[Comments]

Title of Lesson: Childhood Poems 1

Unit Theme: Poetry Unit Subject Area(s): English Number of Learners: 20 Students Grade Level: 5th-9th Time Needed: 20 or more minutes

Objectives:
Students will discuss and analyze why we read/write poetry

Content Standards:
A.8.2- Read, interpret, and critically analyze literature A.8.3- Read and discuss literary and nonliterary texts in order to understand the human experience. C.8.2- Listen to and comprehend oral communications. C.8.3- Participate effectively in discussion

Materials:
Homework packet Poems: Mary, Mary, A Week of Birthdays, Mud, The Pig and Grandpa Bears Lullaby

Procedure:
Engagement: Read the poem Mary, Mary out loud. Ask students if they have heard that before and ask what it is. A Poem< specifically a nursery rhyme Please take out your packet. Please write down, in the space provided, what we discuss on Page 1. *Hint* If we write it on the board it is important! Ask the question What is poetrys purpose; why do we read/write it? Write down students responses on the board. Need three categories at the end; Description, Entertainment and Learning. Read poems in order Mud, A Week of Birthdays, The Pig and Grandpa Bears Lullaby. After each poem, have students verbally identify what the purpose of the poems is. Go over student homework guidelines. Homework should be completed on Page 2 and Page 3 of the packet. Explain why students should have to write out their poem: Get a feel for poetic appearance To be able to share with others For reference/ for ideas

Main activity:
Model of Instruction: Discussion

Assessment:
Formal: Homework Packet, Final Poem Informal: Class discussion

Accommodations:
If needed students will be given more time in class, or extensions in turning in the work.
[Comments]

Title of Lesson: Childhood Poems 2

Unit Theme: Poetry Unit Subject Area(s): English Number of Learners: 20 Students Grade Level: 5th-9th Time Needed: 20 or more minutes

Objectives:
Students will identify and create a poem with a specific purpose (which was identified in previous lesson). Students will summarize rules and types of poetry.

Content Standards:
B.8.1- Create or produce writing to communicate with different audiences for a variety of purposes. B.8.2- Plan, revise, edit and publish clear and effective writing. B.8.3- Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications. C.8.2- Listen to and comprehend oral communications. C.8.3- Participate effectively in discussion

Materials:
Homework packet

Procedure:
Please take out your packet. Please write down, in the space provided, what we discuss. *Hint* If we write it on the board it is important! We will be on Page 4 of your packet. If I was to say that poetry is the gymnast of the literary world what do you think I mean? Grammar and punctuation rules are flexible! Spelling: In poetry words can be made up or misspelled for amusement or effect Punctuation: Is not needed, but is useful to the reader for length of pauses and phrasing.

Grammar: Complete sentences are not needed, can be broken up into different lines Format: doesnt have to be in paragraph form, can be in stanzas, in a shape of an object or fluid to show movement and emphasis. How many types of poems are there? Many different kinds including but not limited to rhyming (many kinds of), blank verse, limericks, sonnets and haiku Go over student homework. Have students read directions on Page 5 of Homework Packet.

Main activity:
Model of Instruction: Lecture on rules, discussion on kinds

Assessment:
Formal: Homework Packet, Final Poem Informal: Class discussion

Accommodations:
If needed students will be given more time in class, or extensions in turning in the work.
[Comments]

Title of Lesson: Childhood Poems 3

Unit Theme: Poetry Unit Subject Area(s): English Number of Learners: 20 Students Grade Level: 5th-9th Time Needed: 20 or more minutes

Objectives:
Students will revise and analyze their own poem

Content Standards:
B.8.1- Create or produce writing to communicate with different audiences for a variety of purposes. B.8.2- Plan, revise, edit and publish clear and effective writing. B.8.3- Understand the function of various forms, structures, and punctuation marks of standard American English and use them appropriately in communications. C.8.2- Listen to and comprehend oral communications.

Materials:

Homework packet Piece of loose leaf lined paper Different colored writing utensil

Procedure:
Please take out your packet. Follow directions on Page 6 and Page 7 of your packet. I will be walking around to help all of you individually if you have any questions. Last 5 min of class go over Page 8 and Page 9 of Homework Packet. Assign due date of poem for the next day.

Main activity:
Model of Instruction: Direct Instruction

Assessment:
Formal: Homework Packet, Final Poem Informal: Class discussion

Accommodations:
If needed students will be given more time in class, or extensions in turning in the work.