LEARN NC: Search Results

“ottos mops” by Ernst Jandl: This lesson is designed for students to enjoy a short amusing poem, as well as refine their knowledge of short “o” and long “o” sounds, and use higher order thinking skills to analyze who or what otto and mops are.; Format: lesson plan (grade 9–12 Second Languages); By Helga Fasciano.

Career research and acrostic poetry: In CareerStart lessons: Grade six, page 1.6; In this lesson for grade 6, each student will research a chosen career and will use the information to create an acrostic poem.; Format: lesson plan (grade 6–8 English Language Arts and Guidance); By Holly Grout, Deborah Smith, and Natalie Summers.Adapted by Jennifer Brookshire and Julie McCann.

Cause and effect: Students will identify and interpret cause and effect as expressed in poetry.; Format: lesson plan (grade 3–4 English Language Arts); By Rochelle Mullis.

"Der Handschuh" by Friedrich Schiller: Students will have the opportunity to explore the poem, “Der Handschuh,” through shared reading, shared writing, and phonemic strategies that lead to fluency and comprehension.; Format: lesson plan (grade 9–12 Second Languages); By Thomas Skinner.

Diction in Maya Angelou's poem "Remembering": The class will annotate and discuss Angelou's poem. Then they will select specific words and complete a webbing that asks them to explore the connotations of the word as well as consider the author's purpose in using it.; Format: lesson plan (grade 9–10 English Language Arts); By Vickie Smith.

Escapes: This lesson will help students become more understanding of cultural differences. Students will analyze the theme of escape in two poems. They will recognize and record literary elements found in the poems and connect the poems to life in a meaningful way.; Format: lesson plan (grade 9–10 English Language Arts); By Mary Lou Faircloth.

Figurative language: Metaphor: This lesson is a part of a unit on poetry and figurative language. It is designed to teach students the characteristics of metaphor within the context of poetry.; Format: lesson plan (grade 6 English Language Arts); By Nancy Meyers.

Figurative language: Similes: Students will define and identify similes as well as evaluate the use of similes in the poem, "The Base Stealer" by Robert Francis.; Format: lesson plan (grade 3–4 English Language Arts); By Kimberly Conville.

Flying high with hot air balloons!: This lesson plan, written for the Novice High Second Language Student, uses the historical fiction book The Big Balloon Race by Eleanor Coerr, to reinforce basic vocabulary and introduce new vocabulary while tying into many community sponsored hot air balloon events held in the fall.; Format: lesson plan (grade 6 English Language Arts and English Language Development); By Barbara Boal.

Haiku and photography: A natural connection: This lesson will allow students to combine photographing nature with creating a Haiku poem to express what they see in the photograph.; Format: lesson plan (grade 3–4 Visual Arts Education and English Language Arts); By Steven Sather.

An integrated poetry unit: My students have always disliked poetry. The different ways in which this lesson approaches poetry and the connection it makes to their "March Madness" studies seems to make poetry more enjoyable, fun, and relevant for my students. In order to integrate with the sixth grade math and social studies teachers, I teach this unit during the ACC tournament to coincide with the "March Madness" unit that is covered in the math classes.; Format: lesson plan (grade 6 English Language Arts); By Nancy Guthrie.

Introducing simple machines: A machine walk: This is an integrated lesson exploring simple machines. The poetry response part of this lesson serves to spark the students' interest as well as allow the teacher to identify students' prior knowledge of machine concepts and vocabulary. The machine walk gives a baseline assessment of students' understanding. The majority of students originally focus on complex machines; this will be evident by the types of machines they identify on their list.; Format: lesson plan (grade 4 English Language Arts); By Terri Fannin.

Jim Crow and segregation: This is an integrated lesson plan that incorporates both eighth grade language arts and history. Using Internet research, literary analysis, and persuasive technique, students will practice reading and writing skills while analyzing the impact of Jim Crow Segregation on African Americans living in North Carolina and elsewhere.; Format: lesson plan (grade 8 English Language Arts and Social Studies); By Burnetta Barton.

A matter of identity: Writing an extended metaphor poem: Students apply their knowledge of literary devices by reading and analyzing the poem “Identity” by Julio Noboa Polanco. Students then create their own poem incorporating the literary devices studied and analyzed in the above mentioned poem. This lesson includes modifications for a Novice Low Limited English student.; Format: lesson plan (grade 9–10 English Language Arts and English Language Development); By Susan Brooks and Carrie Mabry.

Maya Angelou: Study and response to "Still I Rise": Students read biographical information on Maya Angelou and her poem, "Still I Rise." Students identify support and elaboration in poem, then respond by either writing a letter to the author or his/her own poem in response.; Format: lesson plan (grade 7–8 English Language Arts); By Barbara Groome and Jo Peterson Gibbs.

Native American poetry workshop: This week-long set of lessons uses four different center activities to help students respond to poetry written by American Indians. This lesson plan was written with ESL (English as a second language) students in mind, so there are many opportunities to practice vocabulary, discuss and talk with others, and model expectations.; Format: lesson plan (grade 4 English Language Arts and Social Studies); By Liz Mahon.

Observing connections: Art, poetry and the environment (Lesson 1): Students will explore the poem of Pat Lowery Collins, “I Am An Artist” and create their own poem from what they see and experience. They will then illustrate their poems with a visual design. This is the first lesson in a series of three in which students are creating art based on their observations: Observing Connections —Art, Poetry, and the Environment (Lesson 1); Observing Connections—Changing Landscapes (Lesson 2); Observing Connections—North Carolina Pottery and Face Jugs (Lesson 3); Format: lesson plan (grade 4–5 Visual Arts Education and English Language Arts); By Lisa Mitchell.

Poetry through music: "Smooth": This lesson draws students into a study of poetry, using Carlos Santana and Rob Thomas' "Smooth" as an entry point.; Format: lesson plan (grade 7 English Language Arts and English Language Development); By Andrea Belletti.

Positively poetry: Students will be learning about and writing limericks. Since limericks follow a strict rhyming pattern and word count, the students will work in partners to create their own limericks.; Format: lesson plan (grade 2–4 English Language Arts and Information Skills); By Maribeth Warren, Pam Purifoy, and Tracy Dagenhart.

Seeing two poems: This lesson will teach students how to actively read a poem and identify poetic devices.; Format: lesson plan (grade 8 English Language Arts); By Karyn A. Gloden.

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