Poetry Unit Outline. 4 th Grade. 4. RL.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text.

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1 Poetry Unit Outline 4 th Grade Common Core Standards: 4. RL.2- Determine a theme of a story, drama, or poem from details in the text; summarize the text. 4.RL.5- Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text 4.RL.10- By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range 4.L.1- Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 4.L.2- Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 4.L.5- Demonstrate understanding of figurative language, word relationships, and nuances in word meaning. 4.L.6- Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases, including those that signal precise actions, emotions, or states of being. Read aloud: Love that Dog and Hate that Cat throughout the poetry unit! Day one: Introduce poetry unit by discussing what poetry is and how it affects our daily lives. Complete KWL chart. Read and present different types of poetry. Introduce the read aloud book Love that Dog by Sharon Creech. Complete What Poetry is worksheet. Day two: Begin by reading examples of name poems. Introduce the elements of the name poem. Model writing a name poem. Have the students complete a name poem. Have the students illustrate their name poem.

2 Day three: Begin by reading and showing examples of five senses poems. Introduce the elements of a five senses poem. Model writing a five senses poem. Have the students complete a five senses poem. Day four: Read/ present concrete poems. Have the students write a concrete poem. Day five: Go into the computer lab and have the student s type up their two poems that they have completed so far. Explain the Color my World poem. Have the students complete the poem on the online website. Day six: Begin by reading examples of Haiku poems. Introduce the elements of haiku poem. Review syllables within a word. Also, discuss how this creates rhythm within the poem. Model how to write a Haiku poem. Have the students write a Haiku poem. Day seven: Begin by reading examples of Blues poems. Introduce the elements of Blues poems. Model how to write a Blues poem and have the students complete their own poem. Day eight: Each student will put together a poetry book and recite/share poetry aloud to the class. Wrap up the unit with explain what they learned from poetry.

3 Objective: Materials: Poetry Unit- Lesson #1 After this lesson, the students will be able to identify how poetry is a part of their lives. Students will also be able to identify the elements that make up good poetry. Writing journals, pencils, white board, poetry examples, music Procedure: - Let s do some poetry!! - How do you feel about poetry? - Ask students to explain what poetry is> - Read the poem with is poetry by Eleanor Farjeon - Ask students what part of poetry plays in their lives (Pledges, rhymes, riddles, chants, music) - Poetry portray some sort of emotion for the readers, poetry is suppose to really make you think about the meaning of the poem and visualize it; there is no right answer it is all how you interpret it - As a class, read the description worksheet of what is poetry aloud - Have the students write their own three- word description of poetry - As a class create a K-W-L chart Have a big piece of paper and break it in to three columns Give the students two post-its; one for what they know and one for what they want to know - Introduce the criteria for good poetry and present posters on the wall with the K-W-L - Read and present a few poems to demonstrate the different types of poetry - Give the students an overview of the unit over the next few weeks we will read/write several types of poetry - Introduce the book, love that dog by Sharon Creech. This book will be read during read aloud time throughout the unit to help further our understanding of poetry - Explain that tomorrow we will be writing name poems

4 - If there is still time, have the students read some examples of poetry with a partner Lesson #1 Poetry Examples What is Poetry? By: Eleanor Fargeon What is Poetry? Who Knows? Not the rose, but the scent of the rose; Not the sky, but the light in the sky; Not the fly, but the gleam of the fly; Not the sea, but the sound of the sea; Not myself, but what makes me See, hear, and feel something that prose Cannot: and what it is, who knows? Poem can make us smile My Brand-New Bathing Suit By: Sandra Gilbert Brug I bought a brand-new bathing suit With daisies on the straps I wore it at the beach today To jump the great white caps. A humpback wave washed over me And swooshed me all about It stole my brand-new bathing suit And now I can t come out!

5 Poems create images Eagle Flight By: Georgia Heard Eagle gliding in the sky Circling, circling way up high Wind is whistling through your wings, You re a graceful kite with no strings Poems express feeling and emotion My father By: Mary Ann Hoberman My father doesn t live with us. It doesn t help to make a fuss, But still I feel unhappy, plus I miss him My father doesn t live with me. He s got another family; He moved away when I was three. I miss him I am always happy on the day He visits and we talk and play; But after he has gone away I miss him

6 Criteria for Well Written Poetry 1. Language is interesting and surprising by using careful word choices 2. Rhythm makes words sing through rhyme, alliteration, repetition and other sound elements 3. Meaningful and engaging subjects that speak to us 4. Structure is used to help convey the subject of mood

7 Objective: Poetry Unit- Lesson #2 After this lesson, the students will be able to identify a name poem its elements and the important of structure in a poem. Students will be able to write their own name poem. Materials: Writing journals, pencils, white board, poetry examples, posters Procedure: - Review the criteria for good poetry - Say, today our focus is on structure. Structure is used to help convey subject and feeling. - Explain that we will look at different forms of poem structures throughout this unit such as name poems, five senses poem, haiku poem, couplets, concrete poems and I am poem - Today we are looking at name poems - Introduce name poems o Ask the students what a name poem is? o Describe the elements of the name poem A name poem is one in which each letter of a person s name is used as the initial letter for one line of the poem. This type of poem is not a rhyme Name poems use the name as the title and list it vertically in all capital letters. Read the example of a name poem with the class (ELIZABETH) p. 5 - Model writing a name poem and post it in the classroom - Brainstorm ideas of interesting words and phrases as you model - Have the students write their own name poems - Ask the students to share their poems with their table group - Have the students turn in their poems and review with comments - Explain that tomorrow we will be working with the five sense poem

8 Elements of a Name Poem 1) A name poem is one in which each letter of a person s name is used as the initial letter for one line of the poem. This type of poem is not a rhyme 2) Name poems use the name as the title and list it vertically in all capital letters

9 Objective: Materials: Poetry Unit- Lesson #3 After this lesson, the students will be able to identify how to write a five senses poem. Students will also be able to identify the elements of a five-sense poem. Writing journals, pencils, white board, poetry examples Procedure: - Review the criteria for good poetry - Let s review the elements of the name poem - Today we are working with a five senses poem, we are going to work on language and making our language interesting by using careful word choices - Introduce five sense poem o Ask the students what a five senses poem is? o Describe the elements of the five senses poem 3) A five-senses poem uses your senses to study or investigate a subject. The focus of this poem is on similes. 4) Similes are comparisons between two things using like or as. 5) Give examples of similes and have the students produce a large list of similes 6) Directions for the five senses poem: o Line one: tell what color an emotion of idea looks like to you o Line two: tell what the emotion or idea taste like o Line three: tell what the emotion or idea sounds like o Line four: tell what emotion or idea smells like o Line five: tell what the emotion or idea looks like o Line six: tell how the emotion or idea makes you feel 7) Read examples of poems - Model writing a five sense poem and post is in the classroom - Brainstorm ideas or emotions for us to focus on

10 - Have the students write their own five senses poems - Ask the students to share their poems with their table group. - Have the students turn in their poems and review with comments - Explain that tomorrow we will be working with the color my world poem and typing our poems in the computer lab Elements of a Five-Senses Poem This poem focuses on similes or comparison of two unlike things using the words like or as o Line one: Tell what color an emotion of idea looks like to you o Line two: Tell what the emotion or idea taste like o Line three: Tell what the emotion or idea sounds like o Line four: Tell what emotion or idea smells like o Line five: Tell what the emotion or idea looks like o Line six: Tell how the emotion or idea makes you feel

11 Objective: Materials: Poetry Unit- Lesson #4 After this lesson, the students will be able to identify the elements of concrete poems. They will be able to choose words to set the tone and interest within their concrete poem. Writing journals, pencils, white board, poetry examples Procedure: - Review the criteria for good poetry review all the previous poems and have the students state the elements of each - Explain the elements of a concrete poem o Shape like its topic (an object) o Words and phrases used describe the object or relate to the object - Remind students that the topic we choose will determine the structure of our poem freeing us to focus on the other criteria of good poetry writing - In poetry, the words we choose will determine the tone, meaningfulness and whether we capture our audience. To help us meet this challenge we will be focusing on creating interesting. Surprising language through our four different tools; onomatopoeia, simile, and alliteration - Review each of these language tools - Read examples of concrete/shape poems - Point out the elements, and how these poems capture the essence of the object written about - Model how to construct a poem using the language tools - Have the students write their own concrete poem on a topic of their choice using the following guidelines o Trace the chosen shape o Brainstorm descriptive words about the object for each of the language tools o Choose words carefully to fit the characteristics you have chosen and words that have the most impact and meaning to us the author and to our readers - Monitor the students as they are working

12 Elements of a Concrete Poem 1. Shaped like its topic (an object) 2. Words and phrases used describe the object or relate to the object Examples of Concrete Poetry Triangle I Am A very Special Shape I have Three points and Three lines straight. Look through my words And you will see, the shape That I am meant to be. I m just Not words caught in a tangle. Look Close to see a small triangle. My angles Add to one hundred and eighty degrees, you Learn that at school with your abc s. Practice your Math and you will see, some other fine examples of me.

13 Objective: Poetry Unit- Lesson #5 After this lesson, the students will be able to identify how to write a color my world poem and understand the elements Materials: Writing journals, pencils, white board, poetry examples, computers Procedure: - Review the criteria for good poetry - Let s review the elements of the five sense poem - Introduce color my world poem, today we are going to work on making our poem meaningful and engaging to us o Describe the elements of the color my world poem o Line 1: Name a color o Line 2-4: name three things that are that color o Line 5-7: name three things that sound like that color o Line 8-10: name three things that taste like that color o Line 11-13: name three things that feel like that color o Line 14: name that color - Read examples of poems - Model writing a color my world poem and post is in the classroom - Brainstorm ideas or emotions for us to focus on - Have the students write their own color my world poems - When the students finish show them how to copy and paste into a word document to tweak in word - If the students finish their poem have them type up the other two poems that they have written so far - Explain that tomorrow we will be working with the haiku poem

14 Elements of a Color My World Poem: 1) Line 1: Name a color 2) Line 2-4: Name three things that are that color 3) Line 5-7: Name three things that sound like that color 4) Line 8-10: Name three things that taste like that color 5) Line 11-13: Name three things that feel like that color 6) Line 14: Name that color

15 Objective: Poetry Unit- Lesson #6 After this lesson, the students will be able to identify the elements of Haiku poetry. They will also be able to identify how word choice can create rhythm within a poem. Finally, students will be able to produce their own Haiku Poetry. Materials: Writing journals, pencils, white board, poetry examples, computers Procedure: - Review the criteria for good poetry - Let s review the elements of the color my world poem - Introduce the Haiku poem o Describe the elements of the Haiku poem o syllables (review syllables within a word) o Usually about nature o Usually about a single event, emotion or moment o Read examples of poems - Today we are focusing our criteria on rhythm- discuss how the syllables create rhythm within the poem. - Read examples of Haiku poems and point out Haiku elements and rhythm - Give the students a copy of the Haiku hand out and discuss - Explain to the students that as a class you are going to write a Haiku poem o Brainstorm descriptive words about the four seasons o Develop a poem using the words - Have the students write their own Haiku poems using the brainstorming, drafting and rereading/revising - Monitor the students as they are working

16 1) syllables Elements of a Haiku Poem 2) Usually about nature 3) Usually about a single event, emotion, or moment Examples of Haiku Poems Take the butterfly; Nature words to produce him Why doesn t he last? By: David McCord Little knowing The tree will soon be cut down Birds are building their nests in it By: Issa

17 Sweet Smells fill the air Flowers blooming everywhere Babes born here and there By: Ashley Daniel Brisk spring and fall air New colors glance in my hair As I watch in awe. By: Tracie Fowler Season brainstorm ideas: Winter: cold, sadness, hunger, tranquility or peace, snow, ice, dead tree, leafless Summer: warmth, vibrancy, love, anger, sky beaches, heat Autumn: decay, jealously, saying goodbye, loss, regret, and mystery, falling leaves, shadows, and autumn colors Spring: love, blooming, youth, new plants, warm rains

18 Objective: Poetry Unit- Lesson #7 After this lesson, the students will be able to identify the elements of Blues poems. They will also be able to identify how word choice can create emotion within a poem. Finally, students will be able to produce their Blues poem. Materials: Writing journals, pencils, white board, poetry examples, computers Procedure: - Review the criteria for good poetry - Let s review the elements of the Haiku poem - Introduce the Blues poems - Explain the elements of a Blues poem - Read examples of Blues poems and point out elements - Explain and guide the students through writing a class wide Blues poem o Select a topic o Brainstorm ideas o Use at least one language tool that was discussed in this unit - Have the students write their own Blues poems - Have the students share the poems and complete the peer editing process - Have the students revise their work

19 Poetry Unit- Lesson #8 Objective: Materials: Procedure: After this lesson, the students will be able read and recite a chosen piece of poetry fluently. They will also be able to respond to another students poetry and reflect upon and discuss its meanings Writing journals, pencils, white board, computers, KWL chart have the students fill in the learned column - Review that the beginning of our unit we asked them what they learned about poetry - Today we will wrap up our poetry unit by typing up our poems and creating our poetry books - Have the students type up all their poems and create a poetry book - Have the students put together their poetry book - Have the students practice reading their poems fluently - Have the students pick out their favorite poem and share it with their partner o Pair up and then pair up with another group

20 Four language tools to create interest/surprise within our poetry 1. Onomatopoeia 2. Simile 3. Metaphor 4. Alliteration Language tool #1 Onomatopoeia 1) Onomatopoeia- is a word or a grouping of words that imitates that sound it is describing a. Examples; animal noises like oink, meow, or suggesting its source object, such as boom, zoom, clang, buzz, zap, bang Marching Band By: Lee Emmett

21 Boom! Boom! Bang the drum Ta-diddy-ta! Here they come Pah! Pah! Trombone grand Bright silver sound In marching back Ting! Ting! Triangle ring Sharp and high Sound in sky Wrreee! Wree! Whistle blow Majorette Leads the row Wah! Wah! Bagpipes moan Wheel around and head for home Language tool #2 Simile Simile- A figure of speech comparing two unlike things, often introduced with the word like or as Examples: 1) John ran as fast as a speeding bullet 2) She is graceful like a cat

22 Forest By: unknown Forest are Silent as midnight Loud as a busy freeway Comforting as a feather bed Language tool #3 Metaphor Simile- A comparison between two unlike things without using the words like, as or than Examples: 1) My friend is a treasure 2) Henry is a calculator Language tool #4 Alliteration Alliteration- the repeated occurrence of a constants sound at the beginning of several words in the same phrase. Consonance is the repetition of the same constant in a strong of words, not the sound as is in alliteration. Examples: 1) Peter Piper picked a peak of pickled peppers 2) She sells seashells by the seashore

23 Dewdrops Dancing Down Daisies By: Paul Mc Cann Don t delay dawns disarming display. Dusk demands daylight. Dewdrops dwell delicately Drawing dazzling delight. Dewdrops dilute daises domain. Distinguished debutantes. Diamonds defray delivered Daylights distilled daisy dance