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					Grade Level/Subject: This lesson is appropriate for a 7th grade Language Arts class. Materials Needed: 1) A Poke in the I 2) concrete poetry graphic organizer handout 3) poetic terms sheet 4) poetry questions 5) pen or pencil Lesson Objective: Through concrete poetry, students will understand that poetry is painting a picture with words because concrete poetry is, in actuality, creating a picture through a specific arrangement of words. Students will understand what concrete poetry is and will begin creating their own concrete poems. Students will learn that not all poetry is difficult and hard to understand. Concrete poems will enable students to see that poetry can be a lot of fun, easy to understand, and very creative. Hook: Read A Poke in the I examples of concrete poetry Procedures: 1) As students walk in the door, have them get out their SSR book, a pen/pencil, poetry questions (homework assigned Monday), and poetic terms sheet. Everything else should be cleared off their desks. Tell students I will be going around checking their poetry questions for completion during SSR. 2) SSR (Silent Sustained Reading) for 10 minutes. During this time I will check poetry questions for completion and will also handout the graphic organizer for concrete poems. 3) After SSR, have several students share some of the similes and metaphors they wrote for homework to see if students have a good understanding of these terms. (5-10 minutes) 4) Tell students that today we’re going to start concrete poetry. We’re going to begin by looking at some examples from A Poke in the I. Read through several poems from the book, and read the poetry around, walking around the class so everyone can see. Tell students that in addition to the importance of word choice in poetry, because poetry is painting a picture, it’s also important to think about how the words look on a page, especially with concrete poetry. While reading through the book, ask students what they notice about the poems. (10-15 minutes)

5) Have students turn to their poetic terms sheet. Ask students what they think would be a good definition for “concrete poetry.” Listen to student responses and write the definition on the overhead -- a poem that takes the shape of an object the poem is about. Have students write the definition on their sheet (5 minutes).

6) Tell students now that we know what concrete poetry is (and having seen some examples), it’s time for them to start working on creating their own concrete poetry. Have students turn to the concrete poem graphic organizer. Go over the handout with them, reminding them that their poem must be related to the theme/topic they brainstormed on Monday. Also, have students highlight 12-15 phrases/words that stand out in their mind from their poetry questionnaire (if they haven’t already). Encourage students to experiment with their word choice (feel free to use words from another language (as long as you translate it at the bottom of the page)). (5-10 minutes) 7) Give students the remainder of classtime to work on their concrete poem. Remind students that a complete draft is due on Friday. This does not mean it has to be the final draft, but by Friday, the entire poem should be written (it can still be changed!). Closure: Two minutes before class is over, remind students of everything due (ask for volunteers to remind class) on Thursday: vocab list reading log And on Friday: concrete poem draft vocab quiz Assessment: Formal assessment: Check for completion of the poetry questions Informal assessment: Check for understanding of the terms simile and metaphor by listening to student examples. Check to see that students are participating in the lesson (writing down definitions, sharing ideas of definition for “concrete poetry,” Check to see that students are on task using their time in class to work on the concrete poetry graphic organizer Adaptations: If the class is having trouble focusing, I will offer to save a few minutes at the end of class to read a 2-minute mystery if they stay on task during class. If not, no mystery. If the class is tired, I’ll have them stand up and take a quick stretch break. If the class is tired, I’ll pass out some small treats to wake them up and, hopefully, get those brain cells moving.

Name:___________________________ Period:_______________ BRAINSTORM Date:_________________________ 11/14

CONRETE POEM DRAFT DUE FRIDAY

What is a concrete poem? As we discussed, a concrete poem is a poem that takes the shape of an object the poem is about. For example, if the poem is about an apple, the poem will look like an apple since the words of the poem will be arranged in the shape of an apple. What are the requirements for my concrete poem? Your concrete poem must:  relate to the theme/topic you’ve chosen  take the shape of an object that relates directly to your poem’s content  use vivid words  be peer or parent edited and self-revised – 3 major content changes in addition to spelling/grammar corrections  be completed on the computer or in pen and illustrated – a border, colored, etc…  have a title Choose 5 objects related to your theme/topic and draw them in the boxes below. Each drawing should be a quick and simple sketch, nothing elaborate. The simpler the drawing, the easier it will be to write your poem. For each sketch, answer the 3 questions.
What is it?_________________________________________________________ How does this drawing relate to your theme/topic?________________________ ________________________________________________________________ __ What words come to mind when you think about this object and your topic? ______________________________________________________ ____________ What is it?________________________________________________________ _ How does this drawing relate to your theme/topic?________________________ ________________________________________________________________ __ What words come to mind when you think about this object and your topic?

______________________________________________________ ____________ What is it?________________________________________________________ _ How does this drawing relate to your theme/topic?________________________ ________________________________________________________________ __ What words come to mind when you think about this object and your topic? ______________________________________________________ ____________ What is it?________________________________________________________ _ How does this drawing relate to your theme/topic?________________________ ________________________________________________________________ __ What words come to mind when you think about this object and your topic? ______________________________________________________ ____________ What is it?________________________________________________________ _ How does this drawing relate to your theme/topic?________________________ ________________________________________________________________ __ What words come to mind when you think about this object and your topic? ______________________________________________________ ____________

Circle the sketch that you are going to base your poem on. Below, write a 5-9 line poem inspired by the object you chose for your theme/topic. Feel free to look back at the questions you answered about your theme/topic for inspiration. Also, feel free to use the words that came to mind about your object from the questions above. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ __________________________________________________________

Now, make a simple sketch of the object you chose, and decide how you want to arrange your words around the drawing.