ALEX Classroom Resource

  

A Race With Grace: Sports Poetry in Motion

  Classroom Resource Information  

Title:

 A Race With Grace: Sports Poetry in Motion

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/race-with-grace-sports-920.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Can athletes' moves be described as beautiful? How are grace, beauty, and aesthetics expressed through movement? These and many other questions will provide the framework for students' exploration of poetry in motion of athletes who participate in a variety of sports. Examining examples from their own experiences and from popular media, students learn about the aesthetic elements of athletics. After viewing images of various athletes, students create a class word wall with adjectives that describe movement. Students then write in reflective journals, view and interpret media, conduct Internet research, take digital photographs, and create original poems. As a culminating activity, the teacher presents students' poetry to the class in a multimedia presentation.

Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 3
R3. Expand background knowledge and build vocabulary through discussion, reading, and writing.
Unpacked Content
Teacher Vocabulary:
R3.
  • Background knowledge
  • Vocabulary
  • Discussion
Knowledge:
R3. Students know:
  • Relating experiences through discussions, reading, and writing will help build background knowledge and improve vocabulary.
Skills:
R3. Students are able to:
  • Connect new concepts to prior experiences to increase background knowledge through discussions, reading, and writing.
  • Construct the meaning of words through discussions, reading, and writing.
Understanding:
R3. Students understand that:
  • Background knowledge can increase by relating experiences to new ideas, topics, and words while participating in discussions, reading, and writing.
  • Vocabulary will increase by constructing the meaning of words while participating in discussions, reading, and writing.
English Language Arts
ELA2021 (2021)
Grade: 3
3. Apply oral literacy skills by participating in a variety of oral language activities.

Examples: plays, dramas, choral readings, oral reports
Unpacked Content
Teacher Vocabulary:
3.
  • Oral language activities
  • Oral literacy skills
Knowledge:
3. Students know:
  • Oral literacy skills include speaking, listening, and comprehending.
  • Oral language activities are those activities in which speakin, listening, and understanding are required.
Skills:
3. Students are able to:
  • Apply oral literacy skills when participating in various oral language activities, such as plays, dramas, choral readings, oral reports.
Understanding:
3. Students understand that:
  • They can learn, practice, and apply oral literacy skills by participating in a variety of oral language activities.
English Language Arts
ELA2021 (2021)
Grade: 3
14. Describe word relationships and nuances in word meanings, including relating them to their opposites and distinguishing shades of meaning in similar or related words, including nouns, verbs, and adjectives.

a. Determine meaning of words using synonyms in context.

b. Determine meaning of words using antonyms as a clue.

c. Describe the similarities and differences between related words.

d. Use knowledge of homophones to determine appropriate use of words.

e. Interpret figurative language.

f. Identify relationships and nuances in word meanings to determine real-life connections between words and their use.
Examples: Discuss relationships in words related to home (house, residence, habitat) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to bad (terrible, awful, horrible) and give reasons for choosing a particular word in speaking or writing.
Distinguish shades of meaning in words related to talk (yell, scream, bellow) and give reasons for choosing a particular word in speaking or writing.
Unpacked Content
Teacher Vocabulary:
14.
  • Describe
  • Word relationships
  • Nuances
  • Opposites
  • Distinguishing
  • Shades of meaning
  • Similar words
  • Related words
  • Nouns
  • Verbs
  • Adjectives
14a.
  • Determine
  • Synonyms
  • Context
14b.
  • Determine
  • Antonyms
  • Clue
14c.
  • Similarities
  • Differences
  • Related words
  • Describe
14d.
  • Homophones
14e.
  • Interpret
  • Figurative language/li>
14f.
  • Word relationships
  • Nuances in word meanings
  • Identify
  • Real-life connections
Knowledge:
14. Students know:
  • Word relationships and nuances in word meanings.
  • Words with opposite meanings are antonyms, and words with similar meanings are synonyms.
  • A noun is a person, place, thing, or idea.
  • A verb expresses an action or state of being.
  • An adjective describes a noun or pronoun.
14a.
  • Synonyms are words that have similar meanings.
  • The meaning of an unfamiliar word can be identified using synonyms.
14b.
  • Antonyms are words that have opposite meanings.
  • The meaning of an unfamiliar word can be identified using antonyms.
14c.
  • Related words can be described by their similarities and differences.
14d.
  • Homophones have the same pronunciation, but different meanings, origins, and/or spellings.
14e.
  • Figurative language is a creative way to use words and phrases beyond their literal definition to explain or describe something.
14f.
  • Writers and speakers use a variety of words to distinguish between specific intended meanings.
  • Real life means situations that they have experienced or will experience, and they can make real-life connections about how vocabulary words can be used.
Skills:
14. Students are able to:
  • Describe the relationships between words and nuances in word meanings.
  • Describe how the meaning of words are alike or different.
  • Describe the nuances of words that have different shades of meaning.
14a.
  • Use synonyms to interpret word meaning in context.
14b.
  • Use antonyms as a clue to interpret word meaning.
14c.
  • Describe how the meaning of related words are alike and different.
14d.
  • Determine appropriate homophone use based on their knowledge of homophones and context clues.
14e.
  • Interpret figurative language to understand its meaning.
14f.
  • Discuss relationships of words and give reasons for choosing to use a particular word in writing or speaking; for example, words related to home include house, residence, and habitat.
  • Distinguish shades of meaning in related words, and give reasons for choosing to use a particular word in writing or speaking; for example, words related to bad with different nuances include terrible, awful, horrible.
Understanding:
14. Students understand that:
  • Writers and speakers should carefully select words to convey specific meanings, ideas, and relationships.
  • Words have relationships with other words and words have subtle differences that can be distinguished within text.
14a.
  • Synonyms are words that have similar meanings, and they can be used to determine the meaning of a new vocabulary word.
14b.
  • Antonyms are words that have opposite meanings, and they can be used to determine the meaning of a new vocabulary word.
14c.
  • Identifying the similarities and differences of related words improves their vocabulary knowledge.
14d.
  • Their knowledge and understanding of homophones can help determine the correct word to use when given context clues.
14e.
  • Figurative language carries meaning other than the literal meaning of the words or phrases .
14f.
  • Writers and speakers carefully select words to convey specific meanings, ideas, and relationships.
  • Making real-life connections to new vocabulary words helps them move the new words to their long-term memory, becoming part of their "ready to use" vocabulary.
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.
Tags: athletes, Doodle Splash, media, poetry, presentation, sports
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Author: Cassie Raulston
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