Im a Poet and I Didnt Even Know It

Teacher: Jasmyne Hazelwanter School: Ecole St. Mary Dates: March 7 March 28
Grade: 1/2 Subject: Language Arts Unit: Poetry

1. Unit Overview Main ideas
The purpose of this unit is to introduce students to the literary art form of poetry.
The topic of this unit is identity and diversity: How do I, as an individual, contribute
to the diversity of the world? Diversity is the secondary focus, while the primary
focus is on ownership of voice. What do I have to say and what are some different
poetic formats I can use to express myself?
The central emphasis of this unit is how can language create meaning and be
used to express emotions and ideas.
Poetry is fun, lively, expressive and playful. Children, because they are naturally all
of these things, should be introduced to this form for this reason.
Students will explore poetry through the perspective of both audience and author.
Throughout the course of the unit, students will be introduced to various forms of
poetry, as well as introductory poetic terms and devices.
The major projects that will be pursued in this unit are a poetry portfolio for all their
work and a poetry book with illustrations.
Students will experience all 6 language strands in this unit.
2. Key Concepts for Unit
What is poetry?
Types of poems
Poetic devices / literary techniques
Theme
How to create poetry
How illustrations enhance meaning
Poetry as a vehicle for expression and voice of self - identity
Poetry as a means of exploring the ideas and identities of others diversity
Presenting poetry with expression
3. Rationale
This unit will give students an opportunity to express thoughts, ideas and feelings
in a creative format.
This unit will aid students in developing their reading and writing skills. Poetry,
because it is typically less wordy and imposing than novels and large paragraphs
can assist students in building vocabulary. Words are meaning may more easily
isolated be isolated in poetry.
Through reading poetry and through its composition it can make students more
comfortable with reading and writing, especially with creative writing.
Poetry will help teach figurative language (similes, metaphors, alliteration etc.) in a
more comprehensible way than other units because they are so prevalent in
poetry.
These activities will get students reading and writing. It will introduce them to
different types of poetry so they can decide how best to creatively express
themselves.
4. GLOs for Unit (Summary)
Students will listen, speak, read, write, view and represent to:
1: Explore thoughts, ideas, feelings and experiences.
2: Comprehend and respond personally and critically to oral, print and other media
texts.
4: Enhance the clarity and artistry of communication.
5: Respect, support and collaborate with others.
5. SLOs for Unit (Summary [Gr.2s in Black, Gr.1s in Blue])
1.1.3.
Express or represent ideas and feelings resulting from activities or experiences
with oral, print and other media texts.
1.1.4.
Use a variety of forms of oral print and other media texts to organize and give
meaning to experiences, ideas and information.
1.1.6.
Recognize and talk about developing abilities as readers, writers and illustrators.
Choose to read and write for and with others
2.2.1.
Engage in a variety of shared and independent listening, reading and viewing
experiences, using oral, print and other media texts from a variety of cultural
traditions and genres such as legends, video programs, puppet plays, songs,
riddles, and informational texts.
Participate in shared listening, reading and viewing experiences, using oral, print
and other media texts from a variety of cultural traditions and genres, such as
poems, storytelling by elders, pattern books, audiotapes, stories and cartoons.
2.2.2.
Illustrate and enact stories, rhymes and songs.
2.2.3.
Model own oral, print and other media texts on familiar forms.
2.2.10.
Identify and use words and sentences that have particular emotional effects.
Identify how words can imitate sounds and create special effects.
2.2.11.
Identify words in oral, print and other media texts that create clear pictures or
impressions of sounds and sights.
Experiment with repetition, rhyme and rhythm to create effects in own oral, print
and other media texts.
2.3.1.
Recognize that ideas and information can be expressed in a variety of oral, print
and other media texts.
Distinguish differences in the ways various oral, print and other media texts are
organized.
2.3.4.
Identify how pictures, illustrations, and special fonts relate to and enhance print
and other media texts.
2.3.5.
Demonstrate interest in the sound of words and word combinations in pattern
books, poems, songs, and oral and visual presentation.
Demonstrate interest in repetition, rhyme and rhythm in shared language
experiences, such as action songs and word play.
2.4.2.
Add descriptive words to elaborate on ideas and create particular effects in oral,
print and other media texts.
Change, extend or complete rhymes, rhythms and sounds in pattern stories,
poems, nursery rhymes and other oral, print and other media texts.
4.1.1.
Identify features that make own or peers oral, print or other media texts interesting
or appealing.
Ask or respond to questions or comments related to the content of own or others
pictures, stories or talk.
4.1.4.
Print legibly and efficiently, forming letters of consistent size and shape, and
spacing words appropriately.
4.1.9.
Choose words, language patterns, illustrations or sound to create a variety of
effects in oral, print and other media texts.
Use words and pictures to add sensory detail in oral, print and other media texts.
4.2.3.
Identify nouns and verbs, and use in own writing.
4.2.4.
Identify adjectives and adverbs that add interest and details to stories.
4.3.1.
Present ideas and information by combining illustrations and written texts.
4.3.2.
Speak in a clear voice, with appropriate volume, at an understandable pace and
with expression.
Speak in a clear voice, with appropriate volume, to an audience.
4.3.5.
Show enjoyment and appreciation during listening and viewing activities.
Be attentive and show interest during listening or viewing activities.
5.2.1.
Work in a variety of partnerships and group structures.
Work in partnerships and groups.
5.2.5.
Recognize own and others contributions to group process.
Recognize personal contributions to group process.


6. Learning Outcomes for Unit
Students will:
Identify various types of poems
Identify various poetic devices
Identify theme in various poems
Identify rhyme structure
Identify rhyming words
Respond to various poems
Compose various types of poems
Compose poetry that makes use of various poetic devices
Create a poetry portfolio
Create poetry in a group
Create an acrostic animal poem with illustration
Create a poetry and illustration mini book
Reflect on own compositions
Reflect on role within group work
Use descriptive words in writing
Demonstrate interest and enjoyment in poetry
Identify features of interesting texts
Recognize own achievements in writing poetry
Speak clearly before an audience
7. Resources/ Materials
Background Resources
Books:
o Wishes, Lies and Dreams by Kenneth Koch
o Poetry Speaks: Who am I? Edited by Elise Paschen
o Leap into Poetry: More ABCs of Poetry
o Using Rubrics to Improve Student Writing
o Weaving Webs of Meaning: Writing in Elementary School
o K-9 Program of Studies
o The Daily 5 by Gail Boushey and Joan Moser
Websites:
o http://thefirstgradeparade.blogspot.ca/search?q=poetry
o http://www.scholastic.com
o http://lesson-plans.theteacherscorner.net/writing/poetry/
o http://joanirvine.com/how-to-make-a-pop-up/
o http://www.examiner.com/article/poetry-for-kids-week-four-the-sounds-of-
good-poetry
o http://www.ericode.com/poetry_resources_for_teachers.htm
o http://www.proteacher.com/
o http://www.poetry4kids.com/blog/lessons/how-to-write-an-acrostic-poem/


Teaching Resources
Books
o Alligator Pie by Dennis Lee
o Horton Hears a Who by Dr. Suess
o African Acrostics by Avis Harley
o Spring: An Alphabet Acrostic by Steven Schnur
o Octopuss Garden The Beatles
o Green Eggs and Ham by Dr. Suess
o Where the Sidewalk Ends Shel Silverstein
Websites:
o http://www.readwritethink.org/files/resources/interactives/acrostic/

8. Learning Activities
Introductory
Students will be introduced to this unit through a discussion of poetry. Will we
discuss what poetry is, and if students are comfortable with writing it. Why do a not
of people not like writing poetry? What are some reasons that people dont like
writing? We will think of different excuses for not wanting to write. They can be silly
and humorous. After making a list of excuses, it will turn into a poem I Cant
Write Poetry and students discover having written a poem without realizing it. Do
they think it counts as a poem, why or why not?
Developmental/ On-Going
Week 1 (2 days):
The first two days of class will be used to introduce both the unit poetry and myself. The
poem formats presented are structured in a way where students just answer the prompts.
Theyre also on topics kids can be creative with, what do I wish for etc.? We will create
their poetry portfolios, and establish that it is to build their repertoire as a poet. I will stress
the fact that they are all poets. We will establish what the poetree is and how we will be
using it. These first two classes will be about establishing rules as well; we will create
them as a class. The poems will be added to their portfolios.
Week 2 (4 days):
The work this week mostly focuses on Acrostic poems as well and at the end get into
choral reading. The theme of diversity will be explored through the types of texts we will
be using to create an inclusive classroom. Illustrations will be emphasized how do they
contribute to your poem? They will be doing an Animal Acrostic poem and will have to
add an illustration of the animal to their poem as well. Their poems will once again be
added to their poetry portfolio. Though their Rainbow Name-Bows will be hung up.
Week 3 (5 days):
Students will continue choral reading and readers theatre this week. We will also begin
exploring rhyme. We havent started off with rhyme because it can be restrictive and take
away from student creativity if theyre worried about making words rhyme all the time.
Then near the end of the week we get into how to create found poems. Because they can
create found poems in any format of poem we have already learned. Poems will be
added to portfolios.
Week 4 (4 days):
We will be creating our poem books with illustrations this week. We will review the poems
that we have learned and go through our portfolios to decide what poems are students
favourite and what poem they would like to do their poem book on. Their poem book will
be a minimum of 5 pages (1 line per page). Each page has to have an illustration that
relates to the line in their poem.

Culminating
Poem Book with Illustrations:
Students poem books will be a minimum of 5 pages (1 line per page). Each page has to
have an illustration that relates to the line in their poem. They will be working on it within
the last week of the unit.

Extension Enrichment/ Special Considerations/ Differentiated Instruction


+ Grade 1 students will be pushed to achieve grade 2 standards though they will be
assessed first and foremost on Gr.1 SLOs.
+ Activities are basic enough that each individual student should excel. They wont be
marked on all their poems theyre just presented to elicit creativity and show that
there are many ways to express thought and feeling through poetry.
+ Students who have trouble with writing may use the Ipads or laptops to write initially
and then we will work on copying the poems to paper.
Connections to Other Areas of Curriculum/ Other LA Units

One of the main focuses of this unit is writing and expressing voice through poetry. By
empowering students in this fashion and giving students a voice through poetry this will
benefit them in expression throughout other writing formats. This includes writing letters,
narratives etc. It will also help student writing because they will be familiar with exploring
the creative function in writing.

This unit will also assist students in their reading fluency. Because poetry is less imposing
and more comprehensible than other writing (novels etc.) it should improve student
confidence in reading.

Plan for accompanying display

A 2D Poetree will be set up in the classroom. This will be a large tree, with branches (no
leaves) and will include some of the most essential information about poetry on it (on the
trunk).
As the formative assessments (exit slips) are filled out on post-it notes, they will be
placed on the empty tree branches. They will be different shapes and colours everyday
so I will be able to tell which exit slips are which, from day to day. I will not remove them. I
I will use the information to assess their learning and address student areas of need. By
the end of the unit and doing the exit slip leaves everyday the tree will eventually be full
and colourful. The leaves represent, not only the process of learning and growth, but also
represent the theme of diversity and individuality we have been discussing throughout the
unit.
At the end, when the unit is at its close - we
will discuss where we started off in our poetry
unit and what we have learned since then. I
will then remove some of the sticky notes,
that indicated questions posed by students
and see if students are now able to answer
those questions. Did they absorb the
material?


















Reflections
Potential Unit Successes and Short-Comings

Successes:

I feel this unit is planned in a way that will encourage creativity for students. It
doesnt focus a lot on rhyme poetry, because through my research, I have come to
the conclusion that rhyme formats can be constricting.
I feel like my formative assessments are set up in a way that will be conducive to
student learning and growth. My assessments are set up in a way that will give me
the information I need to address their needs and provide more structure and
information.

Short-Comings:

Because I am not familiar with the age group and what they are capable of etc., I
worry about my planning in regards to time and scaffolding. How much time do
they need?
Some of my ideas may be a little too ambitious. They require a lot of planning and
setting up things before hand.

Evaluation of Planning and Teaching

- N/A

Evaluation of Student Learning

- N/A
ED 3604 Evaluation of Student Learning
Unit Assessment Plan
Subject Area English Language Arts
Grade Level 1/2
Topic Poetry
Length of Unit (days) 15 days
Stage 1 Desired Results
Established Goals:
Gr.2
2.2.3: Model own oral, print and other media texts on familiar forms
2.2.10: Identify and use words and sentences that have particular emotional effects.
2.4.2: Add descriptive words to elaborate on ideas and create particular effects in oral, print and other
media texts.
4.1.4: Print legibly and efficiently, forming letters of consistent size and shape, and spacing words
appropriately.
4.3.1: Present ideas and information by combining illustrations and written texts.
Understandings:
Students will understand that

- Why people write and read poetry
- That there are many ways to express
yourself and your ideas/ feeling through
poetry
- They have a voice and how to take
ownership of their voice through poetry
- That their identity is unique
- That they are a part of a diverse whole
- Diversity creates richness







Essential Questions:

Why do people read and write poetry?

2.2.10

1. How are descriptive words and sentences used to show
emotion?

2.4.2.

2. How do descriptive words make writing more or less
enjoyable to read?

4.3.1.

3. How do illustrations help make the meaning of words
more clear?

Students will know

- What poetry is
- How to create poetry
- The structures of various poem types





Students will be able to do

- Define poetry
- Identify good components of poetry
- Write acrostic poetry
- Write list poems
- Identify rhyme
- Create rhymes
- Identify comparisons (simile, metaphor)
- Create comparisons (simile, metaphor)
- Illustrate their poetry
Stage 2 Assessment Evidence
Performance Tasks, Projects


- Animal Acrostic Book
- Poem Book with Illustrations
- Poetry Portfolio




Quizzes, Tests, Assignments


- Daily Poetry Assignments

+ Cinquain, Found Poem, I Wish Poem, I Dream Poem, Acrostic, Couplet, I Am From Poem etc.
+ Will be added in Poetry Portfolio
+ Underlining Rhyme Sheets etc.




Other Evidence (observations, work samples,
dialogues)

+ Discussions
+ Post-it Notes (Exit Slips)
+ Checking Graphic Organizers/
Worksheets

Student self-assessment


+ Group work self-assessment for Found
Poems activities
Assessment Tool Overview
Assessment Tool
Title
Outcomes Brief Description
For AS OF
Poetree Post
It Notes
(Exit Slips)
1.1.3: Express or represent ideas and feelings
resulting from activities with oral, print and other
media texts.
2.2.3: Model own oral, print and other media
texts on familiar forms.
2.3.4: Identify how pictures, illustrations and
special fonts relate to and enhance print and
other media texts.

Post it notes will be used daily as exit slips. They will be
different colours or shapes each day so they we bill easily
distinguishable. Each day they will either be asked a
question or asked to write a poem. They can also post what
questions they still have on the tree.
X
Poetry Portfolio
2.2.2:
Illustrate and enact stories, rhymes and songs.
2.2.3: Model own oral, print and other media
texts on familiar forms.
2.2.10: Identify and use words and sentences
that have particular emotional effects./ Identify
how words can imitate sounds and create
special effects.
4.3.1: Present ideas and information by
combining illustrations and written texts.
1.1.6: Recognize and talk about developing
abilities as readers, writers and illustrators./
Choose to read and write for and with others


After the students have completed their poems each day
they will be adding them to their poetry portfolios. This is so
they can see what they are capable of as poets and can see
their work afterwards. Its also for me to see if they
understood the material or if things have to be gone over
again.
X
Animal Acrostic
Rubric
2.2.3 Model own oral, print and other media
texts on familiar forms.
2.2.10: Identify and use words and sentences
that have particular emotional effects./ Identify
how words can imitate sounds and create
special effects.
2.2.11: Identify words in oral, print and other
media texts that create clear pictures or
impressions of sounds and sights.

This rubric will mostly assess students use of vocabulary.
Do they use descriptive words and do they use words that
are relevant and applicable to the animal. They will also be
assessed on their illustration is it complete, of the
appropriate animal etc.
X
Cinquain
Graphic
Organizer
2.2.11: Identify words in oral, print and other
media texts that create clear pictures or
impressions of sounds and sights./ Experiment
with repetition, rhyme and rhythm to create
effects in own oral, print and other media texts.

This is planning page for students cinquain poems. It will
help that they understand the planning process and are able
to move from the planning stage into the writing stage.
X
Poem Book
Rubric
2.2.10: Identify and use words and sentences
that have particular emotional effects. /Identify
how words can imitate sounds and create
special effects print and other media texts.
2.2.3: Model own oral, print and other media
texts on familiar forms
2.2.10: Identify and use words and sentences
that have particular emotional effects.
2.2.11: Identify words in oral, print and other
media texts that create clear pictures or
impressions of sounds and sights./
Experiment with repetition, rhyme and rhythm to
create effects in own oral
2.4.2: Add descriptive words to elaborate on
ideas and create particular effects in oral, print
and other media texts.
4.1.4: Print legibly and efficiently, forming letters
of consistent size and shape, and spacing
words appropriately.
4.3.1: Present ideas and information by
combining illustrations and written texts.
This rubric will look at whether or not the student put their
work into an appropriate poetic form, that they have proper
language conventions (grammar, spelling and punctuation)
etc. It will also assess their effort and illustrations. Each book
should contain at least 5 lines/ pages (line of prose per
page) as well as have illustrations on each page.
X
Group Work
Rubric
5.2.1: Work in a variety of partnerships and
group structures./ Work in partnerships and
groups.
5.2.5: Recognize own and others contributions
to group process./ Recognize personal
contributions to group process.
Students will assess their own involvement in a group
activity. They will self-assess whether or not they contributed
to ideas etc.
X






Poem Book Self
Checklist



1.1.6: Recognize and talk about developing
abilities as readers, writers and illustrators./
Choose to read and write for and with others
2.2.10: Identify and use words and sentences
that have particular emotional effects. /Identify
how words can imitate sounds and create
special effects print and other media texts.
2.2.3: Model own oral, print and other media
texts on familiar forms
2.2.10: Identify and use words and sentences
that have particular emotional effects.
2.4.2: Add descriptive words to elaborate on
ideas and create particular effects in oral, print
and other media texts.
4.1.4: Print legibly and efficiently, forming letters
of consistent size and shape, and spacing
words appropriately.
4.3.1: Present ideas and information by
combining illustrations and written texts.
Students will reference the checklist to make sure they are
meeting the criteria that is on the rubric. Do I have 5 lines of
poetry on 5 different pages? Does each page include an
illustration that has to do with the line? Etc.
There will be a section on the checklist that asks students to
identify what kind of poem they have written.
X

Monday,
March 4

Tuesday,
March 5

Wednesday,
March 6
Thursday, March 28
I Cant Write a Poem
Friday, March 29
What is Poetry?

*** This time each day will
be subject to adjustment for
the unit, depending on time
it takes for the children. If
they need more time more
spelling and phonics etc.,
will be incorporated into the
poetry lessons. Not just
done at the beginning
separately.


(30 minutes at the beginning of every class will be dedicated to
spelling, phonics etc. this day will be spent observing my TAs
process)



Title: I Cant Write a Poem
Objective:
Create (class collaboration) an I cant write a poem
Poem
Create a bio-poem
Readings/Resources:
Bio-poem outline
I am From Exemplar
www.ettcweb.lr.k12.nj.us/forms/newpoem.htm
Activities:
Fill out bio-poem template
Write poem using sentence starters
Sponge Activity:
Students may elect to share their poem with their
classmates.
Closure:
Discussion about how we are all poets! And how we
already created 2 great poems.
Exit slip: How do I feel about myself as a poet?
Are you excited about learning poetry? Why or why
not?
Homework:
N/A




















(20 minutes at the beginning of Fridays class will be dedicated
to spelling, phonics etc. this day will be spent observing my
TAs process)
DEAR Reading (Drop Everything and Read) 10 minutes

Title: What is Poetry?
Objective:
Define poetry
Identify what makes good poetry
Identify different forms of poetry
Create a portfolio for their poetry
Create I wish Poems
Readings/Resources:
Wishes, Lies, and Dreams Kenneth Koch
http://www.kathimitchell.com/poemtypes.html
Leap into Poetry: More ABCs of Poetry
Activities:
Creating poetry portfolios
Add definition of poetry into their portfolios
I Wish Poems
Sponge Activity:
Students may elect to share their poem with their
classmates.
We can review similar wishes and different wishes
we may have in the classroom
Closure:
What do you know about poetry? What is poetry?
Write it on the post-it notes and place on the
poetree
Homework:
N/A


Monday, March 11
I Dream/ Comparison
Poems
Tuesday, March 12
Rainbow Name-bow
Acrostics
Wednesday, March 13
Animal Acrostics/ List
Poems

Thursday, March 14
Choral Reading
Friday, March 15
No Class

(No 30 minutes of spelling and phonics etc.
will be done today. Hour for poetry unit and
then going to gym for Lenten celebration)

Title: I Dream like a Bad Comparison
Objective:
Define simile
Define metaphor
Identify characteristics of each
Create a simile
Create a metaphor
Create a comparison poem using
a simile or metaphor
Create an I dream Poem
Identify similarities between the
I wish and I dream poem
Identify differences between
poems
Readings/Resources:

Activities:
Watch a sing a long of Youre a
Mean One Mr. Grinch
Underline comparisons within
the song lyrics in partners (1
colour for similes, 1 for
metaphors)
Sponge Acitivty:
Read through one of the
available comparison books
Closure:
Write a comparison about
something in the room. Place it
on our poetree
Homework:
N/A



(30 minutes at the beginning of every class
will be dedicated to spelling, phonics etc.)


Title: Rainbow Name-Bow
Objective:
Identify the structure of an
acrostic poem
Identify the elements of an
acrostic
Create an acrostic poem as a
class
Create an acrostic name poem
individually
Identify words that relate to the
chosen noun/ theme
(themselves)
Readings/Resources:
http://www.readwritethink.org
/files/resources/interactives
/acrostic/
http://teachingwithloveandlaug
hter.blogspot.ca/2012/08/rainb
ow-name-bow.html
African Acrostics by Avis
Harley

Activities:
Will be creating an acrostic as
a class
Create Rainbow Name-bow
Acrostic poems of students
names
Sponge Acitivty:
Decorate their cloud more, or
go read/ look through one of
the provided acrostic poem
books
Closure:
Create an acrostic using the
word SCHOOL and place it on
the poetree
Homework:
N/A

(30 minutes at the beginning of every class will
be dedicated to spelling, phonics etc.)


Title: Animal Acrostic and List Poems
Objective:
Identify the structure of an acrostic
poem
Identify the elements of an acrostic
Create an acrostic poem as a class
Identify the structures and elements of
a list poem
Create a list poem as a class
Create an acrostic animal poem
individually
Identify words that relate to the
chosen noun/ theme (animals)
Readings/Resources:
http://www.readwritethink.org
/files/resources/interactives
/acrostic/
http://joanirvine.com/how-to-make-a-
pop-up/
African Acrostics by Avis Harley
http://www.activityvillage.co.uk/year
_of_the_dragon_printables.htm
Activities:
Discuss Acrostic poems again
Create an animal acrostic together,
using a mythical animal dragon
Talk about list poems
Create a list poem as a class, also on
the dragon
Animal Acrostic booklet poem and
illustration.
Sponge Acitivty:
Share your animal book and words
with a friend
Closure:
Create a list poem about what you
learned today and place it on our
poetree
Homework:
N/A

(30 minutes at the beginning of every class
will be dedicated to spelling, phonics etc.)


Title: Birds of A Feather Read
Together
Objective:
Define choral reading and its
characteristics
Read aloud in unison
Read aloud using expression
Read aloud solo
Read aloud individually using
expression
Readings/Resources:
http://www.readwritethink.org/
professional-
development/strategy-
guides/choral-reading-
30704.html
http://www.hltmag.co.uk/jul02/
sart11.htm
http://scriptsforschools.com/wp
-
content/uploads/2011/02/choral
_speaking_elementary.pdf
Readers Theatre: Scripted
Rhymes and Rhythms by Win
Braun and Carl Braun
Activities:
Pass the Clap
Discussion what is choral
reading?
Choral Reading of Poems
together
Introduction to Readers Theater
Sponge Acitivty:
Share a poem with a friend and
practice reading it together
Closure:
Discuss the main features of
choral reading
Would you like to do more
choral reading in class
(poetree)
Homework:
N/A

School closed for P/T
Conferences

Monday, March 18
Choral Reading
Readers Theater
Tuesday, March 19
Rhymes/ Songs
Wednesday, March 20
Rhymes/ Songs
Thursday, March 21
Cinquain
Friday, March 22
Found Poem

(30 minutes at the beginning of every class
will be dedicated to spelling, phonics etc.)

Title: Birds of A Feather Read Together
Contd
Objective:
Review Choral poetry
Define readers theatre and its
characteristics
Read aloud in unison
Read aloud using expression
Read aloud solo
Read aloud individually using
expression
Identify differences and
similarities between readers
theater and choral reading
Readings/Resources:
http://www.readwritethink.org/pr
ofessional-development/strategy-
guides/choral-reading-
30704.html
http://www.hltmag.co.uk/jul02/s
art11.htm
Readers Theatre: Scripted
Rhymes and Rhythms by Win
Braun and Carl Braun
Activities:
Pass the Clap to get kids
focused
Discussion what is readers
theatre?
Choral Reading of Poems
together
Readers Theater activity
Sponge Acitivty:
Share a poem with a friend and
practice reading it together
Closure:
Discuss the difference between
choral reading and readers
theatre
Do you like choral reading or
readers theatre better? Why?
Homework:
N/A

(30 minutes at the beginning of every class
will be dedicated to spelling, phonics etc.)


Title: Rhyme Time
Objective:
Define rhymes
Identify rhymes in poetry
Practice rhyming words
Identify rhymes in songs
Identify the purpose of
rhyming
Identify theme in A Box of
Crayons
Readings/Resources:
Octopuss Garden The
Beatles
https://www.youtube.com/watc
h?v=cgPqmRNjoTE
A Box of Crayons by Shane
DeRolf
Activities:
Listen/ view Octopuss
Garden
Underline rhymes in the song
Play rhyme time
Colouring Activity/ Crayon
Self-Portrait
Discussion of theme
Sponge Acitivty:
http://pbskids.org/games/rhymi
ng.html
Grab a laptop or Ipad and play
one of the rhyming games on
PBS
Closure:
Discuss what we learned about
rhymes have kids define them
etc.
Write two words that rhyme
and underline the ending part
that rhymes. Place on
poetree.
Homework:
N/A




(30 minutes at the beginning of every class will
be dedicated to spelling, phonics etc.)


Title: Just a Couplet of Lines
Objective:
Review the definition of rhymes
Practice identify rhymes in poetry
Practice rhyming words
Identify couplets
Identify rhyming in couplets
Create couplets
Identify theme in Horton Hears a
Who
Readings/Resources:
Horton Hears a Who by Dr. Suess
Alligator Pie by Dennis Lee
Activities:
Read Horton Hears a Who as a Class
Read Alligator Pie as a class
Underline the sections in Alligator Pie
that rhyme
Discussion about couplets
Create a class couplet
Identify couplets
Write couplets
Discussion of theme
Sponge Acitivty:
Play Go Fish with Rhyme Cards (do
you have a word that rhymes with cat
etc.)
Closure:
Discuss what we have learned about
rhymes and couplets.
Have students write a short couplet
for the poetree or any questions
they still have about rhymes and
couplets.
Homework:
N/A

(30 minutes at the beginning of every class
will be dedicated to spelling, phonics etc.)


Title: Cinquain Poems 5 Times the
Fun
Objective:
Identify the structure of a
cinquain poem
Identify the elements and
features of cinquain poems
Identify nouns, adjectives,
synonyms and ing participles
Give examples of nouns,
adjectives, synonyms and ing
participles
Create a cinquain as a class
Complete a graphic organizer
Readings/Resources:
http://www.theteachersguide.co
m/pages/printouts/poetry/cinqu
aininstructions.pdf
http://www.proteacher.com/red
irect.php?goto=2068
http://www.proteacher.com/red
irect.php?goto=2068
Activities:
Discussion of cinquain how
is it different from the poems
weve already done
Syllable clapping game
Cinquain poem as a class
Graphic organizer
Write individual poem
Sponge Acitivty:
Add illustrations to their
cinquain poem
Closure:
What questions do you have
about cinquain poems still?
Homework:
Bring favourite book to school
for Monday. (If students forget
there will be books available
for them to work with)

(20 minutes at the beginning of
Fridays class will be dedicated to
spelling, phonics etc.)

DEAR Reading (Drop Everything
and Read) 10 minutes

Title: Finders Keepers
Objective:
Define found poems
Identify words in read-
aloud books that help
make the story appealing
Select a favourite
passage/ words from a
poem/ book
Create a class poem
using found words
Use magnets and paper
strips to create found
poems
Readings/Resources:
http://www.readwritethink.org/cl
assroom-resources/lesson-
plans/bear-poem-composing-
performing-835.html?tab=3#tabs
Rhyme Master Poetry
Kit
Really Big Words Poetry
Kit
Activities:
Create a class found
poem
Manipulate magnets to
create individual found
poems
Sponge Acitivty:
Students add
illustrations to their
found poems
Closure:
How are found poems
created? Do they have to
rhyme? (poetree)
Write your magnet
found poem on the post
it (poetree)
Homework:
Bring favourite book for
Mon.


Monday, March 25
Found Poems
Tuesday, March 26
Poetry Book
Wednesday, March 27
Poetry Book
Thursday, March 28
Poetry Book
Friday,
March 29
Easter
Holidays
20 minutes at the beginning of Fridays class
will be dedicated to spelling, phonics etc.)


Title: Found Out About Your Favourite
Objective:
Review found poems
Identify favourite words and
phrases from text
Create individual found poems
from favourite words
Group and create found poems
using favourite words.
Present found poems to other
groups.
Readings/Resources:
http://www.readwritethink.org/classroom-
resources/lesson-plans/bear-poem-
composing-performing-
835.html?tab=3#tabs
Where the Sidewalk Ends by Shel
Silverstein
Activities:
Discussion about found poems
Create individual found poems
from favourite words
Group and create found poems
using favourite words.
Present found poems to other
groups.
Sponge Acitivty:
Students can read through poem
books or work on incomplete
poems from past days.
Closure:
Write a 6 word found poem from
words you see in the room
(poetree).
Homework:
N/A

(30 minutes at the beginning of every class will be
dedicated to spelling, phonics etc.)


Title: Poem Books with Illustrations
Objective:
Identify the effect illustrations have on
text
Create a booklet for poems

Readings/Resources:
Student Checklist
Rubric
Portfolio of poems (guidance)
All poetry unit books
Activities:
Review of all learned poetry
Discussion of the poem book
Making the poem books
Create one line of prose
Sponge Acitivty:
Continue working on book
Closure:
Would you like to do more choral
reading or readers theatre before you
present your poem?
Homework:
N/A

(30 minutes at the beginning of every class will
be dedicated to spelling, phonics etc.)


Title: Poem Books with Illustrations #2
Objective:
Work on poem books
Readings/Resources:
Student Checklist
Rubric
Portfolio of poems (guidance)
All poetry unit books
Activities:
Work on poem book
Choral Reading or readers theatre if
students indicate they would like to
do more.
Sponge Acitivty:
Practice presenting poem book
Closure:
What questions do you still have
about poetry?
Homework:
N/A
















(30 minutes at the beginning of every class
will be dedicated to spelling, phonics etc.)


Title: Poem Books with Illustrations #3
Objective:
Finish making poem books
Present poem and illustrations to
classmates/ friend
Readings/Resources:
Student Checklist
Rubric
Portfolio of poems (guidance)
All poetry unit books
Activities:
Discussion of cinquain how is it
different from the poems weve
already done
Syllable clapping game
Cinquain poem as a class
Graphic organizer
Write individual poem
Sponge Acitivty:
Add illustrations to their cinquain
poem
Closure:
What was your favourite part of
the poetry unit? Least favourite?
Homework:
N/A



Name: _________________________Poem Type:___________________________

Poem and Illustration Book
Assignment Sheet

After doing a full unit on poetry, we will now be creating a
poem and illustration book.

It must have one line of poetry on each page and have a
total of 5 pages.

Each page should have a picture that goes along with your
writing.

Your poem can be on any topic you would like, and you can
use any form of poetry we have learned in this unit.










Marks: ____/12

Name: _________________________Poem Type:___________________________

PAGE PLANNER











































Name: _________________________Poem Type:___________________________

Poem and Illustration Book
Checklist
Before you hand in your poetry book go through this checklist.
Check the boxes that apply.

My book has 5 lines of poetry each on a different
page.

Each page has a picture that relates to the words.

I used exciting and descriptive words in my poem.

I used poetic elements in my poem.
(Metaphor, Simile, Alliteration, Rhyme etc.)

I followed the rules of the poem I chose.

I asked for help when I needed it.

I checked for correct spelling.

My poem follows a theme.

I used proper printing.



























Poetry Rubric
Writing and illustrating a poem.

Beginning
1
Developing
2
Accomplished
3
Exemplary
4
Score

Form

Uses an
inappropriate
poetic form.
May use an
appropriate poetic
form.
Effectively uses
an appropriate
poetic form.
Creatively uses
an appropriate
poetic form.


Word Usage


Students use of
vocabulary is
very basic.
Students use of
vocabulary is
more telling than
showing.
Students use of
vocabulary is
routine and
workable.
Students use of
vocabulary is
precise, vivid,
and paints a
strong clear and
complete picture
in the readers
mind.


Poetic
Techniques
(elements)

Uses few poetic
techniques.
Uses some poetic
techniques to
reinforce the
theme.
Uses poetic
techniques to
reinforce the
theme.
Effectively uses
poetic techniques
to reinforce the
theme.


Language
Conventions
(spelling,
grammar,
punctuation)

May contain
frequent and
numerous
errors in
spelling,
grammar, and
punctuation
that interferes
with the
readers
understanding.
May contain many
errors in spelling,
grammar, and/or
punctuation that
may interfere
with the readers
understanding.
Has mainly grade-
level appropriate
spelling,
grammar, and
punctuation;
contains some
errors that do not
interfere with the
readers
understanding.
Has grade-level
appropriate
spelling,
grammar, and
punctuation;
contains few, if
any, errors that
do not interfere
with the readers
understanding.


Effort
Students work
lacks
understanding
of the
assignment.
Students work
demonstrates
some
understanding of
the assignment.
Students work
demonstrates an
understanding of
the assignment.
Students work
demonstrates a
complete
understanding of
the assignment
and goes beyond
the
requirements.

Illustration
Lacks an
illustration.
Uses an
illustration that
may add to the
poems meaning.
Uses an
illustration to
enhance the
poems meaning.

Effective and
creative use of
an illustration
enhances the
poems meaning.



Written by Christine Lewy. Last updated 05/03/01 .




Poetry: Acrostic Poem
Rubric for Grade 2


Characteristics 4 3 2 1
Content and
Ideas
Content of poem is
clearly related to the
topic.
Content of poem
relates to the topic.


Content of poem
relates to the topic only
minimally.


Content of this poem
does not relate to the
topic.

.
Vocabulary

Vivid and expressive.


Some vivid language
and expression.


Limited vivid language
and expression.


No vivid language and
expression. Language is
basic.


Illustration Illustration is
complete and
effectively adds
meaning.
Illustration is
complete.

Illustration
incomplete or unclear.
Lacks an illustration






Animal Acrostic Book
Assignment Information



You will be making an animal acrostic poem. It can be of
any animal you would like!

On the front page of your book you will make your animal
acrostic poem make sure the animals name fits on the
front!

Your words have to relate to the animal you choose, and
you should try to pick creative words.

You will be given an already made book with a pop-up
mouth on the inside. Around this pop up mouth you will
draw a picture of the animal you chose!

Remember to use your neatest writing and drawing.









Marks:_______/6


POETRY PORTFOLIOS
For Pro Poets


During our poetry unit we will be writing a lot of poems.

We will be making a poetry portfolio to hold all of the poetry we
write. After we make our portfolio, it is your job each day, to put
your poem into your portfolio.

The poems that you should have by the end of the unit are:

- Where Im From
- I Wish
- I Dream
- Comparison Poem
- Name Acrostic
- Animal Acrostic
- Couplet
- Cinquain
- Found Poem
- Final Poem

All your poems should have pictures that relate to the poem you
have written.

Remember to have fun when writing your poems! This portfolio is to
show the world, and yourself, what an amazing poet you are!




Group Work: Rubric



































































I Cant Write a Poem

Grade/Subject: Grade 1/2 ELA Unit: Poetry Lesson Duration: 10:45-11:45 60 min
OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

LEARNING OBJECTIVES ASSESSMENTS
(Observations, Key Questions, Written
Assessments, Performance Assessments)
GLOs Students will listen, speak, read,
write, view and represent to:


SLOs:

2.2.3 Model own oral, print and other media
texts on familiar forms.
2.2.10: Identify and use words and
sentences that have particular emotional
effects./ Identify how words can imitate
sounds and create special effects.
2.2.11: Identify words in oral, print and other
media texts that create clear pictures or
impressions of sounds and sights.

Students will:
I. Discuss feelings about poetry.
II. Discuss previous exposure to
poetry.
III. Identify reasons why people
dont like writing poetry.
IV. Create an I Cant Write a
Poem Poem as a class
V. Fill out a bio-poem template
VI. Create a Bio Poem
Observations:
- Do they ask classmates or myself
for help/ clarification?
- Do they engage in classroom
discussion?
Key Questions:
- What is poetry?
- Why do people read and write
poetry?
- Why do you think some people
dislike writing?
Written Assessments:
- Can students write?
- Is their writing legible?
- Can they write a poem?
Performance Assessments:
- Can students use templates?
- Can students use templates and
prompts to create a poem?
- Can they engage in discussion and
brainstorm as a class?
LEARNING RESOURCES CONSULTED
Resource #1: I Cant Write a Poem
+ www.ettcweb.lr.k12.nj.us/forms/newpoem.htm

Resource #2: Where Im From
+ http://www.georgeellalyon.com/where.html

MATERIALS AND EQUIPMENT
Bio-Poem Template
Bio-Poem Sentences Where Im From
Bio-Poem Exemplar
Smart Board or White Board w/ Markers
PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber:
- Have my two truths and a lie written on the board.
- Direct childrens attention to the board and read them aloud.
- Afterwards tell them that two of those statements are true and one of them is false.
- Allow students to guess which is false.
- Have students do the same, and play it as a class as a get to know everyone activity.
Assessment of Prior Knowledge:
- I will introduce the unit of poetry to the students.
- Ask who knows what poetry is?
- Who has written poetry before, or read poetry?
- If they know what poetry is, how do they feel about it?
Expectations for Learning and Behaviour:
- Rules will be created as a class. Expectations of learning and behavior will be modeled after those class rules.
Advance Organizer/Agenda:
- Have printed copies of the templates, lined sheets etc. ready for the students
- Have the two-lies and a truth up on the board
- Have a copy of the poem I Cant Write a Poem loaded on the smart-board to show students after we have completed our own.
Transition to Body:

- After we have completed the Two Truths and a Lie activity we will transition into the unit. I will be talking to them about
how I am a beginning teacher and mention that I will be teaching them poetry.
- Here is where I will ask all my assessment questions about poetry.
Body (50 min.):
Learning Activity #1: I Cant Write a Poem
- After assessing students exposure to poetry we will be talking about writing poetry and how kids feel about that.
- We will talk about how some people have difficulty writing poetry and what some of the reasons for that might be.
- We will talk about reasons why people dont like writing in general. Both serious and silly reasons - (I broke my pencil).
- The reasons will be written on the board.
- Afterwards we will add a title to our list and the other lines as suggested by the poem template.
- Surprise! You guys just wrote a poem, and you didnt even know it!!
- Ask students whether or not they think this counts as a poem, why or why not? Ensure them that it is and that there are many
different types of poems.
- Tell them, know that I know theyre capable and clever poets we will be writing poems about ourselves.
Assessments/Differentiation:
- This activity is mostly oral and through discussion but will also be written on the board for students.
- Assessment will be done through discussion.
- If students are having trouble coming up with reasons they can brain storm with a partner group work ;)
Learning Activity #2: Bio-Poem
- Pull up my example from the board. Read them my poem, point at the words as I read so they can follow along and possibly
pick up new words.
- Ask if they noticed a theme in the poem, or something that reoccurred.
- How does it differ from the poem we did before or how is it the same?
- How does it compare to other poems we know about?
- Hand out the graphic organizer and explain how we are filling it out.
- Brainstorm words for each section on the board, so students can reference the spelling etc. and get ideas.
- Once the templates are filled out, give students the written sentence prompt sheet. Explain how they just put their word or
sentence after the I am from prompt.
- If they finish early they can draw images to go along with their poem, or even a self-portrait.
Assessments/Differentiation:
- Putting this on the board appeals to visual learners. As well as being able to add a picture to their poem.
- Some students may be more artistic and be able to explain who they are better by drawing symbols of what makes them, them.
- Will have a printed copy for students to look at etc.
Learning Activity #3: Poetree Description
- Show kids the poetree and explain how it will be used.
- Go over some of the main points on the trunk and explain why the branches are empty.
- Explain how we will be using post it notes to create leaves during the next three weeks.
- Do an example, by handing out post it notes, and have them practice answering a question and putting it on the trees branches.
- Tell them they arent allowed to take the leaves off.
- Have a discussion about why its okay to put their writing on the tree and they shouldnt feel uncomfortable about it.
Assessments/Differentiation:
- The image of the tree will help visual learners and will give them something to reference if necessary.

Sponge Activity
Students may elect to share their bio-poems with classmates or a friend.
Closure (5 min.):
Consolidation/Assessment of Learning:
- Have a discussion with students about how we are all poets, and have already created 2 great poems!
- What did students learn about poems today?
- How do we feel about poems so far? Are we excited about poems? Why or why not?
Feedback From Students:
- Pass out the exit slips (post it notes)
- Questions for the post-its: How do I feel about myself as a poet?
- Write it on the board so students can reference the question as they write.
Transition To Next Lesson:
- Tomorrow we will be doing more poems and creating a poetry portfolio so we can see our growth as writers and as poets.
- We will be reading poetry as well.



I Cant Write a Poem

Method: Line 1: Forget it
Line 2: You must be kidding
Line 3: Excuse #1
Line 4: Excuse #2
Line 5: Excuse #3
Line 6: Excuse #4
Line 7: Excuse #5
Line 8: Excuse #6
Line 9: Excuse #7
Line 10: Excuse #8
Line 11: Time's up? Uh oh!
Line 12: All I have is a dumb list of excuses.
Line 13: You like it? Really? No kidding.
Line 14: Thanks a lot. Would you like to see another one?


Sample: I Can't Write a Poem
Forget it.
You must be kidding.
I'm still half asleep.
My eyes keep closing.
My brain isn't working.
I don't have a pencil.
I don't have any paper.
My desk is wobbly.
I don't know what to write about.
And besides, I don't even know how to write a poem.
I've got a headache. I need to see the nurse.
Time's up? Uh oh!
All I have is a dumb list of excuses.
You like it? Really? No kidding.
Thanks a lot. Would you like to see another one?
-Bruce Lansky
http://ettcweb.lr.k12.nj.us/forms/cantwrite.htm





I AM FROM POEM
ORGANIZER



















R q 7

+

v + N

















I am from

Names, Relations,
Family
1
Food, Places
2
Items from home
1
Toys/ games I play with
2
Myself
2
Items in my neighborhood
1
Meanings of my name
1
Favourite Song
1







What Is Poetry

Grade/Subject: Grade 2 ELA Unit: Poetry Lesson Duration: 10:45-11:45 60 min
OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

LEARNING OBJECTIVES ASSESSMENTS
(Observations, Key Questions, Written
Assessments, Performance Assessments)
GLOs Students will listen, speak, read,
write, view and represent to:
I. Explore thoughts, ideas, feelings
and experiences.
II. Comprehend and respond
personally and critically to oral,
print and other media texts.
III. Enhance the clarity and artistry of
communication.
IV. Respect, support and collaborate
with others.

SLOs:

1.1.3.
Express or represent ideas and
feelings resulting from activities or
experiences with oral, print and
other media texts.
2.2.3.
Model own oral, print and other
media texts on familiar forms.
2.2.10.
Identify and use words and
sentences that have particular
emotional effects.
Identify how words can imitate
sounds and create special effects.

4.1.4.
Print legibly and efficiently, forming
letters of consistent size and
shape, and spacing words
appropriately.
4.1.9.
Choose words, language patterns,
illustrations or sound to create a
variety of effects in oral, print and
other media texts.
Use words and pictures to add
sensory detail in oral, print and
other media texts.
4.3.5.
Show enjoyment and appreciation
during listening and viewing
activities.
Be attentive and show interest
during listening or viewing
activities.
5.2.1.
Work in a variety of partnerships
and group structures.
Work in partnerships and groups.

Students will:
I. Define poetry
II. Identify what makes good
poetry
III. Create a portfolio for their
poetry
IV. Create an I Wish
Poem as a class
V. Create an I Wish
Poem individually
Observations:
- Do they ask classmates or myself
for help/ clarification?
- Do they engage in classroom
discussion?
Key Questions:
- What is poetry?
- Why do people read and write
poetry?
- Why do you think some people
dislike writing?
Written Assessments:
- Can students write?
- Is their writing legible?
- Can they write a poem?
Performance Assessments:
- Can students use templates?
- Can students use templates and
prompts to create a poem?
- Can they engage in discussion and
brainstorm as a class?
LEARNING RESOURCES CONSULTED

Resource #1:
+ Wishes, Lies and Dreams Kenneth Koch

Resource #2:
+ http://kathimitchell.com/poemtypes.html

Resource #3:
+ Leap Into Poetry: More ABCs of Poetry Avis Harley

Resource #4:
+ Wishes, Lies, and Dreams by Kenneth Koch
MATERIALS AND EQUIPMENT

I Wish Template
Smart board
Stevie Wonder https://www.youtube.com/watch?v=skmodkj42eE
One Directionhttps://www.youtube.com/watch?v=oszJ-9Ffjjw
Pinnochio https://www.youtube.com/watch?v=hKaVpVj9rCQ

PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber:
- https://www.youtube.com/watch?v=qr_FxsHmcew
- Have the video preloaded on the board.
- Talk about wish poems and how we are going to write down our wishes.
- Show the video and talk about how no wish is to silly a wish because its a wish
Assessment of Prior Knowledge:
- Who makes wishes? What do you wish on?
- Do wishes have to make sense?
- What is poetry?
- How is poetry created?
- Is there more than one type?
Expectations for Learning and Behaviour:
- Rules will be created as a class. Expectations of learning and behavior will be modeled after those class rules.
Advance Organizer/Agenda:
- Have the video preloaded on the smartboard
- Have the handouts printed and available.
- Make sure there are colouring utensils.
Transition to Body:
- Tell students that we will be making poems on dreams and creating poetry portfolios for all our our poems! Because we are
poets and we need to document our efforts and growth as poets.

Body (50 min.):
Learning Activity #1: Create Poetry Portfolios
- Give students the portfolios
- Have them decorate the fronts
- Give them their bio-poems back to put on the inside
- As a class we are going to set goals for our poetry
- What would we like to accomplish by the end of this unit?
- After a lengthy discussion on what poetry is, followed up by last class students will be adding their definitions of poetry into
their portfolios
Assessments/Differentiation:
- This activity requires some colouring and crafts.
- Directions are oral and written on the board.
- We will review their goals afterwards.

Learning Activity #2: I Wish Poems
- We are going to start this activity by watching the Pinocchio video and talk about making wishes.
- Ask if students have ever made wishes and what are some of the things we wish for.

- Write down examples on the board and model a wish poem.
- Pass out the templates and have students write their own wishes.
- Emphasize that there is no wish that is too silly. Whatever they would really wish for.
- Model some funny wishes.
Assessments/Differentiation:
- Instruction will be given orally and will be written on the board.
- A video will appeal to visual learners.
- There is also music, which will appeal to auditory learners.

Sponge Activity:
- Students may elect to share their poem with their classmates.
- We can review similar and dissimilar wishes in the classroom (diversity)

Closure (5 min.):
Consolidation/Assessment of Learning:
- Have a discussion of what we have learned about poetry today? What is it, how is it used? How does everyone feel about
themselves as poets today?
Feedback From Students
- What do you know about poetry? What is poetry? Write it on the post-it notes and place on the poetree
Transition To Next Lesson:
- Next class we will be doing dream poems. Try to remember your dreams when you go to sleep this weekend.





I Dream of Comparisons

Grade/Subject: Grade 1/2 ELA Unit: Poetry Lesson Duration: 10:15-11:15 60 min
OUTCOMES FROM ALBERTA
PROGRAM OF STUDIES

LEARNING OBJECTIVES ASSESSMENTS
(Observations, Key Questions, Written
Assessments, Performance Assessments)
GLOs Students will listen, speak, read,
write, view and represent to:
V. Explore thoughts, ideas, feelings
and experiences.
VI. Comprehend and respond
personally and critically to oral,
print and other media texts.
VII. Enhance the clarity and artistry of
communication.
VIII. Respect, support and collaborate
with others.


SLOs:

1.1.3.
Express or represent ideas and
feelings resulting from activities or
experiences with oral, print and
other media texts.
2.2.3.
Model own oral, print and other
media texts on familiar forms.
2.2.10.
Identify and use words and
sentences that have particular
emotional effects.
Identify how words can imitate
sounds and create special effects.

4.1.4.
Print legibly and efficiently, forming
letters of consistent size and
shape, and spacing words
appropriately.
4.1.9.
Choose words, language patterns,
illustrations or sound to create a
variety of effects in oral, print and
other media texts.
Use words and pictures to add
sensory detail in oral, print and
other media texts.
4.3.5.
Show enjoyment and appreciation
during listening and viewing
activities.
Be attentive and show interest
during listening or viewing
activities.
5.2.1.
Work in a variety of partnerships
and group structures.
Work in partnerships and groups.

Students will:
I. Identify why people use
comparisons
II. Define simile
III. Define metaphor
IV. Identify characteristics of
each
V. Create a simile
VI. Create a metaphor
VII. Create a comparison poem
using a simile or metaphor
VIII. Create an I Dream
Poem
IX. Identify similarities between
the I Wish and I Dream
Poems
X. Identify differences between
the poems
Observations:
- Do they ask classmates or myself
for help/ clarification?
- Do they engage in classroom
discussion?
Key Questions:
- What is poetry?
- Why do people read and write
poetry?
- Why do people use comparisons?
- What are some examples of
comparisons?
- What are similes?
- What are metaphors?
Written Assessments:
- Can students write?
- Is their writing legible?
- Can they write a poem?
- Do students understand
comparisons and can they
reproduce them in writing?
Performance Assessments:
- Can students use templates?
- Can students use templates and
prompts to create a poem?
- Can they engage in discussion and
brainstorm as a class?
LEARNING RESOURCES CONSULTED


Resource #1: Youre a Mean One, Mr. Grinch
+ http://www.glassgrapes.com/grinch.html
+ http://www.youtube.com/watch?v=fMrggPzmb1c
Resource #2:
+ Wishes, Lies, and Dreams by Kenneth Koch
MATERIALS AND EQUIPMENT
Smart Board
Youre a Mean One Mr. Grinch pre-loaded you tube video
Printed out lyrics
Post it Notes
Coloured writing utensils
Box full of assorted objects
PROCEDURE
Introduction (5 min.):
Hook/Attention Grabber:
Assessment of Prior Knowledge:
- Ask students if they know what similes are
- Ask students if they know what metaphors are
- Ask students if they know why people use comparisons?
Expectations for Learning and Behaviour:
- Rules will be created as a class. Expectations of learning and behavior will be modeled after those class rules.
Advance Organizer/Agenda:
- Have the video pre-loaded on the smart board.
- Have the handouts printed and available.
- Make sure there are colouring utensils.
Transition to Body:
- Tell students that we will be making poems on dreams
- We will also be doing comparisons
- Pre-assess

Body (50 min.):
Learning Activity #1: I Dream Poems
- We are going to talk about dreams
- How are dreams different from wishes?
- Talk about how a lot of times when we dream they dont make sense?
- This poem is meant to explore creativity. The poem can be very nonsensical.
- How do we recreate this silliness in poetry?
- What are some weird dreams that we remember having?
- Make a dream poem as a class.
- Make a dream poem individually to put in our portfolios.
Assessments/Differentiation:
- Instruction will be given orally and will be written on the board.
- A video will appeal to visual learners.
- There is also music, which will appeal to auditory learners.
Learning Activity #2: Discussion on Metaphors/ Similes Mr. Grinch
- Ask students if they know what comparisons are?
- Why do people use comparisons? What purpose do they serve?
- Do students know what similes and metaphors are?
- Provide a definition and example of each.
- Have students write them down for their poetry portfolios.
- Listen to Mr. Grinch, then looking at the lyrics and working with a partner students will determine which parts of the song are
metaphors and which have similes by underlining
Assessments/Differentiation:
- There is a video that will appeal to visual and auditory learners
- They will work with a partners
- They have a work sheet they will underline metaphors and similes in different colours
Learning Activity #3: Comparison Poems
- Provide examples of each and make comparisons as a class.

- Show an example of a comparison poem.
- Create a comparison poem as a class.
- Give each student an object for them to create their poem on.
- Create comparison poems individually.
Assessments/Differentiation:
- They will be adding their poems to their portfolio
- They will be given objects, this will help students who need something tangible to talk about it
Sponge Activity:
Students can read one of the available comparison books in the classroom or they can play the simile and metaphor jeopardy review game
on a laptop or Ipad. http://www.superteachertools.com/jeopardy/usergames/Feb201106/game1297119259.php

Closure (5 min.):
Consolidation/Assessment of Learning:
Have a discussion about what we have learned today. Did students like the activity?
Feedback From Students:
Write a comparison about something in the room and put it on the poetree.
Transition To Next Lesson:
Next class we will be learning about acrostic poems!


You're A Mean One, Mr. Grinch

You're a mean one, Mister Grinch
You really are a heel,
You're as cuddly as a cactus, you're as charming as an eel, Mister Grinch,

You're a bad banana with a greasy black peel!

You're a monster, Mister Grinch,
Your heart's an empty hole,
Your brain is full of spiders, you've got garlic in your soul, Mister Grinch,

I wouldn't touch you with a thirty-nine-and-a-half foot pole!

You're a vile one, Mister Grinch,
You have termites in your smile,
You have all the tender sweetness of a seasick crocodile, Mister Grinch,

Given a choice between the two of you I'd take the ... seasick crocodile!


You nauseate me, Mister Grinch,
With a nauseous super "naus",
You're a crooked dirty jockey and you drive a crooked hoss, Mister Grinch,

You're a three decker sauerkraut and toadstool sandwich, with arsenic sauce!


You're a foul one, Mister Grinch,
You're a nasty wasty skunk,
Your heart is full of unwashed socks, your soul is full of gunk, Mister Grinch,

The three words that describe you are as follows, and I quote, "Stink, Stank, Stunk!"


You're a rotter, Mister Grinch,
You're the king of sinful sots,
Your heart's a dead tomato splotched with moldy purple spots, Mister Grinch,

Your soul is an appalling dump heap overflowing with the most disgraceful assortment of rubbish
imaginable, mangled up in tangled up knots!