<p>Teaching Agenda and Lesson Plan—Migrations, Camille T. Dungy Saraiya Kanning-Borton Elementary</p><p>Teaching Agenda </p><p>Lesson 6 Teaching Agenda </p><p>1. What is migration? What animals migrate? How do they migrate? Show some exciting pictures and tell some stories. Focus on pollinators that migrate. Use maps. </p><p>2. Share an image via projector of Camille T. Dungy and explain who she is and that we will now read one of her poems! It’s about migration.</p><p>2. Read Observation on the Return of Migratory Birds as a class. Ask them to share phrases they like or that stand out to them. Are there any words that catch their attention? </p><p>What is an observation? What observations does the poet make about birds? </p><p>3. Write individual poems using the template. Michelle will have prepared them for some of the questions; they have already done the necessary research. Use pictures on the overhead to stimulate use of sensory detail: monarch, bat, buffelgrass. Guide them through each blank space on the worksheet.</p><p>4. As they finish up, say that we have some time to work on our haikus and letters to pollinators. Remind them that at the end of the school year, one of their poems will be printed in an anthology (they will get to choose). So we want to look over our poems and make sure they are how we like. Anything we want to change or add? Do you want to write a part 2 to the poem (a sequel). Especially give attention to those who haven’t turned in a haiku yet. Pass out comments to those who have. </p><p>5. Share some poems.</p><p>6. Thank the students and encourage them to make more observations over the week as they are outside playing. They can write a haiku about anything! About the slide on the playground, about the pizza they had for lunch, about a fly on the wall buzzing while the teacher tries to speak…Challenge them to go home and write some haikus or “observation poems” all on their own. They can share them next class if they like.</p><p>Lesson 6: Migrations</p><p>Grade Level: 4th</p><p>Time Frame: 1 hr. </p><p>Objective: Students will learn about migratory animals and how to make sensory observations. Students will write a poem about their observations.</p><p>Prior Knowledge and Skills: Familiarity with sensory detail and observation.</p><p>Required Materials: “Observation on the Return of Migratory Birds” by Camille T. Dungy</p><p>Sequence of Activities:</p><p>Introduction (10 min) After welcoming the students, begin the class by asking what they know about migration. What kinds of animals migrate? Where do they migrate? How do they migrate? Why do they migrate? When do they migrate? Have they ever seen a migratory creature? Do humans migrate? Where from and where to? As the conversation progresses, share images of migratory creatures and tell some brief stories about them: whales, monarchs, caribou, cranes.</p><p>Introduce Literary Model (10 min) Give each student a copy of Camille T. Dungy’s Observations on the Return of Migratory Birds. Invite them to highlight or underline parts that they like or that make them curious as you read the poem out loud. Read it twice. Ask them to share what they underlined. What words caught their attention? Lead a discussion on the word “observation”. What is an observation? How and what do we observe? What observations does Camille make about birds? </p><p>Writing Poems (20 min) Use the template below to write individual poems. Each child should have a handout and fill it in with their ideas. The instructor can walk them through each one, projecting pictures on the board. </p><p>Revisions (15 min) As they finish up, say that we have some time to work on our haikus and letters to pollinators. Remind them that at the end of the school year, one of their poems will be printed in an anthology (they will get to choose). So we want to look over our poems and make sure they are exactly how we want them to look. Anything we want to change or add? Do you want to write a part 2 to the poem (a sequel)? Especially give attention to those who haven’t turned in a haiku yet. Pass out comments to those who have. </p><p>Sharing (5 min) If there is time, invite volunteers to read their poems aloud.</p><p>Excerpt:</p><p>Observation on the Return of Migratory Birds</p><p>I record each arrival. Early and late the birds are returning. The blue jay, March 1. Pigeons and robins, the week before my birthday.</p><p>I am only here, in this last week of April, seeing chickadees wing back and gather nesting. I need the eye I am when I am witnessing this small and songful resolution, feathered collations ledge-perched, tufted shadows skimming our alley’s cobbles and then gone and then back again. When these flitters return to my block of the black ward one morning and stay on into the evening, always, I notice, I smile. </p><p>Camille T. Dungy Observations on Tucson Migrations </p><p>(or another title here: ______)</p><p>I record each arrival. </p><p>The monarchs are returning ______.</p><p>(what time of day?)</p><p>(Where do you see the monarch returning?)</p><p>(What is the monarch doing?)</p><p>Long-nosed bats in April,</p><p>______(Where do you see the bats? What are they doing that surprises you?)</p><p>______(What sound are they making? What does it remind you of?)</p><p>Buffelgrass, from ______(Where did the grass come from? How did it get here?) </p><p>(What does it feel like? Use a simile.)</p><p>______(What does this grass make you think about?) Always, I notice.</p>