Lesson Plan

Lesson Title: Poetry Unit Lesson # 2 Date: May 6th

Name: Jordyn Brook Subject: Writing Grade(s): 5/6

Rationale:
We have only done a brief amount in out poetry unit so far, considering poetry itself (what it sounds
like, looks like, looks like and feels like), and then looking at one poem and finding the sense words in
it. Students did well at this, and enjoyed looking at the fun McDonalds poem. This lesson is going to
look at imagery, and then students will begin their own poems.

Core Competencies:
Communication Thinking Personal & Social
N/A Creative thinking: N/A
My creative ideas are a
form of self-expression for
me

Big Ideas (Understand)

Language and text can be a source of creativity and joy

Learning Standards
(DO) (KNOW)
Learning Standards - Curricular Competencies Learning Standards - Content
● Understand how literary elements, ● Literary devices
techniques, and devices enhance and ● presentation techniques
shape meaning

Instructional Objectives & Assessment

Instructional Objectives (students will be able to…) Assessment
● identify language that appeals to the ● the finished poems
senses and uses imagery, and add that to
their poems.

Prerequisite Concepts and Skills:

Knowledge about what the 5 senses are

Indigenous Connections/ First Peoples Principles of Learning:

learning recognizes the role of indigenous knowledge

Universal Design for Learning (UDL):

● red cat system
● reading the class poem aloud
● freedom in design of their own poem

Differentiate Instruction (DI):

● Encourage J to use the tools available to her
● Support for T, L, E and C with writing the words and creating their poems
Lesson Plan 2018 (updated Jan, 2018) Page 1
 ● Check in with D, W, R, A while working

Materials and Resources

● Concrete Poems powerpoint
● blank paper for students to write and draw on
● Nancie Atwell’s book Naming the World; A Year of Poems and Lessons
● Adrienne Gear’s book, Powerful Poetry

Lesson Activities:
Teacher Activities Student Activities Time
Introduction (anticipatory set – “HOOK”): Let's think back to our McDonalds 10
poem. Put on doc cam. What were we minutes
focusing on in this poem? Yes, the
senses (see, smell, hear, feel and taste)!
Can anyone either remember a word or
phrase, or pick one out right now that
appeals to the senses?

We are going to read another poem, and

this one is going to focus on imagery,
What can you guys tell me about
imagery?
Imagery is when a poet or writer uses
specific language to appeal to you, and
to draw you in with the specific details
of the poem. These are often visual but
they can be any of the 5 senses.

I’m going to read you a short passage.

It isn’t written as poetry, but these
writings have always spoken to me like
poetry. This is written by Richard
Wagamese, an Ojibway man from the
Wabaseemoong Independent Nations in
Ontario. He had written a few books,
and this book here, Embers, is full of his
beautiful writings. He passed in 2017
and was living in Kamloops at the time.
He is known as one of Canada’s best
First Nations authors and storytellers.

Have students close their eyes, and

listen to the words.
Read the passage on page 170.
Afterwards, ask students how they felt
listening to the poem.
Body: Shifting gears, we are going to look at 30
the style of poem you will be creating. minutes
You are going to be writing Concrete
poems, and here are a few examples.

Lesson Plan 2018 (updated Jan 2018) Page 2

 The last slide is the directions for their
poem assignment.
To start, you need to choose a theme.
You can pick something food related,
you can do it on an animal, you could
do it on a fresh spring day, etc.
Brainstorm a collection of phrases and
words that represent that theme you
have chosen, and one image that
represents it.
After you have collected those words,
phrases, and an image, you can sketch
out your poem and begin to fill in the
words.
Remind students this is a rough copy
and they can do a good copy later on,
so don’t get hung up on the tiny
details..
Closure: Ask students what the topics they 5
chose are and what their best minutes
descriptive word or phrase is for their
topic.

Organizational Strategies:
● Poems go in the Writing lessons section of their binders when they are done

Proactive, Positive Classroom Learning Environment Strategies:

● Everyone can work at their own desk for this, so they stay on task and focused. Working
together has been a bit crazy lately.

Extensions:

Reflections (if necessary, continue on separate sheet):

Lesson Plan 2018 (updated Jan 2018) Page 3