Content Objective Standard Text Target Task. All Poems MA.8.A RL3.2 RL3.5
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1 Content Objective Standard Text Target Task 3 rd Grade English Language Arts Explain how different poets used the structural elements of poetry to help a reader better understand the ways of living things by stating a claim and providing evidence from multiple sources to support the claim. MA.8.A RL3.2 RL3.5 All Poems Writing Target Task How did the different poets use the structural elements of poetry to help a reader better understand the ways of living things? Give examples from multiple poems to support your answer. Language Objective: Scholars will use explicit evidence from the text to describe characters and situations within the text. Scholars will support their claims in logical, coherent sentences that build on one another to strengthen their argument. Exemplar Student Response: Authors use poetic structures to emphasize and explain their central message. Hurt No Living Thing Structure: Rhyming CM: Don t hurt even the smallest living thing because it is happy and harmless Structure support CM: It is rhyming, showing that all living things are connected and because they are connected, they should not be hurt or disturbed Flattered Flying Fish Structure: Alliteration and rhyming CM: Be careful of flattery or of someone who says too nice of things to you Structure support CM: Alliteration and Rhyme are poet s craft, so they are saying be careful of craftinessbe careful of those too sharp with words/ actions Fishes Evening Song Structure: Onomatopoeia CM: the calming sounds of nature are beautiful Structure support the CM: When we read the poem aloud, can actually hear what the beautiful calming song sounds like 1
2 Criteria for Success for Target Task 1) Scholars can determine if a poem is written in free verse or a rhyme scheme 2) Scholars can identify each structural element (onomatopoeia, repetition, alliteration, simile) in a poem 3) Scholars can recall the CM of the poems they pick 4) Ss can explain how the structure supports the CM Key Vocabulary and Definitions Review all vocabulary. Before Reading Introduction: We have learned SO many structural elements of poems over the past week! We are ready to push our thinking by writing an essay about all of these structural elements and what they contribute to the poems we love so much. Materials Today our brainstorms are going to look a little different since this is a new genre for us. Vocabulary: Introduce vocabulary and use it in context. Model 1 box: Poem: Hurt No Living Thing Structure: Rhyming CM: Don t hurt even the smallest living thing because it is happy and harmless Structure support CM: It is rhyming, showing that all living things are connected and because they are connected, they should not be hurt or disturbed Model When I look for a poem to pick to write about, I want to pick one that has a strong example of a structural element and one that I fully understand the CM Flip through packet and TA about YAY or NAY either the element isn t strong or there isn t a strong CM/ Perspective Hmm, I am going to go with Hurt No Living Thing because I love that poem and I explained how rhyming helps me better understand the CM I always start with rereading it and asking myself, What is the CM? 2
3 Oh ya- it is that all living things are wonderful and we shouldn t hurt them. I see that I also annotated rhyme scheme, now I need to think about how the RS supports my CM Shows that they are all connected Write it in HOW does rereading it help? Thinking of the CM? Connecting the structural elements support the CM THEN have them all do Flattered Flying Fish: Poem: Flattered Flying Fish Structure: Alliteration and rhyming CM: Be careful of flattery or of someone who says too nice of things to you Structure support CM: Alliteration and Rhyme are poet s craft, so they are saying be careful of craftiness- be careful of those too sharp with words/ actions 3 rd Grade English Language Arts During Reading Let them pick one more on their own STRONG CM Poems: The Way of Living Things(71), Hurt No Living Thing and Green Stems(72), Ants (74), Flattered Flying Fish, a Wee Little Worm, and Codfish (77), The Shark and Fishes Evening Song (78), Desert Tortoise (80), ALL 81, Duck s Ditty and the The Duck (83) Circulate to see if they understand it Then go into writing After Reading Discuss the target task. CLOSING Connect today s lesson to the essential questions. Materials Materials 3
4 Name: Structural Elements Evidence Find evidence for 3 poetic structures. Then explain how the author uses them to convey the central message Poem: Structural Elements: Central Message: How do the structural elements support or emphasize the central message?: 4
5 Poem: Structural Elements: Central Message: How do the structural elements support or emphasize the central message?: 5
6 Poem: Structural Elements: Central Message: How do the structural elements support or emphasize the central message?: 6
7 Writing Target Task: How did the different poets use the structural elements of poetry to help a reader better understand the ways of living things? Give examples from multiple poems to support your answer. Brainstorm 7
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