Poetry Through History

Overview

This lesson plan is designed for 6th-grade students and focuses on language learning standards according to the Canadian curriculum. The primary objective is for students to create a cinquain poem on the theme of residential schools, employing strong word choice to express emotions and historical understanding.

Curriculum Connections

Grade Level: 6th Grade
Curriculum Area: Language Arts – Writing
Specific Curriculum Areas:

• Develop and use vocabulary for expressive and creative writing.
• Respond thoughtfully, reflectively, and critically to a variety of texts and media.
• Demonstrate an understanding of content by creating a poem using appropriate poetic form.

Learning Goals

• Introduce students to the cinquain poetic form.
• Encourage students to make meaningful word choices to express historical concepts and emotions.
• Develop a deeper understanding of the history and impact of residential schools in Canada.

Materials Needed

• Whiteboard and markers
• Projector and screen (optional)
• Copies of sample cinquain poems
• Paper and pencils for students
• Access to library or digital resources on residential schools (optional)

Lesson Structure

Introduction (10 minutes)

1. Hook: Begin with a brief discussion on poetry - What makes poems unique? Highlight the power of word choice in expressing thoughts and emotions.
2. Introduction to Cinquain: Explain the structure of a cinquain poem:
   • Line 1: One word (subject, usually a noun)
   • Line 2: Two words (adjectives that describe the subject)
   • Line 3: Three words (action words related to the subject)
   • Line 4: Four words (a phrase or sentence conveying deeper feeling or understanding about the subject)
   • Line 5: One word (synonym or word related to the subject)
3. Context Setting: Provide a brief overview of residential schools in Canada. Discuss the impact these schools had on Indigenous children and communities. Use age-appropriate language and ensure sensitivity.

Exploration (15 minutes)

4. Brainstorm Session: In small groups, have students brainstorm strong and descriptive words related to the topic of residential schools. Encourage them to think about emotions, actions, and descriptions.
5. Sharing: Ask each group to share their ideas. Write key vocabulary on the whiteboard. This is a collaborative effort to expand and refine word choices.

Creation (10 minutes)

6. Individual Writing Task: Have students write their own cinquain poem on residential schools using the brainstormed vocabulary. Encourage them to focus on the emotions and history learned during the session.
7. Peer Review: Allow students to share their poems with a partner for feedback, focusing on word choice and emotional impact.

Conclusion (5 minutes)

8. Reflective Discussion: As a class, discuss the process of creating the poems. What did they learn about the power of words? How did the exercise affect their understanding of the history and significance of residential schools?
9. Closing Thought: Read a powerful cinquain written by an Indigenous poet (if available), or share a curated poem that respects and acknowledges the history discussed.

Assessment

• Observe student participation during discussions and group activities.
• Review cinquains for understanding of structure and effective word choice.
• Use reflective discussion to gauge students' comprehension of the historical context of residential schools.

Extensions

• Consider exploring other poetic forms in future lessons to compare and contrast with cinquain poems.
• Encourage students to learn more about Indigenous cultures and history through additional projects or library resources.

Note: Ensure that discussions remain sensitive and age-appropriate, keeping in mind the emotional impact of the topic on some students.