomatopoeia.

Materials

Poem, “Rain” by Sigbjorn Obstfelder

Poem, “Ears Hear” by Lucia M & James L. Humes Jr.

White board and felt

15-20 mins.

Activity Two - Ask students to either choose to write a poem about a sporting event, a day outside or house sounds at

Activity Two - Students will choose their topic and break up into their groups to brainstorm words.

Large paper and felt s for brainstorming.

Paper and pen

10 mins. brainstorming

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night. Have students break into groups of 4 based on their choice of topic. Each group will brainstorm a bunch of sound words related to the topic. Once each group has a good list of words have students work independently on a poem with their theme making use of onomatopoeia in the poem.

Next they will work independently to come up with a poem based on their theme and using onomatopoeia.

Poetry binders. 15 -20 mins. to write the

poem.

Assessment: Hand in Poem. Poem will be marked based on staying on the topic chosen, creativity, and use of onomatopoeia.

Closure: Who would like to share one of their most creative word/sounds you came up with in your brainstorming or on your own while writing your poems? (Take 4-5 students) Read the poem, “Onomatopoeia” by Karma Wilson just as a way to end the lesson on a humorous note.

5 mins.

Poetry (Grade 6) -LESSON PLAN 4– Stephanie Sinanan Title: Poetry using Alliteration Resources/Materials Time

(minutes)General Description: Students will become familiar with poems that use alliteration. First activity will have students read out tongue twister poems to each other, saying them a few times until they can get them right and repeat to a partner. Second assignment is a Headline Poem that must include alliteration.

Groupings: Groups of two for tongue twister exercise. Independent work for headline poem assignment.

Idea for Activity 2 from Read, Write, Think website. www.readwritethink.org

Books:

1. Barton, Bob & David Booth. Poetry goes to School. (2004)

2. Harley, Avis. Leap Into Poetry. (2003)

3. Livingstone,Myra Cohn. Poem Making. (1991)

60 mins. for overall

lesson.

Purpose: Students will become familiar with alliteration and how this technique is used in poetry.

Language Focus: 1.3 – Explain how imagery and figurative language such

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as Personification and Alliteration clarify and enhance meaning.

1.4 – Use literary devises such as imagery and figurative language to create particular effects.

Outcomes and Expectations: Student will be able to identify poems that use alliteration and create their own poem using alliteration.

Strands: Listening, Speaking, Writing, And Reading.

Instructor Activities Learner Activities Materials

Activity One – Read Alliteration Poem, “Ants” by Avis Harley so students can get a feel for how alliteration works. Define Alliteration. Break students into groups of two and have them work on Tongue Twister Poems from Poetry Goes to School, Resource book. See how many they can get without making a mistake, read back and forth to get a sense of the enjoyment that alliteration can bring.

Activity Two – Pass out to students instructions on how to write a Headline Poem. Have students work independently on this project.

Activity One- Students will break up into groups of two and practice Tongue Twister Poems with a partner until they are able to read a few without mistakes.

Activity Two - Students Create a headline poem using words cut out from magazines and newspapers.Guidelines:1. Use at least 25 words in your poem.2. Use complete sentences that make sense.3. Use correct punctuation.4. Include at least three examples of alliteration in your poem.

Poem, “ Ants” by Avis Harley

Photocopy for each student (24 copies) Tongue Twister Poems.

Magazines and/or newspapers, scissors, glue,envelope, and a sheet of paper

15-20 mins.

15mins. to find words

15-20 mins. to

write poem

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5. Stay with one central theme.6. Must be appropriate.Helpful Hints:1. Try to cut out several words that start with the same letter orsound. 2. When you finish cutting out a word, put it in your envelope andwrite the word on the outside of your envelope. This will let youkeep track of all the words you have.3. Cut out more than 25 words in case some of your words don’twork in the poem.4. Don’t paste any words to your paper until you have laid them allout and are happy with the final product.

Assessment: Poem will be handed in and given a mark based on: Did they use 25 or more words on the page? Were there complete sentences in the poem? Did the sentences flow together keeping with one theme? Were there three clear examples of alliteration? Was it appropriate?

Closure: Have 3-4 students stand up and read out the tongue twister poem they feel they can read without mistakes. Read to the class the Poem, “Betty Baker” in the Poem making book. As a closure to the lesson.

5 mins.

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Poetry (Grade 6) - LESSON PLAN 5 – Stephanie Sinanan Title: Simile and Metaphor Poems Resources/Materials Time

(minutes)General Description: Students will take a colored felt and highlight examples of metaphor and simile within the two poems “The Sea” by James Reeves, and “Silkworm” by Avis Harley. Students will then create their own Metaphor or Simile Poem by choosing a favorite person and answering the questions provided to help them brainstorm comparisons.

Groupings: Independent work for both assignments.

Books:

1. Harley, Avis. Leap Into Poetry. (2003)



4. Alborough, Jez. Guess What Happened at School Today? (2004)


lesson.

Purpose: To understand the purpose and function of Metaphor and Simile.

Language Focus:1.2 – Explain how Metaphor …is used to create mental

images in a text. 2.4 – Use literary devises such as imagery and figurative language to create particular effects in text.

Outcomes and Expectations: Students will be able to recognize the use of Metaphor and Simile within Poems. Students will create their own poems using either Simile or Metaphor.

Strands: Reading, Writing, Listening


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Activity One – Read the poem, “The Oldest Girl in the World” by Carol Ann Duffy. Define Metaphor and Simile. Photocopy 24 copies of Poems, “The Sea” by James Reeves and “Silkworm” by Avis Harley. Have students underline in colored markers where they see Metaphor or Simile used within the two poems.

Activity Two - Students will choose a famous person to write a Metaphor or Simile Poem about and Answer the questions provided to help them come up with comparisons for their poems. A photo of the person may be found at home and brought in to look at for inspiration during creative process.

Activity One – Students will work independently to highlight any use of Simile and Metaphor they can find within the two poems.

Activity Two - Students choose a famous person and answers the questions: What animal does he/she resemble? What piece of furniture does he/she resemble? What food does this person make you think of? What time of day? What color?

Use the answers to these questions to create a poem with Simile and Metaphor. Include the photo of your famous person with your poem. Text can be added creatively around under or on top of photo for your good copy.

Poems, “The Sea” by James Reeves, and “Silkworm” by Avis Harley. (24 copies

each poem)

Colored Markers

Questions written on the board for

students to answer.

Poetry binderPen and paper.

Photo of famous person brought from

home.

15mins.

20 mins.

Assessment: Peer Assessment – students will swap each other’s poems and look for use of simile and metaphor within the poem as well as the ability to stay within the theme of the piece and describe their famous person.

Closure: Meet as a class and discuss whether it was difficult to compare their famous person to objects/things. Finish the class by reading the Poem, “The Thing That You Said” by Jez Alborough (which is a humorous poem with mild use of Simile)

10 mins.

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Poetry (Grade 6) -LESSON PLAN 6–Stephanie Sinanan Title: Riddle Poems and work with Personification Resources/Materials Time

(minutes)General Description: Riddle poems are a great tie into the previous lesson on Simile and Metaphor but we will use them with a twist and change the riddle into a poem of personification. First assignment students will write a riddle poem and second assignment students will turn the answer into a poem using personification.

Groupings: First assignment students will work independently, exchanging with a partner to see if they can guess each other’s riddles after the poem is complete. Second assignment students will work in partners.

1. Ideas from Read, Write, Think website. www.readwritethink.org

Books:




lesson.

Purpose: Students will experiment with the riddle form of poetry and practice Metaphor and Simile from last lesson. Personification will also be introduced.

Language Focus: 1.2 – Explain how metaphor, personification….are

used to create mood and mental images.1.3 – Explain how imagery and figurative language

such as personification…is used to clarify and enhance meaning.

1.4 – Use literary devices and figurative language to create particular effects.

Outcomes and Expectations: Students will create a riddle poem and use personification to alter the poem.

Strands: Reading, Writing, Listening


Activity One – Read a couple riddles to the class from “Riddles for Answering” in the Poetry goes to School, resource book. Allow the

Activity One- Students will work through the Hand-out of Creating a Riddle Poem and create their own poem. When

Read, Write, Think Hand-out on Riddle Poems.

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students’ time to solve them on their own free time. For now just introduce the idea of riddles.

Give each student a copy of the Read, Write, Think Hand-out for Riddle Poems. Give each student time to work through the worksheet and create their own Riddle Poem. Students can then swap with a partner and try to solve each others’ riddles.

Activity Two - Read “Lost Rainbow” by Peter Dixon for an example of Personification. Explain what Personification is. In pairs have students decide on an “answer” to one of the riddle poems to focus on as their topic for the Personification version. Now work together to brainstorm ideas that would compare their object to an alive person perspective. Work together to write a poem and record finished copy in poetry binder.

poem is complete swap with a partner and try to solve each other’s riddles.

Activity Two- Work with a partner to choose one riddle poem answer to turn into a Personification poem. Brainstorm together the objects person perspective. With your partner write the answer of your riddle poem into a personification poem. Record your final copy in your Poetry binder.

Poetry binder, Pen, Paper

Poetry binder, pen, paper

10 -15 mins for hand-out

15-20 mins to

write poem

5 mins. to swap and

solve a partners

20 mins.

Assessment: Self-Assessment worksheet from Read, Write, Think website.

Self – Assessment work-sheet.

Closure: Read the Poem, “Summer Grass” by Carl Sandburg to finish off lesson on Personification. 2 mins.

Poetry (Grade 6) -LESSON PLAN 7– Stephanie Sinanan Title: List Poems Resources/Materials Time

(minutes)

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General Description: Have students brainstorm what they might write lists for, then set up Graffiti Brainstorming around the room. 4-5 ideas for lists are written on large pieces of paper, each table group will receive one paper, students have one min. to fill in a list of things for each topic then the paper transfers to the next desk of students and they write their ideas on the paper as well. After all the large Graffiti papers have circulated the room they are hung at the front of the class for reference and students will use them to create 2 list poems on the topic of their choice.

Groupings: Table groups of 4 or 5 for the Graffiti Activity. Independent work for the list poems.

Books:1. Harley, Avis.

Leap Into Poetry. (2003)

2. Dakos, Kalli. Put Your Eyes Up Here. (2003)

3. Wilson, Karma. What’s the Weather Inside? (2009


lesson

Purpose: Knowledge of another form of Poetry. Ability to link Poetry to daily life.

Language Focus: 2.3 – Alter words, forms and sentence patterns to create new versions of text.

Outcomes and Expectations: Students will create two list poems that reflect daily life.

Strands: Writing, Speaking, Listening


Activity One- Read three short poems for the students’ reference of list poems. (The first two poems a student could be called up to read to the class). “A List of Ugly Words” by Karma Wilson. “A List of Lovely Words” by Karma Wilson and “Introducing a New Me” by Kalli Dakos . Next as a class students will be asked to brainstorm things you would write lists for. The most interesting four or five will be put on the Graffiti paper. Explain how Graffiti brainstorming works and start circulating the papers one to two mins. for each one.

Activity One - One to Two Students can read the first two poems to the class. Students will then Brainstorm with the teacher to come up with 4-5 good things you would use lists for. Students then move back to table groups to participate in the Graffiti brainstorming exercise.

4-5 large sheets of paper

Colored markers for each table group

Poems, “A List of Ugly Words” by Karma Wilson, “ A List of Lovely Words” by Karma Wilson and “Introducing a New Me” by Kalli Dakos.

20 mins.

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Activity Two - Hang up the Graffiti sheets at the front of the class. Direct students to use the words to come up with 2 list poem s recording the good copies in their poetry binders.

Activity Two - Students will write two list poems using the words brainstormed in earlier activity.

Poetry binderPen

PaperLarge sheets of

Graffiti

25 mins.

Assessment: Students will self-assess their own work. Looking for creativity and the completion of two list poems.

Closure: Finish the Lesson by Reading the Poem “LadyBird” by Avis Harley. Discuss with class whether they felt List poems were easy or difficult to create and why. 2 mins.

Poetry (Grade 6) - LESSON PLAN 8– Stephanie Sinanan Title: The Poetry of Street Cries Resources/Materials Time

(minutes)General Description: Students will be introduced to the idea that Street Cry Poetry was used in the Middle Ages as Peddlers tried to sell their wares. As this is a unfamiliar occupation for the students read pg. 67 of the book Poetry Goes to SchoolTo describe the scene. Next read some Street cries to the Students such as found on pg. 68 of same resource book. First Activity - Students will look through magazines and newspapers to find a list of current “slogans” used in advertising to sell current “wares” and record these. Students will use these to create their own modern day street cries. Second Activity- Students will re-create a market scene where their voices are heard all at once with their new street cries, gradually fading out when the market closes. Younger grades can be invited to watch this mini-drama performance.

Groupings: Groups of 2 or 3 for each street cry. Students will research in their groups, come up with a street cry in their groups and then perform and build the setting of the mini-drama in their groups but whole class will participate in the market at once to replicate a large, noisy market during the Middle Ages.

Books:



lesson with an additional 15- 20 mins.

for the performance.

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Purpose: Introduce how Poetry had a Purpose as a way to draw in customers. Understanding that this still happens today in a modified way. Talk about how exaggeration is often used to draw in a customer and sell a product.

Language Focus: 2.2- Experiment with sentence patterns, imagery and exaggeration to create mood and mental images.

1.3 – Experiment with language, Alter words, forms and new sentence patterns to create new versions of text.

Outcomes and Expectations: Students will use their research skills, language skills, and performance skills in creating their poems and performing the finished product.

Strands: Reading, Writing, Speaking, Listening, Representing


Activity One- Read pg.67 of Poetry Goes to School and discuss what Street criers were. Also take some time to Read pg.68 of the same resource book for some examples of Street Cries. (Check you tube for any example of street criers from movie clips etc.) Break students into groups of 2 or 3 and provide magazines and newspapers where they can find ad slogans displayed. Collect the ad slogans they find as a group in an envelope. Students can also look at street signs over businesses during lunch break to get some more idea. Students will then use their research to create one or two street cries of their own.

Activity Two - Students will now brainstorm how to create a scene in the market (basically a

Activity One – Students will research current slogans of ads to use in their own street cries. Collecting what they find in an envelope for reference during the writing of their Street Cries. Students will work with their partners to create one or two street cries of their own.

Activity Two - Students will work in their groups to create their scene and

Newspapers, Magazines,

Envelopes (12-13 for the groups) Pen,

Paper, Poetry binder, Reference Book, Poetry Goes to

School

Craft supplies for

5 mins for intro.

20 mins. for research

20 mins. to write poems

30 mins.

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stall where they will sell their goods and the goods they will sell) Students will be asked to bring props. from home or to create them using supplies in the class.Class will practice in another class period and perform for a younger grade in the school.

goods for sale. They can bring props from home and/or make props with craft supplies in the class. Students will also practice with their street call. Full class practice and performance will occur in another class time.

props.

Assessment: Performance for the younger grades will be the assessment of skills learned.

Closure: The performance will also be the closure for this lesson.15 mins.

Poetry (Grade 6) - LESSON PLAN 9– Stephanie SinananTitle: Haiku Poetry Resources/Materials Time

(minutes)General Description: 2-3 Poems of Haiku will be read. Teacher will discuss with students the syllable pattern of 5/7/5 or seventeen count syllable pattern altogether. Students will brainstorm Nouns, Adjectives and Verbs for a particular season to be used for writing Haiku poetry. Students will then write their poetry and post their poem to an image depicting their poem which they will create out of scraps of construction paper. (Teacher will play a CD of nature sounds during the writing process for inspiration and also give each table group access to a nature photo book for added inspiration.)

Groupings: Table groups for the brainstorming sessions. Independent work for the poem writing.

Ideas from Read, Write, Think website. www.readwritethink.org

Books:



3. Donegan, Patricia. Haiku – asian arts and crafts for

70 mins. for overall lesson

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creative kids. (2004)

Purpose: Students will learn traditional methods of Haiku to represent ideas of Nature.

Language Focus: 2.3– Experiment with sentence patterns, imagery …to create mood and mental images.

2.4 – Use literary devices such as imagery and figurative language to create particular effects

Outcomes and Expectations:

Students will learn format criteria of traditional haiku. Use traditional criteria to write haiku. Use descriptive words to create visual images in writing. Use visual art to interpret their own written images.

Strands: Reading, Writing, Listening, Representing.


Activity One - Read “Spring” by Rogetsu, ask for a volunteer student to read “ Five Haiku for Five Senses” by David Bateman. Next discuss with the class that Haiku is a traditional Japanese form of poetry with a specific format and structure. Post on the board the seven keys to Writing Haiku from the resource book Haiku. The seven keys are:

1. Your Haiku should have three lines with or without a 17 syllable count. It should be one breathe long. Most Haiku follows the 5/7/5 syllable count.

2. Your Haiku should have a descriptive image.

3. It should refer to nature.4. It must be written from

real experience or memory

Activity One - After hearing the introduction to Haiku students will break into table groups to brainstorm either verbs, nouns or adjectives for the topics of Spring or Fall depending on what topic their table group has.

Poems, “Spring” by Rogetsu and “Five Haiku for Five Senses” by David Bateman.

Large sheets of paper for brainstorming one per table with either

verb, nouns, or adjectives written across the top and

season they are brainstorming for.

Colored markers

10 mins. intro

15 mins. brainstorming

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5. It should not explain or tell but rather show the feeling through your image.

6. Your haiku should have an “ah!” moment that wakes us up.

7. Your haiku should show openheartedness towards nature.

Student will then be directed into their table groups three groups will focus on spring, and three groups will focus on fall. Each group within a category will then brainstorm and write down either verbs, adjectives, or nouns based on their season.

Activity Two- Put on nature sounds CD for inspiration and a nature photo book (coffee table type book with very vivid images) at each table group for added inspiration. Hang brainstorming words at the front of the class for students to use in their Haiku writing. Direct students to write their own Haiku – they may write two and choose one to display and add an image to.

Activity Two – Students will now write two Haikus of their own using the brainstormed words and keeping in mind the form or traditional Haiku with the seven keys. When they are complete they will move on to use scraps of construction paper to build an image of their Haiku and mount it with their poem for display.

Scrap paper for rough copies

Construction Paper (assorted colors for

image) Parchment Paper (for good copy of poem)

Felt MarkerGlue

20 mins. to write poem

20 mins to create image.

Assessment:

Teacher observation of individual student participation in group work. Teacher observation of students’ individual work. Finished haiku following required written criteria. Relationship of visual and written images in finished work

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Closure: A few volunteer students can read before the class their own Haiku poems (4-6 students) 5 mins.

Poetry (Grade 6) -LESSON PLAN 10– Stephanie SinananTitle: Limericks Resources/Materials Time

(minutes)General Description: Students will write their own Limericks and then dramatize them in small groups, later to be preformed for the younger grade reading buddies.

Groupings: Independent work for the Limericks. Groups of 3 to perform a Limerick from their group of their choice.

Read, Write, Think website. www.readwritethink.org

Books:1.Barton, Bob & David Booth. Poetry goes to School. (2004)

65mins. for overall

lesson.

Purpose: To practice and learn the form of a Limerick in Poetry.

Language Focus:2.2 – Experiment with sentence patterns, imagery and

exaggeration to create mood and mental images.2.4 – Use literary devices such as imagery and figurative language to create particular effects.

2. Crew, Greg & Craig Smith. Troy Thompson’s Excellent Poetry Book. (2003)

Outcomes and Expectations: Students will become familiar with Limerick poetry and write their own Limerick. Students will present their work.

Strands: Reading, Writing, Listening, Representing


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Activity One - Read “There was an Old Man” by Edward Lear. Discuss who Edward Lear was and talk about the Limerick form of Poetry. Pass out the Hand-out from Read, Write, Think on how to write a Limerick. Students will then take some time to write their own Limericks.

Activity Two – Students will get into groups and dramatize the Limerick of choice to be performed for the reading buddies in a younger grade.

Activity One – Students will take some time to go through the worksheet on Limericks and then will create their own Limerick.

Activity Two - Students will get into groups of 3. Choose a Limerick that they will dramatize and practice the performance. They will then perform for their reading buddies, during next reading buddy period.

Hand-out from Read, Write, Think.

Poem, “ There was an Old Man” by Edward

Lear

Poetry bindersPens Paper

Props if needed for dramatization

25 mins.

30 mins.

Assessment: Assessment will be based on the ability to work as a group and perform a Limerick for the younger grades. Limericks will also be handed in and assessed on following the format learned.

Closure: Have a few students come up and read some of the student written Limericks from the resource book, Troy Thompson’s Excellent Book Of Poetry. 5-10 mins.

Examples of Each Type of Poem: (All taken from resources listed in lessons)

Repetition Poem Onomatopoia

Haunted House by Karma Wilson Chatterbox by Jez Alborough

We go peeking, peeking, peeking Chinwag, yak, blab,In the broken-down old window. Chitter-chat-chatter.

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We go sneaking, sneaking, sneaking Pow-wow, how-nowUp the stairway, through the door. Have a good natter.

Old boards start cracking, creaking Yackety-yak, answer back,As we walk on tippy-toe. Jibby-jaw, prattle Rabbit-rabbit, blah, blah,A mouse starts squealing, squeaking a little tittle-tattleIn his hole there by the floor. Squawk, talk, gush, gas,Wait, a voice is speaking! Blab, gob, gabble.Deep and dark. It says so clear. Yap, rap, jive, bleat Warble, burble, babble.“Why are you here? Why are you Here!? We all possess a voice boxWhy are you Here!?!?” Miss Chadwick said we did

We go shrieking, shrieking, shrieking the trouble is some people Down the stairs, back out the door! Never want to close the lid.

And I promise, we aren’t going to That haunted house no more!

Alliteration Poem Riddle Poem

Once upon the barren moor My body is thin,There dwelt a bear, also a boar; And has no guts within,The bear could not bear the boar; I have neither head, face, nor eye, The boar thought the bear a bore. But a tail I have got,At last the boar could bear no more As long as –what not,The bear that bored him on the moor; And without any wings I can fly.And so one morn the bear he bored The bear will bore the boar no more. Personification Poem List Poem

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Lost Rainbow by Peter Dixon A List of Ugly words by Karma Wilson

One day Maggot, Coming home from school Neglected,(where else?) rotten,I found a rainbow rejected,Lost traitor,And sad homicide,And torn moron,And broken petrified,On a garage forecourt. Hellish,I picked it up, desecrate,Wrapped it in a Wonderloaf wrapper death, (which was also lost) war,And took it home hate.Where I warmed it And dried itIn front of my mother’s fireBut it died.

It must have been A very old rainbow.

Street Cries Haiku Poetry

Get ready your money and come to me, behind the dunesI sell a young lamb for one penny the sun blushes politely…Young lambs to sell! Young lambs to sell! The moon is passing – Zeina ChamasIf I’d as much money as I could tell,I never would cry,Young lambs to sell! In the rain Before the dawn; snails Migrating – John BrandiWho wants some pudding nice and hot!‘Tis now the time to try it;Just taken from the smoking pot, And taste before you buy it.

Limericks

There was an Old Man who forgot,That his tea was excessively hot.When they said, “Let it cool,”

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He answered, “You fool!I shall pour it back into the pot.”

There was an Old Man who supposed,That the street door was partially closed;But some very large rats,Ate his coats and his hats,While the futile old gentleman dozed.

Riddle Poem - What Am I? Self-check Sheet (from Read, Write Think)Student author:______________________________ Date:___________ Poem:____________________________________ Directions: Use the following questions to check your riddle. The answer is a concrete object, which is___________________. I want the riddle to be (hard / kind of hard / not too hard) so I chose a (very specific / specific / or general) answer. I’ve used figurative language such as metaphor, simile, and metonymy. Examples include: Clues I’ve included to help my audience are: Tricks I’ve used to help make the clues less obvious are: The riddle has been tested by _______ people. ______thought it was difficult. ______thought it was somewhat hard. ______thought it was easy.

Writing a Riddle Poem (from Read, Write, Think)Choose the answer -When writing a riddle poem, begin with the answer. Concrete objects, such as a desk or car, are easier to write poems about than abstract ideas such as happiness or peace. -Think about how difficult the riddle will be and use that to determine the level of specificity you want with your answer. Very specific answers like “Tonya’s white cat” are likely to be very hard, even for those who know Tonya’s cat. Specific answers such as “blue cheese” aren’t as difficult as very specific ones, but they are still challenging. General answers such as “cars” are the easiest type of solution, but that doesn’t mean the riddle can’t be hard!

-For this riddle poem, let’s choose “water” as our answer.

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Brainstorm -Once you’ve chosen your answer, create a list of words and ideas related to and associated with your answer.

-For water: clouds, wet, liquid, rain, ice, fish, stream, river, lake, pool, pond, swimming, ocean, ice, glacier, steam, snow, snowman, boats, sailing -Also think of words and ideas that are opposite or opposed to your answer:

-For water: earth, fire, dry, air Use a thesaurus -Choose some words you brainstormed above and look up their synonyms in a thesaurus. It’s also a good idea to look up your answer too. -Water: bathe, damp, drench, drool, flood, soak, spray, wash

-Ice: chunk, crystal, dry ice, glacier, hail, hailstone, iceberg, icicle, sleet Point of view

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-Once you’ve brainstormed your word, imagine you are the object. Try describing the world from its point of view. What do you see? What do you hear? What do you smell and feel? What do you do? What do you like? -I run down hill. I make canyons. I fall from the sky as rain. People and animals drink me. I evaporate. I am used to put out fires. Fish live within me. Places without me are deserts. I make the crops grow. I cause erosion. I boil at 212 degrees and freeze at 32 degrees. I am used to clean things. I make canyons and valleys. Describe using figurative language -Using what you’ve come up with so far, think of ways to use figurative language to describe your answer and to give clues. -Imagery: The river cut through the canyon before ambling along the plain. -Metaphor: Streams are fish roads. -Metonymy: The wetness splashed upon us. -Onomatopoeia: Water laps the shore. -Personification: The water cooked my egg.

-Simile: Pools of water reflect like mirrors. -Synecdoche: The ship sank in the drink.

Choose elements and write a draft -I like the idea of water cutting canyons and I like the idea of water reflecting like a mirror so I’ll try starting with those. Still water reflects and moving water makes canyons, so maybe I can use that opposition. I am like a mirror when I am still. I am stronger than stone when I move. -Hmm….I like the parallelism, but it seems bland. Let’s try changing the word order. Still, I am like a mirror. Fast, I am stronger than stone. I like that. It also helps emphasize that water only acts like a mirror when it is still, and that it only cuts through stone when it moves. -Let’s try adding more. Still. Fast. Medium? No. I need another pair of opposites. Hot? Cold? Sure. When we’re wet we can get cold. Hot? Water can get hot, but that’s wet too. When is water warm? When it’s warm water…Wait! If you’re lost out in the woods you can build a snow cave to keep from freezing. Snow can keep you warm. Snow is ice, it’s solid, it’s dry! Still, I am like a mirror. Fast, I am stronger than stone. Wet, I can make you cold. Dry, I can keep you warm. And that makes a good clue because it’s true but a trick too, because most people don’t think of ice as warm. -How about another pair? Hmm…water grows crops. Water brings life. Floods can kill. That’s a pair I could use. How shall I do this? Life, I bring in the…desert? That’s good. What’s opposite of desert? A field? Riverbank? Still, I am like a mirror. Fast, I am stronger than stone. Wet, I can burn you. Cold, I can keep you warm. Life, I can be in the desert.

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Death, I can be on the riverbank.

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Make it stylish -Once you’ve written your basic poem, try to give it some style. We started giving this riddle style when we used parallelism and pairs of opposites (antithesis). We made it even more stylish when we decided to start each line with the words “still” and “fast.” What else can I do? Alliteration maybe? Still, I shine like a mirror. Swift, I slice through stone. That could work, but do I want to have each pair start with the same letter? That’d be hard. I could not worry about it and use swift and still or I could use a thesaurus and see if I can come up with a good word for fast that can alliterate with a word for water cutting through or moving through the earth. Hmm…active? agile? Any a-words for cutting or digging? No. Brisk. Any b-words? Burrow. Still, I shine like a mirror. Brisk, I burrow through stone. What about the line Wet, I can burn you? Hmm…I can’t find any alliterating pairs that I like so I won’t worry about alliteration. To be honest, the parallelism, the antithesis, and the starting each line with the adjective are all good. It’s pretty stylish as it is but there’s one more thing we can do. Why end each line with a period? Why not emphasize the pairs of opposites by making them couplets? Still, I am like a mirror, Fast, I am stronger than stone. Wet, I can burn you, Cold, I can keep you warm. Life, I can be in the desert, Death, I can be on the riverbank. What am I? Note: When using rhetorical devices and poetic techniques such as alliteration, consider using them to emphasize the clues. Also consider using punctuation and visual clues (from placement to capitalization or bolding) to emphasize the clues within your riddle.

Limerick writing Hand-out (from Read, Write, Think)A limerick is a five-line poem written with one couplet and one triplet. If a couplet were a two-line rhymed poem, then a triplet would be a three-line rhymed poem.

• Limericks are nonsense verse. • They have five lines. • They have a rhyme scheme of A, A, B, B, A (lines 1, 2, and 5 rhyme; lines 3

and 4 rhyme). • The meter is 3, 3, 2, 2, 3. • The syllabification is 8, 8, 5, 5, 8.

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Limericks are meant to be funny. They often contain hyperbole, onomatopoeia, idioms, puns, and other figurative devices. The last line of a good limerick contains the PUNCH LINE or “heart of the joke.” As you work with limericks, remember to have pun, I mean FUN! Say the following limericks out loud and clap to the rhythm. EXAMPLE A flea and a fly in a flue Were caught, so what could they do? Said the fly, “Let us flee.” “Let us fly,” said the flea. So they flew through a flaw in the flue. —Anonymous PRACTICE There was a new teacher from Who The Principal came in And said Then

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