"Poetry at Sea"

GOALS:

1. Learn about and write five different forms of poetry to create a poetry book.

RESOURCES:

1. Handout describing the five forms of poetry students will be writing

2. School library

3. Computer access for word processing

LESSON ADAPTED FROM:

Fuller, Mel. (1994). Whole Language Theme Unit: The Seas. Grand Rapids: Instructional Fair, Inc.

TIME:

This lesson will require between 3 1/2 to 5 hours of class room time. (Part 1 [50 minutes to 1 hour, 10 minutes], Part 2 [1 hour, 15 minutes to 1 hour, 45 minutes], Part 3 [30 minutes to 45 minutes], Part 4 [35 minutes to 50 minutes], Part 5 [20 minutes to 30 minutes]).

PROCEDURE:

Introduction- Reading and writing poetry are great ways to help students gain an appreciation for the literary genre of poetry. In this lesson, students will use different forms of poetry (cinquain, shape, rhyming, limericks, and acrostic) to express their own ideas and meanings into a culminating book of original poetry. (See description of poetry on attached sheet.)

Part 1:

Step 1- Have students find and read the works of various poets in the school library or in outside books. This research will get students in the mood for poetry.

Step 2- Have each student find one poem related to this ocean unit that they enjoy.

Step 3- Each student will print up the piece on the computer and add graphics or art work to illustrate the poem's meaning. This final draft should be mounted; (it will serve as a book cover in Step 9).

Step 4- Break class up into groups of four or five. Students will take turns reading and sharing the poems they found with the rest of the group. This will provide each student with a variety of poetry styles and ideas.

Part 2:

Step 5- Distribute the poetry handout to the class. (This handout lists and explains the five forms of poetry that the students will write. Examples are also provided for each form of poetry.) As a class, discuss the handout for clarity of poetry forms.

Step 6- Each student will use what they know and have learned about the ocean to write poems, one original poem for each of the five forms. (Or, this may be assigned as homework.) They should do additional research on topics as needed to provide accurate information in each poem.

Part 3:

Step 7- The groups will gather again to proofread each other's poems and to make sure that they meet the rules of each form of poetry.

Part 4:

Step 8- Each student will type up his/her final drafts of all five poems on the computer. They will also add graphics or art work to illustrate each poem.

Step 9- Each student will combine his/her original pieces of poetry, along with the researched piece from Step 3, as the book cover, into a poetry book.

Part 5:

Step 10- The groups will gather to read and share their finished creations. Books should be displayed in the classroom for all students to read and enjoy.

ASSESSMENT:

1. Each student must turn in a completed original collection of poetry. (Criteria for success= Five original poems, one of each form (cinquain, shape, rhyming, limerick, and acrostic), and one poem from a published poet. See Poetry Rubric.)

CURRICULAR STRANDS & MAJOR CONCEPTS:

1. Language Arts- Writing and reading of poetry; use of library skills for poem research; communicating with peers to evaluate and proofread poetry.

2. Science- Use of background knowledge or researched information to create poems about the ocean.

3. Social Studies- Use of background knowledge or researched information to create poems about the ocean.

4. Art- Use of computer graphics or art work to illustrate poems; construction of poetry collection.

POSSIBLE EXTENSIONS:

1. Have students research myths about the ocean to share within groups. Or, have students make up new myths about the ocean.

2. Have students research other forms of poetry (haiku, sijo, blank verse, couplet, riddle, clerihew, free verse, phrase, terse verse, etc.). Then have them create additional ocean poems using some of these forms. Add the creations to students' original poetry books.