Course: 5 t h G r a d e W r i t i n g Harlingen CISD Curriculum Learning Plan

1st Grading Period (38 Days)

2014-2015Quarter 3

Unit 2: Writing Poetry

Unit Pacing: 3 WeeksDates: January 26 – February 13

Planning for Instruction Professional Resources Suggested Sequence:Mentor Texts:Where The Sidewalk Ends by Shel SilversteinLove That Dog By Sharon CreechOut of the Dust By Karen HesseI Never Saw Another Butterfly by Hana VolavkovaYo! Yes! by Chris RaschkaSpeak to Me by Karen English and Amy June Bates

Poems from Treasures reading textbook

Detailed Poetry Lessons – 5 th Grade

Treasures Phonics/Spelling Practice Book (Resource CD), Macmillan/McGraw-Hill

Because children must first, spend time reading poetry to understand it, analyze it, and become inspired to write poetry, at the start of this unit, you will spend a few days prewriting for poetry in this way. As students begin to draft poetry, they do proceed through all stages of the writing process, but because many poems are short, they may move through the process very quickly, sometimes completing more than one poem in one writing period. In any case, you should continue to model each stage of the writing process, especially revising to show that poetry, like all other writing, is revised or rewritten several times in an attempt to create just the right picture or feeling in the reader’s mind. While editing, be sure to model for students how to experiment with the visual placement of words, capitalization and punctuation, to achieve specific visual effects in their poems.

See “Getting Started with Poetry Workshop”, in the Organizing section below, for suggestions on how to structure the writing process for poetry

Areas of Focus:Genre and Audience TEKS Grammar/Editing Assessment

Poetry is generally written to entertain. Some poetry is humorous; some is serious. Some poetry describes; some tells a story. Many poems make the reader think about ideas in new ways or from new perspectives.“Poetry brings together sounds and words in unique, intriguing ways that may evoke intense imagery and profound meaning. The best poetry frequently contains an element of surprise. You encounter language that you want to read over and over, and when you do, you experience the poem anew each time. Your thoughts and emotions may be aroused by a single word.” (Fountas & Pinnell)Most poems are enjoyed best when we read them aloud, because we can appreciate the musical sound, the rhythm, and the imagery of the language. If possible, we recommend that you take the poetry written by children to an audience outside the school environment, where the creative work of the children will be genuinely appreciated and celebrated.

The Student Expectation for writing poetry says that students should be writing poems that ‘convey sensory details’ and include: Rhyme Meter Patterns of verse Alliteration Onomatopoeia Similes Metaphors Graphic ElementsWithin this unit we also want to teach the Student Expectation for reading poetry, specifically the characteristics of various forms of poetry, such as narrative poetry, lyrical poetry, humorous poetry, free verse, etc.

Although this SE was taught in 3rd grade and reviewed in 4th grade, it never hurts to review with 5th graders the correct use of coordinating conjunctions (and, or, but, nor, yet, so) to combine sentences, as well as subject-verb agreement in compound sentences.Spelling patterns that should be introduced during this unit include:• Consonant changes when adding the suffix /shun/ (/t/ to/sh/ in select/selection; /k/ to /sh/ in music/musician);• Vowel changes (long to short in crime/ criminal; long to schwa in define/definition; short to schwa in legality/legal.)• Silent and sounded consonants (haste/ hasten; sign/signal; condemn/ condemnation.)These grammar, punctuation, and spelling skills may not be easily taught during your poetry writing lessons. You may need to supplement your writing workshop with conventions minilessons during another part of your day.

Students will not be asked to write poetry for the STAAR Writing test at any grade level. However, the STAAR Reading tests at all grade levels will include comprehension, analysis, and some mechanical knowledge of the form and structures used in poetry.It can be argued that a person does not truly understand the intricacies of poetry until he has written poetry. And because there are so many different forms of poetry, children will not gain an overall knowledge of the many different kinds of poetry until they have spent a considerable amount of time reading a variety of poetry, analyzing it, talking about it, listening to different perspectives on it, and ultimately trying to write many different kinds of poetry.It is worth our time to ask children to try writing poetry, even if we are not completely comfortable with writing it ourselves. Most children enjoy the challenge and, at the very least, they will not be afraid of it when they see it on their reading test.

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Course: 5 t h G r a d e W r i t i n g Harlingen CISD Curriculum Learning Plan

1st Grading Period (38 Days)

2014-2015Quarter 3

Lessonand Pacing

TEKSStudent Expectations: Student will know: Student will be able to:

Week Four - Five

Jan 26 – Feb 13

Lesson 1:

Writing Poetry

4(A) analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.

We can describe poems based on the poets’ use of figurative language and on the form of the poem.Studying other poets’ works helps writers understand the unique characteristics of different types of poems, such as: free verse, concrete poems, haiku, limericks, lyrics, and narratives.

Key Terms: stanza, line break, imagery, rhyme, personification, free verse, haiku, narrative poems, lyrical poetry, syllables, onomatopoeia

Study published poems to identify, understand, and appreciate different types of poetry.

Analyze poetry and explain the techniques the author used to create imagery and meaning.

(ELPS 3G, 4G)

8(A) evaluate the impact of sensory details, imagery, and figurative language in literary text.

Poets use language to create ‘word pictures’, to describe moments in time, and to express feelings.

Key Terms: consonance, assonance, alliteration, line break

Explain how the author’s choice of words affects the reader’s ability to visualize and describe the images and feelings of a particular poem.

16(B) write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia); (ii) figurative language (e.g., similes, metaphors); and (iii) graphic elements (e.g., capital letters, line length).

Poems can describe, explain, or tell a story using sensory details, sounds, and rhythms.

Poets use rhythm to help create meaning. Rhythm comes from meter, or the number of syllables in each word. A poem may have a rhyme scheme or a pattern of rhyming words. Some poems do not rhyme.

Sometimes poets use the repetition of words, the repetition of vowel sounds or consonant sounds, or onomatopoeia to create a special effect. Poems often use similes and metaphors to compare two unlike things.

Poets freely use line breaks, stanzas, capitalization and punctuation to create a visual effect within their work.

Key Terms: sensory details, rhythms, rhyme , repetition, onomatopoeia, free verse, concrete poems, haiku, lyrics, narratives, figurative language, form, patterns of verse, simile, metaphor, patterns of verse, line breaks, stanzas

Write poems based on models that represent different patterns of verse.

Use specific numbers of syllables to create haiku poems.

Choose whether to use rhyme in the poems students write. Use repetition as they write poems.

Create similes to provide comparisons in poems they write themselves.

(ELPS 5F, 5G)

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Course: 5 t h G r a d e W r i t i n g Harlingen CISD Curriculum Learning Plan

1st Grading Period (38 Days)

2014-2015Quarter 3

15(A) plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;15(B) develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing;15(C) revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience and genre have been addressed; 15(D) edit drafts for grammar, mechanics, and spelling; and 15(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

Poets often write to express how they feel about a topic.Writers think about the type of poetry, their intended meaning, and the audience before writing poetry.

Poets use a variety of methods to generate ideas for their poems.

Some poems are organized into stanzas and some are not. Poets carefully determine the placement of words on the page to affect the intended meaning of the poem.

Like other forms of writing, poetry may be revised by adding, changing, and deleting words and phrases help to make a writer’s meaning clearer.

Poets revise their poems using feedback and advice from their peers.

A poet is allowed the freedom to deviate from the norms of capitalization, punctuation, and placement of words on the page. However, a poem must be free from spelling and grammar errors.

Feedback from peers is often most helpful to writers as they practice what their writing sounds like in a safe, supportive environment.

Key Terms: intended meaning, organizing strategy, musical quality, stanza, desired effect, sensory details, expressive, creative, deviate, norms, grammar

Select the type of poem that will convey their thoughts and feelings in the most effective way.

Use an organizing strategy to brainstorm ideas for a poem.

Use simple rhymes to provide a musical quality to their poems.

Determine where to place their words on the page to create the desired effect of their poem.

Revise their poems to improve word choice in creating sensory details.

Use feedback from peers to revise their poems and make them expressive and creative.

Edit the poems to correct all spelling and grammar errors.

Publish completed poems in a way that celebrates the writer’s creative work.

Use the correct vocabulary to describe their writing process as it

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In addition to the TEKS listed in this Lesson, every week teachers should also provide rigorous and explicit instruction in the Recurring TEKS : F19 (A-F) Comprehension Skills, 1(A) Fluency: Read aloud grade-level and instructional text, 2(A-E) Vocabulary, 13(A-D) Comprehension of Media, 20 (Bi-Bii) Writing Conventions, 21(A), Oral and Written Conventions/Spelling, 27(A) Listening and Speaking/ Speaking, 28(A) Listening and Speaking/Listening

Course: 5 t h G r a d e W r i t i n g Harlingen CISD Curriculum Learning Plan

1st Grading Period (38 Days)

2014-2015Quarter 3

Writing Process: Writing Poetry - All Attachments (in RED) for this Page can be found here

Prewriting:Immerse your students in the sound and imagery of poetry, to teach them to enjoy reading poetry, prior to asking them to write poetry. Reading Poetry Aloud (for teachers), p.1Have Students Respond to Poetry, p.2 Have Students Read Poetry Aloud, p.3

Generating Ideas for Free Verse Poetry – Using 12x18 paper, show students how to fold the paper into six squares. Have students label each square with the words: See, Hear,Smell, Taste, Feel, Feelings. Model how to brainstorm ideas foreach square to describe your topic. These words and phrases may then be used to create lines of poetry for your topic. See theseexamples. State Fair Organizer p.4, State Fair Poem, p.5

Graphic Organizer: Free Verse Poem – another suggestion for generating ideasThe Word Box, p. 6-7 – an exercise that promotes the idea of playing with words

Organizing:Organizing and Drafting are often interchangeable processes during the writing of poetry:Vocabulary List, p.8-11 – As you introduce your students to different types of poetry, gradually introduce the vocabulary of poetry.Model for students how you use your Writers Notebook to find topics for your next poems.Getting Started with Poetry Workshop, p. 12-13

A Suggested Sequence for Teaching Different Forms of Poetry, p.14

Analyze a poem to Write a poem, p.15-16

Final Draft/PublishingDesignate one wall in a centrally located corridor as your school “poetry gallery.” Change the theme every month to feature nature poems, poems from different cultures, poems by a particular poet, and so forth. Invite students to add poems they have selected, copied, and illustrated, or poems they have written and illustrated themselves. (Fountas and Pinnell, p. 418)Send illustrated poems (written around a theme, such as Lady Bird Lake, Zilker Park, Austin Symphony Orchestra, etc.) to the appropriate managing office. You could do this for one of your school’s adopters.

World Poetry Day is March 21, and April is National Poetry Month. Ask your local library if they will display your students’ poems in celebration of these events.

Conferencing:While conferencing with your students, you will help them reflect on their poems and learn to revise them. Invite your students to read their poem aloud to you. If it feels cluttered or disjointed or has less interesting parts, you can help the student delete words that do not contribute and that may actually detract from the language and meaning of the poem. It is amazing what a difference eliminating nonessential words can make.You can also ask students to highlight words or language they really like in their own poems as well as words or language that is not interesting or is overused. They can then look for more interesting words.

Drafting:One helpful way to teach students how to write poetry is to show them how to Take Prose and Create a Poem From It, p.17

Writers think about the theme of their poem, their audience and purpose, the mood and form when writing poetry, p.18

Poetry Minilessons, p.19 from Fountas and Pinnell

Editing: Poets freely use line breaks, line length, stanzas, and the placement of words on the page to create a visual effect within their poem. Understanding Line Breaks, p. 21-22Poets also make conscious decisions about whether to follow standard capitalization and punctuation rules. Students should edit their own poems, explaining their reasons if they decided not to follow capitalization and punctuation rules, and explaining their choices for line length and word placement.Review Compound Sentences and Coordinating Conjunction, p.23-24For more examples of consonant changes, vowel changes, and silent/sounded consonants:Consonant and Vowel Alternations, p. 25

Revising: Poetry, like all other writing, is revised or rewritten several times in an attempt to create just the right picture or feeling in the reader’s mind.Model for students how to revise their poems to improve word choice in creating sensory details.Show students how to revise to add repetition, onomatopoeia, similes or metaphors in their poems.By eliminating nonessential words, a poet gives emphasis to the remaining words. Poets then ask themselves, “Is this really the best word to express this idea?” They consider alternatives, think about the tone, try different words and listen to the way it sounds. They let the poem rest and come back to it later to see if it creates the right feeling in the poem. Model this process for your students!Strategies for Revising a Poem, p.20

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