1. Unit Overview Main ideas The purpose of this unit is to introduce students to the literary art form of poetry. The topic of this unit is identity and diversity: How do I, as an individual, contribute to the diversity of the world? Diversity is the secondary focus, while the primary focus is on ownership of voice. What do I have to say and what are some different poetic formats I can use to express myself? The central emphasis of this unit is how can language create meaning and be used to express emotions and ideas. Poetry is fun, lively, expressive and playful. Children, because they are naturally all of these things, should be introduced to this form for this reason. Students will explore poetry through the perspective of both audience and author. Throughout the course of the unit, students will be introduced to various forms of poetry, as well as introductory poetic terms and devices. The major projects that will be pursued in this unit are a poetry portfolio for all their work and a poetry book with illustrations. Students will experience all 6 language strands in this unit. 2. Key Concepts for Unit What is poetry? Types of poems Poetic devices / literary techniques Theme How to create poetry How illustrations enhance meaning Poetry as a vehicle for expression and voice of self - identity Poetry as a means of exploring the ideas and identities of others diversity Presenting poetry with expression 3. Rationale This unit will give students an opportunity to express thoughts, ideas and feelings in a creative format. This unit will aid students in developing their reading and writing skills. Poetry, because it is typically less wordy and imposing than novels and large paragraphs can assist students in building vocabulary. Words are meaning may more easily isolated be isolated in poetry. Through reading poetry and through its composition it can make students more comfortable with reading and writing, especially with creative writing. Poetry will help teach figurative language (similes, metaphors, alliteration etc.) in a more comprehensible way than other units because they are so prevalent in poetry. These activities will get students reading and writing. It will introduce them to different types of poetry so they can decide how best to creatively express themselves. 4. GLOs for Unit (Summary) Students will listen, speak, read, write, view and represent to: 1: Explore thoughts, ideas, feelings and experiences. 2: Comprehend and respond personally and critically to oral, print and other media texts. 4: Enhance the clarity and artistry of communication. 5: Respect, support and collaborate with others. 5. SLOs for Unit (Summary [Gr.2s in Black, Gr.1s in Blue]) 1.1.3. Express or represent ideas and feelings resulting from activities or experiences with oral, print and other media texts. 1.1.4. Use a variety of forms of oral print and other media texts to organize and give meaning to experiences, ideas and information. 1.1.6. Recognize and talk about developing abilities as readers, writers and illustrators. Choose to read and write for and with others 2.2.1. Engage in a variety of shared and independent listening, reading and viewing experiences, using oral, print and other media texts from a variety of cultural traditions and genres such as legends, video programs, puppet plays, songs, riddles, and informational texts. Participate in shared listening, reading and viewing experiences, using oral, print and other media texts from a variety of cultural traditions and genres, such as poems, storytelling by elders, pattern books, audiotapes, stories and cartoons. 2.2.2. Illustrate and enact stories, rhymes and songs. 2.2.3. Model own oral, print and other media texts on familiar forms. 2.2.10. Identify and use words and sentences that have particular emotional effects. Identify how words can imitate sounds and create special effects. 2.2.11. Identify words in oral, print and other media texts that create clear pictures or impressions of sounds and sights. Experiment with repetition, rhyme and rhythm to create effects in own oral, print and other media texts. 2.3.1. Recognize that ideas and information can be expressed in a variety of oral, print and other media texts. Distinguish differences in the ways various oral, print and other media texts are organized. 2.3.4. Identify how pictures, illustrations, and special fonts relate to and enhance print and other media texts. 2.3.5. Demonstrate interest in the sound of words and word combinations in pattern books, poems, songs, and oral and visual presentation. Demonstrate interest in repetition, rhyme and rhythm in shared language experiences, such as action songs and word play. 2.4.2. Add descriptive words to elaborate on ideas and create particular effects in oral, print and other media texts. Change, extend or complete rhymes, rhythms and sounds in pattern stories, poems, nursery rhymes and other oral, print and other media texts. 4.1.1. Identify features that make own or peers oral, print or other media texts interesting or appealing. Ask or respond to questions or comments related to the content of own or others pictures, stories or talk. 4.1.4. Print legibly and efficiently, forming letters of consistent size and shape, and spacing words appropriately. 4.1.9. Choose words, language patterns, illustrations or sound to create a variety of effects in oral, print and other media texts. Use words and pictures to add sensory detail in oral, print and other media texts. 4.2.3. Identify nouns and verbs, and use in own writing. 4.2.4. Identify adjectives and adverbs that add interest and details to stories. 4.3.1. Present ideas and information by combining illustrations and written texts. 4.3.2. Speak in a clear voice, with appropriate volume, at an understandable pace and with expression. Speak in a clear voice, with appropriate volume, to an audience. 4.3.5. Show enjoyment and appreciation during listening and viewing activities. Be attentive and show interest during listening or viewing activities. 5.2.1. Work in a variety of partnerships and group structures. Work in partnerships and groups. 5.2.5. Recognize own and others contributions to group process. Recognize personal contributions to group process.
6. Learning Outcomes for Unit Students will: Identify various types of poems Identify various poetic devices Identify theme in various poems Identify rhyme structure Identify rhyming words Respond to various poems Compose various types of poems Compose poetry that makes use of various poetic devices Create a poetry portfolio Create poetry in a group Create an acrostic animal poem with illustration Create a poetry and illustration mini book Reflect on own compositions Reflect on role within group work Use descriptive words in writing Demonstrate interest and enjoyment in poetry Identify features of interesting texts Recognize own achievements in writing poetry Speak clearly before an audience 7. Resources/ Materials Background Resources Books: o Wishes, Lies and Dreams by Kenneth Koch o Poetry Speaks: Who am I? Edited by Elise Paschen o Leap into Poetry: More ABCs of Poetry o Using Rubrics to Improve Student Writing o Weaving Webs of Meaning: Writing in Elementary School o K-9 Program of Studies o The Daily 5 by Gail Boushey and Joan Moser Websites: o http://thefirstgradeparade.blogspot.ca/search?q=poetry o http://www.scholastic.com o http://lesson-plans.theteacherscorner.net/writing/poetry/ o http://joanirvine.com/how-to-make-a-pop-up/ o http://www.examiner.com/article/poetry-for-kids-week-four-the-sounds-of- good-poetry o http://www.ericode.com/poetry_resources_for_teachers.htm o http://www.proteacher.com/ o http://www.poetry4kids.com/blog/lessons/how-to-write-an-acrostic-poem/
Teaching Resources Books o Alligator Pie by Dennis Lee o Horton Hears a Who by Dr. Suess o African Acrostics by Avis Harley o Spring: An Alphabet Acrostic by Steven Schnur o Octopuss Garden The Beatles o Green Eggs and Ham by Dr. Suess o Where the Sidewalk Ends Shel Silverstein Websites: o http://www.readwritethink.org/files/resources/interactives/acrostic/
8. Learning Activities Introductory Students will be introduced to this unit through a discussion of poetry. Will we discuss what poetry is, and if students are comfortable with writing it. Why do a not of people not like writing poetry? What are some reasons that people dont like writing? We will think of different excuses for not wanting to write. They can be silly and humorous. After making a list of excuses, it will turn into a poem I Cant Write Poetry and students discover having written a poem without realizing it. Do they think it counts as a poem, why or why not? Developmental/ On-Going Week 1 (2 days): The first two days of class will be used to introduce both the unit poetry and myself. The poem formats presented are structured in a way where students just answer the prompts. Theyre also on topics kids can be creative with, what do I wish for etc.? We will create their poetry portfolios, and establish that it is to build their repertoire as a poet. I will stress the fact that they are all poets. We will establish what the poetree is and how we will be using it. These first two classes will be about establishing rules as well; we will create them as a class. The poems will be added to their portfolios. Week 2 (4 days): The work this week mostly focuses on Acrostic poems as well and at the end get into choral reading. The theme of diversity will be explored through the types of texts we will be using to create an inclusive classroom. Illustrations will be emphasized how do they contribute to your poem? They will be doing an Animal Acrostic poem and will have to add an illustration of the animal to their poem as well. Their poems will once again be added to their poetry portfolio. Though their Rainbow Name-Bows will be hung up. Week 3 (5 days): Students will continue choral reading and readers theatre this week. We will also begin exploring rhyme. We havent started off with rhyme because it can be restrictive and take away from student creativity if theyre worried about making words rhyme all the time. Then near the end of the week we get into how to create found poems. Because they can create found poems in any format of poem we have already learned. Poems will be added to portfolios. Week 4 (4 days): We will be creating our poem books with illustrations this week. We will review the poems that we have learned and go through our portfolios to decide what poems are students favourite and what poem they would like to do their poem book on. Their poem book will be a minimum of 5 pages (1 line per page). Each page has to have an illustration that relates to the line in their poem.
Culminating Poem Book with Illustrations: Students poem books will be a minimum of 5 pages (1 line per page). Each page has to have an illustration that relates to the line in their poem. They will be working on it within the last week of the unit.
Extension Enrichment/ Special Considerations/ Differentiated Instruction
+ Grade 1 students will be pushed to achieve grade 2 standards though they will be assessed first and foremost on Gr.1 SLOs. + Activities are basic enough that each individual student should excel. They wont be marked on all their poems theyre just presented to elicit creativity and show that there are many ways to express thought and feeling through poetry. + Students who have trouble with writing may use the Ipads or laptops to write initially and then we will work on copying the poems to paper. Connections to Other Areas of Curriculum/ Other LA Units
One of the main focuses of this unit is writing and expressing voice through poetry. By empowering students in this fashion and giving students a voice through poetry this will benefit them in expression throughout other writing formats. This includes writing letters, narratives etc. It will also help student writing because they will be familiar with exploring the creative function in writing.
This unit will also assist students in their reading fluency. Because poetry is less imposing and more comprehensible than other writing (novels etc.) it should improve student confidence in reading.
Plan for accompanying display
A 2D Poetree will be set up in the classroom. This will be a large tree, with branches (no leaves) and will include some of the most essential information about poetry on it (on the trunk). As the formative assessments (exit slips) are filled out on post-it notes, they will be placed on the empty tree branches. They will be different shapes and colours everyday so I will be able to tell which exit slips are which, from day to day. I will not remove them. I I will use the information to assess their learning and address student areas of need. By the end of the unit and doing the exit slip leaves everyday the tree will eventually be full and colourful. The leaves represent, not only the process of learning and growth, but also represent the theme of diversity and individuality we have been discussing throughout the unit. At the end, when the unit is at its close - we will discuss where we started off in our poetry unit and what we have learned since then. I will then remove some of the sticky notes, that indicated questions posed by students and see if students are now able to answer those questions. Did they absorb the material?
Reflections Potential Unit Successes and Short-Comings
Successes:
I feel this unit is planned in a way that will encourage creativity for students. It doesnt focus a lot on rhyme poetry, because through my research, I have come to the conclusion that rhyme formats can be constricting. I feel like my formative assessments are set up in a way that will be conducive to student learning and growth. My assessments are set up in a way that will give me the information I need to address their needs and provide more structure and information.
Short-Comings:
Because I am not familiar with the age group and what they are capable of etc., I worry about my planning in regards to time and scaffolding. How much time do they need? Some of my ideas may be a little too ambitious. They require a lot of planning and setting up things before hand.
Evaluation of Planning and Teaching
- N/A
Evaluation of Student Learning
- N/A ED 3604 Evaluation of Student Learning Unit Assessment Plan Subject Area English Language Arts Grade Level 1/2 Topic Poetry Length of Unit (days) 15 days Stage 1 Desired Results Established Goals: Gr.2 2.2.3: Model own oral, print and other media texts on familiar forms 2.2.10: Identify and use words and sentences that have particular emotional effects. 2.4.2: Add descriptive words to elaborate on ideas and create particular effects in oral, print and other media texts. 4.1.4: Print legibly and efficiently, forming letters of consistent size and shape, and spacing words appropriately. 4.3.1: Present ideas and information by combining illustrations and written texts. Understandings: Students will understand that
- Why people write and read poetry - That there are many ways to express yourself and your ideas/ feeling through poetry - They have a voice and how to take ownership of their voice through poetry - That their identity is unique - That they are a part of a diverse whole - Diversity creates richness
Essential Questions:
Why do people read and write poetry?
2.2.10
1. How are descriptive words and sentences used to show emotion?
2.4.2.
2. How do descriptive words make writing more or less enjoyable to read?
4.3.1.
3. How do illustrations help make the meaning of words more clear?
Students will know
- What poetry is - How to create poetry - The structures of various poem types
- Animal Acrostic Book - Poem Book with Illustrations - Poetry Portfolio
Quizzes, Tests, Assignments
- Daily Poetry Assignments
+ Cinquain, Found Poem, I Wish Poem, I Dream Poem, Acrostic, Couplet, I Am From Poem etc. + Will be added in Poetry Portfolio + Underlining Rhyme Sheets etc.
Other Evidence (observations, work samples, dialogues)
+ Group work self-assessment for Found Poems activities Assessment Tool Overview Assessment Tool Title Outcomes Brief Description For AS OF Poetree Post It Notes (Exit Slips) 1.1.3: Express or represent ideas and feelings resulting from activities with oral, print and other media texts. 2.2.3: Model own oral, print and other media texts on familiar forms. 2.3.4: Identify how pictures, illustrations and special fonts relate to and enhance print and other media texts.
Post it notes will be used daily as exit slips. They will be different colours or shapes each day so they we bill easily distinguishable. Each day they will either be asked a question or asked to write a poem. They can also post what questions they still have on the tree. X Poetry Portfolio 2.2.2: Illustrate and enact stories, rhymes and songs. 2.2.3: Model own oral, print and other media texts on familiar forms. 2.2.10: Identify and use words and sentences that have particular emotional effects./ Identify how words can imitate sounds and create special effects. 4.3.1: Present ideas and information by combining illustrations and written texts. 1.1.6: Recognize and talk about developing abilities as readers, writers and illustrators./ Choose to read and write for and with others
After the students have completed their poems each day they will be adding them to their poetry portfolios. This is so they can see what they are capable of as poets and can see their work afterwards. Its also for me to see if they understood the material or if things have to be gone over again. X Animal Acrostic Rubric 2.2.3 Model own oral, print and other media texts on familiar forms. 2.2.10: Identify and use words and sentences that have particular emotional effects./ Identify how words can imitate sounds and create special effects. 2.2.11: Identify words in oral, print and other media texts that create clear pictures or impressions of sounds and sights.
This rubric will mostly assess students use of vocabulary. Do they use descriptive words and do they use words that are relevant and applicable to the animal. They will also be assessed on their illustration is it complete, of the appropriate animal etc. X Cinquain Graphic Organizer 2.2.11: Identify words in oral, print and other media texts that create clear pictures or impressions of sounds and sights./ Experiment with repetition, rhyme and rhythm to create effects in own oral, print and other media texts.
This is planning page for students cinquain poems. It will help that they understand the planning process and are able to move from the planning stage into the writing stage. X Poem Book Rubric 2.2.10: Identify and use words and sentences that have particular emotional effects. /Identify how words can imitate sounds and create special effects print and other media texts. 2.2.3: Model own oral, print and other media texts on familiar forms 2.2.10: Identify and use words and sentences that have particular emotional effects. 2.2.11: Identify words in oral, print and other media texts that create clear pictures or impressions of sounds and sights./ Experiment with repetition, rhyme and rhythm to create effects in own oral 2.4.2: Add descriptive words to elaborate on ideas and create particular effects in oral, print and other media texts. 4.1.4: Print legibly and efficiently, forming letters of consistent size and shape, and spacing words appropriately. 4.3.1: Present ideas and information by combining illustrations and written texts. This rubric will look at whether or not the student put their work into an appropriate poetic form, that they have proper language conventions (grammar, spelling and punctuation) etc. It will also assess their effort and illustrations. Each book should contain at least 5 lines/ pages (line of prose per page) as well as have illustrations on each page. X Group Work Rubric 5.2.1: Work in a variety of partnerships and group structures./ Work in partnerships and groups. 5.2.5: Recognize own and others contributions to group process./ Recognize personal contributions to group process. Students will assess their own involvement in a group activity. They will self-assess whether or not they contributed to ideas etc. X
Poem Book Self Checklist
1.1.6: Recognize and talk about developing abilities as readers, writers and illustrators./ Choose to read and write for and with others 2.2.10: Identify and use words and sentences that have particular emotional effects. /Identify how words can imitate sounds and create special effects print and other media texts. 2.2.3: Model own oral, print and other media texts on familiar forms 2.2.10: Identify and use words and sentences that have particular emotional effects. 2.4.2: Add descriptive words to elaborate on ideas and create particular effects in oral, print and other media texts. 4.1.4: Print legibly and efficiently, forming letters of consistent size and shape, and spacing words appropriately. 4.3.1: Present ideas and information by combining illustrations and written texts. Students will reference the checklist to make sure they are meeting the criteria that is on the rubric. Do I have 5 lines of poetry on 5 different pages? Does each page include an illustration that has to do with the line? Etc. There will be a section on the checklist that asks students to identify what kind of poem they have written. X
Monday, March 4
Tuesday, March 5
Wednesday, March 6 Thursday, March 28 I Cant Write a Poem Friday, March 29 What is Poetry?
*** This time each day will be subject to adjustment for the unit, depending on time it takes for the children. If they need more time more spelling and phonics etc., will be incorporated into the poetry lessons. Not just done at the beginning separately.
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc. this day will be spent observing my TAs process)
Title: I Cant Write a Poem Objective: Create (class collaboration) an I cant write a poem Poem Create a bio-poem Readings/Resources: Bio-poem outline I am From Exemplar www.ettcweb.lr.k12.nj.us/forms/newpoem.htm Activities: Fill out bio-poem template Write poem using sentence starters Sponge Activity: Students may elect to share their poem with their classmates. Closure: Discussion about how we are all poets! And how we already created 2 great poems. Exit slip: How do I feel about myself as a poet? Are you excited about learning poetry? Why or why not? Homework: N/A
(20 minutes at the beginning of Fridays class will be dedicated to spelling, phonics etc. this day will be spent observing my TAs process) DEAR Reading (Drop Everything and Read) 10 minutes
Title: What is Poetry? Objective: Define poetry Identify what makes good poetry Identify different forms of poetry Create a portfolio for their poetry Create I wish Poems Readings/Resources: Wishes, Lies, and Dreams Kenneth Koch http://www.kathimitchell.com/poemtypes.html Leap into Poetry: More ABCs of Poetry Activities: Creating poetry portfolios Add definition of poetry into their portfolios I Wish Poems Sponge Activity: Students may elect to share their poem with their classmates. We can review similar wishes and different wishes we may have in the classroom Closure: What do you know about poetry? What is poetry? Write it on the post-it notes and place on the poetree Homework: N/A
Monday, March 11 I Dream/ Comparison Poems Tuesday, March 12 Rainbow Name-bow Acrostics Wednesday, March 13 Animal Acrostics/ List Poems
Thursday, March 14 Choral Reading Friday, March 15 No Class
(No 30 minutes of spelling and phonics etc. will be done today. Hour for poetry unit and then going to gym for Lenten celebration)
Title: I Dream like a Bad Comparison Objective: Define simile Define metaphor Identify characteristics of each Create a simile Create a metaphor Create a comparison poem using a simile or metaphor Create an I dream Poem Identify similarities between the I wish and I dream poem Identify differences between poems Readings/Resources:
Activities: Watch a sing a long of Youre a Mean One Mr. Grinch Underline comparisons within the song lyrics in partners (1 colour for similes, 1 for metaphors) Sponge Acitivty: Read through one of the available comparison books Closure: Write a comparison about something in the room. Place it on our poetree Homework: N/A
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Rainbow Name-Bow Objective: Identify the structure of an acrostic poem Identify the elements of an acrostic Create an acrostic poem as a class Create an acrostic name poem individually Identify words that relate to the chosen noun/ theme (themselves) Readings/Resources: http://www.readwritethink.org /files/resources/interactives /acrostic/ http://teachingwithloveandlaug hter.blogspot.ca/2012/08/rainb ow-name-bow.html African Acrostics by Avis Harley
Activities: Will be creating an acrostic as a class Create Rainbow Name-bow Acrostic poems of students names Sponge Acitivty: Decorate their cloud more, or go read/ look through one of the provided acrostic poem books Closure: Create an acrostic using the word SCHOOL and place it on the poetree Homework: N/A
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Animal Acrostic and List Poems Objective: Identify the structure of an acrostic poem Identify the elements of an acrostic Create an acrostic poem as a class Identify the structures and elements of a list poem Create a list poem as a class Create an acrostic animal poem individually Identify words that relate to the chosen noun/ theme (animals) Readings/Resources: http://www.readwritethink.org /files/resources/interactives /acrostic/ http://joanirvine.com/how-to-make-a- pop-up/ African Acrostics by Avis Harley http://www.activityvillage.co.uk/year _of_the_dragon_printables.htm Activities: Discuss Acrostic poems again Create an animal acrostic together, using a mythical animal dragon Talk about list poems Create a list poem as a class, also on the dragon Animal Acrostic booklet poem and illustration. Sponge Acitivty: Share your animal book and words with a friend Closure: Create a list poem about what you learned today and place it on our poetree Homework: N/A
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Birds of A Feather Read Together Objective: Define choral reading and its characteristics Read aloud in unison Read aloud using expression Read aloud solo Read aloud individually using expression Readings/Resources: http://www.readwritethink.org/ professional- development/strategy- guides/choral-reading- 30704.html http://www.hltmag.co.uk/jul02/ sart11.htm http://scriptsforschools.com/wp - content/uploads/2011/02/choral _speaking_elementary.pdf Readers Theatre: Scripted Rhymes and Rhythms by Win Braun and Carl Braun Activities: Pass the Clap Discussion what is choral reading? Choral Reading of Poems together Introduction to Readers Theater Sponge Acitivty: Share a poem with a friend and practice reading it together Closure: Discuss the main features of choral reading Would you like to do more choral reading in class (poetree) Homework: N/A
School closed for P/T Conferences
Monday, March 18 Choral Reading Readers Theater Tuesday, March 19 Rhymes/ Songs Wednesday, March 20 Rhymes/ Songs Thursday, March 21 Cinquain Friday, March 22 Found Poem
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Birds of A Feather Read Together Contd Objective: Review Choral poetry Define readers theatre and its characteristics Read aloud in unison Read aloud using expression Read aloud solo Read aloud individually using expression Identify differences and similarities between readers theater and choral reading Readings/Resources: http://www.readwritethink.org/pr ofessional-development/strategy- guides/choral-reading- 30704.html http://www.hltmag.co.uk/jul02/s art11.htm Readers Theatre: Scripted Rhymes and Rhythms by Win Braun and Carl Braun Activities: Pass the Clap to get kids focused Discussion what is readers theatre? Choral Reading of Poems together Readers Theater activity Sponge Acitivty: Share a poem with a friend and practice reading it together Closure: Discuss the difference between choral reading and readers theatre Do you like choral reading or readers theatre better? Why? Homework: N/A
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Rhyme Time Objective: Define rhymes Identify rhymes in poetry Practice rhyming words Identify rhymes in songs Identify the purpose of rhyming Identify theme in A Box of Crayons Readings/Resources: Octopuss Garden The Beatles https://www.youtube.com/watc h?v=cgPqmRNjoTE A Box of Crayons by Shane DeRolf Activities: Listen/ view Octopuss Garden Underline rhymes in the song Play rhyme time Colouring Activity/ Crayon Self-Portrait Discussion of theme Sponge Acitivty: http://pbskids.org/games/rhymi ng.html Grab a laptop or Ipad and play one of the rhyming games on PBS Closure: Discuss what we learned about rhymes have kids define them etc. Write two words that rhyme and underline the ending part that rhymes. Place on poetree. Homework: N/A
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Just a Couplet of Lines Objective: Review the definition of rhymes Practice identify rhymes in poetry Practice rhyming words Identify couplets Identify rhyming in couplets Create couplets Identify theme in Horton Hears a Who Readings/Resources: Horton Hears a Who by Dr. Suess Alligator Pie by Dennis Lee Activities: Read Horton Hears a Who as a Class Read Alligator Pie as a class Underline the sections in Alligator Pie that rhyme Discussion about couplets Create a class couplet Identify couplets Write couplets Discussion of theme Sponge Acitivty: Play Go Fish with Rhyme Cards (do you have a word that rhymes with cat etc.) Closure: Discuss what we have learned about rhymes and couplets. Have students write a short couplet for the poetree or any questions they still have about rhymes and couplets. Homework: N/A
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Cinquain Poems 5 Times the Fun Objective: Identify the structure of a cinquain poem Identify the elements and features of cinquain poems Identify nouns, adjectives, synonyms and ing participles Give examples of nouns, adjectives, synonyms and ing participles Create a cinquain as a class Complete a graphic organizer Readings/Resources: http://www.theteachersguide.co m/pages/printouts/poetry/cinqu aininstructions.pdf http://www.proteacher.com/red irect.php?goto=2068 http://www.proteacher.com/red irect.php?goto=2068 Activities: Discussion of cinquain how is it different from the poems weve already done Syllable clapping game Cinquain poem as a class Graphic organizer Write individual poem Sponge Acitivty: Add illustrations to their cinquain poem Closure: What questions do you have about cinquain poems still? Homework: Bring favourite book to school for Monday. (If students forget there will be books available for them to work with)
(20 minutes at the beginning of Fridays class will be dedicated to spelling, phonics etc.)
DEAR Reading (Drop Everything and Read) 10 minutes
Title: Finders Keepers Objective: Define found poems Identify words in read- aloud books that help make the story appealing Select a favourite passage/ words from a poem/ book Create a class poem using found words Use magnets and paper strips to create found poems Readings/Resources: http://www.readwritethink.org/cl assroom-resources/lesson- plans/bear-poem-composing- performing-835.html?tab=3#tabs Rhyme Master Poetry Kit Really Big Words Poetry Kit Activities: Create a class found poem Manipulate magnets to create individual found poems Sponge Acitivty: Students add illustrations to their found poems Closure: How are found poems created? Do they have to rhyme? (poetree) Write your magnet found poem on the post it (poetree) Homework: Bring favourite book for Mon.
Monday, March 25 Found Poems Tuesday, March 26 Poetry Book Wednesday, March 27 Poetry Book Thursday, March 28 Poetry Book Friday, March 29 Easter Holidays 20 minutes at the beginning of Fridays class will be dedicated to spelling, phonics etc.)
Title: Found Out About Your Favourite Objective: Review found poems Identify favourite words and phrases from text Create individual found poems from favourite words Group and create found poems using favourite words. Present found poems to other groups. Readings/Resources: http://www.readwritethink.org/classroom- resources/lesson-plans/bear-poem- composing-performing- 835.html?tab=3#tabs Where the Sidewalk Ends by Shel Silverstein Activities: Discussion about found poems Create individual found poems from favourite words Group and create found poems using favourite words. Present found poems to other groups. Sponge Acitivty: Students can read through poem books or work on incomplete poems from past days. Closure: Write a 6 word found poem from words you see in the room (poetree). Homework: N/A
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Poem Books with Illustrations Objective: Identify the effect illustrations have on text Create a booklet for poems
Readings/Resources: Student Checklist Rubric Portfolio of poems (guidance) All poetry unit books Activities: Review of all learned poetry Discussion of the poem book Making the poem books Create one line of prose Sponge Acitivty: Continue working on book Closure: Would you like to do more choral reading or readers theatre before you present your poem? Homework: N/A
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Poem Books with Illustrations #2 Objective: Work on poem books Readings/Resources: Student Checklist Rubric Portfolio of poems (guidance) All poetry unit books Activities: Work on poem book Choral Reading or readers theatre if students indicate they would like to do more. Sponge Acitivty: Practice presenting poem book Closure: What questions do you still have about poetry? Homework: N/A
(30 minutes at the beginning of every class will be dedicated to spelling, phonics etc.)
Title: Poem Books with Illustrations #3 Objective: Finish making poem books Present poem and illustrations to classmates/ friend Readings/Resources: Student Checklist Rubric Portfolio of poems (guidance) All poetry unit books Activities: Discussion of cinquain how is it different from the poems weve already done Syllable clapping game Cinquain poem as a class Graphic organizer Write individual poem Sponge Acitivty: Add illustrations to their cinquain poem Closure: What was your favourite part of the poetry unit? Least favourite? Homework: N/A
Uses an inappropriate poetic form. May use an appropriate poetic form. Effectively uses an appropriate poetic form. Creatively uses an appropriate poetic form.
Word Usage
Students use of vocabulary is very basic. Students use of vocabulary is more telling than showing. Students use of vocabulary is routine and workable. Students use of vocabulary is precise, vivid, and paints a strong clear and complete picture in the readers mind.
Poetic Techniques (elements)
Uses few poetic techniques. Uses some poetic techniques to reinforce the theme. Uses poetic techniques to reinforce the theme. Effectively uses poetic techniques to reinforce the theme.
Language Conventions (spelling, grammar, punctuation)
May contain frequent and numerous errors in spelling, grammar, and punctuation that interferes with the readers understanding. May contain many errors in spelling, grammar, and/or punctuation that may interfere with the readers understanding. Has mainly grade- level appropriate spelling, grammar, and punctuation; contains some errors that do not interfere with the readers understanding. Has grade-level appropriate spelling, grammar, and punctuation; contains few, if any, errors that do not interfere with the readers understanding.
Effort Students work lacks understanding of the assignment. Students work demonstrates some understanding of the assignment. Students work demonstrates an understanding of the assignment. Students work demonstrates a complete understanding of the assignment and goes beyond the requirements.
Illustration Lacks an illustration. Uses an illustration that may add to the poems meaning. Uses an illustration to enhance the poems meaning.
Effective and creative use of an illustration enhances the poems meaning.
Written by Christine Lewy. Last updated 05/03/01 .
Poetry: Acrostic Poem Rubric for Grade 2
Characteristics 4 3 2 1 Content and Ideas Content of poem is clearly related to the topic. Content of poem relates to the topic.
Content of poem relates to the topic only minimally.
Content of this poem does not relate to the topic.
. Vocabulary
Vivid and expressive.
Some vivid language and expression.
Limited vivid language and expression.
No vivid language and expression. Language is basic.
Illustration Illustration is complete and effectively adds meaning. Illustration is complete.
Illustration incomplete or unclear. Lacks an illustration
Animal Acrostic Book Assignment Information
You will be making an animal acrostic poem. It can be of any animal you would like!
On the front page of your book you will make your animal acrostic poem make sure the animals name fits on the front!
Your words have to relate to the animal you choose, and you should try to pick creative words.
You will be given an already made book with a pop-up mouth on the inside. Around this pop up mouth you will draw a picture of the animal you chose!
Remember to use your neatest writing and drawing.
Marks:_______/6
POETRY PORTFOLIOS For Pro Poets
During our poetry unit we will be writing a lot of poems.
We will be making a poetry portfolio to hold all of the poetry we write. After we make our portfolio, it is your job each day, to put your poem into your portfolio.
The poems that you should have by the end of the unit are:
- Where Im From - I Wish - I Dream - Comparison Poem - Name Acrostic - Animal Acrostic - Couplet - Cinquain - Found Poem - Final Poem
All your poems should have pictures that relate to the poem you have written.
Remember to have fun when writing your poems! This portfolio is to show the world, and yourself, what an amazing poet you are!
Group Work: Rubric
I Cant Write a Poem
Grade/Subject: Grade 1/2 ELA Unit: Poetry Lesson Duration: 10:45-11:45 60 min OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
LEARNING OBJECTIVES ASSESSMENTS (Observations, Key Questions, Written Assessments, Performance Assessments) GLOs Students will listen, speak, read, write, view and represent to:
SLOs:
2.2.3 Model own oral, print and other media texts on familiar forms. 2.2.10: Identify and use words and sentences that have particular emotional effects./ Identify how words can imitate sounds and create special effects. 2.2.11: Identify words in oral, print and other media texts that create clear pictures or impressions of sounds and sights.
Students will: I. Discuss feelings about poetry. II. Discuss previous exposure to poetry. III. Identify reasons why people dont like writing poetry. IV. Create an I Cant Write a Poem Poem as a class V. Fill out a bio-poem template VI. Create a Bio Poem Observations: - Do they ask classmates or myself for help/ clarification? - Do they engage in classroom discussion? Key Questions: - What is poetry? - Why do people read and write poetry? - Why do you think some people dislike writing? Written Assessments: - Can students write? - Is their writing legible? - Can they write a poem? Performance Assessments: - Can students use templates? - Can students use templates and prompts to create a poem? - Can they engage in discussion and brainstorm as a class? LEARNING RESOURCES CONSULTED Resource #1: I Cant Write a Poem + www.ettcweb.lr.k12.nj.us/forms/newpoem.htm
Resource #2: Where Im From + http://www.georgeellalyon.com/where.html
MATERIALS AND EQUIPMENT Bio-Poem Template Bio-Poem Sentences Where Im From Bio-Poem Exemplar Smart Board or White Board w/ Markers PROCEDURE Introduction (5 min.): Hook/Attention Grabber: - Have my two truths and a lie written on the board. - Direct childrens attention to the board and read them aloud. - Afterwards tell them that two of those statements are true and one of them is false. - Allow students to guess which is false. - Have students do the same, and play it as a class as a get to know everyone activity. Assessment of Prior Knowledge: - I will introduce the unit of poetry to the students. - Ask who knows what poetry is? - Who has written poetry before, or read poetry? - If they know what poetry is, how do they feel about it? Expectations for Learning and Behaviour: - Rules will be created as a class. Expectations of learning and behavior will be modeled after those class rules. Advance Organizer/Agenda: - Have printed copies of the templates, lined sheets etc. ready for the students - Have the two-lies and a truth up on the board - Have a copy of the poem I Cant Write a Poem loaded on the smart-board to show students after we have completed our own. Transition to Body:
- After we have completed the Two Truths and a Lie activity we will transition into the unit. I will be talking to them about how I am a beginning teacher and mention that I will be teaching them poetry. - Here is where I will ask all my assessment questions about poetry. Body (50 min.): Learning Activity #1: I Cant Write a Poem - After assessing students exposure to poetry we will be talking about writing poetry and how kids feel about that. - We will talk about how some people have difficulty writing poetry and what some of the reasons for that might be. - We will talk about reasons why people dont like writing in general. Both serious and silly reasons - (I broke my pencil). - The reasons will be written on the board. - Afterwards we will add a title to our list and the other lines as suggested by the poem template. - Surprise! You guys just wrote a poem, and you didnt even know it!! - Ask students whether or not they think this counts as a poem, why or why not? Ensure them that it is and that there are many different types of poems. - Tell them, know that I know theyre capable and clever poets we will be writing poems about ourselves. Assessments/Differentiation: - This activity is mostly oral and through discussion but will also be written on the board for students. - Assessment will be done through discussion. - If students are having trouble coming up with reasons they can brain storm with a partner group work ;) Learning Activity #2: Bio-Poem - Pull up my example from the board. Read them my poem, point at the words as I read so they can follow along and possibly pick up new words. - Ask if they noticed a theme in the poem, or something that reoccurred. - How does it differ from the poem we did before or how is it the same? - How does it compare to other poems we know about? - Hand out the graphic organizer and explain how we are filling it out. - Brainstorm words for each section on the board, so students can reference the spelling etc. and get ideas. - Once the templates are filled out, give students the written sentence prompt sheet. Explain how they just put their word or sentence after the I am from prompt. - If they finish early they can draw images to go along with their poem, or even a self-portrait. Assessments/Differentiation: - Putting this on the board appeals to visual learners. As well as being able to add a picture to their poem. - Some students may be more artistic and be able to explain who they are better by drawing symbols of what makes them, them. - Will have a printed copy for students to look at etc. Learning Activity #3: Poetree Description - Show kids the poetree and explain how it will be used. - Go over some of the main points on the trunk and explain why the branches are empty. - Explain how we will be using post it notes to create leaves during the next three weeks. - Do an example, by handing out post it notes, and have them practice answering a question and putting it on the trees branches. - Tell them they arent allowed to take the leaves off. - Have a discussion about why its okay to put their writing on the tree and they shouldnt feel uncomfortable about it. Assessments/Differentiation: - The image of the tree will help visual learners and will give them something to reference if necessary.
Sponge Activity Students may elect to share their bio-poems with classmates or a friend. Closure (5 min.): Consolidation/Assessment of Learning: - Have a discussion with students about how we are all poets, and have already created 2 great poems! - What did students learn about poems today? - How do we feel about poems so far? Are we excited about poems? Why or why not? Feedback From Students: - Pass out the exit slips (post it notes) - Questions for the post-its: How do I feel about myself as a poet? - Write it on the board so students can reference the question as they write. Transition To Next Lesson: - Tomorrow we will be doing more poems and creating a poetry portfolio so we can see our growth as writers and as poets. - We will be reading poetry as well.
I Cant Write a Poem
Method: Line 1: Forget it Line 2: You must be kidding Line 3: Excuse #1 Line 4: Excuse #2 Line 5: Excuse #3 Line 6: Excuse #4 Line 7: Excuse #5 Line 8: Excuse #6 Line 9: Excuse #7 Line 10: Excuse #8 Line 11: Time's up? Uh oh! Line 12: All I have is a dumb list of excuses. Line 13: You like it? Really? No kidding. Line 14: Thanks a lot. Would you like to see another one?
Sample: I Can't Write a Poem Forget it. You must be kidding. I'm still half asleep. My eyes keep closing. My brain isn't working. I don't have a pencil. I don't have any paper. My desk is wobbly. I don't know what to write about. And besides, I don't even know how to write a poem. I've got a headache. I need to see the nurse. Time's up? Uh oh! All I have is a dumb list of excuses. You like it? Really? No kidding. Thanks a lot. Would you like to see another one? -Bruce Lansky http://ettcweb.lr.k12.nj.us/forms/cantwrite.htm
I AM FROM POEM ORGANIZER
R q 7
+
v + N
I am from
Names, Relations, Family 1 Food, Places 2 Items from home 1 Toys/ games I play with 2 Myself 2 Items in my neighborhood 1 Meanings of my name 1 Favourite Song 1
What Is Poetry
Grade/Subject: Grade 2 ELA Unit: Poetry Lesson Duration: 10:45-11:45 60 min OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
LEARNING OBJECTIVES ASSESSMENTS (Observations, Key Questions, Written Assessments, Performance Assessments) GLOs Students will listen, speak, read, write, view and represent to: I. Explore thoughts, ideas, feelings and experiences. II. Comprehend and respond personally and critically to oral, print and other media texts. III. Enhance the clarity and artistry of communication. IV. Respect, support and collaborate with others.
SLOs:
1.1.3. Express or represent ideas and feelings resulting from activities or experiences with oral, print and other media texts. 2.2.3. Model own oral, print and other media texts on familiar forms. 2.2.10. Identify and use words and sentences that have particular emotional effects. Identify how words can imitate sounds and create special effects.
4.1.4. Print legibly and efficiently, forming letters of consistent size and shape, and spacing words appropriately. 4.1.9. Choose words, language patterns, illustrations or sound to create a variety of effects in oral, print and other media texts. Use words and pictures to add sensory detail in oral, print and other media texts. 4.3.5. Show enjoyment and appreciation during listening and viewing activities. Be attentive and show interest during listening or viewing activities. 5.2.1. Work in a variety of partnerships and group structures. Work in partnerships and groups.
Students will: I. Define poetry II. Identify what makes good poetry III. Create a portfolio for their poetry IV. Create an I Wish Poem as a class V. Create an I Wish Poem individually Observations: - Do they ask classmates or myself for help/ clarification? - Do they engage in classroom discussion? Key Questions: - What is poetry? - Why do people read and write poetry? - Why do you think some people dislike writing? Written Assessments: - Can students write? - Is their writing legible? - Can they write a poem? Performance Assessments: - Can students use templates? - Can students use templates and prompts to create a poem? - Can they engage in discussion and brainstorm as a class? LEARNING RESOURCES CONSULTED
Resource #1: + Wishes, Lies and Dreams Kenneth Koch
Resource #3: + Leap Into Poetry: More ABCs of Poetry Avis Harley
Resource #4: + Wishes, Lies, and Dreams by Kenneth Koch MATERIALS AND EQUIPMENT
I Wish Template Smart board Stevie Wonder https://www.youtube.com/watch?v=skmodkj42eE One Directionhttps://www.youtube.com/watch?v=oszJ-9Ffjjw Pinnochio https://www.youtube.com/watch?v=hKaVpVj9rCQ
PROCEDURE Introduction (5 min.): Hook/Attention Grabber: - https://www.youtube.com/watch?v=qr_FxsHmcew - Have the video preloaded on the board. - Talk about wish poems and how we are going to write down our wishes. - Show the video and talk about how no wish is to silly a wish because its a wish Assessment of Prior Knowledge: - Who makes wishes? What do you wish on? - Do wishes have to make sense? - What is poetry? - How is poetry created? - Is there more than one type? Expectations for Learning and Behaviour: - Rules will be created as a class. Expectations of learning and behavior will be modeled after those class rules. Advance Organizer/Agenda: - Have the video preloaded on the smartboard - Have the handouts printed and available. - Make sure there are colouring utensils. Transition to Body: - Tell students that we will be making poems on dreams and creating poetry portfolios for all our our poems! Because we are poets and we need to document our efforts and growth as poets.
Body (50 min.): Learning Activity #1: Create Poetry Portfolios - Give students the portfolios - Have them decorate the fronts - Give them their bio-poems back to put on the inside - As a class we are going to set goals for our poetry - What would we like to accomplish by the end of this unit? - After a lengthy discussion on what poetry is, followed up by last class students will be adding their definitions of poetry into their portfolios Assessments/Differentiation: - This activity requires some colouring and crafts. - Directions are oral and written on the board. - We will review their goals afterwards.
Learning Activity #2: I Wish Poems - We are going to start this activity by watching the Pinocchio video and talk about making wishes. - Ask if students have ever made wishes and what are some of the things we wish for.
- Write down examples on the board and model a wish poem. - Pass out the templates and have students write their own wishes. - Emphasize that there is no wish that is too silly. Whatever they would really wish for. - Model some funny wishes. Assessments/Differentiation: - Instruction will be given orally and will be written on the board. - A video will appeal to visual learners. - There is also music, which will appeal to auditory learners.
Sponge Activity: - Students may elect to share their poem with their classmates. - We can review similar and dissimilar wishes in the classroom (diversity)
Closure (5 min.): Consolidation/Assessment of Learning: - Have a discussion of what we have learned about poetry today? What is it, how is it used? How does everyone feel about themselves as poets today? Feedback From Students - What do you know about poetry? What is poetry? Write it on the post-it notes and place on the poetree Transition To Next Lesson: - Next class we will be doing dream poems. Try to remember your dreams when you go to sleep this weekend.
I Dream of Comparisons
Grade/Subject: Grade 1/2 ELA Unit: Poetry Lesson Duration: 10:15-11:15 60 min OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
LEARNING OBJECTIVES ASSESSMENTS (Observations, Key Questions, Written Assessments, Performance Assessments) GLOs Students will listen, speak, read, write, view and represent to: V. Explore thoughts, ideas, feelings and experiences. VI. Comprehend and respond personally and critically to oral, print and other media texts. VII. Enhance the clarity and artistry of communication. VIII. Respect, support and collaborate with others.
SLOs:
1.1.3. Express or represent ideas and feelings resulting from activities or experiences with oral, print and other media texts. 2.2.3. Model own oral, print and other media texts on familiar forms. 2.2.10. Identify and use words and sentences that have particular emotional effects. Identify how words can imitate sounds and create special effects.
4.1.4. Print legibly and efficiently, forming letters of consistent size and shape, and spacing words appropriately. 4.1.9. Choose words, language patterns, illustrations or sound to create a variety of effects in oral, print and other media texts. Use words and pictures to add sensory detail in oral, print and other media texts. 4.3.5. Show enjoyment and appreciation during listening and viewing activities. Be attentive and show interest during listening or viewing activities. 5.2.1. Work in a variety of partnerships and group structures. Work in partnerships and groups.
Students will: I. Identify why people use comparisons II. Define simile III. Define metaphor IV. Identify characteristics of each V. Create a simile VI. Create a metaphor VII. Create a comparison poem using a simile or metaphor VIII. Create an I Dream Poem IX. Identify similarities between the I Wish and I Dream Poems X. Identify differences between the poems Observations: - Do they ask classmates or myself for help/ clarification? - Do they engage in classroom discussion? Key Questions: - What is poetry? - Why do people read and write poetry? - Why do people use comparisons? - What are some examples of comparisons? - What are similes? - What are metaphors? Written Assessments: - Can students write? - Is their writing legible? - Can they write a poem? - Do students understand comparisons and can they reproduce them in writing? Performance Assessments: - Can students use templates? - Can students use templates and prompts to create a poem? - Can they engage in discussion and brainstorm as a class? LEARNING RESOURCES CONSULTED
Resource #1: Youre a Mean One, Mr. Grinch + http://www.glassgrapes.com/grinch.html + http://www.youtube.com/watch?v=fMrggPzmb1c Resource #2: + Wishes, Lies, and Dreams by Kenneth Koch MATERIALS AND EQUIPMENT Smart Board Youre a Mean One Mr. Grinch pre-loaded you tube video Printed out lyrics Post it Notes Coloured writing utensils Box full of assorted objects PROCEDURE Introduction (5 min.): Hook/Attention Grabber: Assessment of Prior Knowledge: - Ask students if they know what similes are - Ask students if they know what metaphors are - Ask students if they know why people use comparisons? Expectations for Learning and Behaviour: - Rules will be created as a class. Expectations of learning and behavior will be modeled after those class rules. Advance Organizer/Agenda: - Have the video pre-loaded on the smart board. - Have the handouts printed and available. - Make sure there are colouring utensils. Transition to Body: - Tell students that we will be making poems on dreams - We will also be doing comparisons - Pre-assess
Body (50 min.): Learning Activity #1: I Dream Poems - We are going to talk about dreams - How are dreams different from wishes? - Talk about how a lot of times when we dream they dont make sense? - This poem is meant to explore creativity. The poem can be very nonsensical. - How do we recreate this silliness in poetry? - What are some weird dreams that we remember having? - Make a dream poem as a class. - Make a dream poem individually to put in our portfolios. Assessments/Differentiation: - Instruction will be given orally and will be written on the board. - A video will appeal to visual learners. - There is also music, which will appeal to auditory learners. Learning Activity #2: Discussion on Metaphors/ Similes Mr. Grinch - Ask students if they know what comparisons are? - Why do people use comparisons? What purpose do they serve? - Do students know what similes and metaphors are? - Provide a definition and example of each. - Have students write them down for their poetry portfolios. - Listen to Mr. Grinch, then looking at the lyrics and working with a partner students will determine which parts of the song are metaphors and which have similes by underlining Assessments/Differentiation: - There is a video that will appeal to visual and auditory learners - They will work with a partners - They have a work sheet they will underline metaphors and similes in different colours Learning Activity #3: Comparison Poems - Provide examples of each and make comparisons as a class.
- Show an example of a comparison poem. - Create a comparison poem as a class. - Give each student an object for them to create their poem on. - Create comparison poems individually. Assessments/Differentiation: - They will be adding their poems to their portfolio - They will be given objects, this will help students who need something tangible to talk about it Sponge Activity: Students can read one of the available comparison books in the classroom or they can play the simile and metaphor jeopardy review game on a laptop or Ipad. http://www.superteachertools.com/jeopardy/usergames/Feb201106/game1297119259.php
Closure (5 min.): Consolidation/Assessment of Learning: Have a discussion about what we have learned today. Did students like the activity? Feedback From Students: Write a comparison about something in the room and put it on the poetree. Transition To Next Lesson: Next class we will be learning about acrostic poems!
You're A Mean One, Mr. Grinch
You're a mean one, Mister Grinch You really are a heel, You're as cuddly as a cactus, you're as charming as an eel, Mister Grinch,
You're a bad banana with a greasy black peel!
You're a monster, Mister Grinch, Your heart's an empty hole, Your brain is full of spiders, you've got garlic in your soul, Mister Grinch,
I wouldn't touch you with a thirty-nine-and-a-half foot pole!
You're a vile one, Mister Grinch, You have termites in your smile, You have all the tender sweetness of a seasick crocodile, Mister Grinch,
Given a choice between the two of you I'd take the ... seasick crocodile!
You nauseate me, Mister Grinch, With a nauseous super "naus", You're a crooked dirty jockey and you drive a crooked hoss, Mister Grinch,
You're a three decker sauerkraut and toadstool sandwich, with arsenic sauce!
You're a foul one, Mister Grinch, You're a nasty wasty skunk, Your heart is full of unwashed socks, your soul is full of gunk, Mister Grinch,
The three words that describe you are as follows, and I quote, "Stink, Stank, Stunk!"
You're a rotter, Mister Grinch, You're the king of sinful sots, Your heart's a dead tomato splotched with moldy purple spots, Mister Grinch,
Your soul is an appalling dump heap overflowing with the most disgraceful assortment of rubbish imaginable, mangled up in tangled up knots!
(Sinica Leidensia) Doris Croissant, Catherine Vance Yeh, Joshua S. Mostow-Performing - Nation - Gender Politics in Literature, Theater, and The Visual Arts of China and Japan, 1880-1940-Brill Academic
(Models and Modeling in Science Education 4) John K. Gilbert, David F. Treagust (Auth.), Prof. John K. Gilbert, Prof. David Treagust (Eds.)-Multiple Representations in Chemical Education-Springer Neth (Recovered)