Fathia Nasir 100335423 For: Janette Language Arts: Poetry Lesson Plan Date: Feb 3, 2008
Fathia Nasir 100335423 For: Janette Language Arts: Poetry Lesson Plan Date: Feb 3, 2008
Fathia Nasir 100335423 For: Janette Language Arts: Poetry Lesson Plan Date: Feb 3, 2008
Fathia Nasir
100335423
For: Janette
Language Arts: Poetry Lesson Plan
Date: Feb 3rd, 2008
Language Arts ShortTerm Planning Template Date: Feb 3rd, 2008
Lesson/Unit Topic/Theme: Choral Poetry (writing and performing)
Lesson/Unit Length: 23 (3045 min. hour each)
Grade 3 Curriculum Expectations:
Oral Communication –
Comprehension Strategies:
3.3 identify a variety of listening comprehension strategies and use them
appropriately before, during, and after listening in order to understand and clarify
the meaning of oral texts (e.g., list the important ideas in a poem or story read in
class; ask questions to monitor understanding of an oral text; visualize and
sketch to clarify understanding of an oral text)
Reading –
Reading Fluently:
3.3 read appropriate texts at a sufficient rate and with sufficient expression to
convey the sense of the text readily to the reader and an audience (e.g., read a
poem for two voices with a partner, using appropriate phrasing and expression)
CrossCurricular Links:
The Arts: Drama
Demonstrate the ability to concentrate while in role in drama and dance (e.g., during
an improvisation; while performing a dance);
Defend a point of view through speaking and writing in role (e.g., as townsfolk, plead
with the mayor to save their town);
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Content Area Focus
I ntroduce the Poetry:
Choral poetry evolved in ancient Greece from lyric poetry (poetry written to music). It
was originally performed with musical accompaniment at religious festivals and
important family functions. Traditional choral poetry was performed by two groups of
people who worked as a team to design, write, and musically perform an expressive
poem. Modern choral poetry can be written to express feelings, opinions, points of view,
etc. The poems are generally short and designed to be read aloud by two or more people
in a group setting. Additionally, choral poetry can be adapted and performed using
existing poetry and stories (in the public domain), such as select fables and nursery
rhymes.
Teach the Poetry:
Write examples of poems that can be read in the choral format on the board or
overhead projector
Three Little Kittens
Three little kittens Student 1
They lost their mittens,
And they began to cry.
So sad. Narrator
Oh, mother dear, Student 2
We sadly fear,
Our mittens we have lost.
So bad. Narrator
What? Lost your mittens, Student 3
You naughty kittens!
Now, you shall have no pie.
So mad. Narrator
Mary Had a Little Lamb
Mary had a little lamb, Entire Class
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Its fleece was white as snow; Student 1
And everywhere that Mary went Entire Class
The lamb was sure to go. Student 1
It followed her to school one day, Entire Class
Which was against the rules; Student 2
It made the children laugh and play Entire Class
To see a lamb at school. Student 2
And so the teacher turned it out, Entire Class
But still it lingered near; Student 3
And waited patiently about Entire Class
Till Mary did appear. Student 3
Why does the lamb love Mary so? Entire Class
The eager children cry; Entire Class
Why, Mary loves the lamb, you know, Teacher
The teacher did reply.
Engage students in a conversation about the many ways to read choral poetry. Use
the examples provided to experiment with different ways of reading Mary Had a
Little Lamb and Three Little Kittens (Mix and match choral reading formats
according to your class size, student ability, etc.) Formats to consider, include:
In unison: The teacher and the class read the poem together.
With an echo: One person reads a line or phrase and the group repeats (echoes) it.
In groups: Two or more groups take turns reading different parts of the poem.
One line per reader: Each reader is given a line or two to read.
Adding on: One person or group starts reading, and another person or group joins in with
each new line or section.
Skills Focus:
Writing Choral Poetry
Experiment with different types of choral reading
Understand and apply expression, fluency, and rhythm in writing and reading
poetry
Students plan a performance
Gather or create props, sets, and costumes to use in their performances
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Present their poems with great expression and humour
Social Skills:
Cooperative skills
Listening skills
Oral communication
Decision making (assigning roles)
Team building (supportive of peers)
Learning Skills:
Time management
Problem Solving
Conflict Resolution
Cooperation with others
Focusing Questions:
Explain that in Three Little Kittens, the poet added a narrator's voice to the poem.
Ask students why the author might have done this (to express the mood in
each section of the poem (sad, bad, mad). Explain that in choral poetry it is okay
to modify the original poem if it adds to the poem's meaning, provides a different
point of view, or makes the poem easier to read as a group.
Culminating Task/Performance:
Poetry Practice:
Have groups of students choose one of the samples of nursery rhymes provided
earlier. Have them work together to compose and present a variation of their
chosen poem.
Encourage students to rewrite or rework their poems as necessaryadding words,
phrases, opinions, etc. Remind them that they should have a reason for making
their changes (to improve readability, to show opinion, to add or change meaning,
and so on).
Allow plenty of time for students to practice and perfect their poems (extends into
the next day/class)
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Have students perform their poems for the class.
Assessment Tools and Strategies:
Anecdotal – teacher walks around and makes note of student participation,
knowledge and understanding. This time also allows teacher to make note of the
9 learning skills that are to be reported on each term.
A rubric could be used to assess the culminating task, which is the presentation
of the choral poetry reading.
Lesson/Unit Checkpoints & Feedback:
Teacher walks around and works closely with students throughout the process
Through anecdotal and observation notes, teacher provides feedback continuously
Key Concepts & Skills
Reading:
Instructional Approaches:
Presentation: Expression, Fluency, and Rhythm
Explain that in choral poetry poets must pay special attention to the way the poem
is read and performed. This is because the presentation adds to the understanding
and meaning of the poem.
Review the definition and function of the following terms. Model their application
as necessary:
Expression: Personal feeling and emotion expressed in the reading of a poem; provides
interest to a choral poem. (To check for understanding, have individual students reread
the Narrator's part in Three Little Kittens, varying the expression, tone, volume and
emotion in their voice as they read. Discuss how varying expression while reading affects
the meaning of the poem.)
Fluency and Rhythm: Ease with which a poem is read and the flow of rising and falling
sounds; is achieved with reading practice. (To check for understanding, have individual
students reread the Student's voices in Three Little Kittens, varying the pace of their
reading and stressing different words as they read. Discuss how pace and emphasis on
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certain words can add, change, or detract from the poem's message.)
Critical Literacy/Thinking Skills:
Have pairs or groups of students practice reading Mary Had a Little Lamb,
experimenting with expression, fluency, and rhythm as they read.
Accommodations/Modifications:
For ELL learners, I would ensure that I have repeated my explanation several
times. I would either assign a partner who speaks the same language to the
learner to help them with the translation.
Also, I would place an extra emphasis on animating my tone of voice and through
extensive use of facial expressions to allow both ELL students and students that
are interpersonally inclined to better understand through body language.
Writing:
Instructional Approaches:
Model Writing a Choral Poem
Provide additional samples of nursery rhymes. As a class, choose a nursery rhyme
and work together to rearrange the rhyme to be read according to one or more of
the formats previously discussed (in unison, with an echo, in groups, one line per
reader, and/or adding on). Model reworking and rewriting the poem on the board
or overhead as necessary. (For example, you may use colors to represent different
readers, or arrange the poem in columns according to the different reading parts,
add a narrative voice, and include an opinion)
Variation: Short fables and folktales can also be adapted to fit the choral poetry
format. As a class, choose a favourite fable or folktale (The Ant and The
Grasshopper, The Tortoise and the Hare, Billy Goats Gruff, etc.) and rearrange
and rewrite it to be performed as a choral poem.
Accommodations/Modifications:
For ELL learners, as I am rearranging the poem while writing on the board I
would assign students roles so that the lines I am writing are being actively
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recited. This is also beneficial for my kinaesthetically inclined learners.
To encourage increased active participation, I would alter my lesson to include a
shared writing portion that would allow students to come up with the rearranged
lines.
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