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Poetry to My Ears

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Summary

Students will understand what syllables are and how to count syllables in words and phrases. Students will understand and demonstrate the basic components of haiku poetry.

Coin Type(s)

  • Quarter

Coin Program(s)

  • 50 State Quarters

Objectives

  • Students will understand what syllables are and how to count syllables in words and phrases.
  • Students will understand and demonstrate the basic components of haiku poetry.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies

Grades

  • Second grade
  • Third grade

Class Time

Sessions: Three
Session Length: 30-45 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Pairs
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Poetry
  • Syllables
  • Adjectives
  • Migrating
  • Raptor
  • Things found in nature

Terms and Concepts

  • Obverse (front)
  • Reverse (back)
  • Characteristic
  • Peregrine falcon
  • Shape poem
  • Haiku poem

Materials

  • 1 overhead projector
  • 1 overhead transparency of the "Idaho Quarter Reverse" page
  • 1 class map of the United States
  • Chart paper
  • Markers
  • 1 overhead transparency of "Peregrine Falcon Haiku" worksheet
  • 1 overhead transparency of the "Falcon Outline" worksheet
  • Locate a copy of a text that provides basic information about falcons, such as:
    • Wild Birds of Prey! Falcons by Deborah Kops
    • Peregrine Falcons by Doug Wechsler
    • The Peregrine Falcon by Carl R. Green and William R. Sanford
    • Flight of the Falcon by Michael Tennesen
  • Locate copies of texts that provide basic information about poetry, such as:
    • Don’t Step on the Sky: A Handful of Haiku by Miriam Chaikin and Hiroe Nakata
    • Painless Poetry by Mary Elizabeth
    • Knock Knock at a Star: A Child’s Introduction to Poetry by X.J. Kennedy, DorothyM. Kennedy, and Karen Lee Baker
  • Copies of the "Peregrine Falcon Haiku" worksheet
  • Pencils
  • Writing paper
  • Dinner-sized white paper plates
  • Crayons
  • Yarn
  • Single hole punch

Preparations

  • Make copies of the "Peregrine Falcon Haiku" worksheet (1 per student)
  • Make an overhead transparency of the following:
    • "Idaho Quarter Reverse" page
    • "Falcon Outline" worksheet
    • "Peregrine Falcon Haiku" worksheet
  • Locate copies of texts that provide basic historical information about falcons (see examples under "Materials").
  • Locate copies of texts that provide basic historical information about poetry (see examples under "Materials").

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/260.pdf.

Session 1

  1. Describe the 50 State Quarters® Program for background information, if necessary, using the example of your own state, if available, and display the "Idaho Quarter Reverse" overhead transparency. Locate Idaho on a classroom map. Note its position in relation to your school’s location.
  2. With the students, examine the design on this coin’s reverse. Tell the students that the back of the coin is also called the reverse, and obverse is another name for the front of a coin. Have the students identify and describe the image on this coin.
  3. Tell the students that the peregrine falcon is the state raptor of Idaho. (A raptor is a bird of prey.) Read the coin inscriptions to the class. Discuss that "Esto Perpetua" means "let it be perpetual" or "let it be forever." Show them the date at the top of the coin and tell them that is the date Idaho became a state.
  4. Tell the students that the outline is the state of Idaho, then compare it to the shape of Idaho on the class map. Explain to the students that the star represents Boise, which is the state capital.
  5. Write "Peregrine Falcon" as the title on a piece of chart paper. Tell the students the word "peregrine" means "wandering" or "migrating" and that the peregrine falcon is the state raptor of Idaho. Ask the students why they think that the falcon might be important to Idaho, and accept all responses.
  6. Discuss the term "characteristic" (a feature that helps to identify, tell apart, or describe recognizably, a distinguishing mark or trait) with the students. Ask the students to point out characteristics of the falcon. Write the student responses on the chart paper.
  7. Introduce the students to the selected text about falcons. Preview the text and illustrations and allow the students to generate observations and predictions about what is happening at each point in the text.
  8. Read the selected text to the class. Attend to any unfamiliar vocabulary and student questions.
  9. Add the new information from the discussion and the text to the chart paper.
  10. Engage the students in a discussion about the falcon, directing them to realize the important characteristics that birds of prey have and how these birds interact with other animals, referring back to the text wherever possible.
  11. Ask the students to define the term "adjective." The student responses should include that it is a word that describes or tells more about a noun. Remind the students that an adjective can tell the color, size, and number.
  12. Based on the class discussion and the information from the text, as a class, highlight any adjectives on the chart paper and then brainstorm examples of adjectives describing the peregrine falcon and record student responses on the chart paper.
  13. Using the information from the chart paper, have the students create sentences on a piece of writing paper to describe the peregrine falcon.
  14. Have the students share their sentences with the class. Record them on a new piece of chart paper. Review the sentences as a class. Collect the students’ papers.
  15. Tell the students that, as a class, they will be creating a type of poem called a shape poem. A shape poem is a poem about an object or thing and is written in or around the shape of the object.
  16. Display the "Falcon Outline" overhead transparency. Have the students select sentences describing the peregrine falcon. Write in or around the shape of the falcon on the overhead transparency.
  17. Once the poem is complete, read it aloud with the students. Talk about how the words and phrases used in the poem really describe the characteristics of the falcon.
  18. Create a copy of the overhead transparency and display it in the classroom.

Session 2

  1. Review the poem and content covered in the previous session. Keep the charts displayed during this session.
  2. Discuss the term "syllable" with the students. Remind them that it is a way to break words and phrases apart. Discuss ways to count syllables. Ideas can include tapping out the syllables on the desk, placing the top of the hand under the chin, or clapping. Provide the students with a list of words to divide into syllables. Do the first three together and then allow them to work in pairs to complete the rest and then review all the words as a class. Words can include: washing machine, elementary, nature, students, playground, and falcon.
  3. Tell the students they will be creating another poem about the peregrine falcon. Write the word "haiku" (high-koo) on a piece of chart paper. Explain to the students that they will be using words and phrases about nature and the falcon. These words will contain a certain number of syllables for this special kind of poetry.
  4. Display the "Peregrine Falcon Haiku" overhead transparency. Review the criteria and background for a haiku poem.
  5. Tell the students that a haiku poem is an unrhymed poem that originated in Japan. It has three lines and seventeen syllables. The first and third lines each have five syllables and the second line has seven. Haikus usually describe something in nature.
  6. Introduce the students to the selected text about haikus. Read examples of haikus to the students. Discuss the syllables in each line and the connection to nature. Remind the students of the syllables needed for each line. Discuss the syllables in each line, clapping or tapping them out as a class. Point out adjectives used to describe the topic of the poem.
  7. Distribute a "Peregrine Falcon Haiku" worksheet to each student. Explain that this is their note-taking guide for creating their haiku about the peregrine falcon.
  8. Allow the students to use the poetry texts in the classroom as a resource and allow them a sufficient amount of time to complete and construct their haikus.
  9. Have the students work in pairs to review the ideas for the poem and to check the syllables in each line.
  10. Collect the students’ worksheets.

Session 3

  1. Review the content from the previous sessions.
  2. Display the transparency or photocopy of the "Idaho Quarter Reverse" page. Keep this image available to the students throughout the session.
  3. Distribute the "Peregrine Falcon Haiku" worksheet and a white paper plate to each student.
  4. Tell the students they will write the final copy of their haiku on one side of the plate and draw an image of the peregrine falcon on the other.
  5. Allow the students time to edit and revise their work.
  6. Have the students share their poems and drawings with the class.
  7. As a class, review the information gathered about the peregrine falcon, the content of the haiku, and the use of adjectives to describe an animal in nature.
  8. Punch a hole in the top of the paper plates, attach yarn, and display them in the classroom.

Differentiated Learning Options

Allow students to use a scribe to dictate written responses.

Enrichments/Extensions

  • Have students research other types of falcons and write a descriptive essay.
  • Have students create more poems and invite other students in to hear a nature poetry reading.
  • Have books about falcons in the classroom library for further reading.
  • Have students create a tanka poem about something found in nature.
  • Take anecdotal notes about the students’ participation in class discussions.
  • Review the students’ worksheets and poems to evaluate whether they have met the lesson’s objectives.
There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: L.2 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.2.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use collective nouns (e.g., group).
    • Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
    • Use reflexive pronouns (e.g., myself, ourselves)
    • Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
    • Use adjectives and adverbs, and choose between them depending on what is to be modified.
    • Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).
  • L.2.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize holidays, product names, and geographic names.
    • Use commas in greetings and closings of letters.
    • Use an apostrophe to form contractions and frequently occurring possessives.
    • Generalize learned spelling patterns when writing words (e.g., cage --> badge; boy --> boil).
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: L.3 Language
Grade(s): Grade 2
Cluster: Conventions of Standard English
Standards:

  • L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
    • Form and use regular and irregular plural nouns.
    • Use abstract nouns (e.g., childhood).
    • Form and use regular and irregular verbs.
    • Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
    • Ensure subject-verb and pronoun-antecedent agreement.
    • Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
    • Use coordinating and subordinating conjunctions.
    • Produce simple, compound, and complex sentences.
  • L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Capitalize appropriate words in titles.
    • Use commas in addresses.
    • Use commas and quotation marks in dialogue.
    • Form and use possessives.
    • Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
    • Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
    • Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 2
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.

Discipline: Language Arts
Domain: SL.3 Speaking and Listening
Grade(s): Grade 2
Cluster: Comprehension and Collaboration
Standards:

  • SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
    • Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
    • Explain their own ideas and understanding in light of the discussion.
  • SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
  • SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  • SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
  • RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
  • RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
  • RI.2.8. Describe how reasons support specific points the author makes in a text.
  • RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Discipline: Language Arts
Domain: RL.2 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
  • RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
  • RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Craft and Structure
Standards:

  • RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
  • RI.3.6. Distinguish their own point of view from that of the author of a text.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
  • RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  • RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Discipline: Language Arts
Domain: RL.3 Reading: Informational Text
Grade(s): Grade 2
Cluster: Key Ideas and Details
Standards:

  • RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  • RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.2.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • W.2.8. Recall information from experiences or gather information from provided sources to answer a question.
  • W.2.9. begins in grade 4.

Discipline: Language Arts
Domain: W.3 Writing
Grade(s): Grade 2
Cluster: Research to Build and Present Knowledge
Standards:

  • W.3.7. Conduct short research projects that build knowledge about a topic.
  • W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
  • W.3.9. begins in grade 4.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Knowledge to Language
Grade(s): Grades K–12
Standards:

  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Text
Grade(s): Grades K–12
Standards:

  • Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Science, Technology, and Society
Grade(s): Grades K–12
Standards:

Teachers should:

  • enable learners to identify, describe, and examine both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings
  • provide opportunities for learners to make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions
  • have learners analyze the way in which science and technology influence core societal values, beliefs, and attitudes and how societal attitudes influence scientific and technological endeavors
  • prompt learners to evaluate various policies proposed to deal with social changes resulting from new technologies
  • help learners to identify and interpret various perspectives about human societies and the physical world using scientific knowledge, technologies, and an understanding of ethical standards of this and other cultures
  • encourage learners to formulate strategies and develop policy proposals pertaining to science/technology-society issues

Discipline: Visual Arts and Music
Domain: K-4 Visual Arts
Cluster: Standard 6: Making connections between visual arts and other disciplines
Grade(s): Grades K–12
Standards:

  • Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
  • Students identify connections between the visual arts and other disciplines in the curriculum

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–12
Standards:

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–12
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: People, Places, and Environment
Grade(s): Grades K–12
Standards:

Teachers should:

  • Enable learners to use, interpret, and distinguish various representations of Earth such as maps, globes, and photographs, and to use appropriate geographic tools
  • Encourage learners to construct, use, and refine maps and mental maps, calculate distance, scale, area, and density, and organize information about people, places, regions, and environments in a spatial context
  • Help learners to locate, distinguish, and describe the relationships among varying regional and global patterns of physical systems such as landforms, climate, and natural resources, and explain changes in the physical systems
  • Guide learners in exploring characteristics, distribution, and migration of human populations on Earth’s surface
  • Have learners describe how people create places that reflect culture, human needs, current values and ideals, and government policies
  • Provide opportunities for learners to examine, interpret, and analyze interactions of human beings and their physical environments, and to observe and analyze social and economic effects of environmental changes, both positive and negative
  • Challenge learners to consider, compare, and evaluate existing uses of resources and land in communities, regions, countries, and the world
  • Direct learners to explore ways in which Earth’s physical features have changed over time, and describe and assess ways historical events have influenced and been influenced by physical and human geographic features