Marisa Hiltel
Grade Level: 3
Lesson Subject: Visual Art and Language Arts
Time Frame: 1 hour

POETRY AND ME

TOPIC:
A visual arts lesson combined with language arts, where the students will create a visual poem using crayons. Students are asked to make a connection to an important aspect or event their lives.

RATIONALE:
Have you ever wondered why children are so afraid to express themselves through poetry? Possibly it is because they think a poem has to rhyme, have a certain pattern, or look a certain way. This lesson will allow children to use their imagination to create a visual poem. They will be encouraged to think independently. Through this exposure to writing poems and making visual representations of their poems, the children will learn how to respond emotionally and verbally to different visual poems. In addition to this, the students will develop an appreciation for poetry and other forms of expression.

COMPONENT OBJECTIVES:
Creative Expression: Each student will create a visual poem, using colored crayons, which will illustrate an important aspect of his or her life.

Aesthetic Valuing: The students will share their visual poems with the class, which will help them to appreciate the variations in poetry and recognize the different styles of visual poetry.

STRATEGIES:
1. Direct instruction- teacher will explain different types of visual poems and give examples.
2. Guided discovery- students will create their own unique visual poem.
3. Group process- student will share their poems with a partner.

PROCEDURES:
Introduction- First, the teacher will read a poem to the students, and ask them if they liked the poem. What things did you like/dislike? Then, the teacher will share 3-4 different examples of visual poems (done by 3rd graders) with the kids, which will show them a couple different styles. These examples will be shown on transparencies.

Activity Sequence
1. As a beginning activity to expose children to poetry, the teacher will provide the students with a worksheet. The worksheet will have 3 sentences on it, each one starting with "I wish...". The students will be asked to respond with 3 things they wish for. Then, the students will be told that they just created a poem.

2. The teacher will engage the students in a brainstorming activity (using a large sheet of white butcher paper) where they discuss some of their favorite things from favorite colors, to hobbies, to important people, etc. 3. The teacher will instruct the students to create a visual poem, which illustrates something which is very important to them.

4. A piece of plain white paper will be passed out, along with a box of crayons. Watercolors will be available at the art table if children elect to use them.

5. Soft instrumental music will be played in the background, as the students create their visual poems.

6. Students will be paired up with a partner to share their visual poem. They will be instructed to tell the person at least 1 thing they liked about the visual poem.

CLOSURE:
Have the students do a poetry reading (on a volunteer basis), which gives them the opportunity to share their creations in front of an audience. Collect the visual poems and put them together into a book. Here is an example title of a book, Ms. Hiltel's 3rd grade classes' wonderful creations!

EVALUATION:
Teacher collects the visual poems, and checks for visual evidence of completion of the assignment including use of color and connection to important event or aspect of students' lives. After poems are shared in partners, each student critiques peer's visual poem, by stating one aspect which is particularly liked. Teacher also listens to students' comments during sharing.

MATERIALS:
1. overhead projector
2. copies of 3-4 poems on transparencies
3. 1 poem to read aloud
4. 1 box of crayons (per student)
5. watercolors, paintbrushes, plastic cups, paper towels (for optional use)
6. white paper (1 sheet per student)
7. large piece of white butcher paper
8. soft instrumental music

CLEAN-UP:
Assigned students will collect crayons and return them to the proper place. Students who used the watercolors at the art table will be responsible for cleaning up that area and putting away the watercolor boxes.