Reading & Writing Poetry
Jonathan Klingeman –
Mt.NittanyMiddle School
March 29, 2007
Learning Objectives
By the end of the class period, students will:
- Write, respond and react to each other’s poems.
- Understand requirements of I-movie project
Academic Standards:
1.1.8. D – Identify basic facts and ideas in text using specific strategies
1.1.8. H – Demonstrate fluency and comprehension in reading
1.3.8. F – Read and respond to poetry
1.4.8. A – Write poetry
1.6.8. B – Listen to selections of literature
1.6.8. D – Contribute to discussions
Rationale:
Why is it important for students to learn this?
Many students have stated that they don’t like poetry. I want them to become aware of the many creative ways to write, including using such props to invoke the emotion as we discussed in class. Students seem to not be nearly as afraid to write when it there is a medium assisting their creativity such as the overhead projector and food coloring.
Why have you chosen to teach the lesson this way?
By suggestion of my mentor, I feel the kids will react well to this lesson. As they are all very creative (as seen through previous lessons), this will be another fun way to begin thinking outside the box white we create poetry. This will be an easy activity to spark creative writing.
Materials
Teacher:
Poem in pieces for “coffee shop”
I-movie description sheet
Bowl of water
Food coloring
Overhead projector
Limerick Assignment 1
Student:
Notebooks, pencils, etc.
Procedures
1. Transition/Motivation: Describe at least one procedure that would motivate students to participate:
Students seem to like new ideas in the classroom. As the activities we will participate in are very different than anything they will have seen, I’m hoping that they will see the purpose in the activities and have fun. As there will be no specific learning objectives, we can really enjoy this lesson.
2. Behavioral Objectives: Describe the expected behaviors of the students:
I expect the students to work independently while writing. As I have learned, the creative activities sometimes get the kids really excited. I don’t want to hinder their “play” time, but I want them to realize that we have specific objectives to meet by the end of the class.
3. Organizer: Describe the procedures that will be used to inform students of the major steps of the lesson:
I will specifically tell students the objectives of the lesson since there are multiple goals for the day.
4. Sequence of Lesson: Describe teacher and student actions:
1. Distribute i-movie description sheet.
Review requirements
Answer questions
2. Begin “Coffee Shop” Activity
Distribute one line of poem to each student
Explain to students to walk around the room sharing with each other what’s on their piece of paper. (No other talking aloud)
Allow students to “coffee shop” until almost each student has met each other student.
Discuss with students their ideas about what the piece is about
Read entire poem and discuss it
3. Distribute Limerick assignment 1.
4. Begin water/food coloring poem
Drop food coloring into bowl. Have students write a flowing based on the changes to the picture when new drops are added.
5. Select students to share poems.
5. Closure:
Commend students for a good job. The need for support during such a different time of the school year is necessary. I will also remind students about the Book of the Month projects and presentations which are due Friday.
6. Transition to next lesson:
The next lesson was previously scheduled and will be backwards step in the unit.
Assessment: How will you determine if the students have mastered today’s objectives:
Students will have the opportunity to share their poems with partners as well as with the class. As there isn’t any “new learning” going on, I will be able to tell if students are understanding the opportunities to think outside the box.
Reflection
- To what extent were students productively engaged?
I knew that students were engaged because one, they were having fun, and two they were responding to questions that required prior knowledge. They were constantly doing something in class and didn’t have time to sit still.
- Did the students learn what I intended? How do I know?
I think the students were very engaged during the coffee shop activity. I was surprised that the students were enjoying learning. As I expected a great deal from them in regard to making inferences about the poem we were going to read, I was impressed to see almost 100% of the students pushing to become involved.
- Did I modify my instruction? If yes, how?
As soon as I walked into class, I realized that I had planned a great deal of instruction in only 40 minutes of time. Though time was against me, I knew that I would have to keep the students working diligently. I modified the original plan in the progression of the lessons; however, I figured that if I have so much to do, then the actives that would be OK to cut should be at the end of the period.
This worked really well except for the fact that I was speaking extremely fast. I think I did this subconsciously as I knew I might be rushed for time. On Monday, when we begin to work the computers, I will make sure to refresh the expectations I have for the project.
Also, by moving around the activities, I was able to get the kids involved together from the beginning. It might have been more difficult to get students working if we would have started with creative writing since so many don’t really enjoy it.
None the less, I was surprised at the involvement in the creative writing project. Many of my students have a great talent with working with words and tapping into their creative juices. I’m really excited to see how the i-movie projects will go now.
- What would I do differently next time
I really would only talk slower next time. I have found out that its better to have too much to do and cut out the things that aren’t critical to the plan. I want to judge my time accordingly as some classes might need more time with an activity than the others.
Really learning how to judge time in the classroom can be difficult, but I’m excited to keep practicing.