elementary school read! o module

O

express

exhibit

engage

evaluate

Elementary School READ! Module

Poetry Players

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engage express exhibit evaluate

ABOUT THIS MODULE 2

ACADEMIC VOCABULARY 2

REQUIRED MATERIALS 2

EVENT PLANNER 7

POETIC POINTS 8

Amazing Allicros Alliteration Adventure

SONGSATIONAL 3

Sing a Simple Song Stanza Up

VERSATILE VERSE 8

Guess Who? Haiku Insane with the Cinquain

A DIFFERENT SPIN ERROR! BOOKMARK NOT DEFINED.

Give Me a Hand Traffic Jam What's Your Brand?

CULMINATING EVENT 30

A Shadow of Me: Personal Brand Silhouette Poetic Showcase

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Overview

Poetry’s rhythms and rhymes can help members acquire and foster a love of language and reading while using their imagination and creativity. Club members will navigate the exciting world of poetry through hands on experiences and virtual exploration.

Driving Questions

How do poets use language?

How can the rhythms and rhymes of poetry spark your creativity?

Product of the Week

Brand Identity presentations & Personal Brand Silhouettes

Community Sharing Event

Members express the poetic skills through presentation

Special Notes

Please note most module activities follow the true tenants of project based learning and will be facilitated to encourage collaboration through group assignments.

About This Module

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Word Definition

Haiku A three-line, non-rhyming form of poetry originating from Japan.

Limerick A five -line rhyming poem. The 1st, 2nd, & 5th lines rhyme with each other. And, the 3rd & 4th lines rhyme.

Narrative The representation in art of an event or story

Acrostic A word or person’s name written vertically. The letter

Cinquain

A five-line poem that follows a pattern: 1st line: one word that tells the subject 2nd line: two words that explain or describe the subject 3rd line: three words that tell an action about the subject 4th line: four words that expresses feelings about the subject 5th line: one word that uses a synonym for the subject

Synonym A word or phrase that means exactly or nearly the same as another word or phrase in the same language.

Alliteration The repeat occurrence of the same letter or sound at the beginning of adjacent or closely connected words.

Phalange Anatomy. Any of the bones of the fingers or toes.

Academic Vocabulary

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Note: Facilitator Resource materials and handouts are included at the end of the day

and should be printed in advance.

Facilitator

Poster Board/Flip chart

The “Give Me a Hand” sample worksheet

Markers, crayons, and colored pencils

Fan handles – one per member

Black poster board

Glue

Spray adhesive

Scissors

Tape

Copy paper

Markers

Crayons

Colored pencils

Songs with alliteration

MP3 player, iTunes, or access to songs

Speakers to play music

Paper and writing utensils

Black, green, yellow, and red construction paper

Craft supplies: glue, ruler, scissors, and tape

½ gallon milk carton (1 per member)


1 per Team

Markers

Required Materials

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1 per Member

Pen/Pencil

Post It Notes

Scissors

Fan handle

½ gallon milk carton

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Note: Complete the following table early during the week to prepare for the Community

Sharing event. Share the answers with the CPO for approval.

Type of Event on Friday

Event Name

Who’s Invited

Publicity to Use (Circle all that apply, use blank spaces for additional items)

Fliers Website

Invitations

Ads

Event Location

Display Area for Projects

Supplies Needed (Circle all that apply, use blank spaces for additional items)

Chairs Scissors Games

Tables Markers

Signs CD Player

Tape Video Equipment

Cups Napkins Refreshments (Try to select items that tie into the theme)

Task Assigned to: Due Date:





Event Planner

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Activity 1 Amazing ‘Allicros’!

Location Multipurpose room or computer lab Estimated Time

60 min

Description Fun times will be had by all when members use alliteration to create an acrostic poem!

Objective Members will be able to understand and appreciate poetry as a literary art form. Members will be able to demonstrate the mastery of alliteration in literature.

What You Need

Acrostic poem examples

Craft supplies: markers, crayons, colored pencils, etc.

Copy paper

Construction paper

How to Prepare

Assemble acrostic poem examples. See examples here:

https://www.youngwriters.co.uk/types-acrostic

Ensure you have craft supplies to accommodate each member.

Warm Welcome Greet members by name as they enter the program area.

Engage in meaningful conversation with members.

Community Builder 1 Check out the YD Toolbox for new ideas on community builders. See the app store for your smart phone to download this free resource.

Steps to Follow 1 Gather members together to discuss alliteration and acrostic poems.

2 Say, “Today we are going to have fun with poetry. Today, we will learn about acrostic poems.”

Poetic Points

https://www.youngwriters.co.uk/types-acrostic

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3 Tell members an acrostic poem is a poem that has a series of lines or verses that has the first, last, or other particular letters that spell out a word or phrase when they are listed vertically.

4

Say, “Today, we will create acrostic poems with a twist! Today, we will add a literary element called alliteration” (al-lit- er- a- tion). Tell members alliteration is when words starting with the same sound are used close together in a phrase or sentence. In most cases the sound is a consonant.

5 Tell members that many describe some forms of alliteration as tongue twisters.

6 Show members examples of acrostic poems and examples of alliteration (see below). Tell members they will combine the practices to make a wacky poem.

7 Provide members with craft supplies; markers, crayons, copy paper, & construction paper.

8

Tell members to create an “Amazing Allicros”, an acrostic poem that uses alliteration. Encourage members to choose a theme or letter sound to focus on. Remind members that not all poems rhyme, and therefore it is more important to show alliteration in acrostic form rather than rhyme.

9 Have members break into groups after they complete their poems. Allow members to share poems with their group members.

Activity 2 Alliteration Adventure!

Location Outdoor classroom Estimated Time

30 min

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Description Members draw inspiration for creative poetry development using alliteration by exploring their outdoor surroundings.

Objective Members will be able to understand and appreciate poetry as a literary art form. Members will be able to demonstrate the mastery of alliteration in literature.

What You Need

1 notepad or paper for each member

Writing utensils

Camera phone, tablet, or digital camera

How to Prepare Ensure materials are accessible for members as they prepare their poems.



Community Builder

1

Tell members you are going to play a game with words. Say, “I am going to give you a word that describes something, and when I call your name, you will give me a word that begins with the exact same letter and sound. Is that a deal?” Give members an example like, terrific Tuesday.

2 Say, “Wonderful”, and point to a Club member. Allow that member to give you a second word such as, ‘week’.

3 Repeat this process with at least 5 to 6 members. This will allow team building, as well as prep members for the next activity.

Steps to Follow

1 Remind members that alliteration is repeating the same consonant sound. Tell them the words can be next to each other (adjacent) or separated by one or more words.

2 Say, “Today we will draw inspiration from our outdoor surroundings. Today, we will use what we see to create a literary work with alliteration.”

3 Tell members to use anything they see outside to inspire their creativity. Examples include a swing, twig, ball or flowers. Tell members they will need their notepads and a camera.

4 Advise members to take pictures of what inspires them and write notes about what they see. Challenge members to choose one letter sound to detail their observations.

5 Tell members to write a poem based on their observations.

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Reflection and Recognition Estimated Time 10 Minutes

Steps to Follow

1 Ask members to remind you of the meaning of alliteration.

Tell them to think about times when they have observed examples of alliteration

Allow them to share examples of the alliteration they have witnessed. Such as, McDonald’s McNuggets.

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Acrostic Examples

Amazing, amazing fruit

Pretty pleasing to taste

Perfect for healthy snacking

Looks so shiny and great

Enjoy!

Sunny Mornings

Pretty Days

Raindrops dripping

In mighty heavy ways

New flowers growing

Green grass, hooray!

Happy place Oh, where I like to be Under my sun porch Sipping on sweet tea Exciting times

Alliteration Examples

But a better butter makes a

better batter.

Peter Piper picked a pepper.

Sunny skies seem safe.

Krispy Kreme keeps me smiling.

Blue berries bring bright

smiles.

Please pick pretty peonies.

Mommy makes most Monday meals magical!

Fans frequently fight for freedom

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Activity 1 Sing a Simple Song!

Location Multipurpose room or Outdoor classroom Estimated Time

30 – 45 min

Description Music and whimsy abound as members create musical selections in teams

Objective Members will be able to write a short poem. Members will be able to us rhyme and repetition. Members will demonstrate poems through song.

What You Need

Songs with alliteration

MP3 player, iTunes, or access to songs

Speakers

Paper and writing utensils

Chart paper and markers, if necessary

How to Prepare Ensure members have access to selected songs

Provide members with writing materials



Community Builder

1 Tell members to think about their favorite song.

2 Ask members to share the song and tell why they enjoy it so much. Allow 3 to 5 members to share.

3 Tell them that music can be poetic and today they will learn just how much.

Songsational

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Steps to Follow

1 Assemble members together and ask them to tell you how they use poetry in their daily lives.

2 Allow members to give you examples. Some members may even say through song.

3 Tell members songs are viewed as poetry to music to people all around the world.

4 Say, “There are even some songs that use alliteration!”. “Can you remind me what alliteration is?”.

5 Tell members they will do research on songs that have alliteration. Remind them they do not always find the sounds right next to each other.

6

Show them examples of popular songs such as:

Let it Be by The Beatles – Whisper words of wisdom. Let it

be…

Human Nature by Michael Jackson – Hear her voice. Shake

my window. Sweet seducing sighs.

Bad Blood by Taylor Swift – And, baby, now we’ve got bad

blood

7 Divide members into groups of four. Tell members they will collaborate to create a song, poem, or rap using alliteration and provide them with paper and writing utensils.

8

Tell members ground rules include:

Keeping their artistic creations clean

Making sure their creations are not hurtful to a fellow Club member

Making sure they have fun; do take themselves too seriously

9 Assure members this is a ‘no judgement’ zone. They may make mistakes. However, the overall objective is to learn more about alliteration

10 Allow members to present their creations to their fellow Club members. You may want to give them 2 sessions to work on this project.

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Activity 2 “Stanza” Up

Location Multipurpose room or Computer lab Estimated Time

30-45 min

Description Members will learn about stanzas and how the impact poetry creation.

Objective Members will be able to develop stanzas to write poetry.

What You Need

Copy paper


Chart paper

Poems with stanzas

How to Prepare Use projector to show examples of stanzas within a poem



Community Builder

1 Ask members to recall what they have learned about poetry.

2 Ask members if they feel poems should be written by only one person.

3 Tell members that because poetry is considered an art form, it could be beautifully composed by more than one author.

Steps to Follow

1 Divide members into groups of five.

2 Define and explain stanzas to members – lines of poetry arranged per a fixed plan.

3 Have one member in the group write one line and pass the poem to the right. The first line should begin with, “We are…” The fifth member completes the poem.

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4 Have each group pass their completed poem to the next group. The receiving group should draw an illustration based upon their interpretation of the poem.

5 Combine each group’s poem with their illustration from their partner group.

6

Allow members to discuss their interpretation of their partner group’s poem, and why they chose the illustration they drew. Members should have two-way dialogue comparing and contrasting their intent when authoring the poem vs. the interpretation of others who read it. Tell members there is no right or wrong response because poetry is an art form and an excellent way for people to share their thoughts and feelings.

7

Reflection and Recognition Estimated Time 10 minutes

Steps to Follow

1 Ask members if they could now define what a stanza is.

2 Ask members their thoughts on poetry. Ask members to compare stanzas to story writing they have done.

3 Have members reflect on the similarities and differences and share.

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Facilitator Resource Stanza Up Example

I AM FAST AND FUN

by Tasha (Age 9)

I am fast and fun.

I can dream, dreams that nobody has dreamt before.

I would go on adventures all over the world.

I want to write out my imagination.

I enjoy seeing peace.

I am fast and fun.

I want to fly and taste the air.

I am not afraid to say what I want.

I feel such smooth things that touch my fingers.

I find such pretty things in nature.

I am fast and fun.

I want to be a soccer star.

I think hard about things.

I wonder where we go when we fade.

I feel so great when I help someone.

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Activity 1 Guess Who? Haiku!


40-60 min

Description In this activity, members will learn how to use syllables to create stanzas in poetry development.

Objective Members will master using stanzas to create poems.

What You Need

Chart paper – 1 page per group


Copy or notebook paper for poem development

How to Prepare Ensure you have enough chart paper for each group.



Community Builder

1 Tell members the section they are about to complete is entitled ‘Versatile Verse’.

2 Ask members what the title is an example of. Tell them to think about the characteristics of the next poems they will learn about.

3 Allow members to share their predictions on poem elements.

Steps to Follow

1 Gather members together and explain a Haiku – short poem with a set format: first line has 5 syllables, second line has 7 syllables, third line has 5 syllables.

2 Show members examples of haikus. Be sure to identify and point out the syllables in each line. Count out the syllables with members on chart paper or the board

Versatile Verse

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3 Use next haiku examples to allow members to approach the board and count out the syllables.

4 Allow members to work independently to create their own haiku

5 Tell members to write a haiku about something or someone they really like

6 Have members share their haikus with the class.

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Activity 2 Insane with the Cinquain

Location Multipurpose room or Outdoor Classroom Estimated Time

45 min

Description In this activity, members learn about Cinquain poems and parts of speech.

Objective

Members will learn about cinquain poems. Members will brainstorm and learn parts of speech. Members will select and use the qualities of structures and functions of art to develop and enhance communication of their ideas.

What You Need

Chart paper or butcher paper

Markers

Insane with the Cinquain worksheet

How to Prepare Ensure you have enough copies of the Insane with the Cinquain

worksheet for each group or individual member



Community Builder

1 Tell members they will learn about a new poem today.

2 Ask members to raise their hands if they have ever heard of cinquains.

3 Tell members that just as cinco means 5 in Spanish, Cinquain also means five.

Steps to Follow

1 Explain that like Haikus, cinquains have a special format.

2

Tell members cinquains have a mathematical approach and do not rhyme. Line 1: One word stating the subject Line 2: Two words that describe the subject Line 3: Three words that tell an action about the subject Line 4: Four words that express a feeling about the subject

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Line 5: 1 synonym that describes the subject

3 Review definitions of subjects, verbs, adjectives, and synonyms.

4 Use the sample poem to demonstrate cinquain elements on the board or chart paper

5 Divide members into three groups. Give each group a sheet of chart paper or large butcher paper and markers.

6

Provide each group with one of the envelope packs: Group 1 will have a pack of subjects. Group 2 will have a pack of verbs. Group 3 will have a pack of adjectives. Note: If leading a large class, you may have six groups, two with like packets.

7 Have members complete the Insane with the Cinquain worksheet to record whether they are working with subjects, verbs, or adjectives.

8 Tell members to build a cinquain poem using the contents of their envelopes. Allow at least 15 minutes for poem development.

9 Have members share their poems.


Steps to Follow

1 Remind members that they have learned about a variety of poem styles.

2 Ask them to reflect on the poem styles and share which one the like best. Ask members to tell why.

3 Have members also share which style they like least and why.

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Cinquains have…

1 word stating the subject

2 words that describe the subject

3 words that tell an action about the subject

4 words that express a feeling about the subject

1 synonym that describes the subject.

Treat cold creamy

laughing, licking, smiling makes me giggle inside

ice cream

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“Insane with the Cinquains!!”

Group Name or Number:

Use this guide to create your group’s Insane Cinquain!

1____________________________________________________________

a one word title, a noun that tells what your poem is about

2_____________________________, ______________________________

two adjectives that describe what you're writing about

3_________________, _______________________, __________________

three -ing participles that describe what your poem is about

4____________________________________________________________

a phrase that tells more about what you're writing about

5____________________________________________________________

a synonym for your title, another noun that tells what your poem is about

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Activity 1 Give Me a Hand

Location Multipurpose room or Outdoor Classroom Estimated Time

45 – 60 min

Description Members will use their hands to develop descriptive poems in this activity.

Objective Members will express themselves through poetry. Members will use parts of speech to describe who they are.

What You Need

The “Give Me a Hand” sample worksheet


Fan handles – one per member

Glue and staples

How to Prepare Assemble all materials so they are accessible to Club members.



Community Builder

1 Tell members they will continue their poetry exploration today.

2 Say, “Today, we will use art as a complement to our poetry”.

3 Tell them the projects they participate in will put a different ‘spin’ on poetry.

Steps to Follow 1

Provide members with a sheet of copy paper (cardstock is ideal, but copy paper will suffice), and markers or crayons.

2 Say, “Today you will help others get to know you through poetry. Today, you will give members a hand!”

A Different Spin

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3 Tell members they will author poems about themselves using their phalange. Tell phalange is the scientific name for fingers, and today their fingers will do the talking.

4 Have members trace one of their hands in the center of the page with a crayon or marker. Tell members to write “All about _Name________” .

5 Advise members to write one adjective in each of their phalange that uniquely describes them.

6 Tell members to illustrate the tip of the phalange based on the adjective used.

7 Have members use a stapler or glue to attach the fan handle to the back of their hand. Encourage members to decorate their handles as well.

8 Allow members to “give a hand” by sharing their hands with fellow members.

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Members should use

one fan handle per

hand.

Give Me a Hand

Write a word that

describes you in

each finger.

All About

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Activity 2 Traffic Jam

Location Multipurpose Room Estimated Time

60 min

Description In this activity, members will create traffic signals. Members will express themselves through poetry.

Objective Members will make connections between concepts and imagery.

What You Need


Craft supplies: glue, ruler, scissors, and tape

½ gallon milk carton (1 per member)

How to Prepare

Assemble all craft supplies so they are accessible for members.



Community Builder

1 Ask members to share with their neighbors the most creative project they have every completed.

2 Tell them to share the materials used and how long it took to complete the project.

3 Have them explain why the project would be considered creative.

Steps to Follow

1 Provide members with a clean and empty ½ gallon milk carton, black, green, yellow, and red construction paper, glue, ruler, scissors, and tape. Note, you may use the traffic signal template

2

Have members cut the top off a milk carton. Be sure to encourage members to cut just the very top part of the carton where you pour. Members should keep as much of the rectangular part of the carton as possible.

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3 Tell members to cover the carton with black construction paper (tape it on). If construction paper is not available, members may use crayons to color circles cut from copy paper.

4 Have members cut 3" circles from red, green and yellow construction paper.

5 Tell members to glue the circles onto the container just as a traffic light would be (red, yellow, green from top to bottom).

6 Say, “Write two sentences that describes each circle inside of the circles. For example: “Red, the color of anger. Red screams STOP!”

7 Allow members time to develop their descriptive poems using the traffic signal as inspiration.


Steps to Follow

1 Ask members to think about the activity they just completed.

2 Ask members to compare the project to the project referenced during the Community Builder.

3 Have them explain the differences between those two projects.

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Activity 3 What’s Your Brand?


45 min

Description In this activity members explore personalities and characteristics of global brands to gain inspiration in articulating their own personal brands.

Objective Members will be able to make connections between concepts and imagery. Members will use critical and creative thinking skills to demonstrate self-expression in writing.

What You Need

Images of global brand logos (some located within module)

Copy paper

Writing utensils including markers, crayons, and colored pencils

Projector

Copies of the “Personal Brand” worksheet

Images of global brand logos (some located within module)

How to Prepare

Ensure each member has a copy of the “Personal Brand” worksheet.

Use the poem development guidelines to create an example for

members.



Community Builder

1 Ask members to think about the favorite restaurant or business

2 Tell members to explain what makes the restaurant so special.

3 Have members explain what the restaurant or business is known for.

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Steps to Follow

1

Show members pictures of popular logos such as:

Coca-Cola

Nike

McDonald’s

Jimmy John’s

Delta Airlines

2 Ask members to share what they know about each of the logos you shared.

3 Tell members each of the logos they saw represents a company’s brand; what people know about them.

4 Say, “Your personal brand is important. It is what people think about you.”

5 Tell members they will develop poems that communicate their personal brand. Explain that they will use a formula for brand development.

6 Give members a “Personal Brand” worksheet.

7

Tell members they will follow the formula: Line 1: I am _________ 1 adjective Line 2: 2 adjectives that describe them Line 3: 3 adjectives that describe them Line 4: A phrase that summarizes who they are Line 5: I am ____________member’s name

8 Allow members to type their Personal Brand poems on the computer.

9 Note each poem will be used to develop the next activity.

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https://www.bing.com/images/search?view=detailV2&ccid=tG7TX091&id=AF042E0850AC6C49559D4476C44702BFCBA5E7F3&thid=OIP.tG7TX091pYu3Ab0J3wQqtAEsEs&q=jimmy+john's+logo+png&simid=607996306521982687&selectedIndex=2

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“Personal Brand”

Directions:

1. Think about the brands you often use. What makes them so special?

2. Identify three reasons why you are special. We will call these reasons your brand

qualities.

3. Use your three brand qualities to inspire ideas and create a poem about your

personal brand.

Brand Qualities:

1. Quality #1: _____________________________________________________

2. Quality #2: _____________________________________________________

3. Quality #3: _____________________________________________________

Use the outline below to write your poem.

Line 1: I am _________ 1 adjective

Line 2: 2 adjectives that describe you


Line 4: A phrase that summarizes who you are

Line 5: I am ____________your name.

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Activity 1 A Shadow of Me: Personal Brand Silhouette

Location Multipurpose room Estimated Time

60 min

Description In this activity members demonstrate self-reflection and promotion through poetry.

Objective Members will be able to write a short poem. Members will be able to illustrate a poem with images.

What You Need

Black poster board

Camera or device with a camera

Silhouettes

Scissors and glue

How to Prepare

Layout craft tools for members to easily access

Pre-cut the black poster board into squares large enough to

accommodate the silhouette of each member’s head.



Community Builder

1 Ask members what other ways can they capture memories besides a picture.

2 Tell them they will do something unique today that can be a keep sake for a long time.

Culminating Event

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3 Have members try to predict what they think they will do that is different and memorable.

Steps to Follow

1 Tell members they will use their time to further personalize and illustrate their “Personal Brand” poems.

2 Ask members if they know what a silhouette is? Say, “A silhouette is a two-dimensional representation of the outline of an object, like a cutout”.

3 Show members silhouettes of famous people. Ask members if they can tell who is reflected in the silhouette.

4 Say, “Today we are going to make our own silhouettes and include our “Personal Brand” poems.”

5

Have members stand in front of a contrasting wall (white wall, if possible). Have fellow members use a camera or camera phone to take a photo of each member on their level so as not to distort their facial features.

6 Take a few photos to have more than one to choose from. Use photo editing software to size the photo.

7 Print each photo on white card stock.

8 Have members cut out their profiles, being careful around facial features.

9 Tell members to trace their silhouettes on black poster board and carefully cut them out.

10 Tell members to cut their “Personal Brand” poems to fit within the silhouette. Members should glue the poem on the back side of the silhouette.

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Line 1: I am _________ 1 adjective



Line 4: A phrase that summarizes who you are

Line 5: I am ____________your name

Back

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Abraham Lincoln

https://www.pinterest.com/pin/574490496187451827/

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Barack Obama

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Lebron James

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiUwK2H5LnVAhUC2yYKHU82AX4QjRwIBw&url=http://clipart-library.com/basketball-people-cliparts.html&psig=AFQjCNHNpDUKqfXtnvE6gLgUjHBOosNYJQ&ust=1501805603039803

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Activity 2 Poetic Showcase

Location Multipurpose room Estimated Time

45 Minutes

Description Members introduce community members to the world of poetry through their lens.

Objective Members will be able to speak through critical analysis, interaction, and self-expression.

What You Need Members’ portfolios of projects

How to Prepare

Ensure invitations to community or Club members have been

distributed.

Prep space for members’ presentations.



Community Builder

1 Gather members together in a semi-circle.

2 Tell members to recall the discussion they had about personal brands.

3 Ask members to share why they made their choices.

Steps to Follow 1

Tell visitors that members have been working all week on poetry. Say, “Members have explored many elements and genres including limericks, alliteration, and cinquains.” Tell visitors members’ exploration of poetry occurred in areas all around the Club and allowed them to learn through, speaking, writing, and analyzing.

2 Tell visitors that members also infused their artistic talents through illustrations to support their work.

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3 Allow members to present their chosen projects to the community.

Reflection and Recognition Estimated Time

15 Minutes

Encourage audience members to give members a round of applause after the showcase.

Ask audience participants if they learned anything from the showcase.

Remind them that poetry is a part of our daily lives.

elementary school read! o module

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