Beacon Lesson Plan Library
DescriptionStudents work in cooperative groups to find poems that exemplify the characteristics of word choice, dialect, invented words, concrete terms, abstract terms, sensory language, figurative language, sentence structure, line length, and rhythm.
ObjectivesThe student recognizes logical, ethical, and emotional appeals in texts.
The student writes text, notes, outlines, comments, and observations that demonstrate comprehension of content and experiences from a variety of media.
The student understands various elements of authors' craft appropriate at this grade level, including word choice, symbolism, figurative language, mood, irony, foreshadowing, flashback, persuasion techniques, and point of view in both fiction and nonfiction.
The student knows how mood or meaning is conveyed in poetry, such as, word choice, dialect, invented words, concrete or abstract terms, sensory or figurative language; use of sentence structure, line length, punctuation, and rhythm.
Materials-Material for Poetry Journal
-Poetry depicting terms listed under Step 1 of the procedure
-Poetry Book Rubric (see Associated File)
PreparationsReserve time in the media center for research.
Collect samples of poetry for each team to use as examples.
Borrow glue and scissors from the art teacher or have students purchase materials.
Photocopy the Poetry Book Rubric for each student.
You are a poet. You are compiling an anthology of poems to teach students how meaning is conveyed through poetry. You have to research poems which best represent the following characteristics: word choice, dialect, invented words, concrete terms, abstract terms, sensory language, figurative language, sentence structure, line length, and rhythm. It is your job to find two representartive poems for each characteristic.
1. Students should be familiar with the following terms and concepts: word choice, dialect, invented words, concrete terms, abstract terms, sensory language, figurative language, sentence structure, line length, and rhythm.
2. Review the meaning of each of the terms. Provide a poetry sample which depicts each of the concepts.
3. Divide the class into cooperative groups of two or three students.
4. Each group will be responsible for selecting three of the terms to research and finding poetry that provides examples of the three terms. Teacher can assign the terms to the groups to insure all terms will be represented.
5. Each group will create a Poetry Journal. The journal will include two examples of poetry for each term, a total of six entries. Each sample must depict the term. One of the entries can be a song, as long as the written form is included. The students will include in each entry:
a) the name of the poem b) the author(s) of the poem
c) a bibliography listing where the poem was located
d) paragraph explaining why they liked the poem
e) a paragraph explaining why the poem represents the literatary technique
6. Discuss the Poetry Book Rubric with the students to familiarize the students with the criteria that will be used for assessment. Answer any questions they may have. If students need further assistance, model a poem and complete a sample entry together.
7. As part of the evaluation, students will present the poems to the class without revealing the characteristic exemplified by the poem. The presenters should be able to answer any questions posed by the teacher or other class members about the selection. As students become more familiar with these literatary terms, have the class come to a consensus as to what terms the presenting group researched.
AssessmentsUse the Poetry Book Rubric provided in the Associated File to assess the student performance.
What is the mood of the poetry that you enjoy reading? How is the mood conveyed in the poems?
ExtensionsHave a literature fair where students display their poems.
Have the students write original poetry.
Host an Open Poetry Night where students read poetry from their Poetry Books.
Attached FilesPoetry Book Rubric. File Extension: pdf
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