Kathryn Soares

University of Lethbridge

Spring 2011

Grade 8 Poetry Unit March 9th-April 20th 2011 Kathryn Soares T.A. Joan Quigley Notre Dame Academy

Kathryn Soares Overview

University of Lethbridge

Spring 2011

This 4-week English Language Arts unit is intended to expose students to various forms of poetry as well as allow them to create their own poetry using various forms. Quite often, our youth is misunderstood as being passive towards things that matter. It is more likely that they have not found a platform to stand on or a way to express their thoughts. This unit will allow the students to find their voices in a safe environment. They will do so by creating their own poems as well as reading others poems and reciting poems in class. Poetry is an excellent, creative way for students to express their ideas. The theme of this unit is the choice we make about the problems around us. Sometimes this means we choose to recognize that there is a problem and other times it means we choose to do something about the problem. Students will be asked to think about the problems in our world, including small scale and large scale ones. After being exposed to found poetry, concrete poems, diamantes, haikus/senryus, limericks, narratives/ballads and free verse poems, they will be asked to create various poems that incorporate the theme of problems and choices. They learn these forms through: Example poems, discussion, direct instruction, group work, watching videos of poems being recited, searching the internet for examples of poems, music videos (the details of the lyrics as well as how the visuals add to or detract from the poem), reflections poetry definition booklet with reflections on the effects of poems student created poetry booklets

These activities and projects will be conducted throughout the unit and will be used as assessment for learning. The activities will allow the students to use the six language arts; listen, speak, read, write, view and represent. Listening: class discussions, music videos, recited poems, group work, listen to instructions Speaking: reciting poems, class discussion, group work Reading: individual reading of poems, group reading of poems Writing: creating own poems, reflections, definitions Viewing: YouTube videos, example poems (especially concrete poems), each others poems

Kathryn Soares

University of Lethbridge

Spring 2011

Visually Represent: student created poems, presentations

Rationale This unit will help combat the idea that our youth is passive towards the world around them. Students will have many choices when it comes to the problem they want to lend their voice to. Some may choose an issue that they can directly relate to and others may choose an issue that plagues the world. This will allow them to choose something they are interested in. Although all students will be required to write poetry, they will also listen to poetry and perform a poetic piece of their choice. These strategies along with the various activities will address the English Program of Studies goals of using strategies and cues, creating original text, and enhancing and improving texts. Students will look at problems ranging from issues that they have personally to world issues. These may include issues such as world hunger, homelessness, violence, internet use, availability of water, poverty, illnesses, peer pressure, career choices, conflicting interests (ie. social life vs. family), media influences, etc.. This unit will help the students think about these issues, among others, in a nonconventional manner. They will have the tools to express themselves eloquently in any future writing that they do. Resources Cameron, B., Hogan, M., & Lashmar, P., (1983) Poetry in Focus, (S. Dykeman Ed.). Tabor + ReevesStevens, Ltd This book gave great examples of many different forms of poems. The majority of my examples came from this book, including the poems I had the students read on Caf Day. Figures of speech Grammar and Writing Skills: Grade 7+ Mark Twain Media, Inc. This resource was a photocopied resources that my Teacher Associate lent me. It gave me strong definitions of different types of poetic terms. It also gave me ideas on how to teach these concepts to the students. Godfrey, J., Carty, M., & Ouellette, M., (2000) Crossroads 8 J. Banal, M. Goh, S. Kanhai, D. Robitaille, & S. Skivington. Toronto, Ontario. Gage Learning. Janeczko, P.B., Teaching 10 Fabulous Forms of Poetry , (pp. 28-78) This photocopied resource was lent to me by my Teacher Associate. It included strategies and handouts for students to use when creating various types of poems including haikus, senryus, limericks and ballads. Kampion, D., (2005) WAVES: From Surfing to Tsunami. (pp. 34) Salt Lake City, Utah : Gibbs Smith, Publisher

Kathryn Soares

University of Lethbridge

Spring 2011

Lansky, B. A clumsy young fellow named Tim. http://www.gigglepoetry.com/poetryclass/limerickcontesthelp.html Retrieved on March 13 2011 Rhymalot Funny Limericks http://rhymalot.com/war.htm Retrieved on March 13 2011 Schmidt, G. D., Poetry for Young People: Robert Frost . G. D. (Ed.) Scholastic The Cremation of Sam McGee Robert Service A photocopy of this poem was given to me by my Teacher Associate to use during my lessons on Ballads. Spell of the Yukon A photocopied version of this poem was given to me by my Teacher Associate to use during Caf Day. T.L., Anna, General Limericks. http://www.loonylimericks.com/romancelove/ Retrieved on March 13 2011. Whos on First This resource was given to me by my Teacher Associate for our Caf Day reading. It is a comedy routine in which the names of the baseball players creates confusion. Videos from YouTube Beheard (2006, December 27) Common: A Dream Music Video *Video File+ Retrieved from http://www.youtube.com/watch?v=XBa55sDTIiA Chrystis 13044 (2008, January 8) The River [Video File] Retrieved from http://www.youtube.com/watch?v=VL893RIp3gg Romanaz ( 2006, December 18) I have a dream speech [Video File] Retrieved from http://www.youtube.com/watch?v=Y4AItMg70kg Rubbyjeansmith (2009, December 14) Poetic Devices in Songs [Video File] Retrieved from http://www.youtube.com/watch?v=ySqyQAs1XtM&feature=related Trailers (2009, June 20) 2012- Official Trailer 3 [Video File] Retrieved from http://www.youtube.com/watch?v=cyCCd8MCcZY&feature=related UVanger (2006, July 16) Lost Generation HD [Video File] Retrieved from http://www.youtube.com/watch?v=jJJtbTXBh1o&feature=related xPinkLoveex (2010, October 24) Katy Perry- Firework Lyrics HD [Video File] Retrieved from http://www.youtube.com/watch?v=cTfZXh427B0

Kathryn Soares Objectives/Goals Program of Studies

University of Lethbridge

Spring 2011

Students will listen, speak, read, write, view and represent to: GLO 2 comprehend and respond personally and critically to oral, print and other media texts SLO 2.1 Use strategies and cues 2.1.3 identify and use structural features of a variety of oral, print and other media texts, such as newspapers, magazines, instruction booklets, advertisements and schedules, encountered in everyday life Review figures of speech Write definitions in student created booklets for found poetry, concrete poems, diamantes, haikus/senryus, limericks, narratives/ballads and free verse poems Exposures to example poems Class walk through of found poetry, concrete poems, diamantes, haikus/senryus, limericks, narratives/ballads and free verse poems

2.4 create original text 2.4.1 create oral, print and other media texts related to issues encountered in texts and in own life Class created poems Student created poems to be placed in flip books

2.4.3 choose forms or genres of oral, print or other media texts for the particular effects they will have on audiences and purpose Reflections written in poetry definition booklets for every poem as well as post Caf day after they have recited a poem Discussion

GLO 4 enhance the clarity and artistry of communication SLO 4.1 Enhance and improve 4.1.1 evaluate how particular content features contribute to, or detract from, the overall effectiveness of own and others oral, print and other media texts; make and suggest revision Discussion Reflections written in poetry definition booklets Peer Review

Kathryn Soares

University of Lethbridge

Spring 2011

4.1.2 revise by adding words and phrases that emphasize important ideas or create dominant impression Peer Review Additions and subtractions done to own work on rough drafts Conferencing with teacher

Learning Outcomes At the end of this unit, students will be able to Identify structural features of a variety of poems Use structural features of a variety of poems Create poetry related to world or personal issues Choose different forms of poetry based on the effect it will have on the audience Examine how particular features of poetry contribute to or detract from the overall effectiveness of their own and others poems Revise their poetry by adding words to emphasize important ideas

Learning Activities and Instructional Strategies Introductory Activities Poetic terms activities: This activity will allow students to review the poetic terms. Each student will be given a card with either a term or a definition on it. Then students will be given 3 minutes to find their other half to create a correct pair. (Term+definition=pair, ex. simile + comparison using the words like or as.) Once they have correctly paired up, they will need to come up with a reason as to why their figure of speech would be useful in writing. Found Poetic terms Activity: Students will be given a copy of a newspaper article. Using only the words in the article, they will have to create as many poetic terms as they can. When they have found one, they will write it on the provided worksheet. Students will share their examples with the class on a voluntary basis. The teacher will collect the activity work sheets to check for correctness of examples (assessment for learning). Snowball activity: Students will write any problems they think they would like to talk about on a piece of paper. The papers will be crumpled up and used for a snowball fight. At the end of an allotted time, they will pick up a snowball and read what is written on it. The teacher will collect the snowballs and use them to bring extra information in on those issues. Ongoing Activities

Kathryn Soares

University of Lethbridge

Spring 2011

Extra Information: at the beginning of each class, the teacher will bring in extra information on an issue brought up in the snowball activity. Sometimes the information will consist of resources where the students could find more information. If there are too many repeated issues, the teacher will provide information on other world issues. The extra info may include poems about the issue. Poetry Definition books: Students will create a small book out of paper and entitle it Poetry by Definition. They will continuously use this book throughout the unit. Every time a new form of poetry is introduced, the students will be asked to write it in their books along with the structural features of that particular form of poem. At the end of each lesson about that form of poem, they will be asked to write a few sentences on how certain features of the poem enhance or detract from it. The teacher will collect these booklets at the end of every class. Discussions: There will be various teacher led discussions as well as small group discussions. These discussions will be about: different problems in the world, choices we make about them, the use of poems, why certain styles of poems are used figurative language and how it enhances writing and imagery

Creating Poems: After students have been introduced to a form of a poem, they will have the opportunity to create that form of poem. This will be done as a class, in groups as well as individually. The students will need to create a poetry flip book with poems they created. By writing poems throughout the unit, they will have a lot of practice before handing in their final project. This will also allow for assessment for learning, as the teacher will be able to aid students who are having trouble and challenge students who are finding the activity too easy. Conferencing: Before handing in their poetry flip books, students will have the opportunity to conference with the teacher. The teacher will give feedback on their products and the students will have the opportunity to revise their work. The opportunity to conference with other students will arise when students peer evaluate a piece of student poetry. This will not only give the students more chances to review their own work but they will also practice the skill of constructive feedback. Centres:

Kathryn Soares

University of Lethbridge

Spring 2011

After the students have learnt about found poetry, concrete poems, diamantes, haikus/senryus, limericks, narratives/ballads and free verse poems, they will have the opportunity to visit centres based on each form of poem. The focus of the centres will be to review each form of poem, give more examples of that form of poem and allow students to discuss the poem. During this activity: if there are students who have grasped the concept of each form of poem, they will be allowed to go to the break out room and research a world issue such as global warming or the situation in Egypt. They will then be asked to create a poem either using one of the forms they learnt in class, or using a different form. Other suggested forms are cinquain, blank verse, and ABC poems. The teacher will provide write up sheets for these forms which will address the definition of the form, how to create one and examples. Culminating Activities Poetry flip book: Throughout the unit, the students will be creating their own poems based on the different forms. The flip book will be like a portfolio of their best poetry. They will select six poems, each of a different form, to place in their flip book. This will be handed in to the teacher to be graded. Caf of Poetry: Students will select a poem to be presented in front of the class on the designated Caf day. They may select one of their own poems or a famous poem. They may choose to perform it alone or in a group. The poems must follow the theme of the unit: problems. After Caf day, students will be required to hand in a reflection on their presentation. They will be asked to reflect on the effectiveness of the form of poetry they used (prompting question: did this form of poem effectively convey the message?). Assessment Formative Assessment Definition Booklets- these definitions will allow the students to take notes in a different way. These books will be beneficial for the students, because it is a quick reference book. The kinaesthetic students will benefit from being able to write out the definitions. They will include the characteristics and definitions for each form of poem. This is also where they will record their reflections on what effect the form of poem would have on an audience. They will also use these books to record how certain features of poetry will affect the overall effectiveness of the poem. The teacher will collect the books at the end of each class. The teacher will check that the books include the aforementioned information. Check list of includes or does not include will be used. These books will help the teacher see if objectives 2.1.3, 2.4.3, 4.1.1 Found Poetic Terms activity-this activity will allow the students to use figurative language. Their examples will be checked for correct use of each figurative term that is listed. Check list of correct or incorrect will be used by the teacher. This will allow for assessment for learning as the teacher will review any terms that students seemed to struggle with. This will also help to meet objective 2.1.3 Rough drafts/ Peer Evaluation- this will give the students the opportunity to review their own poems and make any changes to them. They will also have the opportunity to review others poems and make

Kathryn Soares

University of Lethbridge

Spring 2011

suggestions in a positive constructive way. They will be encouraged to think about the images with in the poem, and what kind of emotion it would elicit in someone reading or listening to their poem. This will also help to meet objective 4.1.2 Quiz-students who are not strong at writing poetry will still have the opportunity to demonstrate what they have learnt through the quiz. A lot of students have become comfortable taking quizzes because they are very common. It is quick way to give students feedback. The results of the quiz will also be used to revise future lessons. This will help to assess whether or not objectives 2.1.3, 2.4.3, and 4.1.1 have been met. Discussion and observations- several discussions will be used throughout the unit as well as teacher observations. These will be used to direct the teachers future lesson plans and activities. Summative Assessments Student made poetry Flip Books-this will give the students opportunity to display their best work. They will need to include 6 different poems using 6 different forms that they created. They will be graded based on the rubric found in Appendix A. This will help the teacher assess if they have learnt objective 2.4.3 Post Caf Day reflections-students will be required to hand in a reflection about Caf Day. This reflection will include their reasons for choosing the poem they recited (including what the message of their poem was), what effect they thought it would have on the audience as well as what effect they perceived it to have on the audience. This will help the teacher assess if the students have learnt objective 2.4.3

Kathryn Soares APPENDIX A Assessment and Evaluation Plan

University of Lethbridge

Spring 2011

Table of Specifications Theme: The Problems We Face and the Choices We Make Date: February 28th, 2011 Grade: 8

Evidence of Learning Predominant Taxonomic Level Content Cognitive Domain Knowledge, Application, Analysis, Comprehension Synthesis, Evaluation Quiz 20% , Found Flip book 35% , figures of speech Definition Booklet 15%, 5% , Definition Rough Draft of Poems Booklet 5% 5% , Peer Evaluation 5% Definition Booklets (list of characteristics of the poem) 5%, Found figures of speech, Quiz 20% Flip Book Flip book 35% Post Caf Reflection 10% Discussion Affective Domain Responding, Valuing Post Caf Reflection 10%

Predominant Content

Identify structural features of a variety of poems

Use structural features of a variety of poems Create poetry related to world or personal issues Choose different forms of poetry based on the effect it will have on the audience Examine how particular features of poetry contribute to, or detract from, the overall effectiveness of their own and others poems Revise their poetry by adding words to emphasize important ideas Subtotal=100% 30%

Quiz Definition Booklet (description of the use of features) 15%, Discussion, Quiz

Rough Drafts of Poems 5%, Peer-evaluation 5%

60%

10%

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Kathryn Soares

University of Lethbridge Test Blueprint

Spring 2011

Theme: The Problems We Face and the Choices We Make

Date: February 28th, 2011 Grade: 8

K/C S1.1(5), S2.1 (1), S2.2(1), S2.3(1), S2.4(1), S2.5(1)

Ap/An/S/E

Content

MC

Matching Short Response Totals

S2.1(1), Identify structural features S2.2(1), of a variety of poems S2.3(1), S2.4(1), S2.5(1) S1.1(5) Choose different forms of poetry based on the effect it will have on the audience Examine how particular features of poetry contribute to or detract from the overall effectiveness of their own and others poems Totals

6(10)

S3.1(5)

S3.1(5)

1(5)

6(10)

S3.2(5) 2(10)

5(5)

1(5)

S3.2(5) 2(10)

1(5) 8(20)

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Kathryn Soares

University of Lethbridge The Problems We Face and The Choices We Make QUIZ

Spring 2011

Name:

Date:

You will have 50 minutes to complete this test. Read the directions and the questions carefully. Should you have any questions, do not hesitate to ask the teacher! Section 1 Matching Match the term with the definition by writing the letter of the definition on the line beside the appropriate term. Each definition may only be used once. This section is worth 5 marks (1/2 a mark for every correct match). Term Simile Metaphor b) the paragraphs or verses of a poem Personification c) a direct comparison using like or as Alliteration d) the use of words that imitate sounds Onomatopoeia Hyperbole Stanza Oxymoron Irony Symbol e) an implied comparison in which an animal, inanimate object, or an idea is given human qualities f) the repeated use of words that begin with similar sounds g) an implied comparison that does not use like or as h) a word that represents more than itself i)a figure of speech that places opposites together j) complete exaggeration to gain an effect of wonder and surprise Definition a) the use of words to convey a meaning that is opposite of its literal meaning

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Kathryn Soares

University of Lethbridge

Spring 2011

Section 2 Multiple Choice Circle the letter of the best answer for the following questions. You may only circle one response. This section is worth 5 marks (1 mark for every correct answer). 1. What form of poem uses 3 lines and 17 syllables? a) Concrete b) Haiku c) Limerick d) Diamonte 2. A free verse poem is characterized BEST by which of the following responses? a) The freedom the poet has in expressing emotion and theme b) Its description of two opposite subjects c) The way it tells a story through many stanzas or verses d) Its definite five line format and use of rhythm 3. What form of poem is often sung or recited? a) Diamonte b) Narrative c) Ballad d) Free verse 4. A concrete poem is characterized BEST by which of the following responses? a) The way it deals with the topic of nature b) The way its 7 line shape deals with two subjects c) The way it does not follow any rhythm or rhyme d) The way its letters and words create a visual effect 5. What form of poem describes a subject for 4 lines and then describes a different subject for 4 lines? a) Limerick b) Diamonte c) Haiku d) Concrete

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Kathryn Soares Section 3 Short Answer

University of Lethbridge

Spring 2011

Write a few sentences in response to the following questions. This section is worth 10 marks (5 marks per question). Write your answers in the blank spaces after the questions. You may choose to use graphic organizers or to simply write a few sentences. 1. Different forms of poems have different effects on the audience. Choose 2 forms of poems that were discussed in class and describe the effects they would have on an audience. (5 marks)

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Kathryn Soares

University of Lethbridge

Spring 2011

2. Certain features of poetry (including poetic terms and poetic forms) can contribute to, or detract from, the overall effectiveness of the poem. You are an audience member at a very serious world conference dealing with the issue of homelessness. The first speaker uses the following poem to voice his opinion on the issue.
I have heard there are troubles of more than one kind. Some come from ahead and some come from behind. But Ive bought a big bat. Im all ready you see. Now my troubles are going to have troubles with me! ~Dr Seuss

Identify 2 features of this poem that contributed to, or detracted from, the overall effectiveness of the poem. Explain your answer.

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Kathryn Soares

University of Lethbridge

Spring 2011

CONGRATULATIONS! Now that you have reviewed your test and are happy with your answers, you may use this page to doodle, create any form of poem or do the word search. You must remain quiet so that your classmates may finish their tests.

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Kathryn Soares Poetry Flip Book Rubric

University of Lethbridge

Spring 2011

The Problems We Face and the Choices We Make Name: Date:

Excellent (4)

Proficient (3)

Basic (2)

Limited (1)

Form

All of the 6 3-5of the 6 1-2 of the 6 None of the 6 poems use the poems use the poems use the poems use the appropriate appropriate appropriate appropriate forms forms forms forms All of the 6 poems are related to the unit theme 3-5 of the 6 1-2 of the 6 None of the poems are poems are the 6 poems related to the related to the are related to unit theme unit theme the unit theme The free verse The free verse poem or ballad poem or ballad includes one does not type of poetic include any term only once poetic terms None of the 6 1-2 of the 6 poems poems presented are presented are legible legible without without obvious obvious revisions revisions

Relation to theme

The free verse The free verse poem or ballad poem or Language in includes a ballad Free Verse or minimum of includes one ballad two different type of poetic types of poetic term more terms than once 3-5 of the 6 All the 6 poems poems Overall presented are presented are presentation legible without legible of Poetry Flip obvious without Book revisions obvious revisions

Illustration

All of the 6 3-5 of the 6 1-2 of the 6 None of the poems include poems include poems include poems include an illustration an illustration an illustration an illustration that relates to that relates to that relates to that is related the poem the poem the poem to the poem

Grade: Comments:

/20

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Kathryn Soares Modifications and Accommodations

University of Lethbridge

Spring 2011

There are a few students who will be quick to understand poetry and others who will take a long time to understand. I plan on challenging the students who understand poetry quickly to write about a problem that they may have to research first. I will also have other forms of poems available for them to try to use. To help those who are struggling with poetry, I plan on having either individual conferences with them or small group workshops with them during class time. There will be a point in the continuation lessons for students to work silently and individually on creating a poem. It is during this time that I would conference with students. These students will also benefit from the centres lesson. Reflections I think that this unit will be engaging for students because the theme is something everyone can relate to. Whether the student is experiencing a problem in their own lives, or they know of someone who is experiencing a problem, or they are aware of the problems in the world, there is something for everyone to write about. Poetry is a unit that can be hit or miss with students, especially if they do not understand its use. By informing them that it is a different medium for them to get a message across, that poetry is full of imagery and emotion, and it makes the audience think, this will help to combat the idea that poetry is fairly useless. I think one of my biggest challenges will be finding engaging resources and materials for the students. I am creative when it comes to activities but those activities need to include things that will hook students in. I have been trying to find more resources to use that are current (such as Taylor Swifts Love Story to use during the portion on ballads), but I am also finding it difficult because I do not know the students yet. Another challenge I may face is the physical environment of the classroom. I will not have a classroom to situate myself in or a desk to myself as I will always be moving to someone elses homeroom. This means I will have no bulletin boards and there may be notes on the white boards that cannot be erased. The classrooms are packed full of desks that are all in rows. From my observations on orientation day, the students bring their backpacks to class and pile them up at the back. Now I have only seen one of the classrooms that I will be teaching my unit in but it will be slightly crowded. However, I think activities like the snowballs and centres will still be able to work, Ill just have to be creative. I am an auditory learner, and I realize that I may base a lot of my lessons in listening and speaking. I hope to reach the kinaesthetic learners and the visual learners as well through various activities. Reflection after the completion of the Unit My unit did not follow my original plan to the letter. Many changes needed to be made over the 4 weeks I had planned to accomplish my unit. But overall, I feel that I accomplished my goals of having the students understand the different features of poetry and create their own poetry. I started my unit on my very first day at Notre Dame Academy. It was a little intimidating because I didnt know the students at all and I was starting with a grade level that I was not at all comfortable

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Kathryn Soares

University of Lethbridge

Spring 2011

with. I did my best but I definitely missed a few key things like clearly setting out my expectations. I know it is one of the most important things to do when starting a new class and its something that I typically preach about doing (even at my job as a Day Camp Counsellor) but it somehow slipped my mind on that very first day. I quickly picked up on how immature grade eights can be and how quick they are to go to the extremes if you do not set out guidelines. I tried to remedy this the very next day by setting out my expectations and giving some very stern warnings. I started to realize very quickly that my calendar would have to change in order to meet the needs of the students. The first change I made was in the first week after I discovered that the students did not know their poetic terms (especially metaphor, hyperbole and irony). Instead of spending just one lesson on what I thought would be a review of poetic terms; we spent three lessons on it. I adjusted my lessons by giving them a quick notebook presentation in which we went through the different terms, I gave them an example and then they had to give me an example. Then I gave them a worksheet which required them to give me 5 examples of metaphors, similes, personification and hyperbole. Overall, the students did well on the worksheet with the exception of metaphors. I reviewed metaphors with them again the next day and pointed out some common mistakes that were being made. I told them that if they were having any more trouble with the terms, they could always ask me for help. Then just to finish emphasizing my point about how important poetic terms are, I showed them multiple YouTube music videos that included various terms. I gave them the lyrics and had them identify some of the terms as well. As my unit continued, I had to make a few more adjustments. One of the biggest ones I made was picking up the pace. I originally had allotted two days per form of poem because I wanted to spend one class teaching them about the structure of the poem and one class to have them create their own poems. There were some forms of poetry that required this and other ones that absolutely could have been done in one class or less. When I was dragging out the lessons to meet my two day plan, the students were starting to get bored. So I did adjust for that and condensed my lessons where appropriate. There were certain lessons that I allowed for more time including the Ballad and limericks. The students enjoyed those ones and were very excited about creating their own forms of these poems. There were some adjustments that I had to make because of the students behaviour. I wanted to give them two classes to create their own poetry to be handed in for their final poetry book. I wanted to conference with the students during this time and make sure that they finished all of their work. I figured it wouldnt be too hard for them to complete their final poetry book because every time they created poems in class, I told them that they could use them in their final books if they wrote about the theme of problems. My other plan was to have them choose one rough draft during this time and have them make some edits to it. This rough draft would have been handed in so that I could see the changes they made to their poems. Unfortunately, the day did not go as planned and the rough draft was forgotten. One of my classes was not using their time wisely and I had asked them several times to bring the volume down and get back to work. I made the call that they did not deserve a second day of class time to work on their poems. The other class did work hardwhen they finally came to class. It was April Fools day and the students decided to play a prank on me in which they hid outside. I caught them right

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Kathryn Soares

University of Lethbridge

Spring 2011

away and I figured the joke was over. But only a few came inside, the rest of them stayed outside. I called them in again and they werent coming. After they had been out there for 20 minutes, my TA called them back and we made the decision together that they did not deserve more class time to work on their poems. I believe that had the students used their time properly and had more class time to get all of their poems together, I could have avoided the plagiarism issue I ran into. I was first tipped off to the fact that some of my students may have plagiarized on their final poetry books when a teacher told me that he had overheard one of my students saying that she had taken some of her poems from Google. I wanted to give her the benefit of the doubt until I had a chance to look at her book. Plus I had given the students the option to find a ballad on the internet as long as they provided me with the author/artist, the title of the ballad, a short summary of the story with in the poem and they had to highlight the poetic terms that were used in the ballad. I was hoping that maybe the teacher had overheard her talking about the ballad she had found on Google. Before I had even graded her book, I started to recognize some of the poems in other students books. I pulled out my computer and started searching for them. By the end of that night, there were at least four students that had plagiarized. I decided to discuss plagiarism with the students and give them the opportunity to confess to plagiarizing. They would receive a detention at which time they would have to write new poems for me and they would receive a 5% deduction from their overall grade. After discussing it with my University Consultant and my TA, I followed through with my plan. More students confessed than the ones I had discovered on my own. The situation was very disappointing. I had told them several times in class that they were allowed to get their ballad from the internet but ONLY their ballad, the rest of the poems needed to be created by them. I think if I taught this unit again, I would include a mini lesson on plagiarism and I would also include clearer directions on the check list I gave them that would include a sentence saying all poems need to be created by the student. Although it was disappointing to discover some of my students had plagiarized on their assignments, the poetry books that were done correctly were one of the most rewarding things in my unit. The students blew me away with their ability to feel empathy towards others who are in less fortunate positions than they are. They really hit on world issues and some issues that were universal (like bullying). They were able to create poems that were moving and used the correct format. I asked a lot of them if I could take pictures of their poems to use as examples for future classes. One of the girls that I had asked was beaming and said that I absolutely could use her poems. I could tell the students felt appreciated and I was absolutely floored by their abilities!

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Kathryn Soares

University of Lethbridge

Spring 2011

Name: Kathryn Soares

Grade: 8

Subject: English Language Arts

Unit: The Problems We Face and the Choices We Make Topic: Introduction to Poetry Date: March 14th, 2011 Class Length: 50 min GLO: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts SLO: 2.4 create original text 2.4.3 choose forms or genres of oral, print or other media texts for the particular effects they will have on audiences and purpose Learning Objectives: Students will recognize the effects of poetry in regards to purpose Materials: Copies of the student guide to the unit Resources: Shane Koyczan on YouTube Introduction: 10 min Students will be introduced to their new unit; poetry. They will view the video This is my voice by Shane Koyczan. After watching the video, students will be asked to think about their feelings towards it as well as what they think the message was about, what the theme of the poem was. Then in a class discussion we will discuss what they think the message was and what they think the theme of the poem was. (Did you recognize any of the names he was mentioning? What kind of emotions did he convey? Who was his intended audience? Did you notice any issues he brought up? Etc.) Body: 20 min The teacher will inform the students that the theme for the poetry unit is problems and the choices we make about them. They will be given 10 minutes to brainstorm different problems that they may be facing or even world problems. They will do this through a Think-Pair-Share. The ideas shared with the class will be written on the board. As the problems are written on the

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Kathryn Soares

University of Lethbridge

Spring 2011

board, students will list some of the problems they find interesting and think they will want to write about later. This list will be kept in their binders. 15 min Students will be given a student copy of the unit plan including the unit outline, the learning objectives, assignments and weighting of the assignments. The students and the teacher will read through the unit outline and students will be given time to ask questions. Closure: 5 min The teacher will reiterate that poetry is an excellent way for people to express themselves and work through problems. The students will be asked to start thinking about some problems that they would like to write about, as this is what they will be doing over the next 4 weeks. They will write down at least one issue on a piece of paper, crumple it up and when the teacher says go, they will have a snowball fight. When the teacher says stop, each student needs to pick up a piece of paper and read it aloud to the class. This will keep anonymity but give students more ideas and to be more honest. They will be told that this is to help them with their own learning.

Sponge Activity: Represent a problem on a piece of paper Assessment: Formative: Look at students lists to observe them, listen to the ideas brought up in discussion

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Kathryn Soares

University of Lethbridge

Spring 2011

Name: Kathryn Soares

Grade: 8

Subject: English Language Arts

Unit: The Problems We Face and the Choices We Make Topic: Introduction to Poetry Date: March 15th, 2011 Class Length: 50 min GLO: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. SLO: 2.1 Use strategies and cues 2.1.3 identify and use structural features of a variety of oral, print and other media texts, such as newspapers, magazines, instruction booklets, advertisements and schedules, encountered in everyday life Learning Objectives: Students will: Identify structural features of poetry Use structural feature of poetry

Materials: Cue cards with terms and definitions, newspaper article, Figures of Speech worksheet, white board markers Resources: Globe and Mail Introduction: 5 min Review the purpose of poetry with the class. Give extra information or suggest resources about an issue that the students recognized as something they would like to write about to tie in the last lesson. When giving extra information, pretend that one of the students wanted to write about how to write with image rich materials. Tell the students that one way to do that is through using figures of speech. Body: 15 min

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Kathryn Soares

University of Lethbridge

Spring 2011

Each student will be given a card with either a term or a definition on it. Then students will be given 3 minutes to find their other half to create a correct pair. (Term+definition=pair, ex. simile + comparison using the words like or as.) Once they have correctly paired up, they will be given 5 minutes to come up with a reason as to why their figure of speech would be useful in writing. Some of the pairs may be repeated more than once. Once the students have a reason, they will write their term and reason on the board. The class will then take up the terms together. 26 min Students will be given a copy of a newspaper article about charging for internet use. Read the newspaper article, discuss it and its main idea. Using the words in the article as a word bank, they will have to create as many figures of speech as they can. When they have created one, they will write it on the provided worksheet. After 10 minutes, students will be allowed to share what they have found so far with a partner for 5 minutes. After 5 minutes, they will be asked to continue creating terms on their own for another 5 minutes. Students will share their examples with the class on a voluntary basis. The teacher will collect the activity work sheets to check for correctness of examples (assessment for learning). Closure: 3 min (Collect Newspaper articles) The teacher will ask the students why figures of speech are important to writing, specifically towards poetic writing. The students will be informed that in the next class, they will start writing poetry with the newspaper article they used today. Sponge Activity: Students who finish early will use the figures of speech they created to create a picture (like a concrete poem). Assessment: Formative: discussion, observation, work sheets

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Kathryn Soares

University of Lethbridge

Spring 2011

Name: Kathryn Soares

Grade: 8

Subject: English Language Arts

Unit: The Problems We Face and the Choices We Make Topic: Introduction to Poetry Date: March 16th, 2011 Class Length: 50 min GLO: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. SLO: 2.1 Use strategies and cues 2.1.3 identify and use structural features of a variety of oral, print and other media texts, such as newspapers, magazines, instruction booklets, advertisements and schedules, encountered in everyday life Learning Objectives: Students will: Use structural feature of poetry

Materials: Newspaper articles, Smartboard presentation, scissors, glue, Resources: Newspaper article, , Martin Luther King Jr. video and printed I have a Dream speech Introduction: 8 min Introduce students to a type of found poetry using Smartboard presentation. This presentation will include how to create found poetry using the example of Martin Luther King Jr. speech I have a dream. They will watch the video, and then see a printed copy on the screen. Using the record function on Smartboard, they will watch words being blacked out of the speech to create a found poem. Students will be reminded that the poem still captures the original message. Body: 25 min

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Kathryn Soares

University of Lethbridge

Spring 2011

Hand out the same newspaper article as last class and allow the students some time to re-read it, looking for the overall message. They will use the same article as before because it is something that they have already seen and are familiar with. Inform the students that they will have time to create a found poem that captures the main idea of the article. Once they have a clear idea of the phrases and words they want to use in their poem, they will be given scissors and glue to create their poem. Students will be given some time to share their poems with each other. 15 min The teacher will give each student a large piece of paper. Together, the class will create small books step by step. This book will become their poetry definition book, where they will write the definitions to all the forms of poems they will be exposed to. Along with the definitions, they will add in any features about the poetic form and how that poem may affect an audience. These topics will be discussed throughout the classes as each form of poem is discussed. The booklets will be collected by the teacher at the end of each class. Closure: 2 min The teacher will ask the students to give a thumbs up if they think they would use found poetry for their flip books, a thumbs down if they think they would not use found poetry for their flip books and a thumb in the middle if they are undecided. Sponge Activity: Students who finish early can decorate the title page of their poetry definition booklet. Assessment: Formative: thumbs up, observation, discussion, definition booklets

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Kathryn Soares

University of Lethbridge

Spring 2011

MARCH
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Start Unit intro lesson to Poetry Shane Koyczan video, discussion, brainstorm

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Figures of Speech Term+definition activity, Found figures of speech activity, discussion

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Found Poetry lesson, Extra info on pop. Issues, create definition booklets, Martin Luther King Jr. video + found poem example, create found poetry using Globe&Mail article,

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Intro to concrete poems, Extra info on pop. Issues, definition booklets, concrete poem examples, discussion about the purpose of concrete poems

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Continue concrete poems, extra info on pop. Issues, review the form of concrete poems, time to create a concrete poem both as a class and individually

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Intro to Diamantes Extra info on pop. Issues, form into def. booklets, share example diamantes poems, discuss the purpose of diamantes

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Continue Diamantes, Extra info on pop. Issues, review discussion of purpose, create a diamante poem as a class and individually

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Intro to Haikus/Senryus Extra info on pop. Issues, discussion about the form and purpose, record notes in def. booklets, give examples

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Continue Haikus/Senryus Extra info on pop. Issues, review discussion about form and purpose, create haikus and senryus as a class and individually

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Intro to Limericks Extra info on pop. Issues, discuss the form of limericks, their purpose and record in def. booklet, give examples

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Continue limericks, extra info on pop. Issues, review limerick form, create limericks as a class and individually

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Intro to Ballads,Extra info on pop. Issues, Taylor Swift video, Chris de Burgh video, discussion record form in def. booklets

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Continue ballads, extra info on pop. Issues, computer search time to find ballads and paraphrase the story, reflect on lyrics/visuals

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Intro to Free Verse, Extra info on pop. issues, introduce the form of free verse, discuss purpose, record form in def.booklets

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Kathryn Soares

University of Lethbridge

Spring 2011

APRIL
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Continue free verse, give examples of free verse poems, create free verse poems individually , create flip books

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Quiz, if everyone has finished before the end of class, they will be given time to work on creating poems

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Centers Activity, choice between reviewing the 8 forms, start work on flip books, research a topic and a new form of poem

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Peer evaluations/review own work, Class time to work on flip books, individual conferences, and caf day preperation

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Time to collaborate on Caf Day presentations

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Caf Day presentations

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Post caf reflections due

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