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Poetry Project—What’s My Style?

Subject Area: Language Arts

Grade Level(s): 6

Duration of Activity: Five 50-minute class periods

Description of Activity:

This is an enrichment activity for students after being introduced to several styles of poetry. The students will illustrate a poem after they create it using Microsoft Word or other word-processing software.

Objectives: The students will

  • write a poem of their choice and style.
  • proofread a partner’s poem and make suggestions for corrections or additions.
  • type the poem using Microsoft Word or other word-processing software.
  • illustrate the poem using Microsoft WordArt and Microsoft clip art.

Materials/Equipment:

  • computers with word-processing software
  • floppy disks, one per student
  • Handout 1: Poetry Project Checklist
  • Handout 2: Poetry Project Example
  • Handout 3: Poetry Assessment Checklist

Prerequisites (skills or background needed):

  • Students need to practice writing different types of poetry.
  • Students need to be familiar with Microsoft Word and Microsoft drawing tools.

Procedure

Teacher Component: The teacher will

  1. review poetry format and styles. The following Web site is a resource for teachers for introducing the different formats and styles of poetry.

    Poetry Teachers
    http://www.poetryteachers.com/
    This Web site has examples of different types of poems that students can write. The site suggests using humor as a way to introduce students to writing. It also has a section by Bruce Lansky entitled, “How to Get Your Students Excited About Poetry."

  2. use a large-screen monitor or presentation device to demonstrate Microsoft Word drawing tools and give examples of clip art, borders, objects created using the drawing tools.
  3. gather ideas from the following sites and determine which type poems the students will write:

    Poetry Teachers
    http://www.poetryteachers.com/
    This Web site has examples of different types of poems that students can write. The site suggests using humor as a way to introduce students to writing. It also has a section by Bruce Lansky entitled, “How to Get Your Students Excited About Poetry."

    The English Room-30 Days of Poetry-Student Activity
    http://www.msrogers.com/English2/poetry/30_days_of_poetry.htm
    The author of this Web site lists a different type of poetry to be used for each of 30 days. There is something here for everyone.

    ProTeacher Community
    http://www.proteacher.com/070034.shtml
    This Web site contains links to over 65 Web sites on poetry dealing with individual poets, specific poetic forms, or poetry in general.

    Based on students’ abilities and interests, teachers can use the information on these sites to determine which type poetry they wish their students to write.

  4. provide instruction to the students as to how to write, enter into word-processing software, and illustrate poems using Handout 1: Poetry Project Handout.
  5. show Handout 2: Poetry Project Example so that the students will have a clear concept of what the finished product will be.
  6. make students aware of teacher expectations by providing Handout 3: Poetry Assessment Checklist.

Student Activities: The student will

  1. select a poetry style from the different types discussed by the teacher.
  2. use Handout 1: Poetry Project Checklist as a guide for completing the steps in the project.
  3. write a rough draft of the poem using paper and pencil.
  4. key the poem into a word-processing program such as Microsoft Word.
  5. save the file to a diskette.
  6. exchange disks with another student for proofreading.
  7. make suggestions or corrections in a different color text.
  8. return disk to the author.
  9. open his/her own file, read the peer editor’s comments, and make appropriate revisions.
  10. illustrate the poem with drawing tools in Microsoft Word and clip art.

Accommodations:

  • Trained students may assist other students with the technology component of the lesson.
  • A rhyming dictionary will be provided for those students who might need assistance in finding rhyming words.
  • Students may view examples of poems found on the Web sites provided in the URLs section of this lesson.

Extension Activities:

  • Students may enter poetry contests online. An example is listed in the URLs section of the lesson plan.
  • The students can send their typed poems as e-mail attachments to friends.

Integration:

  • Language Arts
  • Technology
  • Art

Assessments:

  1. Teacher observation with Handout 1: Poetry Project Checklist—Observe the students typing their poems on the computers and creating their projects. Look for attractive layout and design.
  2. Handout 3: Poetry Assessment Checklist.

URLs:

Curriculum Frameworks

Mississippi:

Sixth Grade

  1. Complete projects and tasks in an organized and coherent manner. (R, W, S, L, V)

    1. Use reading as a source of ideas and information for a project or task.
    2. Follow logical sequence/multi-step directions to complete a product.
  2. Read and use print and non print media to experience the rhythm, energy, and pictorial qualities of language. (R, W, S, L, V)

    1. Recognize characteristics of literature such as rhyme, rhythm, repetition, and figurative language, and incorporate them into written and oral form.
  3. Demonstrate continuous progress toward control of penmanship, grammar, mechanics, sentence structure, and usage of standard English in the context of writing and speaking. (R, W, S, L, V)

    1. Demonstrate knowledge of grammar and usage, including, but not limited to, parts of speech, all punctuation marks, capitalization, verb tense, subject-verb agreement, subordination, pronoun reference, participle and gerund phrases, and basic sentence elements.
    2. Interact with increasing competency using standard English when writing and speaking in a variety of situations.
    3. Apply correct grammar in speaking, writing, and reading.
    4. Apply correct usage in speaking, writing, and editing/proofreading.
    5. Use correct sentence structure in speaking, writing, and editing/proofreading.
  4. Acquire and use appropriate vocabulary and spelling concepts. (R, W, S, L, V)

    1. Use standardized spelling while completing a writing process.
    2. Utilize the dictionary, thesaurus, and/or computerized spell check as reference tools.
    3. Demonstrate appropriate spelling skills in context.
    4. Use appropriate vocabulary for specific situations, purposes, and audiences.

National Educational Technology Standards (NETS):

  1. Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4, 5, 6,)
  2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

TerraNova:

30 Consonant/Singles/Blends/Digraphs (Level 11-13)
Recognize initial or final single consonant sounds, consonant blends, or digraphs.

32 Vowels (Level 11-13)
Recognize short, long, and variant vowel sounds in words.

35 Word Meaning (Level 11-21/22)
Demonstrate an understanding of word meanings and relationships.

38 Sentences, Phrases, Clauses (Level 12-21/22)
Identify the appropriate use of capitalization and punctuation in sentences, phrases, and clauses; and with quotations and dialogue.

39 Writing Conventions (Level 12-21/22)
Identify the appropriate use of capitalization and punctuation with proper nouns, titles, contractions, possessive nouns, and pronouns.

41 Consonants (Level 12-21/22)
Identify the correct spelling of consonant sounds in words presented in sentences and phrases.

42 Structural Units (Level 12-21/22)
Identify the correct spelling of structural units in words presented in sentences and phrases.

Link and Feedback to Author(s):

Cindy Neely, Central School, West Point, MS
lottneely@yahoo.com

Handout 1 Poetry Project Checklist Word Acrobat
Handout 2: Poetry Project Example Word Acrobat
Handout 3: Poetry Assesment Checklist Word Acrobat
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