Subject Area:

Language Arts and Visual Arts

Grade:
6
Topic:
Poetry
Date:
Near the end of poetry unit, after they have covered 2-4 forms
(haiku, limerick, couplet, etc.)
Time:
1-2 periods

Expectations:
Overall Expectations:
List of big ideas

Language Arts (Writing):

1.
generate,gather,andorganizeideasandinformationtowriteforanintended
purpose
andaudience
2.
draftandrevisetheirwriting,usingavarietyofinformational,
literary,andgraphicforms
andstylisticelementsappropriateforthepurposeandaudience
3.
useediting,
proofreading,andpublishingskillsandstrategies,andknowledgeoflanguage
conventions,tocorrecterrors,refineexpression,andpresenttheirworkeffectively

Visual Arts:
D1.
CreatingandPresenting:
applythecreativeprocess(seepages1922)toproduceartworksina
varietyoftraditionaltwoandthreedimensionalforms,aswellasmultimediaart
works,that
communicatefeelings,ideas,andunderstandings,usingelements,principles,and
techniques
ofvisualartsaswellascurrentmediatechnologies

Specific Expectations:
The students will be
able to

Language Arts: 1.1, 1.2, 2.2, 2.3, 3.3, 3.7

Visual Arts: D1.1, D1.2

Assessment and Evaluations:

Diagnostic Assessment | | Formative Assessment || Summative Assessment | |

Anecdotal evidence during warm-up activities. How are students working in groups, how many
types of poetry are they identifying, how deeply are they responding to the art, etc.
Checklist for Storybird - Did they follow the conventions of the type of poem they chose? How
many characteristics did they include? Tone, vocabulary, and imagery can also be assessed.
Resources
:
10 pieces of art (example:
Starry Night
by Van Gogh,
The Scream
by Edvard Munch,
Number 1,
1950 (Lavender Mist)
by Jackson Pollock), slips of paper for Mix and Match, chart paper,
markers, iPads or Chromebooks, internet access, SMART Board or media cart

THINK:

Educational technology
Interdisciplinary
Visual, tactile, kinesthetic
Mixed ability grouping

Lesson Development
: Teaching/Learning Sequence
Minds on:
Gallery walk
Place 10 pictures around the room, with a large sheet of
chart paper beside it
Assign numbers to students so every picture has 2-3
students.
Round 1 (30 seconds)
Look at your picture and write down any emotions
you feel
Round 2 (30 seconds)
Look at your picture and write down any concrete
nouns you think of
Round 3 (90 seconds)
Write down a short poem using the words on the
paper, or your own
Post chart paper on board and have students share their
favourites. Call attention to details in the poems, such as
rhyming, syllables, etc. Take this time to review the types of
poems they have already studied in the Unit.
Activity:
Poetic form mix and match
Each student will be given a slip of paper, which will either
have a type of poem on it, or a characteristic of a type of
poem (examples:
haiku, limerick, 5 lines, rhyming)
Students will have to find another student who has a type of
poem, or characteristic that corresponds with their slip of
paper. Everyone in the group has to have a different slip of
paper.
The teacher will then correct the activity together with the
class, filling out a chart on a piece of chart paper to keep for
reference, or on the SMART Board (students may move the
correct terms to the correct place)
Activity:
Storybird

Time
5-10
mins

Accommodations/Modif
ications
Have one student in the
group act as scribe
Supply students with
sample nouns and
emotions to stick to the
chart paper
Have students stay at
desks and rotate papers
instead
Times can be extended if
needed

15
mins

The chart with answers

can be created first with
students, and then
students can mix and
match using the chart.
Slips of paper that
correspond can have the
same font, for a hint.
Consolidation can be
emphasized then.

60
mins

You can assign a poetic

form to students.

Students will use Storybird to create their own poetry in

response to a piece of visual art
Students will have to conform to the rules of the form of
poetry they choose.
Students will also write a short artist statement describing
what their artistic creation is about.
Storybird showcase
Students who would like to share can submit their creations
to the showcase. This can be shared with the rest of the
class, other classes, parents, etc.
** if students submit to the class library, that will only be
available to the class and teacher

Consolidation:
Poetic form ID
Either in a handout, or on SMART Board or blackboard, show
students the shape of the poetic form (example: 2 blank
lines for a couplet)
Students must identify the poetic form
Students must give 3 characteristics of the poetic form

Provide a handout with

poetic forms and
characteristics for
reference.
Put students in pairs.
Text-to-speech
programs.

10-15
mins

Follow-Up
:

Self-Reflection
:

A brief outline of what needs to come next

To what extent did the students accomplish the

learning expectations? List for improvement.