Assignment 2

Assignment 2

Poetry Unit Outline
Day 1- Review of Nouns, Verbs, Adjectives
Day 2- Haiku Poem
Day 3- Diamante Poem

Student Teacher: Krista Moritz

Teacher: Mrs. Littlewolf

Subject: Language Arts

Grade: 4^th

Lesson: Diamante Poem

Materials: Smartboad, Power point, worksheet, pencils

Objectives:

Students will know how to write a diamante poem

Students will be able to identify adjectives, nouns, action verbs

Anticipatory Set: Students will be given a worksheet and write their own diamante poem independently

In put and Modeling

I will start by telling the students we will be writing a diamante poem. I will tell the students what a diamante poem is. Next I will tell the students we are going to review parts of speech. What did we learn about last week? (adjectives) What other parts of speech did we talk about? (nouns,verbs) I will have the students give me examples of adjectives, nouns, and action verbs.

Next I will show the students an example of a diamante poem. I will ask what they notice about the poem. First line? Last line? Where do they see the change in the poem?

Then I will show the students the next example. I will ask the students what they see is different.

After going through the examples I will put the diagram of the poem and we will write a diamante poem as a class.

The students will be given a worksheet to write their own diamante poem.

Guided practice:

Students will be participating in creating a diamante poem as a whole class

Independent Practice:

The students will be writing a diamante poem independently

Closure:

When the lesson is finished the students will be working on their diamante poems and I will be walking around monitoring their progress. I will be answering any questions the students may have about their poem.

Assessment: The students will hand in their poems and I will be grading them on whether or not they completed the poem correctly with the right part of speech.

Haiku Poem

Objectives
Write a haiku poem
understand syllabication
use descriptive words

I will start by asking the students if they know what a haiku is. Then I will show them an example Line 1 5 syllables clouds float slowly by line 2 7 syllables Fluffy, lumpy, cotton balls Line 3 5 syllables Silver, gray and white
I will ask the students if they can figure out how many syllables the first line has. If they are having troubles I will back up and ask them what a syllable is. We will go through lines 2 and 3. I will explain that every haiku is set up this way. I will also explain that every haiku has a subject and details. They should use adjectives. We will go over what adjectives are. Next we will write a haiku as a class.
Then student will write a haiku on their own.

Closure: I will be walking around the room answering any questions that the students may have.

Assessment: The students will hand in the poem they wrote. I will be looking for the 5 syllable, 7 syllable, 5 syllable lay out. I will also look to see if the poem has a subject and they used adjectives.




Above is an example of low quality work. The student did not finish the poem. Also it seems like the student did not quite understand the parts of speech we were working on.





Above is an example of high quality work. The student caught on to the assignment. Also the student made sure they were using the right parts of speech in the correct blank.