Poetry Power

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Poetry PowerA Lesson for 4th Grade

(Language Arts)

Designed byAmy Ceglarek

[email protected]

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Introduction April is poetry month and all across the country students are learning about poetry, reading poems and writing poems of their own. Some students get a little nervous when their teachers mention the subject of poetry. Students think poetry is supposed to be serious, or that everything needs to rhyme when they write poems. Maybe you are one of those students.

Don’t worry, poetry is really cool! This project will help you to learn a little bit about poetry in general , but it will concentrate on two styles of poetry that many fourth graders find fun to read and to write. These two styles of poetry are Limericks and Haiku. Both styles are very different from each other. Limericks are silly rhymes and originate from the country of Ireland. Haiku is usually about nature and originates from the country of Japan. You will have lots of fun learning about both countries and both styles of poetry. After you’ve done a little exploring about your subjects you are going to do some writing! You’ll be a poet before you know it…... You’ll make a rhyme in hardly any time……. You get the picture!

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Task Your Poetry Power adventure begins by starting a Poetry journal. You will fill your journal with all kinds of information, ideas and of course poems. You’ll be doing some investigating about the countries of Ireland and Japan. You’ll also do some investigating about Limericks and Haiku. After your investigations you and your classmates are going to write some poetry. Sometimes you’ll be working as a class group. Sometimes you’ll work with a partner and sometimes you’ll work on your own. After you’ve tried all your writing exercises, you and your class will make a book of Limericks. You’ll also copy your favorite Haiku on paper and decorate it with things and images from nature so you can hang them around your classroom. You'll want the classroom to look nice because you’ll be inviting other students to your class for a poetry party. You can have snacks and everyone can read some of their favorite poems.Before you start take a look at what you’ll be evaluated on.

Evaluation

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Process 11. Open your journal and write down 3 things that you know or have heard

about poetry.2. Now visit this website to learn more about poetry.3. Did you learn anything new about poetry? Write down 3 new things that

you’ve learned in your journal.4. Just for fun and to get your creative juices flowing visit these two websites.

5. Did you have fun? That’s what poetry is about. Playing with words. See what some poets have said about poetry.

6. Don't forget to take notes in your journal. Do you have a favorite quote from a poet? Write it your journal to help inspire you.

7. Now it’s time to learn about limericks. Click to move.

Poetry

Poetry Game 1 Poetry Game 2

Poets

To Limericks

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Process 2O.k. you’ve started your journal and got your creative juices flowing. Now

it’s time to learn about Limericks!1. In your journal write 3 things you know about Ireland. Now visit these 2

sites to learn about Ireland and the county and city of Limerick.2.

3. Were you correct about the things you knew about Ireland? Did you learn something new? Write down 3 new things you learned in your journal.

4. Now it’s time to learn about Limerick poems click and select Limerick.

5. Visit this next site to read some student Limericks. Write some Limericks in your journal if you like them. You can’t copy someone else’s work, but you may find inspiration from them.

6. This next site helps you with writing your own Limerick. Don’t forget you should take some notes to help when you start writing on your own.

7. Now it’s time to try some with your partner. Did your teacher assign you a partner or did you pick one on your own? Here is a site that will help you with rhymes.

8. You and your partner should write at least 2 Limericks. Pick your favorite and copy it neatly for the class book. Add a funny picture or cool border to the page.

9. Now it’s time to try Some Haikus. Click here to move on.

Ireland Limerick

Definition

Student

How to

Help Rhyme

To Haikus

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Process 3I bet your feeling pretty rhyme-y after your Limerick writing. Haikus

are different. Now you need to start thinking about nature and little moments in time.

1. Write down 3 things you know about Japan. Now visit these sites to learn a little more.

2. Did you learn anything new about Japan? Write down 3 new things you learned.

3. Now your ready to learn about Haiku. Start with a definition.4. Here’s a site where you can read some other students' Haiku. Take

notes. You can’t copy other peoples work, but you may get a good idea on a theme.

5. O.K. Your beginning to see what Haiku is like. Check this site on how to write Haiku.

6. Now your ready to try Haiku! Write at least 2 Haiku.7. Pick your favorite Haiku and copy it on to the special paper your

teacher gives to you. Now decorate your page. If you want, you can do all the decorations by drawing. It might also be cool to collect some natural objects from outside. A leaf or two? Dandelion heads? Twigs? Get creative! Use Elmer’s glue to paste your objects on. Glue sticks won’t work well with heavier objects.

8. Your ready for the party! Did you remember your treat?

Japan Japanese Kids

Haiku?

Student Haiku

How to Haiku

Party Time

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Process 4Great you are ready for the party!Here’s what you’ll need:• Everyone needs to bring something for the party.

Your teacher should have a sign up sheet. You’ll need snacks, drinks, and paper products. What are you in charge of bringing?

• Make sure the classroom looks nice. Did you hang up your decorated Haikus? Is your class Limerick book ready for people to read?

• Finally, pick your favorite poem that you wrote. Is it your Haiku or your Limerick? Practice reading it out loud. At the party your going to read your poem in front of everyone! If you and your Limerick partner both want to read your Limerick practice reading it together. You read a line ,your partner reads a line, etc.

• Have Fun! Click here after the party.Finish Up

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EvaluationYou will be evaluated on the contents of your journal. Did you write down 3 things you knew about the subjects before you did your research? Did you write down 3 new things you learned? Did you take other notes?Also, you’ll be evaluated on your poems. Did you complete them? Did you follow directions for what to do with the finished poems?Finally you’ll be evaluated on whether or not you read a poem at the Poetry Party.Here is a place to go for a printable rubric so you can check off the tasks as you finish them.

This link will take you back to the beginning of the project.

Rubric

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ConclusionDid you enjoy being a poet? Do you think you will write more Limericks

or Haiku in your journal? You probably know a lot more about both types of poems and the countries they come from. You have also learned to read your original work in front of an audience. Did you enjoy the Poetry Party? Lots of people go to poetry readings. The readings are sometimes similar to your party. People eat and drink and enjoy hearing poems read. Now your probably ready to try writing some different types of poems .Would you like more poetry practice? Visit the following sites.

Would you like to learn more about poets? Check out this site.

And one more place for practice and fun.

Click here to read some more poetry.Remember, poetry is about playing with words, so don’t feel

intimidated by it. Have fun reading and writing it. Many 4th graders like the poetry of Shel Silverstien. Ask your school librarian if he or she has any of Shel Silverstien’s books. Or ask the librarian for their recommendation on poetry that a 4th grader would enjoy. Also, now that you’ve started your poetry journal keep writing in it. Add poems that you’ve read and like and write some more of your own. Go forth young poet!

A Poet’s Help Poetry Fun

Ask the Poet

10 Word

Number Poem

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CreditsI’d like to give credit and thanks to my sons Peter, Patrick, and

Sean. They are a constant source of information and inspiration.Another special thanks goes to Sandra Duhkie, media specialist at

Coolidge Intermediate School in Ferndale for some great poetry websites.

Also thank you to Professor McEneane for challenging his students with these assignments for IST 396. Here’s a link to our class website.

You can find the template for this project and other supporting materials there.

All images used for this project are from Microsoft Clips Online.

There are so many wonderful websites devoted to poetry for all ages of students. Some of the best that I found are:

www.shadowpoetry.comwww.poetryzone.co.ukwww.pbskids.orgwww.factmonster.comwww.readwritethink.org

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Introduction (Teacher)

This lesson was designed for Oakland University’s Instructional Technology course IST 396.

It is meant to coincide with April’s theme of National Poetry Month. It is meant to be an introductory lesson to poetry. Students will learn about poetry in general, but focus on Limericks and Haiku as these are two of the more fun and student friendly forms of poetry to write. The cultural investigations tie in with Social Studies themes.

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Learners (Teacher)This is a lesson for 4th grade Language Arts.

It has a tie in to Social Studies as well. The lesson could easily be adjusted for 3rd grade learners by focusing on only one of the styles of poetry. The lesson can also be adjusted for older learners by changing the styles of poetry and by having students research poets instead of, or in addition to cultural influences.

Learners will need basic internet search skills as well as some note taking skills.Teachers should read from various poetry books for children for a few weeks prior to introducing the lesson.

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Standards (Teacher)This lesson requires students to use creative production skills while

writing poetry and when decorating their poetry pages.In addition students must work cooperatively with a partner during the

Limerick writing portion of the lesson. Cooperation skills are also needed in hosting the Poetry Party.

Students will enhance their note taking skills and use some compare/contrast skills during the cultural investigation portion of the lesson.

Students will practice public speaking skills during the Poetry Party portion of the lesson.

Writing and reading poetry will enhance vocabulary and language skills, as well as reading and comprehension skills.

Using the Internet for research enhances both technology skills as well as research skills.

Michigan Standards met:English Language ArtsMeaning and Communication C.S.1 B.M.LE 1,2,5 -C.S.3 B.M.L.E.1,3,5,6-

Literature C.S. 5 B.M. L.E. 1,4 –Voice C.S. 6 B.M. L.E. 2-Skills and Process C.S. 7 B.M. L.E. 4- Genre and Craft of Language C.S. 8 B.M. L.E.2-Depth of Understanding C.S.9 B.M. L.E.2 –Ideas In Action C.S. 10 B.M. L.E.2-Inquiry and Research C.S.11 B.M. L.E.2-Critical Standards C.S. B.M. L.E.1,2,3,4 (C.S.=content standard, B.M.= benchmark, L.E.= later elementary)

Social Studies Inquiry C.S. 2 B.M. L.E.2-Geographic Perspective C.S.1 B.M. L.E.1TechnologyProductivity Tools 1,3,5 – Communication Tools 1-Research Tools 1,5Link to Michigan Dept. of Education MDE

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Process 1 (Teacher)1. Open your journal and write down 3 things that you know or have heard about

poetry.2. Now visit this website to learn more about poetry.3. Did you learn anything new about poetry? If you did, write it down 3 new

things in your journal.4. Just for fun and to get your creative juices flowing visit these two

websites. 5. Did you have fun? That’s what poetry is about. Playing with words. See what

some poets have said about poetry.6. Don't forget to take notes in your journal. Do you have a favorite quote

from a poet? Write it your journal to help inspire you.7. Now it’s time to learn about limericks. Click to move. The websites used for this page are:www.shadowpoetry.com/resources/wip/poetry.html (for step 2)www.childrenspoetrybookshelf.co.uk/flashgames/words.html and

http://shadowpoetry.com/magnet.html (for step 4)http://sf.factmonster.com/spot/pmpoetry1.html (for step 5)The main idea behind this first task is to acquaint students with the idea that

poetry is fun. They should be thinking about playing with words. It would be beneficial to read some poetry to the students each day starting at a minimum of one week prior to beginning of this lesson. No formal lesson needs to take place, just letting students hear some poetry read aloud is sufficient. The idea is to have students explore on their own in a non- intimidating way. Having them write down a few things they know about poetry before they start researching and then write down some things they have learned after their research is meant to promote higher level thinking. Comparing and contrasting, analysis, and then synthesis of new information starting with the next tasks.

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Process 2 (Teacher)O.k. you’ve started your journal and got your creative juices flowing. Now it’s time to learn about limericks!1. In your journal write 3 things you know about Ireland. Now visit these 2 sites to learn about Ireland and

the county and city of Limerick.2. Were you correct about the things you knew about Ireland? Did you learn something new? Write down 3 of

the new things you learned in your journal.3. Now it’s time to learn about Limerick poems click and select Limerick.

4. Visit this next site to read some student Limericks. Write some Limericks in your journal if you like them. You can’t copy someone else’s work, but you may find inspiration from them.

5. This next site helps you with writing your own Limerick. Don’t forget you should take some notes to help when you start writing on your own.

6. Now it’s time to try some with your partner. Did your teacher assign you a partner or did you pick one on your own? Here is a site that will help you with rhymes.

7. You and your partner should write at least 2 Limericks. Pick your favorite and copy it neatly for the class book. Add a funny picture or cool border to the page.

8. Now it’s time to try Some Haikus. Click here to move on.

Web sites for this page are:www.worldalmanacforkids.com/explore/nation/ireland.html#fw..ir039400.a20.c10 and

www.factmonster.com/ce6/world/A0829801.html (for step 1)www.shadowpoetry.com/resources/wip/types.html (for step 3)http://members.aol.com/pwalter530/limericks.html (for step 4)www.gigglepoetry.com/poetryclassdetail.aspx?LessonPlanID=2 (for step 5)www.rymezone.com (for step 6)

Students will work with a partner on Limerick writing. The idea behind partner work is to make their first stab at poetry writing less intimidating by allowing them to work with someone else. Hopefully it will also be fun. Limericks are meant to be silly, so students can let loose and be silly with their partner. Creative thinking skills are added to the higher level thinking skills introduced in the previous task. Students are again asked to research on their own. Teachers may want to ask students to show them their journal after each task or wait until the entire project is finished. Students are instructed to access their rubric at the beginning of the project so they know how they will be evaluated for each task.

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Process 3 (Teacher)I bet your feeling pretty rhyme-y after your Limerick writing. Haikus are different. Now you need to

start thinking about nature and little moments in time.1. Write down 3 things you know about Japan. Now visit these sites to learn a little more.

2. Did you learn anything new about Japan? Write down 3 of the new things you learned.3. Now your ready to learn about Haiku. Start with a definition.4. Here’s a site where you can read some other students' Haiku. Take notes. You can’t copy other

peoples work, but you may get a good idea on a theme.

5. O.K. Your beginning to see what Haiku is like. Check this site on how to write Haiku.6. Now your ready to try Haiku! Write at least 2 Haiku.7. Pick your favorite Haiku and copy it on to the special paper your teacher gives to you. Now

decorate your page. If you want you can do all the decorations by drawing. It might also be cool to collect some natural objects from outside. A leaf or two? Dandelion heads? Twigs? Get creative! Use Elmer’s glue to paste your objects on. Glue sticks won’t work well with heavier objects.

8. Your ready for the party! Did you remember your treat?

Websites used for this task:http://web-japan.org/kidsweb/japan/schools.html and

www.tjf.or.jp/eng/de/deindex.htm (for step1)www.toyomasu.com/haiku#whatishaiku (for step 3)http://members.aol.com/pwalter530/haiku1.html (for step 4)www.gigglepoetry.com/poetryclassdetail.aspx?LessonPlanID=20 (for step 5)

Students will work on their Haikus on their own. They will do the same warm up and research as in the previous tasks. Students use creative and higher thinking skills for this task as in the previous task. Teachers may want to require their students to write more than 3 statements at the beginning of the task and write more than 2 Limericks and Haiku. I used a minimum in this lesson as it is meant to be an intro lesson. If students are more proficient writers and/or more familiar with poetry the lesson can easily be made more challenging by adding the additional writing requirements.

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Process 4 (Teacher)Great you are ready for the party!Here’s what you’ll need:• Everyone needs to bring something for the party. Your teacher should have a

sign up sheet. You’ll need snacks, drinks, and paper products. What are you in charge of bringing?

• Make sure the classroom looks nice. Did you hang up your decorated Haikus? Is your class Limerick book ready for people to read?

• Finally, pick your favorite poem that you wrote. Is it your Haiku or your Limerick? Practice reading it out loud. At the party your going to read your poem in front of everyone! If you and your Limerick partner both want to read your Limerick practice reading it together. You read a line ,your partner reads a line, etc.

• Have Fun! Click here after the party.

The party portion of the project is added to be the forum for students to read one of their original poems in front of an audience. Using the setting of a “party” is again meant to reinforce the idea of poetry being fun and non-intimidating. Teachers may wish to have the party without inviting another class of students, or they may decide to have students invite parents. This would be a great activity for an open house night. The treats are also optional, but any excuse to share food with peers is beneficial and it adds to the festive atmosphere.

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Resources (Teacher)This lesson is meant to be used as a unit lesson on poetry. It should be

stretched out over a week to give students optimal time to finish. It is meant to be a lesson where students can move at their own pace.

Students will need access to computers with internet access. A lab would be optimal. However, time slots in half hour increments for each student could be assigned throughout the day over the course of a week.

Students will need a simple 10 ½ x5”60 pg note book for their journal. Teachers may decide to have students make their own journals with loose notebook paper and stapled construction paper covers.

Classroom volumes of poetry would be beneficial as well as any books on Ireland or Japan.

Some good quality white or off white paper construction paper sized at approx. 5” by 11”,

Elmer’s type glue, crayons, markers, pens and pencils will be needed.Teachers may want to give students a 10-20 minute page decoration search

outside so students can gather natural items to decorate Haiku pages.Most teachers will want to laminate the class Limerick book. The Poetry Party will require some parent participation. A sign up sheet

could be used or notes sent home requesting snacks, drinks, paper products, etc.

The project is meant to be very student directed, however teachers should be ready to answer questions and offer suggestions. Since the project is meant to be used as a poetry unit teachers should feel comfortable assigning tasks each day during Language Arts instruction time. Students should be given several approx. 30-45 minute blocks over the course of a week to finish the project.

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Evaluation (Teacher)Link to student rubric.

Student rubrics have 10 separate tasks each worth 2pts. For a total of 20 possible pts. Teachers can use discretion when awarding partial pts., however it should only be done for partially finished or unfinished tasks (i.e., weak note taking, not writing the required number of poems, etc.). Students should not be marked down for a genuine attempt at original poetry.

Teachers may want to check tasks as they are completed or wait until all tasks are completed to award pts.

Rubric

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Conclusions (Teacher)This lesson provides both practical skills and

creative skills. Students will be challenged to research, write, create, and present their finished product. They will work cooperatively as well as on their own. They will be required to budget their time in order to fit in all their tasks. The lesson is easily adaptable for older and younger students, or made more challenging for 4th grade students.

The lesson is designed to help students feel comfortable writing poetry and to instill in them a confidence in future poetry assignments.

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Credits (Teacher)I’d like to give credit and thanks to my sons Peter, Patrick,

and Sean. They are a constant source of information and inspiration.

Another special thanks goes to Sandra Duhkie, media specialist at Coolidge Intermediate School in Ferndale for some great poetry websites.

Also thank you to Professor McEneane for challenging his students with these assignments for IST 396. Here’s a link to our class website.

You can find the template for this project and other supporting materials there.

All images used for this project are from Microsoft Clips Online.

There are so many wonderful websites devoted to poetry for all ages of students. Some of the best that I found are:

www.shadowpoetry.comwww.poetryzone.co.ukwww.poetryteacher.comwww.pbskids.orgwww.factmonster.comwww.readwritethink.orgAll individual links for each task are listed on process pages.

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Poetry Power