Sijo Poetry lesson

[Christine Moguel]

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:

1. Front load the students with key vocabulary they will be using as:

Poem

Sijo

Korean Arts

Lyrics

Style

Format

Character font (Korean Writing)

Rhythm

 

2. 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.
3. 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)

 

4. 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

5. Have students work with paraprofessionals and small groups to take turns reading the poem out loud. 
6. Instruct the students to create a poem on their own given a prompt such as: Describe a summer/winter/spring/fall evening
7. Walk around and check that the students are adhering to the written Sijo line prompts on the worksheet you created and handed out.
8. Once the poems have been written and checked by teacher and staff have students work on writing their poems each on a poster board. 
9. Lastly have the students present their Sijo poems to the rest of the class.

Assessment Activity:

1. Work samples
2. Responses to discussion question /informal observations
3. Quiz
4. Final presentations

 

Follow Up:

Instruct students to take their work home and try reciting the poem to their families.

 

 

 

 

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