Common core State Standards

  • ELA:  English Language Arts
  • RL:  Reading Standards for Literature 6-\x80\x9312
  • 6:  6th Grade
  • 4:  Determine the meaning of words and phrases as
    they are used in a text, including figurative and
    connotative meanings; analyze the impact of a
    specific word choice on meaning and tone.

Download Common Core State Standards (PDF 1.2 MB)


Common core State Standards

  • ELA:  English Language Arts
  • RL:  Reading Standards for Literature 6-12
  • 6:  6th Grade
  • 7:  Compare and contrast the experience of reading
    a story, drama, or poem to listening to or viewing
    an audio, video, or live version of the text,
    including contrasting what they \"see\"\x9D and \"\x80\x9Chear\"\x80\x9D
    when reading the text to what they perceive
    when they listen or watch.

Download Common Core State Standards (PDF 1.2 MB)


Common core State Standards

  • ELA:  English Language Arts
  • SL:  Speaking and Listening
  • 6:  6th Grade
  • 5:  Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Download Common Core State Standards (PDF 1.2 MB)

Poetry Workstations
Lesson Objective: Students analyze and explore poetry through a class blog and podcasting
Grades 4-8 / ELA / Technology
ELA.RL.6.4 | ELA.RL.6.7 | ELA.SL.6.5

Thought starters

  1. How do the "guiding reflection questions" support students' thinking?
  2. What skills are students practicing as they create their podcast?
  3. How did the class blog contribute to collaboration among students?
Students do love adding an element of electronics to their everyday life, it was refreshing to see how well it was added to a poetry lesson. The students enjoyed sharing their thoughts and what they felt and also what they perceived that the author felt. I am sure I will try to implement this into a poetry project.
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Thank you so much for sharing! I love how you organized the content and materials. I am looking forward to implementing this in my class.
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Great lesson. I am doing poetry with my students and this will be very helpful. Thanks
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Great lesson .I plan to use your lesson and method for a higher special education class. Thank you
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I love the method! The teacher uses the blogging station in her poem teaching. It's great to ask the students to record their ideas and share them. I am teaching English and American literature including poems, dramas, novels and proses. This show helps me a great. Thanks.
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  • Great Lesson Ideas: Poetry Workstations with Keri McAllister

    McAllister: [00:00:00] Hello, I’m Keri McAllister, and I teach elementary language arts at

    Great Lesson Ideas: Poetry Workstations with Keri McAllister

    McAllister: [00:00:00] Hello, I’m Keri McAllister, and I teach elementary language arts at Bonnie Cole Elementary. This great lesson idea is called poetry workstations. [00:00:08]

    [00:00:08] Today we are going to be focusing on poetry, and we’re going to be reflecting on it. We’re going to be using inferences. [00:00:17]

    [00:00:17] Before going into workstations, I took the students through a process of reviewing what poetry is and what it means, and then actually doing and analyzing a poem with them so that they had a good background and foundation before they went to practice it on their own. [00:00:33]

    [00:00:34] Poetry is an imaginative awareness of experience and—[00:00:39]

    [00:00:39] This lesson I would use towards the center of a poetry unit where the students have a little bit of background knowledge about poetry. [00:00:48]

    [00:00:48] What figurative language do you see in the poem? What figurative language? [00:00:54]

    Child: [00:00:56] When the poem says the road was grassy and it wanted wear, I think that’s like personification because a road can’t want something because it’s not alive unless you think about the grass. So it’s just comparing it to what a human might say. [00:01:13]

    McAllister: [00:01:14] So let’s take a look at your workstations that you’re going to be doing to practice using your inferences with poetry, bring your scheme of connections, asking questions about what you’re reading. [00:01:26]

    [00:01:26] The three groups and three workstations were the iPod workstation, the techy workstation with blogging and podcasting workstations. [00:01:34]

    [00:01:38] In the iPod workstation, I put some poetry in motion videos on there where the students were able to choose the poem to watch, and then they were using their poetry reflection questions and sticky notes to reflect on the poem and analyze and think about what the poem meant to them. [00:01:56]

    Child: [00:01:56] You sort of get to visualize the poem in a different way. Like if you read it, you just read it. But if you actually see it happening, you can hear it and sometimes hearing poetry it’s more meaningful than just reading it. [00:02:13]

    McAllister: [00:02:13] When the students were working on their podcast, they had previously done a poet study where they had analyzed a poet, read a bunch of his or her poems. In this station, they were trying to pretend to be this poet or put themselves in the shoes of the poet so that they could create a radio show or an interview or a video podcast or audio podcast. Basically, sharing their thoughts and reflections about the style of the poet and reflecting on their poetry. [00:02:43]

    Child: [00:02:43] I’m recording my poem then I’m going to like talk about how I feel like Robert Frost felt when he wrote this poem. Then I’m probably going to do like a radio show. [00:02:57]

    Child: [00:02:58] I’m going to like talk about it and say what’s some of the analogies or metaphors and stuff. [00:03:03]

    Child: [00:03:03] Different people, poems can mean different things to every single person. [00:03:06]

    McAllister: [00:03:07] In blogging workstation, the students were able to reflect on a poem. They had a choice between a humorous or serious poem, and they were commenting, once again using their guiding reflection questions. But not only giving their ideas, but once their classmates posted, they could go back and forth in an online discussion asking questions and commenting with each other. [00:03:29]

    Child: [00:03:30] Which words feel important? Say if you were reading a poem about a dolphin. Say it was a happy poem about dolphins, you’d say this poem made me feel happy. Or this was enjoyable because dah, dah, dah, dah. Fill in the blank. [00:03:49]

    McAllister: [00:03:50] I love it. Did you write those on? [00:03:53]

    Child: [00:03:53] Yeah, those two. [00:03:54]

    McAllister: [00:03:55] At this point, this lesson was really about giving them an opportunity to practice and analyze. [00:04:01]

    [00:04:01] We’re going to kind of have a little bit of a refelction discussion.[00:04:05]

    [00:04:05] So that you can implement this lesson in your classroom, I’m going to share my lesson plan, my presentation and resources with you. [00:04:12]

    Child: [00:04:12] Join us next time for Spotlight on Poetry. [00:04:16]

School Details

Bonne Ecole Elementary School
900 Rue Verand
Slidell LA 70458
Population: 788

Data Provided By:



Keri McAllister
English Language Arts Math / 3 4 5 / Teacher


Teaching Practice

All Grades / All Subjects / Collaboration

Teaching Practice

All Grades / All Subjects / Planning

Teaching Practice

All Grades / All Subjects / Engagement

Lesson Idea

Grades 9-12 / ELA / Tch DIY