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After an interactive lesson on how we can observe objects using poet’s eyes, and learning
that the musicality of poems comes from how the words are chosen and how you put them on paper by
line breaking, students will be able to find a topic that holds a big, strong feeling, show their feelings
about an object using exact, precise words, experiment with different voices of poetry, and show their
emotions using patterns and language, with minimal errors, being able to edit and correct later on.
CCSS.ELA-LITERACY.RL.4.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive
details, speaking audibly in coherent sentences.
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 proficiency, with scaffolding as needed at the high end of
the range.
Poets get ideas for a poem by choosing a topic that feels big, but is also small. I will be modeling
how you could choose a big topic, such as about a special person, a pet, etc., and zoom in on something
small, such as a trip to the zoo, a birthday Party, or an event, that gives them a big feeling. Just how we
started observing simple objects with poet’s eyes, we start to see these memories and small moments with
Overall, many students are choosing topics that hold big feelings and small details, but the key is
to not have your poetry sound like regular writing. This is where we introduce using voice and emotions
while writing. To introduce and pull my students into writing, we will start discussing happy memories
we have, like a birthday party or a basketball game, and write down how we felt. Then we will think of
times we were sad, like a pet passing away or you lost a game, and write down how that made us feel. We
will go through the basic emotions we can feel on a daily basis and start to write down how feeling like
that is.
Materials
1. SMART Board
3. Camera
4. iPads
5. Anchor Charts
6. Assessment worksheet
Direct Instruction: The teacher will provide the students with information about using voice and
feeling while writing poetry, and model the correct way in which we can edit our poems by
putting precise descriptive language that shows emotion and our own voice that tells the story
Group Discussion: The students and the teacher will discuss how there are times when we each
have felt sad, proud, and angry. We will compare the feeling to something that reminds them of that
Cooperative Learning: Students will work independently to write their poems using feelings and
voice, and share their work with friends and peers and see if there is any comparison in writing
Adaptations (Exceptionality*)
For beginning-English Learners, they should 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. Eventually, they
are able to use their given laptop/ iPad and use the translator app/ website for taking the writing in their
Differentiation of Instruction
Developmental Procedures
Students will discuss in whole group what we have learned thus far in our poetry unit,
which includes observing objects using poets eyes, line breaking within our poems, and
how we choose our topics to write about. “Boys and girls, how have we described
different objects? Is it easy writing about an object that doesn't seem that interesting?
How has breaking up the lines within your poem helped in telling your story? Have you
Students will be introduced to the idea of using their own voice and emotions while
writing their poems and how that will make their poems more meaningful to them, and
more relatable to other people. “Boys and girls, how can we make our poems more
personal? What kind of feelings can we write about in our poetry? Do you think I can
Students will start brainstorming different feelings they have experienced and make a list
together on a type of feeling, such as happiness, and when they have felt happy about
something, such as getting a good grade or making a new friend. This will help in making
a list of descriptive words for them to use within their poetry and also to come up with
different ways we could feel this emotion so not everyone writes about the same topic.
Students will break off individually and start brainstorming and writing about a time that
made them feel happy, angry, sad, excited, nervous, etc, and talk about a time, event,
object, or a person that conveys that emotion to them. The goal here is to have them make
their poems personal using their own voice and their own emotions that shows they
Students will share aloud their poems with other classmates and compare poems with
how their feelings were or what they felt during that time, and see if other students can
relate and share the emotions. “Boys and girls, make sure that you listen when someone
is sharing, you may have felt like this one time in your life also. Do you think you can
relate to your friend? Have you had an experience similar to theirs? Have you ever felt
Students will be given a homework assignment to write their own poem on an object
conveying emotion, feeling, and voice within the poem. “Boys and girls, today in class
you wrote a poem about an experience you have had that made you feel some type of
emotion or feeling that is sharable with your peers. Now, I want you to go home, and
write a poem about an object or a person that also shows feeling, emotions, and voice
within it. If you write about your sibling, tell me why you feel happy or angry about them!
If you write about your room, tell me the same thing! Be creative and show me that
emotion!” This will help in my assessment of showing that they understand how to use
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, which is using your voice, finding emotions, and using poetic language.
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.
Direct Teacher Intervention: For the students having trouble with grasping the concept of
describing 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
described 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
applied to creating poems, the students will complete an All About Me project, describing
Resources
Poetry. BrainPOP.
https://www.brainpop.com/english/writing/poetry/
Standards. http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf