Fifth Grade Poetry Unit Reader/Writer Notebook

Transcription

1 Fifth Grade Poetry Unit Reader/Writer Notebook Name Teacher 1

2 Lesson One Creating a Bank of Poetic Device Terms Today s Learning Target - I can describe the features of poetry by analyzing various poems and generating a list of poetic devices that I find. Directions: With a partner, read the following poems and jot down what things you notice about how the poems work. A Patch of Old Snow by Robert Frost There's a patch of old snow in a corner That I should have guessed Was a blow-away paper the rain Had brought to rest. It is speckled with grime as if Small print overspread it, The news of a day I've forgotten -- If I ever read it. Noticings: In the Garden by Emily Dickinson A bird came down the walk: He did not know I saw; He bit an angle-worm in halves And ate the fellow, raw. And then he drank a dew From a convenient grass, And then hopped sidewise to the wall To let a beetle pass. He glanced with rapid eyes That hurried all abroad, They looked like frightened beads, I thought; He stirred his velvet head Like one in danger; cautious, I offered him a crumb, And he unrolled his feathers And rowed him softer home Than oars divide the ocean, Too silver for a seam, Or butterflies, off banks of noon, Leap, splashless, as they swim. Lessie by Eloise Greenfield I can hardly see her feet touch the ground She runs faster than a leaf flies She pushes her knees up and down, up and down She closes her hands and swings her arms She opens her mouth and tastes the wind Her coat flies out behind her When Lessie runs she runs so fast that Sometimes she falls down But she gets right up and brushes her knees And runs again as fast as she can Past red houses and parked cars and sleeping dogs and cartwheeling girls and wrestling boys and Mr. Taylor s record store All the way to her corner To meet her mama When my friend Lessie runs she runs so fast 2

3 Directions: As a whole class, discuss what was noticed about each of the poems. Using what you have discovered, create a bank of poetic device terms your class has discovered in the space below the poems. A Patch of Old Snow by Robert Frost There's a patch of old snow in a corner That I should have guessed Was a blow-away paper the rain Had brought to rest. It is speckled with grime as if Small print overspread it, The news of a day I've forgotten -- If I ever read it. Poetic Device Bank In the Garden by Emily Dickinson A bird came down the walk: He did not know I saw; He bit an angle-worm in halves And ate the fellow, raw. And then he drank a dew From a convenient grass, And then hopped sidewise to the wall To let a beetle pass. He glanced with rapid eyes That hurried all abroad, They looked like frightened beads, I thought; He stirred his velvet head Like one in danger; cautious, I offered him a crumb, And he unrolled his feathers And rowed him softer home Than oars divide the ocean, Too silver for a seam, Or butterflies, off banks of noon, Leap, splashless, as they swim. Lessie by Eloise Greenfield I can hardly see her feet touch the ground She runs faster than a leaf flies She pushes her knees up and down, up and down She closes her hands and swings her arms She opens her mouth and tastes the wind Her coat flies out behind her When Lessie runs she runs so fast that Sometimes she falls down But she gets right up and brushes her knees And runs again as fast as she can Past red houses and parked cars and sleeping dogs and cartwheeling girls and wrestling boys and Mr. Taylor s record store All the way to her corner To meet her mama When my friend Lessie runs she runs so fast 3

4 A Poet s Guide to Poetic Devices alliteration idiom imagery hyperbole metaphor onomatopoeia personification repetition rhyme rhythm stanza symbolism verse the repetition of a sound at the beginning of a word in a sequence of nearby words an expression where the literal meaning of the words is not the meaning of the expression. appealing to one of the five senses the use of exaggeration for effect a comparison between unlike things that does not use like or as a word whose sound resembles closely the sound it denotes an inanimate object or concept is given human characteristics or feelings a repeated word or phrase the repetition of sounds at the end of words the beat of a poem, the meter a group of lines of poetry a word or an image that signifies something other than what it represents, with multiple meanings and connotations a division or grouping of words in a poem Deep into that darkness peering, long I stood there wondering, fearing, Doubting, dreaming dreams no mortal ever dared to dream before. raining cats and dogs a little bird told me hit the nail on the head Then a mile of warm sea-scented beach; Three fields to cross till a farm appears; A tap at the pane, the quick sharp scratch And blue spurt of a lighted match, And a voice less loud, thro' its joys and fears, Than the two hearts beating each to each. He gave us a mountain of homework. I am so hungry I could eat a horse. The cafeteria is a zoo. My dad is a bear in the morning. moo, purr, quack, buzz, hiss, sizzle, etc. Nothing would sleep in that cellar, dank as a ditch, Bulbs broke out of boxes hunting for chinks in the dark, Whether the weather be fine Or whether the weather be not Do not go gentle into that good night, Old age should burn and rave at close of day; Rage, rage against the dying of the light. Double, Double, Toil and Trouble. Fire burn and cauldron bubble. How doth the little crocodile Improve his shining tail, And pour the waters of the Nile On every golden scale! How cheerfully he seems to grin How neatly spreads his claws, And welcomes little fishes in, With gently smiling jaws! all I wanted was to be one of those hybrid ornamental plums whose blossoms are sweet and glorious but fall to the ground without ever bearing fruit. listen, the whispers of leaves turn colour 4

5 autumn is here. Lesson Two Tracking How Poetic Devices Impact Meaning Today s Learning Target - I can explain why poets use specific poetic devices by identifying the language devices and structural elements used and describing their impact on the reader. Key Poetic Devices for Today s Learning Language Devices alliteration repetition Structural Elements rhythm verse stanza Directions: With a partner, match each of the key poetic devices with its correct definition and/or example. - the beat or meter of a poem - Hatred was spreading everywhere, blood was being spilled everywhere, wars were breaking out everywhere. - a group or division of lines in a poem - a group or division of words in a poem - the child bounced the ball at the backyard barbeque Today s Focus Question - How does a poet s use of language devices and structural elements impact the reader? 5

6 Directions: As you listen to the following poem, please jot down the language devices (alliteration, repetition, etc.) that you hear as well as the structural elements (rhythm, verse, stanza, etc.) that you see. Language Devices They Were My People by Grace Nichols Structural Elements They were those who cut cane to the rhythm of the sunbeat They were those who carried cane to the rhythm of the sunbeat They were those who crushed cane to the rhythm of the sunbeat They were women weeding, carrying babies to the rhythm of the sunbeat They were my people, working so hard to the rhythm of the sunbeat - - long ago to the rhythm of the sunbeat. 6

7 Directions: Thinking about what you ve learned today, please answer each of the following questions in complete sentences. Describe the language devices that Grace Nichols used in They Were My People. Explain how the use of these language devices help you better understand the poem. Describe the structural elements that Grace Nichols used in They Were My People. Explain how the use of these structural elements help you better understand the poem. KEY QUESTION Explain how a poet s use of language devices and structural elements impact the reader. 7

8 Lesson Three Analyzing the Use of Similes and Metaphors Today s Learning Target - I can analyze how the use of similes and metaphors impact my understanding of a poem by first identifying examples of similes and/or metaphors used and then describing how their use helps me better understand key details in the poem. Directions: On your own, please write down all the things a cat has in common with a computer. Then compare your answers with a partner adding any new ideas to your chart. Finally, create two similes and a metaphor using the best qualities that are shared by both a cat and a computer. What do a cat and a computer have in common? With my Partner On my Own 8

9 Simile and Metaphor Creation Similes The cat was as as a computer when. My cat is like a computer when. Metaphor The cat is a computer when. Simile Work Circle any similes you find in the poem. In this margin, jot down what this comparison trying to help you better visualize or understand. Time by Valerie Bloom Metaphor Work Underline any metaphors you find in the poem. In this margin, jot down what this comparison trying to help you better visualize or understand. Time s a bird, which leaves its footprints At the corners of your eyes, Time s a jockey, racing horses, The sun and mood across the skies. Time s a thief, stealing your beauty, Leaving you with tears and sighs, But you waste time trying to catch him, Time s a bird and Time just flies. 9

10 Think and Write How does the use of similes and metaphors in Time help you better visualize and understand the poem? Simile Work Metaphor Work Circle any similes you find in the poem. In this margin, jot down what this comparison trying to help you better visualize or understand. Song - by Ashley Bryan Sing to the sun It will listen Underline any metaphors you find in the poem. In this margin, jot down what this comparison trying to help you better visualize or understand. And warm your words Your joy will rise Like the sun And glow Within you Sing to the moon It will hear And soothe your cares Your fears will set Like the moon And fade Within you 10

11 Think and Write How does the use of similes and metaphors in Song help you better visualize and understand the poem? Lesson Four Identifying Theme Today s Learning Target - I can identify the theme of a poem by analyzing all of the details and then answering the question, What is the author trying to teach me about life in this poem? Directions: Jot down what each of the cartoons might be trying to teach as well as how you know. What the cartoon is trying to teach? How do you know? 11

12 What the cartoon is trying to teach? How do you know? Theme is Key Details Circle any key details you find in the poem. In this margin, jot down your noticings and wonderings. Time by Valerie Bloom Theme Work In this margin, jot down ideas about what the theme of this poem might be or what this poem might be trying to teach you. Time s a bird, which leaves its footprints At the corners of your eyes, Time s a jockey, racing horses, The sun and mood across the skies. Time s a thief, stealing your beauty, Leaving you with tears and sighs, 12

13 But you waste time trying to catch him, Time s a bird and Time just flies. Think and Write Explain the theme of Time. Use specific details from the poem to support your answer. Key Details Circle any key details you find in the poem. In this margin, jot down your noticings and wonderings. Song - by Ashley Bryan Sing to the sun Theme Work In this margin, jot down ideas about what the theme of this poem might be or what this poem might be trying to teach you. It will listen And warm your words Your joy will rise Like the sun And glow Within you Sing to the moon It will hear And soothe your cares Your fears will set 13

14 Like the moon And fade Within you Think and Write Explain the theme of Song. Use specific details from the poem to support your answer. Lesson Five Close Reading of I Dream a World (Phase 1) Today s Learning Target - I can explain what is happening in I Dream a World by closely reading the text, analyzing the key details, and then summarizing what is happeng in my own words. When I read closely, I read with my pencil hand, marking the text as I go. read the text multiple times with a different purpose each time. read, write, and talk about the text. Directions: Please listen carefully as your teacher reads the following poem aloud. Then fill in the chart summarizing the key details in the poem in the I Say column and your thoughts about those details in the So column. It Says I Say (in your words) So (Why is it important? How do you feel about it? How might it connect to your life?) I Dream a World by Langston Hughes 14

15 I dream a world where man No other man will scorn, Where love will bless the earth And peace its paths adorn I dream a world where all Will know sweet freedom's way, Where greed no longer saps the soul Nor avarice blights our day. A world I dream where black or white, Whatever race you be, Will share the bounties of the earth And every man is free, Where wretchedness will hang its head And joy, like a pearl, Attends the needs of all mankind- Of such I dream, my world! Directions: With a partner, take turns summarizing the poem, I Dream a World. Be sure to use specific details and examples from the poem to support your summary. Using your own words and complete sentences, please write a brief summary of I Dream a World. 15

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17 Lesson Six Close Reading of I Dream a World (Phase 2) Today s Learning Target - I can explain how Langston Hughes uses poetic devices in I Dream a World by closely reading the poem, identifying poetic devices used, and then analyzing the use of those poetic devices. ***Please refer to A Poet s Guide to Poetic Devices on page 4 to help you complete today s lesson. Poetic Device Used Why Would Author Use It I Dream a World by Langston Hughes I dream a world where man No other man will scorn, Where love will bless the earth And peace its paths adorn I dream a world where all Will know sweet freedom's way, Where greed no longer saps the soul Nor avarice blights our day. A world I dream where black or white, Whatever race you be, Will share the bounties of the earth And every man is free, Where wretchedness will hang its head And joy, like a pearl, Attends the needs of all mankind- Of such I dream, my world! 17

18 Directions: Compare your chart on the previous page with a partner. Discuss which of the poetic devices used help you best understand the poem. Circle those poetic devices in your chart or add them if you do not have them in your chart. Then use that information to answer the questions below. Identify one poetic device used in Langston Hughes I Dream a World. Explain how the use of this poetic device helps the reader better understand the poem. Identify another poetic device used in Langston Hughes I Dream a World. Explain how the use of this poetic device helps the reader better understand the poem. 18

19 Lesson Seven Close Reading of I Dream a World (Phase 3) Today s Learning Target - I can identify the theme of I Dream a World by closely reading the text, analyzing all of the details, and then answering the question, What is the author trying to teach me about life in this poem? Directions: Please listen carefully as your teacher reads the following poem aloud. Then read the poem again to yourself and jot down what you notice in the poem (key details, similes or metaphors used, the meaning of the title, etc.) and what your wonderings are about a possible theme. Noticings about Text Wonderings about Possible Theme I Dream a World by Langston Hughes I dream a world where man No other man will scorn, Where love will bless the earth And peace its paths adorn I dream a world where all Will know sweet freedom's way, Where greed no longer saps the soul Nor avarice blights our day. A world I dream where black or white, Whatever race you be, Will share the bounties of the earth And every man is free, Where wretchedness will hang its head And joy, like a pearl, Attends the needs of all mankind- Of such I dream, my world! 19

20 Directions: With a partner, read the poem again. Discuss what the theme, or lesson, could be for I Dream a World. Fill in the chart below with your thinking. Theme of I Could Dream a World Detail from Poem that Supports Theme Detail from Poem that Supports Theme Detail from Poem that Supports Theme Putting It All Together Directions: Using details from your chart, identify the theme of Langston Hughes I Dream a World in complete sentences. Use and explain specific details to support your analysis. 20

21 Lesson Eight Analyzing the Impact of Poetic Devices on the Reader Today s Learning Target - I can explain the impact of poetic devices on the reader by closely reading a poem multiple times, identifying the poetic devices used within that poem, and then analyzing the reasons why the author chose to use a poetic device in a specific place. Directions: Listen carefully as your teacher reads, In the Garden, aloud. As your teacher is reading the poem, listen and look for poetic devices. If you are unsure about poetic devices, please go back to page 4 in this packet to review them before starting this activity. After your teacher has read the poem and you have read it to yourself, identify three poetic devices used in the poem as well as the reason you think the author included that kind of poetic device. Ask yourself: Why would the auther want to use that type of poetic device? How does it make me feel as a reader? Why would the author want to use that poetic device at that specific point in the poem? What does the author want to accomplish? Your teacher will complete the first example with you. In the Garden by Emily Dickinson Poetic Device Used Reason/Impact A bird came down the walk: He did not know I saw; He bit an angle-worm in halves And ate the fellow, raw. And then he drank a dew From a convenient grass, And then hopped sidewise to the wall To let a beetle pass. He glanced with rapid eyes That hurried all abroad, They looked like frightened beads, I thought; He stirred his velvet head Like one in danger; cautious, I offered him a crumb, And he unrolled his feathers And rowed him softer home Than oars divide the ocean, Too silver for a seam, Or butterflies, off banks of noon, Leap, splashless, as they swim. 1. simile metaphor alliteration rhyme repetition hyperbole symbolism other 2. simile metaphor alliteration rhyme repetition hyperbole symbolism other 3. simile metaphor alliteration rhyme repetition hyperbole symbolism other 21

22 Turn and Talk then Write Discuss with a partner the example of a poetic device that Emily Dickinson used that had the biggest impact on the reader. (HINT Which poetic device gave you the most important information? Which poetic device helped you better understand the poem?) The most improtant poetic device used by Emily Dickinson was because. Whole-Class Share Directions: Complete the chart below with information from your classmates. Poetic Device Used Reason It s Important 22

23 Independent Practice Directions: Now that you have worked with your teacher, a partner, and your whole class; it is time to do the activity one more time but on your own. Start by choosing one of the peoms below to analyze. Indicate your choice by drawing a check mark in the box. Poem to Analyze A Patch of Old Snow by Robert Frost There's a patch of old snow in a corner That I should have guessed Was a blow-away paper the rain Had brought to rest. It is speckled with grime as if Small print overspread it, The news of a day I've forgotten -- If I ever read it. Lessie by Eloise Greenfield I can hardly see her feet touch the ground She runs faster than a leaf flies She pushes her knees up and down, up and down She closes her hands and swings her arms She opens her mouth and tastes the wind Her coat flies out behind her When Lessie runs she runs so fast that Sometimes she falls down But she gets right up and brushes her knees And runs again as fast as she can Past red houses and parked cars and sleeping dogs and cartwheeling girls and wrestling boys and Mr. Taylor s record store All the way to her corner To meet her mama When my friend Lessie runs she runs so fast Directions: Complete the chart below with information from the poem you chose to analyze. Poetic Device Used 1. simile metaphor alliteration rhyme repetitionhyperbole symbolism other Reason/Impact 23

24 2. simile metaphor alliteration rhyme repetitionhyperbole symbolism other 3. simile metaphor alliteration rhyme repetitionhyperbole symbolism other Explain how the author used poetic devices in the poem you selected. Also, explain the impact of those poetic devices on the reader. 24

25 Lesson Nine Analyzing the Use and Impact of Poetic Devices on Theme Today s Learning Target - I can justify the author s use of poetic devices to support the theme of a poem by closely reading the poem multiple times, identifying the theme of the poem, and explaining how the use of poetic devices support that theme. Key Details Circle any key details you find in the poem. In this margin, jot down your noticings and wonderings. They Were My People by Grace Nichols They were those who cut cane Theme Work In this margin, jot down ideas about what the theme of this poem might be or what this poem might be trying to teach you. to the rhythm of the sunbeat They were those who carried cane to the rhythm of the sunbeat They were those who crushed cane to the rhythm of the sunbeat They were women weeding, carrying babies to the rhythm of the sunbeat They were my people, working so hard to the rhythm of the sunbeat - - long ago to the rhythm of the sunbeat. 25

26 Turn and Talk then Write Discuss with a partner the theme of They Were My People. Think about what the author is trying to teach the reader. Remember not to confuse theme with a summary of the text. The theme of They Were My People is. Details in the poem that reveal this theme are. These details reveal the theme because. Directions: With your whole class, small group, or partner; please think about the ways the author has developed the theme by using poetic elements. Use the chart below to record your thinking. They Were My People by Grace Nichols They were those who cut cane to the rhythm of the sunbeat They were those who carried cane to the rhythm of the sunbeat They were those who crushed cane to the rhythm of the sunbeat They were women weeding, carrying babies to the rhythm of the sunbeat They were my people, working so hard to the rhythm of the sunbeat - - long ago to the rhythm of the sunbeat. Poetic Element Used 1. simile metaphor alliteration rhyme repetition hyperbole symbolism other 2. simile metaphor alliteration rhyme repetition hyperbole symbolism other 3. simile metaphor alliteration rhyme repetition hyperbole symbolism other How Its Use Supports the Theme 26

27 Independent Practice Directions: Now that you have had to chance to practice with your teacher and classmates, it is time to do the activity one more time but on your own. Start by choosing one of the poems below to analyze. Indicate your choice by drawing a check mark in the box. Poem to Analyze A Patch of Old Snow by Robert Frost There's a patch of old snow in a corner That I should have guessed Was a blow-away paper the rain Had brought to rest. It is speckled with grime as if Small print overspread it, The news of a day I've forgotten -- If I ever read it. Lessie by Eloise Greenfield I can hardly see her feet touch the ground She runs faster than a leaf flies She pushes her knees up and down, up and down She closes her hands and swings her arms She opens her mouth and tastes the wind Her coat flies out behind her When Lessie runs she runs so fast that Sometimes she falls down But she gets right up and brushes her knees And runs again as fast as she can Past red houses and parked cars and sleeping dogs and cartwheeling girls and wrestling boys and Mr. Taylor s record store All the way to her corner To meet her mama When my friend Lessie runs she runs so fast Directions: Please state the theme of the poem you chose as well as evidence from the poem to justify your answer. 27

28 Directions: Please identify two poetic devices used in the poem and explain how they help support the theme of the poem. Poetic Device Used 1. simile metaphor alliteration rhyme repetitionhyperbole symbolism other 2. simile metaphor alliteration rhyme repetitionhyperbole symbolism other How Use of the Poetic Device Supports the Theme Please explain the theme of the poem you chose to analyze and how the authors use of specific poetic devices help support the development of that theme. 28

29 Lesson Ten Close Reading of Words as Free as Confetti (Phase 1) Today s Learning Target - I can explain what is happening in Words as Free as Confetti by closely reading the text, analyzing the key details, and then summarizing what is happeng in my own words. When I read closely, I read with my pencil hand, marking the text as I go. read the text multiple times with a different purpose each time. read, write, and talk about the text. Directions: Please listen carefully as your teacher reads the following poem aloud. Then fill in the chart summarizing the key details in the poem in the I Say column and your thoughts about those details in the So column. It Says Words Free as Confetti by Pat Mora Come, words, come in your every color. I ll toss you in storm or breeze. I ll say, say, say you, Taste you sweet as plump plums, bitter as old lemons, I ll sniff you, words, warm as almonds or tart as apple-red, feel you green and soft as new grass, lightweight as dandelion plumes, or thorn gray as cactus, heavy as black cement, cold blue as icicles, warm as abuelita s yellow lap. I ll hear you, words, loud as sea roar s Purple crash, hushed as gatitos curled in sleep, as the last gold lullaby. I ll see you long and dark as tunnels, bright as rainbows, playful as chestnut wind. I ll watch you, words, rise and dance and spin. I ll say, say, say you in English, in Spanish, I ll find you. Hold you. Toss you. I m free too. I say yo soy libre, I am free free, free, free as confetti I Say (in your words) So (Why is it important? How do you feel about it? How might it connect to your life?) 29

30 Directions: With a partner, take turns summarizing the poem, Words as Free as Confetti. Be sure to use specific details and examples from the poem to support your summary. Using your own words and complete sentences, please write a brief summary of Words as Free as Confetti. 30

31 Lesson Eleven Close Reading of Words as Free as Confetti (Phase 2) Today s Learning Target - I can explain how Pat Mora uses poetic devices in Words as Free as Confetti by closely reading the poem, identifying poetic devices used, and then analyzing the use of those poetic devices. ***Please refer to A Poet s Guide to Poetic Devices on page 4 to help you complete today s lesson. Words Free as Confetti by Pat Mora Come, words, come in your every color. I ll toss you in storm or breeze. I ll say, say, say you, Taste you sweet as plump plums, bitter as old lemons, I ll sniff you, words, warm as almonds or tart as apple-red, feel you green and soft as new grass, lightweight as dandelion plumes, or thorn gray as cactus, heavy as black cement, cold blue as icicles, warm as abuelita s yellow lap. I ll hear you, words, loud as sea roar s Purple crash, hushed as gatitos curled in sleep, as the last gold lullaby. I ll see you long and dark as tunnels, bright as rainbows, playful as chestnut wind. I ll watch you, words, rise and dance and spin. I ll say, say, say you in English, in Spanish, I ll find you. Hold you. Toss you. I m free too. I say yo soy libre, I am free free, free, free as confetti Poetic Device Used Why Would Author Use It 31

32 Directions: Compare your chart on the previous page with a partner. Discuss which of the poetic devices used help you best understand the poem. Circle those poetic devices in your chart or add them if you do not have them in your chart. Then use that information to answer the questions below. Identify one poetic device used in Pat Mora s Words as Free as Confetti. Explain how the use of this poetic device helps the reader better understand the poem. Identify another poetic device used in Pat Mora s Words as Free as Confetti Explain how the use of this poetic device helps the reader better understand the poem. 32

33 Lesson Twelve Close Reading of Words as Free as Confetti (Phase 3) Today s Learning Target - I can identify the theme of Words as Free as Confetti by closely reading the text, analyzing all of the details, and then answering the question, What is the author trying to teach me about life in this poem? Directions: Please listen carefully as your teacher reads the following poem aloud. Then read the poem again to yourself and jot down what you notice in the poem (key details, similes or metaphors used, the meaning of the title, etc.) and what your wonderings are about a possible theme. Noticings about Text Words Free as Confetti by Pat Mora Come, words, come in your every color. I ll toss you in storm or breeze. I ll say, say, say you, Taste you sweet as plump plums, bitter as old lemons, I ll sniff you, words, warm as almonds or tart as apple-red, feel you green and soft as new grass, lightweight as dandelion plumes, or thorn gray as cactus, heavy as black cement, cold blue as icicles, warm as abuelita s yellow lap. I ll hear you, words, loud as sea roar s Purple crash, hushed as gatitos curled in sleep, as the last gold lullaby. I ll see you long and dark as tunnels, bright as rainbows, playful as chestnut wind. I ll watch you, words, rise and dance and spin. I ll say, say, say you in English, in Spanish, I ll find you. Hold you. Toss you. I m free too. I say yo soy libre, I am free free, free, free as confetti Wonderings about Possible Theme 33

34 Directions: With a partner, read the poem again. Discuss what the theme, or lesson, could be for Words Free as Confetti. Fill in the chart below with your thinking. Theme of Words as Free as Confetti Detail from Poem that Proves Theme Detail from Poem that Proves Theme Detail from Poem that Proves Theme Putting It All Together Directions: Using details from your chart, identify the theme of Pat Mora s Words as Free as Confetti in complete sentences. Use and explain specific details to support your analysis. 34

35 Lessons Thirteen Planning and Drafting a Response to the Final Task Today s Learning Target - I can explain how the author uses specific poetic devices to reflect the theme of Words as Free as Confetti by closely reading the poem, identifying its theme, and then analyzing how the poetic devices used reflect the theme. We have spent the last few weeks thinking deeply about poetry. We have explored the way key details are revealed in poems as well as the poetic devices authors often use to help readers better understand their poems. We have also explored ways to identify the theme in poetry and how those themes are developed by the use of specific poetic devices. All of this work has prepared you for the final task. FINAL TASK After reading the poem, Words as Free as Confetti, explain how the author uses specific poetic devices to reflect the theme. Directions: Please reread the final task and discuss what it is asking you to do with a partner. Then fill in the chart below listing five specific steps you need to take in order to successfully complete this task. Be sure to reference where you can look in this packet for assistance. Step What You SPECIFICALLY Need to Do Where to Look for Help

36 Planning Your Response Possible Topic Sentence to Start Response Statement of Theme Best Evidence to Support Theme Poetic Device 1 that Helps Reflect or Develop Theme Explanation of How Poetic Device 1 Develops Theme Poetic Device 2 that Helps Reflect or Develop Theme Explanation of How Poetic Device 2 Develops Theme Possible Concluding Sentence 36

37 Putting It All Together Directions: Using information from your planning on pages 34 and 35 as well as your analysis of Words as Free as Confetti in lessons ten through twelve, please create a complete response to the following question: After reading the poem, Words as Free as Confetti, explain how the author uses specific poetic devices to reflect the theme. 37

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39 Lesson Fourteen Using Feedback to Revise Your Response Today s Learning Target - I can revise my writing to make it the best it can be by assessing my own work, analyzing the suggestions of others, and integrating these findings into my final draft. Directions: Read over your draft from lesson thirteen and use the following checklist to identify areas where you have been successful and areas where you need to make improvements. My draft includes a clear topic sentence that states the main idea of my response. I stated a correct theme for Words as Free as Confetti. I used at least two clear details to explain the theme of the poem. I correctly identified at least two poetic devices used in Words as Free as Confetti. I clearly explained how the poetic devices in the poem help to develop the theme. I wrapped up my response with a summarizing or concluding sentence. I wrote my response in a clear paragraph(s) that was indented. Every sentence begins with a capital letter. Every sentence ends with a punctuation mark. Yes No Directions: Read your response to a partner. After reading your response to a partner, jot down his or her response to the following questions. One thing you did well in your response was One thing you could better explain is One thing that you should add to your response is 39

40 Creating Your Final Draft Directions: Using information from lessons ten through fourteen, please create an updated response to the following question: After reading the poem, Words as Free as Confetti, explain how the author uses specific poetic devices to reflect the theme. 40

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