Teacher: Brumfield Houghton Mifflin
Teacher: Brumfield Houghton Mifflin
Theme: 2 Story: Focus on Poetry TE. Pg. 231K-253
Standards: Figurative Language: 1.3.5.B, C, Sound Techniques: 1.3.5. B, C, D
Point of View: 1.3.5.B
|Concept: |Figurative Language |
|Key Learning: |Sound techniques and figurative language can enhance, or enrich, text. |
| |1. How do I analyze and interpret elements of fiction and figurative language to comprehend stories |
|Unit Essential Questions: |and poems? |
| |2. How do we use figurative language and sound techniques to acquire, or get, an enhanced/enriched |
| |understanding/meaning of the text? |
|Essential Questions: |Day 1: |
| |1. How are poetry and prose similar and dissimilar? |
| |2. What are the elements of poetry? (introduction) |
| |Day 2: |
| |1. What are the elements of poetry? |
| |2. How can understanding figurative language enhance/help a reader’s appreciation of the text? meter|
| |and rhyme |
| |Day 3: |
| |1. How can understanding figurative language enhance/help a reader’s appreciation of the text? |
| |simile and metaphor |
| |Day 4: |
| |1. How do sound techniques help readers appreciate what they read? onomatopoeia alliteration |
| |Day 5: |
| |1. How can understanding figurative language enhance/help a reader’s appreciation of the text? |
| |Sensory Language and visualization. |
| |Day 6: |
| |1. How can understanding figurative language enhance/help a reader’s appreciation of the text? |
| |personification, mood, humor |
| |Day 7: |
| |1. How can understanding figurative language enhance/help a reader’s appreciation of the text? |
| |vivid verbs and author’s viewpoint |
| |Day 8: |
| |1. What are the elements of poetry? couplets |
| | |
| |Day 9: |
| |1. How can understanding figurative language enhance/help a reader’s appreciation of the text? |
| |idioms |
| | |
| |Day 10: |
| |1. What are the elements of poetry? haiku |
|Activating Strategy: |Day 1: |
|(Learners Mentally Active) |1. Have pairs turn and discuss the similarities and differences between the example of prose, Mae |
| |Jemison story, and poems in their poetry booklets (poetry) and list the similarities and differences|
| |1. How can understanding figurative language enhance/help a reader’s appreciation of the text? |
| |on a tri-fold graphic organizer. |
| |Poetry |
| |Differences |
| |Similarities |
| |of Poetry and Prose |
| |Prose |
| |Differences |
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| |Day 2: Read TE 242 and 243 “Whirligig Beetles” together several times. Discuss rhythm on TE 243– a |
| |regular pattern of stressed and unstressed beats. Have students add rhythm and meter to their |
| |graphic organizers. |
| | |
| |Day 3: Ask pairs to discuss and share emphasized literary devices used in The Night Before |
| |Christmas, or to introduce simile and metaphor. |
| | |
| |Day 4: |
| |Read Barnyard Banter, 50 Below Zero, Nathaniel Willy Scared Silly, to teach onomatopoeia and |
| |repetition and Earthquack to teach alliteration, puns, rhyme, onomatopoeia, and repetition. Have |
| |students write words to represent sounds created by the teacher in class on their pre-made worksheet|
| |or reflection notebook. |
| | |
| |Day 5: |
| |Read TE 235 “Lemon Tree” and discuss sensory language used. |
| | |
| |Day 6: |
| |Read “Ballpoint Pen,” and “Paper Clips” from School Supplies to introduce personification. |
| | |
| |Day 7: Read TE 250-251 “Ode to Pablo’s Tennis |
| |Shoes” and “Dream Variation” to discuss descriptive verbs, sensory details, and author’s viewpoint. |
| | |
| |Day 8: Distribute former students’ samples of couplets to each student. Have numbered pairs read |
| |couplets and discuss the definition of a “couplet.” Discuss definition whole class and collect |
| |couplet student samples. |
| | |
| |Day 9: Show the picture and idiom: Pairs discuss meaning. |
| |“Now that’s a horse of a different color.” |
| | |
| |Day 10: Explain the elements of a haiku. Read several examples from: |
| |________________________________. Have students identify the poems that are in keeping with strict |
| |and loose haiku standards by counting the number of syllables – meter – in each of three lines. |
|Acceleration/ |Day 1: |
|Previewing: |1. List and discuss literary devices on the Venn Diagram as students mention them. |
|Key Vocabulary |meter: number of syllables in a line/phrase |
| | |
| |rhythm: regular pattern of stressed and unstressed beats |
| | |
| |alliteration: repetition of consonant sounds at the beginnings of words |
| | |
| |mood repetition descriptive/vivid verbs |
| |stanza line author’s viewpoint |
| |rhyme line breaks humor |
| |sensory words imagery idiom |
| |simile metaphor onomatopoeia |
| |personification symbolism hyperbole imagination visualization couplet|
| | |
| |haiku |
| | |
| |Day 2: TE 233: Read “Poetry” and use Transparency F2-1 and students complete PB 177 to reinforce |
| |vocabulary: image, imagination, poem, rhyme, and rhythm. Review PB 177 together. Have students add |
| |terms to composition/reflection notebooks. |
| | |
| |Days 3-10: (Alternate daily) |
| |1. Use the Smart Board to match terms to their definitions and examples. |
| |2. Have pairs list as many literary devices as possible and have Ordered Head number 1 share one |
| |element of poetry and have ordered head number 2 put the corresponding named vocabulary card in the |
| |pocket chart. |
| |3. Read a poem or story and have students write the figurative language/literary device used on a |
| |white board and stand. |
|Teaching Strategies: |Day 1: |
|(Collaborative Pairs; Distributed Guided |1. Using the Smart Board Slideshow, write and discuss student responses and literary devices on the |
|Practice; Distributed Summarizing; Graphic |pre-made Venn Diagram and have students list omitted techniques. |
|Organizers) |See Previewing and acceleration Day 1 above. |
| | |
| |Day 2: Use Reading Coach pages 184-189 and 190-194 to teach (Lesson 26) Meter and (Lesson 27) Rhyme |
| |and Alliteration (Lesson 28). Have students complete Coach pages 190-194. Review answers whole |
| |class. |
| | |
| |Day 3: |
| |1. After reading The Night Before Christmas, Use the Smart Board Simile/Metaphor Slideshow (and |
| |distributed student packets) which defines and gives examples of similes and metaphors. Read the |
| |sample poems and have students identify and create examples of metaphors and similes on worksheets |
| |in the packet. |
| |2. Complete the “Similes or Metaphors” Worksheet and Review Whole Class. |
| |3. Teacher model and explain how to create a rough draft Christmas/holiday/seasonal metaphor to be |
| |edited, approved, and rewritten and illustrated on construction paper to decorate the hall (See |
| |models). |
| |ex. Students are snowflakes – each one a beautiful and unique creation. |
| |If time, have students demonstrate how to cut a construction paper snowflake and have each make one |
| |to decorate the LFS door. |
| | |
| |Day 4: |
| |1. After reading a poem or picture book to teach onomatopoeia and repetition, have students write |
| |words to represent various sounds caused by the teacher in class and have pairs share their |
| |spellings of sounds. |
| |2. Use Reading Coach Lesson 28 Alliteration pages 188-189 to teach alliteration if not taught |
| |already. Remind them of Peter Piper picked a peck of pickled peppers... |
| |Sally sold sea shells at the sea shore... |
| |3. Have pairs look for one example of onomatopoeia, alliteration, simile, and metaphor used in their|
| |poetry booklets, poetry books, and anthology, and list the names of these poems and the techniques |
| |used on the graphic organizers in their Literary Devices packet. |
| | |
| |Day 5: |
| |1. Continue reading TE. 236-237 and discussing sensory language/description used in “Lemon Tree,” |
| |“Travel,” “knoxville, tennessee.” |
| |2. Read and discuss TE 244 “It’s All the Same to the Clam” and discuss mood. |
| |3. Read and discuss TE 238-239 “Visualizing” portion. Have students close their eyes to visualize, |
| |or see, the picture the author is creating through words as you read aloud “ A Patch of Old Snow,” |
| |and “Early Spring.” Follow TE 239 instructions having students write/draw a description of their |
| |images. |
| | |
| | |
| |Day 6: |
| |1. Use Lesson 25, Reading Coach pages 175-178 to teach Personification. |
| |2. Continue reading Anthology TE 245 “Bats” and have students pick out examples of personification. |
| |3. Continue reading Anthology TE 246-247 “Campfire” and “Be Glad Your Nose is on Your Face” to teach|
| |mood and “Humor in Poetry.” |
| |3. Have pairs find, rehearse, and share poems that demonstrate the use of mood and humor. Record |
| |these on the Literary Devices Graphic organizer. |
| | |
| |Day 7: |
| |1. Have students complete PB 179 to assess comprehension. |
| |2. Use Jigsaw Method to have students answer Questions #1-5 on TE 252. Number all students from 1-5.|
| |Have all 1’s work together, 2’s, 3’s, 4’s, and 5’s to answer their respective questions and write |
| |the answers down. Then form groups of five students so that each group has one “expert” from each of|
| |the five numbers to explain their respective questions and answers and the others must jot down |
| |notes. |
| | |
| |Day 8: |
| |1. Read:___________________ book written in couplet form. |
| |Have students count and identify the numbers of syllables in each line and identify the rhyming |
| |words (review what constitutes a rhyme) on each page. |
| |2. Distribute Couplet Rubrics and explain the couplet assignment. |
| |3. Have students create rough drafts of a Winter/Christmas/Holiday Couplet. |
| |4. Have pairs edit. |
| |5. Conference and edit with students. |
| |6. Explain the Computer Rubric, have students open a Word Document, and model how to File/ Page |
| |setup, Center, and add a picture to their poems. |
| |7. Show the example and have students cut out and mount their couplets to create a card for parents,|
| |grandparents, or guardians. See example. |
| | |
| |Day 9: |
| |1. Read several idioms from the book of idioms:___________ and have pairs share and write the |
| |meanings on a white board or reflection booklet. |
| |2. Have pairs play the Idiom Game in which idioms are to be matched to their meanings and checked |
| |with a self-correcting key when done. |
| |3. Have students choose an idiom to illustrate and write its meaning. |
| |Day 10: |
| |1. Distribute haiku rubric and explain the task. Students will write rough drafts of haiku poems |
| |(3 lines, 5-7-5 syllables, non-rhyming about nature). |
| |2. Explain Computer requirements rubric: Students must use Font size 10, center the text in the |
| |middle of the page, add a tiny picture, and F7 Spell check. |
| |3. Students will mount the haiku and write Japanese symbols on the frame. See example. |
|Distributed Guided Practice/ |1. Students complete worksheets in which they identify and create various literary devices. |
|Summarizing Prompts: | |
|(Prompts Designed to Initiate Periodic |2. Pairs work to discover the rhythmic pattern in other poems. Ask them to note if poems with a |
|Practice or Summarizing) |regular rhythm tend to have a predictable rhyme pattern as well. |
| | |
| |3. Pairs/individuals locate, rehearse, and recite, or create poems which contain similes and |
| |metaphors. Students will write Mother’s Day Metaphors, Word Process them (see rubric), and mount |
| |them on refrigerator magnets made from a colored disc holder. |
| |4. Individuals locate, rehearse, and recite, or create poems that contain alliteration and |
| |onomatopoeia. |
| |5. Individuals identify and share poems that help them visualize what the author is describing. |
| |6. Individuals locate, rehearse, and recite, or create poems that contain personification, mood, |
| |and/or humor. |
| |7. Have students include use of personification in fiction prose and poetry. |
| |8. Students will create Valentine couplets. |
| |9. Students will identify idioms while reading or from hearing someone use it and list the idioms |
| |and their meanings on an idiom flip chart page. |
| |10. Students will write haikus in the Spring and the beginning of the Summer. |
| |. |
|Summarizing Strategy: |Day 1: Each person pair shares one device/technique learned in class and provides an example. |
|(Learners Summarize & Answer Essential |Day 2: Use Reading Coach pages 190-194 for assessment. |
|Question) |Day 3: Ticket Out the Door: Complete the “Similes or Metaphors” Worksheet and Review Whole Class |
| |Rough Drafts of the Seasonal/Christmas/Holiday Metaphor must be handed in, edited, and approved. |
| |Have pairs share created metaphors. |
| |Day 4: Recorded on graphic organizers in the Literary Devices packet: Have pairs locate one example |
| |of onomatopoeia, alliteration, simile, and metaphor used in their poetry booklets, poetry books, and|
| |anthology, and list the names of these poems and the technique used. |
| |Day 5: Have pairs share drawings/descriptions from visualization activity. |
| |Day 6 Read and discuss personification in the poem and show the example of “coat hangers”. Have |
| |students choose one ordinary nonhuman object in which to write a rough draft of a free verse or |
| |rhyming poem that uses personification and other literary devices/figurative language. Conference |
| |and edit student rough drafts of poems. Students may then create a construction paper poetry book |
| |page and rewrite their final drafts and share their poems with other students and/or the class when |
| |finished. Examples of poems which use humor and mood can be added to the Literary Devices graphic |
| |organizer as well. |
| |Day 7: Student notes on questions 1-5 on page 252 will be assessed for understanding. |
| |Day 8: Couplets will be assessed for essential components. |
| |Day 9: Observe pairs as they play the Idiom Game. Assess students’ illustrations and meanings for |
| |understanding. |
| |Day 10: Haikus will be assessed for essential components. |
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