Fourth Grade Poetry Jam

Unit 1
Literacy: The Integration of the Language Arts
EEDUC 5121 Fall 2014
Dr. Barbara Steckel
Anne Moncreiff de Arrarte

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Professional Standards for Teachers

a.
b.
c.
d.
e.

Plans Curriculum and Instruction

Delivers Effective Instruction
Manages Classroom Climate and Operation
Promotes Equity
Meets Professional Responsibilities
LESSON TITLE: Fourth Grade Poetry Jam

Teachers Name: Anne Moncreiff de Arrarte

Date: October 15 December 18

BACKGROUND
Grade level, number of students: Grade 4 17 students
Overall Purpose of this lesson: Use poetry as a means for 4 th graders to develop and practice reading
fluency, emphasizing both automaticity and prosody as each student selects a poem to memorize,
practice and prepare for a performance at the Elementary School assembly. According to Schreiber
1991, and Benjamin (2009) (Best Practices in Literacy Instruction Fourth Edition, edited by Lesley
Mandel Morrow and Linda B. Gambrell, page 278), prosodic reading is directly correlated with
comprehension, thus, as students prepare their poems, they will work on relevant vocabulary and gain
comprehension of the works they and others plan to perform. This analysis will support their fluency
and deepen student literacy. A live poetry performance adds a level of authenticity and demands
particular attention to rhythm, intonation and phrasing, thus it, too, is a particularly robust opportunity
for students to develop their literacy skills.
Teaching this lesson will allow me to work closely and individually with students. This, in turn will
allow me to develop an in depth assessments of each childs reading fluency and overall literacy as we
move from poem selection, to practice, memorization, more practice and performance. The rubric
attached, outlines the assessment criteria. A second Teacher Assessment Sheet allows for analysis and
improvement of the unit. This unit also offers opportunities for adaptation to suit a variety of learning
styles and speeds. In our group, we have one student who is not at grade level in reading or writing and
who will need some adaptation as he selects his poem and prepares it. The fact that students are fully
involved in the poem selection allows for some self-management going into the project, though the
teacher will intervene if the poem is too short, inappropriate or provides too much or no challenge at
all. Additionally, we will work with each child to ensure that he or she gets scaffolded support and is
set up for success. For many children a performance is a daunting task, thus it is particularly important
to be mindful of elements that promote success. Included in that, we will need to develop various
types of support as children memorize and prepare including recordings, mnemonic devices, visual
supports, props and other items that can help our students remember and deliver their poems with
confidence.

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Student Objectives: The purpose of this lesson is to continue to familiarize 4 th grade students with
poetry. They already have had an introduction to poetry in both 2 nd and 3rd grades. In this lesson,
students will develop criteria by which to select a poem they wish to perform, memorize that poem and
perform it at an Elementary School assembly.
Students will be able to...
Select an appropriate poem for performance at the Elementary School assembly. (Massachusetts
Curriculum Framework For English Language Arts and Literacy (2011): Reading Standards for
Literature Pre- K-5; 4th grade; 2.b; Key Ideas and Details: Determine a theme of a story, drama,
or poem from details in the text; summarize the text.)
Memorize, practice and then perform their poem with fluency and prosody for a live audience.
(Massachusetts Curriculum Framework For English Language Arts and Literacy (2011):
Reading Standards for Literature Pre- K-5; 4th grade; 7; Integration of Knowledge and Ideas:
Make connections between the text of a story or drama and a visual or oral presentation of the
text, identifying where each version reflects specific descriptions and directions in the text.)
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings. (Massachusetts Curriculum Framework For English Language Arts and
Literacy (2011):Reading Standards: Foundation Skills Pre - K -5; 4th grade. Fluency 4b)
Massachusetts Curriculum Framework For English Language Arts and Literacy (2011):
Reading Standards for Literature Pre - K - 5:

Explain major differences between poems, drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when writing or speaking about a text. (4th grade. Craft
and Structure - 5)
Locate and analyze examples of similes and metaphors in the stories, poems, folktales and
plays, and explain how these literary devices enrich the text. (4th grade. Integration of
Knowledge and Ideas - MABA 8)
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in
the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of
the range. (4th grade. Range of Reading and Level of Text Complexity - 10

Reading Standards: Foundation Skills Pre - K -5

Know and apply grade-level phonics and word analysis skills in decoding words. (4th grade.
Phonics and Word Recognition 3)

LESSON
Materials:
Library visits

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Poetry books
Flash cards, mnemonic devices, visual devices as needed and developed to aid memorization
Recording devices for memorization support
Props and costumes as determined by students
Sound system in assembly hall including microphone and speakers
Projection screen and projector in assembly hall for visual aids as needed

Background and Preparatory Classes:

This is a multi lesson project. The paper will explain pre and post lessons and concentrate one specific
lesson of poetry selection and initial, pre memorization preparation.
The first, 50-minute lesson used a Library period and involved a trip to the library. The Librarian was
prepared with a mini lesson on different types of poetry from historic, to comedic, romantic and so on.
She also worked with students on where to find good poetry and reviewed a number of poetry books
with the class. Finally, the students were given about 30 minutes to go through poetry books. Their
assignment was to find at least one poem that they liked and could read to class on a subsequent day at
our first poetry jam.
The second, 50-minute class was during our class meeting time, creating a relaxed, informal mood with
students sitting on benches at the front of the room. Plastic orange crates sat on the floor filled with
marked poetry books. Each student had been given ample warning and time to read through a poem
alone, with a peer or with a teacher depending on the students choice, and prepare to read one poem to
the group. The room buzzed with anticipation. Names were pulled out of a hat and each student read
one or sometimes two poems to the group. Each student read the title of his or her poem, explained
where he or she had found the poem, and then said why he or she liked the poem. Reasons included
everything from, It reminds me of my summer house. To I liked the beat. It is funny. There is a
nice ring to it. And I like it because you can read it forwards or backwards and it still makes sense.
Between the second and third classes, five students were selected to begin their poems. Our class
members will be reciting their poems over four assemblies before the December holidays. In order to
ensure that we can work with each student individually, and that others do not get disinterested waiting
weeks for their performances, we take small groups of students at a time and prepare each group.
Beginning at this point we use our Quiet Reading periods to take these students out while others read
or catch up with literacy-related work.
The third, 50-minute class was used to explain the parameters of the poetry event to our first five
students. Students were provided more poetry book resources in the classroom and allowed to return to
the library if they wished. Each student was given a worksheet (attached) with spaces for four poems
and the names of the books where those poems are found. Each student was asked to use the rest of the
week (the class was on a Monday) to find four possible poems and have them ready to read to the rest
of the group and the two teachers by Friday.
Procedures: Instructional Practice:

Class 1: Selecting and preparing the poem for memorization

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The fourth, 50-minutes class involved selecting the poems. The five students met with the two teachers
involved in the project, Mr. Theodorou and Ms. Arrarte, and read their four poems. Many of the
students already had a clear idea of the poem they wanted to perform. Unless there was some major
issue with that poem (and to date, there has not been), we approved their poems. Once the poem was
approved, a color zerox copy was made for the student and both of the teachers.
Procedures: Instructional Practice:
1. The five students and two teachers gather at the hallway table to read the poems as a group.
2. One by one, students read their poems. We discuss the meaning of the poems as a group and
review any vocabulary necessary. Typically, the student who has brought the poem is already
well versed in its meaning, but this stage gives us a chance to clarify any errors in
understanding and share understanding in the group. (20 minutes)
3. Once we have read the four submissions from a student, the rest of the students give their
thoughts on which poem might work best as a performance piece. After some conversation as a
group about what might define a good dramatic piece (humor, rhythm, drama, length and so
on), the student in question ends up selecting his or her piece. (10 minutes)
4. Once all students have selected a poem, two students begin to work alone with one teacher and
two students work with the other. (20 minutes 10 for each student)
5. The students have already read their poems so this is the period where the teacher will read the
poem with prosody, modeling the performance the student will eventually make and ensuring
that rhythm, pronunciation and so on are accurate. Once a student memorizes a mistake, it is
very hard to correct under the pressure of live performance.
6. After reading the poem twice with prosody, the teacher will ask the student to read it again. The
two will then go back and forth ensuring that all issues of rhythm, pronunciation, pacing etc. are
agreed upon and clearly marked down so the student can access the information without any
problems. Any student that wishes can record the teacher, as well as their own reading for use at
home.
7. While the first student is working on his or her poem reading, the second acts as an audience,
working with the teacher to provide ideas for, and thereby understand and support, prosodic
reading and also offering ideas for the fellow student in presentation and costuming; reflecting
deep understanding of content.
8. Once the first student is ready, we move to the same procedure for the second student.
This lesson is followed by five more 30 to 50 minutes class opportunities for students to practice their
poems in the classroom and with peers, and eventually in the Assembly Hall as they practice with props
and a microphone. The first opportunity is a 50-minute class with the group of five students. Here each
student will have the opportunity to recite his or her poem for his or her guiding teacher. The rest of the
group will be practicing while each teacher hears each poem, making sure it is memorized as agreed
and, if there are problems with either pronunciation, etc. or memorization, they are addressed. Once all
have presented their poem to their teacher and adjustments are made, the group can share poems with
each other.
On two other occasions this week, students will be given the opportunity to practice their poems with

their teachers and the members of their group. Practicing the poems also will be assigned as nightly
homework Monday through Thursday. Students will be asked to bring in any costumes or props by
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Friday in order to show the members of their group and get used to them before they practice in the
Assembly Hall the following week.
The following week, the group will have two chances to practice in the Assembly Hall using the
microphone, their props and any other visuals including video, that they have planned for. Each of the
periods for practice will be 50 minutes and all five of the students will go in at once so the group can
serve as the audience, providing feedback. Each student will have at least three times to practice his or
her poem per visit for a total of not less than six times and more if needed.
The final performance will be taped and each student will be given a taped version of his or her
performance.
Motivational techniques (Activators):
Grab interest: Students in the 4th grade are interested in poetry and some texts, including Yardsticks
Children in the Classroom Ages 4 14, by Chip Wood, go so far as to recommend that 4 th graders,
explore poetry seriously throughout the year, (page 114) saying that type of literature fundamentally
appeals to the nine-year-olds search for explanations (page 113) and increased concern with a larger
world and social injustices (page111). The fact that the Fourth Grade Poetry Jam is a traditional event
at Shady Hill, also supports student motivation as students watch the event every year beginning from
4-year-olds, knowing some day it will be their turn.
The structure of working in small groups of no more than five students, then with two students and
eventually with a student alone, also supports motivation as students not only have a chance for the
undivided attention of the teacher, and, with the smaller groups, the complete attention of a very small
group of people, they also have a chance to take a leadership role in the presentations of their peers;
asked to offer opinions and take the role of audience/mentor as their peers prepares, and having their
peers do the same for them. If done in a classroom where an atmosphere of trust has been carefully
developed, this is a very powerful experience for all students as they share their work and learn to
benefit from structured critiques.
Wrap up: The conclusion of this lesson will be each of our initial five students leaving school for the
weekend with his or her poem selected, read back by the teacher at least two times, read by the students
at least once, practiced by both the teacher and the student multiple times with input by the second
student, recorded as wished, and taken home clearly marked in terms of all pronunciation, intonation,
rhythm, etc. for memorization over the weekend.
Adaptations/Modifications:
Learning styles in this particular group will be addressed by recordings, and any mnemonic or visual
cues the student and teacher determine might aid memorization. These issues will be addressed after
the first weekend in the upcoming class and once the student has had a chance to try the memorization
and understand where, if any, challenges might exist.

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There are no English-language learners in this group. Were there, the keys in a successful modification
would be the selection of a poem that is not too ambitious in terms of length and vocabulary, and
setting aside extra time to work with the student on a prosodic delivery. With second language learners,
it is critical to carefully examine the piece for full understanding, something that could be done with
the group, using one more class period ideally, when the initial poems were being evaluated. Extra time
also could be dedicated to working with the ESL student to ensure accurate pronunciation and a
prosodic delivery.
While some children with learning differences may have a harder time than others memorizing, this is
not necessarily true. In fact, memorization can many times be a fun way for children with learning
differences to access sophisticated texts. In the case of children with learning differences, each child
would have to be evaluated and addressed depending on his or her needs.
Learning Styles Like much literature, poetry appeals to many kinds of learners. First, memorizing and
delivering poetry in public is by its very nature an interpersonal and intrapersonal activity. For visual
learners, memorization is chance to take the text off the page, while auditory learners will benefit from
the rhyming nature of poetry as well a chance to memorize instead of read or write. The rhythmic
possibilities of poetry and the performance element should appeal to kinesthetic learners.
Pitfalls and Solutions:
The major pitfall in this activity is poor poetry selection on the part of an individual students. In order
to avoid this, careful work must be done initially to ensure that students understand the level and kind
of poem they are expected to select, and that they have the support to do so successfully through initial
work with the librarian and then follow up work with their classroom teachers. The fact that students
have seen the Jam in the past means that virtually all are familiar with the general expectations of type,
length and performance of poem. During lesson 2 when children read an initial poem they have found,
the teachers also have the opportunity to identify any student who seems to be particularly disengaged
from the process and to provide general comments about the kinds of poems being read in order to
guide student selection.
ASSESSMENT
Assessment will be ongoing and will be formally measured by the rubric attached. The Teacher
Assessment Sheet will be used to evaluate and improve the lesson in the future. Other documents used
will the Poems Document, where students identify four possible poems and the books where they can
be found. Poetry presentations will be filmed.

Rubric
1

Ability to understand and complete assignment (10 points)

Selection of four poems (18 )

Varied poems (6)

Reasonable to memorize (6)
Strong performance poems (6)

Word analysis/vocabulary
Memorization (20)

Able to complete in agreed upon time (10)

Able to memorize as agreed (10)

Fluency (6)
Modulation of rate (6)
Accuracy (5)
Automaticity (5)
Comprehension (5)
Performance (25)

Remembered poem with no prompts (9)

Showed prosody (10)
Added props that contributed to the understanding of the poem (6)

10

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Teacher Assessment Sheet

1. Did the Library visit prepare students to select their first poem and, later, to select the other four
poems? ( Y / N )
Thoughts? Suggestions? ___________________________________________________

2. Did the poetry jam during Meeting Time get students excited about the event?( Y / N )
Thoughts? Suggestions? ____________________________________________________

3. Were students prepared for the Meeting Time poetry jam? Did it help them select their final
poem? (Y/N) Thoughts? Suggestions? __________________________________________
4. Did the small groups of students enjoy hearing others students poetry selections and helping
them evaluate and choose their poems? ( Y / N ) Thoughts? Suggestions? ________________
__________________________________________________________________________
5. Did the group of two students working with the teacher provide enough support and scaffolding
to get each of the two students well launched on the project? Was the experience equally valid
for both students? (Y/N) Thoughts? Suggestions?
____________________________________________________________________________

6. Did the follow up one on one and group work provide enough support in all aspects of the
project for student success in the performance stage? (Y/N) Thoughts? Suggestions?
_____________________________________________________________________________

7. Any further observations or comments for change and improvement?

_____________________________________________________________________________

Additional Notes: