Reflection: Student Ownership Poetry: Assonance - Section 3: Poetry Reading

 

     At first, students were hesitant to create their own poems depicting assonance as a poetic device. Once they discussed their ideas with their partners, however, they were able to devise a plan of action.  The freedom in creativity that students were given resulted in unique poems.  Their poems were not the cookie cutter types that result in using templates.  Granted, they are second graders and are just emerging poets at this stage.  One student wrote a very short poem about a lion: "The lion likes the sunlight", featuring assonance in his work with the repetition of the i sound.  The student sample captured the student's ability level at this point in time.  However, this lesson is not just about what he wrote, but also the pride he displayed in reading his poetry.  Not only was he able to explain his use of literary devices but he  was also able to score high on the oral presentation rubric in regards to enthusiasm, preparedness, rate of speech, oral clarity, and volume.  Communication of knowledge requires strategizing.

  Student Ownership: Creative Assonances
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Poetry: Assonance

Unit 7: Poetry
Lesson 5 of 15

Objective: SWBAT describe how words and phrases have rhythm and interpret their meaning.

Big Idea: How do sound devices affect the rhythm of poetry ? Students identify and apply techniques of vowel sound repetition to create internal rhymes within phrases or sentences.

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