Context
The "Poetry Unit" assignment was created for CI 4900, Student Teaching, during the spring 2008 semester. It was created under the advisement of Dr. Jane Norwood as a Unit for Independent Work Time (IWT) in the classroom. The "Poetry Unit" was implemented at Elizabeth Lane Elementary School in Ms. Leona Ingram's Fourth Grade Classroom as a five-week, individual assignment using the contracts as a basis to implement off of.
The "Poetry Unit" was a five week, two-day a week lesson study based on the Fourth Grade Language Arts Curriculum for the North Carolina Standard Course of Study. The Fourth Grade Team at Elizabeth Lane Elementary carefully chooses units that relate to the curriculum; but also allow students to be innovative and work independent on a related task.
The "Poetry Unit" was a hands-on approach to the arts integrated into the classroom. Students were asked to create different pieces of artwork with the variety of poems they chose to incorporate into their Poetry Notebooks. Students also practiced their dramatic voices by reciting a piece of Poetry they learned outside of the classroom.
Impact of Student Learning The "Poetry Unit" was created to allow students to experience different forms of poetry by making their own and studying famous poets of different generations. Students learned how the art of Poetry by using the traditional and non-traditional forms of Poetry to create their own (English Language Arts, Competency Goal 2). Students, then shared the interactions with the different forms of Poetry text before, during and after reading and listening to each other through discussions and their Final Poetry Notebooks. (English Language Arts, Goal 2). Students shared their projects with one another by using technology, art, and language arts. Alignment The following NCDPI Elementary Education Standards were met by: NCDPI Standard 1, Indicator 4 was met by having students' read and write different forms of poetry. Students were expected to listen and speak to their own voices by voicing in dramatic dialogue the poems they recited. NCDPI Standard 1, Indicator 6 was met by having students' understand the importance of poetry for personal and social growth. Students were expected to learn about poetry by creating their own forms of poetry based on specific types taught two days a week. NCDPI Standard 6, Indicator 1 was met by having students create different art pieces using different techniques for each individual poem they created. They were expected to use a different medium or techniques. NCDPI Standard 7, Indicator 2 was met by integrating arts concepts, and technology into the language arts lessons with poetry. NCDPI Standard 8, Indicator 3 was met by guiding and encouraging students to think critically about the poems they wrote and read by having them complete a poetry interpretation worksheet for at least (3) three of the poems they found by famous authors. NCDPI Standard 8, Indicator 5 was met by having students explore the use of poetry by writing their own poems and speaking to a variety of audiences including their parents and peers. NCDPI Standard 8, Indicator 6 was met by modeling Standard English by creating my own poems and artwork for students to see different forms of Standard English. NCDPI Standard 12 was met by incorporating the arts into the language arts curriculum by designing pieces of art into each of the different poems incorporated into the Poetry Notebook created by each individual student. NCDPI Standard 16, Indicator 9 was met by collaborating and developing a new lesson with my cooperating teacher.
Poetry Contract
Skill Using Rhyme, Poetry Lesson
Teacher Made Example: Acrostic Poem
Teacher Made Example: Alliteration
Teacher Made Example: Map Drawing with Poem by Carl Sandburg
Teacher-Made Example of a Haiku Poem
Teacher-Made Example of Couplet Poem
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