Literary Application

Contributed By

Resource Type

Keywords

Language Arts Arts Integration Interdisciplinary Gifted Social-Emotional Learning SEL VAPA Visual and Performing Arts Arts Education Poetry Music

Subjects

Literary Reading Science History The Arts

Grade Levels

Pre-K Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Audience

Classroom Teacher / Educator Site Administrator Parent Representative

Related Resources

Literary Application

LITERARY APPLICATION OF THE BIG IDEA

Reading Standards for Literature K-5: Craft and Structure 4, 5
Reading Standards for Literature K-5: Integration of Knowledge and Ideas 7

Read the poem “Bleezer’s Ice Cream” by Jack Prelutsky (1940 - )
Guide the class through a discussion of the types of ice-cream flavors.

What flavors used imagery that made you feel hungry?
What flavors used imagery that made you feel sick?
How did Jack Prelutsky use imagery to convey his point about the neighborhood ice-cream shop?

Experience #1: Creating a Group Poem using Couplets

Speaking and Listening Standards K-5: Presentation of Knowledge and Ideas 6
Speaking and Listening Standards K-5: Comprehension and Collaboration 1. c.d.
Language Standards K-5: Conventions of Standard English 1. c.f.i.,
Language Standards K-5: Knowledge of Language 3. a.
Language Standards K-5: Vocabulary Acquisition and Use 5. A., 6.

Create a group poem with imagery and the couplet AA BB CC, etc pattern.

Using the refrain from Jack Pretlutsky’s poem, “Bleezer’s Ice- Cream,” engage students in creating a class poem with each student creating a flavor of ice-cream.
As a class discuss which flavors are the most popular, most creative, most interesting, or other criteria.
Have students align flavors to t into the couplet pattern, create artwork to accompany the poem, and display in the classroom.

Experience #2: Creating Poems

Language Standards K-5: Knowledge of Language 3.a.,
Language Standards K-5: Conventions of Standard English 1.a.b.c.d.e.g.
Speaking and Listening Standards K-5: Presentation of Knowledge and Ideas 5.
Reading Standards for Foundational Skills K-5: Phonological Awareness 2.a.b.c

Create a simple mad lib for your students to ll in to inspire their poetry work. This can be based off of the ice-cream theme found in “Bleezer’s Ice-Cream.”
Guide the students to create their own mad-lib poems for another classmate to complete.
Students will then create their own poems and a unique way to present their poetry to the class.

Give the students different examples of creative formats for poems.
Encourage the students to be innovative in designing their poems (unique layout, drawing pictures, etc)
Remind students of different rhyme schemes and free verse poetry.

Encourage students to use illustrations and to create a nal copy for displaying in the classroom or hallway, if they are okay with sharing their poem.

Notes to Teacher

Teacher: Incorporate a discussion about the difference between emotions and feelings; i.e., emotions = body, feelings = mind.

Emotions precede feelings, are physical, and instinctual. They can be objectively measured by blood ow, brain activity, facial micro- expression, and body language.

Emotional reactions are coded in our genes and while they do vary slightly individually and depending on circumstances, are generally universally similar across all humans and even other species.

Feelings originate in the neocortical regions of the brain, are mental associations and reactions to emotions, and are subjective being influenced by personal experience, beliefs, and memories.

A feeling is the mental portrayal of what is going on in your body when you have an emotion and is the byproduct of your brain perceiving and assigning meaning to the emotion.

To remember: Feelings are the next thing that happens after having an emotion, involve cognitive input, are usually subconscious, and cannot be measured precisely.

View Resource

Author

Gifted Support Center, Inc Natalie Merchant

Publisher

Gifted Support Center, Inc.