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Unit Title PoetryGrade Level 3 Length 4 weeks (15 lessons)(with continued exposure throughout the

year)Unit OverviewIn this integrated unit, students will begin by reading a variety of poems on different themes and topics. Students will become more aware of language through their study of poetry. They will study how to write a poem, some common devices poets use, and how poetry is different from prose. Finally, they will use what they learned about poetry to write and publish their own poems.Key Understandings (Students will understand that….)

A poem is a personal response to an experience. Poems reflect a keen awareness of language. Poets use a variety of devices to communicate their message.

Essential Questions (Students explore important ideas in the unit through such questions as…) Where do poets get ideas? How do poets choose and organize their words to convey meaning? How do specific elements of poetry (rhyme, rhythm, figurative language, alliteration, onomatopoeia) enhance a poem’s meaning?

Focus Standards (Assessed Standards in Bold)Reading for

Literature (RL)RL. 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL 3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL MA 3.8.A. Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and elements of poetry (e.g., rhyme, rhythm, figurative language, alliteration, onomatopoeia).

Reading for Information (RI)

Writing (W) W MA 3.3.A. Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g., alliteration, onomatopoeia, rhyme) are key elements.W 3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 36–37.)W 3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills)

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as well as to interact and collaborate with others.Speaking and Listening (SL)

SL 3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Language (L) L.3.3 Use knowledge of language and its conventions when writing, speaking, reading or listening.L.3.3a Choose words and phrases for effect.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

L.3.4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).L 3.5 Demonstrate understanding of word relationships and nuances in word meanings.

L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Reading Foundational Skills

[FPS Implementation note: These standards are addressed during guided reading, shared reading, and word study.]

Overarching StandardsW3.10 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.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 36–37 for specific expectations.)L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Knowledge Skills

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Students will know…RL 3.4

The difference between literal and nonliteral languageRL 3.5

The meaning and use of ‘stanza’RL MA 3.8.A.

The difference between poetry and prose Different types of poetic devices (word choice, imagery,

figurative language, metaphor, simile, alliteration, onomatopoeia, rhyme)

L.3.3a Poets choose words and phrases to enhance meaning.

L.3.4 Context, root words, and affixes can help us determine a word’s

meaning.L.3.5 (a, b, c)

The difference between literal and nonliteral meanings of words and phrases in context in poetry

That words are used to connect to real life situations There are shades of meaning among related words that describe

states of mind or degrees of certaintyKey Vocabulary:

STANZA, POEM, PROSE, ALLITERATION, ONOMATOPOEIA, RHYME

Students will be able to….RL 3.4

Define and identify examples of key vocabulary and concepts including literal and non-literal language

RL.3.5 Refer to poem stanzas when describing how each successive part

builds on earlier sections.W.3.MA.3.A.

Generate ideas for poems Write poems Use poetic devices (word choice, imagery, figurative language,

alliteration, onomatopoeia, rhyme)W.3.5

Revise their poemsW.3.6

Use technology to publish their poems.SL.3.5

Speak and listen to poetry with fluid reading and understandable pace

Create an engaging presentation of original poetry using an audio recording device, (e.g., mp3 player, computer, etc.) accompanied by appropriate visual supports

AssessmentPerformance AssessmentPoetry rubric in separate document to be used on typed publication poemPresentation rubric to be used on audio recorded oral presentation of poem

Other Assessment (formative and summative)Pre-assessment test – including short-answer questions, identification of poetic devices and themes, (see attached)Teacher-student conferencesUse informal observations to assess of language standards 3.5a, b, and cFinal Post-assessment test (see attached) including short-answer

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questions, identification of poetic devices and themes, write a poem using 2 or more poetic elements

Core Texts/Reading SelectionsInformational Texts: n/a Literature: Stories, Drama, Poetry

Poetry anthologies: Honey, I Love, by Eloise Greenfield, This Place I know: Poems of Comfort, edited by Georgia Heard, Hey World, Here I Am!, by Jean Little, A Writing Kind of Day, by Ralph Fletcher

Other recommended poets:Shel Silverstein, Jack Prelutsky, Edgar Allen Poe, Langston Hughes, Maya Angelou, Caroline Kennedy, Robert Frost, E. E. Cummings, A. A. Milne, Bill Martin Jr.We need to get more titles/authors from teachers. What are they using? What has worked well in the past?

Teacher Resources:Poetry: Seeing the Possibilities binder (Framingham Public Schools)A curricular plan for the writing workshop, Grade 3, Lucy CalkinsPoems to Play with (in Class) Sample Unit of Study for Grades 3-5, NYCDOEBits and Pieces packet (Framingham Public Schools )

Differentiated Texts/Reading SelectionsIntervention Enrichment ELL

* (see attached texts)http://www.canteach.ca/elementary/songspoems34.html

* (see attached texts) * (see attached texts)http://www.canteach.ca/elementary/

songspoems34.htmlOther Resources

Online Resourceshttp://betterlesson.com/lesson/27138/onomatopoeiahttp://www.poetryfoundation.org/downloads/BHM_Elementary.pdfpoetrysoup.com

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Art/Music/Media Connections

Math/Science/Social Studies Connectionshttp://www.canteach.ca/elementary/songspoems34.html

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Learning Progression for this Unit (20 lesson days)1. Pre-assessment

2. Reading and Writing Poetry across the year “What do we know about poetry?”

3. Poetry: seeing the possibilities binder : Lesson 1. Getting Ready

4. Poetry: seeing the possibilities binder : Lesson 2. Poetry vs. Prose page 52-53

5. Poetry: seeing the possibilities binder : Lesson 3. Observe the World as a Poet page 54

6. Poetry: seeing the possibilities binder : Lesson 4. Mapping the Heart to Write with Feeling page 54-55

7. A curricular plan for the writing workshop, Grade 3 , Lucy Calkins page 95 and 96: Revising for important details

8. Figurative Language This lesson requires further attention. It is recommended that teachers share best practices via moodle.

9. Reading and Writing Poetry across the year: Word choice page 110-112

10. Reading and Writing Poetry across the year: Imagery page 114-11

11. Reading and Writing Poetry across the year: Alliteration page 17-18

12. Onomatopoeia

13. Poems to Play with (in Class) Sample Unit of Study for Grades 3-5 : Rhyme page 45-47

14. Poetry: seeing the possibilities binder : Lesson 11 Editing for compactness page 55

15. Poetry: seeing the possibilities binder : Lesson 12- Publish page 55

16. Reading and Writing Poetry across the year: Celebrating page 144-146

Lesson Plan Mini-Map for Unit(Poetry lessons should follow traditional Writer’s Workshop structure:Connection, Teaching Point, Active Engagement, Link)

1. Lesson Title: Pre-assessmentLesson SummaryComplete pre-assessment test (see attached) that includes identifying rhyme, simile, metaphor, onomatopoeia and alliteration; short answer and matching questions. Following assessment do word splash to leave displayed in classroom that includes words students associate with poetry and

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may also include favorite poems and/or poets. These may be on separate sheets that can be added to during the unit.Learning ObjectivesPre-assessmentMaterialsPre-assessment; chart paper and markers to make word splash

2. Lesson Title: Reading and Writing Poetry Across the Year “How is poetry different from prose?”Lesson SummaryStart with mini-lesson “How is poetry different from prose?” Teacher presents a piece of prose writing, reading it aloud with good expression. Class discusses meaning. Teacher then presents same prose presented as a poem and reads it aloud. Discussion about how it seems different from prose presentation. Teacher presents another prose selection, reading aloud, followed by discussion as above. Students then pair up to make it a poem. Share results using document camera.Learning Sequence:

Present prose selection and reformat as poetry – how does the mood, response, etc. change? Students work in pairs to reformat another piece of prose into poetry and share their versions. What do you notice about how the poetry and prose are different and alike? Use Venn Diagram to compare poetry and prose

MaterialsRich, descriptive prose selection presented in prose and poetry formats. Second selection of prose with copies for all students. Document camera or overhead to share work. Chart paper to make Venn Diagram and markers

3. Lesson Title: The Language of PoetryLesson Summary:Focus on language choices and devices poets use. Explore differences between literal and figurative language using materials from Native American social studies unit (see attached)Learning Sequence:

Students are learning differences between poetry and prose. Focus on difference between literal and figurative language Have students identify examples of figurative language in several poems. Give students opportunity to substitute figurative language for literal language. Have students work in pairs to rewrite sentences provided

them. Share with the class. How does using figurative language change how you think about a subject? Is figurative language harder to understand? How can a poet use figurative language to make a subject more colorful or interesting?

MaterialsSelection of poems with strong figurative language to share on overhead.Worksheet for pairs work with five or more sentences with literal language that students rewrite. (see attached)

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4. Lesson Title: Poetry: Seeing the Possibilities binder / Teach Onomonopia and Alliteration http://www.funny-poems-for-free.com/onomatopoeia-poems.html

Lesson 2. Poetry vs. Prose page 52-53Lesson SummaryStudents will explore the difference between the structure of poetry and the structure of prose.Learning Sequence:

Continuing the previous lesson on William Carlos Williams, talk about the way poems are similar to music – “special music.” Students take sentences from their notebooks, write each word on a card and experiment with line breaks. This is to see how the sentences can look more poetic. Students should present in show and tell on their poem.

Materials“This is Just to Say” by William Carlos Willams

5. Lesson Title: Poetry: Seeing the Possibilities Binder Lesson 3. Observe the World as a Poet page 54

Lesson Summary Students will learn that poets get ideas from observing the world and things around them. Also, start a chart of “Where do poems come from?”Mid-workshop interruption: Revising for spelling as you write. Teachers should remind students that as they write, they should be revising. Start today by revising spelling. Use word wall, high frequency list, margin spelling or dictionary.Learning Sequence:

Have students find one object to observe – e.g., in the classroom, lunch room, hallway Students need to choose an object that they can get close to. Ask them to make a detailed drawing of the object – they are observing this closely. Students compose observations in a list format. Share the lists with peers and try to compose a poem with this list. Use the poem, “To Look At Any Thing”, John Moffat for inspiration.

MaterialsWriting notebook, chart paper

6. Lesson Title: Poetry: seeing the possibilities binder: Lesson 4. Mapping the Heart to Write with Feeling page 54-55

Lesson SummaryStudents will learn that poems are about feelings and things that matter to the poet, not just observations.Learning Sequence:

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Students can draw memories, people, places, things, or ideas on a large piece of paper. Students can draw a heart and then think about what goes inside and out. Students can write it down or illustrate it. Share to the class.

MaterialsChart “Where do poems come from?”, writing notebook

7. Lesson Title: A curricular plan for the writing workshop, Grade 3, Lucy Calkins page 95 and 96: Revising for important detailsLesson SummaryStudents will learn that they should revise their poems by adding important details that make the poem more significant. Students should reflect on the poems they have written by using the sentence starters “I’m writing about this because _______. “ “I want my reader to feel or think _______.” “One thing that may be missing here is _______.” Refer to A Curricular Plan for the Writing Workshop , Grade 3 , Lucy Calkins page 95 and 96.Learning Sequence:

Teachers should refer to pages 95 and 96 of the Lucy Calkins “A Curricular Guide for Writing Workshop” to create a more cohesive plan. Teachers should take notes on what worked and needs revision.

MaterialsWriting notebook

8. Lesson Title: Figurative LanguageLesson SummaryStudents will learn to recognize figurative language (metaphor, simile, personification) and be exposed to examples. Note that students do not need to identify the different types of figurative language. They can write new poems or go back and revise one of their old poems with this lens.Learning Objectives & Notes: Suggested lesson:•Write the following on the board: "blistering sun," "piercing rain," "cotton-candy clouds." Have a brief discussion on what they mean to the students.•Explain that imagery includes any words or phrases that appeal to a reader's five senses: sight, hearing, smell, taste, and touch. Poets use imagery to draw the reader into a scene, to create a picture in the reader's mind, or to remind the reader of something familiar.•Explain that figurative language is language that presents ordinary things in new or unusual ways. There are three main types of figurative language: Similes, Metaphors, Personification(Similes are comparisons of things that have something in common. In the comparison, the writer uses the words like or as. "His feet were as cold as ice" is an example of a simile. Metaphors, like similes, are comparisons. Remind the students that a metaphor, however, does not contain the work like or as. "The branches of the old tree were long fingers scratching at the window" is an example of a metaphor. The above metaphor also allows you to touch on personification. This technique gives human qualities to an animal, object, or idea. The branches are described as human fingers which creates a strong image.)•Now invite students to brainstorm a list of similes that complete the phrase: "Friendship is like a(n) ____________. "

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•Then have students omit the word "like" from their phrases to change their similes into metaphors.MaterialsChart paper, paper clip, writing notebook, poems using figurative language

9. Lesson Title: Reading and Writing Poetry across the year: Word choice page 110-112Lesson SummaryStudents will learn that poets must choose their words carefully to make their readers feel or see the poem. They should select precise, interesting words for their poems. Pay attention to the extension on page 112. They can write new poems or go back and revise one of their old poems with this lens. Use this opportunity to review parts of speech.Choose a month of the year. (see attachment)** You may use Georgia Heard’s lesson or the minilesson “Lesson 7: Words, Words, Words… The Stuff that Poetry is Made Of” from Poems to Play with (in Class) Sample Unit of Study for Grades 3-5 page 54-57Mid-workshop interruption: Whittling away excess words A curricular plan for the writing workshop, Grade 3, page 98Learning Sequence:

Refer to above reference text on the scope and sequence of the lesson plan.MaterialsChart of strong verbs, writing notebook

10. Lesson Title: Reading and Writing Poetry Across the Year: Imagery page 114-115Lesson SummaryStudents will learn that pictures in your mind can inspire you to write poetry. Use vivid words and details.*You may use Georgia Heard’s lesson or the mini lesson “Lesson 6: Images – Words Make Pictures” from Poems to Play with (in Class) Sample Unit of Study for Grades 3-5 from 48-50.Learning Sequence:

Use the above referenced tool to help with the carrying out of this lesson. Teachers can use the text, Dancing Teepees, to use in read aloud and highlighting areas of imagery and personification. Other good resources: works written by Edgar Allen Poe or Carl Sandburg (e.g., Poetry for Young People) For Carl Sandburg, teachers can see their respective Literacy Specialist

Materialswriting notebook, books mentioned above

11. Lesson Title: Reading and Writing Poetry across the year: Alliteration page 17-18Lesson SummaryStudents will play with alliteration. They can write new poems or go back and revise one of their old poems with this lens. Begin with looking at

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pictures that the teacher has collected from magazines and have students describe (to a partner) an object from the picture.Next, the concept of alliteration will be introduced. Students will share with the class an item (noun) that they have previously talked about with a friend. Then the teacher will guide the students to create an alliteration.Example: funny freckled foot sunny siily sunshine big black birds buzz below windy wind whizzes wildy

Materials – thesaurus and a collection of pictures cut from magazines,writing notebook – write a collection of alliterations in notebook, then choose one or two poems to add alliteration to

12. Lesson Title: Onomatopoeia - http://www.funny-poems-for-free.com/onomatopoeia-poems.htmlLesson SummaryStudents will learn the poetic device onomatopoeia.create a list with a partner then make a flip book with 5 to 10 onomatopoeia words and illustrations to help explain each wordExamples: Moo, buzz, meow, boom, hiss, pow, bang, pop, whack, wham,http://betterlesson.com/lesson/27138/onomatopoeiaLearning Objectives – Students will learn the poetic device onomatopoeia, identify words that mimic a sound, the sound of the word tells its meaningMaterials – colored pencils, flip books (premade by teacher)

13. Lesson Title: Poems to Play with (in Class) Sample Unit of Study for Grades 3-5 : Rhyme page 45-47Lesson SummaryStudents will learn about rhyme in poetry. They can write new poems or go back and revise one of their old poems with this lens.“Lesson 4: What’s in a Rhyme?” from Poems to Play with (in Class) Sample Unit of Study for Grades 3-5 page 54-57Learning Objectives

Materials: My Shadow by Robert Louis Stevensonwriting notebook: create list of rhyming words,

14. Lesson Title: Poetry: seeing the possibilities binder: Lesson 11 Editing for compactness page 55

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Lesson SummaryStudents will choose a few poems to publish. They will edit these poems for compactness.Learning Objectives

Materialswriting notebook

15. Lesson Title: Poetry: seeing the possibilities binder: Lesson 12- Publish page 55Lesson SummaryStudents will type up 1+ poems during computer time and audio record 1+ poems using an mp3 player, computer, or digital recording device.Learning Objectives

Materialswriting notebook, computer lab, audio recording device

16. Lesson Title: Reading and Writing Poetry across the year: Celebrating page 144-146Lesson SummaryStudents will celebrate and reflect on their poemsLearning Objectives/Sequence:

Students should have finished their poems and be ready to compose final drafts. Students are encouraged to add pictures to their compositions. Students should present their poems to the class (as well as play recordings; previous lesson)

Materials: Create a calendar of poetry (one poem per month)writing notebook, party materials!

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Poetry Rubric 2

Here is an example of a rubric you could use to assess your students' poetry.

Poetry Novice Apprentice Veteran Master Score

Ability to captivate

the reader

W MA 3.3.A

Unfocused; author seems

unsure of direction(1-2 pts.)

Some focus, but lacks continuity(3-4 pts.)

Well focused and interests reader throughout.(5-6 pts)

Captivates and

involves reader deeply.

(7-8 pts)

Sensory Images

W MA 3.3.A

Difficult to visualize image

or emotion(1-3 pts)

Some use of image, idea, or emotion

(4-6 pts)

Clear use of sensory

images to portray ideas or

emotions

(7-9 pts)

Vivid, detailed images

and intensely

felt emotion

10-12 pts)

Use of Language

L.3.3.a

Imprecise or inappropriate choice of words

(1-2 pts)

Expresses thoughts

marginally

(3-4 pts)

Appropriate choice of language

(5-6 pts)

Uses rich and imaginati

ve language

(7-8 pts)

Punctuation

L.3.2

Arbitrary punctuatio

n

(1-2 pts)

Some meaningf

ul punctuati

on

(3-4 pts)

Punctuation meaningf

ul througho

ut

(4-5 pts)

Punctuation enhances conveyan

ce of thoughts

and images

(5-6 pts)

Poetry rubric adapted from: http://www.eop.mu.edu/greg/Sample_Poetry_Rubric.html

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Oral Presentation Rubric : Poetry Reading (SL 3.5)

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CATEGORY 4 3 2 1

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Preparedness Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Enthusiasm Vocal intonation generates a strong interest and enthusiasm about the topic in others.

Vocal intonation sometimes generates a strong interest and enthusiasm about the topic in others.

Vocal intonation is used to try to generate enthusiasm, but seem somewhat faked.

Very little use of vocal intonation. Did not generate much interest in topic being presented.

Rate of Speech

Read with appropriate speed so that audience members could clearly understand the poem. Rate of speech was slowed or sped up to match tone of poem.

Read with appropriate speed to allow for clear understanding by most of the audience throughout the poem.

Speed of reading allowed for understanding by only some of the audience members some of the time.

Rate of speech interfered with most of the audience's understanding of the poem most of the time

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Name____________________________________________Date________________________________

Do you know about poems and poetry?Please complete this worksheet and to show what you know about all kinds of poem and poetry.

Read the 2 poems on this page. Answer the questions below by finding the special parts of the poems. All of the answers will be found in the 2 poems on this page.

(insert poems)

1. Circle two words that rhyme.2. Draw a line under the parts of the poem that show imagery.3. Put a rectangle around the line in the poem that is an onomonopia.4. Draw a star next to the lines in the poem that show a simile or a

metaphor. 5. Draw an oval around any alliterations that you read.

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WHAT DO POEMS LOOK LIKE?

(line breaks)

Poems have their own special music. We don’t usually sing or play instruments to give poems music. No, the music of poems comes from how the words of a poem are chosen and how they are put onto the paper. Poets try to write words on the paper in such a way that readers will read our poems with music. Today, I want to teach you that one way to give our poems music is to divide our words into lines that go down the paper.

Teaching:1. Ask the students to study a poem that you’ll have copied without line breaks. Read

the poem aloud in a blah, prose-like way to suggest that this definitely doesn’t work. One way does not give the poem music and the other way does.

Ex:

Aquarium by Valerie WorthGoldfish flash gold and silver scales; they flick and slip away under greenWeed – but round brown snails stick to the glass and stay

When I write the poem out in this way, the layout on the page tells me to read it just like I’m talking to you. Because the words go across the page, I read it like I’m telling you I went to the store and bought some gum, or something. It’s kind of like blah, blah, blah. There’s really not much music here.

2. Contrast this by showing and reading the same poem written with the line breaks the author intended. Discuss why the line breaks support the meaning and influence your reading.

Look at this version!

GoldfishFlash

Gold and silver scales;They flick and slip away

Under green weed – But round brown snails

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To the glassAnd stay.

When I read the poem with line breaks, it sounds different doesn’t it? When Valerie Worth divided the words into lines, she sort of told me to read the poem in a certain way. She is trying to make me read it so my voice moves like a fish swims.

What I want you to notice is that Valerie Worth – like every poet – uses line breaks to help her readers turn her poem into music. She uses line breaks

to help us read her words like fast fish and like slow snails. Tell the students about a child who wants to help with line breaks. Recruit your

students’ help.

Yesterday a poet from last year’s class came by with a poem and wanted help with line breaks. I thought you all might help. Let me read her poem to you,

and see if you can make some line break suggestions. Reveal a piece of chart paper on which Rebecca’s poem was written like prose.

Beside this, have the pocket chart with each word on a sentence strip or word card.

Fireworks cracking the sky. Big balls of fire bursting into bloom and fading upon the dark lonely sky.

Ask one student to show the class how he might lay out the words and lines of this poem.

ExFireworks

Cracking theSky

Big balls of fireBursting forth into bloom

AndFadingUpon

The darkLonely

Sky

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Active Engagement: Ask the students to read the poem aloud, using line breaks as the author

instructed them to do. Summarize what you want the students to learn.

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Discuss why students placed the line breaks the way they did.

Lesson 9Choose a month of the year.

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