October 5, 2017
|
by Jasmine Gibson

Lesson plan

Snap, Crackle, Pop Poetry!

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Do you need extra help for EL students? Try the Buzzing Sensory Poems pre-lesson.
EL Adjustments
Grade
Do you need extra help for EL students? Try the Buzzing Sensory Poems pre-lesson.

Students will be able to identify sensory language in poetry.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
  • Review the five senses by asking students to describe a bouncing ball to someone without showing them the ball. Use a real ball to demonstrate.
  • Ask them to describe what they see/hear/smell/taste/feel and record their thinking on the board as a list under the name for each of the five senses. Say, “Wow, you just used your five senses to describe this ball. Do you remember what your five senses are?”
  • Explain that describing words that use our senses are called sensory words. Sensory words are ones that help us to describe things or feelings in a way that makes us think of or reminds us of our five senses.
(5 minutes)
  • Ask if students know what a poem is. Briefly define poetry as needed by saying, “A poem is a special type of writing that uses words to make us imagine or think of people, places, or things. Some poems rhyme and some don’t. There are many different kinds of poetry.”
  • Read aloud one of the poems from Shout!: Little Poems that Roar by Brod Bagert and Sachiko Yoshikawa and take note of sensory words, pointing them out to students as you read.
(10 minutes)
  • Explain to students that there were sensory words in the poem and these words allowed the poet to describe things in a way that made us feel or think about our senses.
  • Ask students to listen as you reread the poem again and raise their hands when they hear a sensory word.
  • Reread the poem and record the sensory words on the board as students raise their hands.
  • Tell your students that they will now get to practice using sensory language by writing their own poem about the classroom.
(20 minutes)
  • Pass out the My Describing Poem worksheets and have students write their own sensory word poems to describe the classroom using a combination of drawings and pictures.

Support: Work with a small group of two to three students to write a sensory language poem together as a group. Allow the group to dictate their thinking as you record them on the board.

Enrichment: Invite students who finish early to write a second poem using the Wake Up Senses worksheet on a topic of their choosing.

(5 minutes)
  • Collect student work to assess whether students were able to include sensory language in their poems.
(5 minutes)
  • Hold a short poetry showcase where students come to the front of the room and either read or display their poem for the rest of the class. Encourage students to really perform their poem using as much expression as they can while reading.

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