1. Topic-
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| Poetry - Seeing Through a Poet's Eyes |
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2. Content-
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| Vocabulary: topic, free verse |
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3. Goals: Aims/Outcomes-
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1. SW take notes on objects in the Poetry Museum.
2. SW brainstorm topics for writing poetry.
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4. Objectives-
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1. SWBAT brainstorm ideas on poetry topics.
2. SWBAT take notes on objects in the Poetry Museum.
3. SWBAT turn their notes into free verse poems. |
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5. Materials and Aids-
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1. Bag with items inside.
2. Blindfold
3. Poetry Museum bags filled with items such as leaves, flowers, shells,
rocks, etc.
4. "A Poet's Notes on ..." graphic organizer.
5. Poetry paper for creating free
6. Poetry Topic graphic organizer
7. "Pencil Sharpener," by Zoe Ryder White - on chart paper
8. "Ceiling," by Zoe Ryder White - chart paper |
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6. Procedures/Methods-
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A. Introduction-
1. We have read a lot of poetry lately, and today we are going to
begin transforming into poets.
2. Poets need something though ... inspiration! Poets need a topic
to write about.
3. It's tough to start writing poetry, and selecting a topic. So,
today I have provided you all with some topics to take notes on. Before
we start writing poetry, it is a good idea to take notes on your topic
so that you can go back and create a poem - by adding detail. |
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B. Development-
1. First, I want to conduct an experiment! I am going to select
a couple of students and they are going to describe what they notice
about an object ... BUT, they will be blindfolded.
2. Have a student come up, blindfold them, and have them feel around
in a paper bag - a teddy bear will be inside. Have the student describe
how the object feels. Write down on a piece of paper. The title of
the poem will be the name of the object. Repeat one more time with
another student, using a baseball. Have students add what they seen
to the notes.
3. Ask students, what have we created? Guide students to understanding
that they have created a poem.
4. Poets not only describe an object, but use poet's eyes in order
to describe the object in a fresh, new way. They do this by seeing
ordinary objects in new ways. For example, poet Zoe Ryder White took
notes on a pencil sharpener and then created this poem: Pencil Sharpener
"I think there are a hundred bees
inside the pencil sharpener
and they buzz
and buzz
and buzz
until my point
is sharp!"
5. Poets, when I read this poem, I was so surprised! I don't usually
think about our pencil sharpener like Zoe describes it. I usually
think of it as a blue box that sharpens our pencils. But Zoe sees
the pencil sharpener in a fresh, new way - through poet's eyes. She
imagines that there are bees inside of the pencil sharpener! Poetry
can make us see ordinary objects in a different and beautiful and
fun way! I also noticed that just like our poems, Zoe's poem doesn't
rhyme! It's in free verse. |
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C. Practice-
1. Zoe wrote another poem, "Ceiling." Let's look at the ceiling
right now. Look with poet's eyes - try to see the ceiling in a new
way.
2. Turn to a partner and discuss how you see the ceiling through poet's
eyes.
3. Have a student read "Ceiling"
"The ceiling
is the sky
for the classroom."
4. Ask students what they noticed about how Zoe saw the ceiling.
5. Let's take a look back at our objects, the teddy bear and baseball.
Let's add to our free verse poem by seeing the objects through poet's
eyes. |
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D. Independent Practice-
1. Poets, there are bags at each table, inside are objects. I want
you to select one object and take notes on the object, just like we
first did. Then, I want you to go back and try to see the object through
a poet's eyes and write a free verse poem on poetry paper.
2. When you are done, you can write poems about other objects inside
of the bag or brainstorm topics you would like to write about in the
future. For example, I started brainstorming some topic ideas on my
own paper: The Earth, My Family, My Dog, The City, Birds
3. When you are done, place your notes, poems, and topics in your
Poetry Folder. |
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E. Accommodations (Differentiated Instruction)-
| 1. Small Group Instruction for students having difficulty seeing
through poet's eyes. |
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F. Checking for understanding-
1. Circulate around the room.
2. Discussions on the rug.
3. Readings of poems at the end. |
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G. Closure-
1. Students may share their poems or notes on objects. Students
may also share some of their topic ideas for future poems.
2. Select poems for their Poem Pocket for the next day. |
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7. Evaluation-
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1. Notes on Objects
2. Free Verse Poems |
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8. Teacher Reflection-
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| Adapted from Poetry Powerful - Seeing With Poet's Eyes, p. 1-9 |
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