Teacher: Corinne Koval Grade Level: 3rd

Poetry Elements and Styles

Five Day Lesson Plan

I. Content and Standards:

CC.1.3.3. E Refer to parts of stories, dramas, and poems when writing or speaking about
a text, using terms such as chapter, scene, and stanza; describe how each successive part
builds on earlier sections.
CC.RL3.10 By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 2-3 text complexity band independently
and proficiently.
CC.1.2.3. F Determine the meaning of words and phrases as they are used in grade-level
text, distinguishing literal from non-literal meaning as well as shades of meaning among
related words.

II. Prerequisites:
Students should be able to identify authors point of view.
Students should be able to identify the text features of different genres.

III. Instructional Objective:

Students will be able to identify how the author uses a variety of words and sentences
to appeal to the audience.
Students will be able to identify elements of poetry and how it is used in poetic
devices.

IV. Instructional Procedures:

Day One: Similes, Metaphors, and Idioms
Before: (5 minutes)
Teacher will introduce the genre of poetry by using a PowerPoint presentation
to discuss poetry elements and its purpose.
During: (10 minutes)
Teacher will play Simile and Metaphor video
Teacher will play Idiom video
After: (10 minutes)
 Students will write poetry vocabulary words into their notebooks along with
examples.
Day Two: Hyperbole, Personification, and Onomatopoeia
Before: (5 minutes)
Teacher will continue to introduce the genre of poetry by using a PowerPoint
presentation to discuss poetry elements and its purpose.
During: (10 minutes)
Teacher will show examples of poems using hyperboles, personification, and
onomatopoeia.
Students will be asked to identify the elements within each poem including any
similes, metaphors, and idioms.
Teacher will play Figurative Language in Popular Songs video
After: (10 minutes)
Students will write poetry vocabulary words into their notebooks along with
examples.
Day Three: Alliteration, Free Verse Poems and Limericks
Before: (5 minutes)
Teacher will continue to introduce the genre of poetry by using a PowerPoint
presentation to discuss poetry elements and its purpose.
During: (10 minutes)
Teacher will show examples of text and video using alliteration, free verse
poems, and limericks.
Students will be asked to identify the elements within each poem including any
figurative language.
After: (25 minutes)
Teacher and students will create a limerick together using the appropriate
conventions.
Students will then create an original limerick that will be placed into their
poetry collection book.
Day Four: Haiku
Before: (5 minutes)
Teacher will continue to introduce the genre of poetry specifically Haiku
poems and what it makes them different from other types of poetry. Haiku has
only three lines, seventeen syllables (1st line has five syllables, 2nd line has 7,
and 3rd line has five syllables), and is usually about nature.
Students prior knowledge will be accessed by reviewing what a syllable is.
Teacher will use a read aloud strategy from the book Henry and Hala Build a
Haiku by Nadia Higgins
During: (10 minutes)
Teacher will present a PowerPoint presentation on Haiku.
 Students will practice counting syllables using their whiteboards to show how
many syllables in the words prowl, snarling, glittering, miniature, and
immediately.
Students will be shown examples of Haiku poems where they will be asked to
determine how many syllables are in each line.
Students will continue to use their whiteboards to show syllable count. Attention
will be drawn to highlighting the conventions and written structure of Haiku.
After: (30 minutes)
Teacher and students will brainstorm ideas for a theme.
Students will then create an original Haiku poem using the steps outlined in
the PowerPoint presentation.
Teacher will review with students the Analyzing Poetry worksheet and Poetry
Rubric.
Students will switch their poem with a peer and complete the Analyzing
Poetry worksheet and Poetry Rubric.
Teacher will ask students to share their poem with the class.
Students will then place their Haiku poem in their poetry collection book.
Day Five: Diamante Poetry
Before: (5 minutes)
Students will be introduced to the Diamante style of poetry.
Teacher will use a PowerPoint Presentation to highlight the writing style and
conventions of a Diamante poem.
During: (10 minutes)
Students will analyze Diamante poems and Synonym Diamante poems.
Students will also analyze the language that the poets utilized in the creation
of the poem.
Teacher will show a video about how to write a Diamante poem.
After: (20 minutes)
Students will create a synonym Diamante poem that will be placed into their
poetry collection book.

V. Materials and Equipment

PowerPoint presentations
Poems:
Kids Limericks by Limerick and Limericks
Star by Kaitlyn Guenther
Revenge by Myra Cohn Livingston
The Little Plant by Author Unknown
Hey Diddle, Diddle Nursery Rhyme
My Dinner Loves to Dance by Anonymous
Crack an Egg by Denise Rodgers
Flower by Unknown
 An Old Silent Pond by Basho Matsuo
Analyzing Poetry worksheet 25 copies
Poetry Rubric 25 copies
Student Notebook
Whiteboard, Whiteboard Markers
Computer
Overhead projector
Pencils and crayons
Construction paper
Glue and scissors

VI. Assessment and Evaluation:

Formative teacher observation, ticket out the door,
Summative poetry rubric, poetry collection book checklist

VII. Accommodations and Modifications:

No students with IEPs.
ESL students (2) can request to have sentences read orally to them. Students can
work with a partner when creating original poems or they can draw their poem and
orally tell teacher.

VIII. Technology:
Computer
YouTube videos:
Consonance with Dr. Seuss https://www.youtube.com/watch?v=qg8DZGM-89s
Similes and Metaphors https://www.youtube.com/watch?v=uoSBVNUO2LU
Idioms https://www.youtube.com/watch?v=ylHYMHaFzzk
Figurative Language https://www.youtube.com/watch?v=ls00WrpTp88
Diamante Poems https://www.youtube.com/v/XeeE9HDOw2E

IX. Self-Assessment:
Was the student able to identify elements of poetry and their structure?
Was the student able to distinguish the different styles of poetry?
Was the student able to identify figurative language and how authors use it to appeal
to their audience?
Were the lesson materials provided functional and what else could be included in the
future?
How did I manage classroom disruptions such as student behavior?
Did the lesson last longer or finish earlier than anticipated?