Learning Context

Purpose:

The purpose of this learning experience is to help students develop an appreciation for poetry and improve their ability to remember factual information. While doing so, students develop self-monitoring, study and organizational skills.

Objectives:

Students use the Poem Prewriting worksheet to describe their summer using an acrostic poem pattern.

Students use personal experiences from their summer as the basis for writing an acrostic poem.

Students use language that is personal and unique to one's self in order to create a poem that leaves its impression upon the reader.

Students read and interpret a poem to determine its message.

Enduring Understanding:

Designing and using organizational patterns such as mnemonic devices is a helpful way to describe information and remember facts.

Developing an appreciation for reading and writing poetry broadens one's knowledge of literature genres.

Essential Questions:

How can poems help memory?

Guiding Questions:

How do organizational patterns (mnemonic devices) help one remember information?How are acronyms and acrostics similar?How does word choice engage the reader?

Diagnostic/Summative Questions:

Do you like poetry? Why or why not?

How can poems help memory?

Grade Level/Ability:

This learning experience was designed for five Resource Room students in grade four who receive remedial services four days a week during forty-five minute sessions. Most students who participated in the learning experience are classified as Learning Disabled, with one who is Visually Impaired and one who has Attention Deficit Hyperactivity Disorder. All of these students receive Occupational Therapy within the public school system. Some also receive Speech and Language Therapy, Counseling, and Physical Therapy services at school. Most students' Individualized Education Plans (IEP's) include objectives in the areas of English Language Arts, study skills and organizational skills.

What Students Need to Know:

In order for students to successfully complete the objectives of this learning experience students need to write a legible draft copy of their poem. Students need to have a general understanding of how to use a dictionary and ruler. These skills will be reviewed, but not taught extensively.

The final product of this learning experience requires the students to follow the steps of the Writing Process. Students should be able to refer to their Writing Process Checklist when deciding which step of the writing process they have completed and what they need to do next. All work is modeled by the teacher, and then independently completed by students; so it is important that students identify a task and complete the appropriate steps.

Following classroom rules also leads to success. In order to complete the tasks of this learning experience students need to be familiar with the classroom rules and be able to follow those classroom rules. Students should be able to bring their take-home folder and agenda to class; raise their hand for permission to speak, unless called upon by the teacher; keep hands, feet, and objects to oneself at all times; and follow directions given by the teacher. Adhering to these rules will keep students on task and attentive to the instructor's directions and modeling.

Additional Information:

New York State English Language Arts Core Curriculum

Updated: June 07, 2007
© Jeff Arnold & Tony Klejna