Unit: Literature Craft and Structure

Core Standard: Reading, Literature Standard 5- Refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms such as chapter, scene, and stanza;
describe how each successive part builds on earlier sections.

Author: Savannah Higgins

Title: Poem structure- Stanzas

Abstract: By looking at examples of poems in a large group and through creating their
own poems in small groups, students will learn how stanzas contribute to the structure
of poems.
Grade Level: 3rd Grade
In-class Instruction Time: Approximately 45 minutes
Group Size: Whole group, then groups of 3-4 students
Life Skill: collaboration, writing skills, creativity, learning from model texts, poem
appreciation, understanding text structure
Teaching Style: lecture, asking students to see/describe patterns, collaborative
learning, teaching with examples/models, reading/writing connection

Intended Learning Outcomes:

(1) Students will learn that poems can be structured into stanzas.
(2) Students will learn that a two-line stanza is called a ‘couplet’.
(3) Students will talk about stanzas in terms of existing poems read and in terms of
poems they write themselves.
(4) Students will be able to gain experience in writing poems structured around stanzas
in a collaborative manner.

Background: Students should already have completed the lessons from this unit on
story structure (chapters) and play structure (acts). Students will also benefit from
having previous exposure to poems, though this is not absolutely necessary as
examples will be provided in class. Students should also be familiar with the concept of
rhyme/rhyme scheme.

Materials:
 At least 2 examples of poems with stanzas that can be projected on the
whiteboard (see attached poem ideas)
 Whiteboard markers
 Construction paper (enough for each child to have one piece; preferably
in variety of colors)
 Tape
 Crayons, markers, and/or colored pencils
 Led Pencils
 List of possible poem topics/themes cut out
Instructional Procedures:
STEP 1: Introductory Activity/Lecture
A. Have students sit so they can all view the whiteboard
B. Explain that today you will be talking about how poems are structured. Refresh
their memory on the previous lessons from this unit about how stories can be structured
into chapters and plays can be structured into acts. Explain that poems can also be
broken up to provide structure (don’t yet use the word stanza)
C. Show one of the example poems on the whiteboard, ask for a volunteer to go to
the board and mark with the marker where they think the poem is divided. Ask the
student to explain their choice.
D. Show another example poem and repeat the above process with another
student.
E. Now ask if anyone knows what these grouped sections of poems are called.
Explain that they are called stanzas. Explain that stanzas can have just a few lines or a
lot of lines. Teach that a two-line stanza is called a couplet. Also note that stanzas can
have particular rhyme schemes, but that they don’t have to (feel free to show examples
of poems with these varying aspects of stanzas as you discuss them).
STEP 2: Patchwork Poem Activity
A. Explain the directions of the activity first:
a. Students will be creating a poem in groups; each student will write their own
stanza of the poem (teacher can decide how many lines they want the student’s stanzas
to be, just have all student’s stanzas be the same number of lines)
b. Students will get into groups of 3-4 (they can choose or the teacher can decide;
whichever works best for the class)
c. As a group, they will first decide on a poem theme or topic; if they can’t you have
some predtermined topics they can choose from randomly
d. Students will each get a piece of construction paper to write their stanzas on
e. Each student will write one stanza on their paper that fits the chosen topic/theme;
they will have about 10 minutes to do so. If they finish their stanza before time is up,
they can decorate their construction paper with the art materials provided
B. Have students begin their group work; project the instructions on the whiteboard
for students to refer to as they go.
C. While students work, walk around to each group and assign each student an
order for their stanza by writing a number 1-however many students are in their group
on the corner of their paper
D. Have students write their name on the back of their stanza and then tape their
finished stanzas together end to end in the order you assigned to create their complete
poem. They can create a poem title and write it above the first stanza if they wish
STEP 3: Have each group share their poems with the class; they can present however
they want (each read their own stanza, one person reads it all, etc.). After the activity,
the completed poems can be displayed in the room/hallway.

Plan B:
If having students write their own stanzas isn’t working, you could cut stanzas out of
different poems and have them each randomly select a stanza and in their groups
decide what order they want their random stanzas to go in to create a new poem. This
activity could show how breaking up a poem into stanzas can be good for one poem,
but how the stanzas in a poem need each other for them to make the most sense or
have the most impact.

Poem Examples:

Image obtained at (https://www.pinterest.com/pin/434456695283234663/)

I AM FAST AND FUN

by Tasha (Age 9)

I am fast and fun.

I can dream, dreams that nobody has dreamt before.
I would go on adventures all over the world.
I want to write out my imagination.
I enjoy seeing peace.
I am fast and fun.
I want to fly and taste the air.
I am not afraid to say what I want.
I feel such smooth things that touch my fingers.
I find such pretty things in nature.

I am fast and fun.

I want to be a soccer star.
I think hard about things.
I wonder where we go when we fade.
I feel so great when I help someone.

Mother Doesn’t Want a Dog

Judith Viorst, 1931

Mother doesn’t want a dog.

Mother says they smell,

And never sit when you say sit,

Or even when you yell.

And when you come home late at night

And there is ice and snow,

You have to go back out because

The dumb dog has to go.

Mother doesn’t want a dog.

Mother says they shed,

And always let the strangers in

And bark at friends instead,

And do disgraceful things on rugs,

And track mud on the floor,

And flop upon your bed at night

And snore their doggy snore.

Mother doesn’t want a dog.

She’s making a mistake.

Because, more than a dog, I think

She will not want this snake.

Bibliography:

Guenther, L. Five Line Poems. Retrieved March 29, 2018, from

http://www.kidzone.ws/poetry/fiveline.htm

Silverstein, S. (1996). Needles and Pins. In Falling up: Poems and drawings. New York,

N.Y.: HarperCollins.

Viorst, J. (2016, April 21). Mother Doesn't Want a Dog. Retrieved March 29, 2018, from

https://www.poets.org/poetsorg/poem/mother-doesnt-want-dog