Cookin' with Poetry

Cookin' with Poetry!

By Karen Oliver Vernon

Junior High School:

English/Language Arts

      STANDARDS & ESSENTIAL QUESTIONS

This set of activities is designed to enhance learning in addition to regular classroom instruction.

• How can poetry help me understand the world around me?
• How can I share my ideas and thoughts using poetic elements in a way that means something to me?

STANDARDS:

• CCSS 7.L.5:  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.  (b) Use relationships between particular words (e.g.synonym/antonym, analogy) to better understand each of the words.
• CCSS 7.RL.7:  Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques to each medium (e.g. lighting, sound, color, or camera focus and angles in the film).
• CCSS 7.W.3d: Use precise words and phrases relevant descriptive details, and sensory language to capture the action and convey experiences and events.
• CCSS7.W.6:  Use technology, including the Internet to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
  

How much salt would you put in a cookie?  A cup, or a teaspoon?  Some salt is good.  It adds flavor, but too much salt would ruin your cookies for sure!

Poetry is just like making cookies.  Each poem has an "ingredient" that helps that specific poem be just right for the reader.  

Another way that poetry is just like cookies, is that sometimes you want to share them, sometimes you'll make one just for a certain person, and sometimes, well...you just want to enjoy that cookie all by yourself!  Poems can be like that too.  You don't always have to write a poem that will be shared.  Sometimes, it's just personal.

DAY 1:

Okay, now it's time to get a deeper idea of this thing called P o E t R y and what it means to YOU.

• • • What does it mean when my teacher says, "elements of poetry"?  
    • Does it have to rhyme?
    • What is figurative language?
    • Where do I find poetry?  
    • What if I don't like poetry?  
    • Who writes poetry anyway?
    • How can poetry help me understand the world around me?
    • Can I use poetry in my real life?

Click on the URL below and follow the directions on the video packed prezi.  The good thing about this is that you can make some choices about  which videos YOU want to watch!  To start, you'll just be exploring poetry.  We'll come back and look at specifics later.

Click here to go to the PREZI

DAY 2:

Click on the links below to view mini lessons that will help you understand poetry terms.  Use the paper provided by your teacher to help you find information:

1) This is Just to Say by William Carlos Williams

Use this poem to work on the following:

"Is it a poem?", "mood", and "tone"

2) Tich Miller by Wendy Cope

Use this poem to work on the following:  

"Theme", "Imagery", and "Points to Ponder"

Stopping by Snowy Woods on an Evening by Robert Frost

Things to Explore:

"Theme",  "Imagery", and "Aspects of Language:  Alliteration & Rhyme"

When you are done discussing the poems with your partner, use the glossary to fill out your vocabulary definitions.  Don't forget to click on the coaches at the bottom!  They have important information for you.

HOMEWORK:  Review and Practice

DUE ON DAY 5

You have some homework now.  You will have two nights to complete the work.  

• You will need to visit the prezi website for poetry and to to the 3rd circle that's called "Homework Time". 

• Watch the video.  You will want to get out your vocabulary sheet from class so that you can review terms AND fill in any missing pieces.

• When you are done watching the video, your job will be to take her "Red Wheelbarrow" challenge.  

• An example that shows how to set up your paper is included on the homework frame.  Use a paper and art supplies or you may use your computer.  You can upload your work to the glossary section on the LA tab of VC or you can bring a hard copy to turn in. 

• You will have 2 days to complete this work.

This is an IN CLASS activity.  

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First, we'll look at a teacher-made example and we'll post some directions up on the board.

Second, you'll get account sign in information and log on to animoto.com

Third, you'll get to start playing.  Bring photos and videos from home or you can use cameras that have been checked out of the library.

Fourth, the only limit is your imagination (and that it must be school appropriate).

Links to:

Unit Overview

Student Interactive Worksheets:  These can be copied for students or electronically used by students who need to use a keyboard or Dragon software to enter information.

Additional tools for teachers:

The Poetry Archive:  A collection of poems read by the authors.  Click on "new to poetry" to find more helpful hints.

Explore the Cast UDL site to learn more and create your own books like this one!

Adjusting teaching styles to learning styles

UDL Solutions Finder

Contact Information:

You can view my NAU Portfolio here if you'd like to see more of mywork.

You may also contact me at karen.vernon@gilbertschools.net or give me a call any time at 926-1433 X 2609 because I would love to learn along with you!