Title: Inquiry-based poetry lesson
Teacher: Jaime Shafer
Subject: Communication Arts
Standards (Performance, Knowledge and NETS-S)
Performance Standards:
Knowledge: Communication Arts. 1. speaking and writing standard English
(including grammar, usage, punctuation, spelling, capitalization). 2. reading
and evaluating fiction, poetry and drama. 4. writing formally (such as
reports, narratives, essays) and informally (such as outlines, notes). 7.
identifying and evaluating relationships between language and culture.
Performance: Goal 1.5-comprehend and evaluate written, visual and oral
presentations and works. Goal 2.5-perform or produce works in the fine and
practical arts.
GLE: R2A-Use grade level text to a. interpret and analyze information in title
b. recognize and interpret the text features of fiction, poetry and drama.
R2B-Identify and explain literary techniques, in the text emphasizing
onomatopoeia, alliteration, analyze literary techniques previously introduced.
What concepts do you want students to understand after completing
this
lesson?
-Students will compare/contrast different forms of poetry.
-Analyze figurative language.
-Construct their own poems or poetry booklet.
Essential Question
-How can we use poetry to express ourselves?
Criteria for Success (How will you know students have gained an
understanding of the concepts?)
-Students will develop their own poems using figurative language and
complete graphic organizers to compare and contrast poem types.
Resources (What resources will you and your students use?)
http://www.kathimitchell.com/poemtypes.html
http://www.shadowpoetry.com/resources/wip/types.html
http://darkwing.uoregon.edu/~leslieob/pizzaz.html#Poetry
http://www.dowlingcentral.com/MrsD/area/literature/LitTerms.html
http://www.orangeusd.k12.ca.us/yorba/figurative_language.htm
Management (How will students share technology resources? How
will
you break up the lesson into segments—the number of hours or
days?)
-Students will work with their computer partners and follow the procedures
established for who is driving the computer and who is navigating the
computer.
-One day for types of poems.
-One day for comparison.
-One day for figurative language.
-One day for constructing poems.
-One day for presentations.
Learner Diversity (What diverse learner needs do you need to
consider
when selecting resources, grouping students or planning the
culminating
project? Are there any special considerations such as assistive
technologies or second-language learning to take into account?)
-Group struggling readers with a more proficient reader to help with
comprehension.
-Students can create their own poems using figurative language or compile a
booklet of poems demonstrating examples of figurative language with
explanations of each type.
Engage
Capture the students’ attention, stimulate their thinking and help them
access prior
knowledge.
-Complete a KWL Chart of poem types and another on figurative language.
-Read examples of different poem types and examples of figurative
language.
Explore
Give students time to think, plan, investigate and organize collected
information.
-Students will conduct their own exploration of different resources on poems
and figurative language with their computer partners.
-Students use a note-taking graphic organizer previously introduced (Cornell
Note-taking).
Explain
Involve students in an analysis of their explorations. Use reflective activities
to
clarify and modify their understanding.
-Students will use graphic organizers to organize their comparisons of
different types of poems (Venn Diagram).
-Students will write a paragraph outlining what figurative language is and
examples of figurative language.
Elaborate
Give students the opportunity to expand and solidify their understanding of
the
concept and/or apply it to a real-world situation.
-Students will write their own poems or compile a booklet demonstrating
their understanding of poem types and figurative language.
Evaluate
Evaluate throughout the lesson. Present students with a scoring guide at the
beginning. Scoring tools developed by teachers (sometimes with student
involvement) target what students must know and do. Consistent use of
scoring
tools can improve learning.
-Allow students to have a copy of scoring guide for poem and booklets before
completing research.
-Evaluate students finished products (poems or booklets).
-Use graphic organizers and paragraph to evaluate during project to check
for understanding.
The eMINTS staff has adapted this form from materials available at this
website:
http://www.mdk12.org/instruction/curriculum/science/5emodel.html.