Monica Fischer

2015

EDU 320 Early Childhood/Intervention Specialist

December 2,

Poems of the Deep Blue Sea

(Big Book Lesson)

1. Objectives
o The students will deepen or further their understanding of poetry.
o The students will be able to recognize various types of poems.
o The students will be able to understand concepts and basic terms in
o

poetry.
The students will be able to identify certain pattern poems, such as

acrostic poems, cinquains, and haiku poems.

The students will be able to create their own poems, while learning a

little bit about each other.

2. Content Standards (Common Core Standards, Grade 4, English
Language Arts)
o CCSS.ELA-Literacy.RL.4.2
Determine a theme of a story, drama, or poem from details in the text;
o

summarize the text.

CCSS.ELA-Literacy.RL.4.5
Explain major differences between poems, drama, and prose, and refer
to the structural elements of poems (e.g., verse, rhythm, meter) and
drama (e.g., casts of characters, settings, descriptions, dialogue, stage

directions) when writing or speaking about a text.

CCSS.ELA-Literacy.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
o CCSS.ELA-Literacy.RF.4.4.a
o

Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.4.4.b
Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings.

CCSS.ELA-Literacy.RF.4.4.c
Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.

CCSS.ELA-Literacy.W.4.4
Produce clear and coherent writing in which the development and

organization are appropriate to task, purpose, and audience.

3. Motivation
o For this lesson, students will have to recall the meaning of poetry and
o

some of its basic elements, such as its terms and various concepts.
Students will be shown the What is Poetry? video to express to them
the importance of poetry. It will allow them to see that poetry is an
expression of self and that it can be found in everyday life. This lesson
will be done at the beginning of the year in order for students to get to

know each other.

The big book will be used as motivation in this lesson. I would read the
book as a hook for reading and writing poetry. Often, students dislike
poetry because it can be difficult to read and understand. In
introducing the students to this simple collection of themed poems, I

would hope to instill a desire in them to delve into poetry headfirst.

4. Instructional materials
o Poems of the Deep Blue Sea Big Book, pen or pencil, computer with
internet connection to play video, graphic organizer worksheets,
writing journals, poetry book rubric, and materials for students to
create poetry books (construction paper, stencils, colored makers,
glue, tape, and stapler).
5. Procedures
o Students will engage in a discussion about poetry and its terms and
o

purposes and then, watch a short video on poetry.

After watching the video, the students will gather around to read

Poems of the Deep Blue Sea.

While reading Poems of the Deep Blue Sea, the students will continue
their discussion about the various types of poems, specifically
limericks, haiku, concrete poems, acrostic poems, and cinquains. They

will define these poems in their writing journals.

After reading the big book, discussing its ocean theme, and further
defining the five types of poems, the students will be asked to create
their own themed poetry book. The theme can be about anything they
would like. It could be about their favorite animal, a sport, food, or
country or it could be about their culture or family.

The students will be asked to create a poem for each of the five
examples mentioned in the big book. Again, the examples are haiku,
limericks, cinquains, concrete poems, and acrostic poems. They will be
asked to decorate their books according to the theme they selected, as
well. Each book will have five poems, a page describing the type of

poems being used, and a cover and back page.

After the students decide on a theme and before they begin writing,
they must fill out a poem graphic organizer that will allow them to
brainstorm and identify certain literary elements involved in creating
their poem and establishing their theme. This organizer will help the

students construct their poems.

Students will write rough drafts of their poems in their writing journals
to be checked by their friendly poet and the teacher. Once approved by

the teacher, the students can begin their final copy.

Upon the completion of the five poems, the students will assemble
them into books. Students can use their own materials for decorating

or those offered.
After the books are finished, the class will have a poetry party in which
they will present their book and chosen theme and read their work to

their classmates.
o After presentations, the books will be turned in to be graded.
6. Classroom Discussion
o Before reading the big book, we will have a class discussion about
poetry, why we need to learn it, its importance, and the basic terms
o

involved in it.
While reading the book, students will discuss the five different types of
poems listed in the text. We will also discuss how my big book talks
about my interests and how its information can be taught in a science

setting.
After the book is read, the students will discuss how poetry allows
students to express themselves and to share about themselves and

where they came from, who they are, and what they like.
o Students will discuss and present their books in a class presentation.
7. Academic vocabulary
o Defining, Identifying, Recalling Prior Knowledge, Brainstorming,
Planning, Creating, Finalizing, Proof Reading
8. Assessment and Evaluation

Students poetry book will be graded based on the rubric listed under
Resources.

Value Added:
1. Lexile score : Not Applicable
2. Resource(s)
o Poems of the Deep Blue Sea
o For Definitions - http://poeticterminology.net/
o Video - https://www.youtube.com/watch?v=5x7saqOf6_Q
o Rubric - http://2.bp.blogspot.com/ttgoVqvBwMI/UVMPE_soxFI/AAAAAAAACIQ/TIm5IsfotI/s1600/Slide20.PNG
3. Universal Design for Learning (UDL)
o Students will be given little versions of the big book to keep in their
reading folders or to staple into their notebooks. This little big book
can be used as a source to reference the different types of poems and
o

their structures.
Poetry allows English Language Learners to freely express themselves
with minor restrictions and a limited vocabulary. Its universality can
permit the students to read, write, and learn poems in their own
language. It can help the students merge their different worlds and
allow their peers to learn about their culture. I would allow students to

write or read their poems in their own language.

Students will be given a friendly poet or partner to help them in

finishing and proof reading their poems.

9. Reflection: