Grade 4 - richland.k12.la.us



Grade 4

English Language Arts

Unit 5: Poetry

Time Frame: Approximately three weeks

Unit Description

This unit focuses on exploring ways poets use special writing techniques to elicit feelings and create images. As students read, listen to, and analyze a variety of poetic forms, they learn to recognize the literary devices used by poets to capture the imagination and emotions of readers. The desired outcome of this study is for students to appreciate poetry as listeners and as a means of self-expression.

Student Understandings

Students read a variety of poetic forms and collect, memorize, and analyze poetry. They recognize poetry as a form of artistic expression and analyze how poets work for stylistic technique and message. They listen for the meter, rhythm, or rhyme distinctive to some poetic forms and practice reading or reciting poetry expressively. They identify literary devices, such as analogical reasoning through simile, metaphor, and personification.

Guiding Questions

1. Can students define what poetry is or give examples of types of poetry?

2. Can students explain why people read poetry?

3. Can students identify literary devices used by a poet?

4. Can students express how a poet helps them understand a concept, compare objects or ideas, or provide a new way to look at a subject?

5. Can students describe the mood or feeling created by the poem?

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

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|02. |Determine the meaning of unfamiliar words using knowledge of word origins and inflections (ELA-1-E1) |

|03. |Determine word meanings, word choices, and pronunciations using a broad variety of reference aids such as dictionaries, |

| |thesauruses, synonym finders, and reference software (ELA-1-E1) |

|14e. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, such as comparing and |

| |contrasting story elements or information within and across texts (ELA-7-E1) |

|18. |Explain how an author’s purpose influences organization of a text, word choice, and sentence structure (ELA-7-E3) |

|19b. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies including skimming and |

| |scanning texts for various purposes (e.g., locating information, verifying facts) (ELA-7-E4) |

|20a. |Write compositions of at least three paragraphs organized with a clearly stated central idea (ELA-2-E1) |

|20b. |Write compositions of at least three paragraphs organized with an introduction and a conclusion (ELA-2-E1) |

|20c. |Write compositions of at least three paragraphs organized with a middle developed with supporting details (ELA-2-E1) |

|20d. |Write compositions of at least three paragraphs organized with a logical, sequential order (ELA-2-E1) |

|20e. |Write compositions of at least three paragraphs organized with transitional words and phrases that unify points and ideas |

| |(ELA-2-E1) |

|22. |Identify an audience for a specific writing assignment and select appropriate vocabulary, details, and information to create a |

| |tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2) |

|23a. |Develop grade-appropriate compositions by identifying and applying writing processes, including selecting topic and form |

| |(ELA-2-E3) |

|23b. |Develop grade-appropriate compositions by identifying and applying writing processes, including prewriting (e.g. brainstorming,|

| |researching, raising questions, generating graphic organizers) |

|23c. |Develop grade-appropriate compositions by identifying and applying writing processes, including drafting (ELA-2-E3) |

|23e. |Develop grade-appropriate compositions by identifying and applying writing processes, including revising based on feedback and |

| |use of various tools (e.g., LEAP 21 Writer’s Checklist, rubrics) (ELA-2-E3) |

|23f. |Develop grade-appropriate compositions by identifying and applying writing processes, including proofreading/editing (ELA-2-E3)|

|23g. |Develop grade-appropriate compositions by identifying and applying writing processes, including publishing using available |

| |technology (ELA-2-E3) |

|24. |Develop paragraphs and compositions of a least three paragraphs using the various modes (i.e., description, narration, |

| |exposition, and persuasion) emphasizing narration and description (ELA-2-E4) |

|25. |Use a variety of literary devices, including hyperbole and metaphor, in compositions (ELA-2-E5) |

|26a. |Write for various purposes, including formal and informal letters that follow a specific letter format, include relevant |

| |information, and use an appropriate closure (ELA-2-E6) |

|26b. |Write for various purposes, including informational reports that include facts and examples and that present important details |

| |in a logical order (ELA-2-E6) |

|GLE # |GLE Text and Benchmarks |

|26c. |Write for various purposes, including book reports that include an opinion and/or a persuasive viewpoint (ELA-2-E6) |

|31a. |Apply knowledge of parts of speech in writing, including selecting and using common interjections (ELA-3-E4) |

|31b. |Apply knowledge of parts of speech in writing, including identifying and using transitive and intransitive verbs correctly |

| |(ELA-3-E4) |

|31c. |Apply knowledge of parts of speech in writing, including identifying and using verb tenses correctly, including present |

| |perfect, past perfect, and future perfect (ELA-3-E4) |

|31d. |Apply knowledge of parts of speech in writing, including using grade-appropriate irregular verb tenses correctly (ELA-3-E4) |

|32. |Use knowledge of root words, affixes, and syllable constructions to spell words |

| |(ELA-3-E5) |

|34. |Adjust pacing to suit purpose, audience, and setting when speaking (ELA-4-E1) |

|36c. |Deliver presentations that include details, examples, anecdotes, or statistics that |

| |explain or clarify (ELA-4-E4) |

|ELA CCSS |

|CCSS # |Common Core State Standard Text |

|Reading Standards for Literature |

|RL.4.5 |Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, |

| |rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or |

| |speaking about a text. |

|RL.4.10 |By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text |

| |complexity band proficiently, with scaffolding as needed at the high end of the range. |

|Reading Standards for Informational Text |

|RI.4.10 |By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical |

| |texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. |

|Reading Standards: Foundational Skills |

|RF.4.3a |Know and apply grade-level phonics and word analysis skills in decoding words. |

| |Use combined knowledge of all letter-sound correspondences, |

| |syllabication patterns, and morphology (e.g., roots and affixes) to |

| |read accurately unfamiliar multisyllabic words in context and out of |

| |context. |

|RF.4.4a |Read with sufficient accuracy and fluency to support comprehension. |

| |Read on-level text with purpose and understanding. |

|RF.4.4c |Read with sufficient accuracy and fluency to support comprehension. |

| |Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |

|Writing Standards |

|W.4.6 |With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well|

| |as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one |

| |page in a single setting. |

|CCSS # |Common Core State Standard Text |

|Writing Standards |

|W.4.9a |Draw evidence from literary or informational texts to support analysis, reflection, and research. |

| |Apply grade 4 Reading standards to literature (e.g., “Describe in |

| |depth a character, setting, or event in a story or drama, drawing on |

| |specific details in the text [e.g., a character’s thoughts, words, or |

| |actions].”). |

|W.4.10 |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single |

| |sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |

|Speaking and Listening Standards |

|SL.4.1c |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners |

| |on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |

| |c. Pose and respond to specific questions to clarify or follow up on |

| |information, and make comments that contribute to the discussion |

| |and link to the remarks of others. |

|SL.4.1d |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners |

| |on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |

| |Review the key ideas expressed and explain their own ideas and |

| |understanding in light of the discussion. |

|SL.4.3 |Identify reasons and evidence a speaker provides to support particular points. |

|Language Standards |

|L.4.3a |Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| |a. Choose words and phrases to convey ideas precisely. |

|L.4.4a |Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and context, |

| |choosing flexibly from a range of strategies. |

| |Use context (e.g., definitions, examples, or restatements in text) as a |

| |clue to the meaning of a word or phrase. |

|L.4.5a |Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

| |Explain the meaning of simple similes and metaphors (e.g., as pretty |

| |as a picture) in context. |

Sample Activities

Activities 1-7 are ongoing throughout the curriculum.

Activity 1: Silent Sustained Reading and Guided Reading (Ongoing throughout curriculum) (CCSS: RL.4.10, RI.4.10, RF.4.3a, RF.4.4a, RF.4.4c)

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

Reserve a specific amount of time every day for Silent Sustained Reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction.

Teachers will discuss with students that reading skills are improved and fluency goals best met when the students choose texts that are not too easy and not too difficult. Usually students can tell immediately if the text is too easy or too difficult. The five-finger rule is helpful in teaching students to check if the reading level is right for them. Have students open to any page in the book and read the page (aloud if possible). Students should put one finger up for every word that cannot be pronounced. If a student puts up five fingers while reading one page, the book is too difficult.

Guided reading instruction should take place daily. Provide instant feedback to students to confirm and self-correct word recognition and understanding of unfamiliar multisyllabic words in context. Have students re-read passages until both recognition and understanding are achieved. Continually probe and question students throughout the process to address new strategies and skills as well as individual deficits, and have students respond to those probes and questions orally and in short written responses while providing teacher scaffolding. Each student should meet in guided reading groups weekly. However, provide struggling students with more time in guided reading intervention groups. A variety of texts should be provided including nonfiction and technical texts.

Activity 2: Vocabulary Activities (Ongoing throughout curriculum) (GLEs: 02, 03)

Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM, dictionaries, thesauruses, glossaries

Use a variety of vocabulary-building activities throughout the year to help students gain meaning of words from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Assess student understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.). Choose from these activities to reinforce weekly vocabulary comprehension. Students may use dictionaries, thesauruses, and/or glossaries to assist with the activities. It is not necessary to use every activity.

Vocabulary Cards Activity

Have students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Give each student an index card and a word from the story. Have students write the word (or a sentence using the word) on the front and the definition on the back (Have these ready before class to save time). Give each student one vocabulary card. Say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the partner they are paired with will state the definition. If the partner does not know it, the student may give hints or use the word in a sentence. After two chances the student should show the definition to the partner, who turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. Then, say,” Stand up, hands up, and pair up” again, and have students find a new partner and repeat the process.

Illustrate the Word Activity

Show pictures or video clips that demonstrate the meaning of a word. Give students a list of the vocabulary and instruct them to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns—for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The vocabulary cards above can also be used to illustrate the definition of the words. After learning the word meanings, students can also play a Pictionary or charades style game to practice and reinforce vocabulary meanings.

Vocabulary Self-Awareness Activity

Before reading a story, give students a list of vocabulary words and direct them to complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Do not give students definitions or examples at this stage. Prompt them to rate their understanding of each word with either a “+” (understand well), a “?” (limited understanding or unsure), or a “—” (don’t know) and add definitions and sentences as best they can at this stage. After reading the story and exposing the students to context clues and other information, have them return to the chart to make revisions and add new information to it. The goal is to replace all check marks and minus signs with plus signs. Give the students many opportunities to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart

|Word |+ |? |-- |Definition |Sentence/Example |

|Author |+ | | |The writer of a book, article, or other |Who is the author of that book? |

| | | | |text. | |

|Paraphrase |+ | | |A restatement of a text or passage in |Please paraphrase the article. |

| | | | |another form or other words, often to | |

| | | | |clarify meaning. | |

2013-2014

Activity 3: Vocabulary Activities (Ongoing throughout curriculum) (CCSS: L.4.4a)

Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM

Activity 3 is an extension of Activity 2. In 2013-2014, add the following extensions to address the added transitional material:

Vocabulary Cards Activity

Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Demonstrate how to create the vocabulary cards first. The cards should include the word on one side of the card. On the other side, the word should be repeated in the middle. Place the definition on the upper left hand corner, the part of speech on the upper right hand corner, a sentence using the word on the lower left hand corner, and an illustration on the lower right hand corner. For words with multiple meanings, have the students complete the vocabulary card activity on both sides of the card representing one meaning on one side and the other meaning on the other side.

Example of a vocabulary card:

Games can be played with these vocabulary cards for reinforcement. For example, say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will announce their word to a partner who will state the definition. If the partner does not know it, the student may give hints or use the word in a sentence. After two chances, the student should show the definition. Then the partner turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. After allowing a reasonable amount of time for partners to identify definitions, say, “Stand up, hands up, and pair up” again, and students will find new partners.

A modified version of this activity can be conducted with multiple-meaning words. However, instead of stating one meaning, the students would be expected to give both meanings of the word.

Illustrate the Word Activity

Show pictures or video clips that demonstrate the meaning of a word. Give students a list of the vocabulary they will use to draw and label pictures illustrating the meaning of the words from the story. This activity is not limited to concrete nouns—for example, a grim expression. The labels should explain how the word and drawing relate. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The vocabulary cards above can also be used to illustrate the definition of the words. Multiple-meaning words can be illustrated multiple times. After learning the word meanings, students can also play a Pictionary or charades-style game to reinforce vocabulary meanings.

Vocabulary Self-Awareness Activity

This will be the same as in Activity 2.

Activity 4: Spelling Activities (Ongoing throughout curriculum) (GLE: 32; CCSS: RF.4.3a)

Materials List: weekly spelling lists that include appropriate grade-level words, 20 Ways to Practice Spelling BLM

Provide students with ample opportunities to practice spellings and basic recognition of grade-appropriate words with common syllabication patterns, phonetic patterns, and roots and affixes. This ongoing study should encourage and develop grade-level phonetic and word decoding skills.

Students can practice spelling patterns in a variety of ways through the use of the 20 Ways to Practice Spelling BLM. Particular activities may be assigned each week, or students may be given the freedom to choose one activity from each level. However, emphasize the importance of choosing activities that require students to practice syllabication, spelling patterns, and phonetic awareness. Allow students to have some freedom to choose activities that are more fun but perhaps require one specific activity that is more skill based each week. At times, it may be necessary to choose the activity from the skill-based or word-meaning sections based on class needs.

When practicing a specific spelling skill, add or manipulate activities to match the content. For example, when studying words with silent letters, have students write the words and circle the letters that are not pronounced.

Activity 5: Daily Language (Ongoing throughout curriculum) (GLEs: 31a, 31b, 31c,31d)

Materials List: daily sentences that are to be edited, printed copies for each student, transparency copy for use as a class

The Everyday Edits can be used in many ways. Here is one possible procedure:

• Copy the daily edit passage onto a transparency. As students return from recess or lunch, hand them a copy of the passage and instruct them to settle into finding the ten errors of capitalization, punctuation, or grammar included in that passage.

• Give students 5 minutes or so to find and mark ten errors in the passage.

• Divide the class into two or more teams. The teams established in this way will be “permanent teams” (for at least a month). Start with one team and ask a student on that team to identify an error in the passage. When a student correctly identifies one of the ten errors in that day's passage, award a point to the team. Then give the other team(s) a chance to identify an error. Go back and forth until all ten errors have been found in that day's passage. (Students might even find additional errors in a daily passage. Also, give credit if a team offers an idea that would improve the passage.)

• Keep score over the course of a month and award a special treat (an ice pop, a homework-free-night coupon, or something else that students will value) to members of the team that has the highest score at the end of the month. The makeup of the teams may be changed for the following month.

Be sure to include sentences that have errors with interjections, transitive and intransitive verbs, irregular verb tenses, and present, past, future, and perfect verb tenses.

Activity 6: Daily Writing Activities (Ongoing throughout curriculum) (GLEs: 22, 23a, 23b, 23c, 24, 26a, 26b, 26c)

Materials List: journal, pencil

Have students keep a daily journal. Writing in the journal can include any or all of the writing processes that are addressed in unit 2 including pre-writing, drafting, revising, editing, and/or publishing. Give students some autonomy with daily journal writing, and allow them to identify their own audience and determine their own tone and mood. This should be more of an exploratory activity rather than a structured, modeled writing lesson. Daily writing activities should cover a broad range of writing styles which include but are not limited to the following list:

Narratives: daily journal prompts, picture prompts (Use pictures to create a story.), word wall or spelling activities, story starters, Round Robin Writing (Students create and add to stories as they are passed around.)

Expository: descriptions, how-to papers

Informational: biographies, autobiographies, brief reports on a topic

Response to Fiction: story summaries, character analyses, story responses

(Respond to reading story or trade book.)

Response to Nonfiction: responses to news articles, current event summaries, summaries of nonfiction texts, responses to non-fiction articles, books, or digital sources

Letters: pen pals (write to another class), business letters, letters to the principal

Express an Opinion: argumentative responses to a topic, letters to the editor

Other: daily news (write about things that happened at school that day), poetry, comic strips (fill in what the characters are saying), greeting cards, want ads, advertisements, directions

A website for writing prompts is located at .

2013—2014

Activity 7: Daily Writing Activities (Ongoing throughout curriculum) (CCSS: W.4.10)

Materials List: My Writing Inventory BLM

Activity 7 is an extension of Activity 6. In 2013-2014, add the following extensions to address the added transitional material:

Have students keep track of their writing progress on the My Writing Inventory BLM. Students should include all of their daily writing activities from Activity 6 as well as all of their significant writing assignments derived from the remaining activities. Students should determine whether their writing is a “short time frame piece” or an “extended time frame piece.” Facilitate a discussion to determine the difference between these two terms. Students should also identify their purpose for writing on the BLM. Purposes for writing may include, but are not limited to narration, (entertainment), description, information, explanation, persuasion, expressing an opinion, reflection, or analysis. Students should also use the BLM to identify the stages of the writing process that were completed.

Over the course of the year, impress upon students that it is not necessary that each writing piece go through all stages of the writing process. For example, explain to students that reflection may only require drafting. Not every piece of writing is intended for publishing.

Activity 8 is ongoing throughout the unit with various types of poems.

Activity 8: Poetry Corner (Ongoing throughout Unit) (GLEs: 18; CCSS: RL.4.5, RL.4.10)

Materials list: journals, Vocabulary Self-Awareness Chart BLM (see Activity 2), samples of various types of poems, chart paper

Introduce the poetry unit by reading poems with differing formats to initiate a discussion of what poetry is. Ask the students what their definition of poetry is. Write these responses on the board or chart paper and discuss. Identify and read aloud various types of poems. Have students join in through choral readings. Include forms to read for interpretation, such as acrostic, limerick, haiku, cinquain, diamante, and free verse.

Using a vocabulary self-awareness chart (view literacy strategy descriptions) like the one created in Activity 2, introduce students to the terminology of poetry and determine their knowledge of the words. Do not give students definitions or examples at this stage. Prompt them to fill out the chart by rating their understanding of each word with either a “+” (understand well), a “?” (limited understanding or unsure), or a “—” (don’t know). Some terms to include follow. Others may be added as needed.

• Alliteration – repetition of initial consonant sounds

• Consonance – repetition of final consonant sounds

• Assonance – repetition of vowel sounds

• Rhyme - repetition of similar sounds in two or more words

• Onomatopoeia – use of words that imitate the sound of what they denote

• Personification - giving a non-human object humanlike characteristics

• Imagery – intense description, creating a picture in your mind

• Simile - comparison using like or as

• Metaphor - comparison not using like or as

• Hyperbole - use of extreme exaggeration

• Meter/Rhythm - the pattern of stressed and unstressed syllables in a line

• Verse/Stanza - a grouping of words in a poem

While progressing through the unit, expose the students to examples of the above-mentioned terms. Have them return to the chart and add new information to it. The goal is to replace all check marks and minus signs with a plus sign. Throughout the unit, give students many opportunities to revisit their vocabulary charts and revise their entries.

By the end of the unit, students should be able to speak or write knowledgably about poetry using the terminology found on this vocabulary self-awareness chart. Encourage students to return to it as often as necessary to clarify meanings of unknown words.

Lead students to understand the distinguishing characteristics of poetry versus prose. Help them develop appreciation for the author’s purpose for using varied stylistic techniques. Continue to expose students to a variety of poetic works by reading aloud or asking students to read particular works that evoke different levels of meaning. Expose students to simple nonsense and humorous poems as well as narrative poems. Also, include examples of poems that are highly descriptive and poems that portray and evoke feelings and emotions.

Read aloud various poems and explain how an author’s choice of language works with the rhythm, rhyme, and meter to convey emotions, mood, tone, and meaning. As students listen to examples of poems read aloud, assist them in recognizing that another way poems have a multi-sensory appeal is through an author’s creation of rhythm or cadence. Assist students in noting how creating this tempo in a poem conveys a mood or feeling. As time progresses, students should be able to read poetry orally and appreciate fully the sounds and rhythms of language that can be achieved through word choice.

Provide time with each poetry lesson for students to respond orally in discussion and to record notes, thoughts, and impressions in their journals.

In preparation for the activities in this unit, explore online resources that assist in locating and teaching poetry. Useful websites include the following:

•

•

• poetry.htm

Some suggested poems include the following:

• Blake, William. The Echoing Green

• Dickinson, Emily. A Bird Came Down the Walk

• Sandburg, Carl. Fog

• Frost, Robert. The Dust of Snow

• Dahl, Roald. Little Red Riding Hood and the Wolf

• Nichols, Grace. They Were My People

• Mora, Pat. Words Free as Confetti

Activity 9: Literary Devices Workshop (GLEs: 19b, 25)

Materials list: journals, poems from various sources (class books, school and public libraries, websites, etc.), copies of Literary Device Word Grid BLM for each student

Present a mini-lesson on figurative language used by poets. Give students examples of similes, metaphors, personification, hyperboles, onomatopoeia, and alliteration in poetry.

Initiate a discussion and model the use of the various literary devices. Explain that a metaphor is a word or phrase denoting one kind of object or idea used in place of another to suggest comparison. Further explain that a simile is a comparison that uses the words like or as. Discuss the term hyperbole, and show how it involves intentional exaggeration to make a point. Show that in personification, the poet gives human characteristics to objects or concepts. Give examples of various onomatopoeia or “sound words.” Finally, have students recite tongue twisters to help demonstrate alliteration.

Then divide the class into four groups and challenge them to search for the best examples of the literary devices studied. Direct students to explore materials in their homes, school, and public libraries. Also have them search online sources and write their own examples. Examples and ideas should be kept in their journals. Next, provide time for each group to present its top three “candidates,” and have the class vote to choose the best example of each literary device.

After students are familiar with these literary devices, have them keep a word grid (view literacy strategy descriptions), such as the Literary Device Word Grid BLM, to keep track of various poems read in class and the literary devices students have skimmed and scanned to find. The Literary Device Word Grid BLM is an extended format which provides more room for students to cite examples found in actual texts. This visual will help students learn these important terms by providing them with an organizational tool for identifying actual examples in text. An abbreviated version of the word grid can be found below.

Example:

|Title of Poem |Figure of Speech |

| |Simile |Metaphor |Hyperbole |Personific|Alliterati|Onomatopoeia |

| | | | |ation |on |[pic] |

|Fog by Carl Sandburg | | | |√ | | |

|They Were My People by Grace Nichols | | | | |√ | |

|The Echoing Green by William Blake |√ | | |√ | | |

After each poem is read in class, allow students time to visit their word grid to make notes of the various literary devices found. Have the class discuss each addition, and allow students to share their findings and clear up any misconceptions.

Give students time to quiz each other with the recorded examples from poems read in class to determine individual understanding of the various literary devices. Direct students to use Think-Pair-Square-Share discussion (view literacy strategy descriptions). This discussion will allow students to create solid understanding of literary devices through the thoughtful elaboration on shared ideas.

To make the Think-Pair-Square-Share more successful, use this strategy with popsicle sticks or some other small but easily recognizable tokens. Give tokens only to more advanced students or only to struggling students. Tell students without tokens to partner with a student who has a token. This method will create better discussion within pairs because it ensures that one student will be able to guide, lead, and prompt discussion.

Instruct students with the token to be the first to choose a recorded example of a figure of speech from a poem to read aloud to their partner. The student without a token should identify what literary device was used in the example. Then, the student with a token should explain what the author meant or why the author chose to use that particular device. Finally, the student without a token should give another example of the literary device that he or she comes up with on his or her own.

To make this discussion run smoothly, place the steps on the board:

1. Token (Partner 1): Give an example of any literary device from the word grid.

2. No token (Partner 2): Identify the literary device.

3. Token (Partner 1): Explain what the figurative language means and/or why you think the author used this literary device.

4. No token (Partner 2): Give an example that you come up with using this literary device.

Also, explain to the students that during the discussion they should take the time to add any information that they feel was left out by their partner or correct any information they feel may be incorrect before moving on. After partner 2 finishes identifying the literary device, partner 1 should correct the response if necessary. After partner 1 finishes explaining what the figurative language means, partner 2 should add his or her thoughts to that explanation. Finally, after partner 2 finishes giving an example, partner 1 should also add his or her thoughts and examples.

Next, have a pair of students team up with another nearby pair forming a group of four students. Pairs should share their examples with one another and respond quickly by adding additional information or corrections when necessary. Allow this group discussion to last only one to two minutes.

Finally, have students return to their original pair. Students with a token will give the other students the token so they may go first with their next discussion. Repeat multiple times, switching tokens each time and encouraging students to work with new partners and to choose new examples each time. Finally, ask for members of each group to share examples with the whole class as students listen for accuracy, ask clarifying questions, and offer comments.

Upon completion, students should be able to come up with their own examples for each literary device and record then in their journals.

2013-2014

Activity 10: Literary Devices Workshop (GLEs: 19b; CCSS: L.4.3a, L.4.5a)

Materials list: journals, poems from various sources (class books, school and public libraries, websites, etc.), Literary Device Word Grid BLM, Similes and Metaphors BLM

Activity 10 is an extension of Activity 9. In 2013-2014, add the following extensions to address the added transitional material:

Have students keep another chart such as the Similes and Metaphors BLM to further study similes and metaphors. When students come across a simile or a metaphor in a poem, they should be able to easily identify it in the appropriate column of the Literary Device Word Grid. Then, as a further extension, instruct students to write one or two sentences explaining the meanings of these similes and metaphors.

At first, it may be necessary to allow a brief discussion period for students to collaborate and determine how the author has used words and phrases uniquely to convey meanings. Give students frequent feedback to help clear up misconceptions. As time progresses, it should become easier for students to determine meanings on their own.

Activity 11: Use My Senses (GLEs: 23b, 23c, 25)

Materials list: travel magazines or brochures, journals, post cards, Carl Sandburg’s poem “Fog”

Introduce students to imagery, voice, and word choice one skill at a time over a series of focus lessons. For example, show students a travel poster or appealing scene from a travel magazine and ask them to brainstorm a list of highly descriptive vocabulary to describe the picture, using all the senses. Model and coach as students use the word list to write sentences describing the scene and record them in their journals. Instruct them to use expressions such as “I see,” “I feel,” and “I smell,” and develop similes, metaphors, and hyperboles to bring a poetic flair to their descriptions. Then give students picture postcards with descriptions of pictures on the back. Instruct students to use the pictures as inspiration for creating their own sensory descriptions. Direct students to use figurative language that appeals to their five senses to write descriptions of the pictures on their postcards. Then have students compare their descriptions to the descriptions found on the back of the postcards.

Next, give each student a copy of Carl Sandburg’s poem Fog. Discuss with the students the poetic device exemplified, tell what comparisons the poet is making, and discuss their interpretations of this classic poem. Give students feedback about their responses while guiding the class in a discussion of how Sandburg paints a memorable word-picture through his choice of words.

Activity 12: Learn from Authors (GLEs: 18; CCSS: RL.4.10)

Materials list: reading learning logs, chart paper, copies of poems

Distribute copies of several poems of well-known works to small groups. Use Questioning the Content (QtC) (view literacy strategy descriptions), which helps students set up a framework for the types of questions that they should be asking themselves while reading independently. While students are reading various poems, encourage them to stop often and think aloud. Before beginning the activity, allow students to assist in brainstorming a list of questions they could ask themselves to help better understand the poetry to be read. Write the questions on the board. Then, have the students reread the questions and participate in a class discussion about what each question means. Some possible questions include the following:

• What is this poem about?

• Did this poem make you think about this topic in a new way? Explain.

• Does this poem compare one thing to another? Explain.

• In what ways are the two things the same?

• Why do you think the poet choose to write about the subject this way?

• How did the words make you feel?

• What do you think the author wanted you to realize or understand from reading this poem?

Encourage students to write the questions they come up with in their reading learning logs (view literacy strategy descriptions). A learning log is a bound collection of a student’s ideas, questions, reactions, reflections, summaries, and responses. This reading learning log will be used for recording information during guided and independent reading activities. By recording their questions, students will be able to use them repeatedly to question the content of other poetry they encounter throughout the unit.

Students should take turns within their groups to record their responses to display on chart paper. Have students compare their responses with groups who have read the same pieces. Instruct students to save this work for future reference (for example, Activity 14 below).

Activity 13: What’s in a Poem? (GLEs: 14e, 24 CCSS: RL.4.5)

Materials List: Types of Poems Word Grid BLM, journals

Instruct students to compare and contrast types of poetry using a word grid (view literacy strategy descriptions), like the example below, and through class discussions. A word grid will help students to make connections visually to better understand the types of poems studied. It will provide the students with an organized structure to view and analyze similarities and differences and make connections.

Word Grid

Place a “[pic]” for “YES” in the columns that correctly identify each poem.

Types of

Poetry

Yes = [pic]

| | | | | | | | | |Acrostic | | | | | | | | | |Haiku | | | | | | | | | |Cinquain | | | | | | | | | |Diamante | | | | | | | | | |Free verse | | | | | | | | | |

Have small groups of students re-examine various poems they have studied to make observations and notations about the various characteristics of that particular style of poetry. Monitor progress and provide feedback to each group, focusing on use of syllabic verse (a fixed number of syllables in each line) and meter patterns (a specific pattern of stressed and unstressed syllables).

Instruct students to choose two types of poems from the word grid in their journals and independently compose a three-paragraph essay that compares and contrasts the two types. The essay should include at least one paragraph introducing the two poems chosen, at least one paragraph discussing and noting examples of the similarities, and at least one paragraph discussing and noting examples of the differences. Students should use the steps of the writing process from Unit 2 (pre-write, draft, revise, edit, publish) to complete this composition.

2013-2014

Activity 14: Poetry Panel of Experts (GLEs: 20a, 20b, 20c, 20d, 20e, 23a, 23b, 23c, 23e, 23f, 23g, 24, 34, 36c; CCSS: RF.4.3a, RF.4..4a, W.4.9a, SL.4.1c, SL.4.1d, SL.4.3)

Materials list: journals, copies of poems, LEAP Writing Rubrics BLM (see Unit 1 BLMs), tape recorder

Have students work with a reading partner to tape record readings of their favorite poems. Then have them listen to the tape and complete a self-assessment rubric evaluating their oral reading performance. Students repeat this process until they are satisfied with their performance and feel confident about reading aloud to an audience.

Then, direct students to choose a favorite poem to interpret, practice reading orally, and present to classmates. Have students work either individually or in pairs to recite their poems aloud. Coach individuals to help with using appropriate intonation. Students should become “experts” by practicing reading the poem expressively (if feasible, reciting from memory).

In the next part of this activity, have students write a composition of three or more paragraphs using RAFT (view literacy strategy descriptions) and the writing process (prewriting, drafting, revising, editing, and publishing) from Unit 2.

RAFT is a writing activity that prompts students to use their imaginations to project themselves into various roles in order to take on new viewpoints. This strategy allows students to incorporate creativity while composing informative text by providing them with a basic structure and assistance in making decisions about purpose, form, audience, and topic. The RAFT acronym is as follows:

R—Role of the writer (Who or what are you?)

A—Audience for the writer (To whom or what the RAFT is being written?)

F—Format of the writing (What form will your writing assume?)

T—Topic + a strong verb (What are you writing about?)

Tell students their role (R) is that of a fan of the poet of their chosen poem. The audience (A) is the poet, and the format (F) is a personal letter. Tell students they will be writing about the following topic (T): Why are you a fan of this poet and his/her work?

Some guiding questions to give students include the following:

• What did the poet do that made the poem so enjoyable? (i.e., use literary devices, employ a particular meter, choose an interesting subject)

• How did the words make you feel?

• How can you relate to the experience/images/events described in the poem?

• What did you learn or better understand from reading this poem?

• How did this poem make you think about this topic in a new way?

Tell students their letters should be at least three paragraphs and should reference the text and cite specific examples and quotations that support their observations about the poem and the author’s literary style. Remind students to focus on the poet’s word choice, imagery, feelings, and emotions. Students should use all the steps of the writing process from Unit 2 (pre-write, draft, revise, edit, publish). Set aside time for students to peer edit using the LEAP Writing Rubric before grading the letters. Use this same rubric to assess final drafts.

In the final part of this activity, conduct a class poetry recitation session. Have all students recite their poems to the class. Distribute copies of each poem and encourage students to use active-listening skills to make notations of various literary devices, style, word choice, and effectiveness in creating images and in expressing feelings or emotions. Tell students to specifically identify evidence of the stylistic techniques that they enjoy the most from each poem.

After each recitation have students participate in a class discussion sharing their thoughts regarding interpretation of the poem and the poet’s style. Encourage students to use their notes taken during the recitations to assist them in the discussion. Randomly call on various students after each poem recitation to ensure that all students are actively listening. Then, invite the speaker to identify his or her favorite element of the poem by reading one small selection from their RAFT letter to the poet.

An alternative way of culminating this activity would be to place students in diverse reading groups and allow each student to share his or her poem. Then, each student from the group should comment from his or her notes, and the speaker should share a selection from his or her RAFT letter to the poet. The student presenting would be the leader or “teacher” and would make sure each group member shared his or her favorite elements of the poem. Monitor to ensure participation among all groups.

2013-2014

Activity 15: Community of Writers (GLEs: 23e, 23f; CCSS; W.4.6)

Materials: computers with word processing and emailing capabilities

Assist students in sending a published writing via email to their assigned community members from Unit 2 for feedback. This work should be sent when it is at the student’s absolute best. Invite the community member to offer praise, suggestions for improvement with organization or elaboration, and redirect the student if there is something inadequately or incompletely explained. After collaborating with community members and making final revisions, have students make corrections and re-publish. This will allow the students to understand that the writing process is never finished and that writing can always be improved. Use this activity throughout remaining units of the curriculum to improve student writing.

By including this activity in all remaining units, students should become more proficient with their command of keyboarding skills. By the end of the year, students should be able to type a minimum of one page in a single sitting. Assess whether students with limited computer experience need additional practice of keyboarding skills at a center or computer lab station based on their progress from the previous unit.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine students’ 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

• Have each student maintain a journal with entries related to the unit, including vocabulary (poetic forms, literary devices), word webs, and idea lists, which will serve as a reference for writing activities. Information in the journals will be shared between teacher and students during writers’ conferences. Assess journals for completeness and organization at the end of the unit.

• Have students enter favorite poems, poets, and poetry reading responses in reading learning logs (view literacy strategy descriptions). This notebook becomes a source of information for oral and written assignments during the unit. Give students a checklist of items to be included in the notebook.

• Monitor progress of individual or group work via periodic “writers’ conferences” during which students report on their progress and discuss any problems they are encountering. Use this opportunity to point out ways to improve or edit work and to model “how writers problem solve.”

Activity-Specific Assessments

• Activities 8, 9 and 10: Assess poetry and figurative language terminology via written test(s).

• Activity 11: Give each student a copy of Carl Sandburg’s poem Fog. Ask students to identify the poetic device exemplified, tell what comparisons the poet is making, and discuss their interpretations of this classic poem. Give feedback about their responses while guiding the class in a discussion of how Sandburg paints a memorable word-picture through his choice of words.

• Activity 14: Guide students through completing a self-assessment rubric to evaluate their oral reading performances. Brainstorm a list of criteria needed for a satisfactory oral reading to be included on the rubric. Then, have students work with a reading partner to tape record readings of their favorite poems. After listening to the tape, instruct students to use the self-assessment rubric, and repeat this process until they are satisfied with their performances and feel confident about reading aloud to an audience.

• Activity 14: Assess RAFT letters to a poet with the LEAP Writing Rubric BLM.

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Definition:

Sentence:

Part of Speech:

Illustration:

VOCABULARY WORD

Rhymes

Lacks Rhyme

Has stanzas or verses

Syllabic Verse

Follows a meter pattern

Forms a shape

About nature

Japanese

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