“Poetry Café”

n PROGRAM OVERVIEW The Poetry Café takes place after

my 5th grade students have produced poems throughout the week. We start on Monday where we learn one type of poem as well as figurative language. After practicing writing the type of poem and practicing the type of figurative language, students are ready to create their poems! The poems are included in their very own Poetry Book (where they can name it whatever they like)!

On the next Monday, students will walk into what looks like a café, with dimmed lights, candlelight on the restaurant’s tables that are covered with black table cloths, and coffee cups. The Poetry Café starts off with the host (the teacher) welcoming all the students and explains the events for the day. The events start off with poetry readings from students. There is then an intermission or “coffee break” where there will be a Poetry Slam Contest. For this contest, students who are sitting at the same table will be given 5 minutes to come up with a rhyming poem. The winner will receive a coffee cup filled with candies that taste like coffee! The next event during the “coffee break” is the Jazz Jam Session. This is where students are able to sing or play an instrument on stage. During this time, food and drink are served. After the “coffee break”, there is the second half of the poetry readings. The last thing is to have students fill out a “comment card” which ends up being a summary of today’s events.

For further information contact…

Robbin HughesDr. N.E. Roberts Elementary

6600 Green Road

Lakeland, Florida 33810

(863) 815-6633

robbin.hughes@polk-fl.net

2011 - 2012 Idea Catalog of exCellenCe

n OVERALL VALUE The program has been successful

in my classrooms because students became poets. When we held the Poetry Café, the students transformed into poets and motivated them to do great with writing their poems. They also were more motivated after the café and asked when we could do something like that again.

n MATERIALS • pencil• paper• computer paper• construction paper• black tablecloths• candle holders• fake tea light candles• coffee cups• coffee mugs filled with coffee

beans• stool• index cards• pencils• paper• projector• microphone• food• drinks

**A PowerPoint that can be used with this program can be obtained by emailing the Developer for sending electronically.

n LESSON PLAN TITLES• “Introduction to Poetry”

• “Writing Like a Poet”

• “Poetry Café Poets”

n ABOUT THE DEVELOPER Robbin Hughes is a 5th grade

teacher at Dr. N.E. Roberts Elementary. She has been teaching for 3 years. Robbin went to Florida Southern College where she majored in Elementary Education. Every summer she attends Kagan training.

H H H

“Poetry Café” Robbin HughesLesson Plan No 1: Introduction to Poetry

n SUBJECTS COVEREDReading/Writing

n GRADESThree - Five

n OBJECTIVES • Students will be able to name,

describe, and write an example of the characteristics of different types of poetry.

n SUNSHINE STATE STANDARDS

LA.5.2.1.1. The student will demonstrate knowledge of the characteristics of various genres (e.g., poetry, fiction, short story, dramatic literature) as forms with distinct characteristics and purposes

LA.5.2.1.3 The student will demonstrate how rhythm and repetition as well as descriptive and figurative language help to communicate meaning in a poem

n MATERIALS• student notebook• pencil• construction paper

n VOCABULARY• onomatopoeia• descriptive language• poetry• hyperbole• imagery• figurative language• simile• metaphor• personification

n DIRECTIONS DAY 1:k Read an interesting/funny poem to

students to grab their attention to introduce poetry.

k Students will create a flipbook that descr ibes the di f ferent characteristics of poetry.

u Flap 1-onomatopoeia [the use of words the sounds of which suggests their meaning (eg. buzz, purr)]

• Describe, have students wr i te down the i r own definition in flipbook, and create their own example.

u F l a p 2 - i m a g e r y ( t h e representat ion or idea of a p e r s o n a l ex p e r i e n c e , remembered or imagined)

• Describe, have students wr i te down the i r own definition in flipbook, and create their own example.

u Flap 3-simile (comparison of things that are unlike, usually using the words ‘like’ or ‘as’)

• Describe, have students wr i te down the i r own definition in flipbook, and create their own example.

u Flap 4-metaphor (f igure of speech where a comparison is stated as an analogy (eg. ‘the lake was a mirror’ or ‘death is slumber’)

• Describe, have students wr i te down the i r own definition in flipbook, and create their own example.

u Flap 5-personification (attribution of human qualities to non-human characters)

• Describe, have students wr i te down the i r own definition in flipbook, and create their own example.

u Flap 6-alliteration (the occurrence of the same letter or sound at the beginning of adjacent or closely connected words)

DAY 2:k Review all f laps of f igurative

language from yesterday.

k Show students an Acrostic Poem.

k Discuss the criteria for an Acrostic Poem (word written vertically and have sentences about that topic that start with that letter).

k Review in depth imagery. Practice writing imagery sentences that use the five senses.

k Students will then write an Acrostic Poem that includes imagery from at least 3 senses.

DAY 3:k Review all f laps of f igurative

language.

k Show students a Free verse Poem.

k Discuss the criteria for a Free verse Poem (a poem that refrains from consistent meter patterns, rhyme, or other pattern)

k Review in depth personification. Practice writing personification sentences.

k Students will then write a Free verse Poem making sure they include personification.

DAY 4:k Review all f laps of f igurative

language.

k Show students a Shape Poem.

k Discuss the criteria for a Shape Poem (a poem that forms then shape of the topic of the poem).

k Review in depth alliteration. Practice writing alliteration sentences.

k Students will then write a Shape Poem making sure they include alliteration.

2011 - 2012 Idea Catalog of exCellenCe

“Poetry Café” Robbin HughesLesson Plan No 1: Introduction to Poetry (cont.)

2011 - 2012 Idea Catalog of exCellenCe

DAY 5:k Review all f laps of f igurative

language.

k Show students a Rebus Poem.

k Discuss the criteria for a Rebus Poem (a poem that uses symbols to stand for words).

k Review in depth onomatopoeia. Practice writing onomatopoeia sentences.

k Students will then write a Rebus Poem making sure they include onomatopoeia.

DAY 6:k Review all f laps of f igurative

language.

k Show students a Haiku Poem.

k Discuss the criteria for a Haiku Poem (first line has 5 syllables, second line has 7 syllables, third line has 5 syllables, and is usually about nature).

k Review in depth similes and metaphors. Practice writing similes and metaphors.

k Students will then write a Haiku Poem and picking either a simile or metaphor to include in their poem.

*Days can be combined if students finish one poem.

n EVALUATION/ASSESSMENT

See attached Poetry Rubric.

n ADDITIONAL RESOURCES Different Poetry books that students

can get ideas from or that you can read to them each day.

n DIFFERENTIATIONFor ESE, ELL, and lower level

students, they may be given more time, or less amount of poems to write.

H H H

“Poetry Café” Robbin HughesLesson Plan No 2: Writing Like a Poet

n DIRECTIONS • Hand out construction paper,

computer paper, and coloring utensils to students.

• Have them create a Poetry Book, decorating the cover.

• Have them add all the poems we worked on (acrostic, free verse, shape, rebus, haiku) to their Poetry Book as nice and neat as they can. (*If applicable, students may type up their poems and then add it to their books)

• Assign students a partner in the class that can peer review the poems.

• All poems should be added to Poetry Book, after peer review.

• Then have students go through their poems (after writing them) and add pictures and color.

n EVALUATION/ASSESSMENT

See attached Poetry Rubric.

n ADDITIONAL RESOURCES Previous years’ Poetry Books, if

possible, so students can see examples.

n DIFFERENTIATIONFor ESE, ELL, and lower level

students, do not make them have as many poems that they need to add to their Poetry Books.

H H H

n SUBJECTS COVEREDReading/Writing

n GRADESThree - Five

n OBJECTIVES • Students will be able to write a

variety of poems.

n SUNSHINE STATE STANDARDS

LA.5.4.1.2 The student will write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, character izat ion, plot, and/or appropriate format.

n MATERIALS• student notebook

• pencil

• construction paper

• computer paper

• coloring utensils

n VOCABULARY• poet

• publish

2011 - 2012 Idea Catalog of exCellenCe

“Poetry Café” Robbin HughesLesson Plan No 3: Poetry Café Poets

2011 - 2012 Idea Catalog of exCellenCe

n DIRECTIONS • Transform the classroom before

students come to school by setting up the room to look like a café. Put black tablecloths on all tables, put the fake candles in the middle of the tables, and have chairs set up in a way that looks like a café. As students walk into the classroom, have jazz music playing in the background. Also, tell students before the Poetry Café to dress in black and wear black poets hats if they can.

• Also, before the Poetry Café, take their pictures to use for the PowerPoint.

• Start off with some house rules for the café.

• Have the first half of the students present. While they present, have their PowerPoint up with the poets name, their picture, and the name of their poem.

• After the first half of presenters, go into intermission. Let students use this time to go to the restroom, and pass out food.

• Have a Poetry Slam Contest. With the people at their table, have teams come up with a rhyming poem. Then have the class or teachers vote. Whoever wins gets a coffee mug filled with coffee flavored candy.

• Then have a Jam Jazz Session. If anyone knows how to play guitar or saxophone, etc., have them do it at this time.

• Have the last half of the poets present.

• Have all students fill out a comment card. Let them rate the Poetry Café on a scale from 1-10, have them write what they like most, and what they would change and why.

n EVALUATION/ASSESSMENT

See attached Poetry Rubric.

n ADDITIONAL RESOURCES

Poetry Books around the room.

n DIFFERENTIATIONFor ESE, ELL, and lower level

students, your discretion on whether they are able to share their poems. I had two girls from Haiti who spoke barely any English but they still shared.

H H H

n SUBJECTS COVEREDReading/Writing

n GRADESThree - Five

n OBJECTIVES • The student will be able to share

their poems by reading it aloud.

n SUNSHINE STATE STANDARDS

LA.5.4.3.2. The student will include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole).

n MATERIALS• Student Poetry Books

• microphone

• black tablecloths

• fake tea light candles

• candle holders

• stool

• Projector/Computer/Smart Board/PowerPoint

• index cards

• pencils

n VOCABULARY• poet

“Poetry Café” Robbin HughesAdditional Information

2011 - 2012 Idea Catalog of exCellenCe

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Subtotal

tax if applicable

Shipping if applicable

totALBuDGetAmouNt

“Poetry Café” Robbin HughesLesson Plans Materials Budget

Walmart Tealight Candles 2.50 3 7.50

Dixie Coffee Cups (12/pk) 3.50 4 14.00

Coffee Beans 2.00 2 4.00

Candle Holders 0.60 15 9.00

Index Cards (100 ct) 5.64 1 5.64

Construction Paper 5.00 1 5.00

Copy Paper (1 Ream) 6.00 1 6.00

Notebook Paper 1.00 1 1.00

Markers 5.00 1 5.00

Party City Black Napkins (100/ct) 4.00 1 4.00

Black Plates (100/ct) 4.00 1 4.00

Table Card Holders 2.65 15 39.75

Sam’s Club Biscotti Cookies 10.00 2 20.00

Various Cookie Trays 15.00 2 30.00

Apple Juice 3.00 6 18.00

Robbin HughesDr. N.E. Roberts Elementary

$172.89

$27.11

$200.00

2011 - 2012 Idea Catalog of exCellenCe

2011 - 2012 Idea Catalog of exCellenCe

“Poetry Café” Robbin HughesRubric