Poetry

Materials/Equipment: Curriculum Integration: Bloom’s Taxonomy:

 Multiple poem cards/posters Music Math PE Knowledge/Remember Analysis
 Chart/poster paper Social Studies Reading Health Comprehension/Understand Evaluate
 Writing supplies Science Theatre Technology Application Create
 You Tube Writing Art
o Crocodile's Toothache
(By Shel Silverstein) Classroom Strategies:
o The Worm That TEKS Achieved:
Wouldn’t Wiggle Cooperative Groups
2.7 -Reading/Comprehension of Literary Text/Poetry.
o Minions Mambo Rap Hands-On
Students understand, make inferences and draw
Technology
conclusions about the structure and elements of
Independent Activities
poetry and provide evidence from text to support
Charts/Graphs/Maps Lecture
their understanding. Students are expected to
Differentiated Learning: Whole-group
describe how rhyme, rhythm, and repetition interact
Auditory Visual/Spatial Peer tutoring Pairing
to create images in poetry.
Kinesthetic
Verbal/Linguistic Musical
Intrapersonal Interpersonal

Submitted by: Marie Dustin

Grade Level: ___2nd__ Subject/Topic: English Language Arts

Rationale: The students will be introduced to poetry and given time to read and explore a variety of poems

Objectives:
TSW identify rhyme, rhythm, and repetition in poetry.
TSW make inferences and draw conclusions based on the structure and elements of poetry.
Lesson Plan:
Introduction
Crocodile’s Toothache by Shel Silverstein
https://www.youtube.com/watch?v=PN8PfuyowG0
The Worm That Wouldn’t Wiggle
https://www.youtube.com/watch?v=iDG2-bxpno0
Pharrell Williams 'Minions Mambo' for Despicable Me
https://www.youtube.com/watch?v=_EVhpJIWOSQ

These examples of poetry will be played for the students. And then the students will be asked
questions about what was heard.
 How do you think these three pieces are similar?
 How do you think it is related to Language Arts?
 How did each piece of art make you feel?
Once the students recognize that it is poetry; we will discuss what we know about poetry.
Process:
Information Giving:
Explain to students that poetry is better if heard and enjoyed out loud. Poetry has audible
elements that help you understand what the author is saying. Discuss what rhyme, rhythm,
and repetition look like and how to identify it.
 Rhyme- rhyming words are pairs of words that sound the same. Have students
generate examples of rhyming words.
 Rhythm is the beat in a poem.
 Repetition- explain that repetition can be the repeat of words or alliteration in
.Alliteration is the repetition of initial consonant sounds. Give examples of
alliteration (Peter Piper Picked a pack of pickled pepper how many packs pickled
peppers did he pick) Have students generate examples of repetition.

Modeling:
Poem Posters
 Together as a class helps students identify example of rhyme in poems.
 To help students feel and understand rhythm have them tap or clap the beat or
movement of the poem as read aloud.
 Point out repetition.
Check for Understanding:
 Review with students our objectives.
 Have students ask any questions they might have about our objectives.
 Review rhyme, rhythm, and repetition by asking questions.
Guided Practice:
In whole group create a poster that explains and describes a poem. Identify elements of
rhyme, rhythm, and repetition. Make and interpretation of the poem and discuss the
feeling the students feel when hearing the piece.
Independent Practice:
In small groups the students will read through pieces of poetry and pick one to create a
poster. On the poster the students will identify if the poem has rhyme, rhythm, or
repetition. They will also need to write their interpretation of the poem.
Closure/Culminating Activity
Students will present their posters and explain their poem.
Enrichment/Extension:
1. Ask the student to write about the poem that they found to be their favorite and have
them explain what the poem is about and why they like it best.

2. Have students search through the classroom library for books that include elements of
poetry.

3. Have students visit http://www.poetry4kids.com and explore poetry on their own and
play Poetry Magnets.
Accommodations: (
1. (for a child with special needs)ADHD-Offer cues to keep students focused and ask frequent questions to check for
understanding.
2. (for a student that is an ELL)Peer-pairing in small groups with students that can help translate if needed. I will
offer extended wait time for student to gain better comprehension of the question being asked and time to gather
thought s to answer the question. I will ask student questions to check for understanding.

Assessment/Evaluation (Students): The students’ poster and presentation will show the
students ability to identify rhyme, rhythm, and repetition. The poster will also be
assessed for the students’ ability to make inferences and draw conclusion of a poem by the
students’ interpretation of what the author wants the reader to get.

Assessment/Evaluation (Self): Self-Assessment based on your reflection on how the lesson was presented by
you and perceived by the students.