Students will be able to identify and write in different poetic formats.
- Tell students that they are going to go on harvest and find new poems to write.
- Tell the students to get out a pencil and make sure that it is sharpened. This will be their harvesting tool today.
Explicit Instruction/Teacher Modeling(5 minutes)
- Walk around the room to each station, explaining the rules for each activity.
Guided Practice/Interactive Modeling(10 minutes)
- Separate the students into groups of three to five.
- Make sure they know that this is an individual project, even though they are cycling through the stations in small groups.
- Demonstrate the activities for any areas you think might give the students pause. For example, Station 1 has a die in a small plastic tub. Some students may try to take the die out to roll it, or not understand how to shake the tub. This might be a good thing to demonstrate for them.
- Tell students that they will have five minutes at each station, with a one minute transition allowance between each.
Independent Working Time(30 minutes)
- Table 1: Roll A Type!
- Have a Die in a small storage tub (easier rolling with less chance of flying dice)
- Roll an odd number (1, 3 or 5) and the students will write a Lune poem
- Roll an even number (2, 4, or 6) and the students will write a Haiku poem
Topics – Students may choose from the following words to use in their Haiku/Lune: pencil, paper, writing, lessons, homework,
- Table 2: Grab a shape!
Students will write a shape poem by drawing the top page from a stack of face down papers. The picture on the paper is their topic AND the shape they will need to draw an outline of and then create with their poem's words. For instance, if they draw the shape of a rain drop then their poem will start small and grow to a curve. Drawing the outline of the shape is very helpful for some.
- Table 3: Draw an Action!
Popsicle sticks in a mason jar will each have an action word on them. Students will choose three and write a free verse poem that includes all three actions!
- Table 4: Colorful Emotions!
Colors evoke emotions and memories in people. Each student will draw one color card from the basket and write a rhyming poem (in Tercet, AABBC, or ABAB form) that tells about the color or a memory it evokes.
- Table 5: Sweet Treats!
- Each student will be handed one piece of candy and a piece of notebook paper. The title of their poem will be the name of their candy, and the poem will be written in either rhyming couplets or a Tercet about their piece of candy.
- They are not allowed to have the candy until everyone has finished all five tables.
- Students will carry all of their papers with them to each station, stapling all five poems together to turn in after the final station has been completed.
- Enrichment: Allow advanced students to create two poems at each station and move through the stations in three minutes instead of five.
- Support: Give struggling students a longer time limit for each station. Allow them to work in pairs and carry poetry aids like a list of rhyming words or a list of definitions. You may also give them poems that have already been started so that they need only finish each sheet.
- Students will turn in their poetry stacks for a grade.
Review and Closing(5 minutes)
- Congratulate students on completing the harvest.
- Let them eat their candy!