Launch Lesson- Poetry Unit Your name: Grade level and school: Title of lesson/activity: Teaching date(s) and

time(s): Estimated time for lesson/activity: Eden Turkheimer 3rd Grade at Bach Elementary School Poetry Unit- Launch Lesson- What is Poetry? March 13th 40 minutes Overview and Context Overview: This is the beginning lesson of the poetry unit. This lesson will help the children notice what is the similar and different between paragraph writing and poetic writing. We will be comparing a paragraph to a chunk of clay and a molded shape of clay to poetry. Then the students will take the Pledge of Allegiance and cut unnecessary words and move words to make their new meaning. Then we will look at the students finished work and paste them into their poetry anthologies. This is the beginning of the poetry unit so this lesson is designed to hook the students for the rest of the unit. This lesson will also allow children to discover what poetry is rather than just being told by the teacher. Field Instructor and Mentor Teacher Attending to the Learners Anticipating student ideas: I have one student that has an IEP because she has several learning disabilities. I also have students who are below the grade level expectations for third grade. These students do not have IEPs but they do need ramifications to be made for them for the lesson. For these students, I will scaffold the lesson more. More specifically, I am giving the whole class the opportunity to cut out the unnecessary words themselves. However, I know that this particular group of children will not be able to do this because they will not get the concept of an unnecessary word. Thus, I will give these students a modified passage of the pledge of allegiance that already has some of these unnecessary words removed. After I give the class their instructions, I will give instructions again to this group to make sure that they understand the instructions. I will have a model available for these students that they can look at while they are work. Also during this lesson I will place these students at the same table so that it is easier for me to help them during the lesson. For the higher level students, I will have a news article that they can do the same activity with when they finish early. I do have a number of students who are very high performers however, I am not sure that they will do as well in poetry. These kids are very analytical and concrete thinkers and poetry, which is figurative and abstract, will challenge them. Thus, I will be interested to see how they do in this first lesson to see where I can modify the following lessons if they need it. Learning Goals/Objectives Learning Goals/Objectives Connection to MI GLCEs

Context of lesson: Sources/materials:

Students will be able to categorize literature as

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belonging to the genre of poetry.

Students will be able to Arrange and choose

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words in their poem carefully so that each word is emphasized appropriately to support their intended meaning. Collect poems that are meaningful to them in a poetry anthology.

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Assessment(s) Type of Assessment Poetry Writing: After each mini-lesson students will be given the chance to draft a poem using the characteristic or topic of the lesson that day. Poetry Anthology: Students will collect mentor poems that are meaningful or inspirational to them. Students will also write their own poetry in their poetry anthology. These anthologies will be showcased at our poetry caf. Learning Goals Connection This will allow children to write in the poetic style versus paragraph writing. This will be the students first poem in the collection poetry anthology.

Instructional Sequence Time (approx. minutes each step will take) 5 minutes Steps Describing What the Teacher and Students Will Do (include all questions that you will ask students as well as anticipated responses; label each of the levels of questions) Plan for the introduction: Notes and Reminders (including management considerations)

Teacher will point out the poetry bulletin boards to the students and will explain that we will bet starting a new unit on poetry. Teacher will read the children the three big questions that we will be trying to answer as a class (these will be on the bulleting board) o How can I write poetry that conveys something I care about? o How do I share my poetry with an audience so that they stay interested? o How can I discover something new about friends and others through their poems?
The teacher should walk around while the students are doing this to monitor their work.

Instructional sequence:

Teacher will have a lump of clay and a penguin that has been molded out clay. The teacher will ask the students to find the similarities and differences between the two. o What are they made out of?

o What shape are they? o What happened to change the shape? o Is one more appealing? Teacher will then explain that just like I had to mold the clay into a penguin. Poets must mold words to make poetry. Pose the question: How do you think poets mold their words? o Delete unnecessary words o Change the order o Think about each words meaning Today we are going to find the poets within ourselves and start molding words. I have selected a paragraph of writing from one of the books that we have read together as a class. (Pass out passage. Place passage on the overhead) The first thing we will need to do to start molding these words is to delete the unnecessary words. What might be an unnecessary word? o And, at, the, so, etc Teacher will go through with the students and start to delete the unnecessary words. Teacher will then talk about the next step in molding the words: changing the word order. The teacher will just model this once or twice. Then the students will be told to mold the word order to how they see fit so that the poem is meaningful to them. Teacher will play classical music to set the mood for creativity. Students will write final result of the molded words on lined paper. Teacher will call students together to share the poems. Teacher will use document camera. Teacher will pose questions: o What is the difference between the original pledge of allegiance and our new poems? o How is our paragraph like the chunk of clay? o How are our poems are the molded clay bird? Teacher will then explain about the poetry anthologies and that they will use these to collect their poetry and poetry of other authors that are meaningful to them. Explain that this poem of molded words will be the first poem in their anthology and that they will glue it in on the first page. Dismiss students to their seats to glue in poem.
First the teacher should dismiss the table captains to get the glue for their tables. Then dismiss tables one at a time. Remind the students to transition quietly.

Plan for the closing:

Attach all images and handouts.