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Grade 3

English Language Arts

Unit 5: “Use Your Senses . . .” Through Poetry

Time Frame: Approximately four weeks

Unit Description

Poetry is shared throughout the school year; however, this unit focuses on the study of poetry and its use of sounds and words to create images, convey meaning, and evoke emotions. A variety of poetic forms and the influence of the poets’ life experiences reflected in their writings are presented. Poetry is written, using experiences in life as teachers. Through mini-lessons, teachers model how to read and interpret poetry and coach students in using figurative language, simile, metaphor, idioms, and personification, as well as rhythm and cadence techniques. Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.

Student Understandings

Students will differentiate the purposes of poetry and prose. They will understand figurative language and write examples of various figures of speech. They read and respond to a variety of poetic forms and collect, memorize, and write poetry. Students recognize how poets use writing techniques to surprise the reader.

Guiding Questions

1. Can students define how poetry differs from prose?

2. Can students explain why poetry is read?

3. Can students use similes, metaphors, idioms, and personification in written compositions?

4. Can students describe the images they have in their minds?

5. Can students explain how a poet helps them understand an idea, what is compared in a poem, or how the poet chooses to think about the subject in a new way?

6. Can students describe their moods and feelings when reading or listening to a poem?

Unit 5 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|01. |Decode words using knowledge of base words, root words, and common prefixes and suffixes (ELA-1-E1) |

|02. |Decode similar words (e.g., supper vs. super) using knowledge of basic syllabication rules (ELA-1-E1) |

|03. |Identify and explain words with multiple meanings using contextual clues |

| |(ELA-1-E1) |

|04. |Demonstrate knowledge of the meanings of common prefixes and suffixes |

| |(ELA-1-E1) |

|05. |Use reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine word meanings,|

| |word choices, and pronunciations (ELA-1-E1) |

|06a. |Determine meanings of unfamiliar words using a variety of strategies, including knowledge of common antonyms, synonyms, |

| |homonyms, and homographs |

| |(ELA-1-E1) |

|06b. |Determine meanings of unfamiliar words using a variety of strategies, including use of context clues (ELA-1-E1) |

|08a. |Identify story elements including theme (ELA-1-E4) |

|10. |Demonstrate understanding by summarizing stories and information, including the main events or ideas and selected details|

| |from the text in oral and written responses (ELA-1-E5) |

|13. |Read texts, chapter books, and informational materials silently at independent reading level (ELA-1-E7) |

|14. |Compare and contrast story elements, including setting, character, and events of two multicultural texts in oral, |

| |written, and visual responses (ELA-6-E1) |

|17c. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making |

| |simple inferences and drawing conclusions about information in texts (ELA-7-E1) |

|17f. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying |

| |main ideas of texts (ELA-7-E1) |

|20. |Explain the author’s viewpoint using information from the text (ELA-7-E3) |

|23. |Incorporate grade-appropriate vocabulary and information when writing for an intended audience and/or purpose (ELA-2-E2) |

|24a. |Develop compositions of two or more paragraphs using writing processes such as selecting a topic (ELA-2-E3) |

|24c. |Develop compositions of two or more paragraphs using writing processes such as drafting (ELA-2-E3) |

|24d. |Develop compositions of two or more paragraphs using writing processes such as conferencing with teachers (ELA-2-E3) |

|26. |Use a variety of literary devices, including idioms and personification, in written responses and compositions (ELA-2-E5)|

|29a. |Use standard English punctuation, including commas to separate phrases in a series (ELA-3-E2) |

|29b. |Use standard English punctuation, including commas to separate parts of addresses (ELA-3-E2) |

|30. |Capitalize the first word in direct quotations and proper adjectives (e.g., American flag, Mexican food) (ELA-3-E2) |

|31a. |Write using standard English structure and usage, including avoiding run-on sentences (ELA-3-E3) |

|31b. |Write using standard English structure and usage, including using verbs in the future tense (ELA-3-E3) |

|31c. |Write using standard English structure and usage, including making subjects and verbs agree in sentences with simple and |

| |compound subjects and predicates |

| |(ELA-3-E3) |

|32d. |Apply knowledge of parts of speech in writing, including identifying and using irregular plural nouns correctly |

| |(ELA-3-E4) |

|33a. |Spell grade-appropriate words, including multisyllabic words made up of both base words and roots and common prefixes and|

| |suffixes (ELA-3-E5) |

|33b. |Spell grade-appropriate words, including compound words (ELA-3-E5) |

|33c. |Spell grade-appropriate words, including common homophones (ELA-3-E5) |

|34. |Follow common spelling generalizations, including qu, consonant doubling, and changing -y to -i (ELA-3-E5) |

|36. |Use a variety of resources, including online and print dictionaries and spell checkers to check spelling (ELA-3-E5) |

|37. |Use clear diction and tone and adjust volume and tempo to stress important ideas when speaking (ELA-4-E1) |

|40a. |Give rehearsed oral presentations that include expression of an opinion about a text, topic, or idea (ELA-4-E4) |

|42a. |Use active listening strategies, including asking questions and responding to ideas/opinions (ELA-4-E5) |

|42b. |Use active listening strategies, including giving oral responses, such as explanations of written and/or spoken texts |

| |(ELA-4-E5) |

|44. |Assume the role of discussion leader, contributor, and active listener (ELA-4-E7) |

|45a. |Locate information using organizational features of a variety of resources, including electronic information such as |

| |pull-down menus, icons, keyword searches, passwords, and entry menu features (ELA-5-E1) |

|ELA CCSS |

|CCSS# |CCSS Text |

|Reading Standards for Informational Text |

|RI.3.4 |Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or |

| |subject area. |

|Reading Standards for Literature |

|RL.3.5 |Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, |

| |and stanza; describe how each successive part builds on earlier sections. |

|RL.3.7 |Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding |

| |of the text (e.g. where, when, why, and how key events occur). |

|Writing Standards for Informational Text |

|W.3.1a |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

| |a. Introduce the topic or text they are writing about, state an opinion, and |

| |create an organizational structure that lists reasons. |

|W.3.1b |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

| |b. Provide reasons that support the opinion. |

|W.3.1c |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

| |c. Use linking words and phrases (e.g., because, therefore, since, for example) |

| |to connect opinion and reasons. |

|W.3.1d |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

| |d. Provide a concluding statement or section. |

|W.3.6 |With the guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as |

| |well as to interact and collaborate with others. |

|Language Standards |

|L.3.6 |Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, |

| |including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). |

|Speaking and Listening Standards |

|SL.3.6 |Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.|

Sample Activities

Activities one through four should be included in each unit of the third grade ELA Comprehensive Curriculum. They are designed to establish routine and to promote reading and writing literacy.

Activity 1: Drop Everything and Read! (D.E.A.R.) (Ongoing) (GLEs: 13)

Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books, poetry

Independent reading is anytime a student reads alone. Independent reading may take place at various times of the day. It is important to include this activity daily. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students place content materials in their desks and take out their reading material. Have students read silently or softly to a partner until designated time is over. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides an opportunity for students to read with purpose and understanding with rereading as necessary. D.E.A.R. should not take the place of regular guided reading instruction.

Instruct students to listen to the cadence, rhythm, and rhyme in the poetry selections read during silent reading time. Originals and copies of student works should be available for students to read throughout the poetry unit.

Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability level.

Activity 2: Daily Edits (Ongoing) (GLEs: 04, 06a, 29a, 29b, 30, 31a, 31c)

Materials List: list of sample incorrect sentences, run-on sentences, overhead projector, transparencies, board or sentence strips (optional), poetry selections

Building a foundation for standard English usage is critical for student success in writing. Provide opportunities for students to examine sentences and determine capitalization, punctuation, usage, grammar, and run-on mistakes. Mini-lessons will create opportunities for students to master punctuation, capitalization, usage and grammar rules and further apply the rules when writing complete sentences. Since young students innately have a strong interest in informational text, nonfiction resources may encourage additional motivation for daily edits during this unit. Allow time for guided practice and for follow-up with independent practice using similar sentences.

Mini-lesson

Present sample sentences with grammatical errors on overhead, board or sentence strips, Smart Boards, or using Promethean Board flip-charts. Display sentences with mistakes, and direct students to look at their copies. Have them read the sentence together in a shared reading.

Then model correcting mistakes and allow volunteers to correct the mistakes. Ultimately the students will correct the errors automatically with little support.

Sample Errors:

➢ Michael went to the game Bill went to the zoo.

➢ We saw a bus it was bright yellow.

➢ The class is paint a colorful picture today.

➢ Boys girls go to school to learn.

➢ Our family likes to eat italian food.

➢ It’s raining cats and dogs is an example of what literary device? (idiom)

➢ She’s as quiet as a mouse is an example of what literary device? (simile)

➢ The tree swayed and waved to the children playing is an example of what literary device? (personification)

The following activities can be found at the website listed below:

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Find a Partner, Form a Word

Here's a quick and easy way for students to practice word-building during transition times and works when students are to find partners for a classroom activity. To prepare, label sticky notes with prefixes, suffixes, and base or root words. Make sure each sticky note has at least one word-forming match, such as under/stand, im/polite, use/ful, end/less, and so on. Place all the notes in a paper bag and let each student pick one and attach it to his or her shirt. Then have students mingle around the room to find a student with whom they can form a new word. When they find their “match,” student pairs can say the new word together.

Wall-of-Words Construction Site

Have students put on their hard hats and build words. To prepare, write out a variety of prefixes and suffixes on square-shaped blocks, and base or root words on rectangular blocks. Use masking-tape labels if needed. Include words that will not require spelling changes when suffixes are added (such as stand, feel, enjoy, appear, and so on). Instruct students to start building by arranging a few blocks in a row to form the wall's “base” —the trick is that the sides of the “bricks” must form a word! (For instance, un-enjoy-able or dis-appear-ance.) Ask students to continue to add layers to the wall, using rows of two bricks (feel-ing), three bricks (under-stand-able), or even four bricks (mis-under-stand-ing; un-feel-ing-ly). Have students build a new wall each day, or challenge them to keep adding to the wall of words until it topples!

Sample Activity: Mother, May I?

Gather students to play the classic game, Mother May I?, but with a twist. Act as the “mother” and turn your back to the students. Instruct students to inch forward when your back is turned. Then call out a word and turn around. Have each student think of a synonym for the word. Any students unable to think of a synonym for the word must go back to the starting line. Write the synonyms on the board, and discuss words that are unfamiliar to some students. Continue several times, and invite other students to act as the “mother.”

Spin-a-Word Game (Using the Reproducible)

Students can practice forming and spelling new words with the board game Reproducible, below. Make one copy of the game for each group of two to four players. (Laminate the board or glue it to card stock for durability.) To make a spinner, place a paper clip under a pencil point and spin. Give each group scratch paper, pencils, game markers, and a dictionary. Then provide students with the following rules: 1. Place all the markers on START and choose a player to go first.

2. Spin the spinner, and move either one or two spaces depending on what it says.

3. Read the base word on the space. Can you add the prefix or suffix on the spinner to the

base word to form a new word? If not, you can take more spins until you are able to

form a word with that prefix or suffix. 4. Once you think you can form a word, write it on scratch paper, including any needed spelling changes. 5. If the group agrees that you made a word and spelled it correctly, stay on the space. If not, move back one space. (Groups can use a dictionary

for reference.) 6. Continue taking turns until one player reaches FINISH. That's the winner! 7. Then put your markers back on START and play again.

Download Reproducible:



|[pic] | |

| | |

| |To open the Reproducible, you will need Adobe Acrobat Reader |

| |software. If you do not have this software already installed, click |

| |here to download it FREE. |

Pamela Chanko is the author of numerous books for children and teachers. Her most recent article for Instructor was "You Can Quote Me on That" (January/February 2005). This article was originally published in the March 2005 issue.

Different types of poetry including a variety of literary devices () may be used as reinforcement during daily edits, too. Include samples of alliteration, similes, metaphors, idioms, personification, etc. Practice recitation as daily edits are completed each day. Poetry for Kids is a helpful website that may be adapted for students to edit.

2013-2014

Activity 3: Vocabulary (CCSS: L.3.6)

This is an extension of Activity 2. During daily edit practice and recitations, model the use of grade-appropriate conversational, general academic, and domain specific words and phrases. Include phrases that refer to spatial and temporal relationships (e.g. After dinner that night, we went looking for them).

Literary vocabulary consists of words that may be infrequently used in everyday speech but may appear in literature, words such as torrid, hyperbolic, or suave. Allow for a few minutes of “Fun With Words” time daily. Visit the website for various games. The following is an activity called “3 x 5.” This and additional suggestions found in this article might be helpful.

“Take 3 minutes 5 days a week to do something fun with words. For example, introduce a neat new ‘word of the day,’ read a word-based joke or pun, or read aloud to students from the newspaper or an interesting book and discuss one word that they believe would catch students’ imaginations.”

Activity 4: Writing Journal (Ongoing) (GLEs: 24a, 26, 31a, 31b, 31c)

Materials List: journal, pencil

Direct students to make daily entries in their writer’s notebooks. Plan writing activities that allow students to review and practice avoiding run-on sentences, using verbs in the future tense, and making subjects and verbs agree. In addition, encourage students to use sentences with simple and compound subjects and predicates. Instruct students to set aside a special section to serve as a writing journal. Allow students to make monthly, six weeks, or nine weeks section covers for each section of the journal. Journals may also be sectioned by themes corresponding to units in the comprehensive curriculum. Poetry might have themes that include various types of animals, weather, feelings, and nature. These themes or others will be determined during a brainstorming discussion. Viewing various types of poems will assist in the selection of themes that are meaningful to the students. Variations will make writing journals unique to each classroom while accomplishing the goal of daily writing. Ideas for journal writing include journal prompts related to holiday themes, friendly letters, free writes, diary entries, and many more. During the poetry unit, journals may be used as learning logs (view literacy strategy descriptions) to record student thoughts and reflections about the large variety of poetry they will read and discuss. After reviewing literary devices such as idioms, personifications, similes, and metaphors with students, require students include literary devices in their writing. Choose a literary device of the day to help monitor student progress and determine whether further review of each device is necessary.

2013-2014

Activity 5: (CCSS: W.3.1a, W.3.1b, W.3.1c, W.3.1d)

This is an extension of Activity 4. During the poetry unit, journals may be used as learning logs (view literacy strategy descriptions) to record student thoughts and reflections about a large variety of poetry shown to them. Encourage students to use literary devices in their own responses and reflections, including idioms and personification. Direct students to state their opinions about a poem, then create a list of reasons that support their opinions and record them in their journals. Model using linking words (e.g. because, since, for example, therefore) to connect opinions and reasons and writing conclusions to the paragraph. Monitor the students’ progress by allowing a several students to read their paragraphs to the class daily. Choose students randomly. Reteach by modeling shared sentences when necessary.

Activity 6: Vocabulary Activities (Ongoing) (GLE: 05)

Materials List: paper, vocabulary list, vocabulary chart, dictionary, thesaurus, reference software

Involve students in using a variety of vocabulary activities that allow them opportunities to practice skills and reinforce new lists of words. Using context clues to expand and develop vocabulary should be an added tool to help students understand text and aid in reading comprehension.

Game Suggestion:  Literary Device Vocabulary Cards

Create vocabulary cards (view literacy strategy descriptions) for each literary device and other related poetry terms during the poetry unit. Cards may be stored in plastic bags. To reinforce alphabetizing skills, have students practice putting cards in alphabetical order as well. Use a dictionary, thesaurus, or reference software to help complete the vocabulary cards. Periodically, allow students to work with a partner to quiz each other over the contents of their cards in preparation for tests and other class activities.

Vocabulary Card Sample

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2012-2013

Activity 7: Vocabulary (CCSS: RL.3.5, RL.3.7, RI.3.4, SL.3.6)

Materials: selected poems, and illustrations related to poems, access to Poetry for Kids website.

This is an extension of Activity 6. Once students have created vocabulary cards for literary devices, direct them to listen to and read a variety of poems. Conduct class discussions about each poem heard and read. This discussion should include the use of literary devices, the images created in a person’s mind, the mood or feelings the poems provoke, and the new ways subjects can be viewed. Draw students’ attention to the difference between prose and poetry. Require students to refer to specific stanzas and details during discussions of elements. Also, ask students to describe how each successive section of a poem builds on earlier sections and how illustrations contribute to what is conveyed by the words in the poems (i.e., mood). Provide time for the students to record notes from the discussions in their learning logs. Allow students to read their paragraphs about the poems to their classmates. Remind them to speak in complete sentences when they read aloud their paragraphs and to be prepared to provide additional details or clarification if necessary.

2012 - 2013

Activity 8: Poetry Circles (GLE: 06b; CCSS: RL.3.5)

Materials List: selection of poetry, poems on tape or CD, paper, pencils, teacher’s favorite poems, learning logs, copy or copies of read alouds such as Love That Dog by Sharon Creech

This activity includes Inside-Outside Circles, a strategy that provides students with a new way to have face-to-face conversations. It is an excellent opportunity for students who might not normally talk to each other to communicate. Instruct students to stand and face each other in two concentric circles. The inside circle faces out and the outside circle faces in. Pose a question and have students discuss ideas and answers with the person standing in front of them. Discussion (view strategy descriptions) is an excellent literacy strategy for improving comprehension of topics being taught. It also improves the student’s ability to remember and share information.

Once they have had the opportunity for discussion, ask the inner or outer circle to rotate until told to stop. Then prompt students to begin the discussion again. After a few rotations, ask students to share their own ideas or those of the discussion partner of the moment. The advantage of this literacy strategy is that students will receive a variety of input. Be sure to allow adequate space in the classroom, and monitor students’ discussions.

Use the book Love That Dog, by Sharon Creech, as a read aloud or as a shared reading. As an introductory activity, model using a variety of strategies including using context clues to determine the meaning of unfamiliar words. Say, “In Jack’s first poem, he writes, ‘So much depends/upon/a blue car/splattered with mud/speeding down the road.’ We know a car that is speeding means it’s driving very fast, so the driver is moving too quickly down the road. The word splattered is also used. My teacher tells me not to splatter paint because it will make a mess, so splatter must mean that the car has mud on it, and it flies everywhere.” Explain to students that they are going to discuss some questions to help them think about what they are reading in the book Love That Dog. Have students form Inside-Outside Circles, and ask questions, such as these: “Why do you think the boy loves his dog?” “How do you feel about poetry?” or “If your teacher asked you to write a poem, what would you choose to write about and why? During the reading of the book, ask additional questions that require students to refer to parts of the story. Require the students to use the term chapter in their descriptions that explain how each successive part builds on earlier sections. Create a chart that allows students to have a visual of the class discussion. After reading the poem say, “There are many ways a poet can paint a picture with words so a reader can visualize it. Some of the literary devices they use include similes, metaphors, onomatopoeia, and more. Working with a partner, find examples of these devices in Love That Dog.” (If this book is being used as a read aloud, project the text on to an interactive board or make copies of a specific section.) After a brief discussion, ask the students to record new learning and opinions in their learning logs (view literacy strategy descriptions). Then allow time for them to turn and share what they have written with the student who sits closest to them.

Activity 9: Poetry Theater (GLEs: 06b, 10, 14, 37, 40a, 45a)

Materials List: anthologies; multicultural poems; access to computers, classroom or school library; writer’s notebooks; paper and pencil; simple props for poetry performances—optional, Poetry Presentation BLM

Introduce the activity by reading several poems to provide awareness of poetry in everyday life. Establish what poetry is via an informal discussion. Introduce the word rhyme during discussions and recite several familiar nursery rhymes. Have students discuss the elements that helped make the rhymes a special memory. Next, provide a variety of forms of poetry to read and/or recite and interpret for students. Introduce the terms diction and tone, and provide explanations of how to recognize each and how each can be used to enhance poetry. For example, humorous diction contributes to a happy-go-lucky tone, cheerful diction contributes to a euphoric tone, frightening diction contributes to the alarming tone, etc. Using audio CD’s or tapes, play recordings of exemplary models of poetry. Discuss unfamiliar words and the process the poet used to convey meaning to the reader.

Use mini-lessons to review the following: using context clues to gain meaning of unfamiliar words; understanding literary devices, such as idioms and personification; and adjusting speed of reading based on the complexity and rhythm of poetry. Guide students to keep notes about the different types of poetry and literary devices in an organized format in their learning logs (view literacy strategy descriptions). Also, have students keep thoughts about definitions, pictures, and samples in their logs.

Throughout the unit, include various poems from authors of different cultures, and conduct discussions of how life experiences of the poets may have influenced their writing.

Next, direct students to create a three-column chart with the following or similar headings to use when studying poems:

➢ What is the poem about?

➢ What is compared in the poem?

➢ What ideas are alike in different poems?

Use the chart as a prewriting tool to begin writing poetry.

Search a variety of resources, including anthologies, technology resources, and the library, to find a poem of interest. Provide copies of the poem for students to glue in their writer’s notebooks. Then direct students to write a few sentences that explain why the poem is interesting to them and to illustrate the poem with a drawing or a picture from a magazine, etc. Have students summarize the poem, and include the main events or ideas and selected details from the text in written responses. Encourage students to post their selected poems on the bulletin board along with the illustrations and summaries they create.

Next, conduct a class discussion about the themes of various poems. Make sure the discussions include how themes relate to the personal experiences of the students. This is a good time to introduce poetry from a variety of cultures. Have students discuss and identify the regions of the world represented in the poems and some commonalities among them.

Co-construct a chart that lists strategies for properly presenting a poem. Model presenting a poem orally using expression and a simple prop. Direct students to select their favorite poem, one that has an idea that they feel strongly about. Divide the class into groups of three or four. Pass out a Presentation BLM, and allow students time to practice presenting their selected poem to their group members. Encourage students to give positive feedback and helpful suggestions to each other. Once they have had an opportunity to practice in class, assign a date for each student to present his/her poem to the class or a visiting class. Score each presentation using the Oral Presentation Rubric BLM from Unit 4.

Sample Chart:

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|Presenting a Poem |

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|Say the author’s name and the title of the poem clearly. |

|Speak with expression. |

|Memorize poem if possible. |

|Use props when appropriate. |

|Bow when done. |

Poetry Sites:

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Activity 10: Types of Poetry (GLE: 23)

Materials List: poetry selection, paper, pencil, art supplies

Gathers and share many styles of poetry with students in the form of read alouds. Refer to the resource list at the end of this unit. Ask students to listen for the beat or meter found in the poems. Identify characteristics of other types of poetry, such as limericks, haiku, and cinquains, and poems with less specific rhyming rules, such as shape poems.

Conduct mini-lessons to do the following:

• review rhyming words that stimulate creativity and motivate students to write poetry;

• identify literary devices, including idioms and personification, while listening to poetry read-alouds;

• brainstorm a person, place, or thing (noun) to write about and ideas related to that object.

Guide students to compose a verse poem. Prewrite to create lists of rhyming words. Then require students to work with partners to write a verse poem. Require them to follow the writing process to edit, revise, and complete final drafts of poems. Verse poetry may be published, illustrated, and shared with classmates or placed on a bulletin board. Samples of poetry types may be found on the following websites:

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A word grid (view literacy strategy descriptions) may be used to help students compare and contrast the many types of poetry. Give directions to remind students about how to use a word grid. Create a word grid similar to the example below:

Sample Word Grid

|Poetry Types |

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|Yes = + |

|No = — |

After students have spent time reading, discussing and learning about poetry, have them create a poem online using the website Writing with Writers: Poetry Writing at

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Instruct students to read a published poem, then brainstorm ideas for writing their own poem. Have students write a poem and publish it online. Once the students’ poems have been published, have them share their poem with the class or a partner. Next, instruct students to write a reflection in their learning logs about why they chose the subject for their poems and what they learned about writing poetry in this lesson. Ongoing teacher support and time for conferencing will be helpful to those who feel intimidated about creating poems.

Activity 16: Time to Publish (GLEs: 32d, 33a, 33b, 33c, 34, 36)

Materials List: computers, writer’s notebook, reference materials, pencil, paper, art supplies, Poetry Writing BLM

Provide time for students to create poems using the writing process. Require students to use sensory descriptions to write poems. Ask students to make notations about what to revise in their initial drafts and to make changes on the drafts and edit for conventions (sentence or phrase formation, standard usage, irregular plural nouns, homonyms, homophones, multi-syllabic words and word parts, compound words, spelling generalizations, and mechanics).

Instruct students to write their final drafts legibly in cursive or print or to enter their print drafts in word processing programs, making any final revisions. Finally, provide time for each student to read his/her poems to the class. Prompt students to ask themselves this question after hearing each poem: “Does this poem make the reader think about something in a new way?” After listening to the presentation, direct students to create an illustration using a variety of art media (e.g., photograph, drawing, cartoon) to depict imagery conjured by the poems. For added interest, student/readers can lead the class to tap out the beat or rhythm of their new poems. Final drafts of student poems may be copied and added to the writer’s notebook.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

• Students will be required to participate in panel discussions guided by the teacher.

• Poetry will be scored using class-designed rubrics.

• Students will use graphic organizers to plan poems and will be required to share completed poetry. New poetry pieces will be added to writer’s notebooks.

• Teachers will record the use of skills in the form of anecdotal records to keep track of student progress.

Activity-Specific Assessments

• Activity 9: Students will present rehearsed poems to the class. A rubric will be given to the students prior to the assignment and be used to score the oral presentations.

• Activity 11: Students will compose shaped poems, which will be read to the class. A rubric will be presented to students prior to the assignment and used to score the completed shaped poem.

• Activity 12: Students will create charts for a specific poem to answer a list of questions. They will participate and tap out the beat of a poem as the teacher points to the words. The students will count the beats per line and record the information in their writer’s notebooks for future reference. Observe students’ abilities to follow the explicit directions of tapping out the beat and noting beats per line.

• Activity 14: Students will be assessed on vocabulary from the poetry unit after using words during the unit and reviewing a teacher-created list. Opportunities for studying vocabulary cards in pairs, small groups, and classroom games will be given to students throughout the unit. To bridge vocabulary usage into student writing, students will create a three-column chart with the following or similar headings:

o what the poem is about

o what is compared in the poem

o how ideas are alike in different poems

o Information gathered in the charts will help students write poetry using more literary devices, including metaphors, of their own. Students will use the chart as a prewriting tool to begin writing poetry.

• Activity 15: Students will create a poem online with the teacher using various samples of poetry as a guide. Rubrics will be used to guide student writing of poems and in the scoring of final drafts.

• Activity 16: Students will create poems and share them with their classmates. Students will generate illustrations using a variety of art media.

Resource List

• Kennedy, X.J., Knock at a Star: A Child’s Introduction to Poetry

• Kennedy, X.J., Talking Like the Rain

• Kennedy, X.J., Make Things Fly: Poems About the Wind.

• Prelutsky, Jack, The Beauty of the Beast: Poems from the Animal Kingdom

• Silverstein, Shel, Where the Sidewalk Ends

• Silverstein, Shel, A Light in the Attic

• Silverstein, Shel, Falling Up

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Characteristics

-You don’t use like or as in the comparison as you would in a simile.

-makes a comparison

-figure of speech

Examples

-My life is a dream.

-Her blue eyes were sapphires.

-He was a live wire.

Illustrations

(Draw a picture)

Definition

A metaphor is a comparison between two things where one is used to help understand the other.

Metaphor

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