FOURTH GRADE LITERARY ESSAY WRITING UNIT



Poetry Unit Writing

2nd Grade | |

|SHORT TERM GOALS |LONG-TERM GOALS |

|Students will understand what a poem is. |Students will express feelings and thoughts on topics of interest. |

|Students will write a free-form poem (concrete or shape), formula poems (I wish…, If I were…) and syllable|Students will become poets and realize that anyone can be a poet. |

|and word count poems (limerick) paying attention to structures. |Students will become expressive about the world around them (their community) and about nature. |

|Students will explore the use of rich language and figurative language (alliteration, similes, metaphors, |Students will visualize ideas in an implicit way. |

|rhymes, personification, and exploring sounds through language. | |

|Students will learn how to elaborate by including adjectives. | |

|Students will visualize ideas in an implicit way. | |

|Students will learn that poems have a title, one topic, descriptive language, line breaks, special form or| |

|shape, rhythm, repetition, and details (checklist). | |

|DRIVING QUESTION W/REAL-WORLD RELEVANCE: |WEEKLY BENCHMARKS |

|How do we convey feelings through written word? |Students will convey images through the use of figurative language. |

|How do we see ordinary things through poet’s eyes? |Students will know the different elements that are used in a poem. |

| |Students will know three different structures of a poem. |

| |Students will incorporate rich language in their poems to elaborate on their ideas. |

|LANGUAGE: VOCABULARY and STRUCTURES |REAL-WORLD EXPERIENCES |

|Adjectives, visualizing (creating images), figurative language, stanza, poetic license, line break, | |

|simile, metaphor, alliteration, personification, free-form, rhyme, rhythm, repetition, elaboration, poets,|Neighborhood Walk |

|poems, poetic form, topic/subject, title, line, feelings |Visit to Essex Market |

| |Visit to a Park |

| |Poem in Your Pocket Day – Last week of April |

|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING |INFORMAL ASSESSMENTS: |

|Students will produce a Poetry Anthology (4-6 poems).This will be assessed by the poetry writing rubric. | |

|Students will participate in creating a Class Poetry Anthology. |Conferencing |

|Students will share their work with parents, classmates, and school personnel at a “Poetry Slam” or |Peer Conferencing |

|Publishing Party at the end of the unit. |Writer’s Notebook |

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|RESOURCES: |

|TC Poetry : Powerful thoughts in Tiny Packages |

|Poetry Packet |

|City Kids by Patricia Hubbell |

|Neighborhood Poems |

|Where the Sidewalk Ends, A Light in the Attic by Shel Silverstein |

|New Kid on the Block by Jack Pretutsky |

|If Kids Ruled the School , Poems Selected by Bruce Lansky |

|Snippets by Charlotte Zolotow |

|Hello School! By Dee Lillegard |

|Never Take a Pig to Lunch, Poems Selected by Nadine Bernard Wescott |

|Morning, Noon, and Nightime too. |

|Outside, Inside by Arnold Adoff |

|Arroz Con Leche, Poems selected by Lulu Delacore |

|Whiskers and Rhymes by Arnold Lobel |

|Night on Neighborhood Street by Eloise Greenfield |

|When a City Leans Against the Sky by Allan A. DeFina |

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|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |

|WEEK 1: |Poets write through “Poet’s Eyes” |Poets work hard to make their poems sound|Hearing the music in poetry |Putting Powerful Thoughts in Tiny|Finding Ingredients for a Poem |

| | |right | |Packages | |

|Immersion/Gathering Ideas |TP: Poets use their senses to | |TP: Poets hear the music in poems. |TP: Poets write about big topics |TP: Poets use the three ingredients|

| |create their own poems. |TP: Poets use line breaks to make their |FQs: |that matter while still writing |when writing a poem. |

| |FQs |poems sound right. |What is rhythm? How do poets use |with tiny details. |FQs: How can we look at earlier |

| |How do poets use their senses to |FQ: What is a line break in a poem? What |rhythm when they create poems? How |FQs: |writings to see which ones can be |

| |create their poems? How can we see |are the differences in the way a poem is |can we begin to listen for the rhythm|How do poets choose topics that |made into poems? What are some of |

| |objects in a whole fresh way? How |red with and with out the line breaks? |of a poem? |are important to them? How do |the big strong feelings that can go|

| |will we use objects to help us |What are the two “ingredients” we need to|Preparation: |poets write about the smaller |into a poem? How can partners help |

| |think like poets? |write poems? (There are really 3) |Write out a copy of the poem “Go |details of a big, important |each other choose poem topics? |

| |Preparation: |Preparation: |Wind” p. 62 |topic? How do we use our feelings|Connection: Remember when we talked|

| |Copy poem onto chart paper: |Poems in bins for kids to read – |Several types of poetry paper - long |to add to a poem? |about ingredients -let’s review |

| |Teach: |experiment with line breaks |and thin |Preparation: |what we need to write poems (chart)|

| |Poets see the world through their |Copy each poem onto chart paper: |Connection: Talk to writers about how|Chart - Strategies Poets Use (see|We need: |

| |senses. Let me show you what I |Winter |you think poetry is close to music |page 33 in TC book #7) |fresh words |

| |mean… |In the Winter |Teach: Read the poem aloud from the |Connection: We have been trying |music |

| |Read Scientist’s Notes on a Leaf” |The trees have no Fingers (See p. 19) |chart showing how you may have read |to see with fresh eyes, make line|a big strong feeling |

| |poem aloud (TC book 7 page 8) |Connection: Give feedback to the writers |it the first time and then again |breaks match meaning, listen for | |

| |Active Engagement: Ask students |and find a few examples of observations |stopping to pause where appropriate. |song in the writing - poets also |Teach: We can decide which poem |

| |what they would write if they would|from yesterday that captured “Seeing |Then read again using post-it notes |choose their own topics. So |ideas have all of the ingredients |

| |write with poet’s eyes about the |Through Poet’s Eyes” Yesterday we talked |to remind you of when to slow down or|today we’re going to start out |to be written into poems. Class |

| |leaf–Turn and Talk – Quick share |about how poets see the world. One |visualize etc. |with asking - What matters to me?|chart: List a big strong feeling |

| |out – maybe 1 or 2 students |ingredient we know to write poems is a |Link: During writing today there are |Today I’m going to teach you how |for each student |

| |Then read the poem “Poet’s Notes on|poet’s eye. The other ingredient is |lots of things you can do you can |poets choose topics and get |Link: Partners will work to first |

| |a Leaf” p. 8What did you notice? |“music”. The music of poems comes from |Look at objects with poet’s eyes - |started writing |talk out their big feeling and then|

| |Link: Students will examine an |how the words of a poem are chosen. One |fresh words |Teach: I’m going to start off |draft |

| |object per table and move from |way to add music to our poems is by |Work on turning your notes into poems|with showing you how I pick a |Conference: |

| |table to table jotting observations|dividing our words up - down the paper |Explore different ways to lay your |topic that is both big and small.|Share: 1-2 students |

| |25 minutes |Teach: Read the poem aloud (not in a |poem out on the page |Something I care a lot about but | |

| |Conference: |column) and show how it’s “blah”. |Also want you to take a little time |that I can describe with tiny | |

| |Share: 1-2 students |There’s not much music. Show the same |to reread your poems and decide how |details. Model for class |*** Use the Form Poem “I Wish I |

| | |poem with the line breaks - Read aloud |you want them to be read. |Active Engagement: Write a class |Were…” |

| | |half of it. What I want you to notice is|Active Engagement: Partners work with|shared poem. Choose a big | |

| | |how this poet uses line breaks to help |each other to decide how one poem |feeling that everyone shares - | |

| | |her readers turn her poem into music |each should be read - partners can |loving to listen to a book during| |

| | |Active Engagement: Ask students to read |use post it notes. Then change your |read aloud. Call on students to | |

| | |the rest aloud. Allow students to work |words so that they sound right |tell their feelings. Write poem | |

| | |with line breaks and other poems |Conference: |up quickly on chart paper | |

| | |Link: When students go off to work they |Share: 1-2 students |Link: So when you are finished | |

| | |can do more observations or start to make| |writing your poems on the objects| |

| | |one of their observations into a poem. | |try finding a topic about your | |

| | |Remember that we’re trying to turn words | |own life - think of something big| |

| | |into music and line breaks help us to do | |and then zoom in to make it | |

| | |that. | |small. | |

| | |Conference: | |Conference: | |

| | |Share: 1-2 students | |Share: 1-2 students | |

|WEEK 2: |Showing Not Telling |Hearing the Voices – Speak to the Subject|Hearing the Voices – Tell your story |Hearing the Voices – Sing the |Hearing the Voices – Use dialogue |

|Drafting |TP: Poets identify strong feelings |(narrative) |with urgency |song of your heart |(conversational) |

| |and small details in their poems. |(FYI Voice in poetry: lyrical, dramatic, |(dramatic) |(lyrical) |TP: Poets add voice to their |

| |FQs: Can we identify our feelings? |narrative, or conversational) |TP: Poets add voice to their poems. |TP: Poets add voice to their |poems. |

| |What are words that tell how we |TP: Poets add voice to their poems. | |poems. | |

| |feel? How can we include small | |Preparation: | |Preparation: |

| |details in our poems? |Preparation: |Add to chart: Tell your story with |Preparation: |Add to chart: Use dialogue |

| | |Begin a chart titled: Ways to Give Voice |urgency |Add to chart: Sing the song of |Connect: All this week we have been|

| |Preparation: |to Your Poem (4 day lesson) Add: “Speak |Connect: Yesterday we started talking|your heart |trying to add voice into our poems.|

| | |to the Subject” to that chart |about ways to make your poem sound |Connect: Yesterday we talked |There’s another way we can try to |

| |Connect: Last week we talked about |2nd Chart: |like you - that’s putting voice into |about another way to add voice to|do that |

| |the ingredients for poems. Review | |it. |our poems -review chart. |Teach: Today I want to teach you |

| |chart. |Connect: Yesterday we talked about using |Teach: Let’s make this writing have a|Teach: Today I want to teach you|how to add dialogue into a poem or |

| |Teach: Today I want to teach you |language to describe objects or people in|different kind of voice. One way we |another way that poets write with|add conversation into your poems |

| |how to find the big feelings in |your poems Let’s read this poem (chart)–|can do that is by adding a lot of |voice. It’s called “sing the |Active Engagement: |

| |poems and also find the small |This writing sounds kind of regular.. We |drama or almost acting into the words|song of your heart” Let me show |Let children try it- Pretend you |

| |details. |are trying to turn regular writing into |and the way we say them Let me show |you how to add a lot of feeling |are… |

| |Model Poem: Rope Rhyme |poetry. Poetry has it’s own voice and I |you what I mean…Model - change poem |into your writing -I think about | |

| |P 25 |want you to listen to that voice over the|into dramatic example |the deepest truest feeling I have|Link: Today you could: Try to use |

| |Poem 2 |next few days |Active Engagement: |about… |conversation or dialogue in your |

| |Fireworks p. 16 |Teach: Let’s make this writing have a lot|Let children try it - Pretend you |Active Engagement: |poem or tell your story with a lot |

| |Active Engagement: |of voice. One way we can do that is by |are… |Let children try it - Pretend you|of feeling or drama like actors do |

| |Turn and identify the small details|speaking to the subject. Let me show you|Link: Today you could: Try to tell |are… |or you could try to speak to the |

| |Link: |what I mean…Model - change it into speak |your story with a lot of feeling or |Link: Today you could: Try to |subject like we did the other day |

| |Today you can continue writing your|to the subject |drama like actors do or you could try|tell your story with a lot of |or you could try to sing the song |

| |poem. |Active Engagement: |to speak to the subject like we did |feeling or drama like actors do |from your heart in your poem |

| |Conference: |Let children try it - Pretend you are |yesterday. |or you could try to speak to the | |

| |Share: 2-3 students |hugging a stuffed animal in a storm at | |subject like we did the other day|Conference: |

| | |night in your bed |Conference: |or you could try to sing the song| |

| | |Partner 1 tell partner 2 a poem you would| |from your heart in your poem. |Share: 2-3 students |

| |*** Introduce Concrete/Shape Poems |say directly to the stuffed animal |Share: 2-3 students | | |

| | |Link: Today you could: Try to speak to | | | |

| | |the subject in one of your own poems | |Conference: | |

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| | |Conference: | |Share: 2-3 students | |

| | |Share: 2-3 students | | | |

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| | |*** Continue with Concrete/Shape Poems | | | |

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|WEEK 3: |Patterning on the Page |Contrasting Ordinary and Poetic Language |Stretching out a Comparison - |Stretching out a Comparison - |Stretching out a Comparison - |

|Drafting |TP: Poets use patterning to create|TP: Poets take ordinary language and |Metaphor |Metaphor |Simile |

| |poems. |make it poetic. |TP: Poets stretch out an idea or a |TP: Poets stretch out an idea or |TP: Poets use similes in their |

| | |Preparation: Copy chart from p. 91 |thought using a metaphor. |a thought using a metaphor. |poetry to show the reader an idea |

| |Preparation: Copy poem Things pg 23|leaving the last 3 in right column blank |Preparation: Have the comparison |Preparation: Look through your |or thought. |

| |Connect: Show children an object |Connect: Remind the writers that poets |chart available from yesterday. Write|students’ notebooks and select a | |

| |that shows patterns |don’t just say the feeling, they find |the poem Mornings from pg. 99 on |poem that does not have any |Preparation: Look through your |

| |Teach: Tell children that patterns |something to which to compare the |chart paper as the first version. |comparisons in it. Copy the poem |students’ notebooks and select a |

| |are important in the world – we use|feeling. Give examples from the |Connect: Remind the children that |onto chart paper. |poem that tells and does not have |

| |them in math and in reading to |children’s work. |earlier in the year the learned to |Connect: Yesterday we learned how|any comparisons in it. |

| |predict – if we can figure out the |Teach: Unveil the chart contrasting |write about small moments, stretching|to stretch a comparison across | |

| |pattern we know what’s going to |ordinary and poetic language. Review the |them across several pages. Tell them |many lines when writing poetry. |Connect: The last two days we have |

| |happen. Patterns show order and |idea on the ordinary language side and |that today they’ll learn to stretch a|Today we are going to take a |been working on stretching out our |

| |poems have order Show model poem |then show the students how you can change|comparison across many lines. |second look at how to do this |writing by using a metaphor as a |

| |“Go Wind” Find the patterns |it into poetic language. Reveal the |Teach: Refer to the earlier |using a metaphor. |comparison in our writing. We have |

| |Active Engagement: Children |ordinary language and then show the |comparison chart from yesterday. Tell|Teach: Reintroduce the chart |been trying to stretch out our |

| |practice creating pattern poems |students how that idea can be explained |the children if you wrote a poem |from the previous day. Tell the |writing. There are times when we |

| |with partners. Step poems p76 |in a poetic way. Show the children all 4 |about one of the items on the chart, |children that you had the |may want to keep our ideas shorter |

| |Link: Children will work on poems –|examples. Model your thinking. |you wouldn’t want to write it so the |opportunity to look through their|to create a more vivid picture in |

| |they can pattern or not. |Active Engagement: Ask the children with |comparison lasted only one line. Show|notebooks to select a poem to |our reader’s mind. |

| | |their partners, to continue producing |the poem. Write another version of |share with the class. Show the |Teach: Today we are going to learn |

| |Conference: |poetic version of ordinary language. |this poem in front of the children, |poem to the class and underline a|about similes. A simile is a |

| | |Collect children’s ideas and use them to |sustaining the metaphor and thinking |specific part of the poem. Show |different kind of comparison using |

| |Share: 2-3 students |complete the chart after the partner |aloud as you go (pg. 99, new |the students how to take this |the word like or as. Share a mentor|

| | |work. |version). |line and add a metaphor to make |text with examples of similes in |

| |*** Introduce Limericks |Link: Remind the children that whenever |Active Engagement: Involve the |the language more poetic. Model |it. Show the student how the author|

| | |they write, they can use comparisons to |students in writing a second parallel|your thinking and writing. |uses a simile to compare a real |

| | |help readers understand. Just like we did|version, again using a comparison |Active Engagement: Have the |object or feeling to something |

| | |in the mini-lesson with when we took the |from the chart. Have the students |students go into their notebook |else. Use the poem that you |

| | |ordinary language and turned it into |turn and talk with a partner to work |and pick one poem that they would|selected from a child’s notebook to|

| | |poetic language. Children will work on |on this. |like to add a metaphor to. |show the students how to add a |

| | |adding a comparison to at least one of |Link: Ask poets to look at the poems |Students will turn and talk to a |simile into a poem that they have |

| | |their poems. |they wrote the day before and notice |partner to gain ideas about what |already been working on. Underline |

| | | |if they made comparisons. If so could|their comparison could be. |a different part of the poem for |

| | |Conference: |they stretch these out across lines? | |the students to focus on. |

| | | |Conference: |Link: Tell the poets that they | |

| | |Share: 2-3 students | |will have the opportunity to add |Active Engagement: Have the |

| | | |Share: 2-3 students |more metaphors and comparisons to|students turn and talk about the |

| | |***Continue with Limericks | |their poems. Tell the poets that |underlined section of the poem. Ask|

| | | | |their job today is to find at |the students to come up with a |

| | | | |least two places in their poems |simile that would make the poem |

| | | | |where they can add a metaphor to |stronger and more vivid. |

| | | | |their poem to make it more poetic| |

| | | | |and exciting. |Link: Tell the poets that they will|

| | | | |Conference: |be looking at the poems they have |

| | | | | |written. Tell the poets it is there|

| | | | |Share: 2-3 students |job to add similes into some of |

| | | | | |their poems that they have already |

| | | | | |written to make them stronger and |

| | | | | |more vivid. |

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| | | | | |Conference: |

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| | | | | |Share: 2-3 students |

|WEEK 4: |Stretching out a Comparison - |Choosing Poems for their Anthology |Editing Poetry |Publishing |Celebrating |Celebrating |

|Revising/Editing |Simile |TP: Poets choose their best poems to | | | | |

|Publishing/Celebrating |TP: Poets use similes in their |share with other. |TP: Poets review their work and | | | |

| |poetry to show the reader an idea | |prepare it for publication. | | | |

| |or thought |Preparation: Have your writer’s notebook | | | | |

| | |prepared with different poems that you |Preparation: Gather some student | | | |

| |Preparation: Look through your |have written. |poems that need to be edited. | | | |

| |students’ notebooks and select a | | | | | |

| |poem that tells and does not have |Connect: Yesterday we worked on making |Connect: Give an example of a time | | | |

| |any comparisons in it. |our poems more vivid by using |when you had to make something look | | | |

| | |comparisons. We are coming to the end of |its best in a short amount of time. | | | |

| |Connect:Yesterday we talked about |our poetry unit. |Tell the students that today you will| | | |

| |adding similes to our poems to make| |teach them how to prepare their | | | |

| |them stronger and to give the |Teach: Today we are going to select 5 of |chosen pieces of work for | | | |

| |reader a better understanding of |our favorite poems that will make up your|publication. | | | |

| |our thoughts and feelings. |own personal poetry anthology. Show the | | | | |

| |Teach: Today we are going to look |students your notebook and how you have |Teach: Show the class some lines from| | | |

| |at how we use similes in our poems.|written many different poems over the |the student poems you selected and | | | |

| |A simile is a different kind of |past couple of weeks. Show the students |tell them that the first step to | | | |

| |comparison using the word like or |how to look through their notebook to |cleaning up the work is to reread it | | | |

| |as. Share a different mentor text |choose their favorite poems or the ones |slowly and carefully. Demonstrate | | | |

| |with examples of similes in it. |that they are particularly proud of for |reading the work slowly, fixing | | | |

| |Show the student how the author |the share. Show the students how to mark|errors as you go. Comment aloud as | | | |

| |uses a simile to compare a real |these pages so that they are easy to |you correct spelling, particularly | | | |

| |object or feeling to something |return to when you start editing and |calling attention to spelling | | | |

| |else. Use the poem that you |publishing. |patterns and initial blends of | | | |

| |selected from a child’s notebook to| |whatever new item you have decided to| | | |

| |show the students how to add a |Active Engagement: Have the students |add to your editing checklist. Share | | | |

| |simile into a poem that they have |select one poem from their notebook that |the editing checklist with the class | | | |

| |already been working on. Underline |they would like to include in their |that is on pg 128. | | | |

| |a different part of the poem for |anthology. Have the students turn and | | | | |

| |the students to focus on. |talk to a partner about why they are |Active Engagement: Ask the class to | | | |

| | |chose that particular poem. |look at the next few lines as | | | |

| |Active Engagement: Have the | |carefully as you looked at the first | | | |

| |students turn and talk about the |Link: Today you will be choosing 5 poems|ones, using the editing checklist as | | | |

| |underlined section of the poem. Ask|to include in your anthology. Just like |a guide. | | | |

| |the students to come up with a |we started to do here. Once you have | | | | |

| |simile that would make the poem |chose your 5 poems, reread them and then |Link: Send the children off to edit | | | |

| |stronger and more vivid. |look for any errors and check to see if |their own poems, reminding them | | | |

| | |you want to add anything. |explicitly to use the new item on the| | | |

| |Link: Tell the poets that they will| |list. | | | |

| |be looking at the poems they have | | | | | |

| |written. Tell the poets it is there|Conference: |Conference: | | | |

| |job to add similes into some of | | | | | |

| |their poems that they have already |Share: 2-3 students |Share: 2-3 students | | | |

| |written to make them stronger and | | | | | |

| |more vivid. | | | | | |

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| |Conference: | | | | | |

| | | | | | | |

| |Share: 2-3 students | | | | | |

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