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Poetry:The Voices and Images of Our World

Grade 3English Language Arts and Literacy

This poetry unit is designed for two and a half weeks. The focus will be on reading poetry with an awareness of how a poet uses language to evoke the sounds, sights, and feelings (emotions) of a topic or theme. Students will write in response to their reading each day, and may write their own poems throughout the unit using the specific poetic devices taught. The unit will begin with a discussion of poetry and how it compares to prose. Subsequent lessons during the first week will focus on the sounds of language in poetry: a review of rhythm, rhyme, and alliteration from previous grades and an introduction to onomatopoeia. In week two, the emphasis will shift to visual imagery and the use of figurative (non-literal) language to create images, mood, and theme. Poetic devices focus on similes and metaphor. The final performance assessment (CEPA) will require students to share their favorite poem(s) in a Poetry Reading.

Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit, May 2013 of 44

Table of Contents

Unit Plan ……………………………………………………………………………………………..………………………………………………….… 3

General Resources and Notes ……………………………………………………………………………………………..………….………….. 7

Lessons 1–5 ………………………………………………………………………………………………………………………………..…….…….. 10

Lesson 6–9 ……………………………………………………………………………………………………………………………………………… 20

Lesson 10–12 ………………………………………………………………………………………………….………………………………………. 30

CEPA Teacher Instructions …………………………………………………………………………………………………..…………………... 37

CEPA Student Instructions ……………………………………………………………………………………………………………………….. 39

CEPA Rubric ……………………………………………………………………………………………………………………………………………. 40

Unit Resources …………………………………………………………………………………………………………………………..…………….. 41


Stage 1 Desired ResultsESTABLISHED GOALS GRL.3.1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers. RL.3.4 Determine the meaning of words and phases 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.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.3.8a Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and elements of poetry (e.g. rhyme, rhythm, figurative language alliteration, onomatopoeia)F.3.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understandingb. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsc. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

TransferStudents will be able to independently use their learning to… T Understand the power of words and images to transform lives and provide insight into

the experiences of other people, cultures, and historical periods. Read and comprehend a range of increasingly complex texts and media written for

various audiences and purposes. Communicate ideas effectively in discourse and oral presentations to suit various

audiences and purposes.Meaning

UNDERSTANDINGS UStudents will understand that…U1. Poetry is an expression of ideas and emotions written in a relatively short, concise format, or structure.U2. Poetry looks and sounds different from prose in many ways.U3. Poets use different literary devices to create meaning, imagery, and mood.U4. We read poetry closely to look for images and sounds in order to understand the meaning of the poem.U5. Poetry can be interpreted in different ways based on our knowledge and experiences.

ESSENTIAL QUESTIONS Q

Q1. What is poetry?

Q2. How is poetry different from prose?

Q3. How do images or sounds help us to understand the meaning of a poem?

AcquisitionStudents will know… KK1. The differences and similarities between poetry and prose. K2. The importance of close reading of words, lines, and stanzas as a way to understand a poem’s meaning.K3. The poetic devices of rhythm, rhyme,

Students will be skilled at… SS1. Identifying the structural elements of a poem (lines, stanzas, white space.)S2. Discussing a poem in collaborative groups, citing textual evidence to support ideas and comprehension of the meaning. S3. Identifying elements of poetry that


W3.3a Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g., alliteration, onomatopoeia, rhyme) are key elementsSL3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.2 Determine the main ideas and supporting detail of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.L3.5 Determine understanding of word relationships and nuances in word meanings.

a.Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)b.Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).c.Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

alliteration, and onomatopoeia that create sound imagery.K4. How the literary devices of simile and metaphor create visual imagery.K5. The value of reading and rereading poems to understand and connect to the poet’s meaning and point of view.

contribute to the sounds of language used (rhyme, rhythm, alliteration, onomatopoeia). S4. Recognizing non-literal, figurative language in a poem that creates visual imagery (simile, metaphor).S5. Reading and rereading poems including reading poems accurately, fluently, and with expression that reflects a poet’s point of view.

Stage 2 - EvidenceEvaluative Criteria Assessment Evidence


The oral presentation of the poem demonstrates accurate, fluent, and expressive reading based on the structure of the poem.

Two written responses to poems: describe the meaning and poet’s point of

view on the subject. describe literary devices used in the

poem to convey meaning. include a personal

reflection/connection to the poem

CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT

The CEPA consists of two activities. First, students select and present two poems from their personal anthology. They may include one of the poems they wrote. Students will present the poem orally, with fluency and expression, demonstrating their understanding of the poem in a small group, “Poetry Reading.” This reading will be videotaped or audiotaped to create a class collection of poems read aloud. Second, students will submit a written response to a poem read in class and to one of the poems that they wrote during the unit for a written demonstration of their understanding of a poem.

The anthology is complete with at least 8 poems and accompanying written responses.

Focused participation in whole class and small-group discussions

Collaborative work with Poetry Partner to share and read poems

OTHER EVIDENCE: OE Students’ personal anthology including published poems and poems they wrote Students' participation in discussions Students' written responses to poems Students’ discussions and responses to Essential Questions

Stage 3 – Learning PlanSummary of Key Learning Events and Instruction

Lesson 1: Introduction to the unit, review of Essential Questions and final CEPA. Students discuss what they know about poetry and begin constructing a class chart on characteristics of poetry. Students read a nonfiction passage on wind, and other poems on wind to compare how the two genres are different in purpose and structure. Present and read the poem “Poetry” by Eleanor Farjean and have the class reread the poem chorally, in small groups, and in pairs. Discuss what the poet is saying about poetry. Students respond in their Reader’s Response Journal (RRJ) to the poem.Lessons 2: The structure of poetry. Introduce students to the collection of poetry anthologies in the classroom library or other area of the room. Review the different types of anthologies and how they are organized. Students begin selecting poems for their personal anthologies. They learn about a poet’s use of lines and stanzas and how these features help us to read a poem. They practice reading


poems using line breaks and stanzas for fluency and expression.

Lessons 3–5: Poetic devices: The sounds of poetry. Introduce students to the poetic devices that poets use to create the sense of sound in poems: rhyme, rhythm, and repetition; alliteration; and onomatopoeia. Students read different poems containing these elements and discuss how they contribute to the meaning and poet’s point of view. Each day, they select a poem to include in their anthologies and write a response to each.

Lessons 6–9: Poetic devices: Visual imagery and non-literal language. In lesson 6, students read two poems on the same topic and compare how they are alike and how they are different (e.g., structure, point of view, sensory images). Introduce students to two examples of figurative language that create a picture in the reader’s mind by evoking the senses: simile and metaphor. Lesson 7 focuses on the use of simile. In lesson 8, students learn about metaphor, how it differs from simile, and why a poet chooses to use these devices. In lesson 9, students review what they have learned about poetry and write their own poems to demonstrate this learning.

Lessons 10–12. Preparation and presentation of final CEPA. Lessons 10–12 are designed for students to prepare and present their final performance assessment (CEPA). In lesson 10, students revise and edit the poem they wrote in lesson 9 or in previous lessons. They begin preparing for their final presentation (CEPA), making final decisions on which poems to include in their personal anthology and which one(s) they will share with their group on the last day. In lesson 11, they draft and revise their reflections on the poem(s) they have selected to share and illustrate it based on their understanding of the poem’s meaning. They practice reading or memorizing their poem for the Poetry Reading. Lesson 12 is the final CEPA presentation. Students meet in small groups to read their favorite poem(s), share their anthologies, and discuss why they selected specific poems for their anthology. They also read one of their own poems and discuss how it is similar to or different from their favorite published poem.

Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe. Used with Permission July 2012


General Resources and NotesThis unit is written to provide students with:

an appreciation of poetry as a genre for expressing thoughts, emotions, and connections to topics and personal experiences an understanding of why and how we read poetry differently than prose an understanding of poetic devices poets use and the types of images or sounds they create an opportunity to create personal poetry anthologies that reflect individual interests and experiences

It is important to know what students have learned about poetry in previous grades in order to build on that background knowledge in this unit.

PreparationBefore beginning the unit, collect a wide variety of poetry anthologies and poems that include the many types and forms of poetry. A suggested list of these books is included in the Unit Resources section at the end of the unit. Several core anthologies are suggested for mini-lessons and for student reading. These are listed below. Students will use all anthologies collected to discover other poems and poets that they want to include in their personal anthologies.

In addition, specific poets and text exemplars are suggested in the Common Core State Standards and the Massachusetts Curriculum Framework for English Language Arts and Literacy. Many of these are used in mini-lessons throughout the unit.

Make copies of all poems used in daily mini-lessons for each student. They may include these poems in their personal anthologies.

Provide students with a notebook for their personal anthologies. This may be a commercially-produced notebook or teacher-made with stapled pages for inserting poems and writing reflections (a sample is at the end of the unit.)

If possible, laminate copies of particular poems to place them in the classroom library or to hang on the walls.

Poetry Partners: In each lesson, students will read a poem aloud with a Poetry Partner. Create a list of partners for week one and regroup partners for week 2.

Time: Lessons are designed for approximately 55–60 minutes. This will allow time to include additional reading and writing instruction required by the district (basal anthologies, guided reading, writing workshop, etc.) for the remainder of the literacy block.


ResourcesCore Anthologies

The Random House Book of Poetry for Children, Jack Prelutsky (Random House) Sing a Song of Popcorn, Beatrice Schenk de Regniers et al. (Scholastic) Forget-Me-Nots: Poems to Learn by Heart, Mary Ann Hoberman (Little Brown and Company)

Suggested Anthologies for Student Reading and Classroom Library/Poetry Corner Poetry for Young People series:

o American Poetry, edited by John Hollandero Emily Dickinson, edited by Harold Ron Bloomo Robert Frost, edited by Gary D. Schmidto The Seasons, edited by John N. Serioo William Carlos Williams, edited by Christopher MacGowan

A Child’s Garden of Verses by Robert Louis Stevenson Comets, Stars, the Moon, and Mars: Space Poems and Paintings by Douglas Florian The Dream Keeper and other poems by Langston Hughes Joyful Noise: Poems for Two Voices by Paul Fleischman A Light in the Attic by Shel Silverstein The New Kid on the Block by Jack Prelutsky Pass It On: African-American Poetry for Children selected by Wade Hudson A Swinger of Birches: Poems of Robert Frost for Young People, edited by Barbara Holdridge This Same Sky: A Collection of Poems from Around the World, compiled by Naomi Shihab Nye Where the Sidewalk Ends by Shel Silverstein Weather: Poems for All Seasons, selected by Lee Bennett Hopkins


Websites There are many good websites devoted to the general topic of poetry for children and some of these may be used throughout the unit. The best use for exploring these sites with the whole class is in a computer lab or in the classroom with a Smart Board available. You may want to review or explore the following websites before beginning this unit:

The Children’s Poetry Archive: www.poetryarchive.org/childrensarchive/home.do Poetry Foundation: www.poetryfoundation.org Poetry Everywhere: www.pbs.org/wgbh/poetryeverywhere/: This website features a number of renowned poets reading their own work. Giggle Poetry (www.gigglepoetry.com) has ads and may not be appropriate to feature in the classroom, but is a source of many poetry activities

and games, etc. that could be idea-starters.

Professional ResourcePoetry Lessons to Meet the Common Core State Standards by Georgia Heard (Scholastic)


http://www.gigglepoetry.com/

http://www.pbs.org/wgbh/poetryeverywhere/

http://www.poetryfoundation.org/

http://www.poetryarchive.org/childrensarchive/home.do

Poetry: The Voices and Images of Our WorldEnglish Language Arts, Grade 3

Lessons 1, 2, 3, 4, and 5

Brief Overview of Lessons: Lessons 1 and 2 introduce students to the unit, focusing on the first two Essential Questions: What is Poetry? How is poetry different from prose? Students discuss what they know about poetry and begin constructing a class chart on characteristics of poetry. They read a nonfiction passage and two poems on wind to compare how poetry differs from (nonfiction) prose. Students learn what an anthology is and how they will create their own anthologies of favorite poems. Students learn about a poet’s use of lines and stanzas: how these features differ from prose and how they help us to read a poem. Students read poems with different structures for lines and stanzas and select one poem to begin their own poetry anthologies. They practice reading poems independently and with a Poetry Partner using line breaks and stanzas to help them understand the poem’s meaning and to read with fluency and expression.

Lessons 3, 4, and 5 focus on the sounds of poetry and address the third Essential Question: How do images or sounds help us to understand the meaning of a poem? Students learn the poetic devices that poets use to create the sense of sound in poems: rhyme, rhythm, and repetition; alliteration; and onomatopoeia. Students read different poems containing these elements and discuss how they contribute to the meaning and poet’s point of view. They practice reading different poems with accuracy, fluency, and expression with their Poetry Partner. Each day, they select a poem to include in their anthologies and write a response to each. In lesson 5, students meet in small groups to share and read a favorite poem, demonstrating the use of poetic devices for fluency and expression. Each day, they select one or more poems for their personal anthologies and add to the characteristics of poetry class chart with new learning.


Prior Knowledge Required: Knowledge of narrative and informational text structures Ability to identify rhyme

Estimated Time (minutes): 55–60 minutes per lesson

Instructional Model: Each lesson is structured in segments -- before, during, and after reading. The teacher provides a whole-class mini-lesson on daily topics. Students read poems chorally as a whole class, in groups, or with a partner. Following the mini-lessons, students work independently, with a partner, or in a small group with the teacher to practice reading poetry and to choose poems for their own poetry anthologies. During this guided practice time, teachers circulate among partners and groups to provide necessary support and to assess student learning and performance. At the end of each lesson, students reconvene as a whole class to review what they have learned. The teacher can utilize the following strategies to enhance the techniques in the unit: Creating a designated area in the classroom where all students can participate in whole-class discussions Reviewing which students will work well together during reading and creating a list of Poetry Partners Displaying key vocabulary related to poetry on a Word Wall or designated area of the classroom for poetry Planning necessary support in collaboration with ELL or special education teachers

Resources for Lessons Core Anthologies: The Random House Book of Poetry for Children, Jack Prelutsky (Random House) Sing a Song of Popcorn, Beatrice Schenk de Regniers et al. (Scholastic)

Nonfiction Text Class set of Magic Tree House Fact Tracker: Twisters and Other Terrible Storms (from previous Weather unit)

Suggested Poems for Mini-lessonsMassachusetts Department of Elementary and Secondary Education Model Curriculum Unit, May 2013 of 44

Lesson 1: “Poetry” by Eleanor Farjean (Random House Book of Poetry for Children, page 196) “Who Has Seen the Wind?” by Christina Rossetti (Random House Book of Poetry for Children, page 27) “The Wind” by James Reeves (Random House Book of Poetry for Children, page 26)

Lesson 2: “Flowers are a Silly Bunch” by Arnold Spilka (Random House Book of Poetry for Children, page 92) “City, City” by Marci Ridlon (Random House Book of Poetry for Children, page 91) “Sing a Song of People” by Lois Lenski (Random House Book of Poetry for Children, page 95) “City” by Langston Hughes (Random House Book of Poetry for Children, page 98)

Lessons 3–5: “The Myra Song” by John Ciardi (Random House Book of Poetry for Children, page 137) “Every Time I Climb a Tree” by David McCord (Random House Book of Poetry for Children, page 119) “A Fly and a Flea in a Flue” by Anonymous (Random House Book of Poetry for Children, page 190) “The Cow” by Jack Prelutsky (Random House Book of Poetry for Children, page 190) “Don’t Ever Seize a Weasel by the Tail” by Jack Prelutsky (Random House Book of Poetry for Children, page 195) “Onomatopoeia” by Eve Merriam (available on the Internet) “Weather” by Eve Merriam (Sing a Song of Popcorn, page 18) “Galoshes” by Rhonda Bacmeister (Sing a Song of Popcorn, page 18) “Our Washing Machine” by Patricia Hubbell (Random House Book of Poetry for Children, page 216)

Materials Chart paper Poetry Anthology Notebooks


Content Area/Course: English Language Arts and Literacy, Grade 3Unit: Poetry: The Voices and Images of Our WorldLessons 1–5: The Sounds of PoetryTime (minutes): 55–60 minutes per lesson

By the end of these lessons students will know and be able to:

Understand and describe the difference between poetry and prose Understand the purpose and organization of anthologies Use the structure of lines and stanzas in poetry to read accurately

and fluently Identify the literary devices that contribute to the sounds of poetry

Essential Question(s) addressed in these lessons:

Q1. What is poetry?Q2. How is poetry different from prose?Q3. How do images and sounds help us to understand the meaning of a poem?

Standard(s)/Unit Goal(s) to be addressed in this lesson:

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.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.3.8a Identify elements of fiction (e.g., characters, setting, plot, problem, solution) and elements of poetry (e.g. rhyme, rhythm, figurative language alliteration, onomatopoeia)F.3.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understandingb.Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsc.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.3.3a Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g., alliteration, onomatopoeia, rhyme) are key elementsSL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Instructional Tips/Strategies/Notes for Teacher Before Lesson 1, collect a range of poetry anthologies and display

them in the classroom library or a designated area of the room for poetry. You may want to copy individual poems for instruction and practice, laminating those for display in this area. Copy the poems for mini-lessons on chart paper for the whole class to see.

Use a variety of discussion formats to allow all students to share their ideas (e.g., Turn and Talk; Think/Pair/Share).

Create a list of Poetry Partners who will work together the first week to share and read aloud poems each day. Consider pairing students who will work well together regardless of their reading levels.

Prepare a chart listing Essential Questions (one per page) to record students’ comments during discussion.

Vocabulary for poetry words this week: poetry, anthology, lines, stanza, rhyme, rhythm, alliteration, and onomatopoeia.

Gather notebooks for students’ poetry anthologies or prepare them with stapled pages—two pages for each poem—one page for the poem (on the left) and one page for the student’s response.

Since the mini-lessons are whole-class, ensure that students have time to discuss their ideas with a partner during the lessons (Turn and Talk).


In Lesson 3, students will write their own poems that use repetition, rhythm, and possibly rhyme. You may want to work with struggling writers as a group to write a group poem.

Anticipated Student Preconceptions/Misconceptions:Preconception: We read poems quickly because they are short.Misconception: Poems always rhyme.

Lesson Sequence

Lesson 1 (60 minutes)

Introduction to the Unit (15 minutes) Explain to students that they will begin a new unit for the next two

and a half weeks on poetry. Ask students to discuss the following questions in a

Think/Pair/Share format. First, they think about the question, then talk with their partner, and finally share their ideas with the whole group: o EQ1. What is poetry?o EQ2. How is poetry different from prose?o EQ3. How do images or sounds help us to understand the

meaning of a poem? o If students need prompting consider the following questions:

What do they know about poetry? Do they have any favorite poems? What kinds of poems do

they like? Do they have a favorite poet? How do they think poetry is different from nonfiction? From

stories? Introduce the final performance assessment (CEPA). Explain to

students that they will be choosing favorite poems during the unit and collecting them in their own poetry books (anthology will be

explained in lesson 2). On the last day, they will share one or two of their selected poems in small groups called “Poetry Reading.”

Teacher-directed Mini-lesson (15 minutes) Distribute copies of the book, Magic Tree House Fact Tracker:

Twisters and Other Terrible Storms. Ask students what they remember about “wind.” Then, read aloud pages 23–29 in Chapter 2, “Wind,” and ask what they know about wind from this page.

Next, present the two poems, “Who Has Seen the Wind?” and “The Wind.” Read aloud each poem. o Have the class chorally read each poem. o Ask students how the poems about wind are different from the

nonfiction text. o What did they learn about wind from the poems? o Then ask why they think the authors of each text chose to write it

in the format that they chose: What was their purpose for writing?

o Which text did they like the best? Present the poem “Poetry” on a chart and read it aloud.

o Hand out copies of this poem and have students chorally read it two times—first as a whole class, then in groups of boys and girls.

o Ask: What do you think the author is saying about poetry (focus on senses)?

Tell students they will be working with a Poetry Partner this first week to read aloud poems each day. Hand out or display the partner list and review with students. Have one student act as your partner to model how to read a poem together.

Tell students they will meet with their partners to reread “Poetry” two times and then respond in their Reader’s Response Journals (RRJs) to the Essential Questions: What is poetry? and How is poetry different from prose?


Reading and Response (15 minutes) Students meet with their Poetry Partners in designated areas to

reread the poem two times. (They may read the two poems on “wind” as well.) They reread to find words and phrases that describe how poetry is different from prose.

Students respond in writing to the questions: What is poetry? How is poetry different from prose?

After Reading and Closure (15 minutes) Reconvene whole class to discuss what they learned about poetry

from today’s lesson. Ask several students to share their written responses.

Review outcomes of lesson by asking students questions. Preview outcomes for next lesson: Tomorrow we will learn about

the structure of poetry—what it looks like. We will also learn about poetry anthologies and you will begin your own personal anthology of favorite poems.

Formative assessment Notes on students' collaborative work with Poetry Partners. Participation in class discussions and prior knowledge of poetry


Before Reading (5 minutes) Explain that today they will learn about poetry anthologies and

review those in the classroom library. They will also learn how the structure of poetry is different from prose and how to read a poem to understand a poet’s message and/or point of view.

Poetry Anthologies (10 minutes) Explain to students that often poems are collected in a whole book.

These collections are called anthologies. An anthology is a collection

of short texts around a specific genre. They can include short stories, essays, or nonfiction pieces on a text. A poetry anthology is a collection of poems and can be organized in different ways to help readers find poems they want to read.

Present different anthologies and review how they are organized. (Use a document camera if you do not have enough copies for the class to look on):o The Random House Book of Poetry for Children. Point out that the

back of the book is like an index to help readers find a poem. In this book, poems are organized by title, author, first lines, and subject. Note that the table of contents also lists poems by title and author, arranged by theme (e.g., The Four Seasons, City).

o Sing a Song of Popcorn. Note that this anthology also has a table of contents that lists poems by title and author around a theme (e.g., Mostly Weather, Spooky Poems). The back of the anthology includes poems by title, author, and first lines.

o Forget-Me-Nots: Poems to Learn by Heart. Note that the poems are included because they are good to memorize or “learn by heart.” Read the first three paragraphs of the Introduction to clarify why we learn certain poems “by heart.” Note that some poems are short and some are longer, but they are all poems to learn by heart.

Review other anthologies in the classroom library or poetry center and tell students they will have time to review these with their Poetry Partners later in the lesson and throughout the unit.

Ask students to find a poem about a city in any of the anthologies. Ask students to explain their process for finding the poem.

Remind students they will be creating their own poetry anthologies, with pages that they may organize in any way. They will include the poem on the left side of the page; on the right side they will respond to any of the following ideas: 1) what the poem is about; 2) how the poet feels about the subject; 3) what literary devices the poet used;

and 4) how they feel about or connect to the poem.


Teacher-directed Mini-lesson: The Structure of Poetry lines and stanzas (20 minutes) Tell students they will read four poems that are related to the city,

but are written differently and have different points of view. They will look at the structure of the poems to help understand the different poems.

Present the first poem, “Flowers are a Silly Bunch” on a chart, read it aloud, and have students chorally read it as a whole class. Discuss the poem based on what the poet is saying about the country and how the poem is written: o Why are flowers silly, but trees are bossy?o Why is the earth calm in the country?o Does the poet like the country?o Do we know why the poet prefers the city? Why does the poem

tell more about the country than the city if the poet prefers the city?

o Then ask students to notice how many lines are in this poem and that the end of each line is called a line break. Explain that at the end of each line, they should pause and these pauses help us to understand the poem’s meaning or the poet’s feelings about the subject. Reread the poem, pausing after each line.

Tell students they will now read two poems that give more information about the city, but are written differently than the first poem. Present the two poems, “City” and “City, City” and ask students how they are different from the first poem (two stanzas). Explain that a stanza is like a paragraph in prose and that each stanza focuses on a specific idea. Discuss why Langston Hughes decided to break his poem into two stanzas—how are the stanzas different in what they are telling about the city? Then, ask how the poet of “City, City” feels about the city. How are these feelings different in stanza 1 and stanza 2? How is this poem different from the first poem?

Present the poem “Sing a Song of People” and have students notice that there are multiple stanzas in this poem. Ask why the poet wrote this poem in several stanzas and how each stanza was different about people in the city. How is this poem about the city different than the first two (talks about city people rather than city buildings and places)?

Point out that each line has a different idea and each stanza has a different main idea. We use lines and stanzas to help us read and understand the poet’s message and feelings about a topic.

Reading and Response (15 minutes) Students meet with their Poetry Partners to reread the three poems

on the city, using line breaks and stanzas. As they reread, they will think about how the poets feel about the city and what lines and stanzas tell them this.

Students begin their personal poetry anthologies by selecting a poem they liked and pasting it or writing it in their anthology notebooks.

Students write a response to the poem by choosing one of the following questions to answer, “What is the poem about?” or “How does the poet feel about the city?”

Students must support their ideas with at least two examples from the lines or stanzas in the poem.

After Reading and Closure (5 minutes) Reconvene the whole class to discuss what they learned about the

structure of poetry. Have several students share their written responses.


how poets use words to create sounds in their poems.



Before Reading (5 minutes) Explain that today they will read more poems to discover rhyming

words, rhythm, and repetition in the lines and stanzas. Explain that these three poetic devices help readers to understand the poem’s meaning and poet’s point of view.

Check that students understand the meaning of these terms: rhythm, rhyme, and repetition.

Teacher-directed Mini-lesson: Rhythm, Rhyme, and Repetition (20 minutes) Refer back to the third Essential Question: How do images or sounds

help us to understand the meaning of a poem? Explain that some poems have rhythm and that rhythm brings out

the musical quality of language, creates a mood, or evokes an emotional response. (See definition in Massachusetts Curriculum Framework for English Language Arts and Literacy.)

Explain that one way a poet creates rhythm is through the use of rhyming words.

Read aloud the poem “The Myra Song.” o Give students a copy of the poem. o Reread the first stanza and note the rhyming words. o Ask students to read the poem as a class. After reading, ask to

find the pairs of rhyming words in the other stanzas. (The pattern of rhyming words is every other line.)

o Remind students that rhyme is used to emphasize certain words, create a rhythm, and evoke emotions or a mood.

o Reread the poem in a new format (chorally, boys/girls) and ask: What are the words that rhyme and are emphasized in each

stanza? What do these words tell you about Myra? What is the poet saying about Myra in the last stanza? Which stanza about Myra is most like you?

Tell students another poetic device is repetition. Words and phrases can be repeated in a poem for a reason.

Hand out “Every Time I Climb a Tree” and read it aloud as students follow along. Then have students read the poem as a class.

After reading, ask o What is repeated in each of the stanzas? Why do you think the

poet repeated this phrase? o How does the poet feel about climbing a tree?o What lines in each stanza tell you this?

Have students brainstorm other outdoor activities they like to engage in. Then model how they can write their own poems about these activities using rhythm and repetition (and rhyme, if possible). Tell students they will write their own poems of at least one stanza about their activity, using repetition of the first phrase and at least two examples that show how they feel about that activity. They may use the structure of “Every Time I Climb a Tree” (examples: Every time I play soccer; Every time I run a race; Every time I hit a baseball…) or another format to write a poem that illustrates their feeling about the activity.

Partner Reading and Writing (25 minutes) Students meet with their Poetry Partners to reread the two poems

from today’s lesson, together and individually. As they read, they should use the rhyming words to create a rhythm.

Students write their own poem beginning with “Every time I…” Students select one of the two poems to add to their personal

anthologies.

After Reading and Closure (5 minutes) Reconvene the whole class to discuss what they learned about

rhythm, rhyme, and repetition. Ask several students to share the poems they wrote.

Review outcomes of lesson by asking students questions.


Add any new learning about characteristics of poetry to the poetry chart.

Preview outcomes for next lesson: Tomorrow we will learn about how poets use words to create sounds in their poems.


Before Reading (5 minutes) Discuss how the language of poetry is like music Explain that today they will look more closely at the words in lines

and stanzas that repeat consonant sounds to create rhythm and rhyme in poems. (See definition of alliteration in Massachusetts Curriculum Framework for English Language Arts and Literacy.)

Teacher-directed Mini-lesson: Alliteration (20-25 minutes) Present or hand out the short poem “A Fly and a Flea in a Flue” and

read it aloud to the students. o Ask students what they noticed about the words in this poem. o Discuss how the first consonant letters are repeated in several

words (flea, fly, flue, flee, flaw) and underline these words. Introduce/review with students the term “alliteration.”

o Ask students to reread the poem chorally and in partners. o Ask why they think the poet chose to use these words with

repeated consonants. (You may want to point out that these are sometimes called tongue twisters, like those in “Peter Piper Picked a Peck of Pickled Peppers.)

o Discuss the mood of the poem that uses these words (happy, silly, fun) and why the poet chose alliteration to evoke this mood.

Hand out the poems for partner reading: 1) “Don’t Ever Seize the Weasel” and 2) ‘Weather,” by Eve Merrium. o Explain to students they will read these poems with their poetry

partners. After reading the first poem, they will underline the words that have repeating vowel sounds.

o In the second poem, they will underline both the words that have the same repeating consonants (blends).

Extension activity (optional): Assonance: Tell students that sometimes poets repeat vowel sounds in words rather than consonants to play with the language and create a mood. Present or hand out the poem “The Cow” and read it aloud. Have students read the poem aloud chorally and in partners. Ask what vowel sounds are repeated throughout the poem. Discuss the mood of the poem created by repeated sounds/rhymes

(happy, silly, fun, amusing).

Partner Reading and Writing (15 minutes) Students read each poem with a partner at least two times. After reading “Don’t Ever Seize the Weasel,” students work with

partners to underline the words that have the same, repeating vowel sounds.

After reading “Weather,” students work with partners to underlines the words that have the same, repeating consonants (blends) and vowel sounds.

After underlining the words, they discuss with their partners how these poetic devices helped them to understand the meaning and the poet’s point of view. They write their ideas in their RRJs.

After Reading and Closure (10 minutes) Reconvene the whole class. Ask several students to read the two

poems they read with their partners. Discuss the words they underlined for repeating consonants and repeating vowel sounds and how these words added to the rhythm, rhyme, repetition, and musical language of the poems.


how poets use words that sound like the sound they are representing.



Before Reading (5 minutes) Revisit EQ3. How do images or sounds help us to understand the

meaning of a poem? Have students Turn and Talk with a partner. Listen for students who make any reference to rhythm, rhyme, repetition, and the devices of alliteration and assonance. Ask several students to share what they discussed.

Teacher-directed Mini-lesson: Onomatopoeia (25 minutes) Explain that today students will look at words another poetic device

that plays with the language and rhythm of a poem. Sometimes poets use words that sound like the meaning of the word. This is called “onomatopoeia.” When poets use “onomatopoeia” to create a sound image that helps us to understand what the poem is about.

Provide some examples of these kinds of words using the sounds that animals or people make (e.g., hiss, arf, meow, moo, quack, achoo, burp). Ask students what they notice about these words (sometimes these words are real words, and sometimes they are made-up) to mimic the sound. Have students come up with other words that sound like the sounds animals or people make.

Read the poem “Onomatopoeia” by Eve Merriam. Before reading, tell students this is a poem that uses words to describe an old, rusty spigot/faucet. They will listen for words that sound like a spigot breaking down and then words that describe it getting better. After reading, ask students what they pictured in their minds based on the words used. How did these words help them to understand the problem of a broken, rusty spigot?

Reread the poem “Weather” from lesson 4. Tell students that today, they will reread the poem to find words that that sound like what they hear when it rains (dot-a-dot-dot, spack, speck, slosh, splosh). Reread the poem several times in different formats (whole class, boys/girls, partners, individual).

Hand out two more poems: “Our Washing Machine” and “Galoshes.” If necessary, explain what galoshes are. Explain what they will do with their partner today. Write these steps on the board:o Read each poem with your partners two times each and

underline the words that sound like the topic of the poems. Mark other poetic techniques you notice.

o With your partner, discuss which poems you liked best this week and what poetic devices were used to help you understand and enjoy the poem.

o Finally, write in your RRJs which poem(s) you liked the best and why. You may draw an illustration of the poem.

Partner Reading and Writing (20 minutes) Have students meet with their partners in designated areas around

the room. Circulate among the partner groups. Meet with any students who will need support in reading and understanding these poems.

Students read each poem with a partner at least two times. Students discuss the poems and how the use of onomatopoeia

helped them to understand, hear, and see the topic of the poem. Individually, students write in their RRJs to the question: Which

poems today did you enjoy reading the most? Have students write at least two examples from the poem to support their response.

After Reading and Closure (10 minutes) Have students come to the whole group with their poems. Read each

poem chorally. Ask students which poem they liked the best and why.

Encourage students to write their own poems using onomatopoeia during free time or at home.

Review outcomes of lesson by asking students questions. Preview outcomes for next lesson: In our next lesson, we will shift

our focus to the visual images that poets create with other poetic devices.



Lessons 6, 7, 8, and 9

Brief Overview of Lessons: Lessons 6–9 focus on poetic devices that create visual imagery and support understanding of a poem. In lesson 6, students read two poems on the same topic and compare how they are alike and how they are different (e.g., structure, meaning/point of view, sensory images). Lessons 7 and 8 introduce students to two poetic devices that create a picture in the reader’s mind: simile (lesson 7) and metaphor (lesson 8). Although these two poetic devices are explored more thoroughly in grade 4, this will be a brief introduction to the terms, their meanings, and sample poems in preparation for the next grade. In lesson 9, students review what they have learned about poetry and write their own poems to demonstrate this learning.

Prior Knowledge Required: Understanding of the differences between poetry and prose Understanding of the poetic devices used to evoke the sounds and rhythm of language

Estimated Time (minutes): 60 minutes per lesson

Instructional Model: Same as previous lessons. For details, see page 11.

Resources for Lessons Core Anthologies

The Random House Book of Poetry for Children, Jack Prelutsky (Random House) Sing a Song of Popcorn, Beatrice Schenk de Regniers et al (Scholastic)


Suggested Poems for Mini-lessonsLesson 6:

“The Swing” by Robert Louis Stevenson (Sing a Song of Popcorn, page 118) “We’re Racing, Racing Down the Walk” by Phyllis McGinley (Random House Book of Poetry for Children, page 111) “The Sidewalk Racer Or On the Skateboard” by Lillian Morrison (Random House Book of Poetry for Children, page

122)

Lesson 7: “A Book is Like” by Kathy Leeuwenburg (The Reading Teacher, 1994, 46[6], p. 463). Available on the Internet

(http://anthologies.wikispaces.com/file/view/A+Book+Is+Like.pdf “The Base Stealer” by Robert Francis (Random House Book of Poetry for Children, page 219) “Flint” by Christina Rossetti (Random House Book of Poetry for Children, page 23)

Lesson 8: “The Night is a Big Black Cat” G. Orr Clark (Random House Book of Poetry for Children, page 33) “Fog” by Carl Sandburg (Random House Book of Poetry for Children, page 96) “What is Red?” by Mary O’Neill (Random House Book of Poetry for Children, page 219)

Materials Chart paper Poetry Anthology Notebooks


http://anthologies.wikispaces.com/file/view/A+Book+Is+Like.pdf

Content Area/Course: English Language Arts and Literacy, Grade 3Unit: Poetry: The Voices and Images of Our WorldLessons 4–9: The Sights of PoetryTime (minutes): 60 minutes per lesson


Compare poems based on structure, language, themes, and emotions Identify literary devices of simile and metaphor that contribute to

visual images in poetry Use the structure of lines and stanzas in poetry to read accurately

and fluently Write their own poems using what they have learned




RL.3.4 Determine the meaning of words and phases 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.3.6 Distinguish their own point of view from that of the narrator or those of the characters. F.3.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

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

W3.3a Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g., alliteration, onomatopoeia, rhyme) are key elementsSL3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL3.2 Determine the main ideas and supporting detail of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.L3.5 Determine understanding of word relationships and nuances in word meanings.

a.Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps)b.Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).c.Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Instructional Tips/Strategies/Notes for Teacher Copy individual poems for instruction and practice. Copy poems for

mini-lessons on chart paper for the class to see. Create a new list of Poetry Partners to allow students to work with a

different partner from week one, to share and read aloud poems each day. Consider pairing students who will work well together regardless of their reading levels.

Provide time during the lessons or at another part of the day to meet with individual students to review their personal anthologies and responses to poetry.


Vocabulary for poetry words this week: compare, contrast, images, simile, and metaphor.

In Lesson 9, students will write their own poems using one or more of the poetic devices learned in previous lessons. You may want to work with struggling readers individually or as a group to write their poems. Enlisting the support of special education or ELL teachers or paraprofessionals will help with this process.

Anticipated Student Preconceptions/MisconceptionsPreconception: We read poems aloud just to hear the sounds of the language.Misconception: When I read poems, I understand the poet’s life and feelings, not my own.

Lesson Sequence


Whole-class Discussion (10 minutes): Return to the three Essential Questions on chart paper for the unit.

Record students’ new ideas for any of these questions. o If students need prompting, ask:

What does poetry look like? What does poetry sound like? What do we feel when we read poems?

Explain to students that they will now focus on how poets use words to create visual images—pictures in our minds—that help us to understand the message or theme of the poem.

Present the new list of partners for the next days.

Teacher-directed Mini-lesson (20 minutes) Explain to students that they will be reading three poems today

about outdoor activities. Ask:o What activities do you like to do outside?

o What do you see when you do these activities?o What do you hear when you do these activities?o How do you feel when you play outside?

The first poem they will read today is about a favorite outdoor activity: swinging. Ask:o Where do you like to swing?o What do you like about swinging?o How do you feel when you swing?

Present the poem “The Swing” on chart paper, telling them that Robert Louis Stevenson is a famous author of many books and poems. Show A Child’s Garden of Verses if you have this book in your classroom library.

Read the poem aloud to the class as students follow along. Ask students what they think the author is saying about swinging and how it makes him feel. Write descriptive words on the board (e.g., pleasant, fun, makes you feel high above the ground, makes you feel free).

Tell students that every time they reread a poem, they understand and appreciate it more. Have students reread the poem together as a class. Then, have groups, pairs, or individuals reread the poem. What other ideas do they have about what the poet is saying about his memory of swinging as a child? What does he see? Hear? Feel? What words in the poem show this?

If applicable, ask students to identify the rhyming words in the poem and the rhyme scheme (every other line, ABAB). Ask what they notice about the lines in each stanza (one long, one short) and why they think the poet structured the poem this way (like a swing: up and back).

Hand out the Comparing Poems chart (see page after lesson 9) and explain how to use it: write words from the poem that describe each category on the chart. Have the class provide a few examples for “The Swing.” Then, hand out the poem “We’re Racing” and tell students this is about another type of outdoor activity—roller-skating.


Explain the procedures for working with their partners:o Read both poems at least two times.o Complete the chart with words or phrases that tell what they see,

hear, and feel from each poem.o Discuss what they think each poet is saying in their poems about

the outdoor activity.o Write in their RRJs a response to the following question:

Compare the two poems, "The Swing" and "We’re Racing." Using the words on your chart, describe how they are different and how they are the same.

Partner Reading and Writing (20 minutes) Students read the two poems at least two times with their partners. Students complete the poetry chart with their partners, adding

words and phrases that describe each category. Students work individually to write a response to the question in

their RRJs.

After Reading and Closure (10 minutes) Reconvene the whole class. Students should bring their charts and

RRJs to the group. Discuss what they understood from the poem “We’re Racing” and how it differed from “The Swing.”o How did you feel when reading “The Swing”?o How did you feel when reading “We’re Racing”?o What words in each category on your chart were different in

describing the activity?o What is the same about both poems?

Read the poem “The Sidewalk Racer” and discuss how it is the same and different from the other two poems.

Review outcomes of lesson by asking students questions. Preview outcomes for next lesson: Tomorrow we will look at

another way that poets use words to express their feelings about a topic—the use of similes.


Teacher-directed Mini-lesson (25 minutes) Tell students that sometimes poets describe their feelings about

something—an object, a feeling, or a movement—by comparing it to something else. o Provide a simple example, such as “Twinkle, Twinkle Little Star,

How I wonder what you are, Up above the world so high, Like a diamond in the sky”.

o Ask why the author of this rhyme is comparing a star to a diamond.

o How does this comparison help us to see what a star looks like? How does it help us to understand the poet’s feelings about stars?

Ask students to supply words to complete the following similes: o As quiet as ________________o As ferocious as _____________o As round as ________________o As dark as __________________o To run like _________________o To cry like__________________

Explain to students that they will read poems today that make comparisons. When a comparison is made between two different objects using the words “like” and “as,” it is called a simile.

Present the poem “A Book is Like” on a chart and read it aloud to the class (see poem on page 30). Discuss the comparisons in the poem:o Why is a book like an open flower?o Why is a book like a crafty fox?o Why is a book like a lock and key?o Why is a book like a trusted friend?o How did these comparisons help you to understand the poet’s

message?


Present or hand out the poem “Flint.” Discuss what the word “flint” means (a hard, grey rock that has been used as a tool in ancient times). Read the poem aloud and discuss how the poet is comparing jewels and regular stones in the poem. Note the pattern of the poem: as ______ as _____. Compare this structure with “like” in the first poem. This is another way to compare two things with a simile.

Hand out a third poem, “The Base Stealer.” Discuss what it means to “steal” a base in baseball.

Tell students what they will be doing with their poetry partners and in their RRJs: o Reread each of the three poems two times.o Discuss what is being compared in each poem and how the poet

made the comparisons. Explain how the comparison helps you understand the poem? What lines helped you most in understanding the meaning of the poem?

o Choose one of the poems and write a response in your RRJs to answer the question: 1) What is the poet saying about…(books, stealing base, precious stones) and 2) What specific words does the poet use to compare two ideas?

Partner Reading and Writing (20 minutes) Students read the three poems at least two times with their partners. Students discuss the comparisons made in each poem. Individually, students respond in their RRJ to the response question.

After Reading and Closure (10 minutes) Students meet in small groups (3–4). They read the poem they wrote

about, read their written response, and describe what was being compared.

Reconvene the whole class and discuss what they learned from the use of simile in today’s poems.

Review outcomes of lesson by asking students questions.

Preview outcomes for next lesson: Tomorrow we will look at metaphors—another way that poets use words to compare two things but in a different way from similes.

Formative assessment Notes on students' collaborative work with Poetry Partners. Student written responses in RRJs Participation in class discussions


Whole-class Discussion (5 minutes) Review and discuss the concept of “simile.” Ask students to define

the word and to give examples from yesterday’s poems. How did the poets’ use of simile help them to understand the meaning of the poem?

Teacher-directed Mini-lesson (25 minutes) Tell students they will be reading poems today that include

comparisons, but they do not use “like” or “as” in doing this. This type of comparison is called a metaphor.

Present and read “The Night is a Big Black Cat.” Explain the meaning of the words “topaz” and “sultry.” Have students reread the poem chorally, in small groups, and in pairs. Then, make a T-chart on the board to record what words are being compared.

night black catmoon topaz stars mice

Ask students to suggest other words that could be compared to night, moon, and stars. Discuss why the poet used metaphors to describe night. How did these metaphors help them to picture the


night? To understand the poem? How does the poet feel about the night?

Present and read the poem “Fog.” Clarify the meaning of the word “haunches.” Ask students what the poet is comparing fog to and why they think he chose this to describe fog? What words would they use to describe fog based on reading this poem (e.g., slow, silent, mysterious, quiet)?

Next, explain that sometimes metaphors are longer, for example a poem could just one metaphor throughout the poem.

Have students Turn and Talk to a partner to discuss how the poets used metaphor differently in each poem (e.g., sometimes metaphors are not in every line of a poem; sometimes a poem uses just one comparison throughout the poem). Then, discuss how the metaphors in the two poems helped them to visualize the ideas of night and fog. As a whole class, discuss how the metaphors helped them to understand the poets’ feelings about their subjects.

Hand out copies of the poem “What is Red?” Explain that this is a longer poem that compares the color red to things, actions, feelings, and events. Read the poem chorally before breaking into partners. Ask what the poet is comparing red to and record these on the board. Point out that one line uses a metaphor to compare red to something else and the following live gives more details. Have individual students read specific lines that exemplify this format.

Explain what they are to do with their partners and individually. After reading each poem two times, they will write their own poem of at least eight lines describing a color of their choice. Model an example of comparing a color to something else in the first line and writing a description of that thing in the next line. For example, “Orange is a pumpkin /Large and round…”

Partner Reading and Writing (25 minutes) Students reread each of the three poems with their partners. They

read the poem “What is Red?” two times to find all of the things the

poet is comparing the color “red" to in order to help them write their own poem.

Individually, students write their own poem of at least eight lines to compare a color of their choice to four things, events, actions, and feelings. They write two lines for each comparison.

Circulate among the partners and work with individual students to provide support in reading and writing.

Reading and Writing (30 minutes) Students meet with their poetry partners to reread two of their

favorite poems. Students work individually to plan and write their own poems. Work

with any students who will need support in this process in a small group—to choose a topic and literary device, to plan, and to write.

Circulate among the students to provide any assistance needed. Confer with students after they have completed their poems,

checking for content, literary device, spelling, etc. If students finish before the time is up, they may read poems in

classroom anthologies alone or with a partner.

After Reading and Closure (5 minutes) Students share their own poems with their poetry partners. Review outcomes of lesson by asking students questions. Preview outcomes for next lesson: Tomorrow we will review all of

the poems we have read and the poetic devices that are used to create sounds and pictures about a topic. Then you will write your own poems based on a topic you want to write about and use one of the poetic devices in your poem. You will also have time to read poems from different poetry anthologies in the classroom library with your poetry partner.



Whole-class Discussion (20 minutes): Ask students come to the group meeting with their personal poetry

anthologies and copies of the poems read. Begin by reviewing the titles of all of the poems read and ask

students what topics they’d like to write use for writing their poem. Next, review all of the poetic devices used in the poems they have

read and list them on the board: rhyme, repetition, alliteration, assonance, onomatopoeia, figurative language: simile, and metaphor. Ask which ones they would like to use to write their own poems.

Explain that today they will reread some of their favorite poems individually or with a partner and then begin creating their own poems. They will choose a topic and a poetic device to write their poem. Place students in small, heterogeneous groups (3–4) to discuss and generate ideas for the poems they would like to write.

After the small-group discussions, explain the procedures for the rest of the class:o Reread two of your favorite poems with a partnero Choose a topic for your own poem, write it on a piece of paper,

and write words that describe the topic.o Choose a poetic device to use in your poem.o Write your own poem with at least eight lines. (They might write

in one or more stanzas.) You may want to model writing a few lines of a poem, using a think-

aloud as you plan and write.

After Reading/Writing and Closure (10 minutes) Students meet in small groups (3–4) to share their poems and

discuss why they chose their topics and poetic devices. Review outcomes of lesson by asking students questions. Preview outcomes for next lesson: Tomorrow you will revise and

edit your poem and make a final draft. Then, you will begin working on your final presentation. You will continue to work on your own poetry anthology and decide which poem(s) you want to share on the last day.

Formative Assessment Student poems that reflect what they have learned.


Comparing Poems: Lesson 6

The Swing We’re Racing, Racing

See

Hear

Feel

Poet’s Main Idea


Lesson 7

A Book Is Likeby Kathy Leeuwenburg

The Reading Teacher, 1994, 46[6], p. 463

A book is like an open flower, scented pages, fragrant hours. A book is like a crafty fox, surprising in its clever plots. A book is like a fairy's wings, with princesses, enchanted kings. A book is like a windowsill, where breezy thoughts are never still. A book is like an hour glass, whose pages flow as hours pass. A book is like a lock and key that opens doors and sets minds free. A book is like an ancient clock that speaks the times but never talks. A book is like an open letter, when read again the friendship's better. A book is like an apple core with seeds inside for growing more. A book is like a trusted friend that keeps its secret to the end.



Lessons 10, 11, and 12

Brief Overview of Lessons: Lessons 10–12 are designed for students to prepare and present their final performance assessment (CEPA). In lesson 10, students revise and edit the poem they wrote in lesson 9. They begin preparing for their final presentation (CEPA), making final decisions on which poems to include in their personal anthology and which one(s) they will share with their group on the last day. In lesson 11, they draft and revise reflections on the poem(s) they have selected to share and illustrate based on their understanding of the poem’s meaning. They practice reading or memorizing their poems for the Poetry Reading. Lesson 12 is the final CEPA presentation. Students meet in small groups to read their favorite poem(s) in an oral recitation, to share their anthologies, and to discuss why they selected specific poems for their anthology. They also read one of their own poems and discuss how it is similar to or different from their favorite, published poem.

Prior Knowledge Required: Understanding of the structure of poetry (lines and stanzas) Understanding of the poetic devices poets use to create sounds and pictures in the mind

Estimated Time (minutes): 60 minutes per lesson

Instructional Model: Continue with the same instructional model.


Resources for Lessons

Personal Anthologies Anthologies in the Classroom Library (See suggested list in General Resources and Notes)

Poems for Lesson 12: “Poetry“ by Eleanor Farjeon, (The Random House Book of Poetry for Children, page 196) “Keep a Poem in your Pocket” by Beatrice Schenk Regniers (The Random House Book of Poetry for Children, page 226)

MaterialsPaper and implements for illustrating favorite poem(s)


Content Area/Course: English Language Arts and Literacy, Grade 3Unit: Poetry: The Voices and Images of Our WorldLessons 10–12: The Sights of PoetryTime (minutes): 60 minutes per lesson


Select, read, and discuss a favorite poem, relating it to their own experiences and feelings

Illustrate a favorite poem to reflect the meaning and poet’s feelings Use the structure of lines and stanzas in poetry to read accurately

and fluently Write their own poems using what they have learned




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. RL3.6 Distinguish their own point of view from that of the narrator or those of the characters. RF3.4 Read with sufficient accuracy and fluency to support comprehension.

d.Read grade-level text with purpose and understandinge.Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

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

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

a.Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.b.Provide reasons that support the opinionc.Use linking words and phrases (e.g., because, therefore, since, for example) go connect opinions and reasons.d.Provide a concluding statement or section.

W3.3a Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g., alliteration, onomatopoeia, rhyme) are key elementsSL3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Instructional Tips/Strategies/Notes for Teacher Meet with struggling readers individually or as a group to write their

poems. Determine each day which students need support or additional instruction to complete the tasks.

Provide time during the lessons or at another part of the day to meet with individual students to review their personal anthologies and responses to poetry.

Create groups for the final presentation. Consider those students who will work well together and support each other in their presentations.

Plan designated areas for final Poetry Reading. This could be 3–4 areas of the classroom or designated areas in the school library. The major consideration is for students not to be distracted by presentations in other groups.

Make arrangements for equipment and any necessary staff (e.g., media specialist) for videotaping or audiotaping final presentations.


Copy or have an assistant copy any additional poems students want to include in their personal anthologies. Some students may want to copy the poems in their own handwriting or type them on the computer.

Enlist the support of special education or ELL teachers or paraprofessionals to assist students in their final presentations.

Anticipated Student Preconceptions/MisconceptionsPreconception: I only read poetry in school. Misconception: Poems are understood best when I read them to myself.

Lesson Sequence


Teacher-directed Mini-lesson (20 minutes): Review the final CEPA instructions and procedures. Explain what students will be doing in today’s lesson.

o First, they will reread, revise, and edit one of the poems they have written during the unit (lessons 3, 8, and 9) that they want to present at the Poetry Reading.

o Then they will review all of the poems they have collected, select any additional poems for their anthologies, and paste these into their anthology notebooks. If they have a favorite poem they found in the classroom library, they may copy this poem to include into their anthologies.

o They will decide which poem they want to share with their group on the final day and practice reading it aloud.

Revising poems:o Review the structure of poems: lines and stanzas. Tell students

they will revise their own poems for lines, stanzas, and spelling. Present a simple poem on the board or chart that is written in paragraph form. Ask students where they would break the

paragraph into lines (and stanzas, if appropriate) and why. Rewrite the paragraph as a poem.

o Review spelling. Underline a few words in the poem that are misspelled. Ask students how they can check the correct spelling of these words and correct them on the chart.

o Remind students that sometimes poems use punctuation (commas, periods) and they should review their poems to see if punctuation is necessary.

Reading and Writing (30 minutes): Students revise their poems. Work with those students who will

need support individually or in small groups. They may copy their revised draft in handwriting or on the computer.

Students review the poems they have read and collected and select the final poems to be included in their anthologies. They reread these poems individually or with a partner and decide which one(s) they want to share at the Poetry Reading.

If students finish before the time is up, they may read poems in classroom anthologies alone or with a partner.

After Reading/Writing and Closure (10 minutes) Reconvene the whole class to discuss the work they did: What poems

did they select for their anthologies? What poem(s) will they share in the Poetry Readings?

What questions do they have about the final day? Review outcomes of lesson by asking students questions. Preview outcomes for next lesson: Tomorrow you will illustrate the

published poem and your own poem that you will share. Then you will write a reflection on the published poem to help you in your final presentation.



Teacher-directed Mini-lesson (15 minutes): Remind students that poetry is personal and we all read and respond

differently to poems. Tell students they will write a reflection on the published poem they

selected for their final presentation at the Poetry Reading. Hand out the Planning Sheet for the written reflection (see sample after Lesson 12). Review the information on the Planning Sheet and model how to complete it with a new poem. (You may want to choose a poem that relates to other poems they have read such as “The Sidewalk Racer” on page 122 of The Random House Book of Poetry for Children.)

Explain to students what they will do in this lesson:o Reread the poem they have selected two times.o Complete the Planning Sheet for their response to the poem.o Write a paragraph about the poem, using the information from

their Planning Sheet.o Practice reading their poems with a partner or in a small group.o Illustrate the poem.

Reading and Writing (30 minutes): Students work individually to:

o Reread their poems at least two timeso Complete the Planning Sheet and write a paragraph that

demonstrates their understanding of the poem. Draw a picture that represents their understanding of the poem.

Students work with a partner to practice reading their published poem and personal poem. (Some students may want to memorize their poems for the final presentation.)

Work with those students who will need support individually or in small groups to complete these tasks.

After Reading/Writing and Closure (10 minutes) Reconvene the whole class to discuss the work they did and what the

Poetry Reading will look like the next day. Explain that they will be working in small groups (5–6) to reread their poems: One or two of the published poems from their anthologies and their own written poem. After sharing their own poem, they will discuss how it is like the published poem or other poems they have read during the unit. Ask several students to share how their own poems are like the favorite poem they selected to share (e.g., same literacy device, same topic). Ask what questions they have about the final day?

Review outcomes of lesson: Today you reread the poems you will share tomorrow in the Poetry Reading. You wrote a reflection on the poem, drew an illustration, and practiced reading it for the presentation. You also practiced reading your own poem and thought about how it compared to your favorite poem.

Preview outcomes for next lesson: Tomorrow you will share your poems in a small group that we are calling A Poetry Reading.

Summative Assessment CEPA, written reflection on poem



Before the Presentations (15 minutes): Convene the whole class to review procedures for the Poetry

Reading presentations. o Students will come to their groups with their poems or complete

anthologies. o They will read one or two poems that they chose as a favorite

and describe their reaction to the poem(s) using their reflection from the previous day and their illustration.

o Then they will read and their own written poem, explaining how it is like the favorite poem they chose.

o Each student may have up to five minutes to present. Discuss how students can respond to each presentation, with

questions and positive comments. Present the list of groups who will meet together to share their

poems and tell them where they will be meeting in the room.

Presentations (25 minutes) Students meet in their groups to read and discuss their poems. Each

group will decide the order of presentations. Circulate among the groups to ensure that they are on task and to

support any students in reading their poems.

After Reading/Writing and Closure (20 minutes) Reconvene the whole class after group presentations. Ask students

what they liked best about the presentations and what they learned. Reread the poem from Lesson 1, “Poetry.” Ask students what they

understand about this poem now that they have read, responded to, and shared their poetry.

Conclude the lesson with the poem “Keep a Poem in Your Pocket.” Have students read it chorally and share what other kinds of poetry they would like to read on their own.


Poetry Response Planning Sheet

Title of Poem: ___________________________________________________________ Poet: _____________________________________________________

This poem is about ___________________________________________________________________________________________________________________

The poet used ________________________________________________________ to express ideas and feelings on the topic (poetic device).

When I read this poem, I saw, heard, felt ____________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________.

Words that helped me do this: _______________________________________________________________________________________________________

I chose this poem because ____________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________.


Curriculum Embedded Performance Assessment (CEPA)Teacher Instructions

Performance Task: The CEPA consists of two activities: First, students select and present two poems from their personal anthology. They may include one of the poems they wrote. Students will present the

poem orally, with fluency and expression, demonstrating their understanding of the poem in a small group, called “Poetry Reading.” This reading will be videotaped or audiotaped to create a class collection of poems read aloud.

Second, students will submit a written response to a poem read in class and to one of the poems that they wrote during the unit for a written demonstration of their understanding of a poem.

Goal: The goal is for students to demonstrate what they have learned about poetry through an oral presentation of two poems and a written response to two poems (one published and one they wrote).

Audience: Small-group presentations will be for other members of the class. The written response to a favorite poem and the personal poem will be submitted to you for assessment of learning.

Directions: Students will: Review their personal anthologies and select two poems to present orally. Practice reading the selected poems to develop accuracy, fluency, and expression. Present their poems in a small-group “Poetry Reading.” These presentations will be videotaped or audiotaped. Select two responses written over the course of the unit to submit: one for a published poem and one for a poem they wrote.

Standards Assessed: 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. RL3.6 Distinguish their own point of view from that of the narrator or those of the characters. RF3.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understandingb. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsc. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.Massachusetts Department of Elementary and Secondary Education Model Curriculum Unit, May 2013 of 44

e. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.f. Provide reasons that support the opiniong. Use linking words and phrases (e.g., because, therefore, since, for example) go connect opinions and reasons.h. Provide a concluding statement or section.

W3.3a Write poems, descriptions, and stories in which figurative language and the sounds of words (e.g., alliteration, onomatopoeia, rhyme) are key elementsSL3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Criteria for Success: (Show students the CEPA Rubric) The oral presentation is accurate, fluent, and expressive. Students’ explanation of why they selected the poems for oral presentation. The written response to the poem:

o describes the meaning and poet’s point of view on the subject. o includes literary devices used in the poem to convey the meaning.o includes a personal reflection/connection to the poem.


CEPA Student Instructions

Performance Task: After reading and discussing a variety of poems, you will demonstrate your understanding and appreciation of poetry in two ways. In the first activity, you will select two poems from your personal anthology to present in a small-group (Poetry Reading). These can be two published poems or one published poem and one poem that you wrote on your own. You will practice reading these poems so that you know all of the words and can read the poems fluently and with expression. Then you will meet in a small group to present your poems to other classmates in the group. This reading will be videotaped (or audio-taped) to end the unit with a class collection of our favorite poems read aloud.

For the second activity, you will select and hand in two of the responses you wrote during the unit: one for a poem you read in class and one for a poem that you wrote.

Goal: Your goal is to demonstrate what you have learned about poetry through an oral presentation and written response to poems.

Audience: Your audience is your classmates, who also have read poetry and selected their favorite poems.

Directions: Review your personal anthologies and select two poems you want to present orally in a small group. These may be two poems you read in class or

one poem read in class and one poem you wrote yourself. Practice reading the poems you select by yourself or with a partner so that you know all of the words and can read the poems fluently and with

expression. Present your poems in a small-group (Poetry Reading). These presentations will be videotaped or audiotaped. Select two responses written over the course of the unit to submit: one for a published poem and one for a poem you wrote.


CEPA Rubric: Oral Presentation and Written Response

1 - Emerging 2 - Developing 3 - Meets Expectations 4 - Exceeds Expectations

Oral PresentationAccurate reading Reads with several errors Reads words with some

errorsReads words accurately with few errors

Reads all words accurately

Uses lines and stanzas for fluency and expression

Little fluency and expression

Inconsistent fluency and expression

Mostly fluent and expressive reading that reflects meaning

Fluent and expressive reading that reflects meaning

Written ResponseIncludes description of topic of poem

No description of topic Description of topic using one sentence

Accurate description of topic with at least two sentences

Accurate description including three or more sentences

Includes senses or emotions evoked by poem

No response Response to one sense or emotion

Response to two senses or emotions

Response to three senses or emotions

Specific words or phrases to support response

No examples of words or phrases to support response

One example of words or phrases to support response

Two examples of words or phrases to support response

Several examples of words or phrases to support response

Personal reflection No examples of why poem was chosen or written

One example of why poem was chosen or written

Two examples of why poem was chosen or written

Detailed explanation of why poem was chosen or written


Unit ResourcesCore Anthologies

The Random House Book of Poetry for Children, Jack Prelutsky (Random House) Sing a Song of Popcorn, Beatrice Schenk de Regniers et al. (Scholastic) Forget-Me-Nots: Poems to Learn by Heart, Mary Ann Hoberman (Little Brown and Company)

Suggested Anthologies for Student Reading and Classroom Library/Poetry Corner Poetry for Young People series:

o American Poetry, edited by John Hollandero Emily Dickinson, edited by Harold Ron Bloomo Robert Frost, edited by Gary D. Schmidto The Seasons, edited by John N. Serioo William Carlos Williams, edited by Christopher MacGowan

A Child’s Garden of Verses by Robert Louis Stevenson Comets, Stars, the Moon and Mars: Space Poems and Paintings by Douglas Florian The Dream Keeper and other poems by Langston Hughes Joyful Noise: Poems for Two Voices by Paul Fleischman A Light in the Attic by Shel Silverstein The New Kid on the Block by Jack Prelutsky Pass It On: African-American Poetry for Children, selected by Wade Hudson A Swinger of Birches: Poems of Robert Frost for Young People, edited by Barbara Holdridge This Same Sky: A Collection of Poems from Around the World, compiled by Naomi Shihab Nye Where the Sidewalk Ends by Shel Silverstein Weather: Poems for All Seasons, selected by Lee Bennett Hopkins

Websites There are many good websites devoted to the general topic of poetry for children and some of these may be used throughout the unit. The best use for exploring these sites with the whole class is in a computer lab or in the classroom with a Smart Board available. You may want to review or explore the following websites before beginning this unit:

The Children’s Poetry Archive: www.poetryarchive.org/childrensarchive/home.do Poetry Foundation: www.poetryfoundation.org


http://www.poetryfoundation.org/

http://www.poetryarchive.org/childrensarchive/home.do

Poetry Everywhere: www.pbs.org/wgbh/poetryeverywhere/: This website features a number of renowned poets reading their own work. Giggle Poetry (www.gigglepoetry.com) has ads and may not be appropriate to feature in the classroom, but is a source of many poetry-based

activities and games, etc. that could be idea-starters.

Professional ResourcePoetry Lessons to Meet the Common Core State Standards, Georgia Heard (Scholastic)


http://www.gigglepoetry.com/

http://www.pbs.org/wgbh/poetryeverywhere/

Poems for Lessons

Lesson Poet Title Source Poetic device/theme/notes1 Eleanor Farjeon Poetry Random House Book of Poetry

(p. 196)Use to introduce unit: see, hear, feel; difference between poetry and prose

1 Christina Rossetti Who Has Seen the Wind? Random House Book of Poetry (p. 27)

Weather; visual imagery, compare with informational text on wind

1 James Reeves The Wind Random House Book of Poetry (p. 26)

Compare with informational text on wind

2 Arnold Spilka Flowers are Such a Silly Bunch

Random House Book of Poetry (p. 92)

Feelings about the country

2 Marci Ridlon City, City Random House Book of Poetry (p. 91)

Opposing views of the city, compare/ contrast, descriptive adjectives

3 Lois Lenski Sing a Song of People Random House Book of Poetry (p. 95)

People in the city; rhyme

3, 4, 5 John Ciardi The Myra Song Random House Book of Poetry (p. 137)

Rhythm, rhyme, repetition

3, 4, 5 David McCord Every Time I Climb a Tree Random House Book of Poetry (p. 119)

Repetition, rhyme, mood, tone, movement

3, 4, 5 Anonymous A Fly and a Flea in a Flue Random House Book of Poetry (p. 190)

Alliteration

3, 4, 5 Jack Prelutsky The Cow Random House Book of Poetry (p. 190)

Assonance

3, 4, 5 Jack Prelutsky Don’t Ever Seize a Weasel by the Tail


Assonance

3, 4, 5 Eve Merriam Onomatopoeia Internet Onomatopoeia3, 4, 5 Eve Merriam Weather Sing a Song of Popcorn (p.

15)Alliteration, onomatopoeia

3, 4, 5 Rhonda Bacmeister Galoshes Sing a Song of Popcorn (p. 18)

Alliteration, onomatopoeia


3, 4, 5 Patricia Hubbell Our Washing Machine Random House Book of Poetry (p. 216)

Onomatopoeia

6 Robert Louis Stevenson

The Swing Sing a Song of Popcorn (p. 118)

Rhyme, structure of lines (up and back), Visual imagery, activity, the senses

Lesson Poet Title Source Poetic Device/theme/notes6 Phyllis McGinley We’re Racing, Racing Down

the WalkRandom House Book of Poetry (p. 111)

Rhythm, rhyme, the senses

6 Lillian Morrison The Sidewalk Racer Or On the Skateboard


Read aloud at end of lesson to compare with first two poems

7 Kathy Leeuwenberg

A Book is Like The Reading Teacher; Internet

Simile

7 Robert Francis The Base Stealer Random House Book of Poetry p.219)

Simile; visual imagery; feeling (mood); baseball

7 Christina Rossetti Flint Random House Book of Poetry p.23)

Simile

8 G. Orr Clark The Night is a Big Black Cat Random House Book of Poetry p.33)

Metaphor

8 Carl Sandburg Fog Random House Book of Poetry (p.96)

Metaphor

8 Mary O’Neill What is Red? Random House Book of Poetry p.219)

Metaphor

12 Eleanor Farjeon Poetry Random House Book of Poetry (p. 196)

Conclude the unit: What is Poetry?

12 Beatrice Schenk Regniers

Keep a Poem in Your Pocket Random House Book of Poetry (p. 196)

Conclude the unit: What is Poetry?


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