ELA Reading Common Core State Standards Resource Packet

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1 ELA Reading Common Core State Standards Resource Packet Third Grade: Reading and Interpreting Poetry Unit 5 1/13/2016 Note: This unit is currently under pilot and review. Revisions will be made in the summer of 2015.

2 Reading Unit of Study Third Grade: Reading and Interpreting Poetry, Unit 5 Table of Contents Pre/Post Assessment Jot Page... 1 Sample Anchor Chart: Poetry is... 3 Sample Anchor Chart: Ways Readers Read Poetry with Power 4 Session 5 Jot Page...5 Poetry Glossary 6 Class Checklist Suggested Books for Read Aloud and Minilesson Use 8

3 Jot Page Assessment Directions and Guide Using the poem Boy and Egg by Naomi Shihab Nye collect the thinking and comprehension strategies of students through read aloud. Story can be accessed through the link provided below. Pre and post assessment utilizing the same poem is appropriate. Teachers will not discuss or go over possibilities of responses until after the post assessment and only if desired. Explain the purpose of this assessment. Hand out a copy of the poem or enlarge the poem for readers. Read the poem twice through without stops as the poem is meant to be read. Explain to readers that you are expecting them to bring all that they know about strong reading - noticing literary devices or the special effects poets use, main ideas, mood and themes in text. Teachers can remind readers that themes can come from thinking about the life lessons the poet wants people to know. Allow readers to jot on the Jot Page at their own pace using rereading as a strategy for completing the pre and post assessment. Possible Exemplar Jots: 1. Imagery Pictures in my mind A Story Strong verbs or action words 2. Happy because in the text a little boy gets to hold a warm egg that he likes so much he will not put it in the refrigerator Content because the little boy is content with a little egg instead of playing games with the other children Thankful because in the text the little boy presses the egg to his ear and seems thankful to be holding the egg Of course there could be numerous other interpretations teachers will consider responses and the connection to the text. 3. I see a little boy holding a little egg I see a big group of hens squawking together I see a little hand holding an egg tightly in a fist Of course there could be numerous other images teachers will consider responses and the connection to the text. 4. A boy goes to get an egg A boy is holding an egg A little boy has an egg in his hand A little boy likes an egg more than games 5. Little things in life can make you happy Appreciate the little things in life Everyone finds joy or happiness in their own way Of course there could be numerous other interpretations teachers will consider responses and the connection to the text.

4 Jot Page Assessment: Poem Title: 1. One literary device or special effect this poem uses is 2. The mood of the poem is Because the text says Because in the text 3. One mental image I see is. 4. The poem s main idea is Because. Because 5. Upon completion of reading: This text teaches a valuable life lesson or its theme is Because In the text Also Another example

5 This chart is a sample of what could be charted during the 2-3 day exploration/preassessment inquiry. Teachers should make their own chart based on what is read aloud and what students read and notice and name. Plan to add to the chart as lessons and continued reading of poetry add to class knowledge. Anchor Chart: Poetry is Readers: A story An opinion A description Informational Repetition Images or imagery Rhyme Rhythm Filled with feelings sad, happy, love etc. Figurative Language similes and metaphors Symbolism A letter Advice About a one main idea About big ideas About nature About living This is a sample of what could be created across days of inquiry and lessons. A similar chart is co-constructed with readers during the reading workshop block of time.

6 Session 3: Can be copied and kept in students reading folders or glued inside their reader s notebooks. Anchor Chart: Ways Readers Read Poetry with Power Read and Reread stopping to notice characteristics Read, reread, think, predict Read knowing different purposes for reading Pause to notice literary devices Reread to determine the main idea Solve unfamiliar words Pay attention to repeated words and images Ask, How does this stanza fit with the next stanza? Determine big ideas or themes, fitting pieces together Fit words together to create mental images Reread last lines of a poem to determine big ideas Use ideas and images to determine themes Compare and contrast themes in poetry Reflect about their life given poetry read Connect with and carry lines of poetry throughout life Carry messages from poetry into other texts Hold onto valuable life lessons-learn verses by heart Celebrate by sharing poetry close to their heart

7 Poetry Glossary Alliteration: the repetition of consonant or vowel sounds at the beginning of words close together; Example: Pease Porridge (see also assonance and consonance) Assonance: the repetition of internal vowel sounds in words close together; Example: I made a cake today Blank verse: unrhymed verse Concrete poem: a poem shaped like the specific object it describes Consonance: the repetition of internal or ending consonant sounds in words close together; Example: litter/batter, dress/boss Couplet: a stanza of two lines End Rhyme: rhyme occurring at the end of two or more lines Exact rhyme: a repetition of similar sounds in which all the letters, except the first, are identical; Example: hot, pot Figurative language: figures of speech; literary devices, such as simile and metaphor Formal poetry: poetry that follows rules regarding stanza length and number of rhyme patterns and that uses fixed forms; Example: a sonnet is either 14 or 16 lines and is written in iambic pentameter Free verse: poetry that makes use of natural cadences rather than a fixed metrical pattern. The rhythmical lines vary in length and are usually unrhymed; though it may appear unrestrained, there is a firm pattern to the words Imagery: the use of sensory details or images that appeal to one or more of the five senses; a word or phrase that creates pictures in the reader s mind and helps the reader understand the poem Internal rhyme: rhyme that occurs within a line (or lines) instead of at the end Irregular stanzas: stanzas that contain lines of different lengths Limerick: a five-line form of humorous verse with an a-a-b-b-a rhyme scheme Line or verse: a single row of words appearing together on a line, considered as a unit Repetition: repeating same word or phrase for emphasis *Teachers should add/delete based on poetry students have access to

8 Jot Page for Session 5 After the Workshop Share : Teachers may want to have students tape this page inside their reading notebooks or store in reading folder and jot with the page in mind so that the reading notebook or post-its are utilized and the need to duplicate copies is minimal 1. Literary Devices the poem uses - 2. The mood of the poem is Examples from the text - Because in the text Mental Images I see - The poem s main idea is Because the text says - Because Upon completion of reading: This text teaches a valuable life lesson or its theme is Because In the text Also Another example

9 Third Grade: Reading Unit of Study, Reading and Interpreting Poetry, Unit 5 Class Checklist Name Readers pay attention a poem s characteristic s and literary devices; rhyme, rhythm, figurative language, imagery etc. Readers notice and name feelings the poem conveys and names the mood of a poem and reasons for their interpretation Readers determine the main idea of poetry and site reasons for their thinking Readers uses a variety of strategies to solve unfamiliar words Readers fit pieces of text together (line by line or stanza by stanza) to understand a poem Readers use the words of the poet to make mental images Readers fit all the pieces of the poem together to determine themes in poetry Readers jot notes about literary devices, main ideas, mood and theme as they read and reread poetry Readers reflect on how poems connect to their lives Readers compare and contrast themes in poetry Readers share interpretations and the reading of poetry with others

10 Suggested Books for Read Aloud and Mini Lesson Use: Poetry text is necessary for read aloud with accountable talk. Teachers will want to vary choices and topics but include poetry of various lengths, topics, styles and genre. Cross-curricular text and topics may be suitable throughout this unit. The criteria for choosing poetry read aloud texts to support the unit of study should include: Poems with various literary devices [See Poetry Glossary in Materials Resource Packet] Poems of varied length Poems from contemporary poets as well as poets from the past Poems with obvious main ideas Poems which require close reading and interpretation Poems with themes and issues related to student interest Poems with varied topics These criteria and suggested text can be used to choose alternative text throughout the unit based on teacher/school resources. Text in BOLD print is referenced in mini lessons throughout the unit to serve as examples. Text is expository unless otherwise noted. Book Anthologies of Poetry Dog Songs by Mary Oliver o Her Grave by Mary Oliver All the Small Poems and Fourteen More by Valerie Worth o Clock by Valerie Worth o Cow by Valerie Worth o Chairs by Valerie Worth o Sun by Valerie Worth Where the Sidewalk Ends by Shel Silverstein o Ickle Me, Pickle Me, Tickle Me Too by Shel Silverstein o Acrobats by Shel Silverstein Honey I Love You by Eloise Greenfield o I Look Pretty by Eloise Greenfield Poems to Learn by Heart by Caroline Kennedy o It Couldn t Be Done by Edgar Albert Guest o Dust of Snow by Robert Frost o The Snow Man by Wallace Stevens o If by Rudyard Kipling o The Dream Keeper by Langston Hughes o How to Paint A Donkey by Naomi Shihab Nye o Don t Worry if Your Job Is Small Hailstones and Halibut Bones by Mary O Neil Poetry for Young People Anthologies published by Sterling Publishing Co. Robert Frost o Dust of Snow by Robert Frost o A Time to Talk by Robert Frost Edgar Allen Poe Carl Sandburg Emily Dickinson Robert Stevenson Online Resources

11 o Valentine for Ernest Mann by Naomi Shihab Nye o Dust of Snow by Robert Frost o The Snow Man by Wallace Stevens o It Couldn t Be Done by Edgar Albert Guest o If by Rudyard Kipling o The Dream Keeper by Langston Hughes o A Time to Talk by Robert Frost Picture Books Each Kindness by Jacqueline Woodson Short Chapter Books ( pages) Love that Dog by Sharon Creech o The Apple by S.C. Rigg o Street Music by Arnold

THE POET S DICTIONARY. of Poetic Devices

THE POET S DICTIONARY. of Poetic Devices THE POET S DICTIONARY of Poetic Devices WHAT IS POETRY? Poetry is the kind of thing poets write. Robert Frost Man, if you gotta ask, you ll never know. Louis Armstrong POETRY A literary form that combines