Unit Overview - Weebly

Unit Overview

IntroductionThis unit aims at introducing students to poetry; its structure, its form, and its use. Students will learn to write specific types of poetry and participate in writing individual poems by engaging in authentic, coherent, and rigorous instruction.

Students will build a body of knowledge about the features of poetry by studying an “I am” Poem, a Haiku Poem, a Diamante Poem, and a Personification Poem.

In addition to the specific knowledge about poetry, students will be practicing transferrable habits of reading and writing such as;

• Using prior knowledge as a base for new learning• Studying and using models of poetry• Becoming aware of vocabulary that is related to the understanding of poetry• Using graphic organizers (i.e. Thinking Maps) as tools to support learning• Using the writing process to complete a finished piece

Objectives

Students will be able to identify several types of poems by their name and qualities.Students will use their prior knowledge to compare and contrast poetry to a narrative.Students will build on their understanding of writing in order to write several forms of poetry.Students will be able to understand why people write poetry and that it is used is as a literary function.Students will know the difference between several types of poems based on their names and qualities. Students will be able to successfully write several types of poems based on their specific requirements.Students will gain an understanding and appreciate for the structure and form of poetry through several examples and opportunities to create their own pieces of poetry.

GoalsI understand why people write poems as a literary function.I can create my own poems based on the poems taught to me based on their unique qualities.I can identify the poems that were taught to me by their name and the qualities they have.I can identify the differences between several types of poems based on their name and qualities.

Unit TimelineThis poetry until will take place over 4-5 weeks. Extra time is allotted for lessons that need more than the 45 minutes scheduled for Writing 3 days-a-week. The lessons will be completed in the order they were written, however some of the lessons may take more than one day to complete.

Affective DomainIn order for this unit and its lessons to be successful, the teacher will (TTW) create an environment in which authentic, quality work is being accomplished. The teacher’s role is not to answer questions, however, it is to create a learning environment in which students can grow and prosper with the facilitation of the teacher. This authentic and quality work will be accomplished through independent work, group work, and clear instructions that encourage students to be creative and unique.

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Classroom AppearanceA new seating chart will be implemented the beginning of March, aiming for more cohesive partnerships between classmates. There will also be poem books for students to use during instruction in a designated area of the room. Students work from this unit will also be displayed in the classroom, if the student agrees.

Technology IntegrationTechnology will be used in every lesson. Whether it is the use of the Elmo, computer, or projector, technology is a vital part of this unit. In order to to successful accomplish the cumulative lesson at the end of the unit, students will use laptops to type their favorite poem from the unit to be published in a class book of poems.

Subject IntegrationDuring the time this unit will be taught, the students will be learning about stanzas and rhythm in Music class. Therefore, they will be able to connect what they are learning in Writing about poems and form to musical notes. Our last unit of study in Writing was to write a Compare & Contrast piece of writing, therefore students can use their skills learning to compare and contrast two different types of poems or poets. Lastly, students will be able to relate many of the skills they learn in this unit to their current and future writing. These skills include; drafting and editing, the knowledge of several word forms such as similes and metaphors.

Final AssessmentFor the final assessment of this unit, students will pick a piece of poetry that was their favorite from the unit, edit it, type it, add illustration to it, and publish it in a class book to represent the class’ learning and skill. This unit is not a unit in which a summative assessment is involved, because I feel as if the authentic learning would be compromised. However, I believe that a cumulative and reflective assessment of what was learned is most effective. Also, I think it is important for students to have choice involved in their learning and thus their choice to choose a poem and edit it for a class book.

Common Core Standards1. College and Career Readiness (CCR) for ReadingCraft & StructureCCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Range of Reading and Text ComplexityCCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

11. College and Career Readiness (CCR) for WritingProduction and Distribution of WritingCCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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http://www.corestandards.org/ELA-Literacy/CCRA/R/4/






http://www.corestandards.org/ELA-Literacy/CCRA/W/4/




CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present KnowledgeCCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

111. College and Career Readiness (CCR) for LanguageKnowledge of LanguageCCSS.ELA-Literacy.CCRA.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and UseCCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

1v. Reading LiteratureCraft & StructureCCSS.ELA-Literacy.RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Integration of Knowledge and IdeasCCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

v. Reading: Foundational SkillsFluencyCCSS.ELA-Literacy.RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

v1. WritingRange of WritingCCSS.ELA-Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

v11. LanguageCCSS.ELA-Literacy.L.5.5a Interpret figurative language, including similes and metaphors, in context.CCSS.ELA-Literacy.L.5.5b Recognize and explain the meaning of common idioms, adages, and proverbs.

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http://www.corestandards.org/ELA-Literacy/CCRA/L/3/




http://www.corestandards.org/ELA-Literacy/RL/5/5/






http://www.corestandards.org/ELA-Literacy/RF/5/4/b/


http://www.corestandards.org/ELA-Literacy/W/5/10/

http://www.corestandards.org/ELA-Literacy/W/5/10/

http://www.corestandards.org/ELA-Literacy/L/5/5/a/


http://www.corestandards.org/ELA-Literacy/L/5/5/b/

http://www.corestandards.org/ELA-Literacy/L/5/5/b/

Lesson 1: Introduction to Poetry

1. StandardsCommon CoreCCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

CCSS.ELA-Literacy.L.5.5a Interpret figurative language, including similes and metaphors, in context.

CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

11. Objective/BenchmarkObjectivesStudents will understand the how poems are different than other types of writing.Students will understand how types of poems differ.Students will know what a simile is. Students will be able to give an example of a simile.Students will know what a metaphor is.Students will be able to give an example of a metaphor.Students will understand what types of language/word forms create poems (ie: similes, metaphors, etc.)Students will create a Bubble Map with words that describe poetry.

“I Can” StatementsI can name three ways poems are different from other types of writing.I can tell someone what a poem is.I can tell someone what a simile is.I can give an example of a simile.I can tell someone what a metaphor is.I can give an example of a metaphor.I can recognize the differences and similarities between two types of poetry by making a Double-Bubble Thinking Map.

111. Anticipatory SetTo begin the lesson, TTW play the poem, “The Tropics in New York” by Claude McKay (http://www.poetryfoundation.org/children/video), read by Ziggy Marley and ask students what they think our new unit will be about based on the video. After students respond, TTW tell the students that they will become poets in this unit and create many original poems of their own.

1v. Input• TTW pass out the handout on page 8 and ask students to help him/her to make a Double-Bubble

Thinking Map comparing and contrasting the poetry from their handout to an essay (i.e.: compare and contrast essay).

• TTW facilitate a discussion with the class discussing the differences between poetry and essay writing. TTW can mention things like;

• organization

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http://www.corestandards.org/ELA-Literacy/SL/5/1/


http://www.corestandards.org/ELA-Literacy/L/5/3/


• language• topics• form- sentences, punctuation

• Students will then work with one partner to create a Double-Bubble Thinking Map comparing and contrasting two poems from their handout. (Teacher will model on Elmo first.)

• When students are done with their Double-Bubble, TTW ask for volunteers to share their Double-Bubble Map with the rest of the class on the Elmo.

• As a class, we will go over 2-3 different Double-Bubble Maps comparing and contrasting two types of poems.

• TTW ask students to return to their seats and get a lined piece of paper and their writing folders in order to take a few notes about poetry. (*This section of the lesson may need to be continued the following day)

• TTW begin to play the “Poem Slide Show” (see attached materials for Lesson 1) and talk to students about how poems,

• look different (stanzas, not paragraphs)

• sound different (rhyme and rhythm)

• and use different ways to say things (similes and metaphors)

The slide show will also cover rhyme, rhythm, simile, and metaphor in greater depth.

• TTW then pass out “My Poetry Passport” (see attached materials for Lesson 1) handout to the students and inform then that they will be creating each type of poem that is present on their handout and that after writing one of each, they will get a stamp on their “passport” allowing them to move on to the next form of poetry.

Thinking LevelsKnowledge

• Define rhyme.• Define rhythm.• Define simile.• Define metaphor.• List differences between essay writing and poetry (Double-Bubble).• List differences between types of poems (Double-Bubble).

Comprehension• Explain how essay writing and poetry are different (Double-Bubble).• Explain how difference types of poems are different (Double-Bubble).• Summarize what makes a poem “a poem.”• Infer that poems vary.

Application• Conclude that essay writing and poetry are different forms of writing.• Classify poetry in 3 ways (look, sound, use different ways to say things).• Demonstrate understanding of essay writing and poetry by comparing and contrasting them.

Analysis • Compare essay writing and poetry.

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• Contrast essay writing and poetry.• Compare two types of poems.• Contrast two types of poems.• Examine two types of poems in order to compare and contrast them.• Distinguish differences and similarities between essay writing and poetry.• Distinguish differences and similarities between two types of poetry.

Learning Styles and/or AccommodationsRemediation

• Print out slides for students with vision impairments.• Allow students to move to front of room to see slides better.• Allow students to work individually, if desired.

Extensions• Students may create a Bubble Map about what they know about poetry.• Students may use laptops to look up examples of poems given on handout.• Students may come up with examples of similes and metaphors.• Students may work on any of the Extension Activities (See Table Of Contents for documents).• Students may read any of the poetry books (see Table of Contents for Supplemental Poetry Books

document) in the classroom library and complete an Extension Activity.• Students may visit any of the Supplemental Poetry Websites on a laptop, if available (See Table of

Contents for Supplemental Poetry Websites document).

Learning StylesInterpersonal

• Time to work with other students.• Ability to converse with teacher for feedback.

Spatial/Visual• Watching videos of poems.• Picture cues in slide show (eye and ear).• Picture cues on handout to represent each poem.

Linguistic• Definition of words.• Taking notes.

Musical• Music cues (Queen’s “We Will Rock You” to show rhythm).• Poetry videos/audio.

Materials• Computer• Internet• Elmo• Projector• Poem Slide Show• “Examples of Poems” handout• “My Poetry Passport” handout• Pen/Pencil

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Method• Pass out “Examples of Poems” handout.• Watch introductory videos/audios of poetry.• Make Double-Bubble Thinking Map of an essay vs. poem as a class.• Make Double-Bubble Thinking Map of two types of poems on handout with a partner.• Share 2-3 examples of Double-Bubbles on Elmo in front of class.• Students return to their seats.• Students take notes about poems.• Students receive “My Poetry Passport” handout.

v. Modeling• Model how to create a Double-Bubble Thinking Map.• Model how to keep rhythm (Queen- “We Will Rock You”).• Model examples of similes and metaphors.

v1. Checking for Understanding• Ask students to give thumbs up/thumbs down.• Circulate around the room, having conversations with students and listening in on their thinking.• Evaluate work of volunteers.

v11. Guided Practice• Practice comparing and contrasting.• Practice constructing a Double-Bubble Thinking Map.• Practice note-taking.

v111. Independent Practice Homework: Poetry Exercise Sheet (see Attached Materials for Lesson 1)

1x. Closure• Ask students for a recap of information covered.• Ask students why we are learning about poetry (good writers know how to write in multiple forms).• Preview of next lesson.

x. AssessmentFormative

• Circulate around the classroom during guided practice.• Ask students how their work is going.• Ask students to show me their work.• Listen in to conversations.• Look over homework when turned in.

x1. Technology Used• Computer• Internet• Elmo• Projector• PowerPoint

x11. Reflection

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These are all poems that you will learn how to create. Please make a Double-Bubble Thinking Map to compare and contrast TWO of these poems.

Think about;• organization (how are they written? one word per line, two words? Are there sentences with

punctuation?)• do they rhyme?• what is the subject? (animals, people, abstract things?)• Length (are they long or short or in the middle?)

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Seaview Haiku by John Foster

Bright as butterfliesWith folded wings, the windsurfsSkim across the bay.

I am… (I am Poem)

I am artistic and helpfulI wonder why people are pollutingI hear laughing all the timeI see soccer balls in the distanceI want to be heardI am artistic and helpful I pretend to go to outer spaceI feel restless and worked upI touch GodI worry about global warmingI cry for my hamstersI am artistic and helpful I understand that people dieI never say neverI dream about the futureI try to play soccer I hope to improve my learning skillsI am artistic and helpful

The Sea (Personification Poem)

The sea is a gigantic wolf.Big and brownHe leaps all day, With his clashing teeth and sharp clawsSecond upon second he roarsClashing and bashing wavesAnd saves, saves, saves, The gigantic wolf groansFinding food for more.

Monsters (Diamante Poem)

MonstersCreepy, sinister

Hiding, lurking, stalkingVampires, werewolves, mummies, and zombies

Chasing, pouncing, eatingHungry, scary

Creatures

Poem Slide Show

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Slide 1 Slide 2

Slide 3 Slide 4

Slide 5 Slide 6 Slide 7

“I am” Haiku

Diamante Personification

Publication

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My Poetry PassportName: _____________________________ Dates traveled: ________________

You are a traveling poet! How exciting! After you write each poem, be sure to get your passport stamped to guarantee that you have visited each type of poem in the unit.

Lesson 2: Isn’t My Name Magical? (“I am” Poetry)

1. StandardsCommon CoreCCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


CCSS.ELA-Literacy.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-Literacy.RL.5.5: Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).


11. Objective/BenchmarkObjectivesStudents will successfully create an “I am” poem.Students will understand what an “I am” poem consists of.Students will notice how poems can be in various shapes and formats.

“I Can” StatementsI can create an “I am” poem independently and successfully.I know how to create an “I am” poem based on its format and “rules.”I can tell the difference between an “I am” poem and other poems based on its format and “rules.”

111. Anticipatory SetTo begin the lesson, TSW listen to a poem called, “Isn’t My Name Magical?” by James Berry. The text will be on the screen as the poem is read through audio. TTW tell students that today they will be writing about themselves by writing a poem called an “I am” Poem.

1v. Input• TTW model an example of an “I am” Poem on the Elmo for the students to see how it is done.• TTW ask the students questions about the format of the “I am” poem while she/he is modeling. Some

questions include;• Does this poem rhyme?• Does it have similes or metaphors?• What does its organization look like?

• TTW then pass out the handout and students will fill in the appropriate spaces to complete their “I am” poem.

• After the teacher checks their work for spelling and grammar, students will edit their poems and make them polished so they may write them in their poem booklet to be “published.”

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• Students may then decorate their “I am” Poem however they choose.• After students have created a polished poem and transferred it to their poem booklet, they may show

one to three other people their poem.

Thinking Levels Knowledge

• Define the “rules” of an “I am” poem.• Recall how to construct an “I am” poem.• Relate the organization and rule to other forms of poetry.

Comprehension • Rewrite poem in order to “publish” it in poem booklet.• Describe characteristics of an “I am” poem.• Summarize what is needed in order to create an “I am” poem.

Application• Make an “I am” poem independently and successfully.• Change rough draft in order to be “published” in poem booklet.

Learning Styles and/or Accommodations Remediation

• Larger font of “I am” template for students with visual impairments.• Allow students who cannot see to move to the front of the room.• Allow students to work in the hall, if necessary.

Extensions• Allow students to create another “I am” Poem if finished early.• Students may work on any of the Extension Activities (See Table Of Contents for documents).• Students may read any of the poetry books (see Table of Content for full list) in the classroom library

and complete an Extension Activity.• Students may visit any of the Supplemental Poetry Websites on a laptop, if available (See Table of


Learning Styles Interpersonal

• Ability to converse with others about their poem.

Intrapersonal• Time to read quietly by oneself.• Time to reflect about oneself through words.

Linguistic • Synthesizing feelings into words.• Connecting feelings to words.

Materials• Computer• Internet• Elmo• Projector• A Light in the Attic by Shel Silverstein

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• “I am” Poem template• Poem booklet• Crayons/colored pencils/markers for decorating• Pencil

Method• Listen and follow along with “Isn’t My Name Magical” by James Berry.• Model how to fill out “I am” template.• Ask appropriate questions pertaining to the poem format.• Fill out “I am” template.• Edit poem.• Rewrite poem in poetry booklet.• Share with other students.

v. Modeling• Model how to fill out “I am” template.• Model metacognitive thinking while asking questions about the poem format.

v1. Checking for Understanding• Ask students to give a thumbs up/thumbs down.• Circulate around room, having conversations with students and listening in on their thinking.

v11. Guided Practice• Filling out “I am” template• Editing poem• Rewriting poem in poem booklet

v111. Independent PracticeHomework: “I Will Be” Template

1x. Closure• Ask students what we did during this lesson. (Metacognitive thinking)• Ask students what is necessary to create an “I am” poem.• Preview next lesson.

X. AssessmentFormative

• Circulate around the classroom during guided practice.• Ask students how their work is going.• Ask students to show me their work.• Listen in to conversations.• Check template for errors to correct before final copy.

x1. Technology Used• Computer• Internet• Elmo

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Lesson 3: Writing a Haiku Poem




CCSS.ELA-Literacy.RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.





11. Objective/BenchmarkObjectivesStudents will successfully create a haiku poem.Students will understand what a haiku poem consists of.Students will notice how poems can be in various shapes and formats.Students will learn new vocabulary pertaining to poems and written language (i.e.: adjectives, syllabication).

“I Can” StatementsI can create a haiku poem independently and successfully.I know how to create a haiku poem based on its format and “rules.”I can show someone how to make a haiku poem.I can tell the difference between a haiku poem and other poems based on its format and “rules.”

111. Anticipatory SetTo begin the lesson, TTW ask students to answer the driving question, “What do I need in order to create a Haiku poem?” Students need to think about what they need to know in order to construct a haiku poem. TTW record the students answers on a piece of paper on the Elmo. TTW explain the requirements of a haiku while the students answer the question.

1v. Input• TTW ask students to get a piece of paper and their writing folders out in order to take notes on a

Haiku.

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• TTW present slides 8-16 of the Poem Slide Show to the students.

• Slide 8: Rules of a haiku• Typically about nature• 3 lines• 5-7-5 pattern of syllables• adjectives• no rhyme

• Slide 9: TTW encourage students to think small when writing a haiku. It is about one moment, not a collection of moments. The haiku moment has a “whoa!” quality to it. You are so amazed by the scene that you may literally stop in your tracks. The haiku moment happens quickly, that is why it is called a moment and not an hour.

• Slide 10: Picture of a sunset on Lake Michigan. TTW model to the students the creative process of writing a haiku based on a small moment.

• Think about 5 senses and make a Bubble Map with the title of the photo in the center: For example, Sunset.

• what do I see? • Many colors: orange, purple, yellow, blue• the sun• the Lake

• what do I hear? • waves crashing• people talking

• What do I feel? • sand on between my toes• cool breeze

• Form a short phrase: As the sun was setting on the day, the sky lit up in vibrant (adjective) colors

• Make a haiku…• The sun was setting

The sky was orange and yellow Goodbye to the day

• Slide 11: Picture of Grand Haven on a sunny, snowy day in winter. Have students make a list according to their 5 senses and create a short phrase about the picture

• Slide 12: Picture of Multnomah Falls (Oregon). Have students do the same with this picture as they just did.

• Slide 13: Picture of Lake Michigan. Repeat above.

• Slide 14: Have students do all steps including the creation of a haiku

• Slide 15: Repeat above

• Slide 16: A reminding haiku poem about its form

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• TTW now ask students to think of a small moment of their own. It can be about nature, a sport, an exciting event, anything- it just has to be a small moment, not a collection of moments.

• Students will create a haiku using the steps instructed and with the aid of a “Haiku Checklist”

• Students need to work independently for the first 10 minutes and then they may move around the room and work with others.

• TTW monitor the students by circulating around the room and helping students when necessary.

• Their exit-ticket is one written haiku. It does not have to be written in their poetry booklet.


• Define the “rules” of a haiku poem.• Recall how to construct a haiku poem.• Relate the organization and rules to other forms of poetry.

Comprehension • Describe a small moment in the form of a haiku.• Describe characteristics of a haiku poem.• Summarize what is needed in order to create a haiku poem.

Application• Make a haiku poem independently and successfully based on a small moment.• Change rough draft in order to be “published” in poem booklet.• Practice the process of creating a haiku.

Synthesis• Invent a creative and original haiku based on a small moment.• Plan through thinking about the 5 senses in order to create a haiku.• Produce a haiku that follows the appropriate rules.


• Print slides of PowerPoint in order for students with visual impairments to better read the print.• Allow students who cannot see to move to the front of the room.• Allow students to work in the hall, if necessary.

Extensions• Allow students to create another haiku poem if finished early.• Students may work on any of the Extension Activities (See Table Of Contents for documents).• Students may read any of the poetry books (see Table of Content for full list) in the classroom library



Learning Styles Intrapersonal

• Time to read quietly by oneself.

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• Time to reflect about oneself through words.

Linguistic • Synthesizing feelings into words.

Visual/Spatial• Using pictures to create a haiku.

Musical/Rhythmic• Using the beat of the 5-7-5 pattern with words.

Naturalist • Ability to translate senses from nature into words.

Existential• Ability think abstractly through nature and words.

Materials• Computer• Internet• Projector• Poem Slide Show• Haiku checklist• Poem booklet• Pencil

Method• Ask students driving question: What do I need in order to create a haiku poem?• Gather answers.• Begin Slide Show, teaching students how a haiku is formed.• Model the process of thinking. • Create a haiku.• Have students work independently.

v. Modeling• Model the process of creating a haiku.


v11. Guided Practice• Going through the thinking steps of creating a haiku.• Creating an original haiku with the aid of the “Haiku Checklist.”

v111. Independent PracticeNone.

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1x. Closure• Ask students what we did during this lesson. (Metacognitive thinking)• Ask students what is necessary to create a haiku poem.• Preview next lesson.


• Circulate around the classroom during guided practice.• Ask students how their work is going.• Ask students to show me their work.• Listen in to conversations.

x1. Technology Used• Computer• PowerPoint

x1. Reflection

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Poem Slide Show

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Slide 8 Slide 9

Slide 10 Slide 11

Slide 12 Slide 13 Slide 14

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Slide 15 Slide 16

Name: _____________________________________________ Date: ________________

haiku checklist

What is my “little moment”? (write it here:) ________________________________________

Do I have a picture of my little moment in my head?

5 senses: (You may not need to fill out each one)

What do I see? ______________________________________________________

What do I hear? ______________________________________________________

What do I feel? _______________________________________________________

What do I taste? ______________________________________________________

What do I smell? ______________________________________________________

Did I make a phrase based on my “little moment”?

Did I write my haiku with;

3 lines?

5-7-5 pattern?

adjectives?

Is my haiku orginial (did I create the whole thing)?

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Lesson 4: Writing a Diamante Poem







11. Objective/BenchmarkObjectivesStudents will successfully create a diamante poem.Students will understand what a diamante poem is.Students will know how to construct a diamante poem independently.Students will notice how poems can be in written in various shapes and formats.Students will learn new vocabulary pertaining to poems and written language (i.e.: opposite, adjective).

“I Can” StatementsI can create a diamante poem independently and successfully.I can show someone how to create a diamante poem.I know how to create a diamante poem based on its format and “rules.”I can tell the difference between a diamante poem and other poems based on its format and “rules.”I can appreciate the unique forms of poetry.

111. Anticipatory SetTo begin the lesson, TTW present slide 17 from the Poem Slide Show and ask students to take a moment and observe the poem. TTW ask the students these questions:

• Does it look like a poem?• Does it sound like a poem?• Does it use punctuation?• Does it use complete sentences?• What kinds of words does it use?• What is it describing?• Does it rhyme?• Do you think it is a poem?

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1v. Input• TTW ask students to respond to these questions after a few moments of thinking and observing.

• TTW have a class discussion about the students’ observations and make note of their responses.• TTW encourage students to think about the similarities and differences between the poems they have

already learned how to write.

• Have a class discussion about a few...

• TTW tell students that it is indeed a poem and it is called a diamante poem, because it is shaped like a diamond.

• TTW ask students to get out their Writing notebooks/a piece of paper and their Writing Folder

• (Pause and wait for students to write down example in their notes)

• Proceed to slide 18 and explain the structure of a diamante poem and point out that it is like contrasting two different things.

• Proceed to slide 19 and show students more examples.

• TTW tell students they will have time today to work on a diamante poem.

• TTW tell the students that the subject of a diamante poem can be anything that has an opposite;• a sport (baseball & basketball)• a season (summer & winter)• an animal (lion & lamb)• a school subject (math & reading)

• TTW give each student the “Diamante Template” in order for them to create their own.

• Model how to use the “Diamante Template” with an example

• After they fill out the template, students must get it approved by the teacher and write a final copy in their poetry booklet

• Students will have 10 minutes to work independently and then they may move around the classroom and work with other students.


• Define the “rules” of a diamante poem.• Recall how to construct a diamante poem.• Relate the organization and rules to other forms of poetry.

Comprehension • Describe a small moment in the form of a diamante.• Describe characteristics of a diamante poem.• Summarize what is needed in order to create a diamante poem.

Application• Make a diamante poem independently and successfully based on a small moment.

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• Change rough draft in order to be “published” in poem booklet.• Practice the process of creating a diamante poem.

Synthesis• Invent a creative and original diamante contrasting two subjects/things.• Produce a diamante poem that follows the appropriate rules.


• Print slides of PowerPoint in order for students with visual impairments to better read the print.• Allow students who cannot see to move to the front of the room.• Allow students to work in the hall, if necessary.• Help students who are struggling with a topic.

Extensions• Allow students to create another diamante poem if finished early.• Students may work on any of the Extension Activities (See Table Of Contents for documents).• Students may read any of the poetry books (see Table of Content for full list) in the classroom library




• Time to read quietly by oneself.• Time to reflect about oneself through words.

Interpersonal

• Time to work with other students.

Linguistic • Contrast two objects/things with a limited amount of words.

Visual/Spatial• Ability to organize differences between two objects/things within a shape.

Materials• Computer• Projector• Poem Slide Show• Diamante Template Handout• Poem booklet• Pencil

Method• Ask students to observe an example of a diamante poem and ask driving questions.• Compare & contrast, through discussion, a diamante poem with other poems covered in the unit thus

far, as a class.• Show students slides explaining a diamante poem.• Show students examples of a diamante poem.• Model how to fill out “Diamante Template” with an example.

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• Allow students to create their own.

v. Modeling• Model how to fill out the “Diamante Template”, and essentially create a diamante poem.


v11. Guided Practice• Showing the format of a diamante poem through several examples.• Model how to fill out the “Diamante Template.”• Creating an original diamante poem with the aid of the “Diamante Template.”


1x. Closure• Ask students what we did during this lesson. (Metacognitive thinking)• Ask students what is necessary to create a diamante poem.• Preview next lesson.


• Circulate around the classroom during guided practice.• Ask students how their work is going.• Ask students to show me their work.• Listen in to conversations.

x1. Technology Used• Computer• PowerPoint• Projector

x11. Reflection

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Poem Slide Show

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Slide 17 Slide 18

Slide 19

Name: ____________________________________________ Date: _______________________

diamante template

Line 1: noun or subject, one wordLine 2: two adjectives describing the subject

Line 3: three words ending in -ing relating to the subjectLine 4: two words describing the subject and two words describing its opposite

Line 5: three words ending in -ing relating to the oppositeLine 6: two words describing the opposite of the subject

Line 7: opposite, one word

Line 1: ______________________ (noun or subject)

Line 2: ______________________, ______________________ (adjectives)

Line 3: _________________, _____________________, ___________________ (ending in -ing)

Line 4: ________________, __________________, _________________, ________________ (FIRST two words = describing subject, LAST two = describing opposite)

Line 5: __________________, ____________________, ___________________ (ending in -ing)

Line 6: __________________________, __________________________ (describing opposite)

Line 7: __________________________ (opposite of Line 1)

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Lesson 5: Writing a Personification Poem





CCSS.ELA-Literacy.RF.5.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.




11. Objective/BenchmarkObjectivesStudents will successfully create a personification poem.Students will understand what a personification poem is.Students will understand what personification is and that is a type of figurative language.Students will understand what figurative language.Students will be able to give an example/s of figurative language.Students will be able to use figurative language in their personification poem.Students will notice how poems can be in various shapes and formats.Students will learn new vocabulary pertaining to poems and written language (i.e.: personification, figurative language).

“I Can” StatementsI can create a personification poem independently and successfully.I know how to create a personification poem based on its format and “rules.”I can tell the difference between a personification poem and other poems based on its format and “rules.”I can tell someone what personification is.I can give an example of personification.I can tell someone what figurative language is.I can give an example/s of figurative language.I can appreciate the unique forms of poetry.

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111. Anticipatory SetTo begin the lesson, TTW present slide 20 from the Poem Slide Show and discuss the question:

What is personification?

1v. Input• TTW present slide 21 in order to explain to students what personification is.

• TTW present slide 22 in order to show students that personification is a form of figurative language.

• TTW present slide 23 to show and read examples of personification poems to students.•TTW point out that every other line rhymes, but we are not going to worry about rhyming today.• The italics represent personification.

• TTW present slide 24 to show students how to step-by-step create a personification poem. TTW tell students it is like a math formula. They just need to plug in the words to create the poem.

• TTW ask students if they have questions.

• TTW tell students that they will be creating their own personification poem during class.

• TTW tell students that their poem can be about anything, it just has to show personification and have a title and 5 lines.

•• TTW explain all supplemental attachments.

• “Personification Examples” Handout• “Word, Verb, Where” Handout• “Personification Formula” Handout

• TTW pass out the “Personification Examples” Handout for the students to get ideas for their poem.

• TTW also pass out the “Word, Verb, Where?” Handout for students to draft their poem.

• TTW pass out the “Personification Formula” Handout to the students to aid them when writing their poem.

• TTW tell students they need to use the handouts in the order in which they were received.

• Students are able to use dictionaries and supplemental books in the library to assist them.

• Students must work independently for 10 minutes, and if done so, they may work around the room and with other students. If the teacher notices that students are not working independently and are noisy, they will stay at their seats and work independently for the rest of the class time.

• If students get done with one poem, they need to bring it up to the teacher in order to be checked. If teacher tells student that they need to edit their poem, they will do so and have it checked again before writing a polished copy in their poem booklet.

• Exit-ticket: One poem showing personification.

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• Define the “rules” of a personification poem.• Recognize a personification poem compared to other poems.• Describe personification.• Describe figurative language.• Recall how to construct a personification poem.• Relate the organization and rules to other forms of poetry.

Comprehension • Explain to someone how to create a personification poem.• Explain to someone what personification is.• Explain to someone what figurative language is.• Describe characteristics of a personification poem.• Summarize what is needed in order to create a personification poem.

Application• Make a personification poem independently and successfully.• Change rough draft in order to be “published” in poem booklet.• Practice the process of creating a personification poem.• Apply knowledge of personification and figurative language into constructing a personification poem.

Analysis• Experiment with personification and figurative language by creating a personification poem.

Synthesis• Invent a creative and original personification poem.• Produce a personification poem that follows the appropriate rules.• Modify/improve personification poem, if needed.


• Print slides of PowerPoint in order for students with visual impairments to better read the print.• Allow students who cannot see to move to the front of the room.• Allow students to work in the hall, if necessary.• Help students who are struggling with a topic.• Give more examples of personification for students who are struggling.• Allow for more time to complete poems.

Extensions• Allow students to create another personification poem if finished early.• Students may work on any of the Extension Activities (See Table Of Contents for documents).• Students may read any of the poetry books (see Table of Content for full list) in the classroom library




• Time to work by oneself.

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Interpersonal• Time to work with other students (if allowed).• Ability to have work checked by teacher and given appropriate feedback.

Linguistic • Use figurative speech and personification to create a personification poem.• Ability to “play” with words.• Ability to create a new piece of writing using words and writing devices.

Visual/Spatial• Ability to follow a “formula.”

Logical/Mathematical• Ability to follow a “formula.”

Naturalist • Ability to use nature as the topic.

Materials• Computer• Projector• Poem Slide Show• “Personification Examples” Handout• “Word, Verb, Where” Handout• “Personification Formula” Handout• Poem booklet• Pencil

Method• Ask students what personification is while giving an example.• Explain what personification is to students while giving an example.• Explain what figurative language is to students while giving other examples.• Give more examples of personification.• Explain that some personification poems rhyme every-other-line, but they will not be rhyming.• Show/model to students exactly how to construct a personification poem by giving them step-by-step

instructions to “plug into” a formula.• Allow students to create a personification poem.

v. Modeling• Model how to fill create a personification poem by using the “formula.”

v1. Checking for Understanding• Ask students to give a thumbs up/thumbs down.• Circulate around room, having conversations with students and listening-in on their thinking.

v11. Guided Practice• Showing the format of a personification poem through several examples.• Model how to create a personification poem by using the “formula.”• Creating an original an original personification poem with the aid of the “Personification Formula”

Handout

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1x. Closure• Ask students what we did during this lesson. (Metacognitive thinking)• Ask students what is necessary to create a personification poem.• Preview next lesson.


• Circulate around the classroom during guided practice.• Ask students how their work is going.• Ask students to show me their work.• Listen in to conversations.• Exit-ticket: successfully completing one personification poem that is original to the student.

x1. Technology Used• Computer• PowerPoint• Projector

x1. Reflection

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Poem Slide Show

36

Slide 20

Slide 22

Slide 21

Slide 23

Slide 24

Name: __________________________________________ Date: _______________________

Personification formula

Title: _______________

Line 1: Title + (how it arrives or begins)

Line 2: Tell what it does

Line 3: and how it does it

Line 4: and where it is

Line 5: Tell how it leaves

Now, you try….

Title: ____________________________

Line 1: _____________________________________________________________________

Line 2: _______________________________________________________________________

Line 3: _______________________________________________________________________

Line 4: _______________________________________________________________________

Line 5: _______________________________________________________________________

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Fog by Carl Sandburg

1: The fog comes on little cat feet.

2: It sits looking over harbor and city

3: on silent haunches

4: in the middle of the street

5: and then moves on.

Lesson 6: Poet Study: Shel Silverstein (mini Lesson)1. StandardsCommon CoreCCSS.ELA-Literacy.RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.


CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-Literacy.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

CCSS.ELA-Literacy.L.5.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

11. Objective/BenchmarkObjectivesStudents will know how Shel Silverstein is and what types of poems he wrote.Students will be able to identify poems by Shel Silverstein.Students will talk about his style and craft as a poet.

“I Can” StatementsI can tell someone about Shel Silverstein and his life as a poet.I can identify poems written by Shel Silverstein.I can tell someone about Shel Silverstein’s style and craft as a poet.

111. Anticipatory SetTo begin the lesson, TTW tell students that instead of learning how to write a poem today, they will learn about a poet named Shel Silverstein. TTW show slide 25 from the Poem Slide Show to show students a few photos of him.

1v. Input• After viewing pictures of Shel, students will watch and listen to 3 of Shel’s works to get a better idea of him

as a poet. 2 are poems and 1 is a book.• “If you have to dry the dishes…”• “Sara Cynthia Sylvia Stout!”• “The Giving Tree”

• Next, TSW be handed a handout with several of his poems. Students will work for 10 minutes independently and then with a partner in order to create a Double-Bubble Thinking Map between the

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http://www.corestandards.org/ELA-Literacy/RI/5/2/

http://www.corestandards.org/ELA-Literacy/RI/5/2/





Shel’s poems and 1 other type of poem we have students thus far. Students may use their notes from other poems in order to complete this activity.

• After students have completed the assignment, TTW lead a discussion about the similarities and differences between Shel’s poems and those we have studied thus far. Students will share their results with the class. TTW ask students during this discussion what they noticed about some of Shel’s poems;

• do they rhyme?• what are they about?• can you identify the forms of the poems? What kind are they?• do you like his poems? why or why not?

• The students will then choose one of his poems listed on their handout to rewrite neatly and decorate in their poem booklet.

Learning Styles and/or AccommodationsRemediation

• Print out slides for students with vision impairments• Allow students to move to front of room to see slides better• Allow students to work individually, if desired

Extensions• Students may work on any of the Extension Activities (See Table Of Contents for documents)• Students may read any of the poetry books (see Table of Content for full list) in the classroom library


Contents for Supplemental Poetry Websites document)

Materials• Computer• Internet• Projector• Poem Slide Show• “Shel Silverstein Handout”• Poetry booklet• Pen/Pencil

Method• Show students pictures of Shel Silverstein.• Show students videos of some of his poems.• Compare and contrast his style with other types of poems covered in the unit.• Discuss his work with students.• Choose favorite poem and write in poem booklet.

v. Checking for Understanding• Ask students to give thumbs up/thumbs down• Circulate around the room, having conversations with students and listening in on their thinking

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v1. Closure• Exit ticket: Ask students to name one thing they like/dislike about Shel + make sure they have 1 poem

copied down in their poetry booklet.• Ask students for a recap of information covered.• Preview of next lesson

v11. AssessmentFormative

• Circulate around the classroom during guided practice • Ask students how their work is going• Ask students to show me their work• Listen in to conversations

v111. Technology Used• Computer• Internet• Projector• PowerPoint

1x. Reflection

Poem Slide Show

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Slide 25

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Sick by Shel Silverstein

"I cannot go to school today,"Said little Peggy Ann McKay."I have the measles and the mumps,A gash, a rash and purple bumps.My mouth is wet, my throat is dry,I'm going blind in my right eye.My tonsils are as big as rocks,I've counted sixteen chicken poxAnd there's one more--that's seventeen,And don't you think my face looks green?My leg is cut--my eyes are blue--It might be instamatic flu.I cough and sneeze and gasp and choke,I'm sure that my left leg is broke--My hip hurts when I move my chin,My belly button's caving in,My back is wrenched, my ankle's sprained,My 'pendix pains each time it rains.My nose is cold, my toes are numb.I have a sliver in my thumb.My neck is stiff, my voice is weak,I hardly whisper when I speak.My tongue is filling up my mouth,I think my hair is falling out.My elbow's bent, my spine ain't straight,My temperature is one-o-eight.My brain is shrunk, I cannot hear,There is a hole inside my ear.I have a hangnail, and my heart is--what?What's that? What's that you say?You say today is. . .Saturday?

If you are a dreamer, come in, If you are a dreamer, a wisher, a liar, A hope-er, a pray-er, a magic bean buyer…If you’re a pretender, come sit by my fireFor we have some flax-golden tales to spin.Come in! Come in!

http://www.poets.org/poet.php/prmPID/104

http://www.poets.org/poet.php/prmPID/104

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Mr. Grumpledump’s Songby Shel Silverstein

Everything's wrong,Days are too long,Sunshine's too hot,Wind is too strong.Clouds are too fluffy,Grass is too green,Ground is too dusty,Sheets are too clean.Stars are too twinkly,Moon is too high,Water's too drippy,Sand is too dry.Rocks are too heavy,Feathers too light,Kids are too noisy,Shoes are too tight.Folks are too happy,Singin' their songs.Why can't they see it?Everything's wrong!

WhatifBy Shel Silverstein

Last night, while I lay thinking here,Some Whatifs crawled inside my earAnd pranced and partied all night longAnd sang their same old Whatif song:Whatif I'm dumb in school?Whatif they've closed the swimming pool?Whatif I get beat up?Whatif there's poison in my cup?Whatif I start to cry?Whatif I get sick and die?Whatif I flunk that test?Whatif green hair grows on my chest?Whatif nobody likes me?Whatif a bolt of lightning strikes me?Whatif I don't grow talle?Whatif my head starts getting smaller?Whatif the fish won't bite?Whatif the wind tears up my kite?Whatif they start a war?Whatif my parents get divorced?Whatif the bus is late?Whatif my teeth don't grow in straight?Whatif I tear my pants?Whatif I never learn to dance?Everything seems swell, and thenThe nighttime Whatifs strike again!

Lesson 7: Poetry Celebration/Publishing of Poems (Mini Lesson & Culminating Lesson)

StandardsCommon CoreCCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

InputDuring this lesson, students will choose a poem that they have created throughout our unit to publish in a class book. Students will then take that poem and type it using a computer and add graphics or illustrations in order to create a whole piece.

This process will be their assessment of the unit. It will be a reflective time for students to look back on their work and choose their best piece.

This process will give students a sense of pride and accomplishment as they flip through their creations, realizing all they have done in the past month.

TTW be sure to talk to students about our first day in the unit and ask students if they thought they could be a poet. TTW tell students that although it seemed intimidating, they have become their very own poet!

Lastly, students will fill out in order for them to reflect further on their journey through poetry.

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Supplemental Poetry Book ListThis is a list of books that will be availible in the classroom for students to read and to complete the included

Extention Activities.

Janeczko, Paul B. A Kick In The Head: An Everyday Guide to Poetic Forms. N.p.: Scholastic Inc., 2005. N. pag. Print.

Lansky, Bruce. If I Ran the School. New York: Scholastic Inc., 2005. N. pag. Print.

My Dog Does My Homework! N.p.: Scholastic Inc., 2004. N. pag. Print.

Prelutsky, Jack. I'm Glad I'm Me. N.p.: Scholastic Inc., 2006. N. pag. Print.

Prelutsky, Jack. Something Big Has Been Here. First ed. N.p.: n.p., 1990. N. pag. Print.

Prelutsky, Jack. The 20th Century Children's Poetry Treasury. N.p.: Alfred A. Knopf, Inc., 1999. N. pag. Print.

Prelutsky, Jack. I Like It Here at School. N.p.: Scholastic Inc., 2003. N. pag. Print.

Rogasky, Barbara. Winter Poems. New York: Scholastic Inc., 1999. N. pag. Print.

Silverstein, Shel. A Light in The Attic. N.p.: Evil Eye Music Inc., 1981. N. pag. Print.

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Supplemental Poetry Website List

This is a list of websites students will be able to use in their free time, Daily 5 time, or when they have completed the required task.

• http://ettcweb.lr.k12.nj.us/forms/natureperosnified.htm - Write an Instant Nature Personification Poem

• http://www.storyit.com/Classics/JustPoems/classicpoems.htm - Access to many poems including

classic poetry

• gigglepoetry.com - Acess to funny poetry for children

• kristinegeorge.com/poetry_aloud.html - A collection of poems by Kristine George read aloud

• www.inklesstales.com - Another great collection of poetry for children

• losbloguitos.com - A poetry site for students who speak Spanish

• poetryarchive.org/childrensarchive - Access to appropriate poems for children

• poetryfoundation.org - Acess to a pleathora of poems

• poetryfoundation.org/children/ - Acess to appropriate poems for children

• poetry4kids.com - Lots of poems listed by category for children to browse

• http://poetryzone.woodshed.co.uk/links.htm - Huge collection of poems for children

• shelsilverstein.com - Access to all things about Shel Silverstein; his poems, his biography, and photos

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Student Evaluation

Your feedback is very helpful! Please tell me about your opinions of this unit so I may better teach you.

1. What was your favorite poem to learn how to write? (Circle one and explain why using 1-2 sentences)

“I am” Poem Haiku Diamante Personification

Why?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

2. What poem do you feel was most difficult to learn and write? (Circle one and explain why using 1-2

sentences)

“I am” Poem Haiku Diamante Personification

Why?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

3. The cloud was as puffy as a cotton ball is an example of: (circle one)

a. simile b. metaphor c. alliteration

4. A haiku is typically about: (circle one)

a. sports b. people c. nature

5. A diamante poem is typically shaped like what shape? (circle one): a. circle b. diamond c. square

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Biblography

BooksJaneczko, Paul. How to Write Haiku and Other Short Poems. N.p.: Scholastic In.c, 2004. N. pag. Print.

Silverstein, Shel. Where The Sidewalk Ends. First ed. N.p.: HarperCollins, 1974. N. pag. Print.

Silverstein, Shel. Falling Up. N.p.: HarperCollins, 1996. N. pag. Print.

WebsitesBerry, James. "Isn't my name magical?." Children's Poetry Archive. N.p., n.d. Web. 23 Feb. 2013. <http://

www.poetryarchive.org/childrensarchive/singlePoem.do?poemId=121>.

http://ettcweb.lr.k12.nj.us/forms/natureperosnified.htm

mywordwizard.com/personification-poems.html

www.poetryarchive.org/childrensarchive

www.poetryfoundation.org/downloads/BHM_MiddleSchool.pdf

www.poetryfoundation.org/children/video

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Unit Overview - Weebly

Documents

Transcript of Unit Overview - Weebly