Muhlenberg College Lesson Plan Form
Name: Erica Rosenblum Date: 4/17/12
Unit Title: Poetry Grade: 5
Lesson Title: Quatrain Poems
State Standards Addressed:
1.4.5.A:
Write poems, multi-paragraph stories, and plays.
-Include detailed descriptions of people, places, and things.
Objectives: -Students will be able to write quatrain poems.
Set Induction: Before we begin language arts, I would really like to tell you about my breakfast today! (Begin reading the quatrain: Breakfast by Chef Dan on Teacherscorner.net)
French toast , smothered with honey, Delicious to taste and munch, Taste of cinnamon, light and sunny, Dances in my mouth with each crunch.
Content Outline: -Writing quatrain poems
Instructional Strategies and Learning Activities:
-(I min) set induction (see above).
-(5 mins) Reading of quatrain poems from Shel Silverstein’s Every Thing On It. -Years From Now p. 9 -Happy Ending p.22 -For the World’s Record p.39
-(10 mins) Explanation and modeling of a quatrain poem: Explain that a quatrain is a poem with four lines. They do not have to rhyme, but they can. Students will fill in the blank on their quatrain worksheet to indicate that a quatrain is a poem with four lines.
-(5 mins) Students will then choose from the poem-starters and I will model thinking out loud to write the first line of a quatrain. With input from the students, we will complete the quatrain together and then identify the rhyme scheme. Students will copy this down on their note-taking worksheet.
-(5 mins) Individually, students will then write the first line of their quatrains. They can get inspired by the poem- starters on their class notes sheet, or create their own first lines. A few volunteers can share their first lines.
-(6 mins) As the learning support students continue working and taking the time that they need in order to write their quatrain poems, I will model for the other students how to identify the rhyme scheme of a poem, on the breakfast quatrain on their worksheet. (a,b,a,b). Students will then identify the rhyme scheme of Years From Now on their worksheets with a partner. They will write their responses on the lines next to each line of poetry on their worksheets, share their responses, and confer with the class to see if they are at a consensus on the rhyme scheme.
-Before these students move on, I will ask then to choose a rhyming pattern for their quatrain. (AAAA, ABAB, or AABB). They will then work with a partner to write a quatrain with this rhyme scheme.
-(3 mins) Students will share their rhyming quatrains. Learning support and other students can opt for me to read their quatrain out loud. After each person shares, I will ask, “did it have four lines?” The class will respond verbally with a “yes” or “no”. I will ask, “Was it a quatrain?” The class will respond verbally.
-(5 mins) Students will write non-rhyming quatrains about a topic from their list.
-(10 mins) Continuing individually, students will finish their quatrains on their class notes sheet. They can pass their sheets forward and I will read the quatrains out loud. I will pass back the note-taking sheets and the students will work with partners to write a third quatrain. The groups of two can each read the collective poems out loud to the class.
-(8 mins): Guided brainstorm: I model filling in the chart about what we can write poems about. Students will brainstorm ideas on subjects for poems and write them in the charts. Afterwards, they will read their ideas out loud and I will write them down on the board.
-No homework due to PSSAs.
Differentiation/Accommodation: Learning support students will receive a modified worksheet, on which they will not be concerned with the rhyming patterns. The font will be larger with more room to write. I will read the directions out loud, so that these students can have the reinforcement of auditory with their written instructions. They will write fewer quatrains than the other students, but they will still be expected to write at least one quatrain poem. They will spend time writing their quatrains in groups during the time that I teach the other students about the rhyme patterns. They will also have the option of having me read their quatrains out loud, so that they are not bogged down by the reading of their poems, but can still experience sharing their poems with the class and receiving feedback. The other students will have this option of having me read their quatrains as well so that the differentiation is not obvious to the students, and everyone can feel included. During individual work, I will scribe for Ryan, who has a cast on his arm.
Closure: We will listen to one last student quatrain all together. I will reiterate that a quatrain is a four line poem. We will read Finally on p.43 of Every Thing On It.
Assessment: I will collect the student homework next class to see if they wrote quatrains.
Materials and Resources: -Shel Silverstein’s Every Thing On It. -http://forums.theteacherscorner.net/showthread.php?5657-Help-with-new-ideas-for-morning-work- 5th-grade (quatrain used in set induction) -copies of the quatrain class notes worksheet and differentiated worksheet -copies of the chart of ideas for poetry subjects
Quatrains
Name______
A quatrain is a poem with ______lines
Identify the Rhyme Pattern of Breakfast by Chef Dan of TeacherNet
__French toast,smothered with honey, __Delicious to taste and munch, __Taste of cinnamon, light and sunny, __Dances in my mouth with each crunch.
Is this a quatrain? Circle Yes or No. Why? ______
Identify the Rhyme Pattern of Years From Now by Shel Silverstein from Every Thing On It.
___Although I cannot see your face
___As you flip these poems awhile,
___Somewhere from some far-off place
___I hear you laughing--- and I smile.
Is this a quatrain? Circle Yes or No. Why? ______
Class Example Quatrain:
______
______
Write the first line of your quatrain. You may get inspired by the poem- starters below, or create your own first line.
-A friend is someone who -My pet likes to
-When I am with my dad/mom -It wasn’t easy when ______
Write the title of your Quatrain below.
______
Choose a rhyming pattern.
AAAA ABAB AABB
Title______
______
______
______
______
______
______
______
______What can I write a poem about?
Name______
People Places Animals Friends Feelings Things Events
Class Example Quatrain:
Title______
Line 1______
Line 2______
Line 3______
Line 4______
Write the first line of your quatrain. You may get inspired by the poem- starters below, or create your own first line.
-A friend is someone who… -My pet likes to…
-When I am with my dad/mom… -It wasn’t easy when…
Line 1______
Line 2______
Line 3______
Line 4______
Title______
Line 1______
Line 2______
Line 3______
Line 4______
Title______
Line 1______
Line 2______
Line 3______
Line 4______
Title______
Line 1______
Line 2______
Line 3______
Line 4______