d Web viewStudents will need to identify the key characteristics of poems and poetry. In groups of 4 they will make a mind map identifying the characteristics of

Dana Colpitts Poetry Text Tales EDES 401

Poetry Unit: Text Tales

Time to get creative and become a poet!

Genre Study: GRADE 7

*This unit is 3 weeks long, however in grades 4-6 it should be revisited

throughout the year, making the unit 4-6 weeks long in total. *

*This poetry unit focuses on

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General Outcomes 2 & 4 from the Alberta Program of Studies*

Outcomes covered during this unit:

3

Specific Outcomes Used

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General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

2.1- Use Strategies and Cues

Use prior knowledge

• select and focus relevant ideas from personal experiences and prior knowledge to understand new ideas and information

• use expectations and preferences developed during previous reading experiences to select and read new texts with purpose

Use comprehension strategies

• identify, connect and summarize in own words the main ideas from two or more sources on the same topic

• Use concept mapping and mental rehearsal to remember main ideas and relevant details

• adjust reading rate and strategies to account for changes in structural features of texts and complexity of content

Use textual cues

• identify and use, effectively and efficiently, structural features of textbooks, such as tables of contents and indices, to access ideas and information and to read with purpose

Use phonics and structural analysis• apply, flexibly, knowledge of phonics, sight vocabulary, structural analysis, language and context clues, depending on the purpose and rate of reading

2.2- Respond to Text

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Construct meaning from texts

• develop, clarify and defend own interpretation, based on evidence from the text with support from own experiences

Appreciate the artistry of texts

• discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used to communicate meaning and enhance effects in oral, print and other media texts

• reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities

2.3 Understand Forms, Elements and Techniques

Understand forms and genres

• identify various forms and genres of oral, print and other media texts, and describe key characteristics of each

Understand techniques and elements

• discuss connections among plot and subplot, main and supporting characters, main idea and theme in a variety of oral, print and other media texts

• identify the narrator’s perspective, and explain how it affects the overall meaning of a text

• explain how sound and image work together to create effects in media texts

Experiment with language

• explore surprising and playful uses of language and visuals in popular culture, such as cartoons, animated films and limericks; explain ways in which imagery and figurative language, such as simile, convey meaning.

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2.4- Create Original Texts

Generate ideas

• choose appropriate strategies for generating ideas and focusing topics for oral, print and other media texts

Structure texts

• create oral, print and other media texts that are unified by point of view, carefully developed plot and endings consistent with previous events.

• create a variety of oral, print and other media texts to explore ideas related to particular topics or themes.

General Outcome 4Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.

4.1- Enhance and Improve

Revise and edit

• revise to eliminate unnecessary repetition of words and ideas

Expand knowledge of language

• identify and explain figurative and metaphorical use of language in context

Enhance artistry

• Experiment with figurative language, illustrations and video effects to create visual images, provide emphasis or express emotion

4.2- Attend to Conventions

Attend to grammar and usage

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• use a variety of subordinate clauses, correctly and appropriately in own writing

• use correct subject–verb agreement in sentences with compound subjects

• distinguish between formal and informal conventions of oral and written language, and use each appropriately, depending on the context, audience and purpose

Attend to spelling

• use reference materials to confirm spellings and to solve spelling problems when editing and proofreading

• apply specific and effective strategies for learning and remembering the correct spelling of words in own writing

4.3- Present and Share

Enhance presentation

• clarify and support ideas or opinions with details, visuals or media techniques

Use effective oral and visual communication

• identify and use explicit techniques to arouse and maintain interest and to convince the audience

Demonstrate attentive listening and viewing

• listen and view attentively to organize and classify information and to carry out multi step instructions

• ask questions or make comments that elicit additional information; probe different aspects of ideas, and clarify understanding

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UNIT ACTIVITIESI wanted the activities to focus specifically around General Outcomes 2 and 4 from the Program of Studies. This entire unit is used to give students the skills and creativity to create their own poetry, and understand the elements of poetry.

STRANDS INCORPORATED: Throughout this unit, the students will engage in activities which will enhance the language arts processes of reading, writing, listening, speaking, viewing and representing. By using these strands students will extend their abilities, learn new skills and become more creative by participating in a lot of interactive and new activities.

Highlighted Outcome: Each activity has multiple outcomes that work and relate to the activity, however I have highlighted the main outcome that is met.

ACTIVITIES SPECIFIC OUTCOMES

LA STRANDS AND SKILLS USED/MULTIPLE INTELLIGENCES

Activity 1: Introduction to Poetry

What is poetry?

Students will need to identify the key characteristics of poems and poetry. In groups of 4 they will make a mind map identifying the characteristics of poems

2.1- Use strategies and Cues

Use prior knowledge


- Speaking- Listening- Viewing- Representing- Identifying- Studying- Comparing and

Contrasting- Considering

different ideas- Critical Thinking- Reflecting- Organizing ideas- Characterizing

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they have read in the past. Students will then compare the characteristics of poems to the other genres studied, such as: Fictional Stories, Non-Fiction, Songs, and Fairy Tales by making a comparison chart in their groups. They must listen attentively to each group member and put their ideas into the correct category. Once students have identified the characteristics of poetry, read them a poem and show them a shape poem. This allows the students to understand there is a wide range of different poems, and it allows them to reflect on their initial impressions about poetry.


. use concept mapping and mental rehearsal to remember main ideas and relevant details

2.3 Understand forms and genres

• identify various forms and genres of oral, print and other media texts, and describe key characteristics of each

2.2- Respond to TextAppreciate the artistry of texts


4.3- Present and Share


• listen and view attentively to organize and classify

- Categorizing- Working in a group

Multiple Intelligences

- Interpersonal- Bodily Kinesthetic- Intrapersonal- Verbal/Linguistic - Logical/- Mathematical

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information and to carry out multi step instructions


Activity 2: Fill in the Blank Poem and Share/Discuss with a Partner

This is a great introductory activity to poetry, because it enables all students to be successful.

Use the poem, " Fog" by Carl Sandburg - students are given a poem outline with blank spaces for most words...they fill them out according to their topic of choice, and then find out they have written a poem - success!!

Students need to select a way that works for them to generate ideas and think of the missing words. They may want to use a dictionary or thesaurus, think of words that are in poems or songs they have read/heard before and

2.1- Use prior knowledge


2.4- Generate ideas


4.1- Revise and edit

• revise to eliminate unnecessary repetition of words and ideas

4.2- Attend to grammar and usage

• use correct subject–

- Speaking- Discussing- Writing- Reading- Viewing partners

poem- Listening- Identifying grammar

and spelling errors- Correcting- Suggesting- Completing poem- Brainstorming- Generating ideas- Communicating- Applying prior

knowledge


- Visual (seeing poem outline, being able to fill in blank

- Verbal/Linguistic- Interpersonal

(partner work/discussion)

- Intrapersonal (writing poem)

- Logical/Mathematical (logical topic and word choice)

- Musical (rhythm, rhyme and flow of

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stand out in their mind, or they may search the internet for descriptive words related to their poems topic.

Once they have written their own poem they will get with a partner and read/share their poem. Students will look at each other’s work to make sure words are spelt correctly. Words that are incorrect, they must come up with a way to remember how to spell those words correctly for future writing. Students must also check that the poems do not have too much repetition or repeating words. Every blank must be filled in with a new word that makes sense and is grammatically correct!

verb agreement in sentences with compound subjects

4.2- Attend to spelling

• use reference materials to confirm spellings and to solve spelling problems when editing and proofreading

• apply specific and effective strategies for learning andremembering the correct spelling of words in own writing

poem)

Activity 3: Soliloquy Rant

Have a variety of soliloquies laid out at the front of the class. Students will come up and by looking at the title, and amount of reading, will select the soliloquy they would like to read. Students will read the soliloquy alone, and some students may need to adjust reading rate, based on their choice. (Students may select the one with too

2.1- Use prior knowledge


• use expectations and preferences developed during previous reading experiences to select and read new texts

- Listening- Reading- Viewing- Writing- Understanding- Analyzing features

of a soliloquy- Applying knowledge

of phonics/sight vocabulary

- Expressing thoughts and opinions

- Communicating/- Sharing opinions

and emotions


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much text for their reading ability, and will therefore need to read slower and with more purpose.)

Once students have read their soliloquy they will discuss in small groups what they think a soliloquy is and its characteristics.

Finally, students will select a topic and rant about it. Write why that makes them so mad and by ranting and writing they create their own soliloquy. Ask students who would like to share their rant with the class

with purpose

2.1- Use comprehension strategies• adjust reading rate and strategies to account for changes in structural features of texts and complexity of content

2.1- Use phonics and structural analysis

• apply, flexibly, knowledge of phonics, sight vocabulary, structural analysis, language and context clues, depending on the purpose and rate of reading

2.2- Appreciate the artistry of texts


2.3- Understand forms and genres

• identify various forms and genres of oral, print and other media texts, and

- Intrapersonal- Verbal/Linguistic - Logical- Mathematical- Interpersonal- Existential: relating

to their life/bigger picture

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describe key characteristics of each

Activity 4: Mathematickles

Students will use math equations to write poetry. They will be in small groups of 4. Students will each be given a topic and will write mathematickles about that topic in order to create a poem. After each group has completed their poem they will pick another group and conduct an interview. Students are expected to interview the group and ask a series of questions such as:

Why did you choose that topic?

How do the equations relate to that topic?

How do the mathematickles make a poem?

What type of poem is it most similar to? They may also ask them to explain their word equations. After the first group is done interviewing they will swap and the other team will interview them.

Use prior knowledge

• select and focus relevant ideas from personal experiences and prior knowledge to understand new ideas and information (use math equations to understand poetry)

Generate ideas

• choose appropriate strategies for generating ideas and focusing topics for oral, print and other media texts (mathematickles strategy to generate ideas and create poetry)

Structure texts• create a variety of oral, print and other media texts to explore ideas related to particular topics or themes.


• ask questions or make comments that elicit additional

- Listening- Reading and Writing- Viewing- Speaking- Representing poetry

through math equations

- Understanding- Creating/Forming- Applying math to LA- Interviewing and

Questioning- Probing


- Visual (seeing equation)

- Interpersonal - Verbal/Linguistic - Logical- Mathematical- Existential:

connecting words to a bigger idea

- Naturalistic: could be equations about nature/our world

- Bodily/Kinesthetic

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A book with examples or to help students with this activity is:

Mathematickles! Fun poems to tickle your funny bone.

By Betsy Franco, illustrated by Steven Salerno

This book is filled with poems that could be called math haiku. Words take the place of numbers in all sorts of math problems.

Example: dandelions x wind= white wishes

Makes poetry easier to write for students who struggle with LA, but love Math!

*Great for low achievers because it helps to describe a topic, using simple equations, rather than writing a poem.*

information; probe different aspects of ideas, and clarify understanding

Activity 5: Symbols, Metaphors, Personification, Similes

Experiment with language• explore surprising

- Reading and Writing- Classifying and

Organizing ideas

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Have the definitions and examples around the room for figures of speech. This allows a visual and reference for students to refer to throughout the poetry unit.

Students will listen to a story being read to them. A simple story book like: "The Dark" by Lemony Snicket.

They will listen to the story and then think about what is the dark, what does it really mean, and what is it related to?

Next show an animated film clip about the dark, or a cartoon on the dark, and have students do the following activities based on that and the story "The Dark"

Then in groups they will each be given a figure of speech/figurative language or imagery.

Group 1: MetaphorGroup 2: Simile’sGroup 3: Symbols and ImageryGroup 4: PersonificationGroup 5: Synonyms & AntonymsStudents will come up with examples of their particular figure of

and playful uses of language and visuals in popular culture, such as cartoons, animated films and limericks; explain ways in which imagery and figurative language, such as simile, convey meaning.

Expand knowledge of language• identify and explain figurative and metaphorical use of language in context

Enhance artistry• experiment with figurative language, illustrations and videoeffects to create visual images, provide emphasis or expressemotion

Use comprehension strategies• identify, connect and summarize in own words the main ideas from two or more sources on the same topic

into appropriate figure of speech

- Speaking- Listening- Viewing- Communicating- Visualizing- Thinking Critically- Connecting/linking

ideas- Relating figures of

speech to the dark


- Intrapersonal- Interpersonal- Bodily/Kinesthetic- Verbal/Linguistic- Logical- Mathematical- Visual- Nature Smart-

thinking about the imagery and the dark in nature

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speech for the story. They will relate their figure of speech to the dark.

Activity 6: Write your own poems about Culture

First show a cultural video/media to get students thinking about the different cultures in the world.

1st Activity: Write an Acrostic Poem for Culture

CULTURE

2nd: Write Your Own Free Verse Poem: Must write a free verse about either culture, different nationalities and religions, different languages and people, different countries, etc. Students will need to use figurative language and illustrations for their free verse poem.

Students can use the internet to research more about their topic of

Use comprehension strategies• identify, connect and summarize in own words the main ideas from two or more sources on the same topic

Use Textual Cues• identify and use, effectively and efficiently, structural features of textbooks, such as tables of contents and indices, to access ideas and information and to read with purpose

Generate ideas• choose appropriate strategies for generating ideas and focusing topics for oral, print and other media texts

Structure texts• create a variety of oral, print and other media texts to explore ideas related to particular topics or themes.

Enhance artistry• experiment with

- Writing- Reading- Listening- Viewing- Representing

culture through poetry

- Creating- Identifying- Researching- Applying research

and ideas- Describing


- Visual- Verbal/Linguistic- Intrapersonal- Logical- Mathematical- Musical- Acrostic

poem, figurative language like alliteration, rhyme and rhythm

- Naturalist- geography, countries/culture

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choice, look at the cultural books supplied in the classroom (have an assortment and have students use the table of contents to quickly find information), brochures from other countries and maps of other countries will also be provided for students to use to generate ideas.

(Free verse is like speech and the students can be very creative with their wording and ideas.)

figurative language, illustrations and video effects to create visual images, provide emphasis or express emotion


• listen and view attentively to organize and classify information and to carry out multi step instructions

Activity 7: Chocolate Bar Poems

Insert chocolate bars, gum or candies into a poem. Save your wrappers and use the names of your favorite candies and chocolates as words for a poem!

This is a great activity for students to discuss how colour, shape and unique composition of text enhance effect, while still communicating meaning.

In groups of 2-3 students will create their own chocolate bar poem, by inserting the wrapper where words would go. After it is created, they will look at their poems

2.2- Appreciate the artistry of texts

• discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used to communicate meaning and enhance effects in oral, print and other media texts

4.3- Enhance presentation• clarify and support ideas or opinions with details, visuals or media techniques

Use effective oral and visual communication• identify and use

- Reading & Writing- Presenting- Speaking- Listening- Describing- Representing poetry

with objects, chocolate bar wrappers

- Viewing- Creating- Communicating


- Bodily/Kinesthetic- Verbal/Linguistic- Interpersonal- Musical- poem

could rhyme.- Logical- what

wrapper fits in logically and makes sense

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and explain why adding color, objects and making a unique poem is more exciting and visually pleasing, yet still communicates meaning.

Student will then present and read their poem to the class in an engaging manner.

explicit techniques to arouse and maintain interest and to convince the audience

Activity 8: Teacher Show/Line Poem:

In groups of 8 students make up a poem, where each student says a line when they present their poem. Each student is responsible to create their own line and make sure it links and flows with the following speaker/line. They must present their skit in an appropriate way and can use visuals or media to make it more exciting! Following the skits we will have a discussion where students can ask questions and make comments about what they have seen!

This website has a description of the activity, as well as the script/template to use.

Giggle Poetry Theater: A Zany Teacher Talent Show: A Poem in 8 Voices!

4.3- Enhance presentation

• clarify and support ideas or opinions with details, visuals or media techniques

Use effective oral and visual communication

• identify and use explicit techniques to arouse and maintain interest and to convince the audience



- Reading and Writing- Acting/Performing- Speaking- Listening- Viewing- Representing- Communicating

ideas- Connecting/Linking- Creating skit- Responding


- Intrapersonal- Interpersonal- Bodily/Kinesthetic- Verbal/Linguistic- Logical/

Mathematical- Visual- Musical-

rhyme/rhythm

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http://www.gigglepoetry.com/poetrytheaterdetail.aspx?TheaterID=23

Activity 9: Reverse Poem: Create and Present

Students will first explore reverse poems, and read some examples. For some students it may be difficult to read both forward and backwards, therefore they will need to adjust their reading rate accordingly. Students will then take what they learned and create reverse poems. Their poem MUST make sense whether it is read forward or backwards. This is extremely challenging and promotes higher level thinking.

Put students into groups:

Low achievers with high achievers to help them out and help them understand.

MUST have examples and exemplars to read and show the students to help them understand and because it is a higher level activity.

Students will create their poem. Once a


Use prior knowledge



• adjust reading rate and strategies to account for changes in structural features of texts and complexity of content (reading backwards- more complex)


Appreciate the artistry of text

• discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used to communicate

- Higher level thinking

- Viewing the poem- Listening- Teach others- Critical and Creative

Thinking- Representing- Reading- Writing- Communicating- Working with a team- Collaborating and

sharing ideas- Presenting- Illustrating and

decorating


- Interpersonal (creating poem with a group)

- Verbal/Linguistic- Logical- Mathematical- Visual (poster)- Bodily/Kinesthetic- Existential- Nature Smart/Music

Smart (depends on poem topic)

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rough draft is completed, they will put it onto a poster for a visual representation, and will read and present their poem to the class.

meaning and enhance effects in oral, print and other media texts(writing a poem that can be the same both forward and backwards is a unique technique that enhances the overall poems appeal and meaning)

Enhance presentation

• clarify and support ideas or opinions with details, visuals or media techniques (use visuals and details in the poem to show how and why it is the same forwards and backwards)

Activity 10: Decipher a Poem:

What does it mean?Students will figure out exactly what the poem is trying to say and the message it conveys. It would be easier for students to do the activity in a small group, but allow intrapersonal learners the option of doing it alone. All students either individually or with their group will act out their message/poem in a performance.


Use prior knowledge



. use concept mapping and mental rehearsal to

- Reading- Writing- Interpreting- Deciphering the

message- Performing- Speaking- Listening- Viewing- Representing the

main message- Responding- Reflecting


- Intrapersonal - Interpersonal- Bodily/Kinesthetic- Verbal/Linguistic- Logical

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Higher Achievers: Use a soliloquy or Sonnet from Shakespeare. Take Shakespeare's language and put it into our language, so everyone can understand what it means. They will still act it out.

remember main ideas and relevant details


Construct meaning from texts

• develop, clarify and defend own interpretation, based on evidence from the text with support from own experiences (finding and defending the meaning of the poem)

Appreciate the artistry of texts• reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities (read the poem, then decipher the meaning through group discussion, then perform)

- Visual- Musical (acting,

rhyme in the poem)

Activity 11: Noisy Brother: "Poetry Theater"Adding Effects to a Poem: Bring it to life!

Students will get into pairs and be given a poem. They must add sound effects to the

Appreciate the artistry of texts• reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing

- Reading- Writing- Viewing- Representing the

poem through sound effects

- Speaking - Listening- Understanding

rhythm

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poem, they could also add music if it works and is required! Students will then perform their poem with the sound effects and adding any other visuals to enhance the effect of the poem. The students will then vote on their favorite performance, which will be made into an animated film. The poem will have sound, animation and movement to create a unique student produced film.

activities


Understand techniques and element


Experiment with language• explore surprising and playful uses of language and visuals in popular culture, such as cartoons, animated films and limericks; explain ways in which imagery and figurative language, such as simile, convey meaning.


Structure texts

• create a variety of oral, print and other media texts to explore ideas related to particular topics or themes. (create their own poem with sound)

- Connecting sounds to words

- Collaborating/team work skills

- Responding- Reflecting


- Interpersonal- Musical- Bodily/Kinesthetic- Verbal/Linguistic- Logical- Mathematical- Visual- Nature Smart

(depending on the poem topic)

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Activity 12: Finish the Poem

1st: Read a Poem

Students listen to you read a poem. You will read half of the poem and then stop. Students will identify the theme of the poem, events, characters or topic of discussion in the poem, as well as the narrator’s perspective. Students will then complete the poem, ensuring they have consistent events and ideas related to the main topic/theme. Besides not only thinking about what the poem is about, they must think about the rhyme scheme and format of the poem. Students will finish the poem in their own creative way!

High Achievers: Continue the rest of the poem, finish the poem in their own way. (Creative writing)

Low Achievers: Fill in the alternate lines, they will be given every second line of the rest of the poem, and only have to fill in the missing lines. This allows them to still

Appreciate the artistry of texts• reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities



• identify the narrator’s perspective, and explain how it affects the overall meaning of a text



Structure texts• create oral, print and other media texts that are unified by point of view, carefully developed

- Active Listening- Thinking and

Responding- Representing- Connecting Ideas- Understanding

Rhyme- Speaking- Viewing the poem- Communicating- Considering

alternative endings- Responding- Reflecting on the

poem- Creativity


- Intrapersonal- Bodily/Kinesthetic- Verbal/Linguistic- Logical- Mathematical- Visual- Musical (poetry with

rhyme and rhythm)- Nature Smart

(depending on the type and topic of the poem)

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think creatively and figure out how to complete the poem, without overwhelming them.

plot and endings consistent with previous events. (Their ending must make sense with the previous lines and events of the poem. They must write in the same point of view as the original author.)

• create a variety of oral, print and other media texts to explore ideas related to particular topics or themes

Activity 13: Find Song for the Poem/Shakespeare:

Part 1: Students will find modern day songs that represent a particular poem written by Shakespeare. They will listen to songs and view music videos, in order to create a song list/playlist of songs that represent the poem. Students will get into small groups and compare their playlists and discuss why they chose certain song choices. Students will ask each other questions and make comments relevant to the song choices.

Part 2: Have students





- Reading the poem- Searching for songs- Relevancy- Connecting- Representing- Listening- Speaking- Discussing and

Sharing- Viewing- Communicating- Comparing songs- Responding


- Intrapersonal- Interpersonal- Musical/Music

Smart- Verbal/Linguistic- Logical

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write their own song related to a particular poem. It could be the same one by Shakespeare, or one of their choosing related to the same theme.

**Incorporates technology and music smart! **


Generate ideas


Structure texts

• create a variety of oral, print and other media texts to explore ideas related to particular topics or themes. (create a song)- Part 2



Activity 14: Life Poetry: Celebrate Your Life Students will learn how to write poetry that celebrates their life.

Appreciate the artistry of texts• reflect on, revise and elaborate on initial impressions of oral, print and other

- Reading- Writing- Listening- Speaking- Representing- Viewing- Creating

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When they are sad or having personal problems they can read their poems and remember they are alive and a survivor. "You are worth celebrating." Life Poetry is also known as “catalog or list poetry.” It's easy to write. There is no rhyme or rhythm involved unless you want to use them! The only rule for “Life Poetry” is that you are honest. Step 1: To begin, students will get a clean sheet of paper. They will be making short lists under five headings. List 1: Ask Students to: Think of the room in your home where you spend most of your time. List four to six nouns in phrases that relate to that room, without naming the room! You can include verbs, adjectives, and adverbs. For example, if I were to make a list for my kitchen, I might write this: sink cluttered with dishes, the aroma of peach butter, corn flakes scattered everywhere, fluffy cat looking for a treat, child proudly making a sandwich. Those things are not

media texts, through subsequent reading, listening and viewing activities


Understand forms and genres• identify various forms and genres of oral, print and other media texts, and describe key characteristics of each (life poetry)



Structure texts

• create a variety of oral, print and other media texts to explore ideas related to particular topics or themes.

Attend to capitalization and punctuation• use commas to

- Listing- Applying knowledge

of parts of speech and poetry

- Communicating - Responding- Reflecting- Sharing- Listing- Describing


- Intrapersonal (creating lists alone and life poetry is specifically about you!)

- Interpersonal (sharing poem)

- Verbal/Linguistic- Logical- Nature Smart/Music

smart if student is, because their poetry is celebrating them and their life

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always there, but they represent that room of my house! Encourage students to be creative, while making this first list. List 2: The focus of the next heading is a little larger. While the first list was about a room, this heading covers your home and yard; the places where you primarily live. Think not only about objects in these places, but also activities and emotions that are common there. Are there any sounds or smells that are familiar to your home and play area? Choose around six thoughts for your list. List 3: The third list is about your community. (By community I mean the country, small town, or big city where you live, local places you have visited, and things like that.) Are there any attractions where you live? Without naming your province where you live, list clues that a person could use to guess your home province. What makes your province different from others? What makes it special? List 4: The fourth list is

separate phrases and clauses in own writing


• use correct subject–verb agreement in sentences with compound subjects

• distinguish between formal and informal conventions of oral and written language, and use each appropriately, depending on the context, audience and purpose (for this poem the writing is informal and doesn’t have to be complete formal sentences)

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about our country. Without writing the words “Canada” write down some of our most famous landmarks, and tourist attractions. Think about how we help each other during times of crisis. Remember the courage of our police officers, our firefighters, our military, and even our ordinary citizens who risk their lives to protect us and keep us safe! List 5: Now we'll switch gears and focus on your heritage. Think about your ancestors as well as your living relatives. Did they come from other lands? What types of work have they done? Don't list them all, but choose the ones that stand out in your mind. How do you feel about your heritage? This list will show others the path that leads to you.

Once life poetry is completed have students share and reflect with a partner.

Life Poetry By Brenda B. Covert2009 edHelper

Activity 15: Take poem apart and translate into "real" word meaning

Attend to capitalization and punctuation

- Reading- Writing- Representing- Viewing

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Take a poem and translate it into “real world” language related to our 21st century world.

Students will select the main theme and then translate that into a shape poem, related to real world and 21st century life! This makes language arts and older poetry relatable to the 21st century learner!

The other option is for students to write their poem in the form of a text message, something they all can connect with and relate to.

When students have created their new relatable poem, have them edit and proofread each other’s work to find spelling errors and grammar errors that need to be fixed, before handing in a final copy.

• use periods and commas with quotation marks that indicate direct speech in own writing

• use commas to separate phrases and clauses in own writing


• use a variety of subordinate clauses, correctly and appropriately in own writing

• distinguish between formal and informal conventions of oral and written language, and use each appropriately, depending on the context, audience and purpose

- Translating- Breaking apart and

recreating- Communicating- Relating- Responding- Reflecting- Proof Reading- Editing- Making connections- Summarizing- Selecting main idea


- Intrapersonal- Interpersonal

(sharing poem, editing, proofreading)

- Verbal/Linguistic- Logical- Mathematical- Existential

Activity 16: Reader's Theatre“Giggle Poetry”

Have the students read or perform the funny poems in front of the class. Have the students act out the different lines while they read


- Speaking- Listening- Acting- Presenting- Reading- Writing- Viewing- Representing- Communicating- Collaborating and

teamwork skills- Creating

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them.

Some choices for reader’s theater where students will read and act out the poem are:

Two Person Poem (Students can get into pairs and act out: “Lucky Trade,” a poem in two voices where a child trades places with their mother for a day.)

Poem and Info: http://www.gigglepoetry.com/poetrytheaterdetail.aspx?TheaterID=19

Another great one, where you can divide the students into larger groups is:

How to Torture your Teacher! A Poem with 9 Voices

Have the students read or perform the poem in front of the class. Have the students act out the different lines while they read them. The poem can be read with nine students as shown below or with three students, each reading three stanzas.

How to Torture Your Teacher Poem:http://www.gigglepoetry.com/


Understand forms and genres• identify various forms and genres of oral, print and other media texts, and describe key characteristics of each. (humorous poems, reader’s theater)

• explain how sound and image work together to create effects in media texts(students perform the poems)

Experiment with language

• explore surprising and playful uses of language and visuals in popular culture, such as cartoons, animated films and limericks; explain ways in which imagery and figurative language, such as simile, convey meaning. (depending on poem selected)


- Understanding voice and tone

- Expressing- Creativity skills


- Intrapersonal- Interpersonal- Bodily/Kinesthetic- Verbal/Linguistic- Logical- Mathematical- Visual- Musical

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poetrytheaterdetail.aspx?TheaterID=11 Bad Hair Day Poetry Theater: A Poem in 3 Voices(A Students bad hair day disrupts the class!)

http://www.gigglepoetry.com/poetrytheaterdetail.aspx?TheaterID=1

Additional Poems for Reader’s Theater can be found here:http://www.gigglepoetry.com/poetrytheater.aspx

Structure texts

• create a variety of oral, print and other media texts to explore ideas related to particular topics or themes. (They take the poem and create their own performance of the topic)

VOCABULARY: *Important words related to Poetry*

Alliteration repetition sounds poet

Allusion Anaphora line/lines Apostrophe

Speaker Assonance Ballad narrative poem

quatrains iambic tetrameter

rhyming refrains

Blank verse stresses Enjambment End-stopped line

Dramatic monologue

Diction conversational language

simplicity polysyllabic language

Couplet pattern

Shakespearean couplet successive hymn measure

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Sonnet

Chiasmus unrhymed Rhyme syllables

Refrain main verse Quatrain stanza

poetic unit Petrarchan sonnet

Personification Paradox

rhetorical figure Onomatopoeia consonant vowel

sounds Octave Rhyme scheme iambic pentameter

traditional verse Metaphysical conceit

simile metaphor

conjunction comparison Internal rhyme Images

Imagery sensations Acrostic Hyperbole

litotes irony understatement overstatement

Volta Syntax Synaesthesia perception

Double or trochaic rhyme

Unstressed/Stressed Foot

Blank Verse Cinquain

Diamante Echo Verse Free Verse Haiku

Horatian Limerick Shape Poem Dactylic rhyme

Anapest: galloping meter

Kyrielle poem Horatian Ode Pantoum

Skills and Cross Curricular Integration

SKILLS NEEDED TO BE SUCCESSFUL IN THIS UNIT

Cross Curricular Integration

- Understanding poetry concepts, rhythm, rhyme, stanzas, verses, etc.- Communication skills and Teamwork- Reading Comprehension

With poetry you can incorporate any subject easily, by making that particular subject matter, the topic they need to write poetry on. Use the social curriculum and Canada, have students write poems about

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- Applying knowledge- Active listening- Planning and Organizing- Presentation Skills- Acting and Improvising- Be able to speak confidently and clearly- Creativity skills (Be able to think outside of the box)- Deciphering the main idea and Shakespeare- Clarifying information- Analyzing poetry concepts- Summarizing skills/making connections- Critical/higher-level thinking- Comparing and contrasting skills- Be able to apply previous knowledge

plants, structures and forces, heat and temperature, etc. to meet science outcomes and form cross curricular connections with science. Acting, performing, making songs from poems and improvising are all great ways to incorporate drama into the poetry unit.

Drama: Students are doing a lot of activities in this unit where they are acting out a scene or portraying the poem through some type of performance or presentation. Activity 12: Reader's Theatre “Giggle Poetry” is a specific example. Students are performing all types of funny poems in front of the class. Students must be able to present confidently and creatively. Students are learning how to portray their ideas and poems through expression, tone of voice, acting, movement, and performance rather than only through text.

Art: Making Chocolate Bar Poetry, Shape Poems, Illustrating Poems are all great ways to incorporate art outcomes. Art is also incorporated every time the students are creating a visual or scenery for their skits and performances.

Social Studies: Activity 10: Life Poetry focuses on social outcomes. When students are creating lists and thinking about their life they are thinking about where they have come from. The third list is about community: their country, small town, or big city where they live. Community is a huge part of the social studies curriculum and this activity links ideas from social studies extremely well. The fourth and fifth lists continue to

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make cross curricular connections as students think out Canada, its culture, attractions, military and government. Finally list 5 discuss their heritage and nationalities of their ancestors. Students are expanding and exploring their knowledge and Cultural Understanding.

Activity 6: Students expand cultural knowledge by writing poems about culture. They write both an Acrostic Poem and Free Verse Poem relating to culture, different nationalities and religions, different languages, people or different countries.

Math: Activity 4: Mathematickles

Students will use math equations to write poetry. Students will each be given a topic and will write mathematickles about that topic in order to create a poem. You can pick math topics based on units being studied or concepts students are struggling with in math class.

Science: Have students write poems and do activities around the Grade 7 Science Curriculum. Use topics such as:

− particle model of matter− temperature− thermal expansion− change of state− heat transfer− insulation and thermal conductivity− thermal energy sources- interactions and interdependencies− environmental impacts− producers, consumers, decomposers− nutrient cycles and energy flow− species distribution− endangered species & extinction

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− fertilizers and soil nutrients− chemical and biological controls− plant varieties− selective breeding− monocultures− resource management− sustainability- structural forms− material strength and stiffness− direction of forces− structural stability−strata− rocks and minerals− rock cycle− mountain formation:− crustal movement/plate tectonics− geological time scale- fossil formation− weathering and erosion

Modifications and Adaptations**Ideas to adapt/modify the whole unit and specific ideas for the activities that may need to be made easier or harder. **

ACTIVITY ADAPTATIONSMODIFICATIONS FOR POETRY UNIT

Modify groupings:

For group tasks do not put all lower achieving students together, because they will not

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grow and learn. Mix gifted/talented students with low achievers to assist them in understanding poetry and the messages the poem conveys. You can also pair gifted students with ESL or lower achieving students once they are done writing their poems, to assist the other students in completing their poems.

MODIFICATIONS/ADAPTATIONS FOR POETRY UNIT

Modify Poem Choices

Talented/Gifted: These students will need more of a challenge. They can read poems from other countries, poems written in the past and read/study Shakespeare's language.

ESL Students: These students will read simple, basic poems. You may want to select poems that are for younger children, in order to help them understand the basics of poetry. The more simple the poem, the less overwhelmed these students will be. They need to understand the words, in order to understand the poem and its message.

MODIFICATIONS/ADAPTATIONS FOR POETRY UNIT

Visual impairments or trouble reading:

I will use enlarged print on all handouts, and find poems with large print for these students. These students can also listen to poems on the internet, rather than reading them. They can use their hearing and active listening skills, which are

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stronger than their sight!

Websites to retrieve audio poems:http://www.learnoutloud.com/Free-Audio-Video/Literature/Poetry

http://www.poetryfoundation.org/features/audio?show=Poem%20of%20the%20Day

MODIFICATIONS/ADAPTATIONS FOR THE POETRY UNIT

Adjust Poetry Reading Levels (Offer choices from easy to difficult) and Adjust Requirements for Writing Poetry (easy and simple requirements, to complex and difficult ones)

Students will be able to select and choose which poems they read. Have a variety of poems for students ranging from extremely easy to read and interpret, to more challenging. Put the poems into colored buckets based on reading levels. Have 5 buckets: Red- Easiest, Yellow- Easy, Orange: Medium, Purple: Hard, Blue: Extremely challenging. Then hand out each student a colored paper, telling them, they can only select poems from that colored bucket. Besides adjusting the difficulty of the poems students read, also adjust by color the requirements when students write their own poems. The red students should have a lot less requirements than the blue students who should have a lot of extremely challenging requirements to

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stimulate their minds.

MODIFICATIONS/ADAPTATIONS FOR WRITING POEMS

Higher Achievers: These students must illustrate their poems that will go into their poetry book. Instead of just writing, it gives them another task to work on, and makes them think both creatively and critically to ensure their artwork/illustrations match their poem and its message.

ESL/Lower Achievers:

These students may need some additional help when writing poetry. Give these students xamples to read, or a template to follow. Have these students fill in the blanks, adding their own words and ideas, but without having to write the poem from scratch. You could also have them make their poetry book in partners, therefore they will write poems with another struggling student. Two minds are better than one, and they can assist each other to create a better final product.

Modifications for Activity 6: Writing their own Poems on Culture

Activity 6: Write your own poems about Culture

Higher Achievers: Give the higher achiever the chance to write their poems on multiple topics. For example they would do an acrostic poem for the words: culture, diversity and nationalities. Then their free verse poem would have to be longer, or they would have to

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write two free verse poems, on two different topics related to culture.

Lower Achievers: They will be able to write the acrostic poem no problem, however the free verse poem will be more of a challenge for them. Give them an already started poem to get their ideas flowing and get them started.

Modifications and Adaptations for Poetry:

Activity 5: Figures of Speech and Figurative Language Activity

Be sure to put a lower achieving student/ESL student in a group with two higher achieving students to be sure they have someone to teach them the material and help them understand the figures of speech and figurative language. In a class where you do not have many high achievers and students who understand figurative language provide each group with 2 examples to get them started and to help them understand what the activity requires, and how their examples should looks.

Modifications for Activity 8: Finish the Poem

High Achievers: Continue the rest of the poem, finish the poem in their own way. (Creative writing) If they finish quickly tell them to write another alternative ending.

Low Achievers: Fill in the alternate lines, they will be given

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every second line of the rest of the poem, and only have to fill in the missing lines. This allows them to still think creatively and figure out how to complete the poem, without overwhelming them.

MODIFICATIONS/ADAPTATIONS FOR: Life Poetry/List Poetry

Modify for ESL students

These students only have to write one word lists, whereas the rest of the class and higher achievers must write statements.

For example: For the list poem/life poem about community, this is how the poems would vary.

ESL POEM:- Red Deer- Recreation Centers- Small Community- Shopping Centers- Businesses

Higher Achievers Poem:- City of Red Deer- Filled with local businesses- Small town mentality- People working together

toward common goals- Restaurants, Recreation

Centers and Shopping to meet needs

It can be very intimidating re-telling an entire story alone, especially when English is not your first language. If they are

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in partners they each only need to tell half of the story and they can be there for support and to help each other.

Modifications for Activity 11: Taking the Poem Apart

Lower Achievers: Option 1

Activity 11: Take poem apart and translate into "real" word meaning, may be extremely difficult for ESL or lower achieving students. These students may not understand the meaning or have a hard time finding the main theme. For this reason pair these students up with higher achievers to figure out the meaning and to translate it into “real world” language. Once finished they can create their shape poems alone.

Lower Achievers: Option 2 (Put lower achievers into small groups)

For the ESL or lower achievers who may struggle trying to complete the task of translating a poem into “real world” language, allow these students to work together. Put the students into small groups, so they can work through the poem and decipher the meaning and language as a team, rather than alone. Sometimes working alone is difficult, especially when you don’t understand how to break apart a poem and translate it into real world meaning. Small groups of students will be able to complete the task much more

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efficiently because they can bounce ideas off of each other and help one another understand.

ASSESSMENT

Poetry assessment is all formative assessment. Students will perform and share their poems with classmates. As a teacher you will

facilitate their learning; watching and observing throughout the unit and during all activities. Students will also create a poetry portfolio or

poetry book, which they will share with you, their parents and other students. It is a showcase of their work throughout the unit and all

the variety of poems covered. Students will also have a work of art in their poetry book/portfolio. Their work of art could be a drawing,

cartoon, 3D creation, video, collage, really however they choose to represent their poetry book.

Poetry Book/Portfolio ChecklistMake sure you have the following before handing in your portfolio:

Put a happy face beside each item once you have completed it!

1. Title Page for my Poetry Book- Title- Name - Illustrations and Pictures

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2. Table of Contents - Title- List of entries with page numbers

3. Poem Entries: Follow the outline below

** Place a happy face next to the poem, once you have completed it and your final copy has been written in your

book. **

1. Fill in the Blank Poem2. Soliloquy Written Rant3. Mathematics: Include 5 equations4. Acrostic Poem for Culture5. Free Verse Poem (Related to culture, languages, and different countries)6. Reverse Poem7. Turn a Poem into a Song (Include original poem and your newly created song)8. Finished Poem (The ending you created to the poem read in class)9. Life Poetry or “Catalog or List Poems” (5)

- Room - Home, Yard, Place you Live - Community- Canada - Heritage

10. Real World Shape Poem or Text Message Poem (Depending on what you selected to do)

**Ensure all items are either handwritten in your best printing or typed. All work submitted should be edited and proofread by a peer before you complete the final copy. Once all items have a happy face beside them and

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your final copy is completed, hand in your poetry book/portfolio. **

GREAT WORK: You are a poet and you didn’t even know it!

Websites and Resources

Poetry Ideas and Activitieshttp://www.edhelper.com/Poetry.htm

Poetry Quizhttp://www.proprofs.com/quiz-school/story.php?title=poetry-unit-7th-grade

Poetry Unit: Great Ideas, Resources and Activitieshttp://www.smoran.ednet.ns.ca/Poetry/poetryindex.htm

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Reading Poetry in the Middle Grades: 20 Poems and Activitieshttp://www.heinemann.com/shared/onlineresources/e02710/introduction.pdf

Pinterest Poetryhttps://www.pinterest.com/apmarie/poetry-unit-ideas/

Poetry Lesson Plans, Poetry Themes, Poetry Printouts, Poetry Forms, Poetry for Kids

http://www.theteachersguide.com/poetrymonth.htm

Seventh Grade Poetry Onlinehttp://www.poets.org/poetsorg/anthology/7th-grade-poetry-online

Documents

d Web viewStudents will need to identify the key characteristics of poems and poetry. In groups of 4 they will make a mind map identifying the characteristics of