To begin the lesson, I placed a poem on the document camera and read it to students. I did this to give students a visual of a poem’s format as I read. I gave students one minute to think about to what they noticed about the poem and discuss it with their face partner. I called on individual students share their ideas with the class by pulling Popsicle sticks randomly. This kept all students engaged as they could be called on at any moment. Some things they said were poems are written in lines, it does not have a period at the end of the sentences, and it kind of sounds like a song. Next, I introduced elements of poems (lines, stanzas, rhyme, rhythm) by explaining what each word meant and gave examples from the poem I’d read. I also displayed a poster with the list of elements for my visual learners.
I displayed a different poem on the document camera and guided students in identifying each element. I wrote the name of the element next to each part. As we did this, I will directed students to the poster identifying the meaning of each element. This encouraged them to use it as a reference because they would need it for independent practice.
Students identified elements of a poem and wrote the name of the element next to it. I provided poems with elements were easily identifiable. I wanted students to be able to work independently and successfully. Each student received four poems to give them sufficient practice. They worked with a partner to discuss and share ideas. I walked around the room providing assistance as needed.
To close the lesson, students completed a cloze definition sheet. They were able to refer to the poster as they worked. I kept the poster on display because this was some students’ first introduction to poetry elements. It also provided a quick assessment of students’ reading comprehension skills in a different context.