Student: Kaitlin LaCasse Professor Moroney

Course: EDU 527 Date: Summer 2018

Grade: 2 Topic: Contrasting Ordinary and Poetic Language

Content Areas: English Language Arts

INSTRUCTIONAL OBJECTIVE

After an interactive lesson on how we can use poetic language to help the reader see, feel, and
experience what happens in a poem, students will be able to make connections and comparisons
between poetic language ordinary language.


NYS-CCLS / +NYS STANDARDS AND INDICATORS

English Language Arts New York State Learning Standard

CCSS.ELA-LITERACY.RL.2.4

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.

Indicator: This will be evident when students are involved in the class discussion,

experiencing the use of poetic language, and learning about poetry from the BrainPOP
video shown.

CCSS.ELA.LITERACY.RL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades
2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Indicator: This will be evident when students are able to comprehend different poetic
writing pieces and identify the differences seen between ordinary and poetic language as well as
other poems read throughout the year.

ISTE Standards for Students

Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.

Indicator 3a: Students plan and employ effective research strategies to locate informa-
tion and other resources for their intellectual or creative pursuits.
Creative Communicator: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to
their goals.

Indicator 6a: Students choose the appropriate platforms and tools for meeting the de-
sired objectives of their creation or communication.

INSTRUCTIONAL RESOURCES

▪ Smartboard

▪ Ordinary vs. Poetic Language Handout

▪ Ordinary vs. Poetic Language Chart Version 1 & 2

▪ https://www.brainpop.com/english/writing/poetry/

▪ Pencils and pens

MOTIVATION
I will first remind students that in the previous session we compared feelings to some-

thing that reminded them of that feeling. For example, ”Today I'm going to show you that poets

reach for ways to help readers picture and experience whatever we see, feel, and experience.” A

BrainPOP video will be shown to review and go over poetry and the different forms of poetry

that make up this category in Literature. To introduce poetic language, I will have a “Version 1”

handout chart that has ordinary language on the left side and poetic language on the right. I will

have 7 examples with only a few poetic language references filled in. As active engagement, I

will ask partners to produce the reminder of the poetic version of the chart, and then share with

the class creating “Version 2.”. I will finish up my lesson reminding students that whenever they

write poetry, they can use comparisons to help the readers understand the poem itself.
 DEVELOPMEMNTAL PROCEDURES

1. Students will begin thinking of or recalling what we did as a class on the lessons, Seeing With
Poets Eyes, Listening for Line Breaks, and Contrasting Ordinary and Poetic Language.

- Teacher asks, “Class, can anyone recall what we did yesterday on our poetry
unit? Teacher asks, “Who is ready to watch a video on our new topic of measur-
ing angles?”

**Teacher plays educational BrainPop video here**

- Teacher follows up with, “What types of poems were mentioned in the video?”

2. Students will gather into assigned groups of three or four, and discuss the handed-out work-
sheet on Ordinary vs. Poetic Language, and the students will read together and follow along.
(Handout: “Ordinary Language vs. Poetic Language Worksheet”)

3. Teacher will provide another set of groups educational activities in referencing a Version 1
chart giving examples of ordinary language with the poetic language side half filled out.

- Teacher asks, “Boys and girls, today is a simple day on learning two different
types of poetry languages: ordinary and poetic. We will be learning more about
rhythmic poetry and how authors come up with their big main ideas later this
week” (Handout: Version 1 Chart)

4. The teacher will walk around to each group, and view which students are able to cooperate
with the activities planned, and attend to those whom are not able to do so.

2. Concluding to these above activities, the teacher will assess the students by handing out one
homework assignment conveying emotion, feeling, and voice within examples of ordinary and
poetic language. This will help in my assessment of showing that they understand the differ-
ence between ordinary and poetic language.

- “Teachers ask, “Please create a list different than the one we made together in class
listing examples of ordinary and poetic language use. Remember to utilize the BrainPOP shown
in class as well as our Version 1 and 2 charts handed out in class today for your homework as-
signment to be done at home tonight.”

INSTRUCTIONAL STRATEGIES

Direct Instruction

Indicator: This will be evident when the teacher provides the students with information about
using voice and feeling while writing poetry, and model the correct way in which we can use poetic lan-
guage by putting examples up on the Version 1 chart shown that conveys emotion and tells the story from
a personal perspective.
Cooperative Learning

Indicator: This will be evident when students work independently to write their lists of
ordinary and poetic language examples using feelings and voice. Students will share their work
with friends and peers and see if there is any comparison in writing and/or any similar uses.

ADAPTATIONS

▪ For the student struggling with fine motor skills, there will be extra time and support if
needed. Teacher will be aware and of all students’ needs.

▪ English Language Learners will start to write in their native language, to represent ideas
pictorially and with labels, and to dictate their writing to the teacher or other adult. Even-
tually, they are able to use their given laptop/ iPad and use the translator app/ website for
taking the writing in their native language and translating it to English language.

▪ For the student with a visual impairment, he/she will move their seat closer to the front of
the room to view the models presented in class, and be able to see the images in the
video.

DIFFERENTIATION OF INSTRUCTION

Struggling Students will receive guidance by the teacher. During the class discussion and Brain-
POP video, the teacher will respond slowly, speak clearly, and ask questions carefully to the
whole class. Struggling students will be able to sit closer to the teacher, and be attentive to the
models of definitions, as well as the worksheets and chart presented to the class. The worksheet
will have fewer questions circled to be answered. The worksheet and images will be clear
enough for the student to understand, and depict what they are. There will be no words on either
page, but the teacher will continuously check the students’ progress, and support all struggling
students according to their needs, and IEP’s.

Average Students will receive guidance and prompting by the teacher when they need help, or
additional aiding during a lesson, or activity. Each student will receive a worksheet and receive a
homework handout. These students will be expected to participate in the group discussions, and
be able to make connections with their classmates on the topics discussed.

Advanced Students will receive a worksheet and receive a homework handout. These students
will be asked to follow the directions stated by the teacher, and receive little to no guidance for
the activity. Once finished with the worksheet and class discussions, these students will be ad-
vised to help organize the educational game, and set each group up with the correct amount of
puzzle pieces.

ASSESSMENT

Homework assignments that are given to students during this unit will be assessed informally to
show that they understand the concept of writing poetry using the key ideas from the essential
question, how do we differentiate ordinary language from poetic language through our emotions.

INDEPENDENT PRACTICE

Following the lesson, students will write their own poems about an experience, object, or person
that conveys emotion and voice. This is practice for them starting to write as poets and later will
be edited for final publishing. They are also given homework in this subject area for independent
practice as well and receive feedback from both peers and teachers.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT

Direct Teacher Intervention: For the students having trouble with grasping the concept of de-
scribing items in a creative way, the teacher will have the student pick an object that they like
and describe it with the student, listen many describing words and what they like about the object
through the use of poetic language. The teacher will show the student how any object can be de-
scribed in a fun way and be made into a poem using poetic language instead of plain, ordinary
language.

Academic Enrichment: For further practice describing objects and understanding how that is ap-
plied to creating poems, the students will complete an All About Me project, describing them-
selves, which will be used to create a poem about them.



 REFERENCES:

Poetry. BrainPOP. Retrieved from: 




https://www.brainpop.com/english/writing/poetry/

New York State Next Generation English Language Arts Learning Standards. Retrieved from
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf



 ORDINARY VS. POETIC LANGUGE
Ordinary language refers to the words and phrases we use in our everyday lives. It
is straightforward, it generally does not utilize complex vocabulary, and it is meant
to be easily understood. If you ever hear someone asking you to say something in
'layman's terms,' you are being asked to say something in a way the common
person could understand. In other words, you are being asked to use ordinary
language.

Other common language styles are modifications of ordinary language. Poetic

language, for example, refers to a more artistic form of ordinary language. While
the goal of using ordinary language is simply to communicate a message, the goal
of using poetic language is to convey a deeper meaning, feeling or image to one's
audience. It purposefully includes imagery and figurative language to create this
effect.

How Ordinary and Poetic Language are Used

We tend to use ordinary language in daily conversation. It can also be used when
an author uses a direct or informative style of writing. Newspapers articles,
business reports, driving directions and school essays tend to use ordinary
language that the audience can clearly understand.
As you can probably guess, poetic language is often found in poems and songs.
However, try to avoid the mindset that poetic language can only be used in poetry,
and that ordinary language is limited to prose. Some of the best prose is actually a
mix of ordinary and poetic language. Since poetic language is used to create a
deeper impact in the audience, you can find poetic language in works that are
meant to leave an impression: fictional writing, greeting cards, speeches, eulogies,
and persuasive essays.