ALEX Classroom Resource

  

Creating Classroom Community by Crafting Themed Poetry Collections

  Classroom Resource Information  

Title:

 Creating Classroom Community by Crafting Themed Poetry Collections

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/creating-classroom-community-crafting-391.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Students begin by brainstorming types of poetry, then examining themed poetry collections to find examples. They create a working definition of poetry that they will revisit throughout the unit. Next students reexamine the collections, identifying what the poems have in common and generating a list of characteristics of thematic poetry collections. Students then begin work on their own poetry collection. In each session, they read, analyze, and write a different form of poetry, including diamante, cinquain, 5W, Bio, I Am, Name, Acrostic, Limerick, and Two-Voice poems. In some forms, they write about themselves, and for others, they interview and write about a classmate, but all the poems follow the theme of "getting to know each other". Throughout the process, students complete a checklist to organize and track what they learn about poetry forms and elements of poetry. Graphic organizers are included for each poetic form.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 3
11. Read and reread grade-appropriate poetry, practicing phrasing, rhythm, rhyme, and meaningful expression.
Unpacked Content
Teacher Vocabulary:
11.
  • Reread
  • Grade-appropriate poetry
  • Phrasing
  • Rhythm
  • Rhyme
  • Meaningful expression
Knowledge:
11. Students know:
  • The features of poetry include phrasing, rhythm, and rhyme.
  • Words rhyme if their vowel and ending sounds are the same (example: ham, Sam).
  • Rhythm is a steady beat made by stressed syllables in spoken words.
  • A phrase is a group of words.
  • Strategies to show meaningful expression, including making appropriate changes in voice, pitch, and expression while reading poetry orally.
Skills:
11. Students are able to:
  • Read and reread grade-appropriate poetry.
  • Practice rhyming, stressing syllables that create rhythm, grouping together words in phrases, and meaningful expression when reading poetry.
Understanding:
11. Students understand that:
  • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings.
  • They can reread poetry to practice their use of phrasing, rhythm, rhyme, and meaningful expression.
English Language Arts
ELA2021 (2021)
Grade: 3
18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.
Unpacked Content
Teacher Vocabulary:
18.
  • Demonstrate
  • Content knowledge
  • Independent reading
  • Informational text
  • Literary text
  • Content-specific discussions
Knowledge:
18. Students know:
  • Content knowledge is information learned about a specific subject.
  • Content knowledge can be learned by independently reading text.
  • Informational text is nonfiction text, and literary text is fictional.
  • Active listening skills.
  • Writing skills.
Skills:
18. Students are able to:
  • Build content knowledge from independently reading informational or literary text.
  • Use content knowledge learned from independent reading in content-specific discussions with peers.
  • Use content knowledge learned from independent reading in writing.
Understanding:
18. Students understand that:
  • Content-specific discussions with peers can demonstrate the content knowledge they learned through independent reading.
  • They can produce writings that demonstrate knowledge of content-specific information.
English Language Arts
ELA2021 (2021)
Grade: 3
42. Write poetry or prose in response to visual images to interpret their meanings.
Unpacked Content
Teacher Vocabulary:
42.
  • Poetry
  • Prose
  • Visual images
  • Interpret
Knowledge:
42. Students know:
  • Poetry is a genre of text that uses distinctive style and rhythm to aid in the expression of feelings, while prose is written in ordinary language.
  • Writing can be created in response to visual images.
  • Visual images carry meaning to viewers.
Skills:
42. Students are able to:
  • Write poetry or prose after viewing visual images to explain their meaning.
Understanding:
42. Students understand that:
  • Visual images can inspire them to write poetry or prose to describe their feelings and explain the image's meaning.
English Language Arts
ELA2021 (2021)
Grade: 4
25. Explain how the form of a poem contributes to its meaning.
Unpacked Content
Teacher Vocabulary:
25.
  • Poem
  • Form
Knowledge:
25. Students know:
  • Poetry can be written in different formats.
Skills:
25. Students are able to:
  • Identify the form of a poem.
  • Describe how a poem's form helps convey its meaning.
Understanding:
25. Students understand that:
  • Poems have varying forms that can be used to convey different meanings.
English Language Arts
ELA2021 (2021)
Grade: 4
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency.
Unpacked Content
Teacher Vocabulary:
32.
  • Respond
  • Writing
  • Literature
  • Informational texts
  • Stories
  • Dramas
  • Poetry
  • Cross-curricular texts
  • Independently
  • With support
  • Grade-level proficiency
Knowledge:
32. Students know:
  • Responding to text in a written format demonstrates comprehension of the text.
Skills:
32. Students are able to:
  • Independently and with support, create grade-appropriate written responses after reading literature and informational text.
Understanding:
32. Students understand that:
  • To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.
English Language Arts
ELA2021 (2021)
Grade: 5
5. Demonstrate fluency when independently reading, writing, and speaking in response to grade-level literary and informational text, including stories, dramas, poetry, and cross-curricular texts.
Unpacked Content
Teacher Vocabulary:
5.
  • Fluency
  • Independently
  • Literary text
  • Informational text
  • Stories
  • Dramas
  • Poetry
  • Cross-curricular texts
Knowledge:
5. Students know:
  • Fluency is the ability to read, write, or speak at a pace that does not negatively impact meaning or understanding.
  • Responding to text through writing and speaking demonstrates comprehension.
Skills:
5. Students are able to:
  • Independently read grade-level literary and informational text fluently.
  • Demonstrate fluency when writing.
  • Demonstrate fluent speech.
Understanding:
5. Students understand that:
  • The ability to read fluently supports comprehension, or understanding, of the text.
  • The ability to write and speak fluently helps clearly communicate with others.
  • One way to demonstrate comprehension of literary and informational text is to respond in writing or through speaking.
English Language Arts
ELA2021 (2021)
Grade: 5
32. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
Unpacked Content
Teacher Vocabulary:
32.
  • Literature
  • Informational text
  • Stories
  • Dramas
  • Poetry
  • Cross-curricular texts
  • Independently
  • Proficiency
Knowledge:
32. Students know:
  • Responding to text in a written format demonstrates comprehension of the text.
Skills:
32. Students are able to:
  • Independently create grade-appropriate written responses after reading literature and informational text.
Understanding:
32. Students understand that:
  • To respond in writing to literature and informational texts, they must read critically, have a deep understanding of the text's content, and use appropriate writing skills.
Tags: brainstorming, Diamante Poems, elements of poetry, graphic organizer, interview, poetry, Printing Press
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Author: Cassie Raulston
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