Poetry is...Follow Up

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Objective

SWBAT engage in a class discussion about poetry by listening to each other's responses and readings.

Big Idea

Students grow their ideas about poetry through discussion and presentations!

Mini-lesson

15 minutes

"Students, I want to share  your responses to yesterday's questionnaire about poetry.  I typed all your answers onto this page.  Be listening for the ideas you wrote.  Listen for new ideas, too, ideas your friends wrote about poetry.

Question 1: What do poems look like on the page?

read students answers.  Show me if you agree with these.

Question 2: What kinds of things do people write about?

read students answers.  Show me if you agree with these.

Question 3: What are some different kinds of poetry?

read students answers.  Show me if you agree with these.

Question 4: Why is poetry important to read and to hear?

read students answers.  Show me if you agree with these.

Question 5: How do you think we should read poetry?

read students answers.  Show me if you agree with these.

"Wow!" you guys know a lot about poetry.  That is great.  Now, during this unit you will learn even more things about how to read poetry, and how to figure out the meanings of poems.  It will be super fun because you will be drawing pictures on your poems and talking with your friends about what you think the poem means and why.  You will be like poet detectives!"

Teaching Point: One way readers figure out the meaning of a poem is to read it a couple of times to themselves.  You have to just dive in and give the poem a chance to talk to you. Then read it to a friend.  

 

Independent work

10 minutes

Students will use the collection of poetry books from yesterday and select a poem to read to themselves several times to deepen the understanding of the poem based on word choice and how the poem is written on the page.  Its form.

Teacher Demo:  (Kept it short and simple) "Students,  Watch me as a pick a poetry book and find a poem that looks interesting- I will look at the pictures and titles to find one that is appealing.  O.K. I like this one. 

Ok watch me as I read this two times in my head.  Now I will read it out loud to you.  Each time I read the poem I get more ideas in my head.  I am picturing the objects and feeling the emotions behind the words. You will do this same thing... and then read your poem to a partner.

Everyone understand?  Give me a thumbs up if you do."

"Now it is your turn.  Once you are back at your seats you will pick a poetry book from the bin and read it to your self twice and then to your partner.  Picture the objects and feel the feelings the images invoke in you."

Release students by their table numbers (4s) to begin picking from their bins.  This release method will work better than releasing by table groups because all the kids at one table would be grabbing for the same books.  This way there is only one person at each table, then release the (3s), etc.

Restate what the students are to do:

1.  Pick a poetry book.

2.  Select a poem to read.

3. Read it several times and then read it to a partner.

(*Tip:  Students if you finish sharing one poem, find another poem to practice reading in your head and then share with a partner.)

Confer and Coach Students individually:  check to see that all students have a poem they can read, ask them what it is about, ask if their are any tricky words or ideas in poem.  Ask what do you think this poem is about and how do you know? 

I will observe to see how students settle in to the task before I start coaching.  I might go to a student who I know can do the activity first so that it gives other students a chance to get focused and lets them know I will be checking in with them.  I will alternate between students who read at grade level and kids that are more at risk of off task behavior, or kids who struggle with reading using the Coaching Form.

Student group work

25 minutes

After the students have shared their poem orally with their partners, move into a group project.

Say, "Ok students, now I want you to collaborate with your team and find one poem that you want to read together to the class.  You have 5 minutes to pick your collaborative poem and to practice reading it together before I call you up to the rug to present."

I am looking for team cooperation.  Teams that can pick a poem quickly and begin practicing it.  I will use proximity to encourage cooperation and remind students they only have 5 minutes and offer the strategy of agreeing or rock paper scissors if they can not decide on a poem.

 

Share out

15 minutes

Call student to sit on the rug with their table members.

Say, "Now, you will read your group's poem to the rest of the class." Have each table group present.

Go over the norms of listening to a presentation.  Active listening, voices off, 

( I reminded students of our discussion norms  and I had norms on the chart from another lesson.)

Today's goal is to get the students familiar with getting in front of the rest of the class and reciting or reading a poem.  I am also teaching students structures and routines around cooperation at different levels, 1-1, small group, whole group.

The table who wants to share firsts sits in front, then the next group behind them, etc.  This way after a table group presents they oral presentation of their poem. The next group stands up and every one scoots forward so the group that just presented has room to sit on the back of the carpet.