Parts of Poetry I

Amanda Forbes – EDU 542 – Summer 2014

Integrative Model
Pages 346-379
5th Grade English Language Arts

1. MATERIALS/PREPLANNING
 Materials
 Pencils and paper
 Copies of poems (4-5 poems)
 Copies of poem Chart paper
 Computer with internet access (YouTube)
 Overhead for video viewing
 Vocabulary
 Rhyme
 Speaker
 Mood
 Meaning

2. OBJECTIVE
 Students will:
o Identify the elements of a poem: form, rhyme scheme, author’s purpose, speaker and mood of the
poem.
o Identify author’s purpose in writing a poem.
 State the Cognitive Taxonomy Level
 Phase 1 – Understanding
 Phase 2 – Understanding
 Phase 3 – Analyzing
 Phase 4 – Applying
 List the standards met by this objective.
 English Language Arts Standards – Grade 5
 Reading
 1.0 Word Analysis, Fluency and Systematic Vocabulary Development
 1.1 Read aloud narrative and expository text fluently and accurately with appropriate pacing,
intonation, and expression.
 1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge
to analyze the meaning of complex words.
 1.5 Understand and explain the figurative and metaphorical use of words in context.
 Reading Comprehension
 2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
 2.4 Draw inferences, conclusions, or generalizations about text and support them with
textual evidence and prior knowledge.
 Literary Response and Analysis
 3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and
explain the appropriateness of the literary form chosen by an author for a specific purpose.
 3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor,
symbolism).

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3. ASSESSMENT
 Informal- Teacher will assess student learning throughout the lesson by listening to student
discussions in their groups, their answers to the teacher’s questions of the class and asking for input
about generalizations.
 Formal- Teacher will assess student learning formally by grading their graphic organizers and their
student journal written entries.
 These assessment methods are appropriate for this lesson model and this lesson plan because they
assess for the learning objectives of students looking for similarities and differences in poems,
understanding parts of poetry, and forming generalizations based on observations.

4. LESSON OPENING/PURPOSE
 “Students, today we are going to continue our study on poetry. This includes parts of poetry like
stanzas and lines, use of metaphors and similes to convey meaning, and determining the mood and
meaning an author is trying to convey through their writing and how their writing has meaning to us, as
readers. We are going to do this lesson because poetry is an influential genre of writing, and we will
use this lesson to prepare for writing our own poems later in the unit.”

5. MOTIVATION FOR LEARNING

 Students will be motivated to learn throughout this lesson plan because they will use this information in
future lessons, to create their own poetry.
 The motivation for this lesson, is intrinsic because it gives students motivation for their own personal
reward. The students will be able to use their knowledge of metaphors and similes, and parts of poetry
in order to express their creativity when they write their own poetry in a future lesson.
 This lesson motivates student learning by allowing students to work in groups and collaborate with their
peers. Peer collaboration is a natural motivator, as students in this age group generally enjoy
interaction and socialization.

6. LESSON BODY

Step 1 Review/Make Connections to Previously Learned Material (Advance Organizer

appropriate)
Teacher will play a YouTube video on parts of poetry to the class:
https://www.youtube.com/watch?v=3suaWrirS-0

Opening the lesson with this video recaps the basics of poetry that the students have
already learned, connecting to previous knowledge. It also prompts students to pay
attention to how words are organized in poems, how and what words rhyme, the poet’s
purpose in a poem, the mood of the poem, and what the poem means to the student’s
feelings or life. This video directly links to the steps that students will take in completing
this lesson.

Step 2 State Objectives for the Lesson (State the objective to students in a way that students
will know what they will learn. This helps them make connections with prior learning.)

“Students, today we will continue our study on poetry. After this lesson you (students) will
identify the elements of a poem: form, rhyme scheme, author’s purpose, speaker and mood of
the poem and you will identify author’s purpose in writing a poem. You will also make
generalizations about the form of poetry”.

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Step 3 Present New Material
Phase 1. Describe, Compare and Search for Patterns
-Teacher will introduce 4-5 poems to the class by sharing a summary of each. The
teacher will ask students, “Okay so from my summaries, choose a poem that sounds
interesting to you.” The teacher will then instruct students to break into groups based on
what poems they have chosen. Students with the same poems will be in groups
together. While in their groups, the students will each read the poem aloud. After
students have each read their poems, the teacher will pass out a handout with the
following questions:
1. How are the words organized on the page?
2. Do any words rhyme?
3. What was the poet’s purpose in writing this piece?
4. Who is the speaker in the poem?
5. What is the mood of the poem?
6. What meaning does the poem have for you?
Students will discuss and respond to these questions within their group. Next, the
teacher will hand out a second poem to groups. The teacher will instruct students to do
the above activity with the second poem.
After discussing both poems, students will return to their seats and be given a graphic
organizer to record the similarities and differences they observed in the two poems.

Phase 2. Explain Similarities and Differences

After student groups have completed reading and discussing two poems, students will
be instructed to return back to their individual seats. When students are back at their
seats, the teacher will ask students to explain similarities and differences in the two
poems they studied. The teacher will have students record the similarities and
differences on a graphic organizer worksheet. The teacher will then ask students to
share similarities and differences, by a raise of hands.

Sample student responses:

-“All of the poems had stanzas with the same number of lines in each
stanza. The poem by Jack Prelutsky had four lines in each stanza, Robert
Frost’s had five lines in each stanza. It seems that poets usually use the
same number of lines in each stanza in their poems.
-“All of the poems used rhyming words.”
-“Each poem had meaning, although the meanings were different for each
poem. Some were sad, some were happy.”
-“The poets used different speakers. Some of them were the speaker of
the poem, and in others the speaker was not the poet.”

Phase 3. Hypothesize Outcomes for Different Conditions

The teacher will now ask students a few questions as listed below:
-“Students who read, Ghost House, what if the author had written about a train
station instead of a house? How would this poem have been different? Would the
lines/stanzas be different? Would the mood or meaning change? What do you
think?”
-“Students who read, We Wear the Mask, what if the author had used the
metaphor of a coat, instead of a mask? How would the poem have been
different? Would the lines/stanzas be different? Would the mood or meaning
change? What do you think?”
-“Students who read, Be Glad Your Nose is on Your Face”, what if the author had
written the poem with the name, Be Glad Your Lips are on Your Face? How
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 would this change the poem? Would lines/stanzas be different? Would the poem
have different mood or meaning? What do you think about this?
Students will be called on to answer the questions orally to the class, and can write
down notes if they like.

Phase 4. Generalize to Form Broad Relationships

The teacher will then guide the students to make generalizations about what they have
studied. The teacher will ask students to take out their student journals and write their
summaries about what they have learned by reviewing their graphic organizers and
thinking back to their discussions in their groups. The teacher will ask students to share
what they have learned with the class and later review their journal writing.

Sample student responses should include:

-Poems follow a basic form. There are stanzas, which generally have the
same number of lines throughout the poem.
-Poets use rhyming words in their poems to add flow.
-Poets can create feeling or meaning in their poems by using metaphors
or similes.
-Poetry can have different numbers of stanzas, or lines, but they follow a
general form.

7. Student Work Examples/Technology Support

 Attach samples of student work.
 Include a variety of levels of performance
 Add technology support (ex. www resources/interactive activities etc.)

8. Reflective Thinking/Curriculum Evaluation –_50 Points____

Reflection is a very important part of each lesson. Please take the time to thoughtfully prepare your
reflections. Follow the format provided below. Carefully edited and thorough writing is expected.

SLOs- Candidates earning a master of science in education will be scholar practitioners who in the context of the Christian
worldview:
1. Demonstrate advanced understanding of the trends, issues, and research associated with education in general and with their
respective specialization.
2. Evaluate and conduct research to improve instructional practices and institutional cultures.
3. Employ leadership practices to optimize educational and institutional outcomes.
4. Articulate worldview and perspectives for enhancing student learning.

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 Reflective Statement for Integrative Lesson Model

SLO 3: Employ leadership practices to optimize educational and institutional outcomes.

Relevance: Why is this assignment relevant to demonstrating your competence with this SLO?
 This assignment is relevant to demonstrating my competence with SLO 3 because it shows my ability
to lead a class in discussion and activities that optimize educational outcomes, mainly in guiding
students to study text and then interpret meaning, find patterns and make generalizations which
requires students to use higher order thinking skills.

Significance - Why is competence with this artifact significant for a professional educator? Using careful
analysis and evaluative thought:
 Describe how this lesson model supports your professional development as an instructional designer
as explicated in Chapters 1 and 2 of text.
o This lesson model supports my professional development as an instructional designer, through
its requirement to work through the ADDIE instructional design model. I completed this design
model by first analyzing the integrative lesson model. I determined the instructional goals and
objectives of this lesson plan model, along with the goals and objectives that were to be met in
accordance with 5th grade Language Arts standards. I also identified elements like the physical
learning environment and availability of materials that would be required to complete this lesson,
including the use of computer and overhead by the teacher. I completed the design phase by
creating the actual lesson plan using the integrative model, while also using the lesson plan
format provided. Through the development phase, I created the instructional materials needed
for the lesson including, poetry handouts, and graphic organizer worksheets.
 Explain how this lesson supports helping students reach levels of deeper learning. Use chart attached
for clarification on depth and complexity.
o This lesson helps students reach levels of deeper learning by requiring students to study texts,
poems, and identify parts of poetry, words used to create feeling or imagery, and patterns in
writing poems like lines and stanzas. The main objective of this lesson is to have students read
poetry from different authors, identify parts of poetry including imagery, note lines and stanzas,
and then make generalizations about how poems are formed and how words are used to invoke
meaning and feeling. Through this lesson, students will have a deeper understanding of the
details of writing poetry, along with a new skill of making generalizations through studying text,
comparing similarities and differences in texts, and deciding what parts of the form of poetry is
generally used when writing poetry. This lesson also provides complexity by having students
make generalizations through repeated observations of the poems learned in the lesson.
 Provide examples and rationale for appropriate use of this teaching model and where it is suitable
throughout your curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.
o This teaching model, because it focuses on students making generalizations, would be useful
across content areas and age groups, particularly in areas that require students to examine
facts or reading and in areas that students must learn conceptual knowledge.
 Include information concerning Adaptations/Accommodations for Advanced, ELD and IEP learners.
(Pay particular attention to Advanced learners)
o ELD Learners
 The teacher could provide differentiation in this lesson for ELD learners by providing
shorter/simpler poems for study with the poems written in both English and Spanish.
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 This differentiation allows students to understand the poems, because they can study in
their primary language first.
o Advanced Learners
 The teacher can accommodate advanced learners, by having them study more
advanced poems with deeper meaning, and differing poetic form. This allows these
learners to use even higher order thinking skills to complete the lesson.
 Provide links to the Common Core State Standards that support the use of this model and explain
details concerning how this lesson actually does work to support the CCSS. .
o Several Common Core State Standards of Language Arts link to and support the use of this
model. I have provided 4 of these standards below. The integrative model, and this lesson plan
particularly, when implemented will have students demonstrate their ability to compare and
contrast varieties of English used in poems, interpret figurative language like similes and
metaphors, and recognize meaning of common idioms found in poems. The core of the
integrative model itself, includes guiding students to dig deeper and find meaning of in text and
make generalizations during their study, which directly correlates to common core standards.
 CCSS.ELA-Literacy.L.5.3.b
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,
dramas, or poems.
 CCSS.ELA-Literacy.L.5.5.a
Interpret figurative language, including similes and metaphors, in context.
 CCSS.ELA-Literacy.L.5.5.b
Recognize and explain the meaning of common idioms, adages, and proverbs.

Link to Theory - How is this artifact supported by a competent research base?

 Link this lesson to one or more of the Big Ideas and provide a rationale.
o Big Idea #10 by Ormrod, “Learning is best assessed by using an assessment instrument that
reflects the goals of instruction”. This lesson links to this Big Idea, because the assessment
methods I chose for this lesson, reflect the goals and objectives of students studying various
poems, identifying parts of poetry, and making generalizations about how poetry is written. The
lesson also has students complete tasks in which they will complete graphic organizers for
similarities and differences in the poems and to organize the generalizations they have made
after their study.
 Link this lesson to the New Learning Sciences and provide rationale for your selection and descriptive
examples.
o The New Learning Sciences, addresses the idea of scaffolding, or students actively participating
in constructing their own knowledge. This lesson model, links to this learning science idea in
that it requires students to construct their own knowledge. The lesson has students study
poems, identify parts of the poems, interpret meaning of the poems, make hypotheses about
how the poems would be differently written in different situations and to make generalizations
about the writing of poetry based on their findings. This lesson model also uses scaffolding in
having the teacher act as a guide to student learning. The teacher must ask questions of the
students to encourage students to be active participants in their own learning.
 Discuss curriculum resources that you have found useful for this teaching model (i.e., Teacher’s
Manuals/texts/literature/e-resources). List several technological resources you have found useful.
o Teaching Models: Designing Instruction for 21st Century Learners by Clare R. Kilbane & Natalie
B. Milman

Resources/Technology- What technology did you select to support this lesson? Include interactive
applications and videos …any/all technology suitable.

 e-books, pictures, videos etc.

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 o This lesson opens with students watching a YouTube video to activate prior knowledge and
learning and prepare students for the lesson. It prompts students to remember the parts of
poetry, the role of language to provoke imagery, and to consider how poetry makes the reader
(students) feel when they read it.

Professional Actions/Areas for growth - What are your next professional steps in this area to keep moving
forward as a professional?
 Discuss what went well and what changes you have made for improving learning.
o This lesson effectively scaffolds learning, and has students make generalizations by studying
poems, through reading a variety of poems and authors, and identifying patterns and use of
language to provoke imagery.
 What would you do differently next time?
o I would incorporate more technology in this lesson through the use of an online activity that
would allow students to highlight rhyming words, number lines and stanzas and make
comparisons to different poems.
 What more do you need to read or learn?
o I need to learn more about how to implement this lesson model in various content areas, since I
am a multiple subject candidate. I would like to learn more about how to use an integrative lesson in
subjects like Mathematics, History and Science.