Understanding Poetry 5th Grade Introduction To Writing Poetry

Summary

Trinity University
Digital Commons @ Trinity
Understanding by Design: Complete Collection Understanding by Design
6-20-2019
Understanding Poetry: 5th Grade Introduction to
Writing Poetry
Samantha Bos
Trinity University, [email protected]
Jackie Jaramillo
Winston School San Antonio, [email protected]
Follow this and additional works at: https://digitalcommons.trinity.edu/educ_understandings
Part of the Education Commons
Repository Citation
Bos, Samantha and Jaramillo, Jackie, "Understanding Poetry: 5th Grade Introduction to Writing Poetry" (2019). Understanding by
Design: Complete Collection. 426

https://digitalcommons.trinity.edu/educ_understandings/426
This Instructional Material is brought to you for free and open access by the Understanding by Design at Digital Commons @ Trinity. For more
information about this unie, please contact the author(s): [email protected] [email protected] For information about the series,
including permissions, please contact the administrator: [email protected]

UbD Template 2.0
Stage 1 – Desired Results
Established Goals Transfer
Students will independently use their learning to…
5.16.B Create an original piece of poetry
Writing/Literary Texts

Students write literary
texts to express their Meaning
ideas and feelings about
Understandings Essential Questions
real or imagined people,
events, and ideas

Students will understand that…. • Is there any one kind of poetry? Is
• Different poetry structures can be used there one definition of poetry?
Students are expected to: for different purposes
write poems using: • Writing poetry is a way of expressing
What makes a piece of writing
(i) poetic techniques feelings and thoughts through sensory poetry?
(e.g., alliteration, modalities • How does the structure of poetry
onomatopoeia); • Presentation of the poetry should
(ii) figurative language allow for different expressions of
reflect the poet’s mood or purpose
(e.g., similes, emotions, thoughts, and insights?
metaphors); and
(iii) graphic elements
(e.g., capital letters, line
length). Acquisition
Knowledge Skills
5.28 Students will know… Students will be able to…
Listening and • The requirements and definitions of a • Identify different poetic structures, define
Speaking/Speaking. number of poetry structures (including poetic vocabulary
Students speak clearly limerick, haiku, cinquain, narrative • Apply their knowledge of poetry
and to the point, using poetry, and free verse) structures to create personal poetry
the conventions of • Poetry vocabulary including rhyme,
meter, foot/feet, syllables, stanza,
language. Students
similes, metaphors, sensory imagery
continue to apply earlier
standards with greater
complexity. Students are
expected to give
organized presentations
employing eye contact,
speaking rate, volume,
enunciation, natural
gestures, and
conventions of language
to communicate ideas
effectively

Stage 2 – Evidence
CODE Evaluative
(M or T) Criteria
(for rubric)
Performance Task(s)
Students will demonstrate meaning-making and transfer by…
M Share personal written poetry in a poetry slam and contribute a
polished poem to the class literary magazine
-----------------------------------------------------------------------------------------------
---
Other Evidence (e.g., formative)
-Poem to Mom (an extension if this unit falls around Mother’s Day)
-Student created poem of each structure:
T • Limerick
T • Haiku
T • Cinquain
T • Narrative Poetry
T • Free Verse
-Vocabulary Quiz
Some poems have been provided for each poetic structure, but
teachers are encouraged to find more poems that math their students’
interests

Additional Resources
The Learning Works, Inc. (1981)
The Haiku Foundation
-https://www.thehaikufoundation.org
The Poetry Foundation
- https://www.poetryfoundation.org
Stage 3 – Learning Plan
CODE Pre-Assessment
(A, M, T) How will you check students’ prior knowledge, skill levels, and potential misconceptions?
Learning Activities Progress Monitoring
(e.g., formative data)
Day 1: Sensory Imagery
If possible, the teacher will pop popcorn in the classroom with
the students present and allow the student to eat the
popcorn

-As popcorn is popping, the teacher will lead the students in a
discussion about what they are hearing, smelling, feeling (in
regard to hunger), tasting (is applicable), and seeing

-Students will write down brainstorm ideas about what their
senses told them in the poetry book

A -Teacher will model how to create a descriptive sentence to
describe a food experience (e.g. soup or apples) without
naming the food item and will introduce the first vocabulary
T words: personification & verse

-Students will then create their own popcorn experience Teacher will check or
sentence in their poetry books. collect student
-If students finish early, an extension would be to create an example of sensory
experience sentence about another food. imagery
Day 2: Haiku
-Teacher will begin with a review or lesson on syllables and
how to count syllables

-Teacher will then introduce a brief history/purpose of the
haiku
-Teacher will share examples of haikus with the students and
discuss how the poem feels, the structure of the poem, the
topics of the poem
-Teacher will display the structure of the poem for the
students to copy into their notes section

-As a class, students will generate a haiku and copy it in their
A poetry book notes

-Students will then create a haiku on their own

T Teacher will check or
Day 3: Limerick collect student haiku
-Teacher will conduct a brief warm up review of syllables and
how to count them and previous vocabulary

-Teachers will then introduce mood and rhyming vocabulary
(including meter & feet) and students will take notes in their
vocabulary notebook
-Teacher will then share a brief introduction to limericks,
including a brief history, the structure of the poem, examples
of limericks, and the defining characteristics in their poetry
notebook

-As a class, students will generate a limerick as a class (using
A rhyming dictionaries if needed) and copy it in their poetry
book notes

-Students will then create a limerick on their own

T Teacher will check or
Day 4: Cinquain collect student limerick
-Teacher will conduct a brief warmup review of previous
vocabulary
-Teacher will then introduce the new vocabulary of stanza,
having the students take notes in their poetry books

-Teacher will share a brief history and introduction to
cinquains, followed by examples of cinquains. Teacher should
lead a discussion on how cinquains are different and similar to
haikus and limericks both in form and sound

-As a class, students will generate a cinquain as a class, and
A copy it in their poetry book notes

-Students will then create a cinquain on their own

T
Day 5: Similes
-Teacher will conduct a brief warmup review of previous Teacher will check or
vocabulary. collect student
-Teacher will introduce similes, providing definitions and cinquain
examples/ non/examples

-As a class, students should create simile examples, and copy
them in their poetry book notes. Students will be expected to
A be able to explain the meaning or connection of the
generated similes

- Students will then create 3-5 similes and provide
explanations of the connections within the similes
T
Day 6: Metaphors
-Teachers will conduct a brief warmup to review similes: Teacher will check or
students will each generate a simile on a notecard and drop it collect student similes
in a fishbowl at the front of the class. When everyone is done
generating their similes, each student can then choose a
random notecard from the fishbowl and try to create a
connection between the two objects in the simile

-Teacher will review similes and introduce metaphors,
including the definition and difference between similes and
metaphors

-Teacher can then share examples of metaphors, including
lyrical poetry examples or music lyrics that contain
metaphors

-Teacher will lead a discussion of the difference between
similes and metaphors, the purpose of metaphors in music
and poetry, and how to create meaningful metaphors
-As a class, students will create multiple metaphors and copy
A the examples into their poetry notebook

-Students will then create 3-5 metaphors and provide Teacher will check or
T explanations of the connections made within the metaphors. collect student
metaphors
Day 7-8: Narrative Poetry
-Teacher will review past vocabulary and conduct a warmup in
which students will have to be able to identify similes from
metaphors in a sorting activity

-The teacher will introduce narrative poetry and provide
examples of narrative poetry for the students, either as a class
or through a jigsaw activity. Teachers should emphasize that
narrative poems have more freedom in rhyme schemes,
figurative language, and line lengths

-As a class, the students will create a narrative poem and copy
A at least one stanza in their notes

-Students will then create a narrative poem on their own; Teacher will check or
T teachers may want to include requirements such as figurative collect student
language, a minimum number of lines, and/or a rhyme narrative poem
scheme, especially if students may become overwhelmed with
the freedom of narrative poetry

Day 9: Free Verse
-Students will take a brief vocabulary quiz to assess their
A knowledge of poetry vocabulary

-Teacher will then introduce free verse poetry, including a
brief historical context, and examples of free verse poems

-Teacher will then lead students in a discussion about what
types of poems they can create and why someone might want
to create a free verse poem

A - (If needed) as a class, students will create a free verse poem
and copy it in their poetry books Teacher will check or
-Students will then create their own free verse poems. collect student free
T verse poem
Day 10: Poetry Jeopardy
A -Students will play poetry jeopardy to review structures of
poems, vocabulary, sensory imagery, similes/metaphors, and
the purpose of different poems. Teacher will assess
Jeopardy Link: student knowledge of
https://jeopardylabs.com/play/ubd-poetry- poetry terms and
jeopardy#.XQvEBEmWhLY.gmail mechanics
M
Day 11: Final Product
-Teacher will review different types of poems and purposes
for each poem
-Students will then be given the option to create a new poem
or polish a draft of a previous poem to be put into the class
literary magazine. Teacher will grade the
-Teacher should conduct brief writing workshops with each final product using the
student to ensure they understand the requirements and rubric
goals of each type of poem

- (Optional) If teaching in a large class, the teacher may
choose to have the students first have their papers peer-
reviewed before meeting with the teacher to help ensure that
misunderstandings are caught early

- (Optional) If students finish early, the teacher can have that
student be a peer-editor, write another poem, or illustrate
their poem

- (Optional) Teacher will collect final draft of poems and
M create a literary magazine that can be shared with all of the
students digitally or printed so each student could have his
or her own copy

Day 12: Poetry Slam Teacher will grade the
- Students will take turns sharing their poems in front of the performance as part of
class. the final product
Name:
Poetry Slam
Directions:
You have been invited to a poetry slam. It is time to polish your best poem or create a new one to share with
the group

• You will be responsible for selecting a poetic structure and presenting a piece that follows the rules of
that structure

• Be sure to include sensory imagery in any poem you write

• Circle the structure of your poem and be sure your poem meets all the requirements of that poem type:
Narrative Free
Haiku Limerick Cinquain
Poetry Verse
*no required line
*usually at least
*5 lines *5 lines length
*3 lines 4 lines
*syllable count: * syllable count: *no required
*syllable count: *usually has a
8-10 per line 2, 4, 6, 8, 2 syllable count
5,7,5 rhyme scheme,
*rhyme: 1st, *no rhyme but not required *no rhyme
*no rhyme
2nd, 5th lines required *no required required
required
rhyme; 3rd and *vivid syllable count *any topic or
*nature-themed 4th lines descriptions *any topic or mood
*reflective/ *lighthearted/ *delicate mood *expressing
serious mood funny mood expressions *tells a story thoughts how
you want
Poetry Slam Presentations
When presenting, be sure that you:
• Hold your paper in front of your body so the audience can see your face

• Talk loud and clear enough for the back of the room to hear you without shouting

• Have a tall and confident yet relaxed posture. Start with a neutral position

• Match your tone of voice to the purpose of the poem (ex: a haiku should be read with a calm, serious
voice)

Rubric
ADVANCED - 4 PROFICIENT - 3 APPROACHING NOVICE - 1
PROFICIENT - 2
INCLUDES ALL The poem includes all The poem includes all The poet is missing one The poem is missing two
REQUIREMENTS OF THE requirements and the requirements, including requirement, including or more requirements,
CHOSEN POETIC structural parts of the syllable/word count syllable/word count including syllable/word
STRUCTURE poem enhance the requirements, line requirements, line count requirements, line
experience of the reader. requirements, topic requirements, topic requirements, topic
requirements, and/or requirements, and/or requirements, and/or
rhyme requirements. rhyme requirements. rhyme requirements

MOOD AND/OR The mood or purpose of The mood or purpose of The mood and/or purpose The mood or purpose of
ELEMENTS OF THE POEM the poem is enhanced by the entire poem matches parts of the poem match the poem does not match
MATCH THE POETRY the poetic structure the specific mood of the of the poetry structure. the chosen poetry
STRUCTURE (E.G. chosen. poetry structure (if there structure

NARRATIVE POEMS is one) and/or match the
SHOULD TELL A STORY) purpose of the poem (e.g

does the narrative poem
tell a story)

SENSORY DETAILS/ Sensory details and word At least one example of The poem is missing The poem is missing both
WORD CHOICE choices work together to sensory detail is included either sensory details or sensory details and
heighten the meaning of in the poem and the does not include descriptive language
the poem – specific and poem includes descriptive descriptive language (colorful adjectives and
powerful words adjectives and strong (colorful adjectives and strong verbs - sentences
contribute to an verbs. strong verbs - sentences include lackluster words)

insightful, melodic, or include lackluster words)

exceptionally creative
poem

PERFORMANCE The poet read the poem The poet read the poem The poet read some of the The poet was unable to
or recited the poem from clearly (appropriate speed poem clearly (may have read any of the poem
memory (appropriate and volume). clearly

speed and volume). The spoken too quickly or
presenter included softly to be understood)

gestures or changed his or
her voice to emphasize
certain aspects of the
poem that highlighted the
meaning or purpose of the
poem

Name: __________________________
Date: ___________________
Vocabulary Terms for Poetry
Vocabulary
1. Sensory Imagery a literary term that uses all five senses to create a vivid image in the
reader’s mind
2. Personification- a figure of speech which an inanimate object is given human-like
qualities
3. Verse- a line of poetry
4. Haiku- a traditional unrhymed Japanese poem of three lines the first line having 5
syllables, the second line 7 syllables, and third the line 5 syllables
5. Syllable- a word or part of a word with one sounded vowel; it is made with one
opening of the mouth
6. Limerick- A poem with a funny, lighthearted mood within a structure
7. Mood- is how we are made to feel as readers
8. Rhyme- repetition of words with similar sounds that occur at the end of a verse of
poetry
9. Meter- a sound pattern for the verses that gives poetry rhythm
10.Feet- a group of syllables that includes only one stressed syllable
11.Cinquain- a five line poem following specific numbers of syllables per line; does not
have to rhyme
12.Stanza- a grouping of four or more lines of poetry that includes a fixed length, meter,
or rhyme arrangement
13.Similes- a comparison of two things using like or as
14.Metaphor- a direct comparison of two unlike objects
15.Narrative poem- tells a story, has a beginning, middle and end; can be long or short,
may or may not rhyme
16.Free verse- no structure, free from regular rhythm and does not rhyme
Name: ________________ Date: ____________
Sensory Imaging Experience
During this activity, you should take notes of how you are experiencing this activity

Seeing Hearing Smelling
Tasting Feeling
Write a paragraph about your experience without naming the product with its exact name. Be sure to use all of your
senses listed above to write a descriptive paragraph. Remember to not use the name of the product!
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Name: ________________ Date: ____________
Sensory Imaging Experience
During this activity, you should take notes of how you are experiencing this activity

Seeing- ____________________________________________________________________
__________________________________________________________________________
Hearing-___________________________________________________________________
__________________________________________________________________________
Smelling-___________________________________________________________________
__________________________________________________________________________
Tasting-____________________________________________________________________
__________________________________________________________________________
Feeling-____________________________________________________________________
__________________________________________________________________________
Write a paragraph about your experience without naming the product with its exact name. Be sure to use all of your
senses listed above to write a descriptive paragraph. Remember to not use the name of the product!
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Examples/ non/examples. -As a class, students should create simile examples, and copy them in their poetry book notes. Students will be expected to be able to explain the meaning or …

Download Now

Documemt Updated

Popular Download

• › Understanding Poetry 5th Grade Introduction To Writing Poetry
• › Understanding Your Request For Information Letter
• › Us Small Business Administration Counseling Information Form
• › Using Google Slides To Create Flyers Antioch University
• › Using The Templates For Word 2003 Manitobaca
• › University Services The Advising Ecosystem At Cmu
• › Uscis Form I 9 University Of Central Arkansas
• › Understanding Responsive Email Design Vision6
• › Udx Shopping Using Punch Out Catalogs
• › University Services Coursecatalogwebcmuedu
• › Udx Shopping Using Hosted Catalogs University Of Delaware
• › Uploading Tests Or Test Pools In Blackboard Using Excel
• › Using The New Nursing Practice Assessment Document
• › Us Army Marketing And Engagement
• › User Instructions For Authorized Personnel Virginia
• › User Guide For Work Order Control Rma Depot Repair
• › Us Small Business Economic Profile Small Business
• › Using Microsoft Teams To Manage Care Requests
• › Using Semantic Technologies To Manage A Data Lake Data
• › Uscis Form I 9

Frequently Asked Questions

What is poetry in 5th grade?

Poetry is a wonderful way for students to get creative, express their thoughts, and practice writing descriptively. With our fifth grade poetry worksheets, your students will get acquainted with reading poems and writing their own.

What grade level is the poem in the power point presentation?

This is an interactive PowerPoint that covers the basic terms of poetry. It is appropriate for the fifth grade classroom. This is an interactive PowerPoint that covers the basic terms of poetry. It is appropriate for the fifth grade classroom.

Does the mood or purpose of the poem match the structure?

of the poetry structure. The mood or purpose of the poem does not match the chosen poetry structure. SENSORY DETAILS/ WORD CHOICE Sensory details and word choices work together to

How do i teach cinquain poetry?

having the students take notes in their poetry books. -Teacher will share a brief history and introduction to cinquains, followed by examples of cinquains. Teacher should lead a discussion on how cinquains are different and similar to