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Curriculum: Tola HutchisonCourse: ELA 03

Learning-Focused ToolboxDate: October 20, 2011 ET

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Topic: PoetrySubject(s): English Language Arts

Days: 10

Grade(s): 3rd

Know: Understand: Do:

Features of poetry(RLA.O.3.1.12, RLA.O.3.1.04)

Mood (RLA.O.3.1.12)

Sensory Language(RLA.O.3.1.12)

Figurative language (personification, simile, metaphor, symbolism) (RLA.O.3.1.11)

Uses of a thesaurus(RLA.O.3.2.03)

Voice (RLA.O.3.2.04)

Lyric (RLA.O.3.2.09)RLA.O.3.1.03 - apply tiered levels of vocabulary in speaking and reading experiences. RLA.O.3.1.04 -describe a purpose for reading:

• for information • for pleasure• to understand a

specific viewpoint

RLA.O.3.1.11 - identify and describe the ways in which language is used in literary text (e.g. simile, metaphor, idioms). RLA.O.3.1.02 - identify and

Poetry communicates meaning through unique structures and word choices.

Identify shades of meaning in related words (RLA.P.D.3.1)

Distinguish features of poetry (RLA.O.3.1.12, RLA.O.3.1.04)

Analyze word choice for sensory and figurative language (RLA.O.3.1.11, RLA.O.3.1.11)

Explain how word choice affects mood(RLA.O.3.1.12)

Make connections to poetry (RLA.O.3.1.12)

Identify and explain descriptive, idiomatic and figurative language (personification, simile, metaphor, symbolism) (RLA.O.3.1.12)

Use thesaurus to modify word choice(RLA.O.3.2.03)

Write poetry and song lyrics (RLA.O.3.2.09)

Evaluate draft for voice and word choice (RLA.O.3.2.04)

Use synonyms to determine word meaning(RLA.O.3.1.02)

Read orally with accuracy, appropriate rate and expression (RLA.O.3.1.06, RLA.O.3.1.05)RLA.O.3.1.02 - identify and understand appropriate reading vocabulary (e.g., synonyms, antonyms, homonyms, multiple-meaning words).RLA.O.3.1.06 - use meaning clues to aid comprehension of content across the curriculum (e.g., pictures, picture captions, titles, headings, topic).


Days: 10

Grade(s): 3rd


understand appropriate reading vocabulary (e.g., synonyms, antonyms, homonyms, multiple- meaning words). RLA.O.3.1.12 - recognize and explain the defining characteristics of genre in literary and texts:

• fairy tales• folk tales• myths • poems• fables• fantasies• biographies• short stories• chapter books• historical fiction• plays• autobiographies• magazines• newspapers• textbooks • electronic

databases• reference

materials

RLA.O.3.1.05 - read familiar stories, poems and passages with fluency:

• appropriate rate• accuracy• prosody

RLA.O.3.2.09 - compose in a variety of forms and genres for different audiences (e.g., diaries, journals, letters, reports, stories).RLA.O.3.2.04 - develop proper paragraph form in written composition:

• beginning, middle, end• main ideas with relevant details• sentence variety such as

declarative, interrogative and exclamatory and imperative

• descriptive and transitional words• indentations

RLA.O.3.2.03 - compose a written composition using the five-step writing process:

• pre-write • draft • revise• edit • publish


Days: 10

Grade(s): 3rd


RLA.O.3.1.06 - use meaning clues to aid comprehension of content across the curriculum (e.g., pictures, picture captions, titles, headings, topic). RLA.O.3.2.04 - develop proper paragraph form in written composition:

• beginning, middle, end

• main ideas with relevant details

• sentence variety such as declarative, interrogative and exclamatory and imperative

• descriptive and transitional words

• indentations

RLA.O.3.3.03 - create an age appropriate media literacy product that reflects understanding of format and characteristics.

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Days: 10

Grade(s): 3rd

Common Assessments on what students should know and do in this unit:


Days: 10

Grade(s): 3rd

Key Learning: Poetry communicates meaning through unique structures and word choices.

Unit Essential Question(s):

How do poets use structure and word choice to communicate?

Concept: Concept: Concept:Features of Poetry Word Choice in Poetry Writing Poetry

RLA.O.3.1.12 , RLA.O.3.1.06 , RLA.O.3.1.05 , RLA.O.

3.1.04 RLA.O.3.1.12 , RLA.O.3.1.11 RLA.O.3.2.09 , RLA.PD.3.1, RLA.O.3.1.02 , RLA.O.

3.2.04, RLA.O.3.2.03 , RLA.PD.3.3, RLA.O.3.3.03

Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):How do readers identify poetry? (A)

How do readers compare poetry to prose? (A)

How do readers make text-to-self connections in poetry? (ET)

How do writers use figurative language in poetry? (A)

How do writers use techniques to write poetry? (A)

Vocabulary: Vocabulary: Vocabulary:Stanza, Lines, prose Personification, Figurative Language,

Sensory Language, Simile, Metaphor, Symbolism, alliteration

Voice, techniques, Synonyms

Additional Information:

Attached Document(s):

Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved. To purchase a

copy of this document visit www.LearningFocused.co m and click on Model Curriculum or call 866-955-3276.Page 1 of 1

http://www.LearningFocused.com/

http://www.LearningFocused.com/

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Vocab Report for Topic: PoetrySubject(s): English Language Arts

Days: 10

Grade(s): 3rd

Concept:

Features of Poetry

Stanza - Lines - prose -

Concept:

Word Choice in Poetry

Personification - Figurative Language - Sensory Language - Simile -Metaphor - Symbolism - alliteration -

Concept:

Writing Poetry

Voice - techniques - Synonyms -

Learning-Focused ToolboxDate: October 20, 2011 ETCourse: ELA 03

Page 1 of 5


Concept: Features of Poetry

5. Acquisition Lesson

Days: 10

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How do readers identify poetry?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: 1. What does a poem look like?Assessment Prompt 2: 2. How are stanza's in a poem and paragraphs to a story similar? Assessment Prompt 3: 3. Can a poem tell a story?

Activating Strategy:

Take a balloon, copy the following poem onto paper to roll up, and place inside the balloon. Blow up the balloon and tie. Students will circle room or area in which you choose to do thisactivity. Begin by asking students who has heard or played "Musical chairs"? Explain they will move the balloon to the music by tapping it to the person beside them. When teacher stops the music,the student holding the balloon will pop the balloon and read the poem inside.

Super Samson Simpson by Jack Prelutsky

I am Super Samson Simpson,

I'm superlatively strong,

I like to carry elephants,

I do it all day long,

I pick up half a dozen and hoist them in the air,

it's really somewhat simple,

for I have strength to spare.

My muscles are enormous,

they bulge from top to toe,

and when I carry elephants,

they ripple to and fro,

but I am not the strongest in the Simpson family,

for when I carry elephants,

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Days: 10

Grade(s): 3rd

my grandma carries me.

Bear In There

There's a Polar BearIn our Frigidaire--

He likes it 'cause it's cold in there.

With his seat in the mea

tAnd his face in the fish

And his big hairy paws

In the buttery dish,

He's nibbling the noodles,

He's munching the rice,

He's slurping the soda,

He's licking the ice.

And he lets out a roarIf you open the door.

And it gives me a scare

To know he's in there--

That Polary BearIn our Fridgitydaire

Key vocabulary to preview:

stanza, lines, prose,

Teaching Strategies:

Graphic Organizer:

Using a Frayer{see attached documents}teacher and students will complete organizer placing in the needed information for a poem. A.P. 1. What is a poem? What are the characteristics of a poem? Give examples of a poem, and examples of something that would not be a poem.

Instruction:




Days: 10

Grade(s): 3rd

Teacher presents a poem with several stanzas. They have their boys in the class to take a yellow highlighter and color over every other stanza. The girls in the class would take a different color highlighter and color the opposite stanzas. Next, have students read the stanzas and discuss how a poem is often set up in stanzas. A. P. 2. How are stanza's in a poem similar to paragraphs in a story?. Teacher presents a different poem to class. Using the same directions as presenting stanzas in poetry, but now they will highlight lines of a poem. You can follow the same procedure. A.P.3. Can a poem tell a story?

This Learning focused site will not allow this poem to be placed in stanzas, even though it is written in stanzas.

Be Glad Your Nose is on Your Face

Stanza 1

Be glad your nose is on your face,

not pasted on some other place,

for if it were where it is not,

you might dislike your nose a lot.

Stanza 2

Imagine if your precious nose were sandwiched in between your toes,

that clearly would not be a treat,

for you'd be forced to smell your feet.

Your nose would be a source of dread were it attached atop your head,

it soon would drive you to despair,

forever tickled by your hair.

Stanza 3

Within your ear,

your nose would be an absolute catastrophe,

for when you were obliged to sneeze,

your brain would rattle from the breeze.

Your nose, instead,

through thick and thin,




Days: 10

Grade(s): 3rd

remains between your eyes and chin,

not pasted on some other place--

be glad your nose is on your face!

Jack Prelutsky

Bear In There by Shel Silverstein

There's a Polar Bear In our Frigidaire-

-He likes it 'cause it's cold in there.

With his seat in the meat

And his face in the fish

And his big hairy pawsIn the buttery dish,

He's nibbling the noodles,

He's munching the rice,

He's slurping the soda,

He's licking the ice.

And he lets out a roar If

you open the door. And

it gives me a scare To

know he's in there--

That Polary BearIn our Fridgitydaire

Assignment and/or Assessment:

Teacher will preselect poems and place in an area in the classroom. Students can work with partner locating different stanzas and lines in the poems. Next, have partners try to create and write their own poem using several stanzas. Do the same for lines in a poem.

Summarizing Strategy:




Days: 10

Grade(s): 3rd

Ask your partner what a stanza poem would look like? How is a line poem different from a poem set up in stanzas? Student will summarize by creating a poem using stanzas. Students will also summarize by writing a short poem in lines.

Resources and Materials:

balloons and poems

Time (in days):

5

Attached Documents:

Frayer Diagrams

http://toolbox.learningfocused.com/data/0000/0031/4610/Frayer_Diagrams.doc

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Days: 10

Grade(s): 3rd



How do readers compare poetry to prose?


Assessment Prompt 1: What are some characteristics of prose? Assessment Prompt 2: What is similar about poetry and prose? Assessment Prompt 3: How are poetry and prose different?


Teacher illustrates a poem of choice showing stanzas. Then illustrates a short story for an illustration of prose. Have students read both and discuss the difference.


stanza, lines, and prose


Graphic Organizer:

Use a venn diagram for comparing and contrasting. { See attached documents}.

Instruction:

Goal:This exercise helps writers to understand the difference between prose and poetry.

NOTES:Prose and poetry writing have different characteristics and approaches.

1. Prose has sentences arranged in paragraphs. It is a literary medium distinguished from peotry especially by its greater irregularity and varity of rhythm and its closer correspondence to the patterns of everyday speech. Sentences in paragraphs of prose follow each other, one after the other. The first word of each sentence is capitalized. Punctuation for both prose and poetry is the same. The first line of each paragraph is indented. The language of prose is straight forward, with less figurative language than poetry.

AP:What are some characteristics of prose?




Days: 10

Grade(s): 3rd

2. Poetry has a different form than prose. The appearance of poetry on the page or computer screen is different, unique. Where prose has paragraphs, poetry has stanzas. Where prose has sentences in a paragraph coming one after another, poetry divides into shorter lines, with a phrase or group of words that join together on each line. In traditional poetry, the first word of each line is capitalized.Some modern versions of poetry have only the first word of each sentence capitalized as in prose. It is an imaginative awareness of experience expressed as meaning, sound, and rhythmic language choices to evoke an emotional response.

Directions:1. Read prose version from handout. Read poetry version.2. Compare both versions:similarities, differences.

Example of Prose and Poetry Versions

Prose version:

A woman stands on a mountain top with the cold seeping into her body. She looks on the valley below as the wind whips around her. She cannot leave to go to the peaceful beauty below.

In the valley, the sun shines from behind the clouds causing flowers to bloom. A breeze sends quivers through the leaves of trees. The water gurgles in a brook. All the woman can do is cry.

Poetry version

The Woman on the Peak

The woman stands upon the barren peak,

Gazing down on the world beneath.

The lonely chill seeps from the ground

Into her feet, spreading, upward bound.

The angry wind whistles 'round,

Whipping her hair into streaming snakes,

While she watches, wishes, weakly wails.

Beyond the mountain, sunshine peeks,

Teasing flowers to survive and thrive.

The breeze whispers through the leaves,

Causing gentle quivers to sway the trees.

Laughter gurgles as the splashing brook




Days: 10

Grade(s): 3rd

Playfully tumbles over rugged rocks,

While the woman above can only grieve.

AP:What is similar about poetry and prose?

Using a venn diagram for comparing and contrasting teacher and students will compare and contrast the poem and prose through the use of the venn diagram. The students will be able to recognize the difference between the two.

AP:How are poetry and prose different?


Write at least one paragraph of prose. Then write a poem about the same subject, incorporating the same ideas.


Students will read a poem and prose that was preselected by teacher. Students will complete their own venn diagram using the given material.


poems and short stories

PROSE EXAMPLES (excerpts from common Children's Literature):

I'd have a stable full of Arabian steeds, rooms piled with books, and I'd write out of a magic inkstand, so that my works should be as famous as Laurie's music. I want to do something splendid before I go into my castle - something heroic or wonderful that won't be forgotten after I'm dead. I don't know what, but I'm on the watch for it, and mean to astonish you all some day. I think I shall write books, and get rich and famous: that would suit me, so that is my favorite dream.~Little Women by Louisa May Alcott

. . . But when a house is empty, then it's the house's turn. It holds all the emptiness and all the fullness of the years it has known, the footprints of all the people who have ever walked its rooms gather themselves. The air is expectant, waiting. Hushed. Hush. Listen to the house. What is it telling you?~All Rivers Flow to the Sea by Alison McGhee

POETRY EXAMPLES:

familiar children's nursery rhymes and poems

Time (in days):




Days: 10

Grade(s): 3rd

4

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Concept: Word Choice in Poetry


Days: 10

Grade(s): 3rd



How do writers use figurative language in poetry?


Assessment Prompt 1: How can I identify similes?Assessment Prompt 2: How can I differentiate between similes, personification, and metaphors?


Teacher preselects a figurative speech phrase and creates a drawing that illustrates it. For example, you might choose the simile that a person is "smart as a whip", Draw a picture that portrays that simile. Display your artwork along with the phraze that matches it.


personification, figurative language, sensory language, simile, metaphor,


Graphic Organizer:

Using a 3 part foldable that is labeled Words or Phrases,Type of Figurative Language, and EffectCreated.

Instruction:

*** Teacher is given a 10 day period to teach the different elements of figurative language through the use of a variety of poems.

Procedure:1 . Begin by asking the students to put their things away and get ready for the next lesson " as quick as a cricket".2. Ask the students if they have ever heard a statement like "quick as a cricket" before; or how about this one, "blue as the sky". Ask students to give any examples that they can think of.3. Explain to the students that making a comparison like that is a form of figurative language that is called a simile it uses the words "like" "than' or "as". Authors use similes to compare two things in




Days: 10

Grade(s): 3rd

an interesting way that puts a clearer image inthe reader's head. I will give examples of similes and identify the objects being compared and their meaning.

Examples: "The snow is like a blanket." "The bread is as hard as nails." "The river is as dry as a bone." I will read the passage "The Surprise Party" aloud. I will identify the similes in the passage and explain their meaning. For example, in the first sentence the author compares Grace's mouth to a bus. She uses the word "as" to compare them. We know Grace's mouth isn't really as big as a bus because that is impossible. Buses are too big. The author must be trying to tell us that Grace has a big mouth, which is something people say when someone talks too much.

"The Surprise Party"

My cousin Grace has a mouth as big as a bus. She can never keep a secret. One day I told Gabout a surprise birthday party my mom was throwing for her mom. Grace's mom (my aunt) is as nutty as a fruit cake but sweeter than apple pie. My mom decided to throw her a party at th thelocal zoo. Grace's mom loves animals. The animals are like her friends. Of course Grace told her mom about the party. Her mom was pleased as punch, but my mom was mad as a hornet.After reading the poem and discussing what similes ask if they can think of any. Write the students examples on the board.

AP: number heads: Students will answer the AP. 1's will share with whole group.

Students will select a simile from the poem or discuss, interepret and illustrate a picture to represent the simile's meaning. Display these for classroom decoration

Metaphors/personification

I will explain the meaning of metaphors (figurative language that compares two unlike objects but does not use the words "as", "than", or "like", and personification ( animals or objects take on humal like qualities)

• Read three-to-five poems that have great examples of metaphors, personification and similes with enthusiasm to the class. Point out the similes, personification and metaphors and discuss whatthey mean.

• Create the statements for a handout, distribute to students. They decide whether the statements are similes, personification, or metaphors. When they have completed the handout, go over the answers.

• Ask students to write two similes, personification examples, and two metaphors on a topic theylove.

• Assign students to write a final copy of the similes, personification examples, and metaphors.Students should illustrate them too. This activity can be used as classbook.

On your own paper, write the object being personified and the meaning of the personification.

• The wind sang her mournful song through the falling leaves.

• The microwave timer told me it was time to turn my TV dinner.

• The video camera observed the whole scene.




Days: 10

Grade(s): 3rd

• The strawberries seemed to sing, "Eat me first!"

• The rain kissed my cheeks as it fell.

• The daffodils nodded their yellow heads at the walkers.

• The water beckoned invitingly to the hot swimmers.

• The snow whispered as it fell to the ground during the early morning hours.

• The china danced on the shelves during the earthquake.

• The car engine coughed and sputtered when it started during the blizzard.

• Her hair was golden silk streaming in the afternoon breeze• Jordan walked like an elephant on parade• Jan's broken nose swelled up like a big red balloon• Tim was as tall as Mount Everest• Carrying my book bag was like dragging around a bag of boulders• Jordan's reply was burning hot and crispy• Michael is the lion king of his class• She danced like she was trying to stomp on rabid squirrels• John is the Tiger Woods of his golf team•

The next day post all of the similes, personification examples, and metaphors around the room. Have students share them and give prizes for the most interesting, funny and/or "deep" ones. Poems can be selected from the following siteh t t p : / / www.famouspoetsandpoems.com/poets/shel_silverstein/poems


Students select a figuratuve language phrase from a teacher selected peo.mS.tudents can interpert what the figurative language phrase means by writing and illustrating the interpretation.


Using a 3 part foldable and teacher preselected poem students will write the words or phrases, type of figurative language, and the effect created by the poem on the foldable.


http://languagearts.mrdonn.org/figurative.htm l


http://languagearts.mrdonn.org/figurative.html




http://www.famouspoetsandpoems.com/poets/shel_silverstein/poems






Days: 10

Grade(s): 3rd

Time (in days):

1 0

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Concept: Writing Poetry


Days: 10

Grade(s): 3rd



How do writers use techniques to write poetry?



"Poetic Detectivies" Students will track down elusive rhymes and collecting clues to better poetry. Using a Haiku poem of teachers choice, students will count the lines in the poem and count the syllables in each line.


synonyms, techniques, haiku, acrostic, and cinquain


Graphic Organizer:

Using your preselected poem as your graphic organizer.

Instruction:

Teacher explains the format of each of the haiku, acrostic and cinquain poems. Showing examples of each different poem teacher demonstrates how to be a good detective by finding the "clues" or techniques that the poet used in creating this type of poem.


Students will show how they are good detectives by composing a haiku, acrostic and cinquain poems using the techniques needed to construct each of them.



Concept: Writing Poetry


Days: 10

Grade(s): 3rd

Use a3 part flap foldable. Students label the first flapof the foldable Haiku. On the second flap they label acrostic, and the third is labeled cinquain. Under each flap students write the techniques needed to construct that specific poem.


Good Site: kids.creativity-portal.com/d/projects/writing/poetry-pops.shtml

Examples of poems for Haiku, Acrostic, and Cinquain.

Time (in days):

1 0

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6. Extending Thinking Lesson

Days: 10

Grade(s): 3rd


How do readers make text-to-self connections in poetry?

Mini Lesson(s):

Using preselected poems and letting students read them, students can illusrtate how the poem made them feel, what images they could see, and how does it relate to them in their life.

Assignment:

Students choose a poem of their choice and writes how it makes them feel, what mental images they have, and how it relates to them.

Time (in days):

1

Curriculum: Tola HutchisonCourse: ELA 03

Learning-Focused ToolboxDate: October 20, 2011 ET


Days: 10

Grade(s): 3rd

8. Differentiating the Unit

What accommodations will you make in order to meet the varied interest, learning styles, and ability levels of all students?

Differentiation Associated with the Unit:

Differentiation Associated with Lessons and Activities:


Days: 10

Grade(s): 3rd

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Days: 10

Grade(s): 3rd

What resources and materials do you need for this unit, the lessons, and the activities?

Resources Associated with the Unit:

Resources Associated with Lessons and Activities:

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Days: 10

Grade(s): 3rd

Resources and Materials from ACQ Lesson 1:

balloons and poems

Graphic Organizers from ACQ Lesson 1:

Frayer Diagrams


poems and short stories

PROSE EXAMPLES (excerpts from common Children's Literature):

I'd have a stable full of Arabian steeds, rooms piled with books, and I'd write out of a magic inkstand, so that my works should be as famous as Laurie's music. I want to do something splendid before I go into my castle - something heroic or wonderful that won't be forgotten after I'm dead. I don't know what, but I'm on the watch for it, and mean to astonish you all some day. I think I shall write books, and get rich and famous: that would suit me, so that is my favorite dream.~Little Women by Louisa May Alcott

. . . But when a house is empty, then it's the house's turn. It holds all the emptiness and all the fullness of the years it has known, the footprints of all the people who have ever walked its rooms gather themselves. The air is expectant, waiting. Hushed. Hush. Listen to the house. What is it telling you?~All Rivers Flow to the Sea by Alison McGhee

POETRY EXAMPLES:

familiar children's nursery rhymes and poems

http://toolbox.learningfocused.com/data/0000/0031/4610/Frayer_Diagrams.doc


Days: 10

Grade(s): 3rd





Good Site: kids.creativity-portal.com/d/projects/writing/poetry-pops.shtml

Examples of poems for Haiku, Acrostic, and Cinquain.



