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5 Using Poetry to Express Myself

Subject: ESL Length: 6 weeks Stage 1 - Desired Results Unit Summary In this unit, students will read and analyze different elements of poetry. At end of the unit they will understand that poems are fun to read and write and that poetic elements are found in all types of texts. Content Standards and Learning Expectations Listening/Speaking L/S.8.1 Listens and responds during a read aloud from a variety of fiction and nonfiction to comprehend, generalize, relate to character and setting, identify tone, voice, and mood; makes connections to text. L/S.8.4 Applies a variety of language patterns and structures to explain texts, discuss topics and themes, express thought on plot development, identify problem and solution, as well as make predictions, inferences, and draw conclusions from listening to a variety of texts and multimedia sources. Reading R.8.1 Analyzes the text, establishes purpose, identifies authors purpose, and distinguishes text features to enhance comprehension. R.8.6 Uses elements of poetry to identify and interpret genre, imagery, and symbolism. Writing W.8.2 Classifies and applies the parts of speech; uses vocabulary, accurate spelling, appropriate grammar and syntax in writing. W.8.4 Uses poetry elements and imagery to develop and write different styles of poems. Big Ideas/Enduring Understandings: The decisions we make impact us and those around us. Poetry is a form of writing that has no definite shape or form. Writers create poetry from everyday experiences. Content (Students will know) Mood in poetry (e.g., upbeat, playful, somber, etc.) Elements of poetry (imagery, personification, symbolism, repetition and metaphors) Parts of speech (verbs, adjectives, nouns, adverbs, articles and transition words/phrases) Content Vocabulary Mood Imagery Poetry Personification June 2011 Essential Questions: Why do decisions matter? Why is poetry difficult to define? How is poetry created?

Skills (Students will be able to) Listen and respond during a read-aloud of poetry to understand mood Make inferences about poetry Distinguish text features of poetry to enhance comprehension (e.g. imagery, personification, symbolism, repetition, metaphors) Use elements of poetry to identify and interpret genre, imagery, and symbolism. Use poetry elements and imagery to develop and write different types of poems (e.g. found poems, poems in 1

8.5 Using Poetry to Express Myself

Subject: ESL Length: 6 weeks Repetition Symbolism Poetry style the style of Maya Angelous Still I Rise, etc.)

Stage 2 - Assessment Evidence Performance Tasks: Other Evidence: Create a Word Wall using unit Analyzing Poetry vocabulary and new concepts/words Students will analyze the poem Still I students encounter in texts they read Rise, by Maya Angelou, for repetition, during the unit (See Attachment: 8.5 similes, metaphors, personification and Other Evidence Using Word Walls to mood. Improve Instruction). Before reading the poem, provide Have students keep a word journal for students with the context of slavery, this unit or for the entire school year and explain that this is an (See Attachment: 8.5 Other Evidence inspirational poem about Word Journal) overcoming slavery and obstacles in life. Poetry notebooks Read aloud the poem Still I Rise, by Maya Angelou (See attachment: 8.5 Text Still I Rise). As you read, have students close their eyes, think about the feelings that arise in them as they hear the poem, and share their feelings with the class. Divide students into small groups and have each group reread the poem. As they read the poem, have the groups identify different elements of poetry o Group #1: Similes o Group #2: Metaphors o Group #3: Personification o Group #4: Repetition Have students record their findings and analyses (See Attachment: 8.5 Performance Task - Analyzing Poetry). Have them do a jigsaw activity to share their findings with the other groups. Lastly, have students create their own poem in the style of Maya Angelou. Have them repeat the phrase, I rise, throughout their poem. Creating a Poem of Our Own Students will create a poem as a class June 2011 2

8.5 Using Poetry to Express Myself

Subject: ESL Length: 6 weeks using the Found Poem format (See Attachment: 8.5 Performance Task Found Poem Instructions) Divide the class into six groups. Each group will have a few magazines from which they will cut out the words they will be assigned by the teacher. Before cutting the words from the magazines, give students a theme on which to focus. When they gather all their words, they will create a poem that describes the theme you assigned. For example, if you assign the theme of Love, as they search for words to cut out, they will need to think of the theme. o Group #1-Verbswill search for verbs in present and present continuous tense o Group #2-Adjectiveswill search for descriptive words o Group #3-nounswill look for person, place or words. o Group #4 adverbsverb modifiers. o Group #5 Articles o Group #6transition words/phrases After students complete the class poem, place the poem on the classroom door or some place visible in the school. Creating Poetry from Music Have students choose their favorite rap or hip hop songs. Compare and contrast the structure of the lyrics of the songs they selected with any poem (See Attachment: 8.5 Graphic Organizer Venn Diagram). Describe in short paragraphs in their poetry notebooks how poems and rap or hip hop are similar. Use the songs they selected as models for the hip hop or rap poems that they will create. Share their poems with the class students can also improvise by June 2011 3

8.5 Using Poetry to Express Myself

Subject: ESL Length: 6 weeks adding beats, harmonies or other sounds as they read. Stage 3 - Learning Plan Learning Activities Mood Define mood in writing: mood is the feeling or atmosphere perceived by the reader. o The night was dark and stormy. (The sentence creates a scary mood.) o The man kicked and threw the poor cat out of his house. (The sentence creates a feeling of anger or pity towards the cat.) Have students write their own sentences and have them each share with a partner. The partner will identify the moods created by the sentences. Poetry Activities Have each student choose an object or an element (air, water, fire, space) and have the student write a description of it as if it were a person. Give students the following prompt to complete. Give them a theme to guide them with the sentences. Body parts, friends, love, family o My ______________ is _________ like _______________. o My ______________ is__________ as ________________. Read aloud a short story or a few paragraphs of a novel. As you read aloud, have students identify words or phrases that the author uses to describe characters, setting and events in the story. Have students understand that poetic images are found in all types of writing and not just in poems. Discuss and identify features of a poem in poetry: o Poems have meaning o Poems have sound o Poems have images o Poems have lines o Poems have patterns of letters, syllables or words o Poems have stanzas/verses Have students listen to a song and identify any words or phrases that are repeated. Discuss how the song would sound if the words or phrases werent repeated and have them write their own song poetry. Parts of Speech Adverb game o Review adverbs with the class. o Have students make a list of adverbs (one adverb per index card). o Have them write sentences using the adverbs. o Place all index cards in a bag and pull out a card . o Have a student act out the adverb on the index card they pulled out and have the class guess what adverb the student is acting out (as a scaffold, you may want to write a word splash on the board with a list of adverbs). Adjective Hunt: Have students read a poem and circle all the adjectives they find in the poem, drawing a line to the person, place or thing the adjective is describing. Read aloud The Grammar poem by Steve Kowit (See Attachment 8.5 Text The June 2011 4

8.5 Using Poetry to Express Myself

Subject: ESL Length: 6 weeks Grammar Poem), have students circle the parts of speech discussed in the poem, and create their own grammar poems using Kowits poem as a model. Sample Lessons Lesson on creating a bio-poem (See Attachment: 8.5 Sample Lesson Personality Poems) Lesson on creating parallel poems http://www.readwritethink.org/classroom-resources/lesson-plans/found-poemsparallel-poems-33.html?tab=4#tabs Lesson on creating found poetry using picture books (See Attachment: 8.5 Sample Lesson Creating Found Poetry) Additional Resources Activities about playing with poems (See Attachment: 8.5 Resource Playing with Poetry) Resources on how to organize a jigsaw activity: http://www.jigsaw.org/steps.htm Literature Connections The Poetry Home Repair Manual: Practical Advice for Beginning Poets by Ted Kooser Word by Kelefa Sanneh Poetry for Young People: Emily Dickinson by Frances Schoonmaker Bolin Spring (a poem that uses personification) (See Attachment: 8.5 Text Spring Poem) A collection of poems about making decisions written by young adults: http://100poems.com/poems/teen/index4.htm Poetry Foundation (A collections of poems by various poets): http://www.poetryfoundation.org/ Collections of poems from a variety of poets: http://www.loc.gov/poetry/180/

June 2011