Fifth Grade Poetry Unit Reader/Writer Notebook 5 Unit 4Poetry... · meaning of the words is not the...
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1 Fifth Grade Poetry Unit Reader/Writer Notebook Name _________________ Teacher _______________
Transcript of Fifth Grade Poetry Unit Reader/Writer Notebook 5 Unit 4Poetry... · meaning of the words is not the...
1
Fifth Grade
Poetry Unit
Reader/Writer
Notebook
Name _________________
Teacher _______________
2
Lesson One – Creating a Bank of Poetic Device Terms
Today’s Learning Target - I can describe the features of poetry by analyzing various poems
and generating a list of poetic devices that I find.
Directions: With a partner, read the following poems and jot down what things you notice about how the
poems work.
A Patch of Old Snow
by Robert Frost
In the Garden
by Emily Dickinson
Lessie by Eloise Greenfield
There's a patch of old snow in a
corner That I should have guessed
Was a blow-away paper the rain
Had brought to rest.
It is speckled with grime as if
Small print overspread it,
The news of a day I've
forgotten --
If I ever read it.
A bird came down the walk:
He did not know I saw;
He bit an angle-worm in halves
And ate the fellow, raw.
And then he drank a dew
From a convenient grass,
And then hopped sidewise to the
wall
To let a beetle pass.
He glanced with rapid eyes
That hurried all abroad, —
They looked like frightened
beads, I thought;
He stirred his velvet head
Like one in danger; cautious,
I offered him a crumb,
And he unrolled his feathers
And rowed him softer home
Than oars divide the ocean,
Too silver for a seam,
Or butterflies, off banks of
noon,
Leap, splashless, as they swim.
I can hardly see her feet touch
the ground
She runs faster than a leaf flies
She pushes her knees up and
down, up and down
She closes her hands and swings
her arms
She opens her mouth and tastes
the wind
Her coat flies out behind her
When Lessie runs she runs so
fast that
Sometimes she falls down
But she gets right up and
brushes her knees
And runs again as fast as she
can
Past red houses
and parked cars
and sleeping dogs
and cartwheeling girls
and wrestling boys
and Mr. Taylor’s record store
All the way to her corner
To meet her mama
When my friend Lessie runs she
runs so fast
Noticings:
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Directions: As a whole class, discuss what was noticed about each of the poems. Using what you have
discovered, create a bank of poetic device terms your class has discovered in the space below the poems.
A Patch of Old Snow
by Robert Frost
In the Garden
by Emily Dickinson
Lessie by Eloise Greenfield
There's a patch of old snow in a
corner
That I should have guessed
Was a blow-away paper the rain
Had brought to rest.
It is speckled with grime as if
Small print overspread it,
The news of a day I've
forgotten --
If I ever read it.
A bird came down the walk:
He did not know I saw;
He bit an angle-worm in halves
And ate the fellow, raw.
And then he drank a dew
From a convenient grass,
And then hopped sidewise to the
wall
To let a beetle pass.
He glanced with rapid eyes
That hurried all abroad, —
They looked like frightened
beads, I thought;
He stirred his velvet head
Like one in danger; cautious,
I offered him a crumb,
And he unrolled his feathers
And rowed him softer home
Than oars divide the ocean,
Too silver for a seam,
Or butterflies, off banks of
noon,
Leap, splashless, as they swim.
I can hardly see her feet touch
the ground
She runs faster than a leaf flies
She pushes her knees up and
down, up and down
She closes her hands and swings
her arms
She opens her mouth and tastes
the wind
Her coat flies out behind her
When Lessie runs she runs so fast
that
Sometimes she falls down
But she gets right up and brushes
her knees
And runs again as fast as she can
Past red houses
and parked cars
and sleeping dogs
and cartwheeling girls
and wrestling boys
and Mr. Taylor’s record store
All the way to her corner
To meet her mama
When my friend Lessie runs she
runs so fast
Poetic Device Bank
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A Poet’s Guide to Poetic Devices
alliteration the repetition of a sound at the
beginning of a word in a sequence
of nearby words
Deep into that darkness peering, long I stood there wondering,
fearing, Doubting, dreaming dreams no mortal ever dared to
dream before.
idiom
an expression where the literal
meaning of the words is not the
meaning of the expression.
raining cats and dogs
a little bird told me
hit the nail on the head
imagery appealing to one of the five senses
Then a mile of warm sea-scented beach;
Three fields to cross till a farm appears;
A tap at the pane, the quick sharp scratch
And blue spurt of a lighted match, And a voice less loud,
thro' its joys and fears,
Than the two hearts beating each to each.
hyperbole the use of exaggeration for
effect
He gave us a mountain of homework.
I am so hungry I could eat a horse.
metaphor a comparison between unlike things
that does not use like or as
The cafeteria is a zoo.
My dad is a bear in the morning.
onomatopoeia a word whose sound resembles
closely the sound it denotes
moo, purr, quack, buzz, hiss, sizzle, etc.
personification an inanimate object or concept is
given human characteristics or
feelings
Nothing would sleep in that cellar, dank as a ditch,
Bulbs broke out of boxes hunting for
chinks in the dark,
repetition a repeated word or phrase Whether the weather be fine
Or whether the weather be not
rhyme the repetition of sounds at the
end of words
“Do not go gentle into that good night,
Old age should burn and rave at close of day; Rage, rage against
the dying of the light.
rhythm the beat of a poem, the meter Double, Double, Toil and Trouble.
Fire burn and cauldron bubble.
stanza a group of lines of poetry
How doth the little crocodile
Improve his shining tail,
And pour the waters of the Nile
On every golden scale!
How cheerfully he seems to grin
How neatly spreads his claws,
And welcomes little fishes in,
With gently smiling jaws!
symbolism
a word or an image that signifies
something other than what it
represents, with multiple meanings
and connotations
all I wanted was to be one of those
hybrid ornamental plums
whose blossoms are sweet and glorious but fall to the
ground without ever bearing fruit.
verse a division or grouping of words in
a poem
listen,
the whispers of leaves
turn colour
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autumn is here.
Lesson Two – Tracking How Poetic Devices Impact Meaning
Today’s Learning Target - I can explain why poets use specific poetic devices by identifying
the language devices and structural elements used and describing their impact on the reader.
Key Poetic Devices for Today’s Learning
Language Devices Structural Elements
alliteration
repetition
rhythm
verse
stanza
Directions: With a partner, match each of the key poetic devices with its correct definition and/or
example.
_____________________________ - the beat or meter of a poem
_____________________________ - “Hatred was spreading everywhere,
blood was being spilled everywhere,
wars were breaking out everywhere.”
_____________________________ - a group or division of lines in a poem
_____________________________ - a group or division of words in a poem
_____________________________ - the child bounced the ball at
the backyard barbeque
Today’s Focus Question - How does a poet’s use of language devices and structural elements
impact the reader?
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Directions: As you listen to the following poem, please jot down the language devices (alliteration, repetition,
etc.) that you hear as well as the structural elements (rhythm, verse, stanza, etc.) that you see.
Language Devices They Were My People by Grace Nichols
They were those who cut
cane
to the rhythm of the
sunbeat
They were those who
carried cane
to the rhythm of the
sunbeat
They were those who
crushed cane
to the rhythm of the
sunbeat
They were women weeding,
carrying babies
to the rhythm of the
sunbeat
They were my people,
working so hard
to the rhythm of the
sunbeat - - long ago
to the rhythm of the
sunbeat.
Structural Elements
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Directions: Thinking about what you’ve learned today, please answer each of the following questions in
complete sentences.
Describe the language devices that Grace Nichols used in They Were My People.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Explain how the use of these language devices help you better understand the
poem.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Describe the structural elements that Grace Nichols used in They Were My People.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Explain how the use of these structural elements help you better understand the
poem.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
KEY QUESTION
Explain how a poet’s use of language devices and structural elements impact the
reader.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________ _____________________________________________________________
_____________________________________________________________
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Lesson Three – Analyzing the Use of Similes and Metaphors
Today’s Learning Target - I can analyze how the use of similes and metaphors impact my understanding
of a poem by first identifying examples of similes and/or metaphors used and then describing how their
use helps me better understand key details in the poem.
Directions: On your own, please write down all the things a cat has in common with a computer. Then
compare your answers with a partner adding any new ideas to your chart. Finally, create two similes and
a metaphor using the best qualities that are shared by both a cat and a computer.
What do a cat and a computer have in common?
On
my
Own
With m
y Pa
rtne
r
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Sim
ile a
nd M
etap
hor
Cre
ation
Similes The cat was as ____________________________ as a
computer when ________________________________.
My cat is like a computer when _____________________
___________________________________________.
Metaphor The cat is a computer when _______________________
____________________________________________.
Simile Work
Time by Valerie Bloom
Time’s a bird, which leaves its
footprints
At the corners of your eyes,
Time’s a jockey, racing horses,
The sun and mood across the
skies.
Time’s a thief, stealing your
beauty,
Leaving you with tears and sighs,
But you waste time trying to
catch him,
Time’s a bird and Time just flies.
Metaphor Work Circle any similes you find
in the poem.
In this margin, jot down
what this comparison
trying to help you better
visualize or understand.
Underline any
metaphors you find in
the poem.
In this margin, jot down
what this comparison
trying to help you
better visualize or
understand.
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Think and Write
How does the use of similes and metaphors in Time help you better visualize and understand the poem?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Simile Work
Song - by Ashley Bryan
Sing to the sun
It will listen
And warm your words
Your joy will rise
Like the sun
And glow
Within you
Sing to the moon
It will hear
And soothe your cares
Your fears will set
Like the moon
And fade
Within you
Metaphor Work Circle any similes you find
in the poem.
In this margin, jot down
what this comparison
trying to help you better
visualize or understand.
Underline any
metaphors you find in
the poem.
In this margin, jot down
what this comparison
trying to help you
better visualize or
understand.
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Think and Write
How does the use of similes and metaphors in Song help you better visualize and understand the poem?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Lesson Four – Identifying Theme
Today’s Learning Target - I can identify the theme of a poem by analyzing all of the details and then
answering the question, “What is the author trying to teach me about life in this poem?”
Directions: Jot down what each of the cartoons might be trying to teach as well as how you know.
What the cartoon is trying to teach? How do you know?
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What the cartoon is trying to teach? How do you know?
Theme is _______________________________________________________________________
______________________________________________________________________________
Key Details
Time by Valerie Bloom
Time’s a bird, which leaves its
footprints
At the corners of your eyes,
Time’s a jockey, racing horses,
The sun and mood across the
skies.
Time’s a thief, stealing your
beauty,
Leaving you with tears and sighs,
Theme Work Circle any key details you
find in the poem.
In this margin, jot down
your noticings and
wonderings.
In this margin, jot down
ideas about what the
theme of this poem
might be or what this
poem might be trying to
teach you.
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But you waste time trying to
catch him,
Time’s a bird and Time just flies.
Think and Write
Explain the theme of Time. Use specific details from the poem to support your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Key Details
Song - by Ashley Bryan
Sing to the sun
It will listen
And warm your words
Your joy will rise
Like the sun
And glow
Within you
Sing to the moon
It will hear
And soothe your cares
Your fears will set
Theme Work Circle any key details you
find in the poem.
In this margin, jot down
your noticings and
wonderings.
In this margin, jot down
ideas about what the
theme of this poem
might be or what this
poem might be trying to
teach you.
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Like the moon
And fade
Within you
Think and Write
Explain the theme of Song. Use specific details from the poem to support your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Lesson Five – Close Reading of I Dream a World (Phase 1)
Today’s Learning Target - I can explain what is happening in I Dream a World by closely reading the
text, analyzing the key details, and then summarizing what is happeng in my own words.
When I read closely, I…
read with my pencil hand, marking the text as I go.
read the text multiple times with a different purpose each time.
read, write, and talk about the text.
Directions: Please listen carefully as your teacher reads the following poem aloud. Then fill in the chart
summarizing the key details in the poem in the I Say column and your thoughts about those details in
the So column.
It Says I Say
(in your words)
So (Why is it important? How do
you feel about it? How might it
connect to your life?)
I Dream a World
by Langston Hughes
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I dream a world where man
No other man will scorn,
Where love will bless the earth
And peace its paths adorn
I dream a world where all
Will know sweet freedom's way,
Where greed no longer saps the soul
Nor avarice blights our day.
A world I dream where black or white,
Whatever race you be,
Will share the bounties of the earth
And every man is free,
Where wretchedness will hang its head
And joy, like a pearl,
Attends the needs of all mankind-
Of such I dream, my world!
Directions: With a partner, take turns summarizing the poem, I Dream a World. Be sure to use specific
details and examples from the poem to support your summary.
Using your own words and complete sentences, please write a brief summary of I Dream a World.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Lesson Six – Close Reading of I Dream a World (Phase 2)
Today’s Learning Target - I can explain how Langston Hughes uses poetic devices in I Dream a World by closely reading the poem, identifying poetic devices used, and then analyzing the use of those poetic
devices.
***Please refer to A Poet’s Guide to Poetic Devices on page 4 to help you complete today’s lesson.
Poetic Device Used Why Would Author Use It
I Dream a World by Langston Hughes
I dream a world where man
No other man will scorn,
Where love will bless the
earth
And peace its paths adorn
I dream a world where all
Will know sweet freedom's
way,
Where greed no longer saps
the soul
Nor avarice blights our day.
A world I dream where black
or white,
Whatever race you be,
Will share the bounties of the
earth
And every man is free,
Where wretchedness will
hang its head
And joy, like a pearl,
Attends the needs of all
mankind-
Of such I dream, my world!
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Directions: Compare your chart on the previous page with a partner. Discuss which of the poetic
devices used help you best understand the poem. Circle those poetic devices in your chart or add them
if you do not have them in your chart. Then use that information to answer the questions below.
Identify one poetic device used in Langston Hughes’ I Dream a World. Explain how the use of this poetic
device helps the reader better understand the poem.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Identify another poetic device used in Langston Hughes’ I Dream a World. Explain how the use of this
poetic device helps the reader better understand the poem.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Lesson Seven – Close Reading of I Dream a World (Phase 3)
Today’s Learning Target - I can identify the theme of I Dream a World by closely reading the text,
analyzing all of the details, and then answering the question, “What is the author trying to teach me
about life in this poem?”
Directions: Please listen carefully as your teacher reads the following poem aloud. Then read the poem
again to yourself and jot down what you notice in the poem (key details, similes or metaphors used, the
meaning of the title, etc.) and what your wonderings are about a possible theme.
Noticings about Text
I Dream a World by Langston Hughes
I dream a world where man
No other man will scorn,
Where love will bless the earth
And peace its paths adorn
I dream a world where all
Will know sweet freedom's way,
Where greed no longer saps the soul
Nor avarice blights our day.
A world I dream where black or white,
Whatever race you be,
Will share the bounties of the earth
And every man is free,
Where wretchedness will hang its head
And joy, like a pearl,
Attends the needs of all mankind-
Of such I dream, my world!
Wonderings about
Possible Theme
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Directions: With a partner, read the poem again. Discuss what the theme, or lesson, could be for I Dream a World. Fill in the chart below with your thinking.
Theme of I Could Dream a World
Detail from Poem that Supports
Theme Detail from Poem that Supports
Theme Detail from Poem that Supports
Theme
Putting It All Together
Directions: Using details from your chart, identify the theme of Langston Hughes’ I Dream a World in complete sentences. Use and explain specific details to support your analysis.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
Lesson Eight – Analyzing the Impact of Poetic Devices on the Reader
Today’s Learning Target - I can explain the impact of poetic devices on the reader by closely reading a poem
multiple times, identifying the poetic devices used within that poem, and then analyzing the reasons why the
author chose to use a poetic device in a specific place.
Directions: Listen carefully as your teacher reads, In the Garden, aloud. As your teacher is reading the poem,
listen and look for poetic devices. If you are unsure about poetic devices, please go back to page 4 in this packet
to review them before starting this activity.
After your teacher has read the poem and you have read it to yourself, identify three poetic devices used in the
poem as well as the reason you think the author included that kind of poetic device. Ask yourself:
Why would the auther want to use that type of poetic device? How does it make me feel as a reader?
Why would the author want to use that poetic device at that specific point in the poem? What does the
author want to accomplish?
Your teacher will complete the first example with you.
In the Garden by Emily Dickinson Poetic Device Used Reason/Impact A bird came down the walk:
He did not know I saw;
He bit an angle-worm in halves
And ate the fellow, raw.
And then he drank a dew
From a convenient grass,
And then hopped sidewise to the
wall
To let a beetle pass.
He glanced with rapid eyes
That hurried all abroad, —
They looked like frightened
beads, I thought;
He stirred his velvet head
Like one in danger; cautious,
I offered him a crumb,
And he unrolled his feathers
And rowed him softer home
Than oars divide the ocean,
Too silver for a seam,
Or butterflies, off banks of
noon,
Leap, splashless, as they swim.
1. simile
metaphor
alliteration
rhyme
repetition
hyperbole
symbolism
other ______________
2. simile
metaphor
alliteration
rhyme
repetition
hyperbole
symbolism
other ______________
3. simile
metaphor
alliteration
rhyme
repetition
hyperbole
symbolism
other ______________
22
Turn and Talk then Write
Discuss with a partner the example of a poetic device that Emily Dickinson used that had the biggest
impact on the reader. (HINT – Which poetic device gave you the most important information? Which
poetic device helped you better understand the poem?)
The most improtant poetic device used by Emily Dickinson was
_______________________________ because ______________________
_____________________________________________________________
__________________________________________________________.
Whole-Class Share
Directions: Complete the chart below with information from your classmates.
Poetic Device Used Reason It’s Important
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Independent Practice
Directions: Now that you have worked with your teacher, a partner, and your whole class; it is time to
do the activity one more time but on your own. Start by choosing one of the peoms below to analyze.
Indicate your choice by drawing a check mark in the box.
Poem to Analyze
A Patch of Old Snow
by Robert Frost
Lessie
by Eloise Greenfield There's a patch of old snow in a corner That I should have guessed
Was a blow-away paper the rain
Had brought to rest.
It is speckled with grime as if
Small print overspread it,
The news of a day I've forgotten --
If I ever read it.
I can hardly see her feet touch the ground
She runs faster than a leaf flies
She pushes her knees up and down, up and down
She closes her hands and swings her arms
She opens her mouth and tastes the wind
Her coat flies out behind her
When Lessie runs she runs so fast that
Sometimes she falls down
But she gets right up and brushes her knees
And runs again as fast as she can
Past red houses
and parked cars
and sleeping dogs
and cartwheeling girls
and wrestling boys
and Mr. Taylor’s record store
All the way to her corner
To meet her mama
When my friend Lessie runs she runs so fast
Directions: Complete the chart below with information from the poem you chose to analyze.
Poetic Device Used Reason/Impact 1. simile metaphor
alliteration rhyme
repetitionhyperbole
symbolism other ____________
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2. simile metaphor
alliteration rhyme
repetitionhyperbole
symbolism other ____________
3. simile metaphor
alliteration rhyme
repetitionhyperbole
symbolism other ____________
Explain how the author used poetic devices in the
poem you selected. Also, explain the impact of
those poetic devices on the reader.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
__________________________
25
Lesson Nine – Analyzing the Use and Impact of Poetic Devices on Theme
Today’s Learning Target - I can justify the author’s use of poetic devices to support the theme of a poem by
closely reading the poem multiple times, identifying the theme of the poem, and explaining how the use of poetic
devices support that theme.
Key Details They Were My People
by Grace Nichols
They were those who cut cane
to the rhythm of the sunbeat
They were those who carried cane
to the rhythm of the sunbeat
They were those who crushed cane
to the rhythm of the sunbeat
They were women weeding, carrying
babies
to the rhythm of the sunbeat
They were my people, working so hard
to the rhythm of the sunbeat - - long
ago
to the rhythm of the sunbeat.
Theme Work Circle any key details
you find in the poem.
In this margin, jot
down your noticings and
wonderings.
In this margin, jot
down ideas about
what the theme of
this poem might be or
what this poem might
be trying to teach
you.
26
Turn and Talk then Write
Discuss with a partner the theme of They Were My People. Think about what the author is trying to
teach the reader. Remember not to confuse theme with a summary of the text.
The theme of They Were My People is _______________________________
___________________________________________________________.
Details in the poem that reveal this theme are _________________________
_____________________________________________________________
__________________________________________________________.
These details reveal the theme because ______________________________
___________________________________________________________.
Directions: With your whole class, small group, or partner; please think about the ways the author has
developed the theme by using poetic elements. Use the chart below to record your thinking.
They Were My People
by Grace Nichols
They were those who cut cane
to the rhythm of the sunbeat
They were those who carried
cane
to the rhythm of the sunbeat
They were those who crushed
cane
to the rhythm of the sunbeat
They were women weeding,
carrying babies
to the rhythm of the sunbeat
They were my people, working so
hard
to the rhythm of the sunbeat - -
long ago
to the rhythm of the sunbeat.
Poetic Element Used How Its Use Supports the Theme
1. simile
metaphor
alliteration
rhyme
repetition
hyperbole
symbolism
other ______________
2. simile
metaphor
alliteration
rhyme
repetition
hyperbole
symbolism
other ______________
3. simile
metaphor
alliteration
rhyme
repetition
hyperbole
symbolism
other ______________
27
Independent Practice
Directions: Now that you have had to chance to practice with your teacher and classmates, it is time to
do the activity one more time but on your own. Start by choosing one of the poems below to analyze.
Indicate your choice by drawing a check mark in the box.
Poem to Analyze
A Patch of Old Snow
by Robert Frost
Lessie
by Eloise Greenfield There's a patch of old snow in a corner That I should have guessed
Was a blow-away paper the rain
Had brought to rest.
It is speckled with grime as if
Small print overspread it,
The news of a day I've forgotten --
If I ever read it.
I can hardly see her feet touch the ground
She runs faster than a leaf flies
She pushes her knees up and down, up and down
She closes her hands and swings her arms
She opens her mouth and tastes the wind
Her coat flies out behind her
When Lessie runs she runs so fast that
Sometimes she falls down
But she gets right up and brushes her knees
And runs again as fast as she can
Past red houses
and parked cars
and sleeping dogs
and cartwheeling girls
and wrestling boys
and Mr. Taylor’s record store
All the way to her corner
To meet her mama
When my friend Lessie runs she runs so fast
Directions: Please state the theme of the poem you chose as well as evidence from the poem to justify
your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
28
Directions: Please identify two poetic devices used in the poem and explain how they help support the
theme of the poem.
Poetic Device Used How Use of the Poetic Device Supports the
Theme 1. simile metaphor
alliteration rhyme
repetitionhyperbole
symbolism other ____________
2. simile metaphor
alliteration rhyme
repetitionhyperbole
symbolism other ____________
Please explain the theme of the poem you chose to analyze and how the
authors use of specific poetic devices help support the development of
that theme.
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
____________________________
29
Lesson Ten – Close Reading of Words as Free as Confetti (Phase 1) Today’s Learning Target - I can explain what is happening in Words as Free as Confetti by closely reading the text, analyzing the key details, and then summarizing what is happeng in my own words.
When I read closely, I…
read with my pencil hand, marking the text as I go.
read the text multiple times with a different purpose each time.
read, write, and talk about the text.
Directions: Please listen carefully as your teacher reads the following poem aloud. Then fill in the chart
summarizing the key details in the poem in the I Say column and your thoughts about those details in
the So column.
It Says I Say
(in your words)
So (Why is it important? How do you feel about
it? How might it connect to your life?)
Words Free as Confetti by Pat Mora
Come, words, come in your every color.
I’ll toss you in storm or breeze.
I’ll say, say, say you,
Taste you sweet as plump plums,
bitter as old lemons,
I’ll sniff you, words, warm
as almonds or tart as apple-red,
feel you green
and soft as new grass,
lightweight as dandelion plumes,
or thorn gray as cactus,
heavy as black cement,
cold blue as icicles,
warm as abuelita’s yellow lap.
I’ll hear you, words, loud as sea roar’s
Purple crash, hushed
as gatitos curled in sleep,
as the last gold lullaby.
I’ll see you long and dark as tunnels,
bright as rainbows,
playful as chestnut wind. I’ll watch you, words, rise and dance and spin.
I’ll say, say, say you
in English,
in Spanish,
I’ll find you.
Hold you.
Toss you.
I’m free too.
I say yo soy libre,
I am free
free, free,
free as confetti
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Directions: With a partner, take turns summarizing the poem, Words as Free as Confetti. Be sure to
use specific details and examples from the poem to support your summary.
Using your own words and complete sentences, please write a brief summary of Words as Free as Confetti.
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Lesson Eleven – Close Reading of Words as Free as Confetti (Phase 2)
Today’s Learning Target - I can explain how Pat Mora uses poetic devices in Words as Free as Confetti by closely reading the poem, identifying poetic devices used, and then analyzing the use of those poetic
devices.
***Please refer to A Poet’s Guide to Poetic Devices on page 4 to help you complete today’s lesson.
Poetic Device Used Why Would Author Use It
Words Free as Confetti by Pat Mora
Come, words, come in your every
color.
I’ll toss you in storm or breeze.
I’ll say, say, say you,
Taste you sweet as plump plums,
bitter as old lemons,
I’ll sniff you, words, warm
as almonds or tart as apple-red,
feel you green
and soft as new grass,
lightweight as dandelion plumes,
or thorn gray as cactus,
heavy as black cement,
cold blue as icicles,
warm as abuelita’s yellow lap.
I’ll hear you, words, loud as sea roar’s
Purple crash, hushed
as gatitos curled in sleep,
as the last gold lullaby.
I’ll see you long and dark as tunnels,
bright as rainbows,
playful as chestnut wind.
I’ll watch you, words, rise and dance
and spin.
I’ll say, say, say you
in English,
in Spanish,
I’ll find you.
Hold you.
Toss you.
I’m free too.
I say yo soy libre,
I am free
free, free,
free as confetti
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Directions: Compare your chart on the previous page with a partner. Discuss which of the poetic
devices used help you best understand the poem. Circle those poetic devices in your chart or add them
if you do not have them in your chart. Then use that information to answer the questions below.
Identify one poetic device used in Pat Mora’s Words as Free as Confetti. Explain how the use of this
poetic device helps the reader better understand the poem.
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Identify another poetic device used in Pat Mora’s Words as Free as Confetti Explain how the use of this
poetic device helps the reader better understand the poem.
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Lesson Twelve – Close Reading of Words as Free as Confetti (Phase 3)
Today’s Learning Target - I can identify the theme of Words as Free as Confetti by closely reading
the text, analyzing all of the details, and then answering the question, “What is the author trying to
teach me about life in this poem?”
Directions: Please listen carefully as your teacher reads the following poem aloud. Then read the poem
again to yourself and jot down what you notice in the poem (key details, similes or metaphors used, the
meaning of the title, etc.) and what your wonderings are about a possible theme.
Noticings about Text Words Free as Confetti by Pat Mora
Come, words, come in your every color.
I’ll toss you in storm or breeze.
I’ll say, say, say you,
Taste you sweet as plump plums,
bitter as old lemons,
I’ll sniff you, words, warm
as almonds or tart as apple-red,
feel you green
and soft as new grass,
lightweight as dandelion plumes,
or thorn gray as cactus,
heavy as black cement,
cold blue as icicles,
warm as abuelita’s yellow lap.
I’ll hear you, words, loud as sea roar’s
Purple crash, hushed
as gatitos curled in sleep,
as the last gold lullaby.
I’ll see you long and dark as tunnels,
bright as rainbows,
playful as chestnut wind.
I’ll watch you, words, rise and dance and
spin.
I’ll say, say, say you
in English,
in Spanish,
I’ll find you.
Hold you.
Toss you.
I’m free too.
I say yo soy libre,
I am free
free, free,
free as confetti
Wonderings about Possible
Theme
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Directions: With a partner, read the poem again. Discuss what the theme, or lesson, could be for
Words Free as Confetti. Fill in the chart below with your thinking.
Theme of Words as Free as Confetti
Detail from Poem that Proves Theme Detail from Poem that Proves Theme Detail from Poem that Proves Theme
Putting It All Together
Directions: Using details from your chart, identify the theme of Pat Mora’s Words as Free as Confetti in complete sentences. Use and explain specific details to support your analysis.
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Lessons Thirteen – Planning and Drafting a Response to the Final Task
Today’s Learning Target - I can explain how the author uses specific poetic devices to reflect the
theme of Words as Free as Confetti by closely reading the poem, identifying its theme, and then
analyzing how the poetic devices used reflect the theme.
We have spent the last few weeks thinking deeply about poetry. We have explored the way key
details are revealed in poems as well as the poetic devices authors often use to help readers better
understand their poems. We have also explored ways to identify the theme in poetry and how those
themes are developed by the use of specific poetic devices. All of this work has prepared you for the
final task.
FINAL TASK
After reading the poem, Words as Free as Confetti, explain how the author uses
specific poetic devices to reflect the theme.
Directions: Please reread the final task and discuss what it is asking you to do with a partner. Then fill
in the chart below listing five specific steps you need to take in order to successfully complete this task.
Be sure to reference where you can look in this packet for assistance.
Step What You SPECIFICALLY Need to Do Where to Look for Help
1
2
3
4
5
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Planning Your Response
Possible Topic
Sentence to Start
Response Statement of
Theme Best Evidence to
Support Theme Poetic Device 1
that Helps Reflect
or Develop Theme Explanation of
How Poetic Device
1 Develops Theme Poetic Device 2
that Helps Reflect
or Develop Theme Explanation of
How Poetic Device
2 Develops Theme Possible Concluding
Sentence
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Putting It All Together
Directions: Using information from your planning on pages 34 and 35 as well as your analysis of Words as Free as Confetti in lessons ten through twelve, please create a complete response to the following
question:
After reading the poem, Words as Free as Confetti, explain how the author uses
specific poetic devices to reflect the theme.
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Lesson Fourteen – Using Feedback to Revise Your Response
Today’s Learning Target - I can revise my writing to make it the best it can be by assessing my own
work, analyzing the suggestions of others, and integrating these findings into my final draft.
Directions: Read over your draft from lesson thirteen and use the following checklist to identify areas
where you have been successful and areas where you need to make improvements.
Yes No
My draft includes a clear topic sentence that states the main idea of my
response.
I stated a correct theme for Words as Free as Confetti.
I used at least two clear details to explain the theme of the poem.
I correctly identified at least two poetic devices used in Words as Free as Confetti.
I clearly explained how the poetic devices in the poem help to develop the theme.
I wrapped up my response with a summarizing or concluding sentence.
I wrote my response in a clear paragraph(s) that was indented.
Every sentence begins with a capital letter.
Every sentence ends with a punctuation mark.
Directions: Read your response to a partner. After reading your response to a partner, jot down his or
her response to the following questions.
One thing you did well
in your response was… One thing you could
better explain is… One thing that you
should add to your
response is…
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Creating Your Final Draft
Directions: Using information from lessons ten through fourteen, please create an updated response to
the following question:
After reading the poem, Words as Free as Confetti, explain how the author uses
specific poetic devices to reflect the theme.
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