Lesson plan for
Poetry Unit:
"Opening the worlds of
Poetry"
Grade level 6th
By Theresa
Rausch
Submitted to Cecilia
D. Kabisch
Spring 2000
Metropolitan State College of
Denver
Worlds of
Poetry
I Anticipatory Set:
A.
Set
Induction:
We.ve previously learned that there are many types of writing in prose, like newspapers, articles, books, another form is poetry. Poetry is not a boring topic, but an expressive writing form that is able to bring many things to light and change things in particular ways. One famous poet, in Australia, was accused of looking at the world with rose color glasses. His writing centered on looking at those aspects of people.s lives that brought them pride. William Shakespeare, not only influenced his time but create a surprising amount of new words that would have made him famous without all his plays, sonnets, poems, and other writings. You can use poetry in your life to be able to express your own feelings. For instance if you find that you are angry with someone, poetry can allow you to express that anger in many ways without hurting yourself or any one else. You will write in different forms of poetry picking your personal best and making a memory box to give to your parents.
B.
Objectives and
purposes:
1.
After lecture,
on the great historical poetic figures, William Shakespeare, A. B. .Banjo.
Paterson, and contemporary figures, like Shel Silverstien and Nancy Wood,
the learner will discuss with 70% accuracy their comprehension when
questioned.
2.
After lesson on
Onomatopoeia, the learner will list multiple onomatopoeia.s, with 80%
accuracy
in portfolio.
3.
After lesson on
alliterative, the learner will underline alliterative with 80% accuracy on
given worksheet.
4.
After explanation of written forms of poetry, the
learner
will apply poetry forms with 50% accuracy in their
portfolio.
5.
After simple
explanation
of expression of feelings in poetry, the learner will, create a single
poem
expressing an emotion with 20% accuracy in their portfolio.
6.
After relation
of how poetry can express hidden meanings, the learner will assess hidden
meanings in a given sample with 20% accuracy.
C.
Teacher/Student
Resources & special instructions:
Teacher Resources
i.
Paterson, A. B.
.Banjo., The Man from Snowy River, 1995
(1895)
ii.
Shakespeare, William, Sonnets, Songs,
Poems. 1960
iii.
Silverstein,
Shel,
Where the Sidewalk Ends,
1974
iv.
Silverstein,
Shel,
Light in the Attic,
1981
v.
Silverstein,
Shel,
Falling Up, 1996
vi.
Wood ,
Nancy, Frank Howell, Dancing Moons,
Doubleday,
New York,1995
vii.
Wood,
Nancy, Frank Howell, Spirit
Walker, Doubleday, New York, 1993
viii.
Personal poems
to show written poems (prewritten in the forms)
ix.
Paper
x.
pencil
xi.
wood boards
(sanded)
of different sizes
xii.
glue
xiii.
sand
xiv.
toothpicks
xv.
sea
shells
Student Resources:
i.
paper
ii.
pencil
D.
Background
&
prerequisite knowledge check:
What is poetry?
Have you ever read or have been read a
poem?
What do you think poetry is used
for?
What influence did poetry have on
society?
What influence do poets have on the society they
live in?
Have you ever written a
poem?
Do you think poems have different
forms?
E.
Vocabulary
development:
defined throughout
1.
Alliteration-
is
the repetition of initial consonant sounds in words such as .rough and
ready.,
and example of an alliteration, .the down and duress child
fell....
2.
Ballad Stanza-
also called quatrain. In this form, eight-syllable lines alternate with
six-syllable
lines.
3.
Canzone- a
lyrical
poem, a song or ballad. A short poem consisting of equal stanzas and an
envoy
of fewer lines than the stanza. The numbers of lines per stanza ranges
from
seven to twenty, and the envoy, from three to ten. Contemporary poets use
the term and aspects of the medieval from it designated on occasion for
poems
are considerable complexity.
4.
Cinquian-originally
applied to a medieval five-line stanza of varying meter and rhyme scheme.
Cinquian is now often used for any five-line stanza.
5.
Envoy- a short
stanza concluding a poem in certain archaic metrical forms, as a ballad,
and serving as a dedication or a similar postscript to prose
composition.
6.
Found poetry .a found poem is created by working with
existing
words and phrases on signs and bumper stickers in titles and head lines,
and so on. The choice of signs and the positions of the words on the page
say something about the pace and quality of modern life as seen by the
author.
7.
Gone for a
Walkabout
- you gone for a long walk, for a aboriginal it a holiday away in the
bush,
period of spiritual
8.
Haiku- a form
of Japanese poetry that has three lines, the first line has five
syllables,
the second has seven syllables, and the third has five syllables. The
subject
of a Haiku has traditionally been nature.
9.
Heroic Couplet:
Two Lines Pymed iambic Pentameter. .Tartuffe. by Moliere is a heroic
couplets.
10.
Iamb- is a foot
consisting of an unaccented and an accented
syllable.
11.
Jumbuck-
sheep
12.
Meter . is the
patterned repetition of stressed and unstressed syllables in a line of
poetry.
13.
Mob- group of
people or things, not necessarily unruly
14.
Onomatopoeia-
is
the use of a word whose sound suggests its meaning, as in clang, buss, and
twang.
15.
Outback- remote
part of Australia
16.
Pentameter-
referes
to five, therefore there are five iambs to a line
when we say iambic pentameter. This is the most common rhythm in English
verse.
17.
Refrain- is the
repeating line or phrases of a poem at regular intervals especially at the
end of each stanza.
18.
Rhyme-Correspondence
in the final sounds of words or lines of a verse.
19.
Scheme- an
orderly
combination of related or successive parts.
20.
Sonnet- there
are two forms the english and the italian. The itallian has a total of
fourteen
lines, usually in iambic pentameter. There first eight lines present some
sort of problem and usually rhyme abbaabba. The last six lines preent the
solution and the alternate between the a and the d. the english which
shaespere
rote , is three quatrians and a couplet. The situation or problem is
presented
in the first twelve lines of the poem and the soultion is given in the
last
two.
21.
Squatter-
someone
who live on someone else's land or house with out permission
22.
Stanza- one of
the divisions of a poem, consisting of 2 or more
lines.
23.
Swag -canvas
bag
or cover that you keep all your belonging and bedroll in, to protect it
from
the weather when camping out
24.
Tercet-is a
stanza
consisting of three lines. When all three of those line rhyme, that a
triplet,
which is a speialized tercet. A very specialized form of this is the terza
rima, a three-line rhyme scheme tjat omter;pcls amd goes: aba,bcb,cdc,ded,
ect. Dant.e .Divine Comedy. is an example of terza
rima.
II Instructional input:
A. William Shakespeare
i.
Asking the
children, "What forms of art is William Shakespeare known for?.
ii.
What political
influence or affect did he bring to Elizabethan
England?
iii.
Have the
children
ever seen a performance of recital of his works.
iv.
Read .Shall I
Compare thee. . ..
B.
A. B. .Banjo.
Paterson
i.
Ask the
children
if they have heard of this poet? Where do they think that this poet lived
and wrote about? Discuss the political and social influence he had on
Australian
society.
ii.
Read the
beginning
section of the Man from Snowy River.
Ask
how the children think the two are related? Do they think that they can
visualize
the occurrence in the poem?
iii.
Show the
children
a clip for the Man from Snowy River the
movie.
C.
Nancy
Wood
i.
Show the
children
her books, reading some of the poetry.
ii.
Ask the
children
what cultural society do they think she gained her
influence.
iii.
What did many
of the Native American society.s value in a storyteller?
D.
Onomatopoeia
i. Read aloud the poem, .The
long-haired
boy., Where the sidewalk Ends, by Shel Silverstien. Emphasizing
the alliterative, flapped, lifted, slam, roar, sailed,
skimmed,
zoomed, and in the air like a helicopter. Then model recognizing
alliterative
words. Think aloud, when I read the words, ask the children if they notice
something special about the words.
E.
Alliteration
i. Read aloud the poem, . Waltzing
Matilda., The Man from Snowy River, by A. B. .Banjo. Patterson,
emphasizing the first letters in the alliterations throughout the
song. Ask
the children what each word is describing in the poem.
F.
Rhyming
i. Read aloud the poem, .In the
Droving
Days., The Man from Snowy River, by
A. B. .Banjo.
Patterson, emphasizing the rhyming in the last words of each line. Ask the
children what they think about the two words and how they are made to
rhyme.
G.
Poetry.s hidden
meaning
i.
Read the poem,
. Shadow Knight., by Theresa Rausch. Explain that the poem
was written secretly about a boy that she had a crush on for many years,
but unfortunately he never liked her back. When she wrote the poem and for
many years later the poem had been shown to many people. It was even
published
in her high school poetry book without dedication (he went to the same
high
school). Many friends and even potential boyfriends
had wanted to imitate the ideal. It was not until the boy.s death, by
cancer,
did she dedicate the poem to him.
ii.
Read the poem,
.if only you listened to me., by Theresa Rausch, explain
that the poem was written in high school. She was
angry with the school for requiring a dress code, and the mayor of Denver
although he promised to help in addressing the problem, did some foot
shifting
and ended up doing nothing. The poem helped elevate her anger without
hurting
anyone.
H.
Forms of poetry
(defined in vocabulary)
i.
Ballad Stanza-
also called quatrain. In this form, eight-syllable lines alternate with
six-syllable
lines.
ii.
Canzone- a
lyrical
poem, a song or ballad. A short poem consisting of equal stanzas and an
envoy
of fewer lines than the stanza. The numbers of lines per stanza ranges
from
seven to twenty, and the envoy, from three to ten. Contemporary poets use
the term and aspects of the medieval form it designated on occasion for
poems
are considerable complexity.
iii.
Cinquian-originally
applied to a medieval five-line stanza of varying meter and rhyme scheme.
Cinquian is now often used for any five-line stanza.
iv.
Found poetry .a
found poem is created by working with existing words and phrases on signs
and bumper stickers in titles and headlines, and so on. The choice of
signs
and the positions of the words on the page say something about the pace
and
quality of modern life as seen by the author.
v.
Heroic Couplet:
Two Lines rhymed iambic Pentameter. .Tartuffe. by Moliere is a heroic
couplet.
vi.
Haiku- a form
of Japanese poetry that has three lines, the first line has five
syllables,
the second has seven syllables, and the third has five syllables. The
subject
of a Haiku has traditionally been nature.
vii.
Sonnet- there
are two forms the English and the Italian. The Italians has a total of
fourteen
lines, usually in iambic pentameter. There first eight lines present some
sort of problem and usually rhyme abbaabba. The last six lines present the
solution and the alternate between the a and the d. the English which
Shakespeare
wrote, is three quatrains and a couplet. The situation or problem is
presented
in the first twelve lines of the poem and the solution is given in the
last
two.
viii.
Tercet-is a
stanza
consisting of three lines. When all three of those line rhyme, that a
triplet,
which is a specialized tercet. A very specialized form of this is the
terza
rima, a three-line rhyme that interlocks and goes: aba, bcb, cdc, ded, ect. Dante.s .Divine Comedy. is an example of
terza
rima.
III. Student
Accountability
A. Guided
Practice
a. Shel
Silverstien
i.
Ask each child
to pick a poem out of one of his books, and prepare to read the poem for
the class.
ii.
Ask the
children
to sit in a circular pattern while reading the poems and explaining why
they
picked that poem.
iii.
Ask the
children
what they like about his poetry.
B. Independent Practice
a.
Writing
poetry
i.
Working in
pairs
the children are to figure out how to write an eight-syllable lined poem
with alternating six-syllable lines. (Ballad
Stanza).
ii.
Children will
bring in a favorite song to class to discuss if they can be considered
under
different forms of poetry to be similar to any
form. (Canzone)
iii.
Children will
bring a picture or describe an important person in a poem with five-lines
per stanza, with at least two stanzas. (Cinquian)
iv.
The children
will
look around their neighborhood or the classroom and find signs or look in
the newspaper and find headlines to write a poem on using the words to
make
something meaningful. (Found Poetry)( example:Found
Signs)
v.
Ask the
children
to bring a favorite object, have them write a Haiku about that
object. (Haiku)
vi.
Have the
children
imagin their own character, or scene they are to describe the item with
each
line rhyming with the next. (Heroic Couplet)
vii.
The children
are
to imagine there favorite, star, author, character, athelet going through
a difficult time. In poetic form of iambic pentameter write a total of
fourteen
lines, that has a setting and a solution. (Sonnet)
viii.
Take the
children
out doors, have them notice any particular aspects about the day, eg. Is
it snowing, flowers blooming. The children are to observe nature. When
they
return to the classroom have the children write poems which consist of
stanza
with three rhyming ending that describe what they
saw. (Tercet)
ix.
Have the
children
write a short poem that is free of meter, and defined lines, allow them to
express one thought to the fullest. (Free hand)
b.
Creating a
memory
board, taking the best poem of those that they wrote. (directions in
appendix)
IV Closure.
a.
Review with
student
participation
What have we learned about
poetry?
What are the forms of poetry that we went
over?
What poets did we look
into?
Which poet did you like the most? (They can be
an answer)
b.
Anticipatory
set
for next unit
Now that we have learned about poetry, and how
poetry is put into songs, we will next look at music, its influence on
society.
We will also find out how to construct a song, and what it takes to create
symphonies and other great musical works.
V. Reflection
a.
Evaluation
VI. Bibliography
1.
Bishop, Wendy, Thirteen Ways of Looking for a Poem; A Guide to Writing
Poetry,
Longman, 2000
2.
Krenzke, Lois,
. Writers Inc.: A Student Handbook for Writing
& Learning.
, 1996
3.
Paterson, A.B.
.Banjo., The Man from Snowy River, Angus
& Robertson,
Sydney1995 (1895)
4.
Romano, Tom ,
Writing with Passion; Life Stories, Multiple
Genres,
Boynton/Cook, Heinemann, Portsmouth, NH, 1995
5.
Shakespeare, William, Sonnets, Songs, Poems. Washington Square
press,
,1960
6.
Silverstein,
Shel,
Where the Sidewalk Ends, Harpers
& Row,1974
7.
Silverstein,
Shel,
Light in the Attic, Harpers
& Collins,1981
8.
Silverstein,
Shel,
Falling Up, Harpers
& Collins,1996
9.
Wood , Nancy,
Howell, Frank, Dancing Moons, Doubleday, New
York,1995
10.
Wood, Nancy,
Howell,
Frank, Spirit Walker,
Doubleday,
New York, 1993
11.
Australian
terms,
enlightenment.http://members.tripod.com/~thisthat/slang.html#w
Appendix 1
Memory Box
1.
After correcting the
poem for spelling errors, or grammatical errors.
2.
Then with pencil on a
sanded board write out the poem neatly in large
print.
3.
Trace over the
pencil with glue.
4.
Use toothpicks
to guide the glue or correct over flows.
5.
Then gently
sprinkle
sand over the glue. Allow time to dry. Then shake off excess
sand.
6.
Then using
objects
like shells, buttons, or other small pieces decorate the edges of the
board.