Poetry and Women in History Lesson Plan

Grade Level/Subject: Central Focus:

5th, reading and social Types of poetry (haiku and shape poem), women in
studies history

Essential Standard/Common Core Objective:

RL.5.9 Compare and contrast stories in the same genre Date submitted:
(e.g., mysteries and adventure stories) on their approaches
March 22nd, 2017
to similar themes and topics

5.H.2.3 Compare the changing roles of women and Date taught: March

minorities on American society from Pre-Colonial through 23rd, 2017

Reconstruction.

Daily Lesson Objective:

The students will be able to write a poem in the form of a (haiku or shape) about
the assigned woman in history, after, they will compare and contrast their and
their partners poem about the same woman.

21st Century Skills: Academic Language Demand (Language Function and

Vocabulary):
Creativity and Innovation
Create
Communication and
Collaboration

Flexibility & Adaptability

Initiative & Self Direction

Prior Knowledge: Reading at a 5th grade level, annotating a passage and looking
for main ideas
 Tim
Activity Description of Activities and Setting
e

We have been talking about poetry and womens history for

1. Focus 1
a while, so today we will be using the knowledge we already
and Review min
have to create our own poems.

2. Today we will be talking about types of poetry, specifically

Statement two types, shape poems and haikus, and we will be
of comparing and contrasting them. At the end of the lesson you
1
Objective will be creating your own shape poem or haiku about a
min
woman in history.
for
Student

3. Teacher The first type of poetry we will be talking about is shape 10

Input poetry. min
*put different examples of shape poetry on the board*
Shape poetry is a poem that is about an object, written in
the shape of an object. As you can see on the board, there are
many different ways to write a shape poem. Some poems are
written just in the outline, while others are written on the
inside of the shape.

*put the shape poetry Raindrop up on the board*

This is a shape poem is called Raindrop. It says
What do you notice about this poem?
Why do you think the poem wrote it in the shape of a
raindrop?

The next poem is called a haiku. Haikus have 17 syllables in

them. Whats a syllable?
A syllable is a small unit of sound that we can keep track of
by clapping (or keeping hand on chin and counting the times
it goes down).
In a haiku, the first and last lines have 5 syllables, and the
middle line has 7 syllables. Lets look at our haiku about rain.
 *Read the poem*
What do you notice about this poem?

*Put the poems next to each other*

How are the shape poem and the haiku alike?
How are they different?
4. Guided 5
What kind of information does the shape poem give us?
Practice min
What is the authors purpose in each poem? Turn and talk to
your neighbor

We are going to use our knowledge of haikus and shape

poems today to write our own. You and the person you are
sitting next to are going to write a haiku and a shape poem
based on a woman in history that I assign you to. To help you,
I am going to give you a short passage on the woman you will
5.
be studying to help you get information to write your haiku 30
Independen
and shape poem.You and your partner will decide who will be min
t Practice
writing the shape poem and who will be writing the haiku.
When you are finished, talk to your partner about how your
poems can be compared and contrasted. You can find a Venn
Diagram on the back of your paper to help you compare you
and your partners poems.

6. The students will be turning in their papers with their shape and
Assessment haiku poems and their venn diagram comparing and contrasting
Methods of both.
all
objectives
& skills:

You guys are great writers! Today we learned about haikus

and shape poems, and throughout the rest of the week you 1
7. Closure
will be learning many more and you will be working with Ms. min
Huggins to create every single type of poem on your own!

8. The students worked with their partners to write haikus and shape
Assessment poems about various women. They all were able to effectively pull
Results of the main ideas about the woman that they were studying to include
them in their poems. Many did not finish comparing and contrasting
all because we ran out of time, but those that did finish their venn
objectives/s diagrams compared and contrasted the poems well.
kills:

Materials/Technology:

Powerpoint, bios on women in history (bought from Teachers Pay Teachers),

worksheet
I used the biographies from the Teachers Pay Teachers document for:

Amelia Earhart, Sonia Sotomayor, Dr. Sally Ride, Malala Yousafzai, Sarah
Breedlove, Mother Teresa, Sacagawea, Aung San Suu Kyi, and Eleanor Roosevelt.

References:

Women in history bios from teachers pay teachers

Reflection on lesson: This lesson went very well and the students seemed excited
to be working with different types of poetry and learning about women that most
hadnt heard of before. Some feedback that I got from my cooperating teacher
was to remind them of their reading strategies (annotating using the DAB
strategy) and giving them specific time limits to do things. The students took a lot
of time to read the short about me on the woman they were studying, so next
time I would definitely include specific time parameters for them to read and
annotate, brainstorm, and then write their poems. We unfortunately didnt get to
finish the venn diagram,
Name:___________________________
Date:________________

Poetry and Womens History

My partner and I are reading about ____________________________.

I am writing a shape poem/haiku. (circle one)

Write your poem in the space below: