Lesson Overview:
Using the poem "Scratch Dance" by Diane Ambur, students will learn how poetry can communicate information about a subject. Students will explore using non-fiction text to gather factual information on an insect of their choice. Using some of their factual information and personal background experience and knowledge, students will create and perform an original poem about an insect.
Length of Lesson:
Five 45-minute class periods
Notes:
This lesson is most appropriate for 3rd grade, but could be adapted for use with grades K-2.
Instructional Objectives:
Students will:
- relate prior knowledge and experience to literal information found in text.
- show evidence of their prior knowledge/experience and factual
information on insects by incorporating it into an original
piece of poetry.
- students will create poetry based on themes drawn from informational text and background experience.
- write an original poem to express ideas that include a description with supporting details and sentence variety.
- use feelings, imagery, sound and rhythm in writing their poetry.
- select and use sound effects, costumes, and properties to enhance the quality of their poetry and dramatic performance.
- use voice and body in performing their poetry.
- improvise poetry based on themes drawn from life and other sources.
- read poetry aloud with fluency, accuracy, and expression.
- perform their poetry using a combination of narration and dramatic actions.
Supplies:
- a number of informational texts on a variety of insects with a range of reading levels to meet different student abilities (See teacher references at end of lesson.)
- construction paper
- pipe cleaners
- fabric for costumes
- tape, scissors, glue, stapler
- paper plates and /or bags for masks or puppets
- tongue depressors
- paper for writing poems
- crayons, colored pencils, pastels or paints for illustrations
Instructional Plan:
Teacher Preparation: For this lesson, students should have prior experience reading informational text and gathering research information. Students should also be familiar with poetry. Teacher should read the poem "Scratch
Dance" by Diane Ambur, which can be found in the materials section. You can use the poem handout later with students. You will need to read and model how to perform this poem.
Some helpful hints:
- Think about the characters in the poem. A mosquito is annoying one of the characters.
- Think about how they feel? What facial expressions and body movements could you do to represent the feelings of the narrator?
- Is the mosquito going about its business being a mosquito. What actions are going on between the two characters?
- What sounds and body movements can you use to represent the feelings of the mosquito?
- Try reading the poem using your facial expressions, sounds and body movements. You might want to practice in front of a full-length mirror.
Begin the lesson by reading the poem, Scratch Dance, to the students. Read through it the first time in a normal, modulated voice. Then read it again, performing it with movements, voice inflection, facial expressions, etc. Ask the students which way they liked hearing the poem best and have them explain their choice. When performing poetry, comprehension is greater for the performer as well as for the audience when expressions, sounds and movements are added.
After reading and talking about the poem, begin a discussion on insects. First, discuss the definition of an insect:
- insect - any of a large group of small invertebrate animals characterized, in the adult state, by division of the body into head, thorax, and abdomen, three pairs of legs, and usually two pairs of membranous wings.
While talking about the definition, begin to draw a picture on the board. Ask students to name as many different types of insects as they can and list them on the board or chart paper. The following
sites will give you the names of many insects:
If students give a response that is not an insect,refer them to the criteria above to re-think their answer. Some examples of insects are: beetles, bees, flies, wasps, and mosquitoes. See how many others the students can name. Explain to the students that over the next week they will have a chance to research an insect. They will use the facts they gather to write a poem about the insect and perform their poem for an audience. (Note: Before selecting the insect to research, use your knowledge of the students’ abilities, skills, and maturity levels to decide if students should work individually, in pairs, or in small groups as they do their research and record their information. Take into consideration the amount and type of resource material available.)
After students have talked about various kinds of insects, tell them it is time to select one to research. Create a chart with two columns to post on the board or wall. One column is for the name of the student or group and the other column is to list the insect that they have chosen to research. If students are having difficulty deciding, refer them to the list of insects that they developed earlier in the lesson.
Using at least two books that have information on mosquitoes (see teacher resources), model how to read for information and how to web important facts. Have students use the insect research handout as they
investigate the subjects.
Depending on the number of resources available in the classroom, encourage students to use more than one source and answer as many of the questions as possible. Students should list their sources (title and author of book, title and author of article, web-site, etc.) on the back of the question sheet. As students are researching, move about the classroom to monitor students’ work, give guidance, and assist students who need help. Students may also help each other by sharing sources. Sharing information builds cooperation and self-confidence.
(Note: This part of the process may take more than 2 days depending on the class schedule and the skills of students.)
If some students finish their research before the others, they might help other students or they can illustrate their insects. These illustrations can be displayed in the classroom and be used later in the lesson during the poetry reading.
When students have completed their research provide each student with a copy of a simple web graphic organizer. The center box should have the name of the insect that they researched. The lines radiating from the center are for the main
keywords that they have discovered about the insect from each of the
questions that they researched. Explain that they should take their research on their insect and choose the key words in all the different categories of information that they have researched. They will then use these key words to help create their poems.
(Note: For lower grades chart the questions and post in a central place where all the students can see as they work. You can do one insect, research it as a class, and create a class web. For older students or those more able, have them write the questions they want to research and design their own webs for taking notes and gathering facts.)
Once the webs are completed, share several poems about insects. The Minibeasts is a collection of poems about insects. Two main instructional points to list on the board are:
- All poems should have a title.
- All poems do not have to rhyme.
Note: If you are not familiar with teaching poetry or your students have not used poetry before, visit the EdSitement site, and view the lesson on teaching poetry to 3rd, 4th, and 5th graders.
Reread "Scratch Dance" to the students with great dramatic flair. Read the poem again and ask the students to join you. Discuss how the author set up the poem. How did she use key words? Have students point some of the key words out. How did she structure the verses? Are they in any sequence? Does the structure lead you through the verses and give it meaning? After this discussion, students should begin creating their poems using their prior knowledge/experiences and facts from their web. Move throughout the classroom to provide students with assistanceand feedback as they are creating their poems.
When students have completed their poems, and they have been checked by the teacher, the students may continue to finish the colored drawing of their animal, create props, and create costumes if needed for the presentation of their poem. They should also decide on any sounds, facial expressions and body movements they may need to support the poem and lend authenticity to the insect in the poem. They need to plan the script for their presentation as well as detailing out the events and presentation elements. Give students time to rehearse their poems. Students will perform their poems on a given performance day. If some students are not finished,they can complete their projects for homework, during lunch/recess time, or after school.
Assessment:
Use the Assessment Rubric to assess your students.
Extensions:
Students can:
- trade poems and create another performance using their own interpretation of another student’s poem.
- perform for other classes or have a Poetry Party and invite parents or the community.
- illustrate their poem.
- compile a class book on Insect Poetry.
Authors:
-
Diane Ambur, Retired Staff Development and Mentor Teacher
Montgomery County Public Schools, MD
