Structure of poetry & The Star Spangled Banner

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Objective

SWBAT analyze the structure of a poem and create a poem of their own!

Big Idea

Poems are structured just like other texts. How do you want to structure your own?

Cue Set

15 minutes

Today is a 1/2 day before Spring Break, so we are doing a poetry lesson and writing our own poems outside.  The day is a lighter day since scholars are going to be higher energy than usual.  Planning something fun and interactive is ALWAYS a good idea on special days (i.e. last day of school, days before break, etc.) 

During the Cue Set scholars watch a video on "The Star Spangled Banner."  

As we watch the video, we ask ourselves the following questions: 

1. Who wrote "The Star Spangled Banner?"  

2. When did they write it?  

3. Why did they write it? 

The purpose of watching the video is to build background knowledge regarding the song so that it will be easier to determine its structure.  It is easier to determine the structure of something if you have a bit of background regarding the content.   Here is a photo of the Smart Board that I shared with students.  

Teaching Strategy

15 minutes

During the Teaching Strategy we read "Star Spangled Banner" and underline key words that signal structure.  Before we begin to read the text, we popcorn out different types of text structure and different words that signal that structure.  We created a foldable with this information the first time we learned about text structure.  Scholars can quickly review the foldable as we popcorn ideas out.  

Guided Practice

20 minutes

During the Guided Practice scholars get into partnerships and read the poem, "To Daffodils" by Robert Herrick.  As they read, scholars consider the following questions: 

1. What is the overall structure of this poem? 

2. How does this poem compare to "The Star Spangled Banner?"  

During partner reading scholars move to a comfy place in the room, read the poem and discuss the questions.  Since today is a 1/2 day before break we keep the lesson a little light and I don't require that scholars write their responses.  

Independent Practice

40 minutes

During the independent practice, we go outside to write our own poems.  Scholars pick a structure (i.e. description, compare/contrast etc.)  Then, while we are outside, they use what they can see, smell, hear and touch to write their own poem using the text structure they chose.  Here is the Smart Board that accompanies this part of the lesson.  

Once their poems are complete, they share them in groups of four.  This holds them accountable to the work and it gives everyone a fun way to share what they created.