Title: Dipping into Poetry

Subject/Grade Level/ Date(s): ELA/ Fourth/ 9-11-15

Time Requirements: 30 minutes

Materials List: Poetry books on water

Type of Lesson: Whole group introduction to poetry

Connection to Standards: CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama,

and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Instructional Objective: SWBAT Identify the elements of poetry.

SWBAT Define imagery, metaphor, and similes

Language Objective: SWBAT listen and respond to poetry being read.

Active Instructional Plan:

Anticipatory Set: What is Poetry? ; 8-beat Rhythm Activity
-Students will be asked to create their own 8-beat pattern through clapping and snapping
-Students will share as a whole class and then a few will be picked out to share individually
-Teacher will ask:
Questions: What did you notice during this activity? What were some similarities and differences to each persons
rhythm?
-Teacher will explain that even though all the patterns had a rhythm an style, not all of them were the same; just like
poetry. Not all poetry has to rhyme, but each different kind of poetry has their own unique rhythm and ways of
expressing through imagery
Modeling: 1) Share a poetry example that share a water theme.
-Explain imagery, metaphor, simili
-Point out the rhythm and imagery
-Discuss some different poetry forms: free verse, haiku, etc.
Guided Practice: 2) Share another poetry example
-Have class point out the imagery they notice

-How does it make them feel?

Independent Practice: 4) Students will write a class haiku
-Class will be assigned the theme of Rainy Day
-Each student will be assigned a line of a haiku (how many syllables they have)
-Each student will then write one line with the criteria of certain syllables that have to do with a rainy day
Closure: 5) Students will share aloud what they have written
-In a certain order, students will share aloud their verse

Assessment/Evaluation: Informal assessment will take place as I call names for answers and responses to
questions and invitations I will make during the lesson; imagery will be assessed as they read their verse

Modifications/Differentiation: Keep visual examples of different poetry up; help brainstorm ideas by
creating a list of water words as a class