European Exploration
Native American
Two Voices Poem
3 Day – Writing Experience
I. Objectives
Students will be able to apply knowledge gained during the Native American IRA and construct a Two Voices poem expressing the feelings of Native Americans after interacting with European Explorers.
History - 3.3 The student will study the exploration of the Americas by
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
Reading - 3.5 The student will read and demonstrate comprehension of fictional text and poetry.
g) Draw conclusions about text.
m) Read with fluency and accuracy.
Writing - 3.9 The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
e) Use strategies for organization of information and elaboration according to the type of writing.
g) Revise writing for clarity of content using specific vocabulary and information.
II. Materials for Learning Activities
Teacher –
1. Chart Paper for Before and After responses
2. Chart Paper for Impact of European Explorers on Native Americans responses
3. Two Voices Poems Example
4. Two Voices Poems Sample Template, to create one with the students
5. Two Voices Poems Draft Template for students
6. Two Voices Poems Final Worksheet for students
7. Paper for student illustrations
8. Poem Rubric
9. Document Camera used to show the creation of the sample two voices poe
Students –
1. Two Poems Draft Template
2. Two Voices Poems Final Worksheet
3. Paper for illustration of poem
4. Colored pencils
III. Procedures for Learning Activities
Introduction – Whole Group – 3 minutes
Day One – Review with the students the information they learned during the IRA, ask for student responses and review the charts the class made on Before and After and the Impact of Europeans on Native Americans. The teacher will explain to the class that they are going to work in partners to write a poem that includes the information they just learned over the past few days to make a class poem book.
Day Two – The teacher will explain to the students that they will write their own two voices poem today and to help them they will use the information they gathered on the charts. Review with the students the rubric and requirements for the poem, show the students the draft and final templates and divide the students in to pairs letting them know they have 25 minutes to write and illustrate their poems.
Day Three – Explain polite listening behavior while students read their poems. Explain that readers may have more than one chance to read their poem so the audience has a clear understanding of what was said.
Instructional strategies – Whole Group/ Partner – 25 Minutes
Day One – The teacher will explain to the students that they are going to use a specific format for writing their poems; it is called Two Voices Poems, which means two people speak the same poem.
The teacher will break down, via the document camera, what each section of the poem means – point out reader one, reader two, how readers read lines separately and in unison. The teacher will then ask a student to assist him/her in reading the poem.
To help build further knowledge of the poem writing process, the teacher will model with the class how to write a sample poem. The teacher should use a topic not related to Native Americans so students do not take ideas from the sample poem. Topics like dogs, cats, weather, cars and so on would work well.
After the class has built a sample Two Voices Poem, have two students at a time read the poem for practice, have more sets of students read the same poem to emphasize the style if time permits.
Day Two – After students are divided in to partners, the teacher will walk around assisting students and groups as needed.
Day Three - The class will present their poems.
Summary –Whole Group – 2 minutes
Day One – Explain to the students that tomorrow they will work in partners to create their own Two Voices Poem which they will share with the class.
Day Two – Briefly check in with each group to find out if they are done or need more time to finish writing and illustrating their poems.
Day Three- 6- minutes – Ask the students if the poems helped them understand Native Americans point of view to European Explorers, why/why not. Why do you think the Explorers treated the Native Americans like they did? What would you have done, why?
Extensions or connections to other lessons – This lesson connects with the Native American IRA, the information gained during the IRA is being used to create poems. Extensions, the knowledge gathered from the IRA and reinforcement during the writing process will assist students when writing their research reports.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks. The teacher will circulate the room during partner work to address students’ needs. The summative assessment will be assessed with a rubric. The teacher will look to see if students used the information gathered during the IRA to write their poems and if the information expresses how Europeans’ interaction changed Native Americans way of living.
V. Differentiation
The lesson will provide access to students with varying visual, kinesthic, and auditory learning modalities through a variety of methods. Auditory learners will benefit from the reading of the poems. Visual learners will be supported through the document camera which will be used to show the writing process. Kinesthic leaners will benefit from illustrating and writing their own poems. Students while using a template, have the opportunity to write their own words in the poem to create varying perspectives among groups.
Native American
Two Voices Poem
3 Day – Writing Experience
I. Objectives
Students will be able to apply knowledge gained during the Native American IRA and construct a Two Voices poem expressing the feelings of Native Americans after interacting with European Explorers.
History - 3.3 The student will study the exploration of the Americas by
b) identifying the reasons for exploring, the information gained, the results of the travels, and the impact of the travels on American Indians.
Reading - 3.5 The student will read and demonstrate comprehension of fictional text and poetry.
g) Draw conclusions about text.
m) Read with fluency and accuracy.
Writing - 3.9 The student will write for a variety of purposes.
a) Identify the intended audience.
b) Use a variety of prewriting strategies.
e) Use strategies for organization of information and elaboration according to the type of writing.
g) Revise writing for clarity of content using specific vocabulary and information.
II. Materials for Learning Activities
Teacher –
1. Chart Paper for Before and After responses
2. Chart Paper for Impact of European Explorers on Native Americans responses
3. Two Voices Poems Example
4. Two Voices Poems Sample Template, to create one with the students
5. Two Voices Poems Draft Template for students
6. Two Voices Poems Final Worksheet for students
7. Paper for student illustrations
8. Poem Rubric
9. Document Camera used to show the creation of the sample two voices poe
Students –
1. Two Poems Draft Template
2. Two Voices Poems Final Worksheet
3. Paper for illustration of poem
4. Colored pencils
III. Procedures for Learning Activities
Introduction – Whole Group – 3 minutes
Day One – Review with the students the information they learned during the IRA, ask for student responses and review the charts the class made on Before and After and the Impact of Europeans on Native Americans. The teacher will explain to the class that they are going to work in partners to write a poem that includes the information they just learned over the past few days to make a class poem book.
Day Two – The teacher will explain to the students that they will write their own two voices poem today and to help them they will use the information they gathered on the charts. Review with the students the rubric and requirements for the poem, show the students the draft and final templates and divide the students in to pairs letting them know they have 25 minutes to write and illustrate their poems.
Day Three – Explain polite listening behavior while students read their poems. Explain that readers may have more than one chance to read their poem so the audience has a clear understanding of what was said.
Instructional strategies – Whole Group/ Partner – 25 Minutes
Day One – The teacher will explain to the students that they are going to use a specific format for writing their poems; it is called Two Voices Poems, which means two people speak the same poem.
The teacher will break down, via the document camera, what each section of the poem means – point out reader one, reader two, how readers read lines separately and in unison. The teacher will then ask a student to assist him/her in reading the poem.
To help build further knowledge of the poem writing process, the teacher will model with the class how to write a sample poem. The teacher should use a topic not related to Native Americans so students do not take ideas from the sample poem. Topics like dogs, cats, weather, cars and so on would work well.
After the class has built a sample Two Voices Poem, have two students at a time read the poem for practice, have more sets of students read the same poem to emphasize the style if time permits.
Day Two – After students are divided in to partners, the teacher will walk around assisting students and groups as needed.
Day Three - The class will present their poems.
Summary –Whole Group – 2 minutes
Day One – Explain to the students that tomorrow they will work in partners to create their own Two Voices Poem which they will share with the class.
Day Two – Briefly check in with each group to find out if they are done or need more time to finish writing and illustrating their poems.
Day Three- 6- minutes – Ask the students if the poems helped them understand Native Americans point of view to European Explorers, why/why not. Why do you think the Explorers treated the Native Americans like they did? What would you have done, why?
Extensions or connections to other lessons – This lesson connects with the Native American IRA, the information gained during the IRA is being used to create poems. Extensions, the knowledge gathered from the IRA and reinforcement during the writing process will assist students when writing their research reports.
IV. Assessment
Formative Assessments will be taken via observations and verbal checks. The teacher will circulate the room during partner work to address students’ needs. The summative assessment will be assessed with a rubric. The teacher will look to see if students used the information gathered during the IRA to write their poems and if the information expresses how Europeans’ interaction changed Native Americans way of living.
V. Differentiation
The lesson will provide access to students with varying visual, kinesthic, and auditory learning modalities through a variety of methods. Auditory learners will benefit from the reading of the poems. Visual learners will be supported through the document camera which will be used to show the writing process. Kinesthic leaners will benefit from illustrating and writing their own poems. Students while using a template, have the opportunity to write their own words in the poem to create varying perspectives among groups.
poetry_templates.pdf | |
File Size: | 238 kb |
File Type: |
rubric_for_native_american_two_voices_poem.pdf | |
File Size: | 148 kb |
File Type: |