7-D-1 Temperament style Poetry lesson by Kellie
PA Standards:
1.1. Reading Independently
1.2. Reading, Analyzing, and Interpreting Text
1.3. Reading, Analyzing, and Interpreting Literature –Fiction and Non Fiction
1.4. Types of Writing
1.6. Speaking and Listening
1.8. Research
1.9. Information, Communication, and Literacy Technology
Objectives:
  • Students will independently read poetry
  • Students will identify and understand the use metaphors, similes and figurative language in poetry
  • Students will answer comprehension questions correctly based on poetry reading
  • Students will write original poems
  • Students will recite a poem from memory
  • Students will research famous poets
  • Students will utilize modern technology during research and writing of poems

Materials:
  • Poetry books from library and personal collections
  • Autobiography and biography books on famous poets
  • Computer with internet access and word processing software
  • Teacher laptop with 3M projector and whiteboard
  • “Dragon Speak” software for ELL or IEP students to record their thoughts
  • Classroom subscription to “Storyworks” magazine (Scholastic publication)
  • Writing journals and pencils
Rationale: I think this poetry unit will appeal to all temperament styles because of the preferences noted below as related to poetry:

Intuitive feeling students will appreciate:
Intuitive Thinking appreciates:
Poetry interpretation
Creative experiments and projects
Creative writing and metaphors
Socratic question and answer sessions
Art projects
Research
Dramatic expression


Sensing Judging appreciates:
Sensing Perceiving appreciates:
Step-by-step activities
Performances and dramatic productions
assignments that are clearly explained
Surprises
Teacher-led question and answer sessions
Audio-visuals
Memorization

Procedures:
Day 1: Teacher introduces class to her collection of favorite poems by reading aloud and reciting some from memory. Students then have time to independently read through poetry books provided by teacher. Teacher sends one student home with a copy of the book, Random House Book of Children’s Poetry, the student is to read through the book and locate a favorite poem to share aloud with the class in the morning. (compare and contrast poems)
Day 2: Begin with student sharing a poem from Random House Book of Children’s Poetry. Student should explain what they liked about the poem and then pass the book along to a new student to repeat the process until all students have had a chance to take book home and orally share a favorite poem with class.
Follow lesson plan from Storyworks magazine: (any lesson poetry will do)
http://storyworks.scholastic.com/Scholastic/storyworks/resource/PDF/February_2012/TE/FebMar12.Poem.LessonPlan.pdf
Poem: “Slash of Blue” by Emily Dickinson (an imaginative description of a sunset and a sunrise makes a perfect lead-in to a lesson on imagery!)

A slash of Blue— A sweep of Gray— Some scarlet patches on the way, Compose an Evening Sky— A little purple—slipped between— Some Ruby Trousers hurried on— A Wave of Gold— A Bank of Day— This just makes out the Morning Sky. Emily Dickinson

Build background knowledge:
  • Nonfiction Paired Text: The Science of Sunsets This brief, easy-to-understand article will introduce students to the basic science behind light, the color spectrum, and why sunsets look orange.
  • Imagery- students should read poem “Slash of Blue” by Emily Dickinson while the teacher helps students find and understand the imagery in the poem. (conceptualize)
  • Create a class chart recording types of figurative language found in poems, include examples (combine- part of poems to figurative language chart)
Classwork: (comprehend)
  • Students complete the Comprehension Quiz with a partner Test-prep and critical thinking questions
  • Click here for printable version.
  • Critical-Thinking Questions – students answer questions for homework Short-answer questions touching on a range of skills.
Day 3 Student share poem from Random House Book of poetry.
In class review of imagery found in “Slash of Blue” poem by Emily Dickinson. Step by step review of answers from comprehension quiz and critical thinking questions. Teacher will use 3M projector to show students the following websites:
Poets.org
http://www.poets.org/poet.php/prmPID/155
This American Academy of Poets site features a biography of Emily Dickinson and links to dozens of her poems, including some with audio files.
Emily Dickinson
http://www.uta.edu/english/tim/poetry/ed/bio.html
Discover the life of the poet here in a brief, accessible biography.

Homework: Students should choose a poet to research from the poets.org website. Students should write the name of the poet and why they chose to research him/her.
Day 4:
Student share poem from Random House Book of Poetry.
Students will go to the computer lab to research their chosen poet. In their writing journal, they should copy pertinent notes about poet and poems published. Student should be looking for information and a favorite poem to memorize and share with the class. Back in classroom, add to classroom chart of figurative language found in poems/discuss.
Homework: Decide on a favorite poem and print or copy it to bring to school
Day 5: Student share poem from Random House Book of Poetry. Students should work on memorizing poem of their choice. They could work with a partner to practice fluency and memorize lines. They should copy the poem to paper and draw a colorful illustration to go with their poem.
Homework: Students have one week at home to memorize poem and complete their illustration. Poems and posters will be presented to the class next week. Extra credit: Student can analyze poem for figurative language and point it out to the class after presentation.
Presentation Day
Each student should present memorized poem and poster to class. Class should respond with positive feedback and add examples of figurative language to class chart. Continue for 30 minutes daily until all students have shared poem and poster. (combine again- take information learned from figurative language chart and apply it knowledge of chosen poem, share with class)
Special Populations:
Poetry books will be provided for ELL students or IEP student at independent reading levels
Students have opportunity to write poetry using “Dragon Speak” software
Students have opportunity to listen to poems online
Students have opportunity to work with a partner and complete work at home under parent supervision
Rubric will be provided to guide students to proficiency
Teacher will meet often with special population groups to answer questions and check progress
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