Poetry Lesson
4th Grade
3 30-minute sessions
OBJECTIVES
NCTE/IRA Standards
5. Students employ a wide range of strategies as they write and use
different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
ACOS Objectives
3.) Use a wide range of strategies, including distinguishing fiction from
nonfiction and making inferences, to comprehend fourth-grade recreational
reading materials in a variety of genres.
Lesson Objectives:
 Students will learn about three different types of poetry, Haikus,
Acrostic poetry, and Free-Verse Poetry.
 Students will create their own poetry.
MATERIALS AND PREPARATION
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Paper
Pencil
ELMO
Computer
“Haiku Hike” by Massachusetts Saint Mary’s Catholic School
Mansfield
 “Don’t Bump the Glump” by Shel Silverstein
 “Falling Up” by Shel Silverstein
DAY ONE
PROCEDURES
Engagement: Ask students to raise their hand and explain what their
definition of a poem is. Call on students and listen to their responses. Then
ask students to tell why people write poetry, once again listen to their
responses. After hearing students input, explain to students that poems
are an arrangement of words containing meaning. Poems can by rhyming
or non-rhyming. Poems are written to create an emotional response
thought the use of meaning, sound, and rhythm. A poem can be happy or
sad, simple or complex, traditional or rebellious. Explain to students that
over the next three days we will be discussing three different types of
poetry. Explain that it is extremely important that students pay attention
because on the third day, students will choose one of the three types of
poetry and create a poem of their very own. Explain to students that today
we will discuss a type of poetry called Haikus.
Explore: Display a few examples of a Haiku and read them aloud to the
class. After reading the Haikus ask students what they noticed about the
poems. Guide students to discuss what was similar about each of the
Haikus, how were they alike? After discussing student’s observations,
explain to students that Haikus are a traditional form of Japanese poetry.
Haiku poems consist of 3 lines. The first and last lines of a Haiku have 5
syllables and the middle line has 7 syllables. The lines rarely rhyme. Inform
students that because Haikus are such short poems, they are usually written
about things that are recognizable to the reader such as seasons, animals, and
nature. Display a few more examples and call on students to read the poems.
After students have read aloud a few Haikus tell students that I am going to
model how to write a Haiku but I will need their help. Inform students the topic for
my Haiku is going to be Fall Leaves. Ask students how many syllables my first
line must contain. Guide students to answer five, then write the first line:
“Turning many shades”
Ask students if my first line has the correct amount of syllables. Discuss answers
with students, leading students to realize it does. Before writing the second line,
ask students how many syllables I am supposed to have in the second verse,
guiding them to answer 7. Once students have answered correctly write the
second verse:
“Yellow, orange, golden brown”
Ask students if my second verse contains the correct amount of syllables, guide
students to realize it does. Next ask students how many syllables I need in my
third and final verse, guiding them to answer 5. Write the third verse:
“Leaves fall to the ground”
Ask students if to check my final verse for accuracy. Thank students for helping
me make sure my Haiku was correct. Explain to students that if they enjoyed this
style of poetry they will be able to write their very own on Friday.
Explain: Ask students to explain why Haikus are written. Discuss answers with
the class. Next, ask students what guidelines you must follow when writing a
Haiku, discuss answers. Guide students to respond by saying they must be in 3
lines in a 5-7-5 format and usually are about something recognizable to the
reader, usually something in nature. Ask students if Haikus have to rhyme?
Guide students to realize that Haikus rarely rhyme. Finally, ask students what
they did or did not like about Haikus. Discuss answers with the class.
Wrap-Up: Explain to the class that there are many other forms of poetry besides
Haikus. Explain that in the next lesson we will be learning about two other forms
of poetry called Acrostic Poetry and Free-Verse Poetry. Instruct students to be
thinking about any poems that may have read or heard that could fall under these
categories.
DAY TWO
PROCEDURES
Engagement: Ask students to review what we discussed yesterday, what is a
Haiku? How is a Haiku written? What is the purpose of a Haiku? Discuss
responses for each question and explain that today we are going to learn about
two more types of poetry. Although they are written differently than a Haiku they
are still written to evoke emotion within the reader. Inform students that the two
types of poetry we are going to discuss today are Acrostic Poetry and Free-Verse
Poetry. Ask students if they have ever heard of these types of poems before.
Discuss responses with the class.
Explore: Display the website
http://manassas.k12.va.us/round/ClassWeb/Slough/Poetry/acrostic.htm. Go over
each of the elements that make up an acrostic poem listed on the website. Show
examples of actual students work located on the website. Next, ask students to
help me create an Acrostic poem. Explain that we are going to create an Acrostic
Poem using the word AUTUMN. Write the word vertically on a piece of paper and
display it on the ELMO. Ask students to raise their hands and tell me what I
should do next, guide students to answer write the first verse with a word
beginning with the letter A. Next to the letter A in Autumn write the verse,
“Away go the warm days of summer”
Ask students if that lines fits accurately in an Acrostic Poem, lead students to
realize it does. Once again, ask students what my next step should be, guide
students to answer create a second verse with a word beginning with the letter U
in autumn. Next to the letter first U in the word autumn write the verse,
“Up rises a chill in the air”
Ask students if the second line correctly works in the Acrostic Poem, which they
should agree it does. For the last time, ask students to explain the next step,
guide students to answer create a third verse beginning with the letter T in the
word autumn. Next to the letter T in autumn write the verse,
“The leaves begin to change”
Ask students if the third verse accurately fits in this Acrostic Poem, guide
students to answer yes, it does. Complete the rest of the poem while still
questioning students understanding of Acrostic Poems. Once finished with the
Autumn Acrostic Poem, explain to students if they choose to write an Acrostic
Poem they may choose to write about anything they want too, as long as each
verse begins with the letter in the main word. Explain to students that we are now
going to move onto our third and final type of poetry, Free-Verse Poetry.
Ask students to discuss what they think Free-Verse Poetry might consist of.
Discuss students responses and then explain that Free-Verse Poetry is just that,
free. It is free of any set rhythm or rhyme. The rhythm of a free verse poem may
slow down in some sections, while it speeds up in others. As for the rhyme, this
poem allows the author to “create music in the poem.” This can be achieved by
using some of the following techniques:
 Consonance: using the same final consonant sound. (smoke – folk)
 Onomatopoeia: using words that are like sound effects. (whoosh, pop)
 Alliteration: using the same initial consonant sound. (picked pink poppies)
After explaining what a free verse is read examples of free-verse poems from the
book “Don’t Bump the Glump” by Shel Silverstein. Have students raise their
hands it they notice any of the techniques discussed in the sample poems.
Explain to students that if they choose to write a free-verse poem they may write
about any topic they choose, but they must include one of the techniques
discussed earlier.
Wrap-Up: Ask students to review the components that make up and acrostic
poem. Discuss responses. Next, ask students what a free-verse poem consists
of, discuss responses. Explain that they will have the opportunity to write their
own poem tomorrow. Instruct students to begin thinking about which poem they
would like to write and decide on a topic.
DAY THREE
PROCEDURES
Engagement: Ask students to explain each of the three poems, Haikus, Acrostic,
and Free Verse, discussed previously. Show students an example of each poem
after discussing them with the students. Have the students read-aloud each
poem with you. Explain to students that they are now going to write their own
poem. Instruct students to choose one type of poem we have discussed in class.
Display the components of each poem on the board.
Explore: Have students write their own poems. Walk around the class while
students are writing. Question students about their writing to ensure they are
correctly writing each one. If students finish early have them write a different type
of poem or have them draw a picture to go along with their poem.
Explain: Instruct students to finish their poem. Ask for students to volunteer to
read their poem aloud. After student reads their poem aloud, have the rest of the
class to identify which type of poem the student wrote and discuss how they
knew.
ASSESSMENT: Students will be assessed by checking their final poem for
accuracy. Their poem should contain the appropriate elements that we discussed
in class.
ACCOMODATIONS: Students who have learning disabilities will be given more
guidance about the lesson and expectations after the whole-class discussion. A
Para-educator is also in the room during this time and will have the three
struggling students with her at a table in the back. Here she will help guide them
and ensure they are on the right track.