Lesson Plan of Writing Poems

Students` Learning Outcomes

• Write a simple poem using a poem model

Information for Teachers

• Poetry is a kind of writing, usually in verse. Verse is out in short lines with words put together in rhythm or rhyme or both. Poetry is about a writer sharing with the reader an experience or strong feelings. Poems are written with words chosen for their sounds and beauty as well as their meaning.

• Recall the lesson on central idea of a poem.
• Recall the concept of rhyming words i.e. if two words end in the same sound they are called rhyming words. They are used in poetry to provide a musical effect.
• Teaching poetry writing is a great way to help children express their feelings.
• It requires an in-depth introduction and exposure to lots of poetry so that all students are successful.
• In the beginning, teach children how to write free-verse poetry. This helps students think freely and write in a flow. It also improves their choice of words and their joy in innovative thinking.

• While teaching the lesson, use textbook wherein it needed.

Material/ Resources

Writing board, chalk/marker, duster, chart of a model rhyming poem (sample is given at the end of poem).

Introduction

• Ask the students about some rhymes, songs or poem they know.
• Ask the class to sing aloud a poem they all know.
• Ask the following questions:

1. What do you like about this poem?
2. Does the poem have rhyming words in it?
3. Do you know why poems are written?

• Possible answers: ‘To express ideas, emotions, feelings and thought’.
• Help the students in answering the question if they don`t know it.
• Write down all the ideas on the writing board.
• Tell the students that it is not necessary that all poems have rhyming words.
• Tell them a poem is different from other forms writing because:
• All poems have rhythm/beat in them. Some poems have rhyming words at the end of lines.
• They are written in lines, not in paragraphs.
• Now read the poem again and clap on the stressed words (to make the concept of rhythm clear to them).

Development

Activity 1

• Read the following poem on the writing board or on some chart.
• Ask the students to read the poem and tell what is the poem about? Or what is the main idea of the poem?
• Ask the students do they visit their cousins/ or like to visit their cousins?

When I visit my cousin

When I visit my cousin,

It is all very peaceful,

I always have fun;

It is all very still.

We play many games,

And sometimes I satay………

And run in the sun.

For more than a week;

Or we sit very quietly,

There`s plenty to do,

Beside a big fire;

And plenty to eat,

And watch TV,

And plenty of time,

Until I get tired.

To have our fist fight;

We walk to the farm,

Then I want to go home,

That`s just up the hill;

That very same night,

(By Gregory Blaxell from Write Well 3)

• After some discussion, ask the students to work in pairs and underline all the nouns, verbs, adjectives and adverbs.
• Read out a sample poem and clap on the stressed and rhyming words (e.g. in the above poem sun, fun, fire, tired, hill, still, fight, night). Now ask the students to repeat after you.

Activity 2

• Tell the students that now they will write a similar poem.
• Ask them to write about themselves that what they do when they meet/visit/invite their cousins.
• Ask the one student to tell what he/she does when he/she visits his/her cousins.
• Note the important verbs, adjectives and nouns on the writing board.
• Ask the students to think about their visit to their cousins and note down important verbs, adjectives and nouns in their notebooks as the teacher has on the writing board.
• Move around in the class room to help students while they are writing.
• Ask the students to write their own poems by using their brainstormed words and ask the students to ensure rhyme scheme in their poems.
• Once the students are done with their poems ask them to suggest a name/title for the poem they just wrote.

Sum up/ Conclusion

• Ask the students to:

1. What are poems?
2. What rhyme words? Give example

Assessment

• Ask the students to exchange their work with their peers and check each other`s work by checking the rhyme scheme, proper verbs and adjectives..
• Also ask the students to make sure that every line is written on a new line.
• Ask the students to give feedback after checking so that the students can write the second draft of the poem.
• Display the poems (second draft) in the class, under the heading ‘young poets of the class’.

Follow up

• Ask the students to think of their special places and write a six line poem. Tell them to use the format of the sample poem. Ask the students to write about each line in front of each line of the poem.

Outside in the snow (my special place) Trees, mountains and snowballs (What I see there) Fresh air smells so sweet. (What I smell there) I hear bird even in the Winter (What I hear there) I make snowballs to throw at someone, but no one here (What I touch there) Now, I’m happy, because my sister arrived and I have someone to throw the snowball too! (How I feel there)