Morgan Schertz EDPR Unit Part III LESSON 1 Name: Introduction to Poetry Date: Monday Grade Level/Subject: 3rd

d Grade, Language Arts - Poetry Prerequisite Knowledge: Students will be familiar with works of poetry by Dr. Seuss. Approximate Time: 40-minutes (10:45-11:25) Student Objectives/Student Outcomes: Students will be able to identify seven different types of poetry and their characteristics. Content Standards: CC.3.R.L.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.L.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. CC.3.R.L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. CC.3.R.F.4. Read with sufficient accuracy and fluency to support comprehension. CC.3.R.F.4.a. Read on-level text with purpose and understanding. CC3.R.F.4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings CC.3.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CC.3.SL.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Materials/Technology: The Random House Book of Poetry for Children by Jack Prelutsky Pencils Writing Boards (class set) KWL Chart (class set) Projector Computer Microsoft Word

 Poem Packets Implementation: Time 10 minutes Opening of lesson: (Objectives, hook, behavior expectations) 1. Students will be seated on the carpet with a pencil and writing board. Students who have difficulty focusing will be asked to sit near the teachers chair. Students with behavior problems will be asked to sit in pre-arranged spots away from each other. 2. The teacher will read The Random House Book of Poetry for Children by Jack Prelutsky to the students. The teacher will read slowly and clearly, to ensure that all students are able to follow along with the poems. 3. The teacher will ask students, What kind of book is this? Students should answer that it is a book of poems. 4. The teacher will introduce the KWL chart to students. Using the KWL chart provided, students will fill in what they already know about poetry. Students will share their ideas with the group. The teacher will use the computer and projector to model the KWL chart responses. Students will be able to use the model on the board to fill out their own chart. 5. The teacher will ask students to brainstorm what they want to know about poetry. Students will share their ideas with the group. The teacher will use the computer and projector to model the KWL chart responses. Students will be able to use the model on the board to fill out their own chart. 6. The teacher will tell students, We are going to begin studying and writing poetry this week. Today I am going to introduce you to some different kinds of poems. We will read the poems together, classify each poem, and identify each poems characteristics. Procedures: Include critical thinking questions and accommodations for individual needs 1. The teacher will pass out the packet of poems. 2. The students and teacher will read the poems together out loud. 3. After each poem has been read, the teacher will ask students What characteristics define this poem? 4. During the discussion, students will fill in the characteristics of each poem on the lines provided. The teacher will use the computer and projector to model characteristics of each poem. Students will be able to use the model on the board to fill out their packets. a. Acrostic: the first letters of each line form a name or word; the poem describes the word being spelled out b. Biography: describes a persons life, personality traits, or ambitions. c. Ballad: A story being told through poetry; simple repeating rhymes d. Diamante: shaped like a diamond; begins with one subject at the top of the diamond and changes to another subject at the bottom; seven lines e. Haiku: three lined poem; each line has a specific number of

15 minutes

15 minutes

syllables (five, seven, and five) f. Rhyming: repetition of the same or similar sounds of two or more words, often at the end of each line. g. Shape: written in the shape or form of an object; do not have to take the form of the object it describes, but the two parts of the poem are usually related. 5. Students will go back to their desks. Summary/Closing: 1. Students will be asked to complete the matching page, located on the back of the packet. The teacher will work with special education students/students who will struggle with the activity at the back table. 2. The class will review the answers to the matching page. 3. Students will turn in their packets for grading. The packets will be given back to students after grading so that students can refer to them throughout the unit. 4. The teacher will tell students, Now that we have become familiar with the different types of poetry that can be written, we will begin writing our first poems tomorrow. Student Assessment: 1. Students will be informally assessed while sitting on the carpet by the teacher, who will ask questions about what characteristics define each type of poem. 2. Students will be graded on the correct completion of their packet.

Name: ________________________________

Date: ___________

A Beginners Guide to Creating and Classifying Poetry

What do I know about poetry? What do I want to know about poetry? What did I learn about poetry?

How do we classify the following poems?

1. Acrostic Fresh and beautiful smells Lilac, pink, and yellow colors Opening buds in the spring Wilting when not watered Earths natural gift Radiant in a bouquet Sunshine helps them grow Characteristics: _____________________________________________________________ _____________________________________________________________

2. Biography Miss Schertz. Busy, cheerful, teacher and friend, Lover of books, learning and fun Who feels joy when creating something new Who needs laughter, flowers and sunshine Who gives help, love and praise Who fears spiders and pain Who would like to see each student succeed Always striving to improve Miss Schertz. Characteristics: _____________________________________________________________ _____________________________________________________________

3. Ballad When I stepped out of the building The treacherous wind was unyielding. I made my way down the street, But it was not easy on my feet. Characteristics: _____________________________________________________________ _____________________________________________________________

4. Diamante Pencil Sharp, smooth, Writing, scratching, erasing Creating words and pictures with little effort Unwavering, discreet, exclusive Focused, imaginative Artist Characteristics: _____________________________________________________________ _____________________________________________________________

5. Haiku Children are working Minds thinking persistently Never giving up.

Characteristics: _____________________________________________________________ _____________________________________________________________

6. Rhyming The world is so full of a number of things, I'm sure we should all be as happy as kings. Characteristics: _____________________________________________________________ _____________________________________________________________

7. Shape A volcano. A huge rock, shooting lava up into the air! Everyone runs for cover. Lots of thick, black smoke Pours out of the top, giving you a warning before the explosions start. Nothing can stand in its way. Sometimes they dont blow up for hundreds of years. Still thousands in the world but they dont all work, some are even underwater.

Characteristics: _____________________________________________________________

_____________________________________________________________

Match the characteristics with the correct form of poetry:

1. Acrostic 2. Biography 3. Ballad 4. Diamante 5. Haiku 6. Rhyming 7. Shape a. Composed of three lines, each line has a specific number of syllables (5, 7, 5) b. Shares information about the author c. Retells an event that happened d. The first letters of each line form a word e. A poem that makes the shape of an object

f. Seven lines that form the shape of a diamond g. A poem that uses a pattern of rhyming word

LESSON 2 Name: Acrostic Poems Date: Tuesday Grade Level/Subject: 3rd Grade, Language Arts - Poetry Prerequisite Knowledge: Students will have read The Random House Book of Poetry for Children by Jack Prelutsky as a class. Students will have a clear understanding of the seven different types of poetry from the previous lesson. Approximate Time: 40 minutes (10:45-11:25) Student Objectives/Student Outcomes: Students will be able to use an online applet to correctly create an acrostic poem for a subject of their choosing. Content Standards: CC.3.R.L.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. CCSS.W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Materials/Technology: Poetry Packets Computer lab Internet Printer http://www.readwritethink.org/files/resources/interactives/acrostic/ Implementation: Time 10 minutes Opening of lesson: (Objectives, hook, behavior expectations) 1. Students will begin in the computer lab. They should have their poem packets from the previous day. The teacher will have written the URL (seen above) on the whiteboard. Students with behavior problems will be separated from each other in the computer lab. Students with special needs will sit by medium-high students for additional

25 minutes

5 minutes

help/support. 2. The teacher will say, Yesterday we identified seven different types of poetry. The first poems that we are going to write will be acrostic poems. Raise your hand if you know what characteristics an acrostic poem has. If you do not know, look in your packet to find out. The teacher will give 15 seconds of wait time for students to locate the answer in their packets. Acrostic: the first letters of each line form a name or word; the poem describes the word being spelled out 3. The teacher will instruct the students to go to the URL written on the whiteboard. The teacher will walk around the room to see that all students have successfully opened the webpage. Procedures: Include critical thinking questions and accommodations for individual needs 1. The teacher will tell students This online application will walk you through the steps of writing your acrostic poem. You may choose any topic that interests you to write about. When you have decided your topic, please raise your hand so that I can check to make sure you have spelled your word correctly. Once you have chosen your topic, you will be asked to brainstorm different words or phrases that come to mind when you think about your word. This step will be used to help you write your poem. If you have any questions, just raise your hand. You may begin. 2. The teacher will walk around the room, guiding students and checking their work. If students start to finish earlier than expected: a. Ask students to try and insert more vivid words for their poem b. Have the students share their poem with the person sitting next to them and offer feedback c. Allow students to write another acrostic poem 3. Once students have completed their poems, have them print out their acrostic using the computer lab printer. Summary/Closing: 1. The students will close out of their computer screens and line up at the door. 2. The teacher will tell students, This was a great first day of poem making. Tomorrow we will write a biographical poem that I learned about in one of my college classes. I think you will all enjoy it. Lets go back to the classroom. Student Assessment: 1. Students will turn their finished poems in for grading. 2. The teacher will check for spelling errors. Students will be graded on their completion of the activity and the correct implementation of acrostic poem characteristics.

LESSON 3

Name: 6-Word Memoirs Date: Wednesday and Thursday Grade Level/Subject: 3rd Grade, Language Arts - Poetry Prerequisite Knowledge: Students will have read The Random House Book of Poetry for Children by Jack Prelutsky as a class. Students will have a clear understanding of the seven different types of poetry from lesson 2. Students will have created an acrostic poem. Approximate Time: 80 minutes (two days - 10:45-11:25) Student Objectives/Student Outcomes: Students will be able to use the writing process and the six traits of writing to create one 6-word memoir. Content Standards: CC.3.R.L.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.F.4. Read with sufficient accuracy and fluency to support comprehension. CC3.R.F.4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings CC.3.SL.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Materials/Technology: Poem Packet Scratch paper (for brainstorming) Pencils Construction Paper Markers/Crayons/Colored Pencils White Paper Example 6-word memoir Implementation Time 10 minutes

Opening of lesson: (Objectives, hook, behavior expectations)

1. Students will be sitting at the carpet with their poetry packets. Students who have difficulty focusing will be asked to sit near the teachers chair. Students with behavior problems will be asked to sit in pre-arranged spots away from each other. 2. The teacher will say to students, I looked over your acrostic poems last night and was very impressed with the work that I saw. What we are going to do today is actually something that I did in one of my college classes! Who remembers what the characteristics of a biography poem are? If you do not know, look in your packet to find out. The teacher will give 15 seconds of wait time for students to locate the answer in their packets. The teacher will explain that biography poems share information about the authors life. 3. The teacher will say, Today we are going to write similar poems to the example shown in your packet, but these biography poems are called 6-word memoirs. Does anyone know what a memoir is? 4. The teacher will explain, A memoir is a type of biography. It gives information about a person from their point of view. A 6-word memoir tells the reader about your life using 6 words. I made some 6word memoirs about my life. The teacher will put the following memoirs on the board. The teacher will say, For example: I enjoy being your teacher, always. Mornings are when I am sleepiest. Achoo! It seems Im always sick. Procedures: Include critical thinking questions and accommodations for individual needs 1. The teacher will say, Today you will each write three different 6word memoirs. First, I want you to use your writing folders to pick three ideas to write about. Then you will write a 6-word memoir for each of the things you choose. When you have your three 6-word memoirs completed, you are going to turn them in to me. We will conference about your word choice, organization, fluency, content, voice, and conventions. The 6 traits of writing are on the wall for you to consider while you write your poems. Since these memoirs are only 6 words long, you should choose your words very carefully. When you are done, turn your memoirs into the basket at the back table. You may go to your seats and begin. Students with special needs will be given written instructions for the assignment. The teacher will place a model 6-word memoir on the board for students to see. 2. The teacher will monitor students while they write at least three 6word memoirs about themselves. Students with special needs should sit at the back table with the teacher. Summary/Closing: 1. After each student has completed their writing, the teacher will meet with the student about their memoirs and help them make any necessary adjustments to their writing (using the 6 traits of writing). 2. On the second day, students will make a final draft of their favorite

memoir on white paper. They will decorate the paper to be displayed outside the classroom. Students will include at least one picture to go along with their memoir. The students will share their completed memoir with the class. Student Assessment: Students will be assessed on their appropriate completion of the assignment, which will demonstrate their knowledge about biographical poems.

LESSON 4 Name: Shape Poems Date: Friday and Monday Grade Level/Subject: 3rd Grade, Language Arts - Poetry Prerequisite Knowledge: Students will have read The Random House Book of Poetry for Children by Jack Prelutsky as a class. Students will have a clear understanding of the seven different types of poetry from lesson 2. Students will have created acrostic and biography poems in previous lessons. Approximate Time: 80 minutes (two days - 10:45-11:25) Student Objectives/Student Outcomes: Students will be able to use a combination of personifications, alliterations, onomatopoeias, similes, and metaphors in a poem to describe a spring-related topic of their choice. Content Standards: CC.3.R.L.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. CC.3.R.F.4. Read with sufficient accuracy and fluency to support comprehension. CC3.R.F.4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings CC.3.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CC.3.SL.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Materials/Technology: Poetry Packets Computer Projector Pencils Loose leaf paper Poem Shape Outlines Figurative Language Posters Figurative Language Graphic Organizer Shape Templates Implementation Time Opening of lesson: (Objectives, hook, behavior expectations) 1. Students will be sitting at the carpet with their poetry packets. Students who have difficulty focusing will be asked to sit near the teachers chair. Students with behavior problems will be asked to sit in pre-arranged spots away from each other. 2. The teacher will say, We have been working so hard on our 6-word memoirs. I love all the work that you have done. Today we are moving on to our next type of poetry. Turn to the fourth page in your packet with the volcano poem. This is a shape poem. What are the characteristics of a shape poem? a. Shape: written in the shape or form of an object; do not have to take the form of the object it describes, but the two parts of the poem are usually related. Procedures: Include critical thinking questions and accommodations for individual needs 1. The teacher will tell students, Now that you are becoming experienced poets, we are going to learn about ways to implement figurative language into our writing. Figurative language includes personifications, alliterations, onomatopoeias, similes, and metaphors. We are going to learn what all these words mean today. 2. The teacher will hand out the figurative language worksheet. The teacher will project the worksheet on the whiteboard. 3. The teacher will say, There are a lot more types of figurative language out there, but Id like to just focus on these five terms for today. We are going to determine the definition for each of these terms using the examples that are provided.

4. For each term, the teacher will select a student to read the term and the example aloud. The class will decide on a definition for each term, following these guidelines: a. Personification: giving human characteristics to an object b. Alliteration: the occurrence of the same letter or sound at the beginning of closely positioned words. c. Onomatopoeia: a word created from a sound associated with what is named d. Simile: a figure of speech involving the comparison of one thing with another thing of a different kind e. Metaphor: a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. 5. The teacher will use the computer and projector to model the chart. Students will be able to use the model on the board to fill out their worksheet. 6. The teacher will explain, Your task will be to pick a shape or an object and describe it in a poem. You must use at least 2 of the figurative language techniques that we have discussed in your poem (so use this graphic organizer as a reference). Once you have written your poem, bring it to me to look over. Tomorrow I will provide you with a shape template for you to write your published copy. We will be writing poems about spring. I have printed several templates for you to choose from/write about, however, you do not have to write about one of these objects. You may write a poem about anything that relates to spring time. Students with special needs should be given written instructions for the assignment. The teacher will place a model of the shape poem on the board. 7. The teacher will have the following shape templates: a. Flower b. Clouds c. Leaf d. Tree e. Umbrella f. Raindrop g. Ladybug h. Butterfly 8. Students will be sent back to their desks to work. Students with special needs should sit at the back table with the teacher to work on their poems. Summary/Closing: 1. At the end of the first day, the teacher will collect the students first drafts to review. 2. On the second day, students will be encouraged to decorate their final publications on the shape template of their choosing. 3. The students will share their poems aloud. The teacher will ask students, How do you think the shape or format can change the meaning of each poem? Student Assessment:

Students will be assessed on their correct usage of two figurative language techniques in a spring-themed poem.

Figurative Language
Term
Personification

Definition

Example
The flowers danced in the gentle breeze.

Alliteration

Betty Botter bought some butter. The horses hooves clipclopped on the cobblestones.

Onomatopoeia

Simile

The little piggy was as dead as a doornail.

Metaphor

You are my sunshine.

LESSON 5 Name: Diamante Kite Poems Date: Tuesday Grade Level/Subject: 3rd Grade, Language Arts - Poetry Prerequisite Knowledge: Students will have read The Random House Book of Poetry for Children by Jack Prelutsky as a class. Students will have a clear understanding of the seven different types of poetry from lesson 2. Students have created acrostic, biographical, and shape poems. Approximate Time: 40 minutes (10:45-11:25) Student Objectives/Student Outcomes: Students will be able to use an online applet to correctly create a 7-line Diamante poem about any topic of their choosing. Content Standards: CC.3.R.L.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. CCSS.W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Materials/Resources/Technology: Poetry Packets Computer lab Internet Printer http://www.readwritethink.org/files/resources/interactives/diamante/ Implementation Time Opening of lesson: (Objectives, hook, behavior expectations) 1. Students will begin in the computer lab. They should have their poem packets from the previous day. 2. The teacher will have written the URL (seen above) on the whiteboard. Students with behavior problems will be separated from each other in the computer lab. Students with special needs will sit by

medium-high students for additional help/support. 3. The teacher will say, Today we will be making diamante poems. Raise your hand if you know what characteristics a diamante has. If you do not know, look in your packet to find out. The teacher will give 15 seconds of wait time for students to locate the answer in their packets. Diamante: shaped like a diamond; begins with one subject at the top of the diamond and changes to another subject at the bottom; seven lines 4. The teacher will instruct the students to go to the URL written on the whiteboard. The teacher will walk around the room to see that all students have successfully opened the webpage. Procedures: Include critical thinking questions and accommodations for individual needs 1. The teacher will tell students This online application will walk you through the steps of writing your diamante poem. You will first choose your beginning topic and your ending topic. These things may relate to one another, or they may not. Once you have chosen your topics, you will be asked fill out the remaining parts of the poem. You must follow the instructions in order to create a diamante poem correctly. Before moving on, please raise your hand and I will check your poem for spelling errors. 2. The teacher will walk around the room, guiding students and checking their work. If students start to finish earlier than expected: a. Ask students to try and insert more vivid words for their poem b. Have the students share their poem with the person sitting next to them and offer feedback c. Allow students to write another acrostic poem 3. Once students have completed their poems, have them print out their acrostic using the computer lab printer. Summary/Closing: 1. The students will close out of their computer screens and line up at the door. 2. The teacher will collect the printed poems. Student Assessment: 1. Students will turn their finished poems in for grading. 2. The teacher will check for spelling errors. Students will be graded on their completion of the activity and the correct implementation of diamante poem characteristics. LESSON 6 Name: Rhyming Date: Wednesday

Grade Level/Subject: 3rd Grade, Language Arts - Poetry Prerequisite Knowledge: Students will have read The Random House Book of Poetry for Children by Jack Prelutsky as a class. Students will have a clear understanding of the seven different types of poetry from lesson 2. Students have created acrostic, biographical, shape, and diamante poems. Approximate Time: 40 minutes (10:45-11:25) Student Objectives/Student Outcomes: Students will be able to create and present a Rhyming poem that follows the AABBCCDD pattern. Content Standards: CC.3.R.L.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. CC.3.R.F.4. Read with sufficient accuracy and fluency to support comprehension. CC.3.R.F.4.a. Read on-level text with purpose and understanding. CC3.R.F.4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings CC.3.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. CC.3.SL.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Materials/Resources/Technology: Poetry Packets Projector Computer Writing folders Sample Poem Implementation Time Opening of lesson: (Objectives, hook, behavior expectations)

1. Students will be sitting at the carpet with their poetry packets. Students who have difficulty focusing will be asked to sit near the teachers chair. Students with behavior problems will be asked to sit in pre-arranged spots away from each other. 2. The teacher will say to students, I looked over your diamante poems last night and was very impressed with the work that I saw. We are ready to move on to our next type of poem! Who remembers what the characteristics of a rhyming poem are? If you do not know, look in your packet to find out. The teacher will give 15 seconds of wait time for students to locate the answer in their packets. Rhyming: repetition of the same or similar sounds of two or more words, often at the end of each line. 3. The teacher will show the following poem on projector. The students will read the poem aloud:
My mother said to do my chores, to dust the shelves and mop the floors, and wipe the walls and wind the clocks, and scoop the kitty's litter box, and walk the dog and feed the fishes, and wash and dry the dirty dishes, and clean my room and take a bath, and read a book and do my math, and pick up all my Lego blocks, and put away my shoes and socks, and hang my shirts and fold my pants, and water all the potted plants, and polish all the silverware, and brush my teeth and comb my hair, and rake the leaves and mow the lawn, and on and on and on and on.

Procedures: Include critical thinking questions and accommodations for individual needs 1. The teacher will tell students, This is an excellent example of a rhyming poem. What do you notice about the words that rhyme? [Students will say that every two lines of the poem rhyme] 2. The teacher will say, Today we are going to write our own rhyming poems. I want you to use a topic from your writing folder to write a poem that rhymes. Poems can rhyme in different ways. In order to keep this assignment as simple as possible, we are only going to rhyme two lines of our poem at a time. For example, the first two lines of the poem will rhyme with one another, lines 3 and 4 will rhyme with one another, and lines 5 and 6 will rhyme with one another. I will keep this example up for you to see. There is no requirement on the length of the poem. You may go back to your desks and begin. 3. The teacher will walk around the room, guiding students and checking

their work. If students start to finish earlier than expected: a. Have students extend the length of their poem b. Ask students to try and insert more vivid words for their poem c. Have the students share their poem with the person sitting next to them and offer feedback Summary/Closing: 1. Students will turn in their rhyming poems. 2. The teacher will have one-on-one conferences with students to review the 6 traits of writing seen in the poems. Student Assessment: 1. The teacher will check for spelling errors. 2. Students will be graded on their correct implementation of rhyming poem characteristics.

Extension LESSON 7 Name: Creating Haikus Date: Thursday Grade Level/Subject: 3rd Grade, Language Arts - Poetry Prerequisite Knowledge: Students will have read The Random House Book of Poetry for Children by Jack Prelutsky as a class. Students will have a clear understanding of the seven different types of poetry from lesson 2. Students have created acrostic, biographical, shape, diamante and haiku poems. Approximate Time: 40 minutes (10:45-11:25) Student Objectives/Student Outcomes: Students will be able to create an appropriately syllabled Haiku. Content Standards: CC.3.R.L.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC.3.R.L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. CC.3.R.F.4. Read with sufficient accuracy and fluency to support comprehension. CC.3.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CC.3.SL.1.b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Materials/Resources/Technology: http://www.readwritethink.org/files/resources/printouts/30697_haiku.pdf Poem Packets Computer Projector Writing folders Haiku Graphic Organizer Plain white paper Implementation: Time Opening of lesson: (Objectives, hook, behavior expectations) 1. Students will be sitting at the carpet with their poetry packets. Students who have difficulty focusing will be asked to sit near the teachers chair. Students with behavior problems will be asked to sit in pre-arranged spots away from each other. 2. The teacher will say to students, You have all become fantastic poets over the last couple of days. I am so proud of all the great writing that you have done. We are ready to move on to our next and last type of poem! Who remembers what the characteristics of a haiku poem are? If you do not know, look in your packet to find out. The teacher will give 15 seconds of wait time for students to locate the answer in their packets. Haiku: three lined poem; each line has a specific number of syllables (five, seven, and five) 3. The teacher will explain, Haiku poems are defined by the specific number of syllables in each of the three lines of poetry. Lets look at another example. Procedures: Include critical thinking questions and accommodations for individual needs 1. The teacher will show the following example on the projector: Sitting in the sun Fresh air rustling my hair A perfect spring day [Sit]-[ting] [in] [the] [sun] [Fresh] [air] [ru]-[st]-[ling] [my] [hair]

[A] [per]-[fect] [spring] [day] 2. The teacher will say, The bottom version of the poem has been broken up by each syllable. Haikus have 5 syllables in the first line, 7 in the second line, and 5 in the third line. Today we are going to write our own haiku poems. I will keep this example up for you to see. You will be choosing a writing topic from your writing folders. I have a worksheet that will guide you in your writing. It outlines your topic, brainstorming words, and the first draft of your haiku. When you have completed the worksheet, please bring it to me for conferencing. You will then create the final copy of your haiku. You may go back to your desks and begin. If you have problems with counting syllables, just bring what you are working on to the back table where I can help you. 3. The teacher will walk around the room, guiding students and checking their work. If students start to finish earlier than expected: a. Have students create another haiku b. Ask students to try and insert more vivid words for their poem c. Have the students share their poem with the person sitting next to them and offer feedback Summary/Closing: 1. Students should turn in their haikus to the teacher at the back table. They will share their haikus with their peers. 2. The teacher will create a poetry bulletin board that displays the students poems from the unit. Student Assessment: 1. The teacher will check for spelling errors. 2. Students will be graded on their correct implementation of haiku characteristics.

Resources Resource 1: The Random House Book of Poetry for Children by Jack Prelutsky

Found at: School Library Description: This book includes five hundred poems, selected by poet Jack Prelutsky, which include subject areas such as nature, seasons, living things, children, and home. Title, author, first line, and subject carefully index playground chants, anonymous rhymes, scary poems, silly verse, and even some sad strains. With illustrations of cheerful, round-faced children and animals on every page, Arnold Lobel unifies the poems to form a collective piece of work. Justification: I chose this book as a resource because of its wide variety of poetry. Students will be able to read this book throughout the unit (it will be placed in the class library) and reference poems that are similar to what we are studying. It is a great real-life example of published poetry because it exemplifies the wide variety of poems and illustrations that students can create on their own.

Resource 2: Poem Packet Found at: Created by myself Description: This poem packet provides examples of the seven different poems that students will be studying in the unit. Examples in the packet include acrostic, biographical, ballad, diamante, haiku, rhyming, and shape poems. The packet has specified lines where students will define the characteristics of each poem. The last page of the packet has a matching section for students to complete. Justification: This packet will provide a correct and easily accessed resource for students to define poems and view examples of poems that we will be creating. The packet is an important addition to the unit because students will be referencing the characteristics of different poems during each of the seven lessons.

Resource 3: Acrostic Online Application Found at: Readwritethink.org Description: This online resource explains what acrostic poems are, provides a space for students to brainstorm a list of words or phrases about their topic, and provides an outline for students to fill out their acrostic poem. The application is easy to maneuver and a helpful organization tool for students to write their first poems. Justification: I chose to include this application because several of my students have difficulty writing clearly. Acrostic poems have a very specific format and this application is a helpful tool for keeping students organized. Since this is the first poem that we will be writing together, I wanted to use an online resource to assist students in organizing their thoughts.

Resource 4: Figurative Language Graphic Organizer Found at: Created by myself Description: This is a table that outlines the definitions and examples of figurative language techniques. The table includes examples of personification, alliteration, onomatopoeia, simile, and metaphor. Students will be asked to help fill in the definitions of each figurative language technique. Justification: This table, once completed, will be a resource for students to look at while they write their shape poems. The table will provide a definition and example for students to look at when deciding which figurative language technique they will include in their writing. By completing the table together, students will be able to create their own definitions for each term and hopefully gain a greater understanding of the techniques listed.

Resource 5: Shape Templates Found at: Google search Description: I have included eight spring-themed shape templates for students to choose from for their shape poems. The shapes included are a leaf, a butterfly, a flower, clouds, a ladybug, a raindrop, an umbrella, and a tree. Justification: I decided to use these templates as a resource in order to assist students in their brainstorming about spring topics and to help them fit their poem into an appropriate shape. The defining characteristic of a shape poem is that the poem can be seen in an identifiable shape. These outlines help assist students in accomplishing this goal.

Resource 6: Diamante Application Found at: Readwritethink.org Description: This online resource explains what diamante poems are, provides a space for students to choose their two topics, and provides an outline for students to follow for completing their diamante poem. The application is easy to maneuver and a helpful organization tool for students to write their first poems. Justification: Diamante poems are difficult to write and shape in the correct format. This online application breaks the process down into simplified steps and provides students with exact instructions for each word in their poem. The online application allows me to monitor students instead of working one-on-one with them (in an attempt to explain each words purpose in the poem).

Resource 7: Sample Rhyming Poem Found at: Poetry4kids.com Description: This is a sample-rhyming poem that demonstrates how every two lines rhyme together. The rhyming words are highlighted in matching colors to provide a visual for how the poem is structured. Justification: I decided to use this poem as a resource because I wanted to provide students with a visually appealing example of how I want their poems to look. Students will be writing poems of varying lengths, but all of their poems should demonstrate an AABBCCDD rhyming pattern. This poem clearly demonstrates that pattern and provides students with a clear example to model their own work after.

Resource 8: Haiku Graphic Organizer Found at: Readwritethink.org Description: The haiku graphic organizer provides students with a space to choose their own topic, brainstorm a list of words (and syllables) for their haiku, and a planning spot for the first draft of their haiku. Justification: This outline enhances student understanding by giving them an organized location to brainstorm and count syllables. Since the number of syllables in each line defines the haiku, students need to pick their words very carefully when writing. I think that this packet sets the writer up for success by breaking down the syllables of each word before beginning to write.