Fathia Nasir

Fathia Nasir 100335423 For: Janette Language Arts: Poetry Lesson Plan Date: Feb 3rd, 2008

Language Arts Short-Term Planning Template Date: Feb 3rd, 2008 Lesson/Unit Topic/Theme: Choral Poetry (writing and performing)

Lesson/Unit Length: 2-3 (30-45 min. hour each) Grade 3 Curriculum Expectations:

Oral Communication – Comprehension Strategies:  3.3 identify a variety of listening comprehension strategies and use them appropriately before, during, and after listening in order to understand and clarify the meaning of oral texts (e.g., list the important ideas in a poem or story read in class; ask questions to monitor understanding of an oral text; visualize and sketch to clarify understanding of an oral text) Reading – Reading Fluently:  3.3 read appropriate texts at a sufficient rate and with sufficient expression to convey the sense of the text readily to the reader and an audience (e.g., read a poem for two voices with a partner, using appropriate phrasing and expression) 

Cross-Curricular Links:

The Arts: Drama

 Demonstrate the ability to concentrate while in role in drama and dance (e.g., during an improvisation; while performing a dance);  Defend a point of view through speaking and writing in role (e.g., as townsfolk, plead with the mayor to save their town);

Content Area Focus

I ntroduce the Poetry: Choral poetry evolved in ancient Greece from lyric poetry (poetry written to music). It was originally performed with musical accompaniment at religious festivals and important family functions. Traditional choral poetry was performed by two groups of people who worked as a team to design, write, and musically perform an expressive poem. Modern choral poetry can be written to express feelings, opinions, points of view, etc. The poems are generally short and designed to be read aloud by two or more people in a group setting. Additionally, choral poetry can be adapted and performed using existing poetry and stories (in the public domain), such as select fables and nursery rhymes.

Teach the Poetry:

 Write examples of poems that can be read in the choral format on the board or

Fathia Nasir 100335423 overhead projector

Three Little Kittens

Three little kittens Student 1 They lost their mittens, And they began to cry. So sad. Narrator

Oh, mother dear, Student 2 We sadly fear, Our mittens we have lost. So bad. Narrator

What? Lost your mittens, Student 3 You naughty kittens! Now, you shall have no pie. So mad. Narrator

Mary Had a Little Lamb

Mary had a little lamb, Entire Class Its fleece was white as snow; Student 1 And everywhere that Mary went Entire Class The lamb was sure to go. Student 1

It followed her to school one day, Entire Class Which was against the rules; Student 2 It made the children laugh and play Entire Class To see a lamb at school. Student 2

And so the teacher turned it out, Entire Class But still it lingered near; Student 3 And waited patiently about Entire Class Till Mary did appear. Student 3

Why does the lamb love Mary so? Entire Class The eager children cry; Entire Class Why, Mary loves the lamb, you know, Teacher The teacher did reply.

 Engage students in a conversation about the many ways to read choral poetry. Use the examples provided to experiment with different ways of reading Mary Had a Little Lamb and Three Little Kittens (Mix and match choral reading formats

Fathia Nasir 100335423 according to your class size, student ability, etc.) Formats to consider, include:

In unison: The teacher and the class read the poem together. With an echo: One person reads a line or phrase and the group repeats (echoes) it. In groups: Two or more groups take turns reading different parts of the poem. One line per reader: Each reader is given a line or two to read. Adding on: One person or group starts reading, and another person or group joins in with each new line or section.

Skills Focus:

 Writing Choral Poetry  Experiment with different types of choral reading  Understand and apply expression, fluency, and rhythm in writing and reading poetry  Students plan a performance  Gather or create props, sets, and costumes to use in their performances  Present their poems with great expression and humour

Social Skills:

 Cooperative skills  Listening skills  Oral communication  Decision making (assigning roles)  Team building (supportive of peers)

Learning Skills:

 Time management  Problem Solving  Conflict Resolution  Cooperation with others

Focusing Questions:

 Explain that in Three Little Kittens, the poet added a narrator's voice to the poem. Ask students why the author might have done this (to express the mood in each section of the poem (sad, bad, mad). Explain that in choral poetry it is okay to modify the original poem if it adds to the poem's meaning, provides a different point of view, or makes the poem easier to read as a group.

Culminating Task/Performance: Fathia Nasir 100335423 Poetry Practice:

 Have groups of students choose one of the samples of nursery rhymes provided earlier. Have them work together to compose and present a variation of their chosen poem.  Encourage students to rewrite or rework their poems as necessary--adding words, phrases, opinions, etc. Remind them that they should have a reason for making their changes (to improve readability, to show opinion, to add or change meaning, and so on).  Allow plenty of time for students to practice and perfect their poems (extends into the next day/class)

 Have students perform their poems for the class. Assessment Tools and Strategies:

 Anecdotal – teacher walks around and makes note of student participation, knowledge and understanding. This time also allows teacher to make note of the 9 learning skills that are to be reported on each term.  A rubric could be used to assess the culminating task, which is the presentation of the choral poetry reading.

Lesson/Unit Checkpoints & Feedback:

 Teacher walks around and works closely with students throughout the process  Through anecdotal and observation notes, teacher provides feedback continuously

Key Concepts & Skills

Reading:

Instructional Approaches:

Presentation: Expression, Fluency, and Rhythm

 Explain that in choral poetry poets must pay special attention to the way the poem is read and performed. This is because the presentation adds to the understanding and meaning of the poem.  Review the definition and function of the following terms. Model their application as necessary:

Expression: Personal feeling and emotion expressed in the reading of a poem; provides interest to a choral poem. (To check for understanding, have individual students reread the Narrator's part in Three Little Kittens, varying the expression, tone, volume and emotion in their voice as they read. Discuss how varying expression while reading affects the meaning of the poem.) Fathia Nasir 100335423 Fluency and Rhythm: Ease with which a poem is read and the flow of rising and falling sounds; is achieved with reading practice. (To check for understanding, have individual students reread the Student's voices in Three Little Kittens, varying the pace of their reading and stressing different words as they read. Discuss how pace and emphasis on certain words can add, change, or detract from the poem's message.)

Critical Literacy/Thinking Skills:

 Have pairs or groups of students practice reading Mary Had a Little Lamb, experimenting with expression, fluency, and rhythm as they read.

Accommodations/Modifications:

 For ELL learners, I would ensure that I have repeated my explanation several times. I would either assign a partner who speaks the same language to the learner to help them with the translation.  Also, I would place an extra emphasis on animating my tone of voice and through extensive use of facial expressions to allow both ELL students and students that are interpersonally inclined to better understand through body language.

Writing :

Instructional Approaches:

Model Writing a Choral Poem

 Provide additional samples of nursery rhymes. As a class, choose a nursery rhyme and work together to rearrange the rhyme to be read according to one or more of the formats previously discussed (in unison, with an echo, in groups, one line per reader, and/or adding on). Model reworking and rewriting the poem on the board or overhead as necessary. (For example, you may use colors to represent different readers, or arrange the poem in columns according to the different reading parts, add a narrative voice, and include an opinion)  Variation: Short fables and folktales can also be adapted to fit the choral poetry format. As a class, choose a favourite fable or folktale (The Ant and The Grasshopper, The Tortoise and the Hare, Billy Goats Gruff, etc.) and rearrange and rewrite it to be performed as a choral poem.

Accommodations/Modifications:

 For ELL learners, as I am rearranging the poem while writing on the board I would assign students roles so that the lines I am writing are being actively recited. This is also beneficial for my kinaesthetically inclined learners.  To encourage increased active participation, I would alter my lesson to include a shared writing portion that would allow students to come up with the rearranged

Fathia Nasir 100335423 lines.

Fathia Nasir 100335423