Overview of Poetry Unit Description of Students: 5 th grade students Mixture of ELLs and English proficient students ELL proficiency levels: 2.0-5.0 General Topic of Unit: Poetry/Figurative Language: Students will read and write various types of poetry by learning about rhyming, similes/metaphors, and poetry forms. There are 5 lessons in this unit as well as a culminating activity. Throughout this unit plan, language arts will be integrated with history/social studies, science, and music. The unit plan will also integrate reading, writing, and speaking. Rationale for the Unit: The poetry unit will give students the opportunity to read, write, and speak meaningfully while enhancing their creativity and linguistic ability. This unit may allow some students to express themselves in a way they could not do prior to the unit. General Goals of the Unit: The overall goal of the unit is to boost students’ creativity while developing their reading, writing, and speaking skills. Another goal is that the students will be able to form poems using structures that express subject area content and/or their real life experiences. Common Core State Standards for Unit: CCSS.ELA-Literacy.RF.5.4- Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-Literacy.RL.5.10- Read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. CCSS.ELA.Literacy.SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. Scaffolding for ELLs:
Transcript
Overview of Poetry Unit
Description of Students:
5th grade students Mixture of ELLs and English proficient students ELL proficiency levels: 2.0-5.0
General Topic of Unit:
Poetry/Figurative Language: Students will read and write various types of poetry by learning about rhyming, similes/metaphors, and poetry forms.
There are 5 lessons in this unit as well as a culminating activity. Throughout this unit plan, language arts will be integrated with history/social studies, science, and
music. The unit plan will also integrate reading, writing, and speaking.
Rationale for the Unit:
The poetry unit will give students the opportunity to read, write, and speak meaningfully while enhancing their creativity and linguistic ability. This unit may allow some students to express themselves in a way they could not do prior to the unit.
General Goals of the Unit:
The overall goal of the unit is to boost students’ creativity while developing their reading, writing, and speaking skills. Another goal is that the students will be able to form poems using structures that express subject area content and/or their real life experiences.
Common Core State Standards for Unit:
CCSS.ELA-Literacy.RF.5.4- Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RL.5.10- Read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
CCSS.ELA.Literacy.SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Scaffolding for ELLs:
Partner work (pair newcomers with a peer that speaks the same language if possible) Group work (mixture of ELLs and English proficient students while providing opportunities for
interaction) Poem forms/structures for writing Preview vocabulary Visuals Use of L1 selectively Double read-alouds
Lesson 1
Topic: Introduction to Poetry
Lesson: 1 of 6
Length of lesson: 40-50 min
Class:Language Arts. Mixed class of ELLs and English proficient studentsGrade: 5th
Date:
Standards:
CCSS.ELA.Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.CCSS.ELA.Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
WI Standards for Health Education:WSHE.4:2:A1 Demonstrate effective verbal and nonverbal communication skills to enhance health.
Content Objectives:
1. I will be able to define poetry using descriptive language and what we already know about it.
2. I will be able to explain how poetry can be used to express emotions.
Language Objectives:
1. I will be able to describe what poetry means to me and why poetry is used.
2. I will be able to write and draw a picture poem.
Key Vocabulary:- poetry- emotion- descriptive language
Materials (including supplementary and adapted):- vocabulary words on index cards from
story that are challenging with pictures- The Cat in the Hat by Dr. Seuss- example of a picture poem
Higher-Order Questions:How does the way this book uses poetry make you feel? Why?Why do you think the author chose to write the story using poetry?
Building Background
Links to Experience:- Some students may have already been exposed to poetry at home or in
previous classes, but it will be a new experience for others.
Links to Prior Learning:- This is the first lesson that many students will have on poetry. However, many
students may have already been exposed to poetry at home or in prior grades.
Key Vocabulary:- Key vocabulary will be taught throughout the lesson through read-alouds and
discussion about their feelings about poetry and the language used before,
Time:
Step 1-2: 10 min.
Step 3-4: 10-15 min.
Step 5: 10 min.
Step 6: 10-15 min.
during, and after reading.
Presentation
1) Lesson Opening: Begin by asking students to express any thoughts that come to mind when you say the word “poetry.” Write their responses on the board. Many thoughts may be negative and for the time being, don’t discourage their thoughts, just write them down. Ask if the students have any favorite poems or are familiar with any.
2) Modeling: Pre-teach any difficult vocabulary using age-appropriate pictures.
3) Whole-Class: Explain to them that you will read them a poem that is put together in story format and that you will periodically pause to give them an opportunity to respond to questions, feelings, or comments that they have about the use of poetry in the story.
4) Whole-Class: Read The Cat in the Hat aloud to the class using appropriate tone of voice and fluency (don’t forget to show the pictures from above). Pause after each setting/time change to give the students a minute or two to verbalize their responses. Read the book again in order to ensure that every student understands the story.
Note: Allow students to hold the picture cards for the difficult words. Have students hold them up in the air when they hear the word.
5) Whole-Class: At the end of the story, lead a class discussion about whether or not poetry has to be hard. Ask the students open-ended and leveled questions about what they thought of these poems. Be sure that all students add their opinions.
6) Closure/Independent: For this lesson, students will be assigned a picture poem which can be about any topic (a pet, a different grade, a favorite food, the weather, etc). Explain that the student must draw a picture of what they want to write about. Then they must write a poem using words they feel describe their subject. If the students want an added challenge, they can write phrases or clauses (a combination of words).
Note: Show the students an example of a picture poem while explaining the activity in order to avoid confusion.
Time: Student Activities (Practice/Application) - (Check all that apply throughout lesson):
Strategies: Use read-aloud, visuals, and an open discussion. Check for
understanding frequently.
Review and Assessment (Check all that apply):1. Use class discussion and individual student responses to ensure that students
understand the concept that poetry does not have to be hard or confusing, but rather that it can be fun and expressive.
2. Review and hang up their picture poems in order to inspire students during the poetry unit as well as assess that they are having fun with the unit.
_X_ Individual _X_ Group _X_ Written _X_ Oral
Review Key Vocabulary:
- Students will review key vocabulary at the end of this lesson by identifying descriptive language in poetry before creating their picture poem.
Review Key Content Concepts:
- Students will review the way poetry makes them feel and how it can be used at the end of the lesson through a discussion.
Contingency Plan:If students finish their picture poem early, they may select to either write and draw another picture poem or choose a poetry book from a designated bucket to read.
(Echevarria, Vogt, & Short, 2008. Adapted from John Seidlitz.)
Lesson 2
Topic: Rhyming Words and Rhyme Scheme in PoetryLesson: 2 of 6Length of time (min.): 45-50 min.
Class:Language Arts. Mixed class of ELLs and English proficient studentsGrade: 5th
Date:
Standards:
CCSS.ELA-Literacy.RF.5.3- Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
CCSS.ELA-Literacy.SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
Wisconsin Music Standards:F.4.1 Identify phrases and sections of music that are the same, similar, and/or different [We are using poetry as our form of music, but we are still identifying the ABBA, AABB, etc. pattern.]
Content Objectives:
1. I will be able to explain what a rhyme and rhyme scheme are.
2. I will be able to create rhyme scheme and label them.
Language Objectives:
1. I will be able to participate in and learn from discussions with my partner and with the whole class.
2. I will be able to write a poem using rhyme scheme and rhyming words.
Key Vocabulary:- rhyme- rhyme scheme- pattern- suffix (for more advanced learners)- prefix (for more advanced learners)
Materials (including supplementary and adapted):- Copies of various rhyming Shel Silverstein
poems from A Light in the Attic (based on the number of pairs in the classroom)Suggested Poems:- p. 114 Gooloo- p. 110 Bored- p. 78 Tired- p. 69 Hot Dog- p. 66 Wild Strawberries- p. 58 Eight Balloons
- Chalkboard/Whiteboard/Smart Board and writing utensil
- Examples of rhyming words and phrases such as “cat” and “bat” or “The cat hit the rat with a bat.”
Higher-Order Questions:
Are there any words you can think of that do not have any rhyming words? (Ex: orange)Why do you think rhyming words are used in poetry?
Time:
Time:
Step 1-2: 10 min.
Step 3: 7 min.
Step 4:10 min.
Activities
Building Background
Links to Experience:
Links to Prior Learning:- Students will have previously had one lesson on poetry in general prior to
this lesson.- Many students may also already know about patterns from math or science
and will be able to use this information to connect to rhyme scheme.
Key Vocabulary:- rhyme: will be taught during the lesson opening to give students a basic
understanding of the word before working with it
Sequence of Lesson:
1) Lesson opening: Ask the students what the word ‘rhyme’ means and to give examples using choral repetitions. Have students clap each rhyming word in a phrase or clause. Tell the students that they will be looking at poems written by Shel Silverstein, who is known for his goofy, funny poems, for rhyming words and phrases.
Note: Participation can be encouraged by drawing sticks with names, discussing it as a small-group and designating a speaker (which is rotated for each whole-class discussion), or any other method that works for the intended class.
Note: Review the definition if it is not revealed through class discussion.
2) Whole-Group Discussion: Introduce ‘rhyme scheme’ and ask students if they have any guesses as to the meaning. Write the definition on the board using choral repetition as a class and have the students record it in journals for future reference. Spanish cognates may be used for describing rhyme if applicable.
3) Partner Work: Have students look through their assigned Shel Silverstein poems in pairs (every pair should have 2 different poems) and look for rhyming words. The students should discuss and underline the rhyming words and phrases in both poems.
4) Whole-Group Discussion: Talk as a class about common rhyming words found in their poems. Make a list of the rhyming words and categorize them
Step 5: 5 min.
Step 6:10 min.
Step 7:5 min.
Step 8:Additional
in a chart of based on word endings (suffix) and word beginnings (prefix) (eg: -ing, -ll, -rl, -oke, -rd).
5) Teacher Modeling: Explain that rhyming poems follow certain pattern rules. Show them examples of each pattern (ABBA, ABAB, AABB, etc) using appropriate tone of voice and fluency. Have the students tap or clap out the rhyming words they hear in the examples with you.
6) Partner Work: Students should work in pairs on identifying the pattern of rhyming words for their poems using mutual dictation. Have the students write the rhyming words in order of where they occur in the poem on a separate piece of paper and label the rhyme scheme accordingly.
7) Closure: Discuss with students how they think the rhyming words affect the poems (funny, fun to read, easier). Ask them what images/feelings/sounds the poem creates and if those would change if they did not have the rhyming words.
8) Independent: See review and assessment as well as contingency plan.
Time: Student Activities (Practice/Application) - (Check all that apply throughout lesson):
Strategies: Use L1 (if applicable), visuals (chart), and prior knowledge from other
content areas (patterns in math/music). Check for understanding frequently.
Review and Assessment (Check all that apply):1. Independent: For homework, assign a rhyming poem that must be at least 8 lines long, about nature or their community. It can also be based off a unit for another content area. Students need to integrate a rhyme scheme.
_X_ Individual ___ Group _X_ Written ___ Oral
Review Key Vocabulary:- Students will review key vocabulary at the end of this lesson by reviewing
the definition of rhyme and rhyme pattern and giving examples.
Review Key Content Concepts:- Students will review key content concepts by having a discussion at the end
of the lesson about why rhyme and rhyme pattern are used by authors.
Contingency Plan:
If students finish early, they can begin working on their poem or they can look at additional poems in the book for rhyme scheme and rhyming words.
(Echevarria, Vogt, & Short, 2008. Adapted from John Seidlitz.)
Lesson 3
Topic: Poetry/Figurative LanguageLesson (e.g., 1 of 5): 3 of 6Length of time (min.): 40-50 min
Class:Language Arts. Mixed class of ELLs and English proficient studentsGrade: 5th
Date:
Standards:
CCSS.ELA-Literacy.RL.5.10- Read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.CCSS.ELA-Literacy.RL.5.4- Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.CCSS.ELA-Literacy.W.5.2c- Link ideas within and across categories of information using words, phrases, and clauses.
Wisconsin State Standards for Science:F.4.4- Using the science themes, develop explanations for the connections among living and non-living things in various environments
Content Objectives:
1. I will be able to identify similes and metaphors in poems.
2. I will be able to compare science words to other words to better describe them.
Language Objectives:
1. I will be able to describe why authors use similes and metaphors.
2. I will be able to form similes and metaphors on my own or using a format.
3. I will be able to define what a simile and a metaphor is.
Key Vocabulary:- simile- metaphor- comparison- similar
Materials (including supplementary and adapted):
- Owl Moon by Jane Yolen- Smart Board and slides- paper/notebooks and pencils for notes- 3 additional poems:
- Dreams by Langston Hughes (short with two longer metaphors)
- The Daffodils by William Wordsworth (longer and a little harder vocabulary with similes and metaphors)
- Everything is a Poem by J. Patrick Lewis (longer, but nicely structured)
Higher-Order Questions:
Why do authors use similes and metaphors in poetry? What feelings do they give you?
Time:
Time:
Step 1: 10 min.
Step 2:15 min.
Step 3:10 min.
Activities
Building Background
Links to Experience:
Links to Prior Learning:- Students will have previously learned about poetry and rhyme scheme in
the previous lessons in this unit.- Many students may already know science vocabulary words about the
physical world and will be able to use them to form similes and metaphors while others will need a review or introduction to this vocabulary.
Key Vocabulary:- simile: will be taught during the lesson opening to give students a basic
understanding of the work before working with it- metaphor: will be taught during the lesson opening to give students a
basic understanding of the word before working with it
Sequence of Lesson:
1) Lesson Opening (slides 1-2): Ask the students what the words ‘simile’ and ‘metaphor’ mean and to give examples using physical world vocabulary (nature) if they have a firm understanding. Tell the students that we will be reading a book called Owl Moon that uses a lot of similes and metaphors to more poetically describe the events and nature in the book.
Note: Many students (especially lower proficiency ELLs) will not know what similes and metaphors are or be able to give examples. Go over the definitions and use pictures of the physical world vocabulary as well as the key words within the figurative language such as “like” and “as” on the Smart Board to provide a clearer example.
2) Whole-Class Instruction (slide 3): Read Owl Moon by Jane Yolen once for students’ understanding of the story itself using appropriate tone of voice and fluency. Then re-read the book to the class and have students raise one hand in the air when they hear a simile and put two hands in the air when they hear a metaphor.
Note: The metaphors will be harder for most students to hear, but with practice, students will become more knowledgeable about them and will be able to identify them. Review the story again and help the students pick out the similes and metaphors if there are students that do not seem to be understanding. Have the students who do seem to understand explain to the class why they think they hear a simile or metaphor.
3) Whole-Class and Small Group Discussion (slide 3): Provide a “thinking
Step 4:10 min.
Step 5:Additional(5 min. to explain. See contingency plan.)
question” to the students: Why did the author, Jane Yolen, use similes and metaphors in the story? What feelings did they give you? Give the students a few minutes to think about the question on their own then have students discuss it with their desk/pod group (or predetermined groups) and assign a leader to share their responses. Have the leaders of the groups report out to the class.
4) Partner Work (slide 4): Show students the fragmented similes and metaphors on the Smart Board. In their notebooks, have students work in pairs to rearrange the words/phrases in order to form similes and metaphors that make sense. For example: the color of a red fox/was like/the color of the fall leaves The color of the fall leaves was like the color of a red fox. Have each pair go up to the Smart Board after completing a few of the fragmented sentences and slide the words/phrases to their appropriate location.
Note: Use physical world vocabulary for the fragmented similes and metaphors to allow students to work more with this type of science vocabulary and think about them in comparison to something else in order to form a deeper understanding of their properties and characteristics (e.g. color, movement, feel/texture, smell, appearance, etc.)
5) Independent (slide 5): Assign the students two poems about nature to read. After reading them, they need to underline the similes and circle the metaphors. They then need to try to write one simile and one metaphor of their own.
Note: It may be a good idea to provide a structure for the creation portion of the assignment if it seems like certain students or the majority of students are not fully understanding similes and metaphors after one lesson.
Time: Student Activities (Practice/Application) - (Check all that apply throughout lesson):
Strategies: Use double read-aloud, visuals, technology, and fragmented
sentences. Check for understanding frequently.
Review and Assessment (Check all that apply):1. Informal: Check for student understanding throughout the lesson
especially during the read-aloud and fragmented text portions. At the end of the lesson, I will watch the pairs work on the fragmented texts to ensure that they understand.
2. Formal: Check student’s homework for comprehension of similes and metaphors using both the identifying assignment and the creation assignment.
_X_ Individual _X_ Group _X_ Written ___ Oral
Review Key Vocabulary:- I will review key language arts and physical science vocabulary with the
students before assigning the poetry analysis homework by asking students to define a simile and a metaphor and give examples of similes and metaphors using nature.
Review Key Content Concepts:- Students will review the similes and metaphors as well as physical world
objects throughout this lesson by using them in a variety of ways such as rearranging fragmented sentences, identifying, and creating similes and metaphors. Similes and metaphors will be defined again at the end of the lesson and students will be able to distinguish if the examples they provide (see above) are similes and metaphors and explain why or why not. Use the third poem, Everything is a Poem, (see below) if students are unable to think of examples.
Contingency Plan:If students finish Step 4 early, they should work with their partner to complete all of the fragmented sentences in their notebooks. When they finish, they can work independently on their homework or look at other copies of simile and metaphor poems. Students are able to do an additional poem if they finish Step 5 early.
(Echevarria, Vogt, & Short, 2008. Adapted from John Seidlitz.)
Lesson 3 Suggested Poems (x3):
Everything Is a PoemBy J. Patrick Lewis
A garden is a poemLined with rows of similesLike lyrical chrysanthemums And epic peonies. A spider web’s a poemComposed upon the air,Silk-designed and deftly lined To catch the unaware. A mirror is a poemRevealing truths aboutThe poet, but it often leaves A shadow of a doubt. A fisherman is one big poemFor fish to contemplate,But getting bites on lazy lines Is open to de-bait. A picture is a poemIf it’s painted in disguiseOn a canvas of emotionFrom a palette of surprise. A rainbow is a poem,A phenomenon so rare.It’s not that it is written But it’s written on the air. A firefly’s a poem, A flashy verse sublimeThat’s read by other firefliesOne sparkle at a time.
A shining star’s a poemPenned by ghostwriter, the Moon,Who publishes her versesIn a book called Clair de Lune. A busy bee’s a poemWith nectar that’s so fineA reader-eater laps up everyHoney of a line.
This winding path's a poem Meandering through the woodsOf real and imaginaryWild neighborhoodsThat poets like to navigate In search of either/or—One thing can mean another: that’s What metaphors are for.
The DaffodilsBy William Wordsworth
I wandered lonely as a cloudThat floats on high o'er vales and hills,When all at once I saw a crowd,A host, of golden daffodils;Beside the lake, beneath the trees,Fluttering and dancing in the breeze.
Continuous as the stars that shineAnd twinkle on the milky way,They stretched in never-ending lineAlong the margin of a bay:Ten thousand saw I at a glance,Tossing their heads in sprightly dance.
The waves beside them danced; but theyOut-did the sparkling waves in glee:A poet could not but be gay,In such a jocund company:I gazed--and gazed--but little thoughtWhat wealth the show to me had brought:
For oft, when on my couch I lieIn vacant or in pensive mood,They flash upon that inward eyeWhich is the bliss of solitude;And then my heart with pleasure fills,And dances with the daffodils.
DreamsBy Langston Hughes
Hold fast to dreamsFor if dreams dieLife is a broken-winged birdThat cannot fly.Hold fast to dreamsFor when dreams goLife is a barren fieldFrozen with snow.
Lesson 3 Suggested Smart Board Slides:
Lesson 4
Topic: Similes and Metaphors (cont.)
Lesson: 4 of 6
Length of lesson: 40-50 min
Class:Language Arts. Mixed class of ELLs and English proficient studentsGrade: 5th
Date:
Standards:
CCSS.ELA-Literacy.RL.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.CCSS.ELA-Literacy.SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.CCSS.ELA-Literacy.L.5.4- Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Content Objectives:
1. I will be able to define what a simile and a metaphor is.
2. I will be able to identify similes and metaphors in poems.
Language Objectives:
1. I will be able to describe why authors use similes and metaphors.
2. I will be able to form similes and metaphors on my own or using a format.
Key Vocabulary:- simile- metaphor- comparison
Materials (including supplementary and adapted):- Hand-out of questions- Random objects to create similes or
metaphors- Student notebooks
Higher-Order Questions:
How can we, as authors, use language in our writing to catch our audiences’ attention?
Building Background
Links to Experience:
Links to Prior Learning:- Students will have a lesson on similes and metaphors prior to this lesson.
Key Vocabulary:- simile: will be taught during the lesson opening as well as the previous lesson
to give students a basic understanding of the work before working with it- metaphor: will be taught during the lesson opening as well as the previous
Time:
Step 1: 3 min.
Step 2:10 min.
Step 3:5 min.
Step 4:5 min.
Step 5:7 min.
Step 6:3 min.
Step 7:7 min.
lesson to give students a basic understanding of the word before working with it
Presentation
1) Lesson opening: Begin by setting two objects (can be completely random like a water bottle and a telephone) on a table in the middle of the room and asking the students to just look at the objects for similarities.
2) Independent: Have the students take out their notebooks and ask them “How is the __________ like the ___________?” They should think of multiple ways if they can.
Note: Write this prompt on the board with a sentence starter like “_________ is like ___________ because…”. Allow students to move around the table in order to feel, smell, and see the objects.
3) Whole Class Discussion: After a few minutes, ask the students for voluntary responses.
4) Guided Instruction: Remind the students of the definition and example of a simile and metaphor using choral repetitions.
Note: Ask students to give you the definition and an example of each before telling them.
5) Partner Work: After assessing the students understanding of the definitions and examples, hand out a sheet of questions for the students to complete in pairs.
Example: 1. How is a pencil like a railroad? 2. How is snow like an hourglass? 3. How is a soaring eagle like a light bulb? 4. How is a mirror like a book? 5. How are wildflowers like stars? 6. How is moonlight like jewelry? 7. How is a teddy bear like a cookie? 8. How is a bird like a heart? 9. How is spring like death?
Note: Read each question off one at a time and give students a few minutes to think about the relationship between them and create similes and metaphors for them.
6) Group Work: The pairs will then partner up with another pair to compare and contrast their similes and metaphors. As a group, the students will need to pick their favorite simile or metaphor to share with the class.
7) Class Discussion: The students will share their examples with the class. Ask for clarification if needed. Ask the students the higher order thinking question listed above to ensure that students have understood not only the
similes and metaphors lesson, but the rest as well.
Time: Student Activities (Practice/Application) - (Check all that apply throughout lesson):
Strategies: Use hands-on learning, sentence structure format, and higher level
thinking. Check for understanding frequently.
Review and Assessment (Check all that apply):
_X_ Individual _X_ Group _X_ Written _X_ Oral
1. Informal: Students will be assessed by observing and listening to the similes and metaphors they create at the end of the lesson.
Review Key Vocabulary:- Key vocabulary will be reviewed at the end of the lesson by asking students to
explain similes and metaphors.
Review Key Content Concepts:- Key content concepts will be reviewed at the end of the lesson by asking
students the higher order thinking question listed above to review why similes and metaphors are used.
Contingency Plan:If groups finish with their similes and metaphors early, they should challenge themselves to think of more using objects that can be found throughout the classroom (not just on the table in the middle). If the class discussion ends early, we will try to make the existing similes and metaphors more creative through the use of descriptive words.
(Echevarria, Vogt, & Short, 2008. Adapted from John Seidlitz.)
Lesson 5
Topic: Narrative/Heritage Poetry
Lesson: 5 of 6
Length of Lesson: 40-50 min
Class:Language Arts. Mixed class of ELLs and English proficient studentsGrade: 5th
Date:
Standards:
CCSS.ELA-Literacy.W.5.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CCSS.ELA-Literacy.RL.5.6- Describe how a narrator’s or speaker’s point of view influences how events are described.CCSS.ELA-Literacy.SL.5.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.CCSS.ELA-Literacy.L.5.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Social Studies Standards:CCSS.ELA-Literacy.RH.6-8.6- Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Content Objectives:
1. I will be able to define and give examples of narrative and heritage poetry and explain why it is used.
2. I will be able to identify and describe historical events or traditions my family was/is a part of.
Language Objectives:
1. I will be able to talk to an adult in my family about my heritage.
2. I will be able to write a narrative or heritage poem using a structure.
Key Vocabulary:- narrative- heritage
Materials (including supplementary and adapted):- “Migratory Birds” from Here is My Kingdom
edited by Charles Sullivan- talking piece- heritage poem structure (see below)- oral history questions guide
Why do you think authors choose to use narrative or heritage poetry at times?What feelings does this kind of poetry give you?
Time:5 min day or two prior to lesson
Step 1:3 min.
Step 2:10 min.
Step 3:20 min.
Step 4:7 min.
Building Background
Links to Experience:
Links to Prior Learning:- Students will have four poetry/figurative language lessons prior to this lesson
and will be ready to create their own poems using a provided structure.
Key Vocabulary:- heritage poem: will be taught during the lesson opening to give students a
basic understanding of the word before working with it
Presentation
Pre-lesson: Prior to this lesson, ask the students to interview a family member about their culture and write down their responses. Students will use the oral history questions guide which can be translate to the students L1 if needed.
1) Lesson opening: Arrange students’ desk or chairs into a circle including your own. Ask students what they think of when they hear narrative poem or heritage poem. Explain that these poems tell a story about a person life.
Note: Wait for at least fifteen seconds before giving the students the explanation. This way ELs will be allowed more time to respond and comprehend the question.
2) Whole Class: Read “Migratory Birds” by Odilia Galván Rodríguez with poetic emphasis, appropriate tone of voice, and fluency to the students. Ask the students to describe the narrator. Create a chart on the board of narrator characteristics and record students’ responses. Explain to the students that poem is told by a narrator who is a migrant worker that follows the harvest north from the Mexican border.
Note: Give students a photocopy of the poem so that they can follow along and reread if needed for descriptors.
3) Whole Class Discussion: Set boundaries for an open and honest class discussion. Tell the students that whatever is said in the classroom stays in the classroom. Students do not have to share if they do not feel comfortable doing so. Use a talking piece (can be something like a rock) to pass around the circle for each student to share something they learned about their family member and how they think it affects them.
4) Partner Work: Have the students’ pair up and talk about how their culture and their family have shaped their lives. Ask them to compare and contrast their
Step 5:10 min.
family member’s responses to their own life. Ask students to answer and discuss the higher order thinking questions listed above.
5) Independent: Tell the students that they will be writing a narrative or heritage story. Show students the narrative poem structure and give them a few examples for filling it in. Begin the poem in class to observe students to assess for comprehension as well as answer questions and give advice. Give students a few days to complete the poem then review them for comprehension of the meaning of a heritage/narrative poem as well as for descriptive and figurative language.
Note: The structure can be translated to students L1 if needed.
Time: Student Activities (Practice/Application) - (Check all that apply throughout lesson):
Strategies: Use of L1, structured poem, open cultural discussion, and read aloud.
Check for understanding frequently.
Review and Assessment (Check all that apply):
_X_ Individual ___ Group _X_ Written ___ Oral
1. Formal: Check student’s homework for comprehension of narrative poetry and any aspects figurative language in the poem using the creation assignment.
Review Key Vocabulary:- Key vocabulary will be reviewed at the end of the lesson when describing the
homework assignment by asking students to recall what a narrative poem is.
Review Key Content Concepts:- Key content concepts will be reviewed at the end of the lesson when
describing the homework assignment by asking students to recall why narrative poetry is used by authors.
Contingency Plan:If students finish the narrative poem early, have them exchange their poem with a partner to review or add more descriptive language, similes/metaphors, or rhyming to their poem.
(Echevarria, Vogt, & Short, 2008. Adapted from John Seidlitz.)
I am a __________ that _________.I wonder _____________________________.I hear ______________________________.I see ______________________________.I want _____________________________.
I am a _________ that __________.I pretend ___________________________.I feel _____________________________.
I touch _____________________________.I worry ___________________________.
I cry _________________________.
I am a _________ that ________.I understand ______________________.I say ____________________________.I dream ________________________.I try ___________________________.
I hope __________________________.
I am a ___________ that ___________.
Evaluation at end of unit/ Culminating Activity: Coffee House Poetry Slam
Standards:
CCSS.ELA-Literacy.RL.5.10- Read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
CCSS.ELA-Literacy.RF.5.4- Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Content Objectives:
1. Students will be able to demonstrate their understanding of rhymes and rhyming patterns, similes and metaphors, and/or narrative poetry through a poem that they wrote.
Language Objectives:
1. Students will be able to recite a poem they wrote using proper expression and inflection with fluency for parents, staff, and peers.
Plan:
Prior to event, invite parents and school staff to the “Coffee House Poetry Slam” to watch the students perform the poems they wrote.
Note: This should take place in the evening so that working parents may be able to come.
1. Ask students to prepare a new poem or edit a revised poem that they already created in previous lessons.
Note: The students should be told at the beginning of the unit that this event will be held and what their responsibilities are. The students must submit their poems to you a couple days before the event to ensure that all poems are appropriate.
2. Have the students practice their finished poem at least twice with a partner whose job is to help them with tone of voice, expression, etc. that should be used in poetry.
Note: Tone of voice, expression, etc. should be modeled throughout the unit during read-alouds and presentations of poems. Students with low English-language proficiency may perform their poem in their L1 (with teacher permission) or may perform their poem using both English and their L1.
3. The teacher (or a designated host) will present the students before they come on stage and will teach the audience that they should snap rather than clap when students are finished as if custom during poetry readings. Students will then individually present their poems for the audience.
Assessment:
_X_ Individual ___ Group _X_ Written _X_ Oral
1. Performance-based: Students will present a reading of their poetry for an audience. They will be assessed on fluency and appropriate tone of voice.
2. Formal: Students will also be assessed on their written poem which should show an understanding of one or more of the elements taught in the unit.
