“Poetry Café”
For further information contact…
Robbin Hughes
Dr. N.E. Roberts Elementary
6600 Green Road
Lakeland, Florida 33810
(863) 815-6633
robbin.hughes@polk-fl.net
2011 - 2012 Idea Catalog of Excellence
n PROGR AM OVERVIEW
n OVER ALL VALUE
The Poetry Café takes place after
my 5th grade students have produced
poems throughout the week. We start
on Monday where we learn one type of
poem as well as figurative language.
After practicing writing the type of poem
and practicing the type of figurative
language, students are ready to create
their poems! The poems are included in
their very own Poetry Book (where they
can name it whatever they like)!
On the next Monday, students
will walk into what looks like a café,
with dimmed lights, candlelight on the
restaurant’s tables that are covered with
black table cloths, and coffee cups. The
Poetry Café starts off with the host (the
teacher) welcoming all the students and
explains the events for the day. The
events start off with poetry readings from
students. There is then an intermission
or “coffee break” where there will be a
Poetry Slam Contest. For this contest,
students who are sitting at the same
table will be given 5 minutes to come up
with a rhyming poem. The winner will
receive a coffee cup filled with candies
that taste like coffee! The next event
during the “coffee break” is the Jazz Jam
Session. This is where students are able
to sing or play an instrument on stage.
During this time, food and drink are
served. After the “coffee break”, there
is the second half of the poetry readings.
The last thing is to have students fill out
a “comment card” which ends up being
a summary of today’s events.
The program has been successful
in my classrooms because students
became poets. When we held the
Poetry Café, the students transformed
into poets and motivated them to do
great with writing their poems. They
also were more motivated after the café
and asked when we could do something
like that again.
n MATERIALS
•
•
•
•
•
•
•
•
•
pencil
paper
computer paper
construction paper
black tablecloths
candle holders
fake tea light candles
coffee cups
coffee mugs filled with coffee
beans
• stool
• index cards
• pencils
• paper
• projector
• microphone
• food
• drinks
**A PowerPoint that can be used with
this program can be obtained by
emailing the Developer for sending
electronically.
n LESSON PLAN TITLES
• “Introduction to Poetry”
• “Writing Like a Poet”
• “Poetry Café Poets”
n ABOUT THE DEVELOPER
Robbin Hughes is a 5th grade
teacher at Dr. N.E. Roberts Elementary.
She has been teaching for 3 years.
Robbin went to Florida Southern College
where she majored in Elementary
Education. Every summer she attends
Kagan training.
HHH
“Poetry Café”
Robbin Hughes
Lesson Plan No 1: Introduction to Poetry
n SUBJECTS COVERED
n DIRECTIONS
Reading/Writing
DAY 1:
kRead an interesting/funny poem to
students to grab their attention to
introduce poetry.
n GR ADES
Three - Five
kS tudents will create a flipbook
t hat de s c r ib e s t he di f fe r e nt
characteristics of poetry.
n OBJECTIVES
•
Students will be able to name,
describe, and write an example of
the characteristics of different types
of poetry.
n SUNSHINE STATE
STANDARDS
LA.5.2.1.1. The student will demonstrate
knowledge of the characteristics of
various genres (e.g., poetry, fiction,
short story, dramatic literature) as
forms with distinct characteristics
and purposes
LA.5.2.1.3 The student will demonstrate
how rhythm and repetition as well as
descriptive and figurative language
help to communicate meaning in a
poem
n MATERIALS
• student notebook
• pencil
• construction paper
n VOCABULARY
•
•
•
•
•
•
•
•
•
onomatopoeia
descriptive language
poetry
hyperbole
imagery
figurative language
simile
metaphor
personification
u Flap 6-alliteration (the occurrence
of the same letter or sound at the
beginning of adjacent or closely
connected words)
DAY 2:
kR eview all f laps of f igurative
language from yesterday.
kShow students an Acrostic Poem.
u Flap 1-onomatopoeia [the use
of words the sounds of which
suggests their meaning (eg.
buzz, purr)]
kDiscuss the criteria for an Acrostic
Poem (word written vertically and
have sentences about that topic that
start with that letter).
• Describe, have students
write down their own
definition in flipbook, and
create their own example.
kReview in depth imagery. Practice
writing imagery sentences that use
the five senses.
u F l a p 2 - i m a g e r y ( t h e
r e p r e s e nt at i o n o r i d e a o f
a personal experience,
remembered or imagined)
• Describe, have students
write down their own
definition in flipbook, and
create their own example.
u Flap 3-simile (comparison of
things that are unlike, usually
using the words ‘like’ or ‘as’)
• Describe, have students
write down their own
definition in flipbook, and
create their own example.
u Flap 4 -metaphor (f igure of
speech where a comparison is
stated as an analogy (eg. ‘the
lake was a mirror’ or ‘death is
slumber’)
• Describe, have students
write down their own
definition in flipbook, and
create their own example.
u Flap 5-personification (attribution
of human qualities to non-human
characters)
• Describe, have students
write down their own
definition in flipbook, and
create their own example.
kStudents will then write an Acrostic
Poem that includes imagery from at
least 3 senses.
DAY 3:
kR eview all f laps of f igurative
language.
kS how students a Free verse
Poem.
kDiscuss the criteria for a Free verse
Poem (a poem that refrains from
consistent meter patterns, rhyme,
or other pattern)
kReview in depth personification.
Practice writing personification
sentences.
kStudents will then write a Free verse
Poem making sure they include
personification.
DAY 4:
kR eview all f laps of f igurative
language.
kShow students a Shape Poem.
kDiscuss the criteria for a Shape
Poem (a poem that forms then
shape of the topic of the poem).
kReview in depth alliteration. Practice
writing alliteration sentences.
kStudents will then write a Shape
Poem making sure they include
alliteration.
2011 - 2012 Idea Catalog of Excellence
“Poetry Café”
Robbin Hughes
Lesson Plan No 1: Introduction to Poetry (cont.)
DAY 5:
DAY 6:
kR eview all f laps of f igurative
language.
kR eview all f laps of f igurative
language.
kShow students a Rebus Poem.
kShow students a Haiku Poem.
kDiscuss the criteria for a Rebus
Poem (a poem that uses symbols
to stand for words).
kD iscuss the criteria for a Haiku
Poem (first line has 5 syllables,
second line has 7 syllables, third
line has 5 syllables, and is usually
about nature).
kReview in depth onomatopoeia.
Practice writing onomatopoeia
sentences.
kStudents will then write a Rebus
Poem making sure they include
onomatopoeia.
kR eview in depth similes and
metaphors. Practice writing similes
and metaphors.
kStudents will then write a Haiku
Poem and picking either a simile or
metaphor to include in their poem.
*Days can be combined if students finish
one poem.
n EVALUATION/
ASSESSMENT
See attached Poetry Rubric.
n ADDITIONAL
RESOURCES
Different Poetry books that students
can get ideas from or that you can read
to them each day.
n DIFFERENTIATION
For ESE, ELL, and lower level
students, they may be given more time,
or less amount of poems to write.
HHH
2011 - 2012 Idea Catalog of Excellence
“Poetry Café”
Robbin Hughes
Lesson Plan No 2: Writing Like a Poet
n SUBJECTS COVERED
n DIRECTIONS
Reading/Writing
•
n GR ADES
•
Have them create a Poetry Book,
decorating the cover.
•
Have them add all the poems we
worked on (acrostic, free verse,
shape, rebus, haiku) to their Poetry
Book as nice and neat as they can.
(*If applicable, students may type up
their poems and then add it to their
books)
Three - Five
n OBJECTIVES
•
Students will be able to write a
variety of poems.
n SUNSHINE STATE
STANDARDS
LA.5.4.1.2 The student will write a variety
of expressive forms (e.g., fiction,
short story, autobiography, science
fiction, haiku) that employ figurative
language (e.g., simile, metaphor,
onomatopoeia, personification,
hyperbole), rhy thm, dialogue,
character ization, plot, and/or
appropriate format.
Hand out construction paper,
computer paper, and coloring
utensils to students.
•
Assign students a partner in the
class that can peer review the
poems.
•
All poems should be added to Poetry
Book, after peer review.
•
Then have students go through their
poems (after writing them) and add
pictures and color.
n EVALUATION /
ASSESSMENT
See attached Poetry Rubric.
n ADDITIONAL
RESOURCES
Previous years’ Poetry Books, if
possible, so students can see examples.
n DIFFERENTIATION
For ESE, ELL, and lower level
students, do not make them have as
many poems that they need to add to
their Poetry Books.
n MATERIALS
• student notebook
• pencil
• construction paper
• computer paper
• coloring utensils
n VOCABULARY
• poet
• publish
2011 - 2012 Idea Catalog of Excellence
HHH
“Poetry Café”
Robbin Hughes
Lesson Plan No 3: Poetry Café Poets
n SUBJECTS COVERED
n DIRECTIONS
Reading/Writing
•
n GR ADES
Three - Five
n OBJECTIVES
•
The student will be able to share
their poems by reading it aloud.
Transform the classroom before
students come to school by setting
up the room to look like a café. Put
black tablecloths on all tables, put
the fake candles in the middle of
the tables, and have chairs set up
in a way that looks like a café. As
students walk into the classroom,
have jazz music playing in the
background. Also, tell students
before the Poetry Café to dress in
black and wear black poets hats if
they can.
n SUNSHINE STATE
STANDARDS
•
Also, before the Poetr y Café,
take their pictures to use for the
PowerPoint.
LA.5.4.3.2. The student will include
persuasive techniques (e.g., word
choice, repetition, emotional appeal,
hyperbole).
•
Start off with some house rules for
the café.
•
Have the first half of the students
present. While they present, have
their PowerPoint up with the poets
name, their picture, and the name
of their poem.
n MATERIALS
• Student Poetry Books
•
After the first half of presenters, go
into intermission. Let students use
this time to go to the restroom, and
pass out food.
•
Have a Poetry Slam Contest. With
the people at their table, have teams
come up with a rhyming poem.
Then have the class or teachers
vote. Whoever wins gets a coffee
mug filled with coffee flavored
candy.
•
Then have a Jam Jazz Session. If
anyone knows how to play guitar or
saxophone, etc., have them do it at
this time.
•
Have the last half of the poets
present.
•
Have all students fill out a comment
card. Let them rate the Poetry Café
on a scale from 1-10, have them
write what they like most, and what
they would change and why.
• microphone
• black tablecloths
• fake tea light candles
• candle holders
• stool
• Projector/Computer/Smart Board/
PowerPoint
• index cards
• pencils
n VOCABULARY
• poet
n EVALUATION /
ASSESSMENT
See attached Poetry Rubric.
n ADDITIONAL
RESOURCES
Poetry Books around the room.
n DIFFERENTIATION
For ESE, ELL, and lower level
students, your discretion on whether
they are able to share their poems. I had
two girls from Haiti who spoke barely any
English but they still shared.
2011 - 2012 Idea Catalog of Excellence
HHH
“Poetry Café”
Robbin Hughes
Additional Information
2011 - 2012 Idea Catalog of Excellence
“Poetry Café”
Robbin Hughes
Lesson Plans Materials Budget
Materials Budget
Supplier
Item Description
Cost
QuantityTotal Cost
Walmart
Tealight Candles
2.50
3
7.50
___________________________________________________________________________________________________________________________
Dixie Coffee Cups (12/pk)
3.50
4
14.00
___________________________________________________________________________________________________________________________
Coffee Beans
2.00
2
4.00
___________________________________________________________________________________________________________________________
Candle Holders
0.60
15
9.00
___________________________________________________________________________________________________________________________
Index Cards (100 ct)
5.64
1
5.64
___________________________________________________________________________________________________________________________
Construction Paper
5.00
1
5.00
___________________________________________________________________________________________________________________________
Copy Paper (1 Ream)
6.00 1
6.00
___________________________________________________________________________________________________________________________
Notebook Paper
1.00
1
1.00
___________________________________________________________________________________________________________________________
Markers
5.00
1
5.00
___________________________________________________________________________________________________________________________
Party City
Black Napkins (100/ct)
4.00
1
4.00
___________________________________________________________________________________________________________________________
Black Plates (100/ct)
4.00
1
4.00
___________________________________________________________________________________________________________________________
Table Card Holders
2.65
15
39.75
___________________________________________________________________________________________________________________________
Sam’s Club
Biscotti Cookies
10.00
2
20.00
___________________________________________________________________________________________________________________________
Various Cookie Trays
15.00
2
30.00
___________________________________________________________________________________________________________________________
Apple Juice
3.00
6
18.00
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________
Subtotal
$172.89
________________________________________________
Robbin Hughes
Teacher’s Name___________________________________
Dr. N.E. Roberts Elementary
School:__________________________________________
Tax if applicable
$27.11
________________________________________________
Shipping if applicable
________________________________________________
TOTAL
BUDGET
AMOUNT
2011 - 2012 Idea Catalog of Excellence
$200.00
“Poetry Café”
Robbin Hughes
Rubric
2011 - 2012 Idea Catalog of Excellence