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Poetry Unit: D.H. Lawrence Language Art Lessons

Fifth Grade

Shelby Hutt

Daily Focus:

Mondays: Introductions to poem, vocabulary lesson, meaningful discussions and meaning of the poem

Tuesdays: Rhyme scheme and writing

Wednesdays: Style, mood and feelings

Thursdays: Using vocabulary and using the dictionary and/or thesaurus

Fridays: Games to assess

Standards:

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, and poem).

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

o A. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

o b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

o c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

o d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

o e. Provide a concluding statement or section related to the information or explanation presented.

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Week OnePoem: Piano

Weekly Terms to know:

1. Rhyme2. Slant Rhyme3. Stanza4. Rhyme Scheme5. Style6. Mood7. Synonym 8. Nostalgia

Weekly Vocabulary List:

Dusk Vista Poised Spite Insidious Betray Weep Hymn Vain Clamor Appassionato Glamour

Monday (Introduction to poem & Vocabulary Lesson)

Objectives:

Students will learn new vocabulary through poetry by D.H. Lawrence.

Students will acquire knowledge of poetry by one author. Students will construct meaning of poem using their new knowledge of their vocabulary

words.

Introduction, Instruction and Meaningful Discussion: (30-45 minutes)

Read D.H. Lawrence’s poem, Piano. Pull out all vocabulary words, and always have them posted on a bulletin board, every week. (On Weekly Vocabulary Board) Talk about rhymes, and if this poem does. Talk about stanza one’s slant rhyme. What is a stanza? Talk about all terms to know, and make sure they are labeled on the weekly poem bulletin board as well.

Activity: (45 minutes)

Discuss in detail the meaning of each word. Use meaningful discussion and examples for each. Engage in conversation with students about each word and their meaning. Discuss what type of speech each word is. (E.g. Noun, verb, adjective etc.)

With their new words, students need to individually examine this poem’s meaning. From learning these new words, they can use inferences and cues to figure out the meaning of the poem. If students need extra help, be there. If students want to use a dictionary, or computer as a resource, let them. With their resources, or without, students need to take a stab at the meaning. After each student has had time to do this, students will form small groups to discuss the meaning. After discussing it in small groups, making adjustments etc. come together as a group and discuss what they thought the meaning was, and what the meaning of the poem actually is.

Materials:

1. Poem for each student, printed2. Vocabulary words, posted on bulletin3. Dictionaries

Tuesday (Rhyme Scheme)

Objectives:

Students will be able to recognize rhyme scheme in a multi-stanza poem.

Students will be able to write a poem in this same rhyme scheme. (AABB) Students will write a poem of at least four stanzas.

Introduction, Instruction and Meaningful Discussion: (15 minutes)

Remind students what rhyme scheme is. To teach, or re-teach rhyme scheme, use the poem Snowball by Shel Silverstein. Show them how to label each line in a stanza will a letter, and discuss the pattern.


After teaching students how to find the rhyme scheme, have students find the rhyme scheme in the poem Piano. Give them the poem, laminated, so they can write directly on it using white board markers at their table. (That way, you can use them and write on them again and again without having to reprint them every time you do something new with the poem.)

After students think they found the rhyme scheme, have the students talk in small groups about the rhyme scheme, this gives them a chance to self-check, and assess each other’s work. And if a student does not understand how to find rhyme scheme because they were too afraid to ask, likely someone in their small group will explain it to them one on one. After they think they have it figured out, discuss as a group.

Materials:

1. Laminated Poem (Piano)2. Dry erase markers

Wednesday (Style, Mood & Feelings)

Objectives:

Students will discuss mood of Piano. Students will discuss style of Piano.

Students will demonstrate their knowledge in a drawing. Students will demonstrate their knowledge in writing. Students will conduct appropriate discussion on the mood, style and feelings of the

poem Piano.


Discuss style. What words does the author (D.H. Lawrence) use to get meaning across? What kind of feelings to these words convey? (Happy, sad, etc.) If you were sad would this poem cheer you up? Or would it make you sadder? Etc.

Activity: (20-25 minutes)

Have students close their eyes while you read the poem to them. Have them open their eyes, and read the poem again. This time, when reading the poem, they draw a picture. They can sketch the picture with just a pencil, or use colors if they choose to.

After they have sketched their picture and the poem in completely read through again, have them write a paragraph about the picture. First, have them write what they drew a picture of, and then have them write about the mood and feelings the poem brings them. After they have done this, have them discuss their pictures in small groups. Compare and contrast (in small group discussion still) each other’s pictures. How are they similar? How are they different? Etc.

Materials:

1. Paper2. Pencils3. Colored pencils

Thursday (Vocabulary & Thesaurus Use)

Today’s Topic: Synonyms

Objectives:

Students will use thesauruses properly to look up vocabulary words. Students will use thesauruses properly to look up synonyms of vocabulary words. Students will understand what a synonym is and why we use them. Students will get a better understanding of vocabulary words by learning words that

mean the same thing. Students will construct proper sentences using correct spelling of vocabulary words and

their synonyms.


Introduce a thesaurus, and what we use them for. Teach students how to use a thesaurus. Talk about synonyms, and the reason we use them is to mix up and beef up sentences. Use examples like, I am having a good day. What are words that mean the same thing as good that we can use to make our sentence sound better? (Fabulous, fantastic, excellent etc.)


Give each student a thesaurus to use. Have students use vocabulary words (posted on Vocabulary Bulletin) in a sentence. Now, make a new sentence replacing vocabulary words with a synonym. Have students give examples of their sentences in a group discussion setting.

Materials:

1. Paper2. Pencil3. Thesaurus for each student

Friday (Game to Asses)

Friday’s Game: BINGO!

Objectives:

Students will construct a bingo board with vocabulary words, synonyms of vocabulary words, and terms to know.

Students will place bingo piece over correct word, synonym or term to know when a definition of that word is read.

Students will use prior knowledge to play this version of bingo. Students will play bingo on their own, no partner help.

Introduction/Discussion/Instruction: (15-20 minutes)

Students will create game board on their own. Each vocabulary word and term to know needs to be on the board once. Synonyms can be added once essential vocabulary and terms are on the board. They may use only ONE synonym per vocabulary word. Teacher facilitates, making sure each student is on track with making their bingo board. Students can use thesaurus, dictionaries, or their previous work to help construct the board.

Game Play: (Play 3-4 times)

Teacher constructs the game from the front of the room. Teacher reads a definition of either a term to know, or vocabulary word. Students place a bingo piece/chip over the corresponding words. If the student has a synonym of a vocabulary word, they get to place a chip over that word as well, meaning some words are worth two!

Materials:

1. Blank Bingo boards2. Pens3. Bingo Chips4. Bookmarks, erasers and pencils for fun prizes

Week Wrap-Up: (10-30 minutes)

Students can use this time to finish any work they have not completed. If students are clearly struggling with vocabulary words, now is the time to address it. Make sure students that are struggling get the help they need, they can use this time to make flash cards to study from over weekend, or on free/centers time.

Week TwoPoem: I am like a Rose

Standards:

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Weekly Terms to Know:

1. Rhyme2. Stanza3. Rhyme Scheme4. Style5. Mood6. Abstract7. Antonym8. Simile

Weekly Vocabulary Words:

Achieve Mellow Issue Fellow Heaving Limpid Culminate/Culmination Sheer Stark

Monday (Introduction to poem, Vocabulary Lesson)

Objectives:

Students will learn new vocabulary through poetry by D.H. Lawrence. Students will acquire knowledge of poetry by one author.

Students will construct meaning of poem using their new knowledge of their vocabulary words.


Introduce poem to students. Go through each vocabulary word individually, giving examples and clearing up any questions about each. This will take longer this week, because this poem is a little bit tougher to conquer.


Discuss that meanings of poems can be abstract. What is abstract? Something you cannot see, something you need to dig into outside the box etc. Since this is a challenging poem, learn the meaning of it together. Go through stanza by stanza and discuss what the vocabulary words mean in this sentence, and what each sentence and stanza is trying to say to construct the meaning of the poem.

Once students have done this, they will make their own flashcards for each vocabulary word and term to know. That way, they can study at home, and have designated study time throughout the week. They are always getting exposure to their vocabulary words, and they can work on them outside of class if they want to, and or are struggling.

Materials:

1. New Vocabulary words for Vocabulary Bulletin Board2. Dry erase markers3. Poem written out so students can read along4. Note Cards5. Markers


Objectives:

Students will construct and ‘I am poem’ about themselves, mimicking I am like a Rose. Students will construct a poem two stanzas long.

Students will construct a poem using any rhyme scheme they choose, except free verse. Students will demonstrate their knowledge by using rhyming words. Students will understand what a simile is.

Introduction, Instruction and Meaningful Discussion: (10 minutes or more)

Review I am like a Rose with students. Make sure they are on board with what they poem means, and answer any questions about vocabulary words if they need it. Re-read I am like a Rose with students. Explain “I am like a Rose” is a simile. And explain that simile always uses like or as.


After re-reading and discussing, have students use laminated poem I am like a Rose to figure out rhyme scheme. After students have it, have them discuss it within their groups.

After figuring out the rhyme scheme, have students write their own ‘I am’ poem. This poem’s format will be like D.H. Lawrence’s, and be two stanzas with four lines in it. They can use any rhyme scheme, because the requirements in the stanza and ‘I am’ format will make it enough of a challenge. Students need to use rhyming words. They need to start off each stanza with “I am” and go from there. (Make your own ‘I am’ poem to show students, since D.H. Lawrence’s is tougher) Students can discuss their poem in small groups and as a whole if they are willing to rise to that challenge.

Materials:

1. Laminated Poem: I am like a Rose2. Dry erase markers3. Paper4. Dictionaries ( Available if needed)


Objectives:

Students will discuss mood of I am like a Rose.

Students will discuss style of I am like a Rose. Students will demonstrate their knowledge in a painting. Students will demonstrate their knowledge in writing. Students will conduct appropriate discussion on the mood, style and feelings of the

poem I am like a Rose.

Introduction, Instruction and Meaningful Discussion: (20 Minutes)

Students and teacher will have a meaningful discussion of the style of D.H. Lawrence’s poem I am like a Rose. Is this a happy poem or a sad poem? What are examples of why you think this? Etc. making sure they have a reason for believing it is a certain way. What do you feel when you read this poem. Did your ‘I am’poem reflect a happy image or a sad image.

Activity: (40 Minutes)

Re-read I am like a Rose, having students close their eyes while you read. Have them paint a picture while you are reading it again. This picture should reflect the mood, style and feelings of the poem. If they feel yucky, then they will use deeper hues to convey the meaning of that.

Once the students have taken time to paint their picture, they will write a paragraph that starts out with what the picture is of. Then, they will explain how it conveys the meaning of D.H. Lawrence’s poem. Have them use their laminated poem cards to use quotes and examples from the poem in their descriptive paragraph.

Materials:

1. Laminated poem2. Paint3. Paintbrushes4. Paper5. Pencils6. Dictionaries (Available if needed)


Objectives:

Students will use thesauruses properly to look up vocabulary words. Students will use thesauruses properly to look up antonyms of vocabulary words.

Students will understand what a synonym is and why we use them. Students will get a better understanding of vocabulary words by learning words that

mean the opposite. Students will construct proper sentences using correct spelling of vocabulary words and

their antonyms.


Review why we use a Thesaurus. Remind students how to use a thesaurus. Talk to students about what an antonym is. Use examples like, I am having a good day. What are words that mean the opposite of good that we can use to change the meaning of our sentence? (Bad, terrible, horrible)


Give each student a thesaurus to use. Have students use vocabulary words (posted on Vocabulary Bulletin) in a sentence. Now, make a new sentence replacing vocabulary words with an antonym of the vocabulary. Have students give examples of their sentences in a group discussion setting, and have them discuss with their friends at their table on how it changed their sentence.

Materials:

1. Thesaurus for each student2. Paper3. Pencil

Friday (Game to Assess)

Friday’s Game: “Jeopardy”

Objectives:

Students will demonstrate their knowledge of vocabulary terms by answering questions of different levels of difficulty.

Students will demonstrate their knowledge of terms to know by answering questions of different levels of difficulty.

Students will demonstrate their knowledge of antonyms by answering questions of different levels of difficulty.

Students will demonstrate their knowledge of I am like a Rose’s meaning by answering questions of different levels of difficulty.

Introduction/Discussion/Instruction: (15-20 minutes)

Explain the rules of the game to the students. Teacher will have mixed up cards of varied difficulty. The questions will contain questions on meaning, tone, style, feeling, vocabulary words, and terms to know.

Game Play: (Play once all the way through)

Students will be split into two groups. They will be read questions of different point value. The first group to answer and answer correctly wins the corresponding points. The team with the most in the end wins.

Materials:

1. Index cards with various questions2. White Boards3. Markers

Extension: (As much as needed)

Since this game does not give the teacher each individual’s range of knowledge, each student will receive a handout at the end of the game. The handout will include ‘essay’ type questions of meaning of the poem, an example of an antonym for a certain word etc. Students will be able to use their laminated poems for the ‘assessment’. The answers I get for the varied questions will tell me which students need more instruction and one on one time. If the students need more time to work and understand, they can use flashcards, and one on one instruction with groups and teacher.

Week ThreePoem: Intimates

Weekly Terms to Know:

1. Rhyme2. Stanza3. Rhyme Scheme4. Style5. Mood6. Diction7. Humor

Weekly Vocabulary List:

Bitter (Bitterly) Address Proper Request Headquarters Matters Supreme Authority

Monday (Introduction to Poem, Vocabulary Lesson)

Objectives:

Students will learn new vocabulary through poetry by D.H. Lawrence.

Students will acquire knowledge of poetry by one author. Students will construct meaning of poem using their new knowledge of their vocabulary

words. Students will learn about diction.


Introduce poem to students. Go through each vocabulary word individually, giving examples and clearing up any questions about each. This is a more lighthearted poem, and should not take as long.


Have students break out into groups of three or four. Students go through stanza by stanza to discuss meaning of the poem. They can use dictionaries, and use the vocabulary bulletin board to figure out what the meaning of the poem is. Facilitate and make sure students are using vocabulary words to try and form meaning of poem. Come together as a group and discuss the meaning of the poem.

Once students have done this, they will make their own flashcards for each vocabulary word and term to know. That way, they can study at home, and have designated study time throughout the week. They are always getting exposure to their vocabulary words, and they can work on them outside of class if they want to, and or are struggling.

Materials:

1. Laminated Poem (Intimates)2. Dictionaries3. Vocabulary Bulletin Board4. Paper5. Pencils


Objectives:

Students will construct a funny poem.

Students will construct a poem at least four stanzas long. Students will construct a poem using any rhyme scheme they choose, except free verse. Students will demonstrate their knowledge by using rhyming words. Demonstrate appropriate humor in a poem.


Review rhyme scheme. Discuss humor.


Re-read Intimates. Since we are discussing humor, and this poem is humors, students are to create a funny poem. They can use any rhyme scheme except free verse. They can get their ideas from a movie, etc. but the poem is to be appropriate.

Materials:

1. Paper2. Pencil3. Dictionaries (available if needed)4. Thesauruses (available if needed)


Objectives:

Students will discuss mood of Intimates.

Students will discuss style of Intimates. Students will demonstrate their knowledge by picking out Diction (use of words) that

makes Intimates funny. Students will demonstrate their knowledge picking out Diction (use of words) that

makes their poem funny. Students will conduct appropriate discussion on the mood, style and feelings of the

poem Intimates and the poem they wrote themselves on Tuesday.


Talk about the use of words a poet uses. (Diction) What makes this poem funny?


Students will individually type up their humorous poem they wrote the day before, and print it. Once they have printed it, they will go through it and highlight the words that make their poem funny. When they have done that, they will do the same thing with the laminated poem Intimates using dry erase markers. They will discuss them in small groups. And as a whole, we will discuss what the poem would look like if D.H. Lawrence decided to not use those words. That way they get a chance to see why diction is so important in poetry and writing.

Materials:

1. Students person written poem printed2. Highlighters3. Laminated poem Intimates


Objectives:

Students will use thesauruses properly to look up vocabulary words.

Students will use thesauruses and dictionaries to properly to look up words. Students will fill out blanks labeled ‘adjective’, ‘noun’ and ‘verb’ with new words to

make a new poem. Students will understand why the use of Diction is so important.


Reiterate the importance of diction. Get students excited about doing their own version of mad libs.


Have each student’s poem type up with some verbs, nouns, and adjectives left out, and a blank line left where the word used to be. Have the real version printed out, too.

Students will each get someone else’s poem passed out to them; they are to fill in the blanks with new words without reading the poem. They can use vocabulary words to fill in the blanks, or they can use a thesaurus or dictionary to fill out the blanks with new words.

Once they have done that, students will read the new poem aloud. It is going to sound so silly, and then they will truly understand why poets put so much time into putting each word in its proper place.

Materials:

1. Student’s poems2. Student’s poems with blank lines3. Dictionaries4. Thesauruses5. Pencils

Friday (Game to Assess)

Friday’s Game: “White Board Game”

Objectives:

Students will demonstrate their knowledge of vocabulary terms by answering questions of different levels of difficulty.

Students will demonstrate their knowledge of terms to know by answering questions of different levels of difficulty.

Students will demonstrate their knowledge of antonyms by answering questions of different levels of difficulty.

Students will demonstrate their knowledge of Intimates meaning by answering questions of different levels of difficulty.

Game Play: (Play once all the way through)

Students will be playing individually in this game. They will each have a little white board and a marker. Teacher asks questions like, “What is the rhyme scheme of this stanza…” Students will write down their answer. Teacher walks through, and taps the student’s boards that have the correct answer. The students who got the answer right put a tally in the corner of their board.

The teacher asks students about this week’s vocabulary words, and terms to know. The student with the most tallies in the end wins, and there can be a sudden death match for students two tie.

Documents

shelbydecan.weebly.comshelbydecan.weebly.com/uploads/2/1/7/...lawernece.docxWeb viewEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)