LESSON 2
Grade Level: 12+ Subject: Introduction to Sijo Poetry
Lesson Aim/Objective: The objective of this lesson is to expose students to Koreas most renown art form – spanning over 500 years- Sijo Poetry.
Materials: Ipads, Projector, poster board, markers, lined paper, pencil, Sijo Handout.
Common Core Standards: Reading Standards for Literature K–5
RL.9-10.2 Analyze literary text development a. Determine a theme of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details.
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL.9-10.6 Analyze how a point of view, perspective, or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
Motivation: The motivation for this lesson is for my special education students to become familiar Sijo poetry – by examining the structure of the poems, echo reading the poems, and ultimately composing their own poems.
Instruction/Procedure:
- Front load the students with key vocabulary they will be using as:
Poem
Sijo
Korean Arts
Lyrics
Style
Format
Character font (Korean Writing)
Rhythm
- Have students look up these words i=on their ipads and have them click “images” to get a visual as to what each of the vocabulary looks like. Have students pair share their thoughts on the images.
- Project the poem on the board:
The spring breeze melted snow on the hills, then quickly disappeared. I wish I could borrow it briefly to blow over my hair and melt away the aging frost forming now about my ears. 춘산(春山)에 눈 녹인 바람 건듯 불고 간듸업네 저근듯 비러다가 뿌리과저 머리우희 귀밋헤 해묵은 서리를 불녀볼까 하노라 U-Taek (1262-1342)
- Examine how each sentence plays a different role in the structure of the poem.
First line: introduces the situation or theme of the poem.
Second line: develops the theme with more detail or a shift or a turn in sound tone or meaning Third line: conclusion or closure
- Have students work with paraprofessionals and small groups to take turns reading the poem out loud.
- Instruct the students to create a poem on their own given a prompt such as: Describe a summer/winter/spring/fall evening
- Walk around and check that the students are adhering to the written Sijo line prompts on the worksheet you created and handed out.
- Once the poems have been written and checked by teacher and staff have students work on writing their poems each on a poster board.
- Lastly have the students present their Sijo poems to the rest of the class.
Assessment Activity:
- Work samples
- Responses to discussion question /informal observations
- Quiz
- Final presentations
Follow Up:
Instruct students to take their work home and try reciting the poem to their families.
