Summer Nights
, illustrated by Rosemary Fung
Learning Intention:
I am learning to relate the ideas of a text to my own life so that I can better understand how to compose texts based on my own experiences.
Success Criteria:
- I can connect different aspects of a text to my own experiences
- I can organise my ideas into a plan
- I can use my experiences to compose a poem.
Essential knowledge:
Ensure that students understand how to compose acrostic poems. The definition for acrostic poems can be found in the NSW Department of Education glossary.
Vocabulary:
Create a table on the board with the columns titled ‘See’, ‘Smell’, ‘Feel’ and ‘Do’. Deconstruct the text by having a class discussion to decide which parts of the poem should be allocated to each column. You should end up with a table similar to the one below.
See | Smell | Feel | Do |
a star-filled sky above | The earth smells sweet beheath our feet | still, we sweat | racing through the yard |
the light of bugs in flight | breathing fast and hard | side by side our arms spread wide; we spin 'til we're unsteady | |
The air is thick and heady | We topple down on grassy ground |
Creating text:
Have students take a few minutes to consider what their own summer nights are like. Ask them to think about what kind of things they may see, smell, feel and do. Discuss their ideas and experiences and use them to create a collaborative table to model this planning strategy.
See | Smell | Feel | Do |
trails and bursts of light from sparklers | food cooking on the barbecue | crunch in our hair from sand and saltwater | running around outside |
Stars in the sky on a clear night | wet summer grass | happy and relaxed | going through the sprinklers |
Mosquitoes flying around | warm, moist air | eating dinner and dessert outside |
Assessment for/as learning:
Inform students that they will be composing an acrostic poem to represent their own experience using the words ‘SUMMER NIGHTS’. Explain that they should begin each line using the letters of these two words and that rhyming is not necessary. Students should also understand that lines can have different lengths and number of syllables.
Model an acrostic poem, such as the one below to help students understand how to transfer their ideas into a text.
Sparklers burst through the dark sky
Underneath the blanket of stars
Mosquitoes dance around us, following the light
My hair is wet and crunchy from swimming all day
Everyone is laughing
Running through the soft grass
Night air is warm and moist
I dance through the sprinklers
Grandma brings me a towel
Hamburgers are cooking on the barbecue
Time to eat dinner on the back deck
Strawberries and ice cream afterwards for everyone
Have students create a plan based on their own ideas and experiences. They should then use this to create a draft of their poem and publish it.