Book Report Poetry

Taylor Harner, 8
th
Grade
Standards:
1. MU:Cr1.1.8a - Generate rhythmic, melodic and harmonic phrases and harmonic
accompaniments within expanded forms (including introductions, transitions, and codas) that
convey expressive intent.
2. MU:Pr6.1.8a - Perform the music with technical accuracy, stylistic expression, and culturally
authentic practices in music to convey the creators intent.
3. W.8.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
4. RL.8.2 Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
Objectives:
1. Students will read the poem What is a Book? aloud as a class, demonstrating rhythm as they
clap along to a garage-band track created for the poem.
2. Students will each compose and perform an additional verse to the poem about the book they
chose to read and report which fits the rhyme scheme of the original.
3. Students will compose a backing track for their poem using garage-band.
4. Students will demonstrate knowledge of 3 out of 7 given content options of their book through
their poem.
Assessment:
1. The teacher will observe that students are demonstrating rhythm as they read and clap.
2. Students will revise their poems with a partner. A rubric will be available to list expectations for
the project. The performances will be observed as the teacher walks around the classroom.
3. Students will turn their backing track in through dropbox and it will be graded based on effort
and completion.
4. A checklist will be given and 3 out of 7 options must be checked off and included in the final
poem.
Adaptations:
Large print or braille options available for reading for visually impaired students, also a recorder
to write their poem if needed.
Rhyming dictionaries and metronomes available for students who need additional scaffolding in
these areas.

Rationale:
By writing poetry to do a book report, students are getting more practice with poetry and rhythm while
also reading their book. This activity would take less time to share than if students were expected to do
a larger project to report their book. Having students revise one another poetry and share together also
serves as a team building activity that will help create a classroom community.
Background:
Before this lesson can begin, students will have each picked a different book to read and do a book
report on. Students should have finished their book before this lesson begins.
Materials:
Copies of What is a Book
Example verse created by the teacher
Laptops/iPads with Garage-Band App
Copies of rubric
Poem content checklist
Poem revision checklist
Steps in Lesson:
Introduction:
The teacher will pass out copies of the poem What is a Book to students. The teacher
will read the poem to students alone. Students will then read the poem with the teacher
with the backing track from garage-band playing. The teacher will ask the students to
work in their table groups to figure out the following questions: What is a rhyme
scheme? What rhyme scheme does this poem have? The teacher will give the
definitions for rhyme scheme and meter in poetry with students in a class discussion.
Body:
Students will each receive a copy of the poem content checklist and a rubric.
The teacher will explain that each student will write a poem similar in rhyme
scheme and rhythm to What is a Book as an additional verse to the poem. This
verse will serve as their book report for the quarter.
The teacher should have an example verse to show to students at this time.
Students must discuss 3 of the 7 given options on the checklist within their
poem.
Students should be encouraged to read the main poem while tapping a beat and
then read their poem afterwards to make sure it fits with the original beat.
After students finish, they will trade poems with a table partner and use the
revision checklist to revise one anothers poems.
After a final draft has been created, students will get a laptop/iPad and access
the Garage-Band app to create an accompanying rhythm just as the teacher did
in the introduction phase.


Closure:
Students will share their poem and backing track with their table groups. After sharing,
they will explain whether or not they recommend their novel and why or why not. Aftter
each student has shared, the teacher will ask the class to discuss with one another:
what did the rhythm and background tracks do to accentuate your poem? What would
you change for next time and why? Students will then turn in their poems and backing
tracks via dropbox online to be graded.
Next Steps:
This lesson could serve as an introduction to a poetry writing unit or to discuss plot/character
development in literature. Students could also do an additional activity where they compare and
contrast two poems and describe differences in literature.
What Is A Book? by Lora Dunetz

A book is pages, pictures, and words;
A book is animals, people, and birds.
A book is stories of queens and kings,
Poems and songs - so many things!
Curled in a corner where I can hide,
With a book I can journey far and wide.
Though it's only paper from end to end,
A book is a very special friend.
Little Red Hen Example Poem
Protagonist: Hen, Antagonists: her housemates
Plot: Little Red Hen works hard to make bread. Nobody wants to help little red
hen until its time to eat. She eats the bread by herself and her housemates learn
a lesson about helping others.
Character development: The rest of the animals learn that they must help do the
hard work if they want the reward.

Little Red Hen works very hard
She plants wheat for bread in her yard
She asks her housemates to help her out
But they say no and loaf about.
When the bread is done, its time to eat.
But Little Red hen doesnt share her treat.
Her housemates are sad but then they learn
You must work hard and a reward youll earn.







6+1 Trait Writing Model : Poetry

Teacher Name: Taylor Harner


Student Name: ________________________________________

CATEGORY 4 3 2 1
Flow & Rhythm
(Sentence
Fluency)
All sentences sound
natural and are
easy-on-the-ear
when read aloud.
Each sentence is
clear and has an
obvious emphasis.
Almost all sentences
sound natural and
are easy-on-the-ear
when read aloud, but
1 or 2 are stiff and
awkward or difficult
to understand.
Most sentences
sound natural and
are easy-on-the-ear
when read aloud, but
several are stiff and
awkward or are
difficult to
understand.
The sentences are
difficult to read aloud
because they sound
awkward, are
distractingly
repetitive, or difficult
to understand.
Required
Criteria
Three or more of the
required criteria are
discussed within the
poem.
Two of the three
required criteria are
discussed within the
poem.
One of the three
required criteria are
discussed within the
poem.
Zero of the three
required criteria are
discussed within the
poem.
Rhyme Scheme
The rhyme scheme
is AA BB CC DD,
just like the original
poem.
The rhyme scheme
is not AA BB CC DD,
like the original
poem.
Length
The poem is exactly
8 lines long.
The poem is at least
6 lines long.
The poem is at least
4 lines long.
The poem is 4 lines
long or less.
Support for
Topic (Content)
Relevant, telling,
quality details give
the reader important
information that goes
beyond the obvious
or predictable.
Supporting details
and information are
relevant, but one key
issue or portion of
the storyline is
unsupported.
Supporting details
and information are
relevant, but several
key issues or
portions of the
storyline are
unsupported.
Supporting details
and information are
typically unclear or
not related to the
topic.

Poem Content Checklist

Name:_____________________________________________________________________
Directions: Pick at least three of the following to include in your poem. Use the space below each to
brainstorm what you could say about your book and use a checkmark to pick which content areas you
will focus on when writing.
__________ Plot/Conflict in the story


__________ Protagonist/Antagonist


__________ Theme


__________ Mood


__________ Symbolism


___________ Point of View


___________ Setting


___________ Character Development

Poem Revision Checklist

Name: _______________________________________________

Name of revision partner: _______________________________
Directions: Use this sheet to revise your partners poem. Check the boxes if your partner has completed
the steps. Leave the boxes unchecked if they need to re-work a step.
Look at your partners Poem Content Checklist. Do they talk about at least 3 of the criteria listed
on the checklist within their poem? Write the criteria that you see in the poem below.



Is the rhyme scheme of the poem AA BB CC DD?



Is the poem 8 lines long?



Are words spelled correctly? Is punctuation correct? If not, circle the words or punctuation that
needs to be revised.



Does the poem have rhythm? If not, what can the author do to improve this?



Has the author stayed in the same tense and point of view?


Is the name and author of the book listed in the title of the poem?


Does the reader get a good sense of the book through the authors poem? If not, how could the
author improve?