Grade 3-5



Grade K-2

• Target Grade – 2

Estimated Lesson Time

Three 45 minute

Sessions

Lesson Author

Renee R. Carpenter

Vale, NC

NCTE/IRA Standards

1, 3, 4, 5, 6, 7, 11, 12

Resources

The Atlantic by

Brian G. Karas

Emperor Penguin Lays an Egg

by Brenda Z. Guiberson and Joan Paley

Non-fiction books or passages about frogs and/or toads

Large Chart Paper

Student journals

I POEM template

Frog or Toad I POEM Invitation

Frog orToad I POEM Rubric

Peer Evaluation Form

Reflective Questions for I POEMS

General classroom supplies: markers, colored pencils, pencils, rulers, writing paper

|Embracing Non-fiction Texts Through the Creation of I POEMS

Overview

In this poetry lesson, a culminating activity following a unit of study on frogs and toads, students listen to a literary example of an I POEM, focusing on words and phrases that exemplify the five senses. They listen to a non-fiction book about baby emperor penguins, identifying and recording information from the book to be used in a class created I POEM. Working cooperatively, the class composes a Baby Emperor Penguin I POEM. Using that I POEM as a model, the students use research conducted on frogs and toads to compose individual I POEMS about either a toad or frog (their choice).

After composing their poems, students meet with a partner to share their poems and evaluate their partner’s work. Finally, they make any revisions needed and write and illustrate their final copy. The final copies are compiled into a classroom book and students reflect on the process, using a set of reflective questions.

From Theory to Practice

Kurkjian, C., Livingston, N., Young, T., & Hopkins, L.B. (2004). Poetry: A feast for the senses. The Reading Teacher, 57, 694-702.

The idea of poetry can, and should, be “elusive and indefinable.” It means a variety of things to various people. However, most poets agree that poetry is a way in which to see and present the world.

• It can be a way to connect us to our world.

• It can capture the beauty and truth in life.

• It can possess a grace that amazes the reader.

• With its detail to the senses, we are invited to learn about topics or themes that interest us.

Possessing all these qualities, poetry still elicits negative responses from many people, young and old. This article provides a glimpse into many collections that “teach us about, poke fun at, or revere the world around us,” with the hope of a greater appreciation for poetry.

Further Reading

Labbo, L.D. (2004). Poetry on the screen. The Reading Teacher, 58, 308-311.

Student Objectives

Students will

• Listen to various texts read aloud.

• Respond orally to identify phrases that convey the meaning of sight, sound, smell, taste, or texture (touch).

• Observe the teacher modeling writing.

• Make suggestions to contribute to the writing process.

• Read non-fiction text(s) to clarify, retain and record information and ideas.

• Compose a poem to convey meaning on a topic.

• Share a written product orally.

• Evaluate their partner’s written product.

• Edit and revise their written product.

• Write and illustrate a final written copy.

• Reflect on the learning experience.

Instructional Plan

Resources

• Atlantic by Brian G. Karas

• Emperor Penguin Lays an Egg By Brenda Z. Guiberson and Joan Paley

• Non-fiction books or Internet passages about frogs and/or toads

• I POEM template transparency and student copies

• Frog or Toad I POEM Invitation

• Toad or Frog I POEM rubric

• Student Peer Evaluation Sheet

• Reflective Questions for I POEMS

• Student journals

• Large Chart Paper

• Black permanent marker

• Blue Colored pencils – class set

• Lined writing paper

Preparation

1. Draw a 5 column chart on a piece of large chart paper with the permanent marker.

• Each column should be equal width

• Label each of the 5 columns with one of the following terms: Sight, Sound, Smell, Taste, Texture (touch)

• Attach the chart to the wall or board to be displayed throughout the lesson.

2. Locate the books:

Atlantic by Brian G. Karas and Emperor Penguin Lays an Egg by Brenda Z. Guiberson and Joan Paley

• Gather non-fiction books and Internet passages about frogs and/or toads

3. Make copies:

• 1 transparency of the I POEM template

• 2 class sets of the I POEM template

• 1 class set of the Frog or Toad I POEM Invitation

• 1 class set of the Frog orToad I POEM rubric

• 1 class set of the Peer Evaluation Form

• 1 class set of the Reflective Questions for I POEMS

4. Gather other resources included in the Resource section of the lesson:

• Student journals

• Rulers

• Blue colored pencils – class set

• Lined white writing paper (make copies, if necessary)

Instruction and Activities

Session One: Atlantic by Brian G. Karas

Pre:

1. Teacher introduces characteristics of I POEMS while sharing/reading

aloud Atlantic by Brian G. Karas.

2. While reading, the teacher emphasizes words or phrases that convey

sight, sound, smell, taste, or texture of the Atlantic Ocean.

3. The students help identify the sense represented by the phrase.

4. Once identified, these words or phrases are recorded on a class chart

that has been labeled across the top with the 5 senses.

During:

5. In their journal, students create a chart for the five senses. They are informed they will be gathering information on Emperor Penguins to create an I POEM.

6. Teacher reads aloud Emperor Penguin Lays an Egg by Brenda Z. Guiberson and Joan Paley.

7. Following the read aloud, the students recall and record words and phrases about the emperor penguin in the appropriate column in their journals.

Post:

8. The teacher models writing a Baby Emperor Penguin I POEM, using the words and phrases found in Emperor Penguin Lays an Egg (Use the template on overhead).

9. The teacher accepts suggestions from the students as they refer to their journal for ideas.

Session Two:

Pre:

1. The teacher reviews the characteristics of I POEMS with the students and the class echo reads the class I POEM, I Am a Baby Emperor Penguin.

During:

2. Students review the research previously conducted on frogs and toads (recorded in their journals).

3. Students decide the topic (a frog or a toad) for their I POEM.

4. Students select at least one of the books or Internet passages we have collected and placed in the research center.

5. After reading this new source on their selected topic, the students will use the information from this source and the information previously recorded in their journals to help create an I POEM.

6. Remind students to look for words and phrases that represent the five senses: sight, touch/texture, smell, taste, sound.

Post:

7. Distribute copies of the I POEM template to each student.

8. Review the prompts from the template with the students.

9. Invite students to write an I POEM. Distribute and discuss Frog and Toad I POEM Invitation.

10. Students write their first draft of the I POEM.

Session Three:

Pre:

1. Share/discuss Peer Evaluation Form with students.

2. Students meet with partner to share and evaluate their poems.

During:

3. Students edit and revise their I POEMS.

4. Students write their final copy of the I POEM on lined writing paper.

5. Students illustrate their I POEM.

Post:

6. Students’ I POEMS are collected and used to create a class book.

7. Students reflect on the I POEM experience using the Reflective Questions for I POEMS.

Variations and Extensions

• Partner students to compose I POEMS: advanced students provide support for struggling students.

• Use clip art to illustrate the poems.

• Select other topics to create I POEMS: owls, bats, Thanksgiving, Hanukah, Christmas.

• Students compose (type) their edited/revised poem, using the computer.

• Post students’ poems on the class’ web page.

• Share classroom book with other classes, providing a page for readers’ to record their thoughts and reactions to the poems.

Web Resources

READ, WRITE, THINK Notetaker

During the writing process, students can use this tool to organize their information and plan texts in the prewriting stage and to review and structure their ideas during writing and revision.

The Poetry Zone



Students can submit their poems for inclusion on this site, read interviews with poets, or accept a poetry challenge to create a poem about a topic and submit it to the site

Giggle Poetry



Students can attend poetry class, rate poems using the gigglemeter and much more.

Kenn Nesbitt's Children's Poetry Playground



The poet, Kenn Nesbitt’s site. It features games, poetry lessons, and a rhyming dictionary.

Patricia Hubbell Children’s Books and Poetry



Patricia Hubbell, author of children’s books and poetry, gives tips to anyone interested in writing poetry.

Student Assessment/Reflections

• Monitor students as they compose their I POEMS from first draft to the final product. Make anecdotal notes and informal observations.

• As students share their I POEMS with their partner, listen for details and the incorporation of accurate facts.

• Listen for feedback given by students to their partner.

• Use the rubric to assess their final product.

• Review students’ reflections for possible problems they may have experienced.

NCTE/IRA STANDARDS

1 - Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

3 - Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5 - Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

7 - Students conduct research on issues and interests by generating

ideas and questions, and by posing problems. They gather, evaluate, and

synthesize data from a variety of sources (e.g., print and nonprint texts,

artifacts, people) to communicate their discoveries in ways that suit

their purpose and audience.

11 - Students participate as knowledgeable, reflective, creative, and

critical members of a variety of literacy communities.

12 - Students use spoken, written, and visual language to accomplish their

own purposes (e.g., for learning, enjoyment, persuasion, and the exchange

of information).

| |

I POEM

FIRST STANZA

I am ____________________________________________

I wonder ____________________________________________

I hear ____________________________________________

I see ____________________________________________

I want ____________________________________________

I am ____________________________________________

Repeats the first line of the poem

SECOND STANZA

I pretend ____________________________________________

I feel ____________________________________________

I touch ____________________________________________

I worry ____________________________________________

I cry ____________________________________________

I am ____________________________________________

Repeats the first line of the poem

THIRD STANZA

I understand ____________________________________________

I say ____________________________________________

I dream ____________________________________________

I try ____________________________________________

I hope ____________________________________________

I am ____________________________________________

Repeats the first line of the poem

INVITATION TO WRITE A FROG OR TOAD I POEM

[pic]

I am a frog.

I wonder why I am green.

I think ponds are wonderful.

I feel the cool water on my skin.

I am a frog.

We have been learning about frogs and toads. If frogs and toads could talk, what do you think they would say to you? How do you think they feel about their habitat? Do you think they like being kept for pets?

Review the research you have conducted on frogs and toads. Decide which one (a frog or a toad) interests you the most. Select at least one of the books or Internet passages we have collected and placed in the research center. After reading this new source on your selected topic, use all of your information to draft an I POEM.

Use the I POEM template that we used to create our Baby Emperor Penguin I POEM.

Remember to use words and phrases that represent the five senses: sight, touch/texture, smell, taste, sound.

Attached you will find a rubric to guide you as you complete this writing assignment.

Rubric for Frog or Toad I POEM

[pic]

| |YES |NO |Possible Points |

|Is your I POEM about a frog or toad? | | |5 |

|Did you use the suggested format | | |5 |

|(template)? | | | |

|Did you include interesting and | | | |

|precise words to describe your topic? | | | |

|(The five senses) | | |20 |

|Did your poem include | | | |

|facts/information that was accurate | | |20 |

|and applied to your topic? | | | |

Peer Evaluation Form

For Frog or Toad I POEM

I like ________________________and_______________________.

I think your poem would be better if you changed

_______________________ to _______________________.

My favorite line is ___________________________________.

My least favorite line is _______________________________.

I don’t understand ___________________________________.

__________________________ makes me laugh.

Author of poem _______________________

Poem Evaluator _______________________

Reflective Questions for I POEM

1. Explain how you feel about writing I POEMS.

2. What did you learn about your topic?

3. How is writing an I POEM different from other kinds of writing?

4. What was your favorite part of writing your I POEM?

5. What was your least favorite part of writing your I POEM?

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