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Poetry
~ Inspiration
SUMMARY: Students
use their experiences at Hidden Villa as inspiration to write
poems. This unit offers many concrete ideas about how to
teach the multifaceted genre of poetry. DURATION: 1
to 3 weeks GRADES: 3rd-5th, can be adapted to 2nd
CALIFORNIA
STANDARDS |
| This
unit touches on the same standards for 2nd through
5th grades, though as students progress through the grades their
understanding deepens and becomes more sophisticated.
This unit offers ideas that can be taken to
differing levels of complexity and can be easily adapted
for any of these grades. Reading
3.0 (rhyme, rhythm and alliteration; structural form
of poetry; figurative language). Oral Presentation.
Although there is no specific writing standard for
poetry, students
are
expected to develop their abilities to use descriptive
language, include interesting sensory details and write
poetic images using personification, metaphor or simile. |
HIDDEN
VILLA GOALS |
As
one of my students succinctly explained during a class
discussion, the genre of poetry expresses feelings
and emotions. Feelings and emotions are important to
the learning
environment at Hidden Villa. Writing poems encourages
students to reflect on experiences that may have nudged
them towards greater self-confidence in nature or awakened
their sense of discovery and wonder. Spending the time
poetry requires to ponder the small details
of the Hidden Villa setting also inspires students
to
care
more deeply
about the
plants, animals and people they encountered.
Hidden
Villa believes that acquiring new knowledge
depends
on students
caring
deeply
about
what they are studying. In writing poetry students
are also developing a firm base of emotional connection
to
their learning experiences. Although it may not seem obvious, in writing poems about their field trip, students are also working towards understanding new information.
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CLASSROOM
RELEVANCE |
The
shared Hidden Villa field trip offers a wealth of powerful,
emotional experiences and beautiful images that inspire
poetry in students. Because I participated in the field
trip with my students, as a teacher I am much more able
to support my students in their development as poets.
This sense of sharing also helps create a strong feeling
of community around our poetry unit.
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