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November 14th, 2007

Lesson Plan: Elements of Poetry

From my individual site: http://astro.temple.edu/~tua64191/.

Lesson Plan II: “Writing Poetry: Using Elements and the Web”

1. Heading
a. Bonnie MacAllister d. Elements of Poetry: Form & Technique
b. November 20, 2007 e. Writing Poetry: Using Elements and the Web
c. 10th Grade English f. Accommodations for disabilities—Autistic male
2. Introduction
a. Background information is delivered through Power Point presentation. The content:
Slide One: Terminology: Onomatopoeia
 Onomatopoeia Video (Sesame Street Style Video)
 The sounds form the words
 Words imitate the sound they describe
 Come up with five examples that you did not see in the video
Slide Two: Terminology: Tercets
 Tercets are any three lines of poetry.
 The haiku is a tercet poem.
 Tercets can be a piece of a poem (one stanza) or an entire poem (haiku).
 Tercets can be metered or unmetered.
Slide Three: Forms of Poetry: Haiku
 Traditional Haiku: 3 lines, 5-7-5 syllables (Japanese by origin)
Haiku: Japanese and English Video
On the Chinese vase
flowers retain brightness
- -
pouring out water.
 American Haiku: a series of haiku are joined to form a larger poem. Each haiku forms a stanza.
Slide Four: Terminology: Quatrains
A quatrain is a poem, or a stanza within a poem, that consists always of four lines.
It is the most common of all stanza forms in European poetry.
Quatrains can be rhymed, metered, or unrhymed and without meter.
How many couplets equal a quatrain?
Slide Five: Forms of Poetry: Villanelle
 The villanelle has 19 lines, 5 stanzas of three lines and 1 stanza of four lines with two rhymes and two refrains. The 1st, then the 3rd lines alternate as the last lines of stanzas 2,3,and 4, and then stanza 5 (the end) as a couplet. It is usually written in tetrameter (4 feet) or pentameter (5 feet.)
Slide Six: Forms of Poetry: Sestina
 A sestina is a poems that consists of six six-line stanzas followed by a tercet (called its envoy), for a total of thirty-nine lines. The same set of six words ends the lines of each of the six-line stanzas, but in a different order each time; if we number the first stanza's lines 123456, then the words ending the second stanza's lines appear in the order 615243, then 364125, then 532614, then 451362, and finally 246531.
 Sestina by Ezra Pound (Ezra Pound’s “Sestina: Altaforte" )
Slide Seven: Forms of Poetry: Free Verse
 Free verse is a term describing various styles of poetry that are not written using strict meter or rhyme, but that still are recognizable as poetry because of language or style.
 Is free verse really a form? Is there a formula? How do I recognize a poem

b. Standards
i. List ISTE standard addressed in the lesson
1. Basic operations and concepts
• Students demonstrate a sound understanding of the nature and operation of technology systems.
• Students are proficient in the use of technology.
2. Social, ethical, and human issues
• Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
3. Technology productivity tools
• Students use technology tools to enhance learning, increase productivity, and promote creativity.
• Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
4. Technology communications tools
• Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
5. Technology research tools
• Students use technology to locate, evaluate, and collect information from a variety of sources.
ii. List national content standard (if you know this information)
a.) 1.2 Reading Critically in All Content Areas (Detail, Inferences, Fact from Opinion, Comparison, Analysis and Evaluation)
b.) 1.4 Types of Writing (Narrative, Informational, Persuasive)
c.) 1.6 Speaking and Listening (Listening skills, speaking skills, discussion, presentation)
d.) 1.8 Research (Selection, Location of Information, Organization
c. Objectives
i. List the skills and/or content students will learn or practice
The students will use technology skills: web video and interactive interfaces. Students will work together cooperatively on the Scavenger Hunt and in groups as they use the interactive interfaces to produce haiku and free verse. Students will cultivate their critical thinking skills through this exercise (applying their answers to the media presented and the Scavenger Hunt.) They will exercise creativity through the creation of their own original poetry. They will represent themselves through speech and discussion in their poetry reading. All speeds of learners can participate in these exercises. All speeds of learners will be able to appreciate the content of videos and the Scavenger Hunts. All of the poetry is approachable from a variety of learning styles: visually, orally, aurally. Even a visually or hearing impaired child could benefit from this lesson. Student will post their poetry on his/her blog and on the classroom blog. Students will have the opportunity to publish their work to the various websites (PBS.org Free Verse and Magnetic Poetry) so they can become “professional authors.”

ii. Write objectives that are measurable and age appropriate
This lesson plans allows for a differentiated learning approach to poetry. The lesson makes poetry three-dimensional. Students will master poetry from a variety of learning styles: visually, orally, aurally. Even a visually or hearing impaired child could benefit from this lesson. Our autistic youth will have no trouble mastering the video and multi-media presentations. Student will post their poetry on his/her blog and on the classroom blog. Students will practice public speaking skills as they present their poetry through a poetry reading for the classroom. (This reading could be videotaped or presented as an assembly for a wider audience.) The unit teaches while empowering youth and fostering creativity. The students will master the concepts of what are very complicated elements and techniques of poetry. Since they will be stimulated in a variety of learning styles, the students are more likely to retain the information successfully and reproduce the information in their own poetry.

3. Procedure
a. Materials and technology
i. List materials needed for the lesson—Power Point (data projector and Smart Board), Internet (YouTube, Magnetic Poetry, PBS.org Free Verse, Classroom Blog on LiveJournal, Scavenger Hunt).
ii. Mandatory two forms of technology: Online Web Poetry tools and Power Point
iii. Scavenger Hunt: Group activity or individual homework
b. Procedures
i. State your motivational activity – what gets the students interested in the lesson
The video from YouTube that illustrates “Onomatopoeia” is an attention-grabbing illustration of sound and the words that form sounds. These are the basic elements and building blocks of poetry. Students will be asked to take notes on the sounds portrayed and to share individual findings on onomatopoeia that does not appear in the film.
ii. List the activities you will implement to help students build concepts
Students will interact with the Power Point Presentation. There are three videos: onomatopoeia, sestina, and haiku with three activities. Students will identify and create onomatopoeia, students will listen to the sestina to identify the line patterns, and students will listen and repeat the haiku patterns. Later they will create their own haiku.
Students will use the Magnetic Poetry and Free Verse websites to construct their own creative haiku and free verse poetry which they will upload onto the Classroom Blog. They will also have the option to submit their poems to the website for national publication. They can become published authors.
iii. State your closure activity – how you will draw the lesson to an end wrapping it up to make sure they understood
Students will do a gallery walk and display their Magnetic Poetry or Free Verse assignment on the computer monitors. Students will be asked to share their poems in a read-aloud activity. Students will be asked to critique and offer commentary of each other’s work by commenting on the blog and orally following the poetry reading.
iv. Modification for Autistic Youth
Two gifted/advanced students and one on-level/standard student will be paired in the group with Jimmy. Jimmy will have his aide (mainly for behavioral problems) as well as his tablet PC. Jimmy will be able to do his Magnetic poetry or Free Verse (his choice) on his tablet PC. The other students willl work closely with him to make sure he understands the forms and techniques of poetry. His tablet PC has the ability to read aloud to help Jimmy sound out syllables and lines. This sound-aloud technology may be interesting and informative to the other group members.
4. Assessment
a. Describe your strategies to assess whether the students met your objectives
Students will demonstrate orally and in writing if they have understood the forms and techniques that appear on the slide presentation. Students will also demonstrate through the Scavenger Hunt if they have mastered the concepts.
b. Describe how will you provide feedback to the students
I will comment on the Classroom Blog using public and private comments, depending upon sensitivity and performance. I will also comment during the gallery walk individually and to the whole group after the individual readings. I will respond to the student critiques.
5. Attach materials created and to be used for this lesson
a. Power Point Presentation: Elements of Poetry: Forms and Terminology
b. Magnetic Poetry and PBS.org Free Verse: Choice of Activity
c. Classroom Blog on LiveJournal
d. Scavenger Hunt

Scavenger Hunt: Elements of Poetry


Storyboard for Scavenger Hunt: “Elements of Poetry”

I. Scavenger Hunt Will Use 5 Web Source Materials, four of which employ auditory, visual, and textual approaches to poetry. The fifth resource brings poetry back to the page for a challenging activity in sound and meaning recognition. The activity culminates with an exercise in blogging as the students post their answers and creative writing onto their individual and the classroom blog (http://community.livejournal.com/mrs_mac_class). Students could do this assignment solo or in small groups.

A. Haiku Poem: http://youtube.com/watch?v=wiPLmMqHOeY
I chose this site because it builds up the video the class watched in the Power Point presentation. The Haiku Poem depicts an animation of several Japanese and American style haiku. Some of the haiku are incorrect. They do not use the 5-7-5 syllable pattern. Students will need to be careful when answering question number 3. They cannot assume all are true haiku. They will use listening, reasoning, and comprehension skills.
1. Questions:
a. Please transcribe one haiku poem from this video.
b. What is the syllable pattern? ______________
c. Is your haiku faithful to the Japanese syllable pattern? Explain why or why not.

B. Jack Kerouac Haikus: http://youtube.com/watch?v=xJdxJ5llh5A
Building upon the Power Point and the previous question, this video is a quality presentation of an American legend’s approach to the Japanese form. This is a quick series of haiku by author Jack Keroauc. Students will listen to the American accented 5-7-5 syllable structure. They will use listening and comprehension skills.
1. Questions:
a. Transcribe three of Keroac’s haiku poems:
d. What are some themes of Keroac’s haiku? Name three themes.

C. No Room for Mermaids byKatherine E. Davis: http://youtube.com/watch?v=tEZrcDI_Amw
This video is an example of a sestina. It is read by a young author. Students will have to recall the Power Point lesson on sestina formula. They will be able to diagnose the pattern of repetition of the last words of each line, and this detective work of watching and listening and reading the poem will make the students retain lesson.
1. Questions:
a. What form of poetry is this poem?
b. What words does the author use in the pattern of repetition?
c. Using the letters ABCDEF, what is the pattern of the first six stanzas of this poem?
d. What is the pattern of the last stanza (or envoy?)

D. Poet Guru Teaches Villanelle: http://youtube.com/watch?v=IEEOFwAcaFI
This is an excellent short lesson on the form and technique of villanelle creation. We touched on villanelle in the Power Point, but this resource is so excellent in its expansion of the idea. Students will learn by doing, and they will use creative writing skills to produce a final product, a true villanelle. They will upload and post their poems onto their blogs (and at the end of the Scavenger Hunt to the classroom blog.)
a. What is a villanelle?
b. Explain what is a tercet?
c. What is a quatrain?
d. Follow the instructions in the video. Write your own villanelle. You may use these websites for help: http://www.Rhymezone.com (for help with rhyming) and http://www.Poetguru.com (the video director’s site).
2. Please post your completed villanelle on your blog.

E. Jabberwocky: http://www.jabberwocky.com/carroll/jabber/jabberwocky.html
This resource brings poetry back to the page for a challenging activity in sound and meaning recognition. Students must examine Lewis Carroll’s difficult poem to see if they can relate the lesson from the Power Point presentation to dissecting the poem to understand “onomatopoeia” (words that represent the sound they make.)
1. Questions:
a. Find five examples of onomatopoeia in “Jabberwocky.” You may consult http://dictionary.reference.com/. Describe the sound each word makes.

F. Post your complete Scavenger Hunt poems and answers to our classroom blog:
http://community.livejournal.com/mrs_mac_class/ This activity features technology in an active way and it makes the lesson multi-dimensional. Students are thinkers, authors, and collaborators.

Post Lesson: After the assignment, possibly on the next day, I would also invite the students to post a reaction to the assignment on their blogs or speak it aloud in class discussion:
1. What worked well?
2. What would have been better if taught differently?
3. Did the videos illustrate the concepts well?
4. Which video was your favorite overall?
5. How would you have directed a video?