Reflection: High Expectations Poetry: Sensory Poems - Section 4: Practicing the Skill

 

Some of my students really struggle to write complete thoughts when answering questions. This is a problem, not just in this unit, but all the time. Even when copying details straight from a text, it seems that they just want to write the bare minimum rather than making sure that their responses are complete.

I noticed this again today while completing the “practicing the skill” work and addressed it. Several students were writing answers like “popsicle” for taste or “bush” for smell. I asked them, “If I walk up to you and said the word ‘popsicle’ would you have a clear idea of what I was talking about? Could you tell me what flavor it was? Or if it was a creamsicle-type with ice cream inside? How about if it had a texture like a bomb pop? Could you tell me any of those things? Nope, you sure couldn’t! In these poems, the author doesn’t just state ‘popsicle.’ He describes what the popsicle feels like as it drips down his hand on a hot summer day. Can you imagine that? Yes! So those are the types of answers I’m looking for and the whole point of this lesson. When we’re looking for sensory details, we’re looking for the entire detail that appeals to one or more of the senses – not just a single word.” It helped – at least for the time being – to get more complete answers on the page. 

  Complete Thoughts
  High Expectations: Complete Thoughts
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Poetry: Sensory Poems

Unit 16: Poetry and Figurative Language
Lesson 4 of 14

Objective: SWBAT recognize the term of the day in a short poetry passage and practice using it in a writing activity.

Big Idea: After discussing the five senses, students practice reading poems that appeal to the five senses, and use it in their writing.

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Subject(s):
English / Language Arts, Writing, Reading, Poetry, fluency (Reading), figurative language (Poetry), figurative language, characteristics of poetry, poems, repeated readings, sensory poems, five senses, alliteration
  30 minutes
sensory
 
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