6th Grade English

 

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Lesson Plans / Units

 

 

 

One of my favorite lessons is my introductory lesson, which I call POPCORN POETRY. (But I don't tell my students that! It's a surprise!!)

 

1. Review the five senses with students. List them on the board. Discuss

how using the five senses in writing helps the reader truly "experience"

what he/she reads.

 

2. I have used a handout with each of the five senses written (and

illustrated) down the left side of the page and blank lines to the right of

each. While this isn't necessary, they do seem to like having something to

look at for the next part of the lesson.

 

3. I ask each student to shut his/her eyes and hold out one hand open.

(This really worries them at first!) I then place one kernel of popcorn

in their hands. I ask them to inspect it with only their sense of touch. . .

then once they've had some time doing this, I ask them to guess what

they are holding.

 

4. Once they've guessed, I allow them to look. Then we talk about how it

looks, and how it smells (which it doesn't )! We discuss the fact that it

doesn't "smell" or "sound" or "taste". . .yet. But we note some good

descriptive words about its texture, size, color, shape, etc. They write

these on their handouts next to the proper sense.

 

5. Next, I bring out an air popper and place it in front of the class. I

invite them to come closer to "experience" the transformation of their

kernels. While running the popper, I tell them there must be complete

silence. The first 1-2 minutes, while the popper heats up, you can cut the

tension with a knife! They are so excited about the "experience"! They are

asked to keep their observations to themselves until after the "experience".

 

6. After the popper does its thing, they go back to their seats and write

about the "transformation". They fill in the smells and sounds section of

their handouts and I ask them to add new things to the sight sections as

well. (We usually end up briefly discussing the popper's part in the

transformation. Sometimes this leads to wonderful personification poems

later!!!)

 

7. Of course, that leaves the "taste" section. . .the best part! They each

get a napkin-full at their desk, while they fill in the "taste" section on

the handout. Usually, someone comments, "Where's the butter?," My reply is

that butter would "cloud" the "experience" of natural popcorn! They shrug at

this but still appreciate the snack.

 

8. Finally, each student is asked to write a popcorn poem. I hand out card

board-traced popcorn shapes and allow them to trace out one for their poem.

Then they compose a rough draft with only this rule: Each sense must be

described in the poem. Once their final draft is copied onto the popcorn

paper, we create a bulletin board display with each of their popcorn poems

"popping" out of a poster board popper labeled "POPCORN POETRY".

 

These poems are always fun to read! While these first attempts may not

always be headed for an anthology, the students are exposed to the idea that

poetry can be fun. With this kind of introduction, they've "let their guard

down" to the idea of poetry, therefore the next lesson (on metaphors or

alliteration,for example) can be received with anticipation, rather than

dread!

 

 

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Online Resources

 

This is a packet including poetry vocabulary and sample poems.

 

http://www.trussvillecityschools.com/Teachers/Haley.Nichols/LessonsHandouts/Poetry.doc

 

This is a poetry portfolio assignment.

 

http://www.trussvillecityschools.com/Teachers/Haley.Nichols/LessonsHandouts/Poetry%20Portfolio.doc

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Teachers to Connect With

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Literature

 

Students will:

(continued from #4 in reading)

 

5. Analyze short stories, novels, plays, myths, and nonfiction materials for distinguishing characteristics.

 

• Identifying odes, ballads, epic poetry, and science fiction
• Identifying figurative language in various literature selections

 

6. Identify the author's purpose as entertainment, information, or persuasion in a selected work.

 

7. Identify examples of literary selections that illustrate linguistic and cultural diversity.

 

examples: The Keeping Quilt, The Watsons go to Birmingham, Red Scarf Girl, Habibi, Romiette and Julio

 

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Writing and Language

 

8. Compose persuasive essays for a specific purpose audience, including clearly stated opinions with supporting details and reasons or examples to influence thought or action.

 

*Using the steps of the writing process, including prewriting, drafting, revising, editing, and publishing in all forms of written composition

*Demonstrating use of graphic organizers for prewriting and drafting

 

examples: outlines, Venn diagrams, semantic webs, storyboards

 

*Organizing content of written compositions, including topic sentences, supporting sentences, ad varied sentence structure

*Using transitional words or phrases to help create coherence in compositions

 

9. Utilize vocabulary and spelling skills, including using homonyms, synonyms, and antonyms, in writing.

 

10. Apply grammar conventions in writing with conistant verb tense; nominative, objective, and possessive pronouns; and subject-verb agreement when interrupted by a prepositional phrase.

 

11. Apply mechanics in writing, using appostrophes to show possession, semicolons joining two independent clauses and the rules governing capitalization of proper adjectives, map directions and regions of the country, seasons, titles, words showing family relationships, subjects and courses, and divided quotations.

 

*Punctuating titles with quotation marks, underlining, and italics

*Using semicolons, conjunctive advers, and commas to join two independent clauses or to correct run-on sentences

*Using commas to set off nonessential appositives

*Identifying comma splice errors

 

 

POPCORN POETRY