Poetry Unit: D.H. Lawrence
Language Art Lessons
Fifth Grade
Shelby Hutt
Daily Focus:
Mondays: Introductions to poem, vocabulary lesson, meaningful discussions and meaning of
the poem
Tuesdays: Rhyme scheme and writing
Wednesdays: Style, mood and feelings
Thursdays: Using vocabulary and using the dictionary and/or thesaurus
Fridays: Games to assess
Standards:
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Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty
of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and
poem).
By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 4–5 text complexity band independently and
proficiently.
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
o A. Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings), illustrations,
and multimedia when useful to aiding comprehension.
o b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
o c. Link ideas within and across categories of information using words, phrases,
and clauses (e.g., in contrast, especially).
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o d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
o e. Provide a concluding statement or section related to the information or
explanation presented.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
Demonstrate command of the conventions of
Standard English grammar and usage when writing or speaking.
Week One
Poem: Piano
Weekly Terms to know:
1.
2.
3.
4.
5.
6.
7.
8.
Rhyme
Slant Rhyme
Stanza
Rhyme Scheme
Style
Mood
Synonym
Nostalgia
Weekly Vocabulary List:
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Dusk
Vista
Poised
Spite
Insidious
Betray
Weep
Hymn
Vain
Clamor
Appassionato
Glamour
Monday (Introduction to poem & Vocabulary Lesson)
Objectives:
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Students will learn new vocabulary through poetry by D.H. Lawrence.
Students will acquire knowledge of poetry by one author.
Students will construct meaning of poem using their new knowledge of their vocabulary
words.
Introduction, Instruction and Meaningful Discussion: (30-45 minutes)
Read D.H. Lawrence’s poem, Piano. Pull out all vocabulary words, and always have them posted
on a bulletin board, every week. (On Weekly Vocabulary Board) Talk about rhymes, and if this
poem does. Talk about stanza one’s slant rhyme. What is a stanza? Talk about all terms to
know, and make sure they are labeled on the weekly poem bulletin board as well.
Activity: (45 minutes)
Discuss in detail the meaning of each word. Use meaningful discussion and examples for each.
Engage in conversation with students about each word and their meaning. Discuss what type of
speech each word is. (E.g. Noun, verb, adjective etc.)
With their new words, students need to individually examine this poem’s meaning. From
learning these new words, they can use inferences and cues to figure out the meaning of the
poem. If students need extra help, be there. If students want to use a dictionary, or computer
as a resource, let them. With their resources, or without, students need to take a stab at the
meaning. After each student has had time to do this, students will form small groups to discuss
the meaning. After discussing it in small groups, making adjustments etc. come together as a
group and discuss what they thought the meaning was, and what the meaning of the poem
actually is.
Materials:
1. Poem for each student, printed
2. Vocabulary words, posted on bulletin
3. Dictionaries
Tuesday (Rhyme Scheme)
Objectives:
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Students will be able to recognize rhyme scheme in a multi-stanza poem.
Students will be able to write a poem in this same rhyme scheme. (AABB)
Students will write a poem of at least four stanzas.
Introduction, Instruction and Meaningful Discussion: (15 minutes)
Remind students what rhyme scheme is. To teach, or re-teach rhyme scheme, use the poem
Snowball by Shel Silverstein. Show them how to label each line in a stanza will a letter, and
discuss the pattern.
Activity: (20 minutes)
After teaching students how to find the rhyme scheme, have students find the rhyme scheme in
the poem Piano. Give them the poem, laminated, so they can write directly on it using white
board markers at their table. (That way, you can use them and write on them again and again
without having to reprint them every time you do something new with the poem.)
After students think they found the rhyme scheme, have the students talk in small groups
about the rhyme scheme, this gives them a chance to self-check, and assess each other’s work.
And if a student does not understand how to find rhyme scheme because they were too afraid
to ask, likely someone in their small group will explain it to them one on one. After they think
they have it figured out, discuss as a group.
Materials:
1. Laminated Poem (Piano)
2. Dry erase markers
Wednesday (Style, Mood & Feelings)
Objectives:
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Students will discuss mood of Piano.
Students will discuss style of Piano.
Students will demonstrate their knowledge in a drawing.
Students will demonstrate their knowledge in writing.
Students will conduct appropriate discussion on the mood, style and feelings of the
poem Piano.
Introduction, Instruction and Meaningful Discussion: (15 minutes)
Discuss style. What words does the author (D.H. Lawrence) use to get meaning across? What
kind of feelings to these words convey? (Happy, sad, etc.) If you were sad would this poem
cheer you up? Or would it make you sadder? Etc.
Activity: (20-25 minutes)
Have students close their eyes while you read the poem to them. Have them open their eyes,
and read the poem again. This time, when reading the poem, they draw a picture. They can
sketch the picture with just a pencil, or use colors if they choose to.
After they have sketched their picture and the poem in completely read through again, have
them write a paragraph about the picture. First, have them write what they drew a picture of,
and then have them write about the mood and feelings the poem brings them. After they have
done this, have them discuss their pictures in small groups. Compare and contrast (in small
group discussion still) each other’s pictures. How are they similar? How are they different? Etc.
Materials:
1. Paper
2. Pencils
3. Colored pencils
Thursday (Vocabulary & Thesaurus Use)
Today’s Topic: Synonyms
Objectives:
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Students will use thesauruses properly to look up vocabulary words.
Students will use thesauruses properly to look up synonyms of vocabulary words.
Students will understand what a synonym is and why we use them.
Students will get a better understanding of vocabulary words by learning words that
mean the same thing.
Students will construct proper sentences using correct spelling of vocabulary words and
their synonyms.
Introduction, Instruction and Meaningful Discussion: (15 minutes)
Introduce a thesaurus, and what we use them for. Teach students how to use a thesaurus. Talk
about synonyms, and the reason we use them is to mix up and beef up sentences. Use
examples like, I am having a good day. What are words that mean the same thing as good that
we can use to make our sentence sound better? (Fabulous, fantastic, excellent etc.)
Activity: (30 minutes)
Give each student a thesaurus to use. Have students use vocabulary words (posted on
Vocabulary Bulletin) in a sentence. Now, make a new sentence replacing vocabulary words with
a synonym. Have students give examples of their sentences in a group discussion setting.
Materials:
1. Paper
2. Pencil
3. Thesaurus for each student
Friday (Game to Asses)
Friday’s Game: BINGO!
Objectives:
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Students will construct a bingo board with vocabulary words, synonyms of vocabulary
words, and terms to know.
Students will place bingo piece over correct word, synonym or term to know when a
definition of that word is read.
Students will use prior knowledge to play this version of bingo.
Students will play bingo on their own, no partner help.
Introduction/Discussion/Instruction: (15-20 minutes)
Students will create game board on their own. Each vocabulary word and term to know needs
to be on the board once. Synonyms can be added once essential vocabulary and terms are on
the board. They may use only ONE synonym per vocabulary word. Teacher facilitates, making
sure each student is on track with making their bingo board. Students can use thesaurus,
dictionaries, or their previous work to help construct the board.
Game Play: (Play 3-4 times)
Teacher constructs the game from the front of the room. Teacher reads a definition of either a
term to know, or vocabulary word. Students place a bingo piece/chip over the corresponding
words. If the student has a synonym of a vocabulary word, they get to place a chip over that
word as well, meaning some words are worth two!
Materials:
1.
2.
3.
4.
Blank Bingo boards
Pens
Bingo Chips
Bookmarks, erasers and pencils for fun prizes
Week Wrap-Up: (10-30 minutes)
Students can use this time to finish any work they have not completed. If students are clearly
struggling with vocabulary words, now is the time to address it. Make sure students that are
struggling get the help they need, they can use this time to make flash cards to study from over
weekend, or on free/centers time.
Week Two
Poem: I am like a Rose
Standards:
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Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
Weekly Terms to Know:
1.
2.
3.
4.
5.
6.
7.
8.
Rhyme
Stanza
Rhyme Scheme
Style
Mood
Abstract
Antonym
Simile
Weekly Vocabulary Words:
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Achieve
Mellow
Issue
Fellow
Heaving
Limpid
Culminate/Culmination
Sheer
Stark
Monday (Introduction to poem, Vocabulary Lesson)
Objectives:
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Students will learn new vocabulary through poetry by D.H. Lawrence.
Students will acquire knowledge of poetry by one author.
Students will construct meaning of poem using their new knowledge of their vocabulary
words.
Introduction, Instruction and Meaningful Discussion: (45 minutes)
Introduce poem to students. Go through each vocabulary word individually, giving examples
and clearing up any questions about each. This will take longer this week, because this poem is
a little bit tougher to conquer.
Activity: (45 minutes)
Discuss that meanings of poems can be abstract. What is abstract? Something you cannot see,
something you need to dig into outside the box etc. Since this is a challenging poem, learn the
meaning of it together. Go through stanza by stanza and discuss what the vocabulary words
mean in this sentence, and what each sentence and stanza is trying to say to construct the
meaning of the poem.
Once students have done this, they will make their own flashcards for each vocabulary word
and term to know. That way, they can study at home, and have designated study time
throughout the week. They are always getting exposure to their vocabulary words, and they can
work on them outside of class if they want to, and or are struggling.
Materials:
1.
2.
3.
4.
5.
New Vocabulary words for Vocabulary Bulletin Board
Dry erase markers
Poem written out so students can read along
Note Cards
Markers
Tuesday (Rhyme Scheme)
Objectives:
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Students will construct and ‘I am poem’ about themselves, mimicking I am like a Rose.
Students will construct a poem two stanzas long.
Students will construct a poem using any rhyme scheme they choose, except free verse.
Students will demonstrate their knowledge by using rhyming words.
Students will understand what a simile is.
Introduction, Instruction and Meaningful Discussion: (10 minutes or more)
Review I am like a Rose with students. Make sure they are on board with what they poem
means, and answer any questions about vocabulary words if they need it. Re-read I am like a
Rose with students. Explain “I am like a Rose” is a simile. And explain that simile always uses like
or as.
Activity: (45 minutes)
After re-reading and discussing, have students use laminated poem I am like a Rose to figure
out rhyme scheme. After students have it, have them discuss it within their groups.
After figuring out the rhyme scheme, have students write their own ‘I am’ poem. This poem’s
format will be like D.H. Lawrence’s, and be two stanzas with four lines in it. They can use any
rhyme scheme, because the requirements in the stanza and ‘I am’ format will make it enough
of a challenge. Students need to use rhyming words. They need to start off each stanza with “I
am” and go from there. (Make your own ‘I am’ poem to show students, since D.H. Lawrence’s is
tougher) Students can discuss their poem in small groups and as a whole if they are willing to
rise to that challenge.
Materials:
1.
2.
3.
4.
Laminated Poem: I am like a Rose
Dry erase markers
Paper
Dictionaries ( Available if needed)
Wednesday (Style, Mood & Feelings)
Objectives:
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Students will discuss mood of I am like a Rose.
Students will discuss style of I am like a Rose.
Students will demonstrate their knowledge in a painting.
Students will demonstrate their knowledge in writing.
Students will conduct appropriate discussion on the mood, style and feelings of the
poem I am like a Rose.
Introduction, Instruction and Meaningful Discussion: (20 Minutes)
Students and teacher will have a meaningful discussion of the style of D.H. Lawrence’s poem I
am like a Rose. Is this a happy poem or a sad poem? What are examples of why you think this?
Etc. making sure they have a reason for believing it is a certain way. What do you feel when you
read this poem. Did your ‘I am’poem reflect a happy image or a sad image.
Activity: (40 Minutes)
Re-read I am like a Rose, having students close their eyes while you read. Have them paint a
picture while you are reading it again. This picture should reflect the mood, style and feelings of
the poem. If they feel yucky, then they will use deeper hues to convey the meaning of that.
Once the students have taken time to paint their picture, they will write a paragraph that starts
out with what the picture is of. Then, they will explain how it conveys the meaning of D.H.
Lawrence’s poem. Have them use their laminated poem cards to use quotes and examples from
the poem in their descriptive paragraph.
Materials:
1.
2.
3.
4.
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6.
Laminated poem
Paint
Paintbrushes
Paper
Pencils
Dictionaries (Available if needed)
Thursday (Vocabulary & Thesaurus Use)
Objectives:
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Students will use thesauruses properly to look up vocabulary words.
Students will use thesauruses properly to look up antonyms of vocabulary words.
Students will understand what a synonym is and why we use them.
Students will get a better understanding of vocabulary words by learning words that
mean the opposite.
Students will construct proper sentences using correct spelling of vocabulary words and
their antonyms.
Introduction, Instruction and Meaningful Discussion: (15 minutes)
Review why we use a Thesaurus. Remind students how to use a thesaurus. Talk to students
about what an antonym is. Use examples like, I am having a good day. What are words that
mean the opposite of good that we can use to change the meaning of our sentence? (Bad,
terrible, horrible)
Activity: (30 minutes)
Give each student a thesaurus to use. Have students use vocabulary words (posted on
Vocabulary Bulletin) in a sentence. Now, make a new sentence replacing vocabulary words with
an antonym of the vocabulary. Have students give examples of their sentences in a group
discussion setting, and have them discuss with their friends at their table on how it changed
their sentence.
Materials:
1. Thesaurus for each student
2. Paper
3. Pencil
Friday (Game to Assess)
Friday’s Game: “Jeopardy”
Objectives:
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Students will demonstrate their knowledge of vocabulary terms by answering questions
of different levels of difficulty.
Students will demonstrate their knowledge of terms to know by answering questions of
different levels of difficulty.
Students will demonstrate their knowledge of antonyms by answering questions of
different levels of difficulty.
Students will demonstrate their knowledge of I am like a Rose’s meaning by answering
questions of different levels of difficulty.
Introduction/Discussion/Instruction: (15-20 minutes)
Explain the rules of the game to the students. Teacher will have mixed up cards of varied
difficulty. The questions will contain questions on meaning, tone, style, feeling, vocabulary
words, and terms to know.
Game Play: (Play once all the way through)
Students will be split into two groups. They will be read questions of different point value. The
first group to answer and answer correctly wins the corresponding points. The team with the
most in the end wins.
Materials:
1. Index cards with various questions
2. White Boards
3. Markers
Extension: (As much as needed)
Since this game does not give the teacher each individual’s range of knowledge, each student
will receive a handout at the end of the game. The handout will include ‘essay’ type questions
of meaning of the poem, an example of an antonym for a certain word etc. Students will be
able to use their laminated poems for the ‘assessment’. The answers I get for the varied
questions will tell me which students need more instruction and one on one time. If the
students need more time to work and understand, they can use flashcards, and one on one
instruction with groups and teacher.
Week Three
Poem: Intimates
Weekly Terms to Know:
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6.
7.
Rhyme
Stanza
Rhyme Scheme
Style
Mood
Diction
Humor
Weekly Vocabulary List:
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Bitter (Bitterly)
Address
Proper
Request
Headquarters
Matters
Supreme
Authority
Monday (Introduction to Poem, Vocabulary Lesson)
Objectives:
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Students will learn new vocabulary through poetry by D.H. Lawrence.
Students will acquire knowledge of poetry by one author.
Students will construct meaning of poem using their new knowledge of their vocabulary
words.
Students will learn about diction.
Introduction, Instruction and Meaningful Discussion: (30 minutes)
Introduce poem to students. Go through each vocabulary word individually, giving examples
and clearing up any questions about each. This is a more lighthearted poem, and should not
take as long.
Activity: (60 minutes)
Have students break out into groups of three or four. Students go through stanza by stanza to
discuss meaning of the poem. They can use dictionaries, and use the vocabulary bulletin board
to figure out what the meaning of the poem is. Facilitate and make sure students are using
vocabulary words to try and form meaning of poem. Come together as a group and discuss the
meaning of the poem.
Once students have done this, they will make their own flashcards for each vocabulary word
and term to know. That way, they can study at home, and have designated study time
throughout the week. They are always getting exposure to their vocabulary words, and they can
work on them outside of class if they want to, and or are struggling.
Materials:
1.
2.
3.
4.
5.
Laminated Poem (Intimates)
Dictionaries
Vocabulary Bulletin Board
Paper
Pencils
Tuesday (Rhyme Scheme)
Objectives:
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Students will construct a funny poem.
Students will construct a poem at least four stanzas long.
Students will construct a poem using any rhyme scheme they choose, except free verse.
Students will demonstrate their knowledge by using rhyming words.
Demonstrate appropriate humor in a poem.
Introduction, Instruction and Meaningful Discussion: (10 minutes)
Review rhyme scheme. Discuss humor.
Activity: (30 minutes)
Re-read Intimates. Since we are discussing humor, and this poem is humors, students are to
create a funny poem. They can use any rhyme scheme except free verse. They can get their
ideas from a movie, etc. but the poem is to be appropriate.
Materials:
1.
2.
3.
4.
Paper
Pencil
Dictionaries (available if needed)
Thesauruses (available if needed)
Wednesday (Style, Mood & Feelings)
Objectives:
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Students will discuss mood of Intimates.
Students will discuss style of Intimates.
Students will demonstrate their knowledge by picking out Diction (use of words) that
makes Intimates funny.
Students will demonstrate their knowledge picking out Diction (use of words) that
makes their poem funny.
Students will conduct appropriate discussion on the mood, style and feelings of the
poem Intimates and the poem they wrote themselves on Tuesday.
Introduction, Instruction and Meaningful Discussion: (10 minutes)
Talk about the use of words a poet uses. (Diction) What makes this poem funny?
Activity: (30 minutes)
Students will individually type up their humorous poem they wrote the day before, and print it.
Once they have printed it, they will go through it and highlight the words that make their poem
funny. When they have done that, they will do the same thing with the laminated poem
Intimates using dry erase markers. They will discuss them in small groups. And as a whole, we
will discuss what the poem would look like if D.H. Lawrence decided to not use those words.
That way they get a chance to see why diction is so important in poetry and writing.
Materials:
1. Students person written poem printed
2. Highlighters
3. Laminated poem Intimates
Thursday (Vocabulary & Thesaurus Use)
Objectives:
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Students will use thesauruses properly to look up vocabulary words.
Students will use thesauruses and dictionaries to properly to look up words.
Students will fill out blanks labeled ‘adjective’, ‘noun’ and ‘verb’ with new words to
make a new poem.
Students will understand why the use of Diction is so important.
Introduction, Instruction and Meaningful Discussion: (5 minutes)
Reiterate the importance of diction. Get students excited about doing their own version of mad
libs.
Activity: (45 minutes)
Have each student’s poem type up with some verbs, nouns, and adjectives left out, and a blank
line left where the word used to be. Have the real version printed out, too.
Students will each get someone else’s poem passed out to them; they are to fill in the blanks
with new words without reading the poem. They can use vocabulary words to fill in the blanks,
or they can use a thesaurus or dictionary to fill out the blanks with new words.
Once they have done that, students will read the new poem aloud. It is going to sound so silly,
and then they will truly understand why poets put so much time into putting each word in its
proper place.
Materials:
1.
2.
3.
4.
5.
Student’s poems
Student’s poems with blank lines
Dictionaries
Thesauruses
Pencils
Friday (Game to Assess)
Friday’s Game: “White Board Game”
Objectives:
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Students will demonstrate their knowledge of vocabulary terms by answering questions
of different levels of difficulty.
Students will demonstrate their knowledge of terms to know by answering questions of
different levels of difficulty.
Students will demonstrate their knowledge of antonyms by answering questions of
different levels of difficulty.
Students will demonstrate their knowledge of Intimates meaning by answering
questions of different levels of difficulty.
Game Play: (Play once all the way through)
Students will be playing individually in this game. They will each have a little white board and a
marker. Teacher asks questions like, “What is the rhyme scheme of this stanza…” Students will
write down their answer. Teacher walks through, and taps the student’s boards that have the
correct answer. The students who got the answer right put a tally in the corner of their board.
The teacher asks students about this week’s vocabulary words, and terms to know. The student
with the most tallies in the end wins, and there can be a sudden death match for students two
tie.