| LU Title: Poetry to Enrich Weather Unit | Author(s): Marian Giunta Wilson |
| Grade Level: Fourth | School Address: 255 Gros Blvd. Herkimer, New York 13350 |
| Topic/Subject Area: Poetry | School Phone/Fax: 315 866-8566 |
| Email: Marian@Headstrong.org |
LEARNING CONTEXT
Purpose or Focus of Experience
Understand and memorize two poems that enrich a previously taught science unit on weather in fourth grade. The activities encourage creative expression through poetry.
Connection to Standards
The Arts # 1 E
Actively engage in the process that constitutes creation and performance in the arts (theater) and participate in various roles in the arts.
- Use language, voice, gesture, movement and observation to express and communicate ideas and feelings.
- Use creative drama to communicate ideas and feelings.
ELA # 2 E
Read, write, listen and speak for literary response and expression.
- Present personal responses to literature.
The following Standards relate to the grade four science unit. This prior knowledge is being enriched by this lesson but not assessed in this lesson:
Math, Science, Technology # 4 E
Understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Math, Science, Technology # 6 E
Understand the relationship and common themes that connect math, science and technology and apply the themes to these and other areas of learning.
Essential Question
- How does Carl Sandburg’s poem Fog characterize fog?
- How does Christina Rossetti’s poem Who Has Seen the Wind? give us a better understanding of the effect of wind?
- How does poetry relate to other areas of study?
Content Knowledge
| Declarative
Sandburg wrote the poem Fog - Students will know poet Christina Rossetti wrote the poem Who Has Seen The Wind?
meaning of both poems.
vocabulary words such as haunches, and descriptive phrases from poems. |
Procedural
recite the poem Fog by Carl Sandburg.
recite the poem Who Has Seen The Wind? by Christina Rossetti.
in memorization.
both poems.
|
INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
- Students enjoy working in pairs to memorize and to add movement and
expression to their recitation.
- Some students may elect to recite alone, others may want to recite in a . choral group
TIME REQUIRED
Three class periods of 40 minutes for each poem.
Introduction, begin to memorize
Practice memorization, use tape recorder
Practice movements and video tape
RESOURCES
Tape recorder Video Camera Chalkboard
TV / VCR Anthology of Children’s Literature
Internet access for additional information, bibliography and selected poems of both poets. Using Ask Jeeves and Google have been very successful.
ASSESSMENT PLAN
- Students stay on task.
- Students are creative when helping each other memorize or adding motions or movement.
- Students recite poems with expression.
No points – students did not memorize poem
1 point – able to recite poem
2 points – able to recite poem with a few movements
3 points – able to recite poem using voice and movements for expressive and meaningful presentation.
STUDENT WORK
Student performances not available at this time.
REFLECTION
Additional Arts and Humanities activities to enrich science unit: