Poetry

**__A Haiku for Each Season (Japan or anytime)__** Day 1 One of the first lessons in the word choice section (4th grade) has to do with avoiding "obvious" words and replace them with words that are more creative. For example, to describe a bird, words NOT to use are: feathers, fly, beak, and chirp. Words to use instead could include: soar, hop, sing, downy, wings, south. A sample paragraph could be: "It's winter, and I notice extra traffic in the sky above. Ponds, meadows, trees, and backyards in the south are preparing for their guests to arrive. Feeders have been filled, and worms take cover because they know they may be a snack for the impending visitors. As the visitors arrive, they land in a cherry tree to give their weary, downy wings a well-deserved rest. They are happy with their vacation destination." The lesson in this resource works very well. Provide students with idea cards that include a topic and "obvious" words they may not use. Have students think of words they could use instead of the "obvious" words. [Word cards are included in the Trait Crate lesson.] The attached blackline master will help students organize their thoughts. Have students write and edit their paragraph. Have students share their paragraphs with a partner, or in small groups. If someone guesses what they are describing, have the other students share which words were descriptive and "telling". If no one guessed the topic, have students share words the author could have used. You may want to repeat this lesson the next day to give students more time to practice the word choice skill.
 * Resource**: Trait Craite - Word Choice
 * Goal**: Use precise nouns, vivid verbs, and colorful adjectives
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Day 2 Now that the students have had experience using precise words in their descriptive writing, they will be using the same word choice skills to write (4) different haikus - one for each season. Encourage students to use descriptive words and avoid "obvious" words. Go over the format of a haiku poem - have to do with nature, word pattern is 5 words on the first line, 7 words on the second line, and 5 words on the third line, OR, 5 syllables on the first line, 7 syllables on the second line, and 5 syllables on the third line. Share examples of haikus from One Small Leaf (double check title). Have students write and illustrate a haiku for each of the four seasons. Have students self edit and revise their haikus. Haikus could be displayed by mounting all four on a piece of oaktag to make a poster, or they could be compiled to make a class book of haikus.
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1. Introduce the windspark poetry format. (haiku, cinquain, acrostic, diamante and shape poems are also mentioned in this lesson) Windspark – a poem that has five lines with the following pattern: __Line__ 1: I dreamed __Line__ 2: I was _ (something or someone) __Line__ 3: where __Line__ 4: an action __Line__ 5: how Example: I dreamed I was a flower in the garden growing inch by inch happily
 * __Resource: Project Learning Tree – Poet Tree - Windspark poetry page 31__ **
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2. Take the class outside to observe nature. You can focus on a specific area or a specific part of nature (like a tree, flowers, garden, insects). 3. Observe the selected item in nature. Have students think about the senses of smell, sight, sound, and touch as they observe. 4. Have students create a windswept poem using the format. Illustrating the poems would also be fun.
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5. Provide opportunities for children to share their poems.
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1. Read the book “Animals in the Winter” 2. Then, discuss what you might see in nature it he winter/time. 3. Take the children on a nature walk around the school. 4. Point out to them the various things in nature that are different this time of year. 5. Gather the children on the carpet and brainstorm what the children saw outside at this time of year. **After**: Do a Shared Writing of a Poem. Then, have them go to their seats and do one themselves. (Ideally, we would have our book buddies helping us!!)
 * __Winter Poetry in Nature__ **
 * Resource**: Kids’ Poems: Teaching Kindergartners to Love Writing Poetry by Regie Routman
 * Goal**: To help a kindergartner write a poem about nature, and nature in the winter.
 * Before**: Share with the student some student poetry from 5 and 6 year olds.
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 * __Perspective Poem__ **
 * <span style="font-family: 'Comic Sans MS',cursive;">Description/Goal **<span style="font-family: 'Comic Sans MS',cursive;">: Student will be able to express the point of view of something (object, animal, insect, plant, etc.) that they observed in nature.
 * <span style="font-family: 'Comic Sans MS',cursive;">Before: **<span style="font-family: 'Comic Sans MS',cursive;">Discuss “point-of view” and “perspective.” Things may be seen differently through the eyes of different people/things. Have a student led discussion about ask for examples (child vs. adult, insect vs. squirrel vs. person, etc.)
 * <span style="font-family: 'Comic Sans MS',cursive;">During **<span style="font-family: 'Comic Sans MS',cursive;">: Take students outside and allow them to observe sounds the schoolyard and to choose one item that they would like to write from the perspective of. Once inside, allow students time to write a poem from the eyes of this object. Students can write one stanza for some their senses. I see… I hear… I feel… I smell…
 * <span style="font-family: 'Comic Sans MS',cursive;">After: **<span style="font-family: 'Comic Sans MS',cursive;">Allow students to share with their classmates their perspective poems.

personification. personification.
 * <span style="font-family: 'Comic Sans MS',cursive;">Writing descriptive poems while in nature using **

Students will be asked to write one sentence involving something in nature and use personification. Some examples are listed above Title: (Nature Form) Line 1: Title + how it arrives or starts Line 2: Tell what it does Line 3: How does it do what it does Line 4: Where is it Line 5: How does it leave Example: Sun The sun dances through the clouds Hugging me with its warm blanket Welcoming arms wrap tightly around Greeting me on the ground below The hug is gone with a cloud.
 * <span style="font-family: 'Comic Sans MS',cursive;">Goal: **<span style="font-family: 'Comic Sans MS',cursive;">Students will write poems using personification while being inspired by nature.
 * <span style="font-family: 'Comic Sans MS',cursive;">Resource: **<span style="font-family: 'Comic Sans MS',cursive;">[|http://ettcweb.lr.k12.nj.us/forms/natureperosnified.htm]
 * <span style="font-family: 'Comic Sans MS',cursive;">Before: **<span style="font-family: 'Comic Sans MS',cursive;">Teacher will review the term //<span style="font-family: 'Comic Sans MS',cursive;">personification //<span style="font-family: 'Comic Sans MS',cursive;">with the students as well as go over examples of personification being used in sentences. Examples: The camera loves me, the sun played hide and seek with the clouds, the stars winked at me, the wind screamed as it blew around the house.
 * <span style="font-family: 'Comic Sans MS',cursive;">During: **<span style="font-family: 'Comic Sans MS',cursive;">Students will find a quiet spot somewhere outside and pick a form of nature (wind, snow, animals, sun, sky, trees, etc). Students will use the format found from the website above:
 * <span style="font-family: 'Comic Sans MS',cursive;">After: **<span style="font-family: 'Comic Sans MS',cursive;">Students will draw a picture that relates to their nature object and share their work with peers.

<span style="font-family: 'Comic Sans MS',cursive;">**Creating Imagery With Personification** 1. Discuss personification, simile, and metaphor 2. Does anyone know what personification means? 3. **<span style="font-family: 'Comic Sans MS',cursive;">Personification **<span style="font-family: 'Comic Sans MS',cursive;"> – Giving human characteristics to a non-living object **//<span style="font-family: 'Comic Sans MS',cursive;">Ex //**//<span style="font-family: 'Comic Sans MS',cursive;">: The thorn bush gripped my shirt and then groaned as I pulled away //<span style="font-family: 'Comic Sans MS',cursive;"> 4. **<span style="font-family: 'Comic Sans MS',cursive;">Simile **<span style="font-family: 'Comic Sans MS',cursive;"> - A comparison using like or as **//<span style="font-family: 'Comic Sans MS',cursive;">Ex //**//<span style="font-family: 'Comic Sans MS',cursive;">: The milkweed released its seeds into the air, like a child tossing confetti at a birthday party //<span style="font-family: 'Comic Sans MS',cursive;"> 5. **<span style="font-family: 'Comic Sans MS',cursive;">Metaphor **<span style="font-family: 'Comic Sans MS',cursive;"> – A comparison of two unlike things without using “like” or “as.” You are describing something as though it is actually something else. **//<span style="font-family: 'Comic Sans MS',cursive;">Ex: //** //<span style="font-family: 'Comic Sans MS',cursive;">He was a lion in battle //<span style="font-family: 'Comic Sans MS',cursive;"> 6. Ask students why using these literary devices might help create stronger poems (They help show without telling, They create strong imagery, Paint a picture with words) 7. Today we’ll be writing about something in nature to create their next poem. Here’s one about a rainy day. *Have students close their eyes and listen for personification Pitter patter pitter patter Raindrops gallop on the rooftop Crying tears drip down the window Sliding slowly Like sap on a tree Outside, the wind sprints Trees shiver from the frost bitten chill Branch teeth chatter Leaves dance across the parking lot Rain, Rain go away
 * <span style="font-family: 'Comic Sans MS',cursive;">Before: **<span style="font-family: 'Comic Sans MS',cursive;">
 * <span style="font-family: 'Comic Sans MS',cursive;">Come Again Another Day **<span style="font-family: 'Comic Sans MS',cursive;">
 * <span style="font-family: 'Comic Sans MS',cursive;">During: **<span style="font-family: 'Comic Sans MS',cursive;"> Let’s brainstorm a list of possibilities: (Sun, Wind, Clouds, Rain, Snow, Snowflake, Lightening, Tree, Flower etc.). Choose specific concept and focus on describing it and giving it human characteristics.
 * <span style="font-family: 'Comic Sans MS',cursive;">After **<span style="font-family: 'Comic Sans MS',cursive;">: Allow students time to share their

__**The Sidewalk Moth and Me**__

Before Read "The Sidewalk Moth and Me" by Alison and Mike Flensburg along with "Birdfoot's Grandpa" by Joseph Bruchac and "Winter Yard" by Norene Smiley. Prompt the students to write about times you/someone showed empathy for a living thing. You may wish to brainstorm examples of such as helping a baby bird that's fallen out of a nest, returning a turtle to it's habitat etc. While reading ask students to listen for assonance (the repeating of sounds that are in the middle of words such as "smushed and squashed")and to become aware of its subtle effect in the poem.

During Take child on a nature walk. Have each child write a narrative poem, using the aforementioned poems as models.

After Have children share poems.