Lesson #1, Day 1 of Poetry Unit

Lesson #16, Day 16 of Poetry Writing Unit- Irregular Odes

Objective: What is the purpose? The purpose of this lesson is to teach the students how to write ode poems. The students will create ode poems which they will share with the class.

Time: This lesson will take 50 minutes

Standards: 3.1.A.ii Students use poetic techniques (alliteration, onomatopoeia, rhyme scheme, repetition); figurative language (simile, metaphor, personification); and graphic elements (capital letters, line length, word position) typical of the chosen genre

3.1.A.V Decide on the content and placement of descriptive sensory details within the text to address the targeted audience and purpose

3.3.A.ii Spell correctly

3.1.A.ix Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

3.3.e.v.iii Improve word choice by using a variety of references, such as a thesaurus How the standards are assessed: The students will be thinking about word choice. The students will think about word placement. The students will think about using the poetic techniques that they will be using. The students will write a poem containing these elements. I will encourage the students to spell correctly.

Anticipatory Set: I will ask students to read their poems from the night before. (5 minutes) I will hand out a hard copy of memoir overhead to the students. I will ask them to read the handouts silently. (5 minutes) This is taken from Nancie Atwell’s Lessons that Change Writers.

Instructional Methods: 1. As the teacher, I will read and discuss the overhead with the class. I will put up an example poem of an irregular ode poem from Nancie Atwell’s Lessons that Change Writers. As the teacher, I will read the poem once out loud to the class. I will then have two student volunteers read the poem out loud to the class also. (5 minutes) 2. I will then share another example of an ode poem. As the teacher, I will read the poem once out loud to the class. I will then have two student volunteers read the poem out loud to the class also. (5 minutes) 3. As the teacher, I will ask the students to get into groups of three. I will ask the groups to each write an irregular ode poem together based on a different item that I assign to each group. (20 minutes) 4. I will ask each student group to share their poem with the class. (5 minutes) Materials: Overhead Overhead projector Handouts (acquired and adapted from Nancie Atwell’s Lessons that Change Writers)

Assessment: I will assess the student’s knowledge of the lesson by looking at the students’ group poems and walking around to monitor group member involvement. I will also assess each student’s homework.

Differentiation: This lesson will work for all types of learners. The students will have a visual introduction of the definitions of poetry. I will be assisting students one on one with their poems. I will also facilitate a large group discussion. This will allow all the student’s voices to be heard.

Closure: I will ask the students to write down six things that they love and would like to sing praises of. I will tell the students that they will need to share these with the class the following day (this will be a nice change for the students from writing poetry every night for homework, it will give the students a chance to brainstorm if they choice to write ode poetry for themselves). (5 minutes)

Texts: Atwell , N. (2002). Lessons that change writers. Portsmouth, NH: Heinemann.