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Day 2:
Essential Question: What are rhyme schemes:
Vocab: rhyme and rhyme scheme.
Objective: Use poems to identify AABB, ABAB rhyming patterns.
Procedure:
1. Read aloud several poems.
2. Teach rhyme schemes. Use document camera or online version to highlight the
rhyming words.
3. Discuss the rhyming pattern of the poem.
4. Have students work in pairs to write a 4-10 lines rhyming poems using a
particular rhyme scheme. Have them use the rhyming dictionaries to complete the
lesson. Guide students writing one as a class first. Example:
There was no one in the house
Except a lonely mouse
He found my favorite dress
And left me quite a mess.
Ive always wanted a little pet
Now, I want for it to get.
Website: www.poetry4kis.com/blog/lessons/rhyme-schemes-lesson-plans/
Day 3: Rhythm
Essential Question: What is a rhythm of a poem?
Vocab: rhythm, beat, and syllables.
Objective: Describe the rhythm of a poem through syllables, counting and clapping.
Procedure:
1. Review rhyming words and rhyme schemes.
2. Talk abou the rhythm of poetry.
3. Look at some of the poems we have discussed.
4. Guide students through clapping the syllables of each poem.
5. Read aloud Zen Ties.
6. Discuss that some poems focus more on the beats than on rhyming.
7. Read some haikus and count syllables.
8. Write Haikus as a class. Have students use any of the websites posted on my
page to create their own.
3. Use eBooks, to help with lines and stanzas. Pull up on interactive white board.
4. Have students read examples to identify the lines and stanzas.
5. Review for quiz.
Day 5: Review Day
Essential Question: What have you learned about poetry?
Vocab: All previous vocabulary words.
Objective: Explain and demonstrate what you have learned using poems on poetry quiz.
Procedure:
1. Give poetry quiz on rhyming, rhyme schemes, alliteration, and beats.
2. Publishing of poems written. Ways to publish. Google Slides, Docs, Gloglster,
Little Bird Tales.
___________________
2. Toy
__________________
3. Tree
__________________
4. Sad
___________________
Poem: Rain
The clouds were gray
They loomed down low
It made me sad
I wished theyd go
The rain kept coming
Day by Day
The water rushing
Go away! I say.
Answer the following questions using the poem above.
6. How many lines are in this poem?___________________________
7. How many stanzas are in this poem?________________________
8. What is the rhyme scheme of this poem?_____________________
Week 3 Reading for Main Idea and Authors Purpose
Things you will need:
3 reading passaged on individual reading levels. Use current or past science and social studies
standards. Copy one per student. ONly copy the front and make sure they can read within a 5
minute period. Students will be cutting words. So, you may use strips too. Make sure font is
large enough to cut from.
Poetry stations:
Research station:
Highlighters
Construction Paper
Scissors
Glue
Copies of Test
Let students determine how they would like to publish for their portfolio. I have listed several
options.
Day 3:
Essential Question: What is the main idea?
Vocabulary: Main idea, authors purpose
Objective Tell the main idea and the authors purpose using poetry cards. (Cards on supplies
page).
Procedure:
1. Read a selection of your favorite poems. Choose 2-3 before the lesson. (Shel
Silverstein, are really good options.
2. Read each poem and discuss as a class-the main idea, and authors feelings and
purpose about the topic.
3. Fill in the poetry card examples.
4. Once the class has the hang of the process, let them try to do a few on their own.
Divide them into partners, independently, or small groups.
5. Have students share poem selections aloud and share main idea and authors
feelings with the class or small groups.
6. Assessment
contributes to the poem. I prefer students to use their own poems. Provide additional
paper for creating an illustration of the poem they choose.
Week 4 Writing Lesson: Diamante Poems
Day 1
Essential Question: What is Diamante Poem?
Objective: Use your class example to compare Diamante poems and Haiku poems.
Procedure:
1. Review parts of speech: nouns, verbs, and adjectives.
2. Review or teach synonyms and antonyms.
3. Model writing a diamante poem using antonyms.
4. Create one with class.
5. Students will write their own Diamante poem
6. Authors share poems written.
Day 4: Point of View-Compare and Contrast Author and Your Point of View
Essential Question: What is point of view? (Opinion)
Objective: Compare and contrast your point of view and that of the author with a chart.
Procedure:
1. Reread poems you have already read in this unit. How does the author feel about
the topic?
2. Do you agree? Find someone who doesnt agree and then complete the chart
comparing and contrasting the points of view. Good one is, Life Doesnt Frighten Me At
all by: Maya Angelou.
3. Repeat this process as needed for the students. Choose poems that are
favorites. Students may agree with most of the poem, but find one or two that that they
feel differently.
4. Students will complete the assignment using a poem of their choice.
Week 5
Day 1-Writing Lesson-Bio Poems
Essential Question: What is a Bio Poem?
Objective: Tell about yourself or another person using your bio poem.
Procedure:
1. Present the format to students. Please see resources on website.
2. Model this as you write your own bio poem about yourself.
3. Start with having the student write a bio poem about themselves.
Extended level of thinking:
Have the students write a bio poem about another person.
1. A person they know.
2. A celebrity or athlete.
3. A historical person you have studied this year.
You may schedule interview time for option 1. And schedule research time for option 2 and 3.
Week 6
Day 1-3 Media Center?Classroom Lesson: Use in any subject. Preferably Science or Social
Studies.
Essential Question: What is the most information you read on your topic?
Objective: Students will tell their 5 facts they found on their topic.
Procedure:
1. Students will choose a topic to research. (List based on standards and which
subject)
A. Media Center: Additional Options Below
2. Students will Use one web resource (fact monster and online-Britannica
Encyclopedia) and one print resource. IMPORTANT: Have students write the webpage
address and Book Title and Author on their paper. This is habit for citing.
3. Students will read the information.
4. As students read, they will record the most important information in google docs.
They must record at least 5 facts. Their facts must be in sentence format.
5. Students will share their information with a partner.
B. Classroom Lesson:
1. Student will choose a style of poetry presented by the teacher (rhyming, haiku,
diamante, bio poem, free verse, cinquain, shape, etc.) and use the information they
found to write a poem about the topic. Rough Drafts should be typed on google docs.
Will create powerpoint or google slides.
2. Poems will be published using digital tools. They will be combined to create a
poetry book that will be added to the school library collection. This will be used as google
slides or power-point.
Option 1:
Sign up for both the computer lab and books.
Option 2:
Sign up for computer lab then check out books and have them available in the classroom.
Option 3
Do all research in classroom with checkout of chromebooks. Have books checked out during
library time.
Take the rest of the week to finish up unfinished work and creating poetry books. Can also be
used to create an e-book.
Week 7
Day 1 and 2-Publishing Poetry in Portfolio
Set a day aside when parents and the principal can com visit and the students can read their
poems to their parents. Set up reading stations outside the classroom for the parent/child
conferences. Provide cookies and juice. Please see resources for an evaluation rubric. Doing
this during a school day would allow the entire school day for parents to find the time to come
and wouldnt add additional evenings for teachers.
Essential Question: What are ways you can publish your poems?
Vocabulary: book, online tools, illustrations
Objective: Students will share the poems they published in their poetry portfolio.
Procedure:
1. Review the portfolio rubric. See resources.
2. Students will decide how they want to publish their poems. They will decide if the
want to use google slides, power points, glogster, or little bird tales. Students should add
images. May upload their own drawings.
3. Begin publishing.
4. Discuss the sharing conference above. Decide if this is an option for you and
your class.