Poetry Writing Workshop
Context:
This unit will be implemented at a school that is located on the outskirts of a large city in Michigan. The fourth grade classroom this unit will be taught within has a population that is about 75% African American, with the rest of the students being Caucasian. There is also one Hispanic individual within this class. The socioeconomic status of these students ranges from lower to middle class. The students’ ability levels also range. Some students are about a year or two behind grade level while other students are a bit above grade level expectations. The Hispanic student in this class is an English Language Learner, and has been within the school system since 1st grade. There is also one student in this classroom with severe ADHD. The students in this class have had little writing experience with poetry, and have engaged in mostly academic and content-based writing prior to this unit.
Language Arts Perspective:
As a language arts teacher I hold a romantic theoretical allegiance when it comes to student writing. I find freedom, creativity, and students finding their own voice in their writing extremely important. As a language arts teacher I draw on experiences I had with writing, reading, and language in my own schooling. My junior year of high school we did "writing groups" once a week where we were free to write any piece we liked, share it with our group, and give each other suggestions and input. This experience helped me find joy in writing and enabled me to try new things I had not explored before. I want to develop something similar for students at the fourth grade level. There are several key features I find necessary to include in a language arts classroom. I feel that engaging students in the exploration of language is important, and should be done equally through reading, writing, speaking, and listening to language. I also feel that creating an open space for the exploration and valuing of different languages and dialects is important, including AAE, Standard English, and Spanish. A language arts classroom should also be a place where students feel inspired and come to know language as something that helps them express who they are as well as something that aids them in daily life.
Overarching Goals and Objectives:
Common Core Alignment:
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.4.2e Provide a concluding statement or section related to the information or explanation presented.
This unit will be implemented at a school that is located on the outskirts of a large city in Michigan. The fourth grade classroom this unit will be taught within has a population that is about 75% African American, with the rest of the students being Caucasian. There is also one Hispanic individual within this class. The socioeconomic status of these students ranges from lower to middle class. The students’ ability levels also range. Some students are about a year or two behind grade level while other students are a bit above grade level expectations. The Hispanic student in this class is an English Language Learner, and has been within the school system since 1st grade. There is also one student in this classroom with severe ADHD. The students in this class have had little writing experience with poetry, and have engaged in mostly academic and content-based writing prior to this unit.
Language Arts Perspective:
As a language arts teacher I hold a romantic theoretical allegiance when it comes to student writing. I find freedom, creativity, and students finding their own voice in their writing extremely important. As a language arts teacher I draw on experiences I had with writing, reading, and language in my own schooling. My junior year of high school we did "writing groups" once a week where we were free to write any piece we liked, share it with our group, and give each other suggestions and input. This experience helped me find joy in writing and enabled me to try new things I had not explored before. I want to develop something similar for students at the fourth grade level. There are several key features I find necessary to include in a language arts classroom. I feel that engaging students in the exploration of language is important, and should be done equally through reading, writing, speaking, and listening to language. I also feel that creating an open space for the exploration and valuing of different languages and dialects is important, including AAE, Standard English, and Spanish. A language arts classroom should also be a place where students feel inspired and come to know language as something that helps them express who they are as well as something that aids them in daily life.
Overarching Goals and Objectives:
- Students will be able to use specific strategies to gain inspiration for poetry.
- Students will be able to construct a variety of poem genres and styles.
- Students will be able to write poetry based off of informational text and grade level content.
- Students will be able to understand the basic features of poetry.
- Students will be able to revise and perform a piece of finished poetry.
Common Core Alignment:
CCSS.ELA-Literacy.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-Literacy.W.4.2c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
CCSS.ELA-Literacy.W.4.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.4.2e Provide a concluding statement or section related to the information or explanation presented.
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Twenty Lesson Outline
Lesson 10: Rhyme in Poetry
Lesson 11: Syllables in Poetry
Lesson 12: Line Breaks in Poetry
Lesson 13: Poetry and Art
Lesson 14: Bio Poems
Lesson 15: Definition Poems
Twenty Lesson Outline
Lesson 10: Rhyme in Poetry
Lesson 11: Syllables in Poetry
Lesson 12: Line Breaks in Poetry
Lesson 13: Poetry and Art
Lesson 14: Bio Poems
Lesson 15: Definition Poems
Evidence of Student Learning
**This lesson has not yet been taught within a school context.