– sentence fluency through a variety of sentence lengths and patterns, with increasing fluidity – effective word choice by using engaging figurative and sensory language – a voice demonstrating an emerging sense of individuality Art Prescribed Learning Outcomes Suggested Achievement Indicators It is expected students will be able to… A5 create 2-D and 3-D images – to communicate experiences, and stories – to illustrate and decorate create images to communicate an idea (e.g., love, freedom, anger) apply appropriate image-development strategies to create images that decorate MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Feb. 27th – Lesson 1: Introduction to Poetic Devices Mar. 6th – Lesson 2: Literary Elements in Poetry Mar. 31st – Lesson 3: Imagery 1st – Lesson 4: What is poetry? April 2nd – Lesson 5: Auto-biographical Poems April 3rd – Lesson 6: Acrostic Poems April 4th – Lesson 7: Haikus & Syllables 6th – Lesson 8: Cinquains April 7th – Lesson 9: Limericks April 8th – Lesson 10: Catch-Up April 9th – Lesson 11: Narrative Poetry April 10th – Lesson 12: Found Poetry April 13th – Lesson 13: Concrete Poetry 14th – Lesson 14: Free Write 15th – Lesson 15: Poetry Slam April 16th – Conferencing NO SCHOOL
Unit Timeline Unit Overview Topic Learning Outcomes (SWBAT) Activities Materials Assessment 1 Introduction to Poetic Devices & Literary Elements - name and identify a number of poetic devices and, with support, define them - connect the devices to their existence in poetry Read the poem, “The Fall” aloud to the students. Ask students what they thought about the poem. What did they notice? Was it easy to understand? Were they any hidden meanings? Lead the discussion to talk about poetic devices. (Assess what they know) Introduce concept of literary elements/poetic devices. See how many they can name. Cue card literary elements game (purple/yellow cards – one has element and its definition, the other has an example). Each student receives one card, the goal is to find their partner. - “The Fall” poem (copies for all students) - set of purple cue cards with poetic devices and definitions - set of yellow cue cards with examples - answer key Teacher observation of activity and engagement Self-evaluation during activity
After all pairs have been found, ask students to share their device and example. with students the purpose of the lesson: to get students to understand how to use poetic elements, what they are, and get them excited about using them in their poetry writing. 2 Literary Elements in Poetry - highlight poetic devices in a given poem - name and define a number of poetic devices Re-read the poem “The Fall” as a class. Now that students have been introduced to formal definitions of each poetic device, ask students to highlight any poetic devices they find. Discuss as class. Read or share a video recording of “The Raven.” What is the poem about? Provide some examples of poetic devices in the poem (ask the students for guidance/ideas). Divide the class into groups of 4. Give each group a copy of “The Raven.” The group’s task is to find as many poetic devices as they can. Students should read through the poem together and work collaboratively. - “The Fall” poem (copies for each student) - highlighters (each student should have some – bring extra!) - video of “The Raven” - SMARTBoard or overhead - list of poetic devices (copies for each student) - writing tools Teacher observation of contribution to discussion and group work Submission of poem with highlighted poetic devices
When students are back in original group, they will then share their “poem” with the class. Explain to students that they just worked collaboratively to create poems. Discuss the process and how the students felt about it. 4 Types of Poetry: What is poetry? - contribute to classroom discussion - name a number of different types of poetry - name a number of poetic structures and use this knowledge to illustrate a title page Review the poetry that we did last week. Emphasize that the poetry we created may not have rhymed, did not follow a specific form, or style. Discussion: So what IS poetry? Brainstorm types of poetry. Show students a series of poems (haikus, cinquains, auto-biographical, concrete, found). Explain to students that we will create a series of poems over the next few weeks. Create a title page for students’ poetic journey journals. - presentation of a number of poems - SMARTBoard - plain paper (8.5x11) - colouring Contribution to discussion (teacher Completion of title page 5 Working with Descriptive Adjectives - use descriptive adjectives to describe themselves or others - using an outline, compose an auto-biographical Discussion: Poetry often uses descriptive language. What part of speech is descriptive? Brainstorm descriptive adjectives. Provide a list of ideas students may use. an auto-biographical poem about myself. Break the poem down into pieces and aspects. - poem - paper - writing tools - pencil crayons Contribution to discussion (teacher Completion of poem
poem about themselves Provide students with an outline of how to write an auto-biographical poem. Give students time to write their own poem. Time permitting, students should then transfer the poem onto a good piece of paper and illustrate. Make sure the poem is put into their journal. Ask any students who wish to share their poems. 6 Acrostic Poems: Connecting Words - work as a group to create a finished product - find words that start with specific letters and work with those to create a poem on a specific theme - use this knowledge to compose their own acrostic poems Break students into 6 groups. Give each group a poster board with a word on it (written vertically, one letter at a time). Tell them to write the first word that comes to mind that starts with each letter. Ask each group to share their poems. Explain to the class that they have just written an acrostic poem. Provide an example that adds in connecting each new word to the original word. Share this poem in order to convey the concept of a “unified poem.” Students should understand that words on their own do not necessarily make a poem; we need to connect our thoughts and ideas. On the other side of the poster board, the same word will be written. Ask students to repeat the exercise, keeping in mind the idea of connections and unity. Ask each group to share their new poem and how - poster board (6 sheets) with words written on the front and page (vertically, one at a time) - markers - writing tools - paper - pencil crayons Teacher observation of contribution to discussion Self-assessment of group activity Completion of group acrostic Completion of name acrostic Completion of personal acrostic
Once all students have returned (or time is up), we will discuss how the students felt it went, did they learn anything, was it useful. We will then discuss how syllables are important in poetry; some poems use syllables as a poetic device. Introduce haikus. Practice writing haikus by showing examples and then trying some as a class. Provide students with time to work on their own set of haikus. Students may write as many as they want, but need to present three poems on the same theme as part of their poetry journal. Students may determine what an appropriate theme is. Ask for volunteers to share. Poems should go into the poetry journals. 8 Cinquain: Making a Poem Flow - identify key characteristics of poetry and the misconceptions of poetry (understand that poems don’t have to rhyme, may or may not follow a structure, etc.) Discussion: What have we learned poetry? Does it have to rhyme? What types of structured poetry have we learned? Introduce the cinquain poem. A cinquain consists of five unrhymed lines. Each line has a set number of syllables. (Line 1: 2 syllables; Line 2: 4 syllables; Line 3: 6 syllables; Line 4: 8 syllables; Line 5: 2 - examples of cinquain poems - SMARTBoard - paper - writing tools - sheets with the structure laid out Teacher observation of engagement and contribution to discussion Completion and accuracy of cinquain poem
compose a limerick should have 7 – 10 and lines 3 and 4 should have 5 – 7 ). Divide students into groups of 2-3. Give each group a piece of paper with the outline on it. Ask students to work together to create a group limerick. Students can then share with the class. Time permitting, students will write a limerick on their own. Ask for volunteers to Poems should go into the poetry journals. 10 Catch-Up - use time effectively and show work completion Ask students to name all the poems and poetic devices they remember that we’ve learned so far. Provide time for students to: - work on any they may not have completed - type poems on a word processor - illustrate poems - finish title page - edit or improve - computers/ printers - colouring tools - writing tools Teacher observation and self-assessment of time management 11 Narrative Poetry: Telling a Story with Poetic Devices - use poetic devices in the composition of narrative poems Read a narrative poem to the class. Explain what a narrative poem is: they tell a story, they don’t have to rhyme, they’re longer than most other poems. - example of a narrative poem with identified poetic devices Completion of a narrative poem Successful identification
Pre-activity (concept to be taught) 10 minutes Ask students to out their copy of “The Fall” or distribute new copies. Put the poem “The Fall” on the SMARTBoard. Ask students if they can identify poetic devices used in the poem. Students may come up to the board and circle or underline poetic devices they recognize. Prompt students by asking if they can identify a metaphor or imagery. Be prepared to identify poetic devices yourself (highlighted poem). Take out copy of “The Fall” or identify if you don’t have a copy. Look at the poem and self-identify poetic devices you see. Be prepared to contribute to class discussion. Students may come up to the board and circle or highlight the poetic devices they recognize. SMARTBoard Class copies of “The Fall”
Closure: summary of what was taught/learned 5 minutes Discuss the process and how the students felt about it. Students should complete an exit slip answering what they liked most about the lesson or sharing something they didn’t get to during class. Exit Writing tools Extension activity Time may vary Ask students to record their poem in some way to include with their poetry journals. Write out or type up the poem to be added to the poetry journals. Computer/ printer