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Lesson Objective:
4.2.b: Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and colorful adjectives
INSTRUCTIONAL DECISION-MAKING
Students will produce a poem as their final product. Students will use descriptive language to convey a message or create a mood.
INSTRUCTIONAL PROCEURES
Instructional Materials:
Where The Sidewalk Ends by Shel Silverstein o Poem: Sick Printable Mad Libs for kids
Technology:
Shel Silverstein Website: www.shelsilverstein.com o Practice Being a Poet section http://www.teach-nology.com/worksheets/language_arts/madlibs/ (Mad Lib website)
Learning Experience
Event Procedure/Activity & Questioning Strategies
LAUNCH
5 7 minutes
Reading a selected poem from Where the Sidewalk Ends o What stood out in the poem? o What descriptive words do you remember? o What were some of her Peggy Ann McKay symptoms? Visit authors website and explore different material Specifically, Practice Being A Poet section of the website Mad Libs worksheets to practice using descriptive words Students will be able to volunteer to present their Mad Libs worksheet or a poem they did on the website Star Spangled Banner vs. Defence of Fort McHenry (poem written by Francis Scott Key in 1814, watching battle of Fort McHenry during the War of 1812) Does this poem sound familiar to any of you? (only present the first stanza of the poem) Authors can use poems as a way to inform and explain a situation or problem to their audience What was Francis Scott Key trying to convey with his poem? Split the class into three groups, each getting one of the remaining stanzas. Identify descriptive language o How does he incorporate facts into the poem? o How is it informational? Using the research you have compiled about your animal and the methods from todays lesson, write your own poem informing us about your endangered species. Do not forget descriptive language. Use any of the forms of poetry we have already discussed (haiku, limerick, acrostic, two-voice, etc.) Students are encouraged to be as creative as possible when writing their poem. Students review a partners poem and provide feedback. Teacher review descriptive language and how it is used to portray a specific message in poetry. Teacher provides overview of what we will be doing in the next lesson and how this draft will be included in the final project
EXPLORE
15 minutes (max)
PRESENT
20 minutes
APPLY
20 25 minutes (rough draft)
CLOSURE
10 minutes