F1.+Introductory+Lesson


 * Introduction to Poetry Unit—Lesson 1: What is Poetry?** //Week 1:// //Days 1 & 2//

__Objectives:__

- Students will be able to identify key elements of literature that comprise the genre of poetry. - Students will be able to make cross genre connections with regards to literature. - Students will be able to think creatively and critically.

__Process/Procedure for Students__

Students arrive to class and begin by answering the poetry unit anticipation guide. Students put aside the anticipation guide and then are given the lyrics to the song, Bowl of Oranges by Bright Eyes. Students listen to the lyrics being read aloud by teacher. Students then listen to the song Bowl of Oranges. Students engage in a discussion, facilitated by the teacher, about the differences between the lyrics being read and being sung. Students will also consider the question, "Are these lyrics a poem?" This discussion will lead students into brainstorming the qualities of poems. The teacher will write down student's thoughts on the board. Students will then copy down the list of qualities they have come up with that make a poem a poem. The students will then briefly discuss the results of their brainstorming and will then read a sample poem, "A Boy Named Sue" by Shel Silverstein.

__Process/Procedure for Teachers__:

Introduction: This lesson will be used as an introduction to a unit on poetry. Teacher will come up with an anticipation guide for the unit on poetry. Teacher will make copies of the anticipation guide for students. Students will arrive to class and be provided with an overview of the days lesson and the new unit on poetry that starts today. Teacher will hand out copies of the poetry unit anticipation guide to students who will begin by answering the questions on the poetry unit anticipation guide. Teacher will acquire and make copies of the song lyrics to the song, "Bowl of Oranges" by Bright Eyes. Teacher will instruct students put aside the anticipation guide and pass out the song lyrics. Teacher will read the lyrics aloud to students. Teacher will then play the song "Bowl of Oranges" for students. Teacher will then facilitate a discussion about the differences between the lyrics being read and being sung. The teacher will be sure to pose the question, "Are these lyrics a poem?" This discussion will lead students into brainstorming the qualities of poems. The teacher will write down student's thoughts on the board. The teacher will then instruct students to copy down the list of qualities they have come up with that make a poem a poem. The teacher will then facilitate the students to briefly discuss the results of their brainstorming. Teacher will make copies of a sample poem, distribute them to students, and read and go over the sample poem as a class "A Boy Named Sue" by Shel Silverstein.

__Assessment__:

Students will be assessed based on their participation in the discussions and must also have contributed at least one thing to the list of poem qualities during the brainstorming activity. Students will also write two to three sentences stating why the sample poem that was read in class is a poem. This assignment will be graded based on the inclusion of the qualities discussed and described during the class brainstorming activity and turned in at the end of class or completed for homework to be turned in the next day following the lesson, depending on what time allows. In completing this mini-analysis of "A Boy Named Sue," through the two to three sentences that students will write describing what makes the poem a poem, students are demonstrating their knowledge of and ability to identify key elements of literature that comprise the genre of poetry.

__Rationale:__

During this lesson students will be working within a sociocultural environment that involves group learning. Students will draw from each other and build on the ideas of their classmates as they discuss the qualities that combine to form the genre of poetry. In this way students are being introduced to a unit on poetry which will ultimately enhance their language skills that translate across genres, beginning with this lesson in which they will synthesize their knowledge of literature.

__ESOL Accommodations and Standards:__

In talking about what makes a poem a poem the importance or at least the benefit of using one's native language and culture in poetry and writing in general will be stressed by the teacher. An example will be provided and emphasis will also be placed on the importance of writing about personal and cultural experiences and what one knows best. Teacher will also be integrating the four language skills of listening composition, oral communication, reading and writing in this lesson as students as students work with the song lyrics as a text. Working with the song and discussing the qualities of poetry incorporates techniques appropriate to learners' socialization and communication needs based on language as a social phenomenon.

__Materials Needed__:

- Copies of Anticipation Guide - Copies of Lyrics to “Bowl of Oranges” by Bright Eyes - Copies of poem, "A Boy Named Sue," by Shel Silverstein

__Sunshine State Standards addressed in this lesson:__

o LA.910.1.5.1 The student will adjust reading rate based on purpose, text difficulty, form, and style. o LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; o LA.910.1.6.8 The student will identify advanced word/phrase relationships and their meanings; o LA.910.1.7.2 The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning; o LA.910.2.1.3 The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position); o LA.910.2.1.4 The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance;

__ANTICIPATION GUIDE:__

Before: After:

Yes No Yes No _ _ Poetry is boring. _ _

_ _ Poetry is hard to understand. _ _

_ _ I understand what makes a poem a poem. _ _

_ _ I do not like poetry. _ _

_ _ Poetry is a thing of the past. _ _

_ _ I have written a poem. _ _

_ _ All poems follow a strict set of rules. _ _

_ _ All poems are/should be about love. _ _

__SONG:__

"Bowl of Oranges" by Bright Eyes The rain, it started tapping on the window near my bed. There was a loophole in my dreaming, so I got out of it.

And to my surprise my eyes were wide and already open. Just my nightstand and my dresser where those nightmares had just been. So I dressed myself and left then, out into the gray streets. But everything seemed different and completely new to me. The sky, the trees, houses, buildings, even my own body. And each person I encountered, I couldn't wait to meet. And I came upon a doctor who appeared in quite poor health. I said "There is nothing I can do for you you can't do for yourself." He said "Oh yes you can. Just hold my hand. I think that would help." So I sat with him a while and then I asked him how he felt. He said, "I think I'm cured. No, in fact, I'm sure. Thank you Stranger, for your therapeutic smile."

So that is how I learned the lesson that everyone's alone. And your eyes must do some raining if you are ever gonna grow. But when crying don't help and you can't compose yourself. It is best to compose a poem, an honest verse of longing or simple song of hope.

That is why I'm singing... Baby don't worry 'cause now I got your back. And every time you feel like crying, I'm gonna try and make you laugh. And if I can't, if it just hurts too bad, then we will wait for it to pass and I will keep you company through those days so long and black. And we'll keep working on the problem we know we'll never solve of Love's uneven remainders, our lives are fractions of a whole.

But if the world could remain within a frame like a painting on a wall. Then I think we would see the beauty. Then we would stand staring in awe at our still lives posed like a bowl of oranges, like a story told by the fault lines and the soil.

FEAP!!!!

4.2 Designs activities that develop all PK-12 student's critical and creative thinking (Discussion, Brainstorming, and reflective sentences)

8.3 Expands knowledge of subject matter by actively seeking resources to support content (Inclusion of song and the way it ties in with poetry)

12.1 Knows how to use a variety of technologies and knows the principles that guide the effective use of technologies to enhance instruction and increase learning for all PK-12 students (inclusion of the song?)

ESOL 8. Select and develop appropriate ESOL content according to student levels of proficience in listening, speaking, reading, and writing, taking into account: 1) basic interpersonal communicative skills (BICS) and (2) cognitive academic language proficiency skills (CALP) as they apply to the English Language Arts classroom. (Reading, listening to song, speaking in discussing and brainstorming, and writing as analysis)