different types of poetry by daftpunk

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									ED 431 Teaching Social Studies in the Elementary School
McArthur/Bacevich, Summer 2006

                         Introduction to Poetry and Writing Acrostic Poems

Your Name(s): Katy Ellerbrock

Length of lesson: About two 30 minute sessions

Title of lesson: An Introduction to Poetry and Acrostic Poems

Context of Lesson: This lesson is the students’ formal introduction to poetry. I taught a quick
lesson about cinquains two weeks previous to this lesson, and at that time, I told the students that
we would soon be learning more about poetry when we began our unit. After this broad
introductory lesson on poetry, the subsequent lessons will all be more focused on specific types
of poetry that we will read, discuss, and then write about. This is the first lesson in the unit on
poetry, so it makes sense that we spend this time clearing up any misconceptions about poetry
and talking about what it is and how we can describe it.

Overview: This introductory lesson will be an interactive one in which we brainstorm different
types and characteristics of poetry. Together, we will read a few different types of poems, like
the genres that we will come back to in later lessons to examine more closely. The majority of
this lesson will be introductions to various genres of poetry, but I will also have the students
write an acrostic poem (sometimes called a name poem) using the letters of their name, in which
the first letter of each line forms a word or a phrase vertically. This type of poem describes the
subject. Time permitting, I will also have the students illustrate these poems.

Objectives: Students will develop an understanding about different types of poetry and
about the characteristics of these different types of poems in general.

Students will compose their own acrostic/name poem using the letters in their name and
describing themselves in this mode.

These objectives are based on the following Michigan 2nd and 3rd grade GLCE’s:

S.DS.02.03 Respond to multiple text types by reflecting, making connections, taking a position,
and sharing understanding.

W.GN.03.02 Write poetry based on reading a wide variety of grade level appropriate published

Anticipated student conceptions or challenges to understanding: The students may be
overwhelmed by the amount of different types of poetry that there are and they may still
hold misconceptions about poetry. For example, they might think that it has to rhyme and
only be a few lines long. However, I hope that the writing exercise with the acrostic poem
will debunk many of their poetry misconceptions. Another anticipated challenge in a
classroom of advanced learners, such as this one, is that the students may finish the task

ED431 Planning Group                                                              Page 1 of 4
University of Michigan
ED 431 Teaching Social Studies in the Elementary School
McArthur/Bacevich, Summer 2006

rather quickly and want something else to do. In this case, you can have the students
illustrate their poem or extend their acrostic poem by also including their last name in it.

Materials/Sources: I will have my own acrostic/name poem prepared to share with the children
and for them to use as a model when they write their own. I will make sure that I use words and
phrases in my acrostic to show them that the rules are not rigid when writing this type of poem
and that it’s more about how they want to describe themselves. I will also use various
descriptions of different genres of poetry from poetry websites, particularly those developed by
teachers themselves. I will also use examples of each of the types of poetry I introduce (probably
only about 3-4) and these may be from poetry books from the classroom or from poetry websites.
There will also be thesauruses and dictionaries on each table to help with brainstorming
adjectives/correcting spelling.



I will use the introduction to this lesson to expose student misconceptions about the
characteristics of poetry. Then, as I introduce different types of poetry to the students and I
ask them to describe these poems ( we will keep a whole-class record of this), I will
informally assess how well they understand the different types of poetry. I will also assess
the students, more formally, on the writing of their acrostic poems and whether they
accomplished their purpose to describe themselves through this type of poetry.

Instructional Sequence:


I will tell the students, “Today, we are going to begin our unit on poetry. Just like the fairy
tales we spent time learning about, poetry can also be defined by certain characteristics. Tell
me what you know about poetry and we’ll make a list as a class.”

I will have a large piece of chart paper at the front of the room that reads, “Poetry is…”

If students need prompts, I would ask questions like, “Does poetry always have to rhyme?
Does it always have to be short? Is it always sad/happy?”

I will have another large poster board that reads, “Types of Poetry” and I will tell students
ill will add at least one more new type of poetry every day to this posterboard.

For this “Types of Poetry” board, prompt the students by asking them, “Can you give me
some examples of poetry besides poems you read in a book?”

ED431 Planning Group                                                            Page 2 of 4
University of Michigan
ED 431 Teaching Social Studies in the Elementary School
McArthur/Bacevich, Summer 2006

Students will hopefully begin to realize that poetry is not a rigidly defined genre, as they
may have originally thought, in terms of characteristics and types.

1. After this introduction, we will have a solid beginning to our list about the characteristics
of poetry.
2. Next, I will read about 3 different types of poems, a couplet, free verse, and acrostic poem
(although 3 different types of poetry could be chosen) to give the students a more concrete
understanding of the various types of poetry. After I share these poems, we will begin
compiling a list of the different types of poems (the top of this piece of chart paper will read
“Types of Poems”) as a class that we will look back on every day and will review at the
conclusion of our unit. See attached for the poem examples.
3. Next, I will tell the students that they will get a chance to compose an acrostic poem
using their own name. While some people may have longer names, and thus longer poems,
each person’s poem needs great effort and care because the goal is to describe yourself as
well as you can.
4. I will use my model of an acrostic poem, with some words and phrases using the letters
in my name. I will also illustrate it so that they understand that this poetry writing exercise
should be done with detail and care.
5. Finally, I will demonstrate for children how I created my acrostic poem by brainstorming
descriptive adjectives and phrases. At the end of day one or at the beginning of day two
(depending on the length of the initial discussion), I will have them brainstorm
words/phrases by filling out a worksheet with the letters of the alphabet and blank spaces
next to each of them to brainstorm their adjectives. There will be thesauruses and
dictionaries on each table.
6. After I check each student’s list of brainstormed adjectives and it looks sufficient/at their
capability level, then on day two, I will allow them to move on to writing and illustrating
their final draft of their acrostic/name poems in their poetry booklets.


When the time allotted for this lesson is up, I will tell the students that I will have them
share their acrostic poems at the beginning of our next poetry lesson the following day
because we should be proud of the poems we write and that their classmates would like to
hear their work as well. In this poetry unit, I will select a few students to share their poetry
at the beginning of each lesson.


Although this may be just the particular classroom I’m in now, this lesson could definitely
be done in just one day. I would say it would take about 40-45 minutes. I had planned for
the discussion part to go longer, but the students offered up enough answers, but didn’t
have a ton to say about each answer. In particular, they didn’t know what “types of poetry”
were called, so this is not a good discussion point. In introducing the idea of the Acrostic
Poem, it is good to be very specific about what you, as the teacher, expect. You should tell

ED431 Planning Group                                                            Page 3 of 4
University of Michigan
ED 431 Teaching Social Studies in the Elementary School
McArthur/Bacevich, Summer 2006

them you want it to have capital or at least large letters for the first letter of each new row
so their name stands out. You should have them illustrate it according to their poem and
that they should use bright, bold colors. Another point to highlight is that acrostic poems
are meant to describe yourself and are not meant to list words or phrases beginning with that
particular letter. I am glad I had an example that I put effort into on the board because it
helped them visualize what I was asking for. Also, it was a good idea to take a “walk”
through their poetry folders and to explain everything. I would really emphasize more next
time that they need to review the checklist before they write a poem because this makes it
less likely they’ll make mistakes or be missing an essential component. This will also
increase their personal responsibility they should have for themselves as students and

ED431 Planning Group                                                          Page 4 of 4
University of Michigan

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