EDUC 429 Teacher Candidate: Dominique Wooders Subject/EEDA/SSCA Grade: 6th

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Date/ Time: 2/12/13 10am and 11:35am

Learning Objectives: Students will be able to demonstrate that they can construct poetry from the everyday. Alignment with Standards: SCSS 6-1.8 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain) and drama (including stage directions and the use of monologues). NCCS 9-3w.d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters **(this is a 9th grade standard, because it is the only common core I could find that even mention poetry)** Developmental Appropriateness: This lesson is geared to review the prior knowledge the students have learned about 8 types of poetry. This lesson also gives them an opportunity to be creative, and create a poem from something they use every day. Social: Students will sit during instruction and work individually to construct their poem. Cognitive: Students familiarity with poetry vocabulary and prior knowledge about poetry in order to complete the assignment. Emotional: Students will need to understand that this process will take time. Physical: Student will need to be capable of writing and speaking.

Cross Curricular: Math: Students will have to make sure their poems lines add up to the corresponding number. Visual Art; Students will use Microsoft Publisher to create an eye catching document that contains their poem and other visual additives.

Assessments of Objective: Teacher observation during whole class discussion and individual activities. Review of writing to assess their knowledge of poetry and form. Students poems will be taken up and evaluated with a rubric.

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Lesson Plan 1 2 3 4 5 Pre- students will be quizzed on their knowledge of the poems that have been discussed so far in this poetry unit During- while students are working on their assignment, they will be asked random questions about types of poetry that that have been reading and writing. Post- at the end of class students will be quizzed again on the 8 types of poetry they have been studying. o The purpose for these assessments is to get the student familiar with the vocabulary so in future lessons they understand the type of poem being read or written.

Accommodations: This class has a lot of early finishers so my plan for them would be to complete a more challenging telephone poem (using a telephone number that has higher number values). They are always encouraged to read when they have completed their work (this will only be implemented if they have completed at least 3 quality poems with more challenging numbers in each poem.) This lesson is a review lesson for content they have already learned in the unit for poetry. Phonetic: During instruction the teacher will pronounce and have student repeat the vocabulary they have been having difficulty pronouncing. Such as Cinquain, Quatrain, Epitaph. o SIN-Qu-ain o QUA-train o EPI-Taf Syntactic: If students are having trouble with correct usage of words, the teacher will ask the question, does this make sense or what other word(s) would fit better in this line of your poem? o Student will then reread to hear the difference in the change they made. Semantic: all vocabulary was discussed prior to this lesson, but if an issue is discovered the teacher will have a one on one with the student(s) to clarify any misunderstandings

Materials: 1. 2. 3. 4. 5. 6. Paper Pencil /Pen Writing Notebook Telephone Number Promethean Board Power Point

Procedures: Student will enter and we will go over their daily standard 75. (This is a daily routine)
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After we have gone over the standard for the day we will then proceed to change gears and move into what we have been studying for the past few days; poetry -Ok guys, as you know we have been discussing poetry. You all have discussed 8 types of poetry; who can tell three of those eight? - Free verse - Couplet - Quatrain -Haiku -Cinquain -Sonnet - Epitaph - Ode - Who can tell me another three? - There are two more which are they? When students name Cinquain, Quatrain, Epitaph; the teacher will have say and then have students repeat so that proper pronunciation takes place.

- As you remember, each poem has specific rules about how they are to be written... Now Im going to test your knowledge in a little quiz to see if you know your poetry. - Take out a sheet of paper and write your name at the top and number from 1 to 6. (Pre) -Power Point will display the following questions-Which type of poem is a tribute to the deceased? Epitaph - Which poem has on two lines or a stanza? Couplet - Which type of poem which poem has 14 lines? Sonnet - Which two poems are based on syllables? Haiku and Cinquain - Which two poems are written without rhyme or regular meter? Free Verse and Ode - Which poem is a four line poem usually rhymed in aabb or abab? Quatrain -Ok; now switch papers with the person on your right. We are going to go over the quiz and see if you all are a Poem Pro. - go over the quiz and have the students raise their hands and answer the questions. - So how did you all do? If you missed more than one guess what you need to do. -STUDY!!!!!!!!!!!

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- Guys and Gals, how many of you have cell phones. How many of you have house phones. Well I love to text. I text more then I talk on the phone. Do you think there is poetry in your phone? How about the phone number? Well my phone number has poetry. - Huh? How? - show power point with the poem without the numbers - This is how poetic my phone number is -Read poem
Flowers

Beautiful Colors Shapely Petals Born in spring Kissed by sunlight And hugged by breezes Theyre so beautiful Flowers - If they havent figured out where this is going the teacher will reveal how the Telephone Poem was created. - Press the button to make the telephone number appear on the slide. -We are going to make poetry fun and create a poem using something we use on the everyday bases. - Show slide with another example - Ok, get out your writing notebooks and write your telephone number down the left side of the page - Show Direction slide. -go over the directions - Everyone look at your phone number. Are you inspired? Well pick a topic and create your telephone poem. - As the students work the teacher will walk around and observe their progress. This will give the teacher an idea of the students understanding of the activity.

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If the teacher comes across a student whose work is has incorrect word usage she/ he will correct by asking these questions: does this make sense or what other word(s) would fit better in this line of your poem? o After correction the student will then reread for the teacher so that he/she can see the difference the correction made.

- During the time the students are working the teacher will call out random quiz questions to see if they are grasping the difference between the poems they have been learning and writing about. (During) - What type of poem is this? Free Verse - If you are writing this to celebrate a person of object what type of poem are you writing? Ode - If your poem is in remembrance of a deceased person; what type of poem have you written? Epitaph -A poem with 3 quatrains and a couplet is a what? Sonnet - How many lines does a Haiku have? 2

- Students will have Share time and read what they came up with to the class. Before the students are dismissed they will take out another sheet of paper and answer these questions: (same from the beginning of class) (Post) -Which type of poem is a tribute to the deceased? Epitaph - Which poem has on two lines or a stanza? Couplet - Which type of poem which poem has 14 lines? Sonnet - Which two poems are based on syllables? Haiku and Cinquain - Which two poems are written without rhyme or regular meter? Free Verse and Ode - Which poem is a four line poem usually rhymed in aabb or abab? Quatrain

References: Mrs. Browns Poetry Power Points

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