Gillian and Natasha's plan

EDEL 408 Overview of Planning and Teaching Sequence
Gillian Bourgeois & Natasha Smith
Grade Three Poetry: Poetry Pump-Up
Purpose:
• Broaden students’ poetry perspectives
• Familiarize students with different forms of poetry (Narrative, Limericks, Haiku, Free
Verse, Cinquains, Lyric poems)
• Teach students the parts of a poem and the figurative language associated with poetry
• Gain an appreciation towards poetry
Rationale:
Poetry is a wonderful form of writing that allows students to express their ideas, thoughts, and feelings creatively. Many students can develop misconceptions about what a poem is and even apprehensions about reading, interpreting, responding to, and/or writing poetry. This sequence is designed to eliminate those common hesitations by exposing students to the multiple forms of poetry. Students will learn that poetry is flexible and is not bound by rigid rules. By being engaged in the following activities, students will gain a lasting appreciation towards poetry and build on their confidence as readers and writers.
Overview:
Familiarity with Text Type:
• Read and categorize texts
Teacher Modeling:
• Discuss text conventions associated with each mode
Children’s Independent Learning:
• Read multimodal texts and express preferences
Capture Ideas:
• Record ideas through drawings, story maps, note making
Teacher Modeling:
• Demonstrate capturing ideas using different strategies
• Show how to record ideas
Children’s Independent Learning:
• Use note taking approaches to text type and age of pupils
Plan:
• Demonstrate how to choose the modes which are best for the task
• Show how to collect and arrange ideas using graphic organizers, lists, and story boards
Teacher Modeling:
• N/A
Children’s Independent Learning:
• N/A
Draft:
• Demonstrate making changes to the text, adding or removing elements to clarify meaning
Teacher Modeling:
• Explain how choices of mode will communicate the overall meaning of the text
Children’s Independent Learning:
• Apply decisions about which mode will best communicate the overall meaning of the
text
Revise:
• Demonstrate adding or removing elements of the text to clarify meaning
Teacher Modeling:
•Talk through making decisions about reorganizing elements of the text to improve
design, cohesion and meaning
Children’s Independent Learning:
• Apply understanding of design and text construction to clarify meaning
Proof Read:
• Demonstrate how to check: written text for spelling, punctuation and paragraphing
Teacher Modeling:
• Demonstrate proofreading for accuracy of individual elements of the text and overall
design
Children’s Independent Learning:
• Proof read for accuracy and consistency
Present:
• Publish texts: on screen as video podcasts, digital videos of news and television broadcasts, animations, websites; through live performances of shadow puppets, dance, plays
Teacher Modeling:
• Demonstrate offering constructive feedback about content, design and use of modes
to communicate successfully with the reader
• Support children as they identify their next steps
Children’s Independent Learning:
• Evaluate own final copy
Major Activity:
In this sequence, students will work towards creating a poem. Students will recite their poem at “The Poetry Cafe” at the end of this sequence as a final culminating activity. Each learning experience helps prepare the students for this major activity. This poetry sequence begins by introducing students to the concept of poetry by exploring the question “What is poetry?” (Familiarity with text type). Next, the students are taught how to identify and categorize types and characteristics of poems (Familiarity with text type). The students then capture and record ideas through visual representation of a poem (Capture Ideas & Plan). To further expand their poetry perspectives, the students respond to a 5-10 minute clip from disc one of the Planet Earth DVD series (which does not include dialogue) by creating a poem collaboratively (Draft). Finally each student uses the class poem as a guide to create their own version (either by altering the form completely or simply changing the wording) and orally presents it in front of their classmates and family at “The Poetry Cafe” (Revise, Proof Read, & Present).
Annotated Bibliography:
De Angeli, M. (1970). Book of Nursery and Mother Goose Rhymes. United States: Little Brown &
Co.
- A comprehensive collection of familiar nursery rhymes.
English, K. (2004). Speak to Me (And I Will Listen Between the Lines). New York, NY: Farrar,
Straus and Giroux.
- A series of sincere free verse poems spoken in six voices from an inner-city classroom.
Greenberg, D. (2006). Don`t Forget Your Etiquette! New York, NY: Farrar, Straus and Giroux.
- A book full of clever, funny poems that poke fun at misbehaviour.
Johnston, T. (2005). The Whole Green World. New York, NY: Farrar, Straus and Giroux.
- Lyrical and rhythmic poetry reflecting the beauty of our world.
Lee, D. (2001). Alligator Pie. Toronto, Ontario: Scholastic Canada Ltd.
- A collection of light-hearted and humorous poetry that is sure to capture students’ attention.
Lee, D. (2001). Bubblegum Delicious. Canada: Harper Collins Children`s Books.
- Upbeat and nonsense verses cleverly depicting common schoolyard rhythms.
Lee, D. (2006). Garbage Delight. Canada: Key Porter Kids.
- Includes all the humour that Lee is known for, but also contains poems with a softer side.
Lee, D. (2001). Jelly Belly. Canada: Key Porter Kids.
- Contains familiar whimsical nursery rhymes with an added bonus of finger-plays and other games.
Lee, D. (1999). The Ice Cream Store. Canada: Harper Collins Canada.
- A crazy book of poems with high energy.
Norman, L. (2006). My Feet Are Laughing. New York, NY: Farrar, Straus and Giroux.
- Narrative poems great for reading aloud due to their bouncy rhythms.
Prelutsky, J. (2007). Me I am! New York, NY: Farrar, Straus and Giroux.
- Mimics Dr. Seuss’s “Sam I am,” and celebrates individualism and uniqueness.
Silverman, E. (2008). There Was a Wee Woman... New York, NY: Farrar, Straus and Giroux.
- Adventurous and good-humoured verse that tells a stroy.
Silverstein, S. (1974). Where the Sidewalk Ends. New York, NY: HarperCollins.
- A best-selling collection of humorous poems.
Stevenson, R. L. (2006) The Moon. New York, NY: Farrar, Straus and Giroux.
- Easy to read narrative poem about a young girl and her father.
WGBH. (2008). Ferns Poetry Club. Retrieved December 2, 2008, from
http://pbskids.org/arthur/games/poetry/
- An interactive website that promotes publishing “authentic” children’s poetry.
Winter, J. (2002). Emily Dickinson`s Letters to the World. New York, NY: Farrar, Straus and
Giroux.
- Contains poems written by the well known Emily Dickinson, considered part bibliography and part poetry anthology.
Worth, V. (2007). Animal Poems. New York, NY: Farrar, Straus and Giroux.
- Thoughtful free verse poems centered on different animals with wonderful illustrations.
Zemach, M. (2001). Some From the Moon, Some From the Sun. New York, NY: Farrar, Straus
and Giroux.
- A book full of poems and songs with a sun/moon theme.