Poetry Lesson Plan 2nd Grade 2c3o2o

Poetry Materials/Equipment:    

Multiple poem cards/posters Chart/poster paper Writing supplies You Tube o Crocodile's Toothache (By Shel Silverstein) o The Worm That Wouldn’t Wiggle o Minions Mambo Rap

Curriculum Integration: Music Social Studies Science Writing

Math Reading Theatre Art

Bloom’s Taxonomy: PE Health Technology

Knowledge/ Analysis Comprehension/Understand Evaluate Application Create

TEKS Achieved: 2.7 -Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of

Differentiated Learning: Auditory Kinesthetic Verbal/Linguistic Intrapersonal

Visual/Spatial Musical Interpersonal

poetry and provide evidence from text to their understanding. Students are expected to describe how rhyme, rhythm, and repetition interact

Classroom Strategies:

Cooperative Groups Hands-On Technology Independent Activities Charts/Graphs/Maps Lecture Whole-group Peer tutoring Pairing

to create images in poetry.

Submitted by: Marie Dustin Grade Level: ___2nd__

Subject/Topic: English Language Arts

Rationale: The students will be introduced to poetry and given time to read and explore a variety of poems

Objectives:

TSW identify rhyme, rhythm, and repetition in poetry. TSW make inferences and draw conclusions based on the structure and elements of poetry.

Lesson Plan: Introduction Crocodile’s Toothache by Shel Silverstein https://www.youtube.com/watch?v=PN8PfuyowG0 The Worm That Wouldn’t Wiggle https://www.youtube.com/watch?v=iDG2-bxpno0 Pharrell Williams 'Minions Mambo' for Despicable Me https://www.youtube.com/watch?v=_EVhpJIWOSQ These examples of poetry will be played for the students. And then the students will be asked questions about what was heard.  How do you think these three pieces are similar?  How do you think it is related to Language Arts?  How did each piece of art make you feel? Once the students recognize that it is poetry; we will discuss what we know about poetry. Process:

Information Giving:

Explain to students that poetry is better if heard and enjoyed out loud. Poetry has audible elements that help you understand what the author is saying. Discuss what rhyme, rhythm, and repetition look like and how to identify it.  Rhyme- rhyming words are pairs of words that sound the same. Have students generate examples of rhyming words.  Rhythm is the beat in a poem.  Repetition- explain that repetition can be the repeat of words or alliteration in .Alliteration is the repetition of initial consonant sounds. Give examples of alliteration (Peter Piper Picked a pack of pickled pepper how many packs pickled peppers did he pick) Have students generate examples of repetition. Modeling: Poem Posters  Together as a class helps students identify example of rhyme in poems.  To help students feel and understand rhythm have them tap or clap the beat or movement of the poem as read aloud.  Point out repetition. Check for Understanding:  Review with students our objectives.  Have students ask any questions they might have about our objectives.  Review rhyme, rhythm, and repetition by asking questions. Guided Practice: In whole group create a poster that explains and describes a poem. Identify elements of rhyme, rhythm, and repetition. Make and interpretation of the poem and discuss the feeling the students feel when hearing the piece. Independent Practice: In small groups the students will read through pieces of poetry and pick one to create a poster. On the poster the students will identify if the poem has rhyme, rhythm, or repetition. They will also need to write their interpretation of the poem. Closure/Culminating Activity Students will present their posters and explain their poem. Enrichment/Extension: 1. Ask the student to write about the poem that they found to be their favorite and have them explain what the poem is about and why they like it best. 2. Have students search through the classroom library for books that include elements of poetry. 3. Have students visit http://www.poetry4kids.com and explore poetry on their own and play Poetry Magnets.

Accommodations: 1.

2.

( (for a child with special needs)ADHD-Offer cues to keep students focused and ask frequent questions to check for understanding. (for a student that is an ELL)Peer-pairing in small groups with students that can help translate if needed. I will offer extended wait time for student to gain better comprehension of the question being asked and time to gather thought s to answer the question. I will ask student questions to check for understanding.

Assessment/Evaluation (Students): The students’ poster and presentation will show the students ability to identify rhyme, rhythm, and repetition. The poster will also be assessed for the students’ ability to make inferences and draw conclusion of a poem by the students’ interpretation of what the author wants the reader to get.

Assessment/Evaluation (Self): you and perceived by the students.

Self-Assessment based on your reflection on how the lesson was presented by