Poetry to the Core Grade Level:

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Poetry to the Core

Grade Level: 2nd Grade

Written by: Kim Lorenson, Cardinal Community Academy, Keenesburg, CO

Length of Unit: Six lessons, approximately 20 days (one Core Knowledge poem a day plus six writing activities), lesson times vary 15 to 60 minutes

I. ABSTRACT

This poetry unit is designed to correlate with the Core Knowledge poems for second graders. Each poem has a comprehension and written response component to help you determine how well your students understand the material. This unit is intended so that it can be used either as one unit or it may be spread throughout the year. This unit will focus on identifying and writing five specific poetry forms: Couplets, Quatrains, Limericks, Haiku, and Free verse. At the conclusion of this unit, each student will be able to take home a memorable compilation of poems written by the class.

II. OVERVIEW

A. Concept Objectives

1. Students will recognize how to read and understand a variety of materials (Colorado Lang. Arts Standard 2.1).

2. Students will recognize how to write and speak for a variety of purposes and audiences (Colorado Lang. Arts Standard 2.2).

3. Students will understand how to apply thinking skills to their reading, writing, speaking, listening, and viewing (Colorado Lang. Arts Standard 2.4).

B. Content from the Core Knowledge Sequence 2nd Grade Language Arts (pp. 43-44) 1. Reading and Writing

a. Decoding, Word Recognition, and Oral Reading

i. Use knowledge of letter-sound patterns to sound out unfamiliar multisyllable words when reading.

ii. Recognize and compare the sounds that make up words, and segment and blend a variety of sounds in words.

b. Reading Comprehension and Response

i. Pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and non-fiction.

ii. Explain and describe new concepts in his or her own words. iii. Demonstrate familiarity with a variety of fiction and nonfiction

selections, including both read-aloud works and independent readings.

c. Writing

i. Produce a variety of types of writing-such as stories, reports, letters, poems, descriptions-and make reasonable judgments about what to include in his or her own written works based on the type of composition.

ii. With assistance, revise and edit to clarify and refine his or her meaning in writing, and attend to spelling, mechanics, and presentation in final drafts of selected works.

2. Poetry C. Skill Objectives

1. Students will use knowledge of letter-sound patterns to sound out unfamiliar multisyllable words when reading.

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2. Students will recognize and compare the sounds that make up words, and segment and blend a variety of sounds in words.

3. Students will pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and non-fiction.

4. Students will explain and describe new concepts in his or her own words 5. Students will demonstrate a familiarity with a variety of fiction and nonfiction

selections, including both read-aloud works and independent readings. 6. Students will write a variety of poems and make reasonable judgments about

what to include in his or her own written works based on the type of composition. 7. Students will use the stages of the writing process appropriate to purpose and

audience.

III. BACKGROUND KNOWLEDGE

A. For Teachers

1. Calliope by Greta Barclay Lipson, Ed. D. and Jane Romatowski, Ed.D. 2. Writing Poetry with Children by Evan-Moor

3. Forms of Poetry poster set, McDonald Publishing Company 4. Reading Workshop Survival Kit by Gary Muschla

B. For Students

1. Kindergarten: Poetry selections, Core Knowledge Sequence pp. 8-9 2. First Grade: Poetry selections, Core Knowledge Sequence p. 24

IV. RESOURCES

A. Core Knowledge Text Resources: Grade 2 (use in place of Listen My, Children for every lesson)

B. Daffy Down Dillies: Silly Limericks by Edward Lear (Lesson Three)

C. Listen, My Children: Poems for Second Graders (use in place of Core Knowledge Text Resources for every lesson)

D. Color Me a Rhyme: Nature Poems for Young People by Jane Yolen(Lesson Four) E. Least Things: Poems About Small Nature by Jane Yolen(Lesson Four)

V. LESSONS

Lesson One: Couplets (five lessons: approximately two hours and 15 minutes total)

A. Daily Objectives

1. Concept Objective(s)

a. Students will recognize how to read and understand a variety of materials.

b. Students will recognize how to write and speak for a variety of purposes and audiences.

c. Students will understand how to apply thinking skills to their reading, writing, speaking, listening, and viewing.

2. Lesson Content

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iii. Demonstrate familiarity with a variety of fiction and nonfiction selections, including both read-aloud works and independent readings.

c. Writing

d. Poetry

i. Caterpillars by Aileen Fisher

ii. The Night Before Christmas by Clement C. Moore iii. The Wind by Robert Louis Stevenson

iv. The Duel by Eugene Field 3. Skill Objective(s)

a. Students will use knowledge of letter-sound patterns to sound out unfamiliar multisyllable words when reading.

b. Students will recognize and compare the sounds that make up words, and segment and blend a variety of sounds in words.

c. Students will pose plausible answers to how, why, and what-if questions in interpreting texts, both fiction and non-fiction.

d. Students will explain and describe new concepts in his or her own words. e. Students will demonstrate a familiarity with a variety of fiction and

nonfiction selections, including both read-aloud works and independent readings.

f. Students will write a variety of poems and make reasonable judgments about what to include in his or her own written works based on the type of composition.

B. Materials

1. Appendix A –Guidelines for Reading Poetry (teacher only, prior to Day One) 2. Each Core Knowledge poem listed in Appendices B-E (can be taken from Listen

My, Children)

3. One copy for every student and a transparency is recommended for the following:

a. Appendix B-Caterpillars by Aileen Fisher

b. Appendix C-The Night Before Christmas by Clement C. Moore c. Appendix D-The Wind by Robert Louis Stevenson

d. Appendix E-The Duel by Eugene Field

e. A piece of blank writing paper for writing practice for every student f. Appendix F-Writing a Couplet

g. Appendix G-Rubric for Evaluating a Couplet 3. A folder for the teacher to keep students’ written poems C. Key Vocabulary

1. Couplet: a two-line poem that rhymes, with each line containing the same number of syllables

D. Procedures/Activities Day One: 30 minutes

1. ***Note to teacher: In each of these poetry lessons there will be three parts: read the poems, analyze the poems, and then write a poem. Therefore, there will

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be a different number of corresponding Core Knowledge poems that go along with each lesson. For example, in the first lesson, “Couplets,” there are four poems. In the second lesson, “Quatrains,” there are 11 poems. This will leave the length of the lesson discretionary.

2. Pre-assessment: Write on the board POETRY. Ask students what they think of when they think of poetry. Write their responses on the board. Share what you think of when you think of poetry. Read your favorite poem to the students and tell them why you love that poem. Discuss why they love poetry.

3. Introduction: Tell the children they are going to learn about five different types of poetry forms this year. They will get to listen to, and read many important, and even famous poems. They will even get to make a book of poems that is written by their very own second grade class. They will start today with

Caterpillars by Aileen Fisher because it is the most easily distinguished couplet. Follow the guidelines for reading poetry (Appendix A). During this unit, have many poetry books available for the students to explore. This unit is geared toward Core Knowledge poems, but not limited to them.

4. After reading, direct students to the pattern of the rhyming words by asking them to share their observations. You may choose to write these on the board, or just acknowledge their responses with praise. When students notice the rhyming pattern, move to the next step.

5. Building Background: Based on students’ observations, there are some points that are important to bring up about all poetry. Try to tie these in with what students observed. Poetry can be funny, it can tell a story, it has characters in it, it has rhyming words and has patterns, etc. Ask students to give examples of other poems they know. Because the students will be looking at so many different types of poetry, it’s important to try to establish some background knowledge. This will help tremendously when it comes to the writing segment. 6. Analyzing the poem: Put up the transparency of Appendix B-Caterpillars by

Aileen Fisher as a guide, and provide each child a copy. Read the poem together as a class (choral reading). Tell the class that this poem has a pattern. Every two lines rhyme. Notate the lines with the AA, BB, CC, etc. pattern. Say: “When you are trying to identify a pattern in a poem, you can use the letters of the alphabet as labels. This is what good thinkers do. The poems that have two lines that rhyme and have the same number of syllables are called couplets. We are going to read more couplets so that we can learn how to write our own couplet poem.” Have students record the pattern on their worksheet.

7. Guide students through the rest of the questions on the worksheet (Appendix B). 8. Collect and grade the worksheet. The answer keys are provided in the

appendices. For answers that vary, grade according to correct sentence structure. For example, one point for a capital, one point for a period, and one point for a sentence that makes sense (three points possible).

Day Two: 15 minutes

9. Introduce Appendix D: The Wind by Robert Louis Stevenson. 10. Repeat steps 5,6, and 7.

***During the class readings, feel free to vary the method of reading instruction. If you feel the class could read the poem independently, ask the students to read it to themselves. Another option is to read the poem aloud, and then have the students take turns reading the poem orally with the class, or with a partner. Divide the class in half and have the boys read the first and third lines and the girls read the second and fourth lines. There are many different ways to make the

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reading fun. If you vary the reading instruction, the students will enjoy the lesson so much more.

Day Three: 15 minutes

11. Introduce Appendix E: The Duel by Eugene Field. 12. Repeat Steps 5, 6, and 7.

Day Four: 15 minutes

13. Introduce Appendix C: The Night Before Christmas by Clement C. Moore. 14. Repeat Steps 5, 6, and 7.

Day Five: 60 minutes

15. Begin writing instruction: Writing Couplets. By this time students have been exposed to a variety of couplet styles. Even though young writers can be successful writing couplets, it is harder for them to maintain the same syllable count in each line. Practice using the term rhythm. After the students have written the couplet, the teacher will collect and file it for later review. Out of the five poem types the students will compose, they will select two of their favorites for publishing.

16. First, select a topic of interest to you or your students (e.g. frogs).

17. Then create the first line of the poem. This may be done as a class or you may choose to provide the first sentence (e.g. I saw a big frog).

18. Brainstorm and create a list of words that rhyme with the last word of the sentence (e.g. log, hog, bog,).

19. Then, as a class, create the second line of the couplet: I saw a big frog

Asleep on a log.

Using the blank writing paper, repeat steps 15- 18 until you feel that the students have a good understanding and can work independently on their own poem. 20. For the final couplet assessment, show students the overhead rubric (Appendix

G) and explain the grading procedures. Then, hand out Appendix F to every student. Have them write their own poem. Collect and evaluate students’ written work using Appendix G: Rubric for Evaluating Couplets.

E. Assessment/Evaluation

1. Initial interview to assess students’ knowledge of poetry by means of discussion. 2. The students’ correct labeling and written responses for Appendices B-E will be

discussed and checked upon completion.

3. Appendices F and G will be used to assess students understanding of a couplet and recognition of similar sound patterns. It may also be used in Lesson Six for the publication of the classroom book.

Lesson Two: Quatrains (seven lessons: approximately three hours total)

2. Lesson Content

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c. Writing

d. Poetry

i. Who Has Seen the Wind? by Christina Rosetti ii. Windy Nights by Robert Louis Stevenson iii. Something Told the Wild Geese by Rachel Field iv. Bee! I’m Expecting You! By Emily Dickenson v. Discovery by Harry Behn

vi. Bed in Summer by Robert Louis Stevenson

vii. Rudolph Is Tired of the City by Gwendolyn Brooks viii. Harriet Tubman by Eloise Greenfield

ix. Smart by Shel Silverstein 3. Skill Objective(s)

B. Materials

1. Each Core Knowledge poem listed in the Appendices H-L (can be taken from Listen My, Children)

a. Appendix H: Something Told the Wild Geese by Rachel Field b. Appendix I: Rudolph is Tired of the City by Gwendolyn Brooks and

Discovery by Harry Behn

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d. Appendix K: Harriet Tubman by Eloise Greenfield and Lincoln by Nancy Byrd Turner

e. Appendix L: Who Has Seen the Wind by Christina Rosetti and Windy Nights by Robert Louis Stevenson

f. Appendix M: Writing a Quatrain

g. Appendix N: Rubric for Evaluating a Quatrain h. Appendix O: Cloze Procedure for Bed in Summer C. Key Vocabulary

1. Quatrain: a four line poem that can be written in several different rhyming patterns

1. Introduction: Tell students they are going to learn about new form poetry. It’s called the “Quatrain.” Tell students the definition of a quatrain and explain to them that an easy way for them to remember it has four lines is to think of the prefix “QUA”. Write QUART on the board and tell the students that a quart is made up of four cups. Ask students what other words they know that start with “QUA” (e.g. quarter= to divide into four parts, quartet=a group of four,

quadrilateral= a figure bound together by four sides, etc.).

2. Read the poem Smart by Shel Silverstein (Listen, My Children, p. 23) to the class. Ask them to share what they observed about the poem. Lead the students in the direction of, again, the rhyming pattern. Write the first stanza on the board and identify the pattern of the lines using the letter method, for example:

My dad gave me one dollar bill A ‘Çause I’m his smartest son B and I swapped it for two shiny quarters C ‘Çause two is more than one B

3. Next, read the poem Bed In Summer by Robert Louis Stevenson (Listen, My Children p. 15). Write the first stanza of this poem on the board and identify the pattern.

In winter I get up at night A And dress by yellow candle-light. B In summer, quite the other way, A I have to go to bed by day. B

4. Explain to the students that even though these poems have different patters, they are still both quatrains. Why? Because they are made up of four lines and have a rhyming pattern. Explain that sometimes poets will combine couplets and quatrains to make their poem. And sometimes they will use many quatrains in one poem to make their poem longer. Tell students this is what good writers do, they use their knowledge of the forms of poetry to be creative in their writing. Tell students that they will have a chance to do this, too. But first, it will help to study some more quatrains.

5. Analyzing the poem: Put up a transparency of Appendix H: Something Told the Wild Geese and provide each child with a copy of the poem and Appendix H. Read the poem together as a class having each child point to the word as he or she reads.

6. Guide the students through Appendix H, identifying the pattern and discussing the poem’s meaning. As students grow more independent, use less guided practice and more independent practice. Collect and grade the worksheet. Answer keys are provided. For answers that vary, grade according to correct

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sentence structure. For example, one point for a capital, one point for a period, and one point for a sentence that makes sense (three points possible).

7. Introduce Appendix I: Bee! I’m Expecting You! by Emily Dickenson and Discovery by Harry Behn.

8. Repeat steps 5 and 6.

Day Four: 15 minutes

9. Introduce Appendix J: Where Go the Boats? by Robert Louis Stevenson. 10. Repeat steps 5 and 6.

Day Five: 20 minutes

11. Introduce Appendix K: Harriet Tubman by Eloise Greenfield and Lincoln by Nancy Byrd Turner.

Day Six: 20 minutes

13. Introduce Appendix L: Who Has Seen the Wind by Christina Rosetti and Windy Nights by Robert Louis Stevenson.

Day Seven: 60 minutes

15. Writing Quatrains: Begin writing instruction: By this time students have been exposed to a variety of quatrain styles. After the students have written the quatrain, it will be stored for later review (out of the five poem types the students will compose, they will select two of their favorites for publishing).

16. Write the first quatrain as a class. First, select a topic of interest to you or your students (e.g. bugs)

17. Then create the first line of the poem. This may be done as a class or you may choose to provide the first sentence (e.g. I saw a creepy crawly bug).

18. Brainstorm and create a list of words that rhyme with the last word of the sentence (e.g. snug, rug, slug, mug, jug, etc.).

19. As a group, decide the pattern of the poem. Write the letter pattern on the board. For example:

A A B B

20. Then, as a class, create the second line of the poem: For example: A I saw a creepy, crawly bug

A Moving slowly across the rug

21. Create a new sentence with a different ending (rhyming) word that relates to the chosen topic.

I grabbed a glass and covered it.

22. Repeat step 21 (e.g. sit, bit, mitt, grit, nit, zit, fit)

23. Finally, write the last line of the poem (e.g. The bug jumped out and I got bit). 24. Have students copy the poem on their own blank paper. Using the same paper,

repeat steps 16-22 until you feel that the students have a good understanding and can work independently on their own poem. You may want to have students work with a partner for one or two tries. Have students share their first tries at writing quatrain with the class.

25. For the final quatrain assessment, show students of the overhead rubric

(Appendix N) and explain the grading procedures. Then, hand out Appendix M to every student. Have them write their own poem. Collect and evaluate students’ written work using Appendix N: Rubric for Evaluating a Quatrain.

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1. The students correct labeling and written responses for Appendices H-L will be discussed and checked upon completion assessing students’ comprehension of individual poems.

2. Appendices M and N will be used to assess students understanding of a quatrain. 3. Appendix O will be used to assess poetry-reading skills.

Lesson Three: Limericks (two lessons: approximately 90 minutes total)

2. Lesson Content

c. Writing

d. Poetry

i. There was an Old Man with a Beard by Edward Lear 3. Skill Objective(s)

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B. Materials

1. There was an Old Man with a Beard by Edward Lear

2. (At least) five limerick poems to read aloud (teacher only), suggested reading: Daffy Down Dillies: Silly Limericks by Edward Lear

a. Appendix P: There was an Old Man with a Beard b. Appendix Q: Writing a Limerick

c. Appendix R: Rubric for Evaluating a limerick C. Key Vocabulary

1. Limerick: a five line poem that follows the same rhythm and rhyming scheme, and usually tell a joke

2. Triplet: a poem that has three lines and rhymes; each line has the same number of syllables

1. Introduction: Tell students that they will be learning a new type of poem, a limerick. Say: “A limerick is a five line poem. It is read with a rhythm or a beat. A limerick takes its name from the city of Limerick, Ireland, although no one really knows how or where the form originated from. It is a humorous, nonsense verse consisting of a triplet and a couplet. Limericks can be about almost anything. They usually start with “There once was” or “there was a”. Then ask the students if they can figure out the pattern.

2. Provide students with a copy of There was an Old Man with a Beard (Listen My Children, p. 22). Read the poem aloud as they follow along.

3. Using the overhead transparency of the poem, help students determine the AABBA pattern and the beat. Write the letter pattern next to the ending word as you discuss it. Determining the beat is a rather difficult concept. Read over the poem and clap the beat. (A line’s have three beats; B lines have two beats). Ask students to identify the triplet and underline it. Then ask students to identify the couplet and circle it.

4. To reinforce the beat concept, repeat the reading of the poem three times while clapping the beat. First, clap and read only. Then, have the students read while the teacher counts the beat. Finally, have the teacher read while the students count the beat.

4. Hand out Appendix P: There was an Old Man with a Beard. Guide the children through the poem by identifying the pattern and the beat. Follow that while guiding them through the rest of the practice worksheet.

5. Read several more poems. Edward Lear has numerous books of limerick poetry (see teacher resources). Whileyou read, have studentsclap the beats. Check for comprehension of each poem through discussion.

6. Writing Limericks: There are three steps to approaching this writing. 7. As a guided practice or for beginning writers, provide lines, 1, 2, and 5. For

example:

Line 1- There once was a boy named Ginter Line 2- He liked to fly kites in winter Line 5- Ginter got hit with a splinter.

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Brainstorm and create a list of possible ideas to fit into lines 3 and 4. For example:

it began to snow too hard to see the kite flew away stuck in a tree

Select the line or lines your students like best. Work with the words to form two short rhyming sentences. For example:

Line 3- It started to snow Line 4- The kite flew too low Have students copy the completed poem.

8. For more proficient writers, guide students through lines 1, 2, and 3. Line 1- to determine the subject, brainstorm and complete the first line. For example:

There once was a ____________ named ___________ There once was a girl named Kate.

9. Line 2- Create a list of word that rhyme with the ending words in line 1. Then write a second line that tells something about the subject and that rhymes with the first line. For example:

state fate late crate rate wait gate

She lived in a wooden crate.

10. Line 5-Write the fifth line that refers to and rhymes with lines 1 and 2. For example:

Oh, what a good stroke of fate.

11. Students create their own couplets for lines 3 and 4. Finally, each student can write the lines completed together plus their own couplet for a completed limerick.

12. For students that are ready to write limericks independently use Appendix Q: Writing a Limerick.

13. For the final limerick assessment, show students an overhead rubric (Appendix R) and explain the grading procedures. Then, hand out Appendix Q to every student. Have them write their own poem. Collect and evaluate students’ written work using Appendix R: Rubric for Evaluating a Limerick.

1. The students correct labeling and written responses for Appendix P will be discussed and checked upon completion assessing students’ comprehension of the limerick poem.

2. The Appendices Q and R will be used to assess students understanding of a limerick and their ability to write a limerick.

Lesson Four: Haiku (two lessons: approximately 60 minutes total)

2. Lesson Content

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c. Writing

3. Skill Objective(s)

B. Materials

1. An assortment of Haiku poetry (Color Me a Rhyme: Nature Poems for Young People by Jane Yolen and Least Things: Poems About Small Nature by Jane Yolen)

a. Appendix S: Understanding Haiku Poetry b. Appendix T: Writing a Haiku

c. Appendix U: Rubric for Evaluating a Haiku C. Key Vocabulary

1. Haiku: a poem consisting of 17 unrhymed syllables organized into three lines:

Line1-5 syllables

Line 2-7 syllables

Line 3-5 syllables

most haiku poems refer to an element of nature; they express an instant of beauty, which keeps you thinking, or feeling

2. Syllables: a word or part of a word that can be uttered distinctively by a single effort of the voice

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3. Simplified version of haiku: provides more structure than the traditional haiku by using where it happens, what is happening, and when it occurred

1. ***Note to teacher: Students will learn about haiku poetry during their study of Japan. You may choose to use this lesson as part of the study of Japan, or introduce it now as another form of poetry. There are no haiku poems in the second grade Core Knowledge poetry collection.

2. Introduction: Tell students that Haiku is one of the most important forms of traditional Japanese poetry. The history of the modern haiku dates from Masaoka Shiki's reform, begun in 1892, which established haiku as a new independent poetic form.

3. Read aloud haiku poems that have elements of nature in them (see teacher resources for specific book suggestions). For discussion, ask students to compare the poems. Identify the nature theme. Tell students that haikus are meant to capture a moment in nature or in life. Tell students they will have a chance to learn writing in a way that the Japanese did, to write in a way that paints a picture of beauty using only a few words. .

4. Explain that a haiku poem has three lines with 17 syllables in all. Explain syllables. Tell students that the syllable pattern in a haiku is 5,7,5. Guide students through Appendix S: Understanding Haiku Poetry. It is a simplified version of the haiku. The focus is the idea more than the syllable count, but challenge the students to maintain the syllable count.

5. Writing a Haiku (Second graders may have difficulty writing a traditional haiku, so the following instructions represent a simplified version). It will look somewhat like this:

where it happens In the bigpuddle

what is happening tiny tadpoles are growing.

when it occurs I saw them today.

6. Students will be guided through all the steps to write a simplified haiku. First, select a picture, or an object from nature to encourage ideas. Discuss the elements involving the object or picture (e.g. the sun’s rays are peeking over the mountain).

7. Brainstorm and create lists of words or phrases that tell where the action is occurring (e.g. mountains, over the peak, the top of the mountain, the mountain’s brim, etc.).

8. Brainstorm and create a list of phrases that tell what is happening (e.g. the sun is coming up, the sun is rising, the sky is lighting up, and morning is starting). 9. Brainstorm and tell when it is happening (e.g. in the morning, as the sun rises, in

the summertime, while I am camping, etc).

10. Choose a where, what, and when phrase to create a complete thought. For example:

On the top of the mountain the sky is lighting up as the sun rises.

For more advanced students you may have them choose and write the “where,” the ”what”, and the “when” phrase to complete a thought.

11. For the final haiku assessment, show students an overhead of the rubric

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to every student. Have them write their own poem. Collect and evaluate students’ written work using Appendix U: Rubric for Evaluating a Haiku. E. Assessment/Evaluation

1. The students correct labeling and written responses for Appendices S and T will be discussed and checked upon completion assessing students’ comprehension of haiku poems.

2. The Appendix U: Rubric for Evaluating a Haiku will be used to assess students’ ability to write a haiku.

Lesson Five: Free Verse Poetry (three lessons: approximately two hours total)

2. Lesson Content

c. Writing

d. Poetry

i. Hurt No Living Thing by Christina Rosetti ii. Buffalo Dusk by Carl Sanburg

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e. Students will demonstrate a familiarity with a variety of fiction and nonfiction selections, including both read-aloud works and independent readings.

B. Materials

1. Appendix V: Understanding Free Verse (two per student) 2. Appendix W: Shape Poem Example (one copy for teacher) 3. Two sheets of blank paper

4. Black crayon or marker 5. Two paperclips

a. Appendix X: Writing a Free Verse Shape Poem

b. Appendix Y: Rubric for Evaluating Free Verse Shape Poem C. Key Vocabulary

1. Free Verse: non-metrical verse; poetry written in free verse is arranged in lines, may be more or less rhythmical, but has no fixed metrical pattern or expectation 2. Meter: regularized rhythm; an arrangement of language in which the accents

occur at apparently equal intervals in time D. Procedures/Activities

Day One: 30 minutes

1. Instruction: Explain that free verse refers to poetry that does not follow a

conventional pattern of rhythm or stanzas. Explain that free verse usually sounds like ordinary speech. Tell students that this form of poetry has become quite popular in the 20th century and many poets prefer free verse to other forms. Tell students that the poets like this method of writing because it frees them of concentrating on rhythm and rhyme, which often holds back ideas or forces the writer to use certain words in particular places. An interesting fact is that Walt Whitman was one of the first major poets to use this form.

2. Read the poem Buffalo Dusk (Listen, My Children, p. 17) to the class. After reading, instruct students to focus their attention on how the free verse supports the author’s purpose in the poem. Provide students with a copy of Appendix V: Understanding Free Verse. Guide students through the analysis or allow them to work in small groups, and then discuss the poem and student responses. Ask students if they had to choose a shape to represent this poem what would they choose? A Buffalo (This is preparing them their writing activity).

3. Read Hurt No Living Thing by Christina Rosetti (Listen, My Children, p. 14). Repeat procedure two. When deciding a shape for this poem the responses may vary: a ladybug, a butterfly, a worm etc.

4. Writing a free verse: Explain that when authors use free verse poetry they use a lot of imagery (words that paint pictures in the readers mind). Tell students when they write a free verse poem they will not only paint a picture in the readers mind they will design a picture from their poem.

5. Guide students through all the steps. First, select a topic (e.g. kite). 6. Brainstorm a list of phrases or words that describe the topic. For example:

kites fly on windy days soar colorful looks like a bird gets stuck in trees

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7. As a class choose the best words and phrases and arrange them to create a pleasing sound. For example, kites fly on windy days, soar, colorful, like a bird. 8. Draw the outline of a kite for students to copy (see Appendix W: Shape Poem

Example) then have them draw the outline, using black pen or marking pen. Then they will clip a sheet of white paper over the drawing and write the words or phrases following the shape of the picture (students may need to repeat part of the poem or add additional phrases to complete the shape).

9. For the final free verse assessment, show students an overhead rubric (Appendix Y) and explain the grading procedures. Then, hand out Appendix X: Writing a Free Verse Shape Poem to every student. Have them write their own poem. Collect and evaluate students’ written work using Appendix Y: Rubric for Evaluating a Free Verse Shape Poem.

1. The students correct labeling and written responses for Appendix V will be discussed and checked upon completion assessing students’ comprehension of the free verse poem.

2. Appendix X and Y will be used to assess students’ ability to write a free verse shape poem.

Lesson Six: Publishing (one lesson: approximately 60 minutes total)

a. Students will recognize how to write and speak for a variety of purposes and audiences.

b. Students will understand how to apply thinking skills to their reading, writing, speaking, listening, and viewing.

2. Lesson Content a. Writing

a. Students will write a variety of poems and make reasonable judgments about what to include in his or her own written works based on the type of composition.

b. Students will use the stages of the writing process appropriate to purpose and audience.

B. Materials

1. Two pieces of publishing paper for each student

2. Writing utensils appropriate for editing (for teacher and student) C. Key Vocabulary

1. Publish: to produce and present for public distribution 2. Revise: to look over in order to improve

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D. Procedures/Activities

1. Introduction: Tell students that they will be preparing their poetry for

publication. Explain that the class is going to make a book and every student will have their poems included in the book.

2. The student poetry folder should be passed back to each student. Ask them to reread their poems. Then have them choose two of their favorites. Ask students to read them to a partner. Give the class five minutes for sharing.

3. After sharing, have students lay their two favorite poems on the desk. These are the two that will be revised and edited for publication. Explain that there can be no mistakes in these poems, so we have to look over them with a fine tooth comb and make sure they are the absolute best they can be.

4. Define revise and edit. Tell students that revising makes the writing better, and editing fixes and corrects the writing.

5. Tell students they will go through four steps before publishing. First, they will look for mistakes themselves and correct them. Next, they will ask a partner to read and look for mistakes and correct them. Then, when there are no more mistakes, they will ask the teacher to edit. Once that is finished they will need to rewrite their poem in their most beautiful handwriting possible, for it will be copied and distributed for all those in this class to read.

6. Edit all students’ poems. When they write their final copy, do not except it with mistakes.

7. Students will need to write their final poems on a blank sheet of paper. They may clip a lined paper under the blank sheet to write on lines. For copying purposes, their final versions need to be on paper without lines.

8. Collect final poems to make into a classroom poetry book. E. Assessment/Evaluation

1. The students’ final poems will be checked upon completion and rewritten until exemplary work is maintained.

VI. CULMINATING ACTIVITY

A. Appendix Z: Final Poetry Assessment B. Poetry Book (see Lesson Six):

1. Give each student a page with a two inch, black line border drawn around the entire paper.

2. Students write their full name inside the border and decorate it. It will be copied using a black and white copier so color will only show on the original.

3. Collect the pages from the students.

4. Cut and paste student’s final poems onto their decorated border page. Make a copy of each page for every student.

5. Design a Book Cover with the title, the class name, the grade, and the year. Make one copy for each book then laminate it and bottom cover for the book. Compile student pages and bind them.

6. Use the original for the classroom library.

VII. HANDOUTS/WORKSHEETS

A. Appendix A: Guidelines for Reading Poetry B. Appendix B: Caterpillars by Aileen Fisher

C. Appendix C: The Night Before Christmas by Clement C. More D. Appendix D: The Wind by Robert Louis Stevenson

E. Appendix E: The Duel by Eugene Field F. Appendix F: Writing a Couplet

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G. Appendix G: Rubric for Evaluating a Couplet

H. Appendix H: Something Told the Wild Geese by Rachel Field I. Appendix I: Bee! I’m Expecting You!

J. Appendix J: Rudolph is Tired of the City by Gwendolyn Brooks and Discovery by Harry Behn

K. Appendix K: Harriet Tubman by Eloise Greenfield and Lincoln by Nancy Byrd Turner L. Appendix L: Who Has Seen the Wind by Christina Rosetti and Windy Nights by

Robert Louis Stevenson M. Appendix M: Writing a Quatrain

N. Appendix N Rubric for Evaluating a Quatrain O. Appendix O: Close Procedure for Bed In Summer

P. Appendix P: There Was an Old Man with a Beard by Edward Lear Q. Appendix Q: Writing a Limerick

R. Appendix R Rubric for Evaluating a Limerick S. Appendix S Understanding Haiku Poetry T. Appendix T: Writing a Simplified Haiku

U. Appendix U: Rubric for Evaluating a Simplified haiku V. Appendix V: Understanding Free Verse Poetry W. Appendix W: Shape Poem Example

X. Appendix X: Writing a Free Verse Shape Poem

Y. Appendix Y: Rubric for Evaluating a Free Verse Shape Poem Z. Appendix Z: Final Poetry Assessment

VIII. BIBLIOGRAPHY

A. Barclay Lipson, G., and Romatowski, J.A. Calliope: A Handbook of 47 Poetic Forms and Figures of Speech. Torrance: Good Apple, Inc., 1981. 0-86653-025-8.

B. Core Knowledge Sequence. Charlottesville, VA: Core Knowledge Foundation, 1999. 1-890517-20-8.

C. Core Knowledge Text Resources: Grade 2. Charlottesville, VA: Core Knowledge Foundation, 2004. 1-890517-58-5.

D. Forms of Poetry Poster Set. McDonald Publishing Co.

E. Hirsch, E.D. What Your Second Grader Needs to Know (Revised Edition). New York, NY: Doubleday, 1998. 0-385-48120-9.

F. Lear, E. Daffy Down Dillies: Silly Limericks. Honesdale, PA: Boyds Mills Press, Inc., 1992. 1-56397-007-4.

G. Listen, My Children: Poems for Second Graders. Charlottesville, VA: Core Knowledge Foundation, 2001. 1-890517-30-5

H. Moore, J.E., Writing Poetry with Children. Monterey, CA: Evan-Moor Educational Publishing, 1999. 1-55799-734-9.

I. Muschla, G.R., Reading Workshop Survival Kit. West Nyack, NY: The Center for Applied Research in Education, 1997. 0-87628-592-2.

J. Nortoon, D.E. Through the Eyes of a Child: An Introduction to Children’s Literature, Third Edition. New York, NY: Macmillan Publishing Company, 1991. 0-675-21144-1. K. Perrine, L. Literature: Structure, Sound, and Sense, Fourth Edition. New York, NY

Harcourt Brace, 1983. 0-15-551106-8.

L. Webster’s II New Riverside Dictionary: Office Edition. Boston, MA: 1996. 0-395-74288-9

M. Yolen, J. Color Me a Rhyme: Nature Poems for Young People. Honesdale PA: Boyds Mills Press. Inc., 2000. 1-56397-892-X.

N. Yolen, J. Least Things: Poems About Small Natures. Honesdale, PA: Boyds Mills Press, Inc., 2003.1-59078-098-1.

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Appendix A

Guidelines for Reading Poetry Orally to Children

1.

Before reading a poem aloud to children, read the poem to

yourself. Know the poem well. Mark the phrases you would like to

emphasize. Read the poem exactly like you feel it.

2.

Read the poem naturally, following the rhythm. The appearance

of the poem on paper usually dictates the rhythm and the mood.

Some poems are meant to be read more slowly, and some should

be read at a more rapid pace.

3.

Pause where it makes sense to and pause when it pleases you to

pause. Many poems convey greater mood when pausing at the end

of each line.

4.

Speak in a natural voice when reading a poem aloud. Don’t change

to a high-pitched tone or a bass-pitched tone. Read the poem as

though you were speaking to your neighbor about an article you

read about space exploration. You must be sincere.

5.

After a poem is read, be quiet. Don’t feel trapped into asking

children questions such as “Did you like it?” Most boys and girls

will answer yes-even if they didn’t like it.

(adapted from Through the Eyes of a Child: an Introduction to Children’s

Literature by Donna E. Norton)

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Appendix B, page 1

Answer Key

Caterpillars

By Aileen Fisher

Identify the pattern of the poem.

Line 1: _____

A

___

Line 2: _____

A

___

Line 3: _____

B

____

Line 4: _____

B

____

Line 5: ____

C

____

Line 6: ____

C

____

Line 7: ____

D

____

Line 8: ____

D

____

Write your answers on the lines.

1.

What form of poetry is this? ___

Couplet

__________________________

2.

Tell in one word what this poem is about.

________

Caterpillar

______________________________________________

3.

What is the author saying about caterpillars?

_____

They love to eat or they eat a lot.

_____________________________

4.

My favorite part of this poem is __

Possible answer: the butterfly

_____

because it makes me think about ____

catching butterflies in the springtime

.__

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Appendix B, page 2

Name

__________________

Caterpillars

By Aileen Fisher

Identify the pattern of the poem.

Line 1: _________

Line 2: _________

Line 3: _________

Line 4: _________

Line 5: _________

Line 6: _________

Line 7: _________

Line 8: _________

1.

What form of poetry is this? ___________________________________

2.

_____________________________________________________________

3.

What is the author saying about caterpillars?

_____________________________________________________________

4.

My favorite part of this poem is _________________________________

because it makes me think about _____________________________________

_____________________________________________________________.

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Appendix C, page 1

Answer Key

The Night Before Christmas

by Clement C. Moore

Write your answers on the line.

1.

Is this a poem or a story? How can you tell? (This is a two-part question.

Make sure you answer both parts.)

Possible answer: This is a poem because it follows a rhyming______________

pattern________________________________________________________

2.

Who is this poem about? __

St. Nicholas

___________________________

3.

Who is telling the story? __

The father

____________________________

4.

My favorite part of this poem is ___

Possible answer: ..”he shook when he

laughed like a bowlful of jelly”______________________________________

because it makes me think about _

my dad

_____________________________ .

Finish the pattern.

Line 1: Christmas

A

Line 2: house

B

Line 3: mouse

__

B

Line 4: __

care

___

_

C

_

Line 5: __

there

__

_

C

_

Line 6: __

beds

___

_

D

_

Line 7: ___

heads

_

D_

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Appendix C, page 2

Name ___________________

The Night Before Christmas

by Clement C. Moore

Write your answers on the line

.

1.

Is this a poem or a story? How can you tell? (This is a two-part question.

Make sure you answer both parts.)

______________________________________________________________

2.

Who is this poem about?

_______________________________________

3.

Who is telling the story?

_______________________________________

4.

______________________________________________________________

because it makes me think about _____________________________________.

Finish the pattern

.

Line 1: Christmas

A

Line 2: house

B

Line 3: mouse

___

Line 4: _________

___

Line 5: _________

___

Line 6: _________

___

Line 7: _________

___

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Appendix D, page 1

Answer Key

The Wind

by Robert Louis Stevenson

Write the rhyming words on the first line, and then identify the letter pattern on

the second line.

Line 1: _____

high __

__A___

Line 2: _____

sky

___ __

A

___

Line 3: _____

pass

__ __

B

___

Line 4: _____

grass

_ __

B

___

Line 5: _____

long

__ __

C

___

Line 6: _____

song

__ __

C

___

Write your answers on the lines.

1.

What form of poetry is this? ______

Couplet

_______________________

2.

Tell in one word what this poem is about. __________________________

________

wind

______________________________________________

3.

Do you think this author likes the wind? Tell why you think that. (This is a

two-part question. Make sure you answer both parts.)

Possible answer: I don’t think the author likes the wind because he says it

sings loud. Loud wind is kind of scary

. .

4.

My favorite part of this poem is

Possible answer: the kites

because it reminds me of ____

flying kites in the park

________________

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Appendix D, page 2

Name ________________

The Wind

the second line.

Line 1: ___________

______

Line 2: ___________

______

Line 3: ___________

______

Line 4: ___________

______

Line 5: ___________

______

Line 6: ___________

______

1.

2.

_____________________________________________________________

3.

Do you think this author likes the wind? Tell why you think that. (This is a

two-part question. Make sure you answer both parts.)

_____________________________________________________________

4.

because it reminds me of ___________________________________________

_____________________________________________________________.

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Appendix E, page 1

Answer Key

The Duel

by Eugene Field

the second line.

Line 1: ___

cat

______

___

A

___

Line 2: ___

sat

______

___

A

___

Line 3: ___

think

____ ___

B

___

Line 4: ___

wink

____ ___

B

___

Line 5: ___

plate

___ ___

C

___

Line 6: ___

fate

____ ___

C

___

1.

What form of poetry is this? ___________

Couplet

_________________

2.

Tell, in ten words or less, what happened in this poem.

_____

A dog and a cat get in a fight.

________________________________

3.

According to the poem, what is the truth about the cat and the pup? (Write

the answer exactly like it says in the poem.)

____

They ate each other up

! ______________________________________

4.

Could a gingham dog and a calico cat really hurt each other? How do you

know? (This is a two-part question. Make sure you answer both parts.)

Possible answer:

They could not really hurt each other because they are stuffed animals.

I know this because gingham and calico are fabrics

.____________________.

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Appendix E, page 2

Name ____________________

The Duel

by Eugene Field

the second line.

Line 1: ___________

______

Line 2: ___________

______

Line 3: ___________

______

Line 4: ___________

______

Line 5: ___________

______

Line 6: ___________

______

1.

2.

Tell, in ten words or less, what happened in this poem.

______________________________________________________________

3.

According to the poem, what is the truth about the dog and the cat? (Write

the answer exactly like it says in the poem).

______________________________________________________________

4.

Could a gingham dog and a calico cat really hurt each other? How do you

know? (This is a two-part question. Make sure you answer both parts.)

______________________________________________________________

_____________________________________________________________.

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Appendix F

Name ____________________

Writing a Couplet

__________________________

Title/Topic

1. Write your first line here.

_______________________________________________________

2. Make a list of words that rhyme with the last word of your line.

__________

3. Write your second line here.

_______________________________________________________

4. Copy your poem on the lines. Draw a picture to illustrate the poem.

(adapted from Writing Poetry with Children by Jo Ellen Moore)

by

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Appendix G

Name of student _________________________

Topic __________________________

Date ______________

Rubric for Evaluating a Couplet

1 2 3 4

Topic

Score ____

There is no

topic

The topic is

stated in the

first line but

not the second

line

A good topic

idea is stated

and carried out

in both lines

A strong topic

is clearly

stated and well

developed

Poem

Organization

Score ____

Unorganized;

without two

lines

Two lines but

not ending with

rhyming words

Two lines that

end with

rhyming words.

Two lines that

end with

rhyming words

with same

syllable count

Poem

Constructs

Meaning

Score ____

It does not

make sense

The first line

does not fit

with the second

line

The first line

makes sense

with the second

line.

Careful planning

is evident;

meaning is

easily

understood

Appearance

Score ____

Inadequate;

not neat; little

care evident

Adequate;

needs more

attention to

detail

Attractive and

appealing; neat

Eye catching;

Aesthetically

pleasing;

beyond

expectations

Score: _________/ 16 = _____________

(30)

Appendix H, page 1

Answer Key

Something Told the Wild Geese

By Rachel Field

1. What is the message for the wild geese?

They need to fly south

_________

2. What is the current season the poem is describing? What words gave you

that clue? (This is a two-part question. Make sure you answer both parts.)

_

Summer is the current season. Some clues are ”fields lay golden, leaves were

green and stirring, sagging orchards, summer sun was on their wings…”_______

3. Tell what you think the following lines mean:

“All the sagging orchards

steamed with amber spice…”

Possible answer:

Trees weighed down by ripe fruit looking frosty in the early

morning

.____________________________________________________

4. Write the rhyming words on the first line, and then identify the letter

pattern on the second line.

Line 1: __

geese

____ __

A

____

Line 2: __

go

_______ __

B

____

Line 3: __

golden

____ __

C

____

Line 4: ___

snow

____ __

B

____

5. Does this pattern stay the same for the rest of the poem

?

____

Yes

________________________

6. If you could change the last line of the poem, what would you write?

Something told the wild geese

It was time to fly-

Summer sun was on their wings,

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Appendix H, page 2

Name __________________________

Something Told the Wild Geese

By Rachel Field

1. What is the message for the wild geese? ___________________________

2. What is the current season the poem is describing? What words gave you

that clue? (This is a two-part question. Make sure you answer both parts.)

______________________________________________________________

3. Tell what you think the following lines mean:

“All the sagging orchards

steamed with amber spice…”

______________________________________________________________

4. Write the ending words on the first line, and then identify the letter pattern

on the second line.

Line 1: ___________

______

Line 2: ___________

______

Line 3: ___________

______

Line 4: ___________

______

5. Does this pattern stay the same for the rest of the poem?

__________________

6. If you could change the last line of the poem, what would you write?

Something told the wild geese

It was time to fly-

Summer sun was on their wings,

(32)

Appendix I, page 1

Answer Key

Compare the Poems

Rudolph is Tired of the City by Gwendolyn Brooks

Discovery by Harry Behn

Write the rhyming words on the first line. Identify the letter pattern on the

second line. The line numbers differ, pay attention!

Rudolph is Tired of the City Discovery

Line 1: __

me

_________ ___

A

__

Line 2: __

away

_______ ___

B

__

Line 3-___

country

__ ___

A

__

Line 4: ___

day

_______ ___

B

__

Line 5-____

too

______ ___

C

__

Line 6: ____

do

_______ ___

C

__

Line 9: __

first

_____ ___

A

__

Line 10: __

show

______ ___

B

__

Line 11: ___

rock

______ ___

C

__

Line 12: ___

go

_______ ___

B

___

Line 13 ____

Joe

______ ___

B

___

Line 14: ____

know

____ ___

B

___

1.

Are both of these poems quatrains? __Yes________________________

2.

What do these poem patterns have in common?

They both have a couplet

following the quatrain

. ____________________________________________

3.

What is the common theme of both poems? ___

Nature or being outdoors

__

4.

Which poem do you like better? Explain why. (This is a two-part question.

Make sure you answer both parts.)

Possible answer: I like the

Discovery

poem

(33)

Appendix I, page 2

Name _________________________

Compare the Poems

Rudolph is Tired of the City by Gwendolyn Brooks

Discovery by Harry Behn

Write the rhyming words on the first line. Identify the letter pattern on the

second line. The line numbers differ, pay attention!

Rudolph is Tired of the City Discovery

Line 1: _____________ ______

Line 2: _____________ ______

Line 3 _____________ ______

Line 4: _____________ ______

Line 5 _____________ ______

Line 6: _____________ ______

Line 9: _____________ ______

Line 10: ____________ ______

Line 11: _____________ ______

Line 12: ____________ ______

Line 13 _____________ ______

Line 14: ____________ ______

1.

Are both of these poems quatrains? ______________________________

2.

How do they poem patterns differ? ______________________________

______________________________________________________________

3.

What is the common theme of both poems? ________________________

4.

Which poem do you like better? Explain why. (This is a two-part question.

Make sure you answer both parts). ____________________________________

______________________________________________________________

(34)

Appendix J, page 1

Answer Key

Where Go the Boats?

the second line.

Line 1: __

river

____ _

A

_____

Line 2: __

sand

____ _

B

_____

Line 3: __

ever

____

_

A

_____

Line 4: ___

hand

___ _

B

_____

Line 5: ___

a-floating

_

__

A

____

Line 6: ___

foam

___ __

B

____

Line 7: ___

a-boating

__

A

____

Line 8: ___

_home

___ __

B

____

1.

Does this pattern stay the same for the rest of the poem?

____

Yes

_________

2.

What story does this poem tell?

The story is about a child who lets his

boats float down the river

._________________________________________

3.

Does this poem make you feel happy or sad