First Grade English Language Arts Poetry Unit “Poem Detectives”

Connor Desai Seattle Pacific University

EDU 6524 Curriculum Design

Common Core State Standards in this Unit: CCSS.ELA­LITERACY.RL.1.4

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA­LITERACY.RL.1.10

With prompting and support, read prose and poetry of appropriate complexity for grade 1. Big Idea: Poems are a combination of speech and song which employ rich visual and emotional imagery and poetic devices in order to construct a world of imagination and/or offer commonalities of human experience. Essential Questions: What are poems? Why do people write and read them? Concepts: Rhyme, Meter/Rhythm, Imagery, Genre (haiku, limerick), Feelings (Love, Loss, Regret, Humor, Surprise) Moral, Sensory Language, Songs, Community/Empathy, Detail, Literary Devices, Point of view, Imagination

Pre­assessment Plan:

Students will join on the carpet for circle time. I will conduct an informal formative pre­assessment by first asking students if they know what a poem is. After that, I will ask if anyone knows any song lyrics or nursery rhymes, and what do they notice about these songs and nursery rhymes? (cadence, rhythm, repetition, rhyme).

Post­assessment Plan:

Selected response worksheet. Print age/reading level appropriate poems for students with directions following. Ask students to identify (by circling or underlining) basic literary devices; repetition, alliteration, rhyming, sensory and

feeling language. Multiple choice questions included to assess overall comprehension. Matching poems to appropriate structure (limerick, haiku).

“Poetry Slam” summative performance based project. Students take turns picking out their favorite short poem (one minute or less) and read it aloud to the class. They may also choose to read an original poem. Differentiation: employ a specific poem structure (limerick, haiku, etc.)

Twenty Daily Learning Targets:

I know what a poem is. I can listen to a poem. I can identify (clap along with) the rhythm of a poem.

I can read a poem. I can practice it so I can read it with feeling. I can draw a picture to illustrate my favorite line from a poem my teacher reads. I

can tell you why that line is my favorite. I can write a poem. I can identify descriptive words or strong feelings in a poem I am reading, and

feel and see what the poem’s author feels and sees; like the snow on my cheeks, or missing a favorite pet.

I know what rhyming is. I can tell you two words that rhyme, and I can write a poem with rhyming words.

I can identify and describe different feelings; like scared, happy, lonely, excited, sad, and surprised. (Riding a bike for the first time, or getting a shot at the doctor’s office.) I can write a poem with feelings in it.

I can write a poem when given a certain subject. I can use more descriptive words to make a vibrant picture in the reader’s head.

I can share one of my poems with people in my group. I can read their poems and give feedback.

I know that there are different types of poem structures. I know that a limerick is a poem structure from Ireland which follows a certain rhyming pattern and is funny. I know that a Haiku is a poem structure from Japan which follows a certain syllable pattern and usually describes nature.

I know what sensory language is. I can write a poem with at least two different senses (sight, sound, touch, smell, taste) to make my poem come alive.

I know what repetition is in poetry. I can identify repetition in a poem. I can write a poem with repetition. I know what alliteration is. I can identity alliteration in a poem. I can write a poem with alliteration.

I can create an imagination experiment, and write a poem about it. (If I watch a line of ants on the sidewalk, I can imagine what the ant is seeing and feeling. If I watch a leaf blowing on a tree, I can imagine that I am the leaf.)

I can write a poem with my own voice, or the voice of someone else using my imagination. I know that this is called Point of View.

I can write a poem using three of the following devices: alliteration, rhyming, repetition, sensory language, feeling words, imagination experiment, point of view, and descriptive words.

I can edit my poem using peer feedback. I can illustrate and publish my poem. I can read a short poem of my choice aloud to the class with feeling.

10 Learning Targets with Brief Descriptions

I can identify a poem. I can listen to a poem. I can track (slap knees along with) the rhythm of a poem.

Circle discussion to assess prior knowledge. “What is a poem?” “What are some characteristics of poetry?”

Read “A House is a House for Me” by Mary Ann Hoberman Did it sound different than reading a book? How? (rhyming, cadence) Read section of poem again. Model slapping knees to track with cadence. Whole class practice tracking cadence of poem. Ask volunteers for favorite line and why. Students write Activity ­ create pipe cleaner “detective” glasses. Students wear when

editing work or providing feedback. I can read a poem. I can describe how the author is feeling, and imagine I feel

that way too as I read the poem. Teacher models reading a poem with feeling. “Sick” by Shel Silverstein Introduce broad selection of poetry from library Students select a poem to read alone Break into small groups, students read poems to each other Students write

I can write a four line poem when given a starting prompt. I can illustrate my poem. I can explain why I chose to make that illustration.

Teacher reads a poem at circle time. Teacher writes four starting prompts on the board: 1. On the first day of

school, 2. When I went to the dentist, 3. One time on the playground, 4. In the cafeteria

Students choose a prompt to begin their poem and illustration, given equal time for each. Choice of writing or illustrating first.

Students write and draw Teacher models at white board explanation of her illustration. Student volunteers describe the “what” and explain the “why” of their

illustrations. I can be a “poem detective.” I can recognize descriptive words, image details, or

strong feelings in a poem I am reading, and feel and see what the poem’s author feels and sees; like the snow on my cheeks, or missing a favorite pet.

Write 3 simple poems entitled “Family” on the board. Read aloud My family is so great and awesome. I love my family! Five kids two parents. I wish I were better at sharing. I have a big family. Sometimes I fight with my sister.

Discuss each poem, what did we find out from them? Did they put a picture or feeling in your mind? What did it look/feel like?

Establish vocabulary on word wall: “generic” “specific” Students write

I can diagnose generic and specific details, and unnecessary words. Revisit “Family” poems. Why do some poems give stronger pictures and

feelings than others? Teacher models being a “poem detective,” taking out various words and

checking with students to see if meaning has changed. Questions out loud if a word or description is general or specific.

Put on glasses. “Is this description generic or specific?” (general or special?) “Is this word necessary for the picture?”

Teacher discusses interdisciplinary social­emotional opportunities. Taking feedback well, etc.

Students write I can determine two words that rhyme. I can list rhyming words. I can write a

poem with rhyming words. Revisit “Sick,” What is special about this poem? How does rhyming effect

the reader? The listener? Read a section of “Sick” again and replace end words with non­rhyming

synonyms. What happens to the poem? Brainstorm rhyming words Students write two lines of poetry that rhyme.

I can identify and describe different feelings; like scared, happy, lonely, excited, sad, and surprised. (Riding a bike for the first time, or getting a shot at the doctor’s office.) I can write a poem with feelings in it.

Read “Nothing Gold Can Stay” What feelings are in this poem? Reiterate generic, specific, necessary. Model “detective work” for selected

poem. How/why can you feel what the author is feeling? Revisit poems from writing prompts in Target #3. Use detective glasses to edit poems: Think about generic, specific, and

necessary. Students write

I can brainstorm and write a poem when given a certain subject using specific and necessary words.

Summarize learning targets thus far for creation of new poems at circle time. Model brainstorming. Turn inner dialogue outward. What do I remember most? Write poem on board. Focus on what is specific to my experience. Model first draft and reading aloud (to whole class)

Give memory prompt. Divide remaining class time into two parts; silent brainstorm, poem

creation. Students write

I can read my poem aloud to a classmate. I can read their poem silently and circle words to give “detective” feedback.

Revisit teacher poem from Target #9 at circle time. Ask students to wear detective glasses. Ask them to identify generic,

specific, necessary. Model receiving feedback. Model giving feedback. Model revision.

Divide remaining class time into two parts; detective work, revision. Break into partner groups. Take turns reading poems aloud to each other. Exchange poems and put on detective glasses. Search for generic,

specific, necessary in your partner’s poem. Students write

I can incorporate my partner’s feedback into my poem. I can edit and revise my work using more descriptive words and experiences to make a vibrant picture in the reader’s head.

Model revising poem on board using student detective work/feedback. Without giving names, read selection of effective student

poems/descriptions at circle time. Discuss selections; why did I share them? Return peer­edited poems back to authors. Make edits/revisions

incorporating peer feedback. Students write

5 Lesson Plans:

Lesson 1: What is a Poem?

Unit Focus Standards Unit Meets “Poem Detectives” Introduction to Poetry

CCSS.ELA­LITERACY.RL.1.4 CCSS.ELA­LITERACY.RL.1.10

Student Learning Target(s)

I can identify a poem. I can listen to a poem. I can track (slap knees along with) the rhythm of a poem.

Guiding Questions/Big ideas

What are poems? Why do people write and read them? Poems are a combination of speech and song which employ rich visual and emotional imagery and poetic devices in order to construct a world of imagination and/or offer commonalities of human experience. Assessment Plan – formative or summative

Formative: Circle discussion to assess prior knowledge. “What if there were no stories or songs in the world? What if the only writing you could find was on street signs, or instruction manuals? How would the world be different?”

“What is a poem?” “What makes poems and nursery rhymes sound different from other writing?” “What is a rhyme?” “What are two words that rhyme?” “What is rhythm?” “Where does rhythm come from?” “What is an image?”

Lesson Introduction

Today we are going to learn about poems, what they are and why people write them. We will learn about three main ingredients (called “poetic devices”) authors use in their poems (rhyme, rhythm, imagery) and how those poetic devices add to our experience of the poem. We are also going to make our poem detective glasses which we will use for the rest of our poetry unit. We will use these glasses to help us find the poetic devices; rhyme, rhythm, and imagery, in more poems throughout the unit. Define poem as a piece of highly creative and descriptive writing that combines parts of speech and song. Explain definitions of [LV]: Poem, Poetic device, Rhyme, Rhythm/Meter, and Imagery Introduce Word Wall on board for subject specific vocabulary and to log great words students “detect” in poems or use in their own poetry throughout the unit. Lesson Core (what will the teacher do, what will the students do )

Introduce and Read “A House is a House for Me” by Mary Ann Hoberman (teacher does)

Discuss: Did it sound different than reading a book? How? Rhyming, rhythm/meter, imagery (we do)

Read section of poem again. Model slapping knees to track with rhythm. (teacher does)

Read section again, whole class practice tracking rhythm of poem. (we do)

Model sharing favorite line and tell why, i.e., imagery. (teacher does)

Ask volunteers for favorite line and why. (students do)

Write one imagery-rich word on Word Wall. Share definition. (teacher does)

Free write in writing journals. (students do)

Encourage students to log new words on a page in their journals dedicated to a personal writing dictionary or word chart. Model a sample personal dictionary on board. (we do)

Informally assess for evidence of LT as students write. (teacher does)

Prompt TAGs to increase volume and level of sophistication of writing. (teacher does)

Activity: create pipe cleaner “detective” glasses with name label. Students wear when analyzing poetry, editing work, or providing feedback. Lesson Conclusion

Project lyrics on overhead, students listen to exit song: You are My Sunshine Differentiation Strategies (for remediation and for extension)

Remediation: Individual reinforcement of relevancy. Connect to student about powerful memory, discuss poetic opportunities therein. ELL: check understanding of new vocabulary/concepts. Possible misconceptions: Rhyme/Rhythm Extension: Encourage all students to begin brainstorming ideas for original poetry in their writing journals; including formative memories, and lists of rhyming words. Suggest checking out the poetry section of the library. Challenge: Write “Now we Are Six” by A.A. Milne on the board. What poetic devices does this poem use? Why do you think the author feels differently about being all the other ages except six? Vocabulary Resources and Materials needed

Poem Poetic devices: Rhyme, Meter/Rhythm, Imagery

Overhead projector connected to computer

Speakers and recording of You are My Sunshine

“A House is a House for Me” by Mary Ann Hoberman

3 black pipe cleaners per student plus name label tag.

Lesson Reflection (place to take notes AFTER the lesson is taught)

Lesson 2: Read a Poem

Unit Focus Standards Unit Meets “Poem Detectives” Introduction to Poetry

CCSS.ELA­LITERACY.RL.1.4 CCSS.ELA­LITERACY.RL.1.10

Student Learning Target(s)

I can read a poem. I can describe how the author is feeling, and imagine I feel that way too as I read the poem.

Guiding Questions/Big ideas

What are poems? Why do people write and read them? Poems are a combination of speech and song which employ rich visual and emotional imagery and poetic devices in order to construct a world of imagination and/or offer commonalities of human experience. Assessment Plan – formative or summative

Review key terms. Write Poem, Rhyme, Meter/Rhythm, Imagery on board. Who can define these terms? Add Humor/Humorous. What do you think this word means? Has anyone ever read a humorous or funny poem? Lesson Introduction

Today we are going to read a humorous poem. (What does humorous mean again?) We are also going to be poem detectives and look for the poetic devices we are learning about in this new poem. You will also get a chance to select a poetry book from the several I have checked out from the school library to try reading it out loud with feeling to a partner. Lesson Core (what will the teacher do, what will the students do )

Introduce and Read “Sick” by Shel Silverstein (teacher does)

Discuss: What poetic devices did you hear? How did the poem sound different than reading a book? Rhyming, meter, imagery (we do)

Write one imagery-rich word on Word Wall. Share definition. (teacher does)

Read section of poem again. Ask students if they can identify the rhythm. Model slapping knees to track with rhythm. (teacher does)

Read section again, whole class practice tracking rhythm of poem. (we do)

Write “My ‘pendix pains each time it rains” on the board. What is a “‘pendix”? Why does the author change appendix into ‘pendix? (teacher does)

Ask volunteers for favorite line and why. (students do)

Model talking through how this poem is the same and different from “A House is a House for me” (teacher does)

Which poem is funnier? How is it funny? How would you read this poem to make it extra funny? How would you change how you read the last three lines to make it even funnier? [LT, CCSS] (students do)

[Informal assessment] Pair up with a reading partner. Whisper to each other two words that rhyme. Once you have them, raise your hands. When I point to you, say your rhyming word. If both words rhyme, you may go to select your poetry book from the ones on the table.

Find a quiet corner to read poems aloud to your partner (students do). Once you can read the words easily, practice reading with feeling. When the bell rings, the listening partner says 1 “I like how...” and 1 “I wonder if...” and then takes his turn reading. (students do)

Walk around listening to poetry readings and feedback, giving hints and modeling where necessary. (teacher does)

Free write in writing journals. (students do)

Encourage students to log new words on a page in their journals dedicated to a personal writing dictionary or word chart. Model a sample personal dictionary on board. (we do)

Informally assess for evidence of LT as students write. (teacher does)

Prompt TAGs to increase volume and level of sophistication of writing. (teacher does)

Lesson Conclusion

Reconvene on the carpet. Show 6-year-old reading “Sick” https://www.youtube.com/watch?v=K8owqb_QLyQ Poll students for reactions. What did reader do well? Do you think she recited the poem how the author intended? Why or why not? Differentiation Strategies (for remediation and for extension)

Remediation: ELL possible misconceptions: exaggeration v. accuracy. i.e., Is the author really sick? Does he/she really have all those illnesses? If not, why would she say that she does? Extension Challenge: Project “Funeral Blues” by W.H. Auden on the board. Write answers in your journal under “Bonus”: What poetic devices (sensory imagery) does the author use?

What is he talking about? What happened to the author? What is the author feeling? How do you know? What images does this poem plant in your mind? Vocabulary Resources and Materials needed

Poem Poetic devices: Rhyme, Meter/Rhythm, Imagery Humor/Humorous

Overhead projector connected to computer and speakers

“Sick” by Shel Silverstein Age-appropriate selection of poetry

books from the library

Lesson Reflection (place to take notes AFTER the lesson is taught)

Lesson 3: Write a Poem

Unit Focus Standards Unit Meets “Poem Detectives” Introduction to Poetry

CCSS.ELA­LITERACY.RL.1.4 CCSS.ELA­LITERACY.RL.1.10

Student Learning Target(s)

I can write a four line poem when given a starting prompt. I can illustrate my poem. I can explain why I chose to make that illustration.

Guiding Questions/Big ideas

What are poems? Why do people write and read them? Poems are a combination of speech and song which employ rich visual and emotional imagery and poetic devices in order to construct a world of imagination and/or offer commonalities of human experience. Assessment Plan – formative or summative

Aligned [SV]: Based on what we have learned, do you think you could find imagery by yourself in a poem? Write yes or no in your writing journal. Project “Friends” by Abbie Farwell Brown and read aloud. This author uses a lot of imagery in her poem. There are three things in nature which the author says 1. “smile and bend over her,” 2. “kiss her on the face,” and 3. “whisper pretty things.” Write 1, 2, 3 in your notebooks, put on your poem detective glasses, and list the three things in nature that the author says is doing these things. (1. The sky 2. The sunshine 3. The wind)

Lesson Introduction

Today we will begin work on a poem with writing prompts! These poems will be four lines long, and also have an illustration of your favorite line. You will have 5 minutes to think silently about the poem you want to write, and the poetic devices you might want to try. Then you will have 10 minutes to write your poem, and 10 minutes to illustrate it. You can choose to do your writing first, or your illustrating first, but you have to switch when I ring the bell. Lesson Core (what will the teacher do, what will the students do )

Write new vocabulary and one imagery-rich word from readings on Word Wall. Share/discuss definitions. (teacher does)

Encourage students to log new words on a page in their journals dedicated to a personal writing dictionary or word chart. Model a sample personal dictionary on board. (we do)

Write four starting prompts on the board (teacher does) 1. On the first day of school...

2. When I went to the dentist...

3. Once upon a playground...

4. In the cafeteria…

Model briefly thinking (aloud) about a strong memory pertaining to one of the prompts. Model choosing the best one between several options based on strong feelings and personal mental imagery. Model choosing between two options which line to illustrate. (Teacher does) Take 5 minutes to think about poem choice and devices. (students do) Go to new page in journals and write poems and draw illustrations. 20 minutes (divided) of poem writing and illustrating (students do) Circle room and help students as needed (teacher does) Informally assess for evidence of LT as students write. (teacher does)

Prompt TAGs to increase volume and level of sophistication of writing. (teacher does)

Hand in notebooks. (students do) [Time permitting: ask one or two students to share their poems or talk about their illustrations out loud. For illustrations, students describe the “what” and explain the “why” (LF)] Tomorrow we will share our poems with a partner, and see if we can detect any poetic devices we included in our poems. (teacher does) Lesson Conclusion

Aligned Assessment: Let’s look at the poem “Friends” again, and see if we are turning into real poem detectives. When I say #1, call out the answer, etc.

Go over answers and how to get them in the poem. Students self-correct. Differentiation Strategies (for remediation and for extension)

ELL: Monitor writing/illustrating portion closely. Provide extra prompts, hints, and encouragement. Clarify imagery in “Friends.” Define lace. Are the tree leaves really lace? Why do you think the author said “sunshine flickers through the lace/of leaves above my head?” Why did she think of lace? TAG: For an extra challenge, try making your poem rhyme, or giving it rhythm. You can start by writing rhyming pairs (like you made yesterday with partners) that have to do with your poem subject. i.e. for the playground: ball, fall Vocabulary Resources and Materials needed

Poem Poetic Devices: Rhyme, Rhythm, Imagery Text-specific: flickers, o’er, scarcely ELL: lace

Overhead projector connected to computer Student writing journals Markers/crayons for illustration

Lesson Reflection (place to take notes AFTER the lesson is taught)

Lesson 4: Generic/Specific

Unit Focus Standards Unit Meets “Poem Detectives” Introduction to Poetry

CCSS.ELA­LITERACY.RL.1.4 CCSS.ELA­LITERACY.RL.1.10

Student Learning Target(s)

I can be a “poem detective.” I can recognize descriptive words, image details, or strong feelings in a poem I am reading, and feel and see what the poem’s author feels and sees; like the snow on my cheeks, or missing a favorite pet. Guiding Questions/Big ideas

What are poems? Why do people write and read them? Poems are a combination of speech and song which employ rich visual and emotional imagery and poetic devices in order to construct a world of imagination and/or offer commonalities of human experience. Assessment Plan – formative or summative

Return writing journals to students (teacher does) Write 3 simple poems entitled “Family” on the board. Read aloud (teacher does)

1. My family is so great and awesome. I love my family! 2. Five kids, two parents. I wish I were better at sharing. 3. I have a big family. Sometimes I fight with my sister.

Take a couple minutes and think about which poem gives you the clearest picture in your mind of the author’s family and how she feels about them. Write down in your journal which poem you chose; 1, 2, or 3. (students do) Lesson Introduction

Today we will talk about what makes a poem great, so that we will know how to recognize a great poem, and also so that we will know how to write a great poem! [LT] To do this we will learn two new big words. These words happen to be opposites, generic and specific. Does anyone know what these words mean? Write new vocabulary on Word Wall. Share/discuss definitions. (teacher does) To give you a hint, generic comes from the same family of words that includes “general,” and specific comes from the same family of words that includes “special” or “especial” [ELL]

Generic words and phrases are ones that are used very often, and used to describe many different types of things. Specific words and phrases describe something in detail, or in an unusual way. Do you remember in the poem “Friends” when the author described tree leaves as “lace”? Do you think her use of “lace” was generic or specific [prior learning]? What if she had said, “the tree leaves looked beautiful.” Would the poem sound the same to you, or give you the same picture in your mind? Lesson Core (what will the teacher do, what will the students do )

Take out your writing journals (Stephanie’s idea) and draw a line down the middle of the next new page. Write specific on one side of the line at the top, and generic on the other. (students do) [Assessment] Let’s talk about “Friends” again. Identify [LF] the words “beautiful” and “lace” as generic or specific [LT] and write them in the appropriate column. (students do) Let’s do a brain warm up (Anna’s idea)...look at our three poems about Family. Can you find any generic or specific words in them? Write them down in the appropriate column. If you don’t know for sure take a guess, we will talk about them as a class later. Now find your detective glasses, and swap writing journals with your partner. (students do) Find the page in your partner’s journal with their poem and illustration from yesterday. Read silently once without your detective glasses. Now with your detective glasses, see if you can locate [LF] one generic and one specific word. Write these words in your partner’s generic and specific columns. (15 minutes) Ask for student volunteer. Model how to give and receive feedback, and how not to give and receive feedback. (teacher does)

Students share feedback with each other (5 minutes each). Discuss your favorite part of your partner’s poem. If there is a generic word or phrase, brainstorm ideas for a specific word or phrase you could use instead. (students do) Students receive journals back. Using partner feedback, revise and edit [LF] their poems. Use a new page if necessary. (students do) Free write in writing journals. (students do)

Encourage students to log new words on a page in their journals dedicated to a personal writing dictionary or word chart. Model a sample personal dictionary on board. (we do)

Informally assess for evidence of LT as students write. (teacher does)

Prompt TAGs to increase volume and level of sophistication of writing. (teacher does)

Lesson Conclusion

Discuss each “family” poem; what did we find out from them? What can you tell me about poem 1, 2, and 3? Did they put a picture or feeling in your mind? What did it look/feel like? [LT] What poem tells you the most about the author’s family and her feelings about them? Did your answer change from the one you gave at the beginning of class? [SV] Put away journals and glasses. Differentiation Strategies (for remediation and for extension)

ELL: make sure there are no misconceptions re: generic v. specific. Give a list of simple generic words/phrases and see if they can find more specific ones. (run, eat, pretty)

TAG: Bonus journal challenge. Write three generic words or phrases on the board. Copy them into generic column and then write down detailed substitutes in the specific column. Vocabulary Resources and Materials needed

Poem Devices: rhyme, rhythm, imagery Generic, specific

Writing journals

Lesson Reflection (place to take notes AFTER the lesson is taught)

Lesson 5: Feelings and Sensory Language

Unit Focus Standards Unit Meets

“Poem Detectives” Introduction to Poetry

CCSS.ELA­LITERACY.RL.1.4 CCSS.ELA­LITERACY.RL.1.10

Student Learning Target(s)

I can identify and describe [LF] different feelings; like scared, happy, lonely, excited, sad, and surprised. (Riding a bike for the first time, or getting a shot at the doctor’s office.) I can write a poem with feelings in it. Guiding Questions/Big ideas

What are poems? Why do people write and read them? Poems are a combination of speech and song which employ rich visual and emotional imagery and poetic devices in order to construct a world of imagination and/or offer commonalities of human experience. Assessment Plan – formative or summative

What we have learned about poems so far? Take out your writing journals and jot down a few things you know about poems; what they are, what devices [LV] they use, and some new vocabulary we have learned that helps us be poem detectives and give good feedback. [SV] [summary of learning]

What poems are; how they use rhyme, rhythm, and imagery to convey their message.

How to read poems with feeling. [CCSS] How to write poems; how to identify generic and specific [LV] parts, and how to give

and receive feedback. Lesson Introduction

Today we are going to use our detective skills to identify [LF] words and phrases in poems that suggest emotions and appeal to the senses [LT/CCSS]. Sensory language [LV] is the term we will use to talk about any section in a poem that appeals to our senses. Who can tell me how many senses we have? Take our your writing journals and write the five senses on a new page. [SV] Ask for student volunteers. Write the 5 senses: touch, taste, smell, hearing, sight [LV] on board. (teacher does) We will use our knowledge of emotions and senses to write our own poems, so that they will be rich with feeling and sensory language [LT]. Add new vocabulary to word wall (sensory language) and repeat definition. (teacher does) Lesson Core (what will the teacher do, what will the students do )

Project (on white board or overhead with writing capabilities) and read “Nothing Gold Can Stay” by Robert Frost. [Assessment] What can you tell me about this poem? What is the author talking about? Is he happy or sad about it? [meaning before specifics] What poetic devices does the author use? (Rhyme, rhythm, imagery, sensory language) [connect to prior learning]

What sensory language is the author using to talk about the changing seasons? Write down some words in your notebooks that you think represent sensory language. (Green, gold, hold, sank, stay). (students do) Now write down some words that represent feelings [LT] (hardest, grief) Read poem again, model detective work and use of new vocabulary. Model the prompting of visual imagery through reading. Mark up the poem and identify sensory language and feelings [LT] (teacher does) Follow along in their journals, taking notes and self-correcting as necessary. [SV] (students do) Add one sensory rich word from reading to Word Wall (teacher does). Model why it is a good word choice. (teacher does) Now, flip to your first poems that you wrote based on our writing prompts; dentist, playground, etc. (students do) Based on today’s lessons, and peer feedback from last class, revise [LF] your poem to include more sensory language and feelings. You may also write [LF] an entirely new poem. Write prompts from Lesson 3 on the board. (teacher does) Free write in writing journals. You may write your new poem using one of the prompts, or you may choose to write a poem without the prompts, it’s your choice. (students do) But who can tell me what we want to see in our poems, what little surprises do we want to leave as authors for the poem detectives who will read our work? [informal assessment, review of vocabulary and LT] (students do)

Encourage students to log new words on a page in their journals dedicated to a personal writing dictionary or word chart. Model a sample personal dictionary on board. (we do)

Model revising, or identifying criteria (strong memory: feelings, senses) for choosing a new poem subject. (teacher does) Write new or revise [LF] poems in writing journals. (students do) Informally assess for evidence of LT as students write. (teacher does)

Prompt TAGs to increase volume and level of sophistication of writing. (teacher does)

Lesson Conclusion

Would anyone like to share what they’ve written so far? [LT, SV] Who wants to share an “I like” for this poem? [LT, SV]

Collect notebooks. How has your poetry changed since our first class? Did it feel different writing today than the first day we wrote poems? Why and how? [SV] Differentiation Strategies (for remediation and for extension)

ELL: clearly define 5 different senses. Check for misconceptions. TAG: (bonus detective challenge on board) Why does the author say “So Eden sank to grief”? Who or what is Eden? (hint: look Eden up in the dictionary if you don’t know). How/why does it sink to grief? Write down your ideas in your writing journal. Vocabulary Resources and Materials needed

Poetic devices: Sensory language, rhyme, rhythm, imagery touch, taste, smell, hearing, sight Poem Generic, specific

Overhead with writing capabilities Writing journals

Lesson Reflection (place to take notes AFTER the lesson is taught)