I teach Language Arts to 5th and 6th graders, though I've taught poetry
units to students in 4th grade as well.  One of my favorite lessons is my
introductory lesson, which I call POPCORN POETRY.  (But I don't tell my
students that!  It's a surprise!!)  

1.  Review the five senses with students.  List them on the board.  Discuss
how using the five senses in writing helps the reader truly "experience"
what he/she reads.

2.  I have used a handout with each of the five senses written (and
illustrated) down the left side of the page and blank lines to the right of
each.  While this isn't necessary, they do seem to like having something to
look at for the next part of the lesson.

3.  I ask each student to shut his/her eyes and hold out one hand open.
(This really worries them at first!)  I then place one kernel of popcorn 
in their hands.  I ask them to inspect it with only their sense of touch. . .
then once they've had  some time doing this, I ask them to guess what 
they are holding. 

4.  Once they've guessed, I allow them to look.  Then we talk about how it
looks, and how it smells (which it doesn't )!  We discuss the fact that it
doesn't "smell" or "sound" or "taste". . .yet.  But we note some good
descriptive words about its texture, size, color, shape, etc.  They write
these on their handouts next to the proper sense.

5.  Next, I bring out an air popper and place it in front of the class.  I
invite them to come closer to "experience" the transformation of their
kernels.  While running the popper, I tell them there must be complete
silence.  The first 1-2 minutes, while the popper heats up, you can cut the
tension with a knife!  They are so excited about the "experience"!  They are
asked to keep their observations to themselves until after the "experience".

6.  After the popper does its thing, they go back to their seats and write
about the "transformation".  They fill in the smells and sounds section of
their handouts and I ask them to add new things to the sight sections as
well. (We usually end up briefly discussing the popper's part in the
transformation. Sometimes this leads to wonderful personification poems 
later!!!)

7.  Of course, that leaves the "taste" section. . .the best part!  They each
get a napkin-full at their desk, while they fill in the "taste" section on
the handout.  Usually, someone comments, "Where's the butter?,"  My reply is
that butter would "cloud" the "experience" of natural popcorn!  They shrug at
this but still appreciate the snack. 

8.  Finally, each student is asked to write a popcorn poem.  I hand out card
board-traced popcorn shapes and allow them to trace out one for their poem.
Then they compose a rough draft with only this rule:  Each sense must be
described in the poem.  Once their final draft is copied onto the popcorn
paper, we create a bulletin board display with each of their popcorn poems
"popping" out of a poster board popper labeled "POPCORN POETRY".    

These poems are always fun to read!  While these first attempts may not
always be headed for an anthology, the students are exposed to the idea that 
poetry can be fun.  With this kind of introduction, they've "let their guard 
down" to the idea of poetry, therefore the next lesson (on metaphors or 
alliteration,for example) can be received with anticipation, rather than 
dread!


Annie Moran
Ursuline Academy
Wilmington, DE