File Name: viewcontent.cgi?article=1435&context=educ_understandings
File Size: 581.60 KB
File Type: Application/pdf
Last Modified: 2 years
Status: Available
Last checked: 1 days ago!
This Document Has Been Certified by a Professional
100% customizable
Language: English
We recommend downloading this file onto your computer
Trinity UniversityDigital Commons @ TrinityUnderstanding by Design: Complete Collection Understanding by Design6-20-2019Understanding Poetry: 5th Grade Introduction toWriting PoetrySamantha BosTrinity University, [email protected]Jackie JaramilloWinston School San Antonio, [email protected]Follow this and additional works at: https://digitalcommons.trinity.edu/educ_understandings Part of the Education CommonsRepository CitationBos, Samantha and Jaramillo, Jackie, "Understanding Poetry: 5th Grade Introduction to Writing Poetry" (2019). Understanding byDesign: Complete Collection. 426
https://digitalcommons.trinity.edu/educ_understandings/426This Instructional Material is brought to you for free and open access by the Understanding by Design at Digital Commons @ Trinity. For moreinformation 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 poetryWriting/Literary Texts
Students write literarytexts to express their Meaningideas and feelings about Understandings Essential Questionsreal 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 purposeswrite 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 poetryonomatopoeia); • 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, linelength). Acquisition Knowledge Skills5.28 Students will know… Students will be able to…Listening and • The requirements and definitions of a • Identify different poetic structures, defineSpeaking/Speaking. number of poetry structures (including poetic vocabularyStudents speak clearly limerick, haiku, cinquain, narrative • Apply their knowledge of poetryand to the point, using poetry, and free verse) structures to create personal poetrythe conventions of • Poetry vocabulary including rhyme, meter, foot/feet, syllables, stanza,language. Students similes, metaphors, sensory imagerycontinue to apply earlierstandards with greatercomplexity. Students areexpected to giveorganized presentationsemploying eye contact,speaking rate, volume,enunciation, naturalgestures, andconventions of languageto communicate ideaseffectively
Stage 2 – EvidenceCODE 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 • LimerickT • HaikuT • CinquainT • Narrative PoetryT • 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 PlanCODE 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 vocabularyT 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 theirA 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 (usingA 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, andA 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 toA 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 similesT 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 copyA the examples into their poetry notebook
-Students will then create 3-5 metaphors and provide Teacher will check orT 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 copyA at least one stanza in their notes
-Students will then create a narrative poem on their own; Teacher will check orT 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 theirA 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 freeT verse poem Day 10: Poetry JeopardyA -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 mechanicsM 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 andM 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 SlamDirections:You have been invited to a poetry slam. It is time to polish your best poem or create a new one to share withthe 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 wantPoetry 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 orpresenter included softly to be understood)
gestures or changed his orher voice to emphasizecertain aspects of thepoem that highlighted themeaning or purpose of thepoem
Name: __________________________ Date: ___________________ Vocabulary Terms for PoetryVocabulary 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 ExperienceDuring this activity, you should take notes of how you are experiencing this activity
Seeing Hearing Smelling Tasting FeelingWrite a paragraph about your experience without naming the product with its exact name. Be sure to use all of yoursenses listed above to write a descriptive paragraph. Remember to not use the name of the product!__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Name: ________________ Date: ____________ Sensory Imaging ExperienceDuring 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 yoursenses 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 …
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.
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.
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
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