AIMS:
    1.  We will use computer technology to research different forms of poetry.
    2.  Students will become familiar with various forms of poetry.
    3.  Students will analyze and evaluate the pattern and rhythm of a poem as well as the rhyme and sound of a poem.
    4.  Students will write original poems.
    5.  Students will cooperatively work with other students in small group situations and with partners.
    6.  Students will appreciate the connection between multicultural literature and creative writing.

GRADE LEVEL:  Fifth Grade
 

ESTIMATED TIME FRAME:   5 class periods
 

SETTING:  Classroom

INTERDISCIPLINARY AREAS:  Literature/Creative Writing/Art

MATERIALS:
    Novel- Secret of the Andes, by Ann Nolan Clark
    Poetry anthologies
    Netscape
    Claris Works
     Visual Aids: Winter scenes, beach scenes, rain forests scenes, celebration scenes

MOTIVATION:
    1.  Relate to children's knowledge gained from novel Secret of the Andes.
        -What did we learn about Incan history?
        -What journeys did Cusi go on?
        -What important lessons did Cusi learn?
    2.  Display and distribute samples of poetry. (can you link to a website to find them?)
    3.  Read aloud various poems to class.
    4.  Relate to children's experience
        -What is your favorite poem?
        -Why is this your favorite poem?
    5.  Brainstorm children's knowledge of poetry characteristics.

PROCEDURE:
    1.  Introduce vocabulary in context- imagery, simile, metaphor, rhythm, rhyme, repetition
    2.  Distribute database on poetry:
       
 

What are five forms of poetry?	sonnet, haiku, quatrain, narrative, free verse
What images are captured in haiku poetry?	nature, senses, emotions
Identify the four patterns of quatrain poems.	ABAB, ABBA, AABB, AAAA
What is narrative poetry?	relates a particular event;  tells a story
What are the characteristics of free verse poetry?	does not have a definite rhyme; has definite rhythm
How does a sonnet express a mood or an idea?	single thought, feeling, or mood in 14 lines

    3.  Direct students to work in cooperative groups to research questions.
         Research Materials:
          Web sites: 
The following site provides poetry anthologies.
http://poetry.com/publications/pubsmain.asp
This site contains forms of poetry for children.
http://falcon.jmu.edu/~ramseyil/poeform.htm                              
                  
    4.  Direct students to write information on databases.
    5.  Teacher rereads and plays recordings of poetry displayed and distributed to class.
    6.  Cooperative groups analyze the elements of each poem using databases as guides.
    7.  Direct students to work in pairs writing original poems.
    8.  Direct students to use Kids Pix to make shape poems containing words from their original poems.
    9.  Have an individual from each paired group read poem and share illustrations with the class. (See samples below).
 
 
 

EVALUATION:
    1.  Ask following questions-
        -How has the computer aided you in your research on forms of poetry?
        -How did the Student Writing Center make writing your poems easier?
        -How did Kid Pix help you create illustrations?
    2.  Analyze original poems.
    3.  Check findings from teacher made test on forms of poetry. (Test questions include:
What is a sonnet? Define Haiku poetry. Define lyric. Define quatrain. What is narrative poetry? Define free verse.)

FOLLOW-UP:
    1.  Plan an assembly program around poetry.
    2.  Let children draw or paint scenes illustrating poems.
    3.  Bind collection of poems together and place in the class library.
    4.  Send home a newsletter once a month pertaining to students' original poetry.

HIGHLIGHTS:
    Children enjoyed writing and listening to poetry so much, a listening center was created so children could hear poets reading their works on tape and also recite and record their own original poems.