Lesson Plan : Incorporating Science in Poetry
Teacher Name: | Amanda Drews |
Grade: | Grade 2 |
Subject: | Science |
Topic: | Insects and Poetry |
Content: | Haiku, Limerick, animal habitats, rhyming schemes for poems (ie ABCB or AABB) |
Goals: | Students identify types of poetry and forms of rhyme. Students can identify what an insect is, its habitat, and benefits to the environment. |
Objectives: | To teach students about identifying insects and their habitats, and recognizing different forms and patterns of poetry |
Materials: | Copies of poems and songs for each student (found at http://www.canteach.ca/elementary/songspoems44.html and http://www.angelfire.com/oh2/Stilloclass/Songs.html), large note pad and marker, paper and writing utensil for each student. Pictures of insects that are in poems |
Introduction: | "When you lay down your video games, cell phones, and other forms of technology, you can explore nature and all of its inhabitants. Insects are an important part of our environment and provide us with many benefits. As varied as insects are, so is poetry. Poetry can be structured in many different ways. There is the well-known work of Dr. Seuss, and there are forms, such as the haiku and Irish limerick. Today, we will learn about the many insects and their inhabitants, while learning of the variations that poetry can have." |
Development: | : Show examples of haiku and limerick. Point out structures. Ex: Haiku has seven, then five, then seven syllables. Discuss characteristics of insects. Poem titled "Every Insect" describes some of these. Identify insects that we know of, such as ants, flies, bees, fireflies. Discuss behaviors of bugs, such as noises, reactions to weather/seasons, how they can be dangerous, what they eat, etc. |
Practice: | Read copies of poems. Talk about each insect and what we learn about them from each poem (i.e. habitat, food, shelter, protection, benefit to us and environment). Talk about each poem's structure. Explain rhythm forms, such as ABCB, etc. Find these rhyming forms and in each poem/song. Create a poem as a class about a specific insect and its habitat. Decide what rhyming scheme the poem follows. Let each student come up with a line so that the entire class has the opportunity to participate. Make lists of rhyming words so students can refer to it for independent practice. |
Accommodations: | For gifted students: a group of students will try to imitate a poem of their choice, writing about an insect of their choice, but using same rhyming pattern as original poem. For students with learning disabilities: group can work with teacher to read poem aloud. Then, they can find rhyming words in poem and think of other words that may rhyme with it, as well. Provide pictures of insects to go along with their poems. |
Checking For Understanding: | Students can share with class what they learned about the insect in the poem and what rhyming scheme their poem followed. Groups can read the poems to me that they came up with. |
Closure: | : Bring students back together as a class. Talk about which of these insects that they have come into contact with and where. Give students instructions to look for the insects anytime they are outside and look for their habitats, food source, benefit to nature, and how they protect themselves from other creatures and the elements. |
Evaluation: | |
Teacher Reflections: |
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