Poetry: A Picture of Your Feelings or No, Virginia, Poetry Doesn't Have to Rhyme

Brief Description

After a series of lessons on poetic elements, a review presentation is given. The class goes on a field trip. Students paint a picture and write a poem about most memorable spot on the trip. (Teachers note: We visited a rock mine to see the contrast between a mining operation and an on-site nature trail.)

Objectives

Students express reactions to a visit to a rock mine in a watercolor painting. Students write a poem that uses at lease two poetic elements.

Keywords

poetry, alliteration, onomatopoeia, rhythm, repetition, metaphor

Materials Needed

• 1 9-inch by 12-inch sheet of watercolor paper and brush for each student
• 1 set of watercolor paints for every two students
• paper and pencil for each student
• fine line marker for publishing final draft

Note: Lessons teaching each poetic element precede the Review Presentation and field trip.

• Show Review Presentation and ask for other favorite examples from students.
• Prior to the tour, tell students note a memorable moment, location, or thing about the trip.
• Visit an area that shows lots of contrast. (Teacher's note: We visited a mine, saw the excavations and wetlands created by the mining operation, and a nature trail. We felt the heat from sun reflecting off of white lime rock and the refreshing cool of the shade of the nature trail. We saw plants struggling to survive in the pits and the lush green around the wetlands. We saw many sights such as alligators, banana spiders, and haul trucks carrying 85 tons of rock to the crusher.)
• After the tour, have students share with a partner their feelings about their most memorable moment, location, or thing about the trip.
• After returning to school or the next day, distribute paints, paper, brushes, and water. Ask students to paint a background wash using a color they remember from the trip.
• While the backgrounds dry, tell students to write a poem that would paint a word picture of their memory. Tell students that they must use two different poetic elements in their poems. Then, have students add details to backgrounds in their paintings.
• Have students do a final draft of their poems with fine point markers, either on an accompanying sheet of paper, or directly on the painting. (Teacher's note: Students usually choose to put the poem on their painting.) When everyone is finished, have students share their poems and paintings with the class. Encourage students to share positive responses.
• To conclude the lesson, have students identify the poetic elements they learned and design the assessment rubric.

Students will develop a rubric to assess the poetry and artwork. Tell them to incorporate the requirements about expressing feelings and using at least two poetic elements in the rubric.

Lesson Plan Source

The poetic elements Review Presentation was written to culminate a series of lessons in the fifth grade Scott Foresman reading program. The examples used in the review were favorites of students during the unit. Teachers may use their own examples.

Submitted by: Sue Atkins, ([email protected]) Spring Hill Elementary School, Spring Hill, Florida

[ SUBMIT YOUR LESSON PLAN ]