Employing Sensory Language to Develop Poetry about a Jolly Rancher
Lesson 13 of 15
Objective: SWBAT to demonstrate use of poetic devices by writing a poem of a real experience using well-chosen details, and well-structured event sequences.
To reinforce and re-teach the definitions of poetic devices L.9-10.5 we reviewed during the previous day's lesson, students take a Poetic Terms Quiz 2 defining the terms: onomatopoeia, metaphor, simile, personification, alliteration. After they complete the quiz papers are exchanged and we correct them as a class. I have found that repetition in different formats can help my students retain the information that they will be using throughout the year.
We've been reading and analyzing poetry for the past week and now I want to change gears by giving my students an experience using sensory language and begin writing poetry using vivid imagery. This lesson guides students with a format for writing a poem using their senses.
I begin with the Jolly Rancher Activator: Five Senses activity with a Jolly Rancher candy. The challenge in this activity is having students close their eyes during the sensory experience. I will encourage them to do so but will not stop the momentum of the activity if some choose to keep their eyes open. It is important that students respect the activity by keeping comments to a minimum while they listen to the crinkling of the wrapper in ther hand Jolly Rancher Lesson 1 and eventually putting the candy into their mouths Jolly Rancher Lesson 2.
As required in writing standard W.9-10.3 I want students to use precise words and phrease to convey a vivid picture of their expereince. Students then write the five senses in their journals. Using an Adjective Graphic Organizer that is included on their activity sheet as well as projected on a screen, they write three adjectives for each sense that describes their experience with the Jolly Rancher L.9-10.4.
Student Learning Activity
Students are now given the Write a Poem Assignment instruction sheet with a grading rubric . I include a grading rubric because it gives students a specific criteria as a basis for evaluating or assessing their writing performance W.9-10.3 on this task. Each task is assigned a point value so that each student has a clear understanding of what they need to include and how many points each segment will count towards their grade.
I review the instructions with my students using the Cold Call technique for questioning and answering. While they are writing their sensory poems, I circulate among the class to check for understanding and maintain focus on the task.