I created this unit for a group of students who needed extra practice with fluency and a beginner’s understanding of poetry. Each day provided a quick lesson on one characteristic or type of figurative language, multiple readings of a short poem, and practice using the term of the day. The unit was designed to take no more than thirty minutes per lesson and lasted three weeks in my classroom.
Due to copyright issues, I could not include the actual poems used each day. However, because the terms being used are universal, fitting poems shouldn’t be too difficult to find! All of the poems I used came from one of two sources:
- The Big Book of Classroom Poems [Hollenbeck, K (2004). The big book of classroom poems. Scholastic Press: New York, NY.].
I explain that today, on the last day of our poetry unit, students will work independently to give me their opinion about what they’ve learned. I’ve created a short reflection I’d like you to complete that will let me know what you liked specifically about our unit.
I ask students to open to page twenty-six in their packets. I explain that the reflection is two pages, so be sure to complete the back before finishing. Remember, as always, that you’ll be expected to write in complete sentences with capitals and periods. You have twenty minutes to complete the reflection, if needed. If you finished early, you can complete unfinished work or read independently.
Before turning their reflections into the tray, I have them share their opinions with their tables. I’d like them to see which poem and figurative language type were most popular and see if they can determine why. If there is time left over, I ask students to move to new tables asking others about their favorites.