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					Poetry        Grade Five

Overview
       The objectives of the poetry unit are to expose the students to a variety of
types of poetry that they will emulate, to let them explore poetry and share what
they enjoy with other students, and creatively present poems.
       The unit will have four key parts; a portfolio of student work, an illustration
to accompany some of their poems, a journal of poems they have read, and an
opportunity to share poetry they have found or created. (See poetry package
handout)

Structure
       The lessons begin with ten to fifteen minutes of poetry reading and
sharing. Students read poems from books and collections provided and some
students share their favourite with the class. Students may read in small groups
and may choose to present a poem as choral speaking exercise, or by taking
parts. They should record their reading in their poetry journals.
       Then the teacher gives a structured overview of one type of poem. The
styles of poem are haiku, tanka, cinquain, diamonte, limerick, concrete, and free
verse. Students take notes on the key characteristics of each poem and write a
poem in that style. Other classes can be used to teach poetic teach different
poetic techniques like onomatopoeia, alliteration, couplets, quatrains, etc….
       Once all the poetry types have been covered work begins on making
poetry portfolios and the students work independently and the teacher can
conference, assist and reteach as necessary.
       The final phase of the unit is sharing where students have an opportunity
to present some of their better work.

Objectives
Foundational Objective: Listen to a range of grade-level appropriate texts in a
variety of situations for a variety of purposes.
       -suspend judgment until all key ideas or points have been presented

Foundational Objective: Speak to express information, thoughts, feelings, and
experiences in a variety of forms for a variety of purposes and audiences.
   -participate in a variety of shared language experiences (e.g. choral speaking,
   dramatic reading)
   -share ideas, observations, and experiences courteously during structured
   small and large group talk, and accept responsibility for fulfilling own role as a
   group member




Foundational Objective: Read a range of grade-level appropriate texts in a
variety of situations for a variety of purposes.
   -orally and silently, read a range of contemporary and classical grade-
   appropriate texts for enjoyment and information (e.g., poetry)
   -review and share responses to favourite texts


Foundational Objective: Write to express information, thoughts, feelings, and
experiences in a variety of forms for a variety of purposes and audiences.
   -write narratives, explanations, instructions, descriptions, stories, short
   biographies, researched reports, letters, poems, and journal entries with
   increasing confidence, clarity, and fluency
   -write regularly and confidently to respond to a range of experiences, ideas,
   observations, and texts
   -understand and compose in a variety of forms and genres (e.g., poems)
   express and support a point of view with evidence and reasons
Foundational Objective: Learn about and practise the skills and strategies of
effective writers.

Before Writing:
      use personal experiences as a basis for exploring and expressing
       opinions and understanding
      seek others' viewpoints to build on personal responses and understanding
      organize ideas and information in ways that clarify and shape
       understanding
      organize information and ideas in a manner that fits with writing purpose
       (e.g., to inform, to persuade), using a variety of strategies
      record information in own words
      focus a topic for written texts by integrating ideas from experiences and a
       variety of other sources
      choose forms (e.g., news stories, reports, poems) appropriate to particular
       audience(s) and purpose(s)
During Writing:
      consider audience and purpose
      write clear and focused compositions
      write with a clear focus
      participate in developing criteria to respond to, evaluate, and revise
       compositions
      experiment with words and sentence patterns to create word pictures and
       clarify ideas
      check for complete and clear sentences, interesting and precise words,
       correct spelling, punctuation, capitalization, and legible writing
      develop and demonstrate an understanding of written language
       conventions including:
          o      use common conjunctions and transitional words (e.g., and, then,
                 next)
          o      spell correctly common words and use a strategy to learn to spell
                 new words
      write legibly using correct letter formation and consistent size and spacing
After Writing:
      revise for content, organization, and clarity
      check for complete and clear sentences, interesting and precise words,
       correct spelling, punctuation, capitalization, and legible writing
      edit to eliminate fragments and run-on sentences
      know and apply spelling conventions when proofreading own writing
      use a variety of strategies (e.g., structural analysis, syllabication, visual
       memory) and spelling patterns when editing and proofreading
      verify the spelling of unfamiliar words using a variety of resources
      share writing in various ways
Foundational Objective: Learn about and practise the skills and strategies of
effective viewers. (This is used when students view each others’ illustrations for
their poems, poetry books, and power point presentations)

Before Viewing:
      predict what the text might be about
      activate and build upon prior knowledge and experiences
      summarize personal knowledge of a topic to determine additional
       information needs
      formulate general and specific questions to explore the visual text further
      set purposes for viewing
During Viewing:
      build upon connections between previous experiences, prior knowledge,
       and a variety of visual texts
      determine the usefulness of visual information for particular purpose(s)
       using criteria
After Viewing:
      think, talk, and write about what was viewed
      respond to and discuss meaning, ideas, and effects, describing how visual
       features are combined for different purposes
      make judgements and draw conclusions


Lessons
1.Introduce the unit. Share some poems in different styles such as Shel
Silverstein and Dennis Lee, or current songs without the music. Hand out the
poetry package sheet and give an overview with the students. Give examples if
possible for what each section of the package might look like.
2. Haiku- Introduce the concept that poetry is a metrical composition concerned
primarily with creating a feeling in the reader. Notes and example of haiku. Show
students how to count syllables. Send students outside to write poems. Stress
that they are word pictures of nature and take a digital camera along as a
metaphor. They choose a subject and describe what the camera sees. Assign
students to write at least one haiku to be marked.
3. Tanka- . Notes and example of tanka. Stress that they often have to do with
seasons in nature or changing seasons. Point out similarities to haiku. Assign
students to write a tanka.
4. Cinquain- Notes and example of cinquain. Stress that line length is based on
the number of words. Point out the usefulness of a thesaurus for doing lines 1
and 5. Assign students to write a cinquain.
5. . Diamonte- Notes and example of diamonte. Stress that line length is based
on the number of words. Point to the contrast between the opening subject and
the ending subject. Review parts of speech (nouns, verbs, adjectives). Assign
students to write a diamonte.
6. Limerick- Notes and example of limerick. Stress that line length is based on
the number of beats per line or number of syllables (Does it sound right?). Try to
get students to make rhyming poems that actually make sense. Assign students
to write a limerick.
7. Concrete- Notes and example of concrete poems. Use an overhead projector
or projector to show samples of concrete poems. Stress that the words make the
picture. This can be done by writing an outline of the subject in words, or by filling
in an outline with words. Either way the poems should still be about feelings.
Assign students to write a concrete poem.
8. Free Verse- Give examples of free verse (Janey by Charlotte Zolotow and
Alex’s birthday card by Dwayne). Stress that there does not have to be a pattern,
but the poem should still evoke a feeling. Poems should not be too short or all
follow the same patter. Be descriptive. Have students do a timed stream of
consciousness writing. Assign a free verse poem.
9+ Work on poetry packages and sharing finished products. Publish.
10. Test
Adaptations
The adaptations are listed in the Poetry Package. Further adaptations can be
made by changing the types of poems that are to be included in the package.

Assessment
Portfolio
Style- follows   Mechanics-        Originality- not
the guidelines   required          repetitive or
for each type    spelling,         slavishly
of poem.         punctuation       copied 1mk
3mks             and
                 capitalization
                 1mk


Illustration
Style- follows   Mechanics-        Originality- not   Effort- shows
the guidelines   required          repetitive and     time and effort
for each type    spelling,         pictures           put into
of poem.         punctuation       match poems        product 5mks
1mks             and               1mk
                 capitalization
                 1mk

Journal
Student has      Student has
read the         shared some
required         of their
number of        favourites with
poems            the class
10mks            5mks
Sharing and Critiquing
Student has      There is a demonstrable
recorded         difference between the
which poems      rough copy and good copy
have been        that has incorporated
shared           criticism
10mks            5mks




Poetry Package
      Over the next two weeks we will be learning about 7 different types of
poems and creating portfolios of our writing. Choose one option from each row.
Check with Mr. Keen once you have made your choices. Start work early as
these assignments will take a lot of effort to complete.
                OPTION 1          OPTION 2         OPTION 3        OPTION 4

Portfolio       Write 2 poems      Write 3 poems      Write 3 poems      Write 3 poems
                each of haiku,     each of haiku,     each of haiku,     each of haiku,
                tanka, cinquain,   tanka, cinquain,   tanka, cinquain,   tanka, cinquain,
                diamante,          diamante,          diamante,          diamante,
                limerick, free     limerick, free     limerick, free     limerick, free
Package #       verse, and         verse, and         verse, and         verse, and
                concrete poems     concrete poems     concrete poems     concrete poems
__________      for a portfolio.   for a portfolio.   and five extra     and five extra
                                                      poems of any       poems of any
                                                      type for a         type for a
                                                      portfolio.         portfolio.
Illustration    Draw and           Put together 5     Make a slide       Write a
                colour a picture   pictures, from     show, using        rhyming
                to go with one     any source, to     Power Point, to    children’s book
                of your poems.     go with 5          illustrate at      and illustrate it.
                Include it in      different poems    least five of      (Take a look at
Package #       your portfolio.    in your            your poems.        Dr. Seuss’s
                                   portfolio.                            ABC book for
__________                                                               an example.)
Journal          Keep a reading     Keep a reading     Keep a reading      Keep a reading
                 log in your        log in your        log in your         log in your
                 journal about      journal about      journal about       journal about
                 the poems you      the poems you      the poems you       the poems you
                 have read and      have read and      have read and       have read and
Package #        the books they     the books they     the books they      the books they
                 were in. Rate      were in. Rate      were in. Rate       were in. Rate
__________       the poems          the poems          the poems           the poems
                 (excellent,        (excellent,        (excellent,         (excellent,
                 good, fair,        good, fair,        good, fair,         good, fair,
                 poor)              poor)              poor)               poor)
                                    5 poems.           10 poems.           10+ poems.
Sharing and                         Share your         Share your          Share your
critiquing       Share your         portfolio with a   portfolio with      portfolio with a
poems.           poetry portfolio   classmate          2 or more           2 or more
                 with your          before your        classmates          classmates
                 parent, or         good copy is       before your         before your
                 guardian. Have     made. Use          good copy is        good copy is
                 them initial       their feedback     made. Use           made. Use
                 your rough         to improve your    their feedback      their feedback
                 copy of each       poems. Have        to improve your     to improve your
Package #        poem you           them initial       poems. Have         poems. Have
                 share.             your rough         the members of      the members of
__________                          copy of each       the group initial   the group initial
                                    poem you           once in your        once in your
                                    share.             book when you       book when you
                                                       have finished       have finished
                                                       sharing.            sharing and
                                                                           share your
                                                                           favourite poem
                                                                           with the class.

Poetry Reading Journal
Date          Poem Title            Book Title                  Page        Rating
                                                                Number

				
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