Name: Michael Kleber Content Area: Language Arts Grade Level: 4 Big or Essential Question: What is rhyming poetry/non-rhyming

poetry? What are different rhyming patterns? Curriculum Standards: 1.4.4.A: Write poems, multi-paragraph stories and plays. Include detailed descriptions of people, places, and things. Include literary elements. Begin to use literary devices. Lesson Objectives: The 4th grade student will identify different rhyming patterns in 2 different rhyming poems. The 4th grade student will write an original poem using a rhyming pattern, or none at all. Assessment: To assess the students understanding of the concepts being taught, I will do the following: - While reading the Shel Silverstein poem, I will ask the students to raise their hand every time they hear a rhyming word at the end of line of the poem. I can assess their understanding as I see their hands at appropriate times. Also at the end of the poem I will ask for examples of words in the poem that rhymed as well as where they were in the poem. (To assess rhyming words occurring at the end of lines of poetry.) - Observe student responses to questions asked - Collect student poems written for homework, check for understanding of assignment Materials and Resources: - Eric Carles Animals Animals - The Monkey and the Elephant by Shel Silverstein - Videos of: o Swedish House Mafia- Dont you worry child o Pitbull- This moment Anticipatory Set:

To get the attention of the students, I am going to begin reciting humorous limericks for the students. After I have presented several limericks, I am going to tell the students that today they are going to be talking about poetry today, the different places we find poetry, and the different ways that poetry can rhyme and not rhyme.

Procedures: Next I will tell the students that I will be reading a poem to them. I will inform them that I will be reading a poem to them, and that they should listen carefully for words that rhyme in the poem. I will instruct them to raise their hand each time they hear rhyming words in the poem. At the conclusion of the poem, I will ask for students to provide examples of the rhyming words that they heard in the poem. I will then introduce the poem Elephant in Eric Carles Animals Animals. I will ask the students to listen carefully and to do the same thing that they did with the Shel Silverstein song. I will ask the students to compare and contrast the two poems after both have been read, asking specifically if the same rhyming words appeared in each, or if the poets used different rhyming words to describe the elephants. Next write the words to one stanza of each poem on the board. o Ask the students to help me figure out which lines rhyme with one another. Once students identify the rhyming sentences, underline them with different kinds of lines (wavy or straight) Ask students if they can tell me why I underlined them the way that I did Field responses until students provide a correct answer or if it is apparent that students do not have a correct answer. Explain to the students that poems that rhyme can follow different patterns of rhyming Show this using a couple of different stanzas from the two poems that were read, demonstrating the difference between patterns in each. Next, present the non-rhyming poem to the class to demonstrate that there are also poems that dont rhyme, and that there can be many different styles of poetry After the written poems have been discussed and presented, present the two song videos (with lyrics), playing the clips the whole way through, and then again pausing the song periodically to discuss the stanzas in the lyrics. o Ask students to identify rhyming words, and to also keep a special eye out for other literary devices such as alliteration, personification, simile and metaphor. Tell students that they will be writing their own poem for homework, and it can be a rhyming or a non-rhyming poem.

 Adaptations: -

If they choose to do a rhyming poem, they should label the lines accordingly with the rhyming scheme. Poems should also be at least 8 lines long, and should include at least one current vocabulary word.

For students with ADHD or behavior challenges, I will make sure that they are engaged in the activities that are taking place. I may use proximity, or looks to maintain the students attention. For English language learners, be sure to speak clearly and simply, making sure to point at the different things that are being used as examples.

Closure: As stated previously, I will call the children back together, and ask them what they have learned about rhyming words, and poetry.