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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

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