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Poetry Unit PlanGrade 5

Caroline Bouchard

Poetry Unit Plan for Grade 5General Key Ideas: To immerse and expose students to several poetry types so that

each student can experience first, demonstration of how to produce text and with time

develop writing using different poetic devices in a safe community to practice and model

their new skills, and a chance to receive feedback to further improve their knowledge and

experiences with poetry. The curriculum of Social Studies will be linked with various

pieces of poetry studied with reference to the ways of life and heritage of our diverse

population. We will start on the east coast and move to the west coast stopping along the

way to explore the land, people and connections to how the geographical land affects

society in unique ways. This can demonstrated in the poetry or how the poet writes

his/her poetry within their region. We will experience poetry from the type of life lived

in that particular area in

Canada or poetry written

by the author who lives in

parts of Canada. Both

ways will reveal life in a

picture of words ranging

from the Atlantic Ocean,

the farmlands in Ontario,

the prairies to the

mountains then finally

reaching the Pacific Ocean

in British Columbia.

Social Studies curriculum

will link knowing different

communities by the tool of

a geography map of

Canada and then will post

the name of each poem and

poet studied on the map.

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One long term goal of our study of poetry is to have a display in the library and on the

our classroom blog of edited poetry completed in the last part of our study, Conclusion to

Poetry. A student can also keep a journal of poetry with poetic devices used and other

personal attempts of their own.

Will send a letter home, one month ahead plus a reminder email one week before letting

parents know of our new unit “The Exploration of Poetry via Canada from coast to

coast”. Will have two needs expressed.

1. Sensory Experience with Cultural Foods –If parents are able to send a food dish

enough for twenty tastes possibly from your culture explaining what the dish is

called, what culture it is from and what are the ingredients in your dish. I am

looking for about 7 types of food for this experience of writing. Thank you

parents. A note will be send home on exact date one week prior.

2. Please send any pictures of personal trips across Canada especially PEI, Ontario,

Prairies and the coast of British Columbia. Please put student’s name on back so I

can return the pictures or if on a memory stick please label this. Also, any

magazines especially The National Geographic, Canadian Calendars and any

other pictures with reference to nature in Canada would be appreciated. Thank

you for your help in producing some fantastic poetry that will be seen on our

classroom blog and viewed at the next parent interview.

Introduction to Poetry - Part 1Specific Key Idea: To immerse student in poetry Learning Experience 1 (45 mins)

Brief Outline: The student will be introduced to a pictorial book that will have a light

introduction of rhymes. Once they listened to the poetry, the children will have self-

directed activities on rhyming with 4 stations to go to, switching every 10 minutes in their

groups. Groups will be randomly assigned combining readiness levels. The 4 stations

will have activities surrounding rhyming using the dimensions of language arts of

listening, reading, writing, viewing, speaking and representing. Teacher will circulate

through class, scaffold when necessary or use the station as a mini lesson when needed or

assist if unsure how station operates.

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Books: Castaway Cats by Lisa Wheeler and art by Ponder Goembel. Excerpts of poetry from Lucy Maud Montgomery and Waldron Leard .

Social Studies Link: Show the map of Canada adding the town, Charlottetown to the first stop on PEI. Put name of book, ‘Anne of Green Gables’ and Lucy Maud Montgomery (1874-1942) on the city. Can also add Waldron Leard to PEI.

Procedure:

1. Students are aware of this new unit from the letter sent to parents, but teacher can review the ideas such as the Canada map, the exploration of our senses and the blog for the edited poetry. This should engage the children to get ready for an exciting time this month.

2. Introduction of unit is done with the book, ‘Castaway Cats’ as this has light humour, but has very effective rhyme scheme of ABCB and sometimes a ABCDC and one time ABAB.

3. Teacher will direct students to listen to the rhymes in the story using a thumbs up when they hear one, but no actual talking during the read.

4. Next, students will be divided into groups by choosing a coloured popsicle stick – Red is Station 1, Blue is Station 2, Yellow is Station 3 and Purple is Station 4.

5. The teacher will briefly explain where each station is and direct the coloured groups to move to what spot in the classroom. Switching will be done every 10 minutes. Let children know that they will have time for Station 4 to complete next class.

6. The four stations have self-directed activities all pertaining to rhyme. Written instructions at the table.

Station 1: Listening to poetry (Author from Anne of Green Gables, other poet from PEI) (See Appendix 1) with rhymes using headphones then will list any words they hear that rhyme. Can listen more than once. Spelling is not a primary importance.

Station 2: Matching game with the card with a word will need a rhyming match. Can use some pictures as well as words to differentiate learning. The pictures and words will relate to the Social Studies curriculum using explorers with things they would haves seen, geographical sites, names of places they explored and so on.

Station 3: Writing their own words to make rhymes with predetermined words on a sheet. It will be a ‘fill in the blank’ either to make sense or possibly nonsensical for a more humorous effect. Collaboration is key to this activity. These examples can be saved for assessment of learning and can be read at beginning of next class.

Station 4: Drawing of one scene from book, ‘Castaway Cats’ but they only have the written rhyme to read for reference.

7. At the end of stations, the teacher will regroup the class showing the place on the map that the journey will start. Will explain that we will put poetry studied on the

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map and authors who either lived or are living in the area that we are studying his/her poetry.

8. Have volunteers place author, Lucy Maud Montgomery (1874-1942) on PEI who is a very famous author. Ask if anyone has heard of her? Put the town Charlottetown on map. Add Castaway Cats but explain the author is not from PEI, but we read the book about rhyming at this point in our poetic journey. Add Walton Leard on PEI and explain he is an upcoming poet.

Cambourne Connections: Immersion as student were exposed to text in oral and written

examples. They had the opportunity for employing some understanding by activities to

write and explore rhyme.

LA Curriculum Outcomes:

General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend

and respond personally and critically to oral, print and other media texts.

2.2 Respond to TextsSpecific Outcomes - Appreciate the artistry of texts

•alter sentences and word choices to enhance meaning and to create mood and special effects

Learning Experience 2 (35 mins)

Brief Outline: Today will be a busy day in the classroom with some students completing

their drawing from Station 4; others will be reading their poems made from Station 3 and

others will be filling in the Thematic Word Wall that will have lists of Poetic Devices in

Poetry. Students will being doing individual work except for partner work with the poem

sharing. Will start with a small lesson on ‘How to be a Descriptive writer in Poetry’, by

using the examples in the book, ‘Where I Live’ that will be added to the start of the Word

Wall. Will make a thematic word wall starting with alliteration and continuing with

simile and personification later on in the unit.

Books: Anne of Green Gables by Lucy Maud Montgomery -excerpt from prose shows

the descriptive quality by use of alliteration; revisit ‘Castaway Cats’, introduce ‘Where I

Live’ by Frances Wolfe.

Materials: Photocopied pieces of text from the poetry we have studied so far plus audio

examples.

Resources and Websites: Literacy Devices found on website,

http://olc.spsd.sk.ca/de/resources/litdevices/index.html

Procedure:

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1. Teacher will start mini lesson. Students need to have their poetry journals out to

write down the word, ‘Poetic Devices’. Students will be introduced to some poetic

devices that will help create a descriptive poem. These devices can be used

throughout the poetry unit. Let them know we just studied one poetic device.

What was that? (rhyming) Have them write this word down.

2. Teacher asks, “What others ways can we write a really good poem?” Wait for

responses. Write down answers on the board.

3. Will study alliteration (Alliteration - the repetition of the initial consonant. There

should be at least two repetitions in a row.) , hopefully from one of the children’s

ideas listed on board. Read one excerpt from ‘Where I live’ with it placed on the

document camera. The example could be, “Images appear in the flickering

firelight”. Ask if anyone knows what it is and circle the answer. Repeat with

another example.

4. Read the entire book, ‘Where I Live’ with children putting a checkmark in their

journal every time they hear an alliteration. Let children know that the book is

written by an author from Halifax, Nova Scotia. Have volunteer put this

information up on map (Halifax, Frances Wolfe, Where I Live).

5. Have children now work on finishing pictures from Station 4; if done can partner

share reading created poems from Station 2; can start putting up examples of

rhymes and alliteration from poetry already read in class such as ‘Castaway Cats’

or examples of their own on the thematic word wall.

6. Lastly, volunteers to share and read from last class the rhyming word creations

from Station 2.

7. Have children listen to the excerpt from ‘Anne of Green Gables’ (See Appendix

2) pinkie finger up when they hear the alliteration.

8. Drawings can be handed in with written rhyme attached for formative assessment.

9. Remind about Cultural Food tasting for next class.

Cambourne Connections: Approximation and Response-the students were able to

practice reading their poems to a partner then read to a the whole class. Mistakes can be a

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learning experience for them as more reading will be done later in the unit and assessed at

the end of the unit.

Social Studies Connection: Connect to another province in Canada with its capital city,

Halifax. The poet expresses her view of the east coast, which connects with

Knowledge and UnderstandingStudents will:5.1.2 examine, critically, the physical geography of Canada by exploring and reflecting upon

the following questions and issues:

What are the differences and similarities among the geographical regions of Canada?

(LPP)

How is the geographical region they live in different from other regions of Canada?

(LPP)

LA Curriculum Connections:

General Outcome 2Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.Specific OutcomesUnderstand techniques and elements•identify examples of apt word choice and imagery that create particular effects

Learning Experience 3 (40 minutes)

Brief Outline: Today the class is involved with a ‘Sensory Experience of eating Cultural

Food’. Each student will have a cue card with 3 senses and three blanks for each sense

for written descriptions. There will be approximately 7 – 8 centers of taste testing.

Sight, taste and smell will aid the student to write their descriptive words.

Materials: Cue Cards – labelled with senses and 3 blanks to fill up with descriptions,

Coloured Popsicle sticks used before but each one has a number on them ranging from 1

to 7. Handout with columns of the 5 senses. Another handout (See Appendix 3) with

examples for them to use in future writing.

Resources and Websites: ‘Teaching Writing- Balancing Process and Product’ by Gail E.

Tompkins

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Procedure:

1. Before the tasting begins, the teacher has made a list on the board of the senses,

Sight, Hearing, Touch, Smell, and Taste (Teaching Writing, p.139). We will use

Sight, Smell and Taste for the samples today. Please remember you are not a Food

Critic but a Food Explorer.

2. Teacher will explain that using the 5 senses can aid to a very descriptive image.

Will give a few examples on the board with an example of sushi with words such

as Smell – fishy; Taste-spicy; Sight – rubbery.

3. Have children pick a popsicle stick with number on it and divide group into 7

groups.

4. Groups meet and discuss 3 words that can possibly put on the board. (2-3 minute

discussion)

5. Groups will start taste testing and will move when they hear the jingle bells. At

the stations they will write at least one descriptive word for each sense. There are

more blanks for more responses to differentiate readiness levels of the students.

6. Teacher can circulate listening to conversations and scaffolding when a student is

searching for a certain word.

7. Finish with children writing their descriptive words on handout to be placed in

their Poetry Journal.

8. Have everyone give a big clap for everyone who brought food today!

Cambourne Connections: In this experience students were on their own to explore the

senses of food, allowing for time to practice writing descriptive words with an authentic

experience. The condition of learning was ‘Responsibility’.

Social Studies Link: Many different cultures in Canada and different places have certain

cultures. There are many French speaking people live in Quebec and Ukarniun people in

the prairies. By learning about Canada’s diversity with this cultural experience of eating

different foods, the students can talk more comprehensively about how each dish could

represent a part of our country.

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LA Curriculum Connections: General Outcome 3Students will listen, speak, read, write, view and represent to manage ideas and information.Specific OutcomesIllustrative ExamplesShare ideas and information•communicate ideas and information in a variety of oral, print and other media texts, such as illustrated reports, charts, graphic displays and travelogues

Moving into Poetry – Part 2Specific Key Idea: Start Developing Writing SkillsLearning Experience 1

Brief Outline: Learning experience with ‘If I Had a Million Onions’ by Sherrie Fitch

Children will touch, smell, look at real onions. Teacher can use a whole bag of different

colours, kinds and sizes. In this learning experience the children will have the

opportunity to explore and describe an item while touching, smelling and looking at real

onions, listen to a rhyming poem, brainstorm collaboratively about new ideas, do a quick

write for writing ideas, and start on the first part of their poem.

Materials: onions of different colours, kinds and sizes

Book: “If I had a Million Onions” by Sherrie Fitch (See Appendix 4)

Resources and websites: http://shereefitch.squarespace.com/

Procedure:

1. First the children will explore the onions with their senses thinking of descriptive

words to use about the onions. Use the white board to list all their words.

Encourage by asking specific questions: What does it smell like? What does it

look like? What colour can you compare this to? What does it feel like? Have

students add the descriptive words to last lesson’s on their worksheet in their

Poetry Journal. This is a review to stimulate good writing.

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http://shereefitch.squarespace.com/

2. Another poetic device is ‘Repetition’ used to create emphasis, structure, and add

interest.

3. Read the poem to the children asking them to not ask questions during the poetry

reading but to listen to the things the person will do with the onions and the use of

repetition of certain words or phrases. Put on the thematic Word Wall,

‘Repetition’ with one example from the book.

4. Children will now be asked for ideas to fill this line, “If I had a Million……” then

collaboratively share ideas on board. Some ideas could be bumblebees, toes,

butterflies, chocolate bars and so on.

5. Do a ‘Quick write’ in their poetry journal with the item the student decided to put

in the blank. First show an example about the centipede on doc camera with all

the ideas teacher had then put timer on for 2 minutes and have children write as

many ideas as possible.

6. If time have children share 2 or 3 points they have written down.

7. Have children write first line of their poem, “If I had a Million_________” in

their poetry journal.

8. Can connect this to Ontario as well known for their agricultural farmland. Place

name of poem west of Toronto. What does Alberta have in common with

Ontario?

Cambourne connections: Demonstration – students were shown what a quick write

could look like and then was expected to write as many items as possible in a short period

of time.

Language Arts Outcome connection:

General Outcome 1Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.1.1 Discover and ExploreSpecific OutcomesExpress ideas and develop understanding

•use own experiences as a basis for exploring and expressing opinions and understanding

General Outcome 4Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of

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communication.4.3 Present and ShareSpecific OutcomesDemonstrate attentive listening and viewing•show respect for the presenter’s opinions by listening politely and providing thoughtful feedback

Social Studies Links and Curriculum Outcomes: Students will be given a chance to explore the map of Canada with attention to the cities and provinces. Attention will be made to the differences and similarities of each place in Canada then comparing where we live in Alberta to those places such as PEI, Ontario and the British Columbia.

Knowledge and UnderstandingStudents will:5.1.2 examine, critically, the physical geography of Canada by exploring and reflecting upon



(LPP)

How is the geographical region they live in different from other regions of Canada?

(LPP)

The Land: Places and People Exploring the unique and dynamic relationship that humans have with the land, places and environments affects decisions that students make and their understanding of perspectives, issues, citizenship and identity. Students will examine the impact of physical geography on the social, political, environmental and economic organization of societies. This examination also affects students’ understanding of perspectives and issues as they consider how connections to their sense of place.Learning Experience 2 (40 mins)

Brief Outline: Students will start a process for writing poetry by using their quick write,

categorizing descriptions, will learn a new poetic device, comparison. Student will be

shown how to use exaggeration as a comparison technique using a simile.

Materials: LA journal with quick write.

Book: Can revisit, “If I had a Million Onions” ,

Resources and Websites: Go to link, Grownups, Classroom Activities and PDF “How to

Write a Funny Poem- http://www.jackprelutsky.com/ ; Utube video –If I Had a Million

Dollars - http://www.youtube.com/watch?v=JXdFTh1yX2c

Procedure:

1. Will explore the use of exaggeration to create a funny poem. Can refer to

Prelutsky’s website for many ideas. (See Appendix 5) Main idea for a humorous

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http://www.youtube.com/watch?v=JXdFTh1yX2c

http://www.jackprelutsky.com/

poem is to use silly and wild descriptions. Read a couple examples from “If I Had

a Million Onions”.

2. Take quick write from previous day and categorize into the common ideas.

3. Teacher can show the quick write of the centipede and use different colours to

categorize the ideas all on the document camera.

4. With one of the ideas, have student write an exaggeration.

5. Teacher will ask is anyone used the word like or as. Student’s are given another

device to help them get started writing more of their poem. Explain what a simile

is. Simile - figure of speech involving a comparison between unlike things using

like, as, or as though. (http://olc.spsd.sk.ca/de/resources/litdevices/index.html)

Put up device on Word wall with an example from

6. Have student try the use of like or as on the sheets (See Appendix 6) provided to

use in their poem. Show an example with the centipede, “The centipede’s legs

were moving as fast as Wayne Gretsky on ice.”

7. Have students volunteer more ideas of ‘as fast as’ and list on board.

8. Have children create at least 5 comparisons for their poem.

9. Finish off with utube video with words only, “If I had a Million Dollars” as

children listen to the exaggerations and repetition from the musical artist. (see

Appendix 7) This can show the authenticity of poetry linking it to real musical

employment.

Cambourne connections: The students are expected to write at least 5 comparisons

with the use of their new poetic device, simile. The students are responsible to categorize

their quick write then decide on an idea to use an exaggeration. They were immersed in

the poetic device of repetition especially with the music video played.

Language Arts Outcome Connections:

General Outcome 2Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.2.2 Respond to Texts Appreciate the artistry of texts• explain how simile and hyperbole are used to create mood and mental images

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Social Studies Curriculum Connections:

Social Studies Links:Knowledge and UnderstandingStudents will:5.1.2 examine, critically, the physical geography of Canada by exploring and reflecting upon




Brief Outline: Students will experience the writing and editing process of a poem.

Technology will help students with spelling errors, possible use of thesaurus, and the

final product of the poem printed in their choice of font(s).

Book: And my heart soars by Chief Dan George in ‘Til All the Stars Have Fallen –

Canadian Poems for Children’ (See Appendix 8)

Social Studies: We are moving across the Prairies to the Mountains with the town of

Jasper used for this poem. It could take place anywhere in the mountains but some

children may be able to connect and compare the descriptions in the poem to their own

visits to the mountains. Can put the poet’s name on Vancouver, BC.

Materials: Computer lab booked or use of computers in classroom.

Procedure:

1. Students are now given the opportunity to complete their poem with a series of

poetic devices such as rhyme, alliteration, repetition and simile, possibly with the

use of exaggeration. The thematic Word Wall will assist their writing.

2. An example of another form of poetry, ‘And my heart soars’, is read to the

students. It is called Free Verse. This poem, ‘ And my heart soars’ will show the

student that poetry does not does need to rhyme. There is use of repetition that

should be noted by students. If they do not respond, draw their attention to the

repetition of the words, “speaks to me” and the relevance of this. What is

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speaking to the author, Chief Dan George? The student does not need to know

what the poetic device (personification) is yet as this will be explained in another

lesson later on in the unit. Some time may be allowed for discussion about the

history of the Aboriginal People with some references to what is happening in the

poem. Deeper level questioning can come from this such as, What is the man

feeling? What is he thinking about? What do you think he means when he says,

“And the life that never goes away,”?

3. The students have a choice of two forms, Free verse or Rhymed verse.

4. Students will do a rough draft first then revised by teacher then fixed with

corrections.

5. Once editing is completed, the copy can be typed on the computer using a variety

of fonts to add more emphasis where needed.

Cambourne Connections: The connection of approximation is found when the students

are working through the editing process. They are free to make mistakes and have

revisions by the teacher then try again to improve their writing.


2.3 Understand Forms, Elements and TechniqueStudents will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.Specific OutcomesExperiment with language•experiment with words and sentence patterns to create word pictures; identify how imagery and figurative language, such as simile and exaggeration, convey meaning

Social Studies Curriculum Connections:

5.2 Histories and Stories of Ways of Life in CanadaValues and Attitudes Students will:5.2.1 appreciate the complexity of identity in the Canadian context:• recognize how an understanding of Canadian history and the stories of its peoples contributes to their

sense of identity (I, TCC)

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Conclusion to Poetry - Part 3Specific Key Idea: Understanding Poetic Devices and Final EditingLearning Experience 1 (45 mins)

Brief Outline: Immerse students in a new form of poetry. Discover the art of

observation by understanding that a poet can paint words of the Haiku into the reader’s

mind. Explain the history of Haiku briefly, the syllables needed, what Haikus are mostly

about such as the season changes, nature. A poetic device, personification can be used in

a Haiku. Haiku does not rhyme. A Haiku can use imagery via the senses as explored in

previous lessons.

Book: Arch: A Haiku in the book, Shape Me a Rhyme by Jane Yolen

Social Studies: On the west coast of British Columbia.

Materials: Poetry books with Haikus, picture books to stimulate ideas, pictures from

website, http://www.pixiport.com/haiku-photography.html (A New Haiku: Exploring

Haiku Photography), shells, starfish, driftwood from the west coast.

Resources and websites: Computer lab, Assignment with all attachments, Website -

http://www.fireflyoffice.org/pacifikana/members1.htm to explore more Haikus.

Procedure:

1. Teacher will tell students about upcoming assignment. Hand out paper ‘Student

Assignment’ with all attachments and tell them to put this in their Poetry Journal.

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http://www.fireflyoffice.org/pacifikana/members1.htm

http://www.pixiport.com/haiku-photography.html

2. Students will been shown 3 videos of BC asked to write three descriptive

sentences for each video. It will be written in their poetry journal.

3. Teacher will show his/her strategy of writing a descriptive statement with a think-

aloud strategy after viewing the first video.

4. Have students complete descriptions now for the other two videos. Let them know

that this will not be a summative assessment, but will have to hand in as part of

the Poetry Assignment.

5. Have students visit the website, pacifi-kana is the Western branch of Haiku

Canada - http://www.fireflyoffice.org/pacifikana/members1.htm to read Haikus.

6. Teacher will elicit a response to what they think about this form of poetry. From

their responses, the teacher can give more information about the history of a

Haiku and the elements of a Haiku.

7. Will end off with the sample of a Haiku, ‘Arch: A Haiku’.( See Appendix 9) Hold

up sand dollar while reading Haiku. During quiet times this week allow children

to explore the items from the sea.

Cambourne Connections: The condition of employment is used by first scaffolding

students through a think aloud then to have time to write descriptive sentences or phrases

about the video clips. The students are immersed in the feeling of the west coast by the

videos and immersed in the Haiku form of poetry by reading Haikus online.


3.2 Select and ProcessGeneral Outcome 3Students will listen, speak, read, write, view and represent to manage ideas and information.Specific OutcomesUse a variety of sources•locate information to answer research questions using a variety of sources, such as newspapers, encyclopedias, CD ROMs, a series by the same writer, scripts, diaries, autobiographies, interviews and oral traditions

2.3 Understand Forms, Elements and Techniques (continued)General Outcome 2Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.

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Specific OutcomesExperiment with language•experiment with words and sentence patterns to create word pictures; identify how imagery and figurative language, such as simile and exaggeration, convey meaning.


Brief Outline: Use pictures from west coast found in magazines, calendars, photos from

home to help with writing a haiku. The assignment will be thoroughly discussed.

Students will be immersed in what a Haiku is and how to begin writing one.

Book: Arch: A Haiku in the book, Shape Me a Rhyme by Jane Yolen; Spoonbill Haiku

in Mirror to Nature by Jane Yolen, The Eagle Boy by Richard Lee Vaughhan.

Materials: Poetry books with Haikus, picture books to stimulate ideas – season changes,

coastal pictures, animals, sea life and mountain animals; pastels and good white art paper;

shells, starfish, driftwood from the west coast.

Resources and Websites: http://www.fireflyoffice.org/pacifikana/members1.htm

CD-‘Peace’ – music for relaxation.

Procedure:

1. Teacher will go through all aspects of the assignment following handout and all

documents. Make sure students are allowed to ask questions.

2. Teacher will give students another poetic device called Personification. Definition

is giving human qualities to animals or objects. Put on Word Wall with

example. Read example, ”Princess of birds” from Haiku, ‘Spoonbill Haiku.’

(See Appendix 10)

3. Have students divide into partners by who they are sitting next to.

4. Will have supplies on desk to choose their picture for student’s to write their

Haiku or some students will need to use the classroom computer if they brought in

a memory stick. Encourage children to choose something that can have a simple

idea or thing to write about.

5. Once each partner has decided on a picture, one will talk to the other about this

picture using descriptive words and/or poetic devices with at least one example of

personification. Your partner will ask questions to deepen the conversation then

switch roles.

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6. Next have children listen to the waves of the sea and explore the use of pastels

with your choice of only 3 colours; student can mix, blend and enjoy freedom of

playing with this medium as this artwork will only be used for their personal use.

Be aware of art critics around the room.

7. During this relaxation technique read to the children, two examples of imagery

from ‘The Eagle Boy’ that are alliteration and personification taken from an

illustrative book. (See Appendix 11)

8. Then the student will describe in words what they see and observe in their Poetry

journals with descriptive words using poetic devices.

9. Students will now look at their picture chosen for their Haiku and write down

descriptive thoughts about one simple thing in the picture. Try to have students

write about seasons or animals.

10. Teacher will circulate to keep students focussed on this task.

11. Remind students that the written part of your thoughts today should be stored in a

safe place for the assignment.

Cambourne Connections: Students are immersed in more ideas about what a Haiku is.

The condition of learning, expectation, is seen when the students are expected to speak

the poetic device, personification to their partner as one of their descriptions.


General Outcome 2Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts.Specific OutcomesGenerate ideas• use texts from listening, reading and viewing experiences as models for producing own

oral, print and other media texts

General Outcome 3Students will listen, speak, read, write, view and represent to manage ideas and information.Specific OutcomesShare ideas and information• communicate ideas and information in a variety of oral, print and other media texts, such

as illustrated reports, charts, graphic displays and travelogues

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Brief Outline: Understanding the rhythm of a Haiku and how many syllables for each

line (5-7-5). Writing a Haiku – introductory steps today

Book: Arch: A Haiku in the book, Shape Me a Rhyme by Jane Yolen; Spoonbill Haiku

in Mirror to Nature by Jane Yolen.

Materials: rhythm sticks

Resources and websites: http://www.kidzone.ws/poetry/haiku.htm - worksheet found

on http://www.kidzone.ws/poetry/haiku2.htm ;

http://www.gigglepoetry.com/poetryclass/Haiku.html

Procedure:

1. Have children listen to teacher tap a rhythm with sticks – start with a simple 4

beat and have children clap with teacher. Say easy words for syllables so

everyone remembers what a syllable is then try some compound words.

2. Show children the rhythm for Haiku with rhythm on the board (5-7-5).

3. Hand out sticks and have children tap out rhythm without any poem.

4. Use ‘Arch: A Haiku’ to tap out rhythm.

5. Use one more sample to tap out – ‘Anticipation’ from the sample of the

assignment.

6. Hand out information sheet on Haiku (See Appendix 12 ) Go over and review this

sheet.

7. Allow 10 minutes for writing out more observations of chosen picture then have

students try and connect 2 -3 of the sentences as the author Bruce Lansky

suggested, “Next, try to find two images that create a striking impression when

connected and write them down.”


8. Again, remind students to put their connections of writing in their poetry journal

for the assessment.

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http://www.kidzone.ws/poetry/haiku2.htm

http://www.kidzone.ws/poetry/haiku.htm

Cambourne Connections: The student will be immersed in the rhythm of the Haiku by

using wooden sticks. Demonstration is given by the teacher on this rhythm and how it is

applied to the direct text. Students will participate by demonstrating what they learned.


3.1 Plan and FocusGeneral Outcome 3Students will listen, speak, read, write, view and represent to manage ideas and information.Specific OutcomesFocus attention

combine personal knowledge of topics with understanding of audience needs to focus

topics for investigation

Learning Experience 4 (35 minutes)

Brief Outline: We will be finishing the Haiku by going through the editing process. Will

use the computer to type out finished product after teacher approval and placed with

picture on background paper of good quality to be placed in the library.

Materials: Poetry Journals

Resources and Websites: computer lab

Procedure:

1. Students will now have three pieces of their poem ready to be finish editing.

2. Students will pare down the sentences to words that make an impression and tell

the reader about the item or season and make a title for the poem.

3. Students can read Haiku to a partner using the checklist for performing found in

their assignment booklet, while waiting for teacher’s edit.

4. Once done, teacher will edit and allow for good copy to be typed in a decorative

font.

5. Typed Haiku will be mounted on good paper with the picture.

6. Lansky states, “You know you've done a good job of editing when the version

with the fewest words makes the strongest impression.”


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7. The student’s Haiku will be displayed at the library and posted on the Classroom

Blog. Have students volunteer for this computer typing as this will give them

hands on experience with technology.

8. Have students hand in all of their assignment including all items on their ‘Rough

Draft Checklist’.

Cambourne Connections: The condition of learning is this experience has given

students the opportunity to make their own decisions about editing important ideas in the

Haiku, the choice of how the Haiku will be visually presented with reference to font,

mounting and any extra art work to enhance their work.


General Outcome 4Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.4.1 Enhance and Improve

Enhance legibility• apply word processing skills and use publishing programs to organize information

General Outcome 4Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.4.3 Present and ShareSpecific OutcomesPresent information• organize ideas and information in presentations to maintain a clear focus and engage the audience

Celebration of Our Poetry - Part 5Specific Key Idea: to celebrate written workBrief Outline: Students will be celebrated for a job well done with understanding poetic

devices, poetry forms and publishing two pieces of poetry. The poetry, If I had a

Million________ and Haikus will be read individually from each student for the class.

Presentation will be assessed formatively for If I had a Million Onions with written

comments from the teacher to further assist students in public speaking, while the Haiku

will be based on the Performance Checklist for summative marks.

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The map of Canada will be left up to add more poems or poets throughout the

year that could be explored since Canada is a vast and an amazing culturally wonderful

country! Students can listen to the song, ‘Canada Is’ (See Appendix 13) then finish with

‘My Wish’ by Rascal Flats http://www.youtube.com/watch?v=zLtHJ-grcEw

as all these images are from the Rocky Mountains in Alberta, Canada. A beautiful song

with a display of poetic devices and a great inspirational message for the students.

Cambourne Connections: The students are given the chance to celebrate hard work

from the steps of understanding a Haiku to writing and editing their own. Feedback is

given by the Poetry Presentation Checklist to help students to be more successful the next

public speaking.

LA Curriculum Outcomes:

General Outcome 4Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.4.3 Present and Share

Enhance presentation•use effective openings and closings that attract and sustain reader or audience interestUse effective oral and visual communication•adjust volume, tone of voice and gestures to engage the audience; arrange presentation space to

focus audience attention

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http://www.youtube.com/watch?v=zLtHJ-grcEw

Appendix 1

Rain in the Country by Lucy Maud Montgomery (1874-1942)

Here in the country the cool sweet rainFalls on the daisies and growing grain,Shadows the pond with widening rings,Kisses the lips of the lowland springs,Plays with the pines on the hill-top dimAnd fills the valley with mist abrim.

It splashes in shadowy forest nooks,Dimples the faces of woodland brooks,Whispers with leaves in untrodden ways,Wraps the distance in sober grays,Dances o’er meadows of lushest greenAnd scatters the petals where roses lean.

A Hard Side Shore by Waldron Leard (lives on PEI)

Froth and white roaron Rock Barra’s shorestill the softer wandleaves the blue in Big Pond.

The run ebbs and flowsfresh meets salt in rows.The cliffs seaward slidewith every changing tide.

Rust and tan in the sandcontrasts with the greens of the land.Clouds rock and roll alongdefying one to create a song.

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Some are mere white and fluff,others look black and rough,offering the reminder of thunder’s roaron a large day at Rock Barra’s shore.

Poems found on The Prince Edward Island Poet Laureate Community Website http://www.poetrypei.com/schools/?pg=

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