This ELA poetry unit is taught within writing workshop. Students will be encouraged to experiment with language, have fun with poetry, read a variety of poems and write free verse poems. Students will use language in powerful ways to create feelings and images. Skills and content are taught as mini-lessons within the writing workshop structure. Students take what they learn in each mini-lesson and try it in their own poetry writing. The classroom teacher confers with students about their writing process.
Collaboration & Communication
Creativity & Innovation
Critical Thinking & Problem Solving
Research & Information Fluency
Social & Emotional Intelligence
|W.K.5 -||With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.|
|W.1.5 -||With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.|
Answer the following questions:
• What is poetry?
• How do poets express themselves?
Student Self-Assessment and Reflection:
• How has writing poetry helped you grow as a writer?
• What poetry writing strategies/tools did you use?
Students should score a 3 or 4 using the PCSD District Writing Rubric.
Read and reread many poems. Choose new ones and reread poems you have shared throughout the year.
• Create a shared class “What Poets Do” chart.
Ask students what they notice as they read poetry. Your students might notice some of the following things with your guidance:
Choose topics that are important to them
Use special words
Paint pictures in our minds
Make a rhythm with their words
Pay attention to how it sounds
Pay attention to how the poem looks
Make the poem into special shapes
Break up lines
Leave some space white
Use special punctuation
Don’t use punctuation
Immerse students in at least two weeks of poetry reading and writing using this format:
1. Create a poem through shared writing (teacher coaches and scribes).
2. Students write in poetry book, journals or writing folders.
3. Teacher celebrates the good work students have been doing.
4. Class adds to or changes their “What do Poets Do” chart at the end of the lesson,
Choose some of these areas on which to focus your shared writing sessions:
Write list poem (I wish…, I’d like to try…, Yellow is…, In the morning…)
Write five senses poem (Spring smells like…, feels like…, sounds like…)
Write if I were poem (If I were a ___, I would ___)
Write used to, but now poem (I used to ___, but now I ___)
Write short poem: brief poem that describes something meaningful
Choose topics from everyday life
Use rhythm – model rereading and clapping out poems to reveal a rhythm
Use repetition – repeat a line for effect
Use shape – create poems that look like the thing they are describing
Use font and stylistic choices – put words in bold, all caps, or tiny font for meaning
Use rewriting a poem – reread and rewrite a poem using special vocabulary
Write several different end lines
Vocabulary – Specialized and High Frequency
Genre – particular type of writing.
Poetry – art of writing poems.
Poet – person who writes poems.
Prose – writing that is not in verse.
Line Breaks – white space that helps to set the rhythm and shape of the poem.
White Space – negative space that groups the words.
Rhythm and Rhyme – sound of the words.
Ending Line – last line of the poem including punctuation.
Free Verse – unstructured form of poetry; non-rhyming.
Noticings – generalizations formed from examination of selected poems.