Reading Lesson 3: Reflecting on What We Know About Poetry
• “What Is Poetry,” page 410, in Guiding Readers and Writers by Irene Fountas and Gay Su Pinnell (read beforehand)
• Chart paper titled “What Is Poetry?”
• Student copies of a few poetry examples of your choice
• Students’ “Poetry Pass” graphic organizers
• Students’ comparing and contrasting prose and poetry information from Lessons 1-2
• Students recognize what they already know about poetry elements.
• Understand elements of poetry, including word choice, rhythm, rhyme, imagery, metaphor, and visual design.
Tell students that during the past two days, through the “Poetry Pass” and comparing and contrasting prose and poetry, they exposed many important poetry elements. During this lesson, they create a class chart of all those elements and continue to add to it as we learn more throughout the unit.
To understand what poetry is and appreciate it, students need to hear and experience a wide variety of poems.
Read aloud a poem you chose to students. The purpose is for pure enjoy-ment of poetic language. No introduction to the poem is necessary. Simply tell students the poem’s title and read it aloud twice.
After the reading, ask students to take a minute to look at their work from the last two days and think about what they know for sure about poetry. Give students another minute to “Turn and Talk” about it with partners.
Using information gathered from graphic organizers in the past two lessons and conversations heard during “Turn and Talk,” begin a class “What Is Poetry?” chart (see sample at the end of this lesson). Remind students they will add to this chart for the rest of the unit.
Tell students they now know what poetry is. During independent reading, students work in pairs to read poetry aloud to one another. Although the focus is to enjoy poems, encourage them to read to capture poems’ feelings and rhythms. Before students are released to work, read them the section “What is Poetry” p. 410 from Guiding Readers and Writers by Fountas and Pinnell.
Independent and Small Group Time
• Students read independently from poetry books and/or teacher-selected poems.
• Confer with individual students and/or provide small group instruction.
• Partners share poetry they enjoyed today with another pair of students.
|What Is Poetry?
• Has line breaks
• Creates images in readers’ minds
• Creates emotion
• Is generally short pieces of writing
• Uses powerful language
• Uses figurative language such as similes and metaphors
• Uses random indentions
• Has different line lengths
• Songs are poems paired with music