Grade 4. 2 Week Poetry Unit. Unit Description: As students read, listen to, and
analyze a variety of poetic forms, they learn to recognize the literary devices used
...
Grade 4 2 Week Poetry Unit Unit Description: As students read, listen to, and analyze a variety of poetic forms, they learn to recognize the literary devices used by poets to capture the imagination and emotions of readers.
Student Understanding: Students read a variety of poetic forms and collect, memorize, and write poetry. They recognize poetry as a form of artistic expression and analyze how poets’ experiences in life are reflected in their work. They identify literary devices, such as analogical reasoning through simile, metaphor, hyperbole, and personification.
Guiding Questions: 1. Can students define what poetry is or give examples of types of poetry? 2. Can students explain why people read poetry? 3. Can students identify literary devices used by a poet? 4. Can students express how a poet helps them understand a concept, compare objects or ideas, or provide a new way to look at a subject? 5. Can students describe the mood or feeling created by the poem? 6. Can students use poetic language and form to express their own thoughts and feelings?
Grade 4 Louisiana Comprehensive Curriculum
Vermilion Parish 45 Min. Core
Day 1
Day 2
Day 3
Day 4
Day 5
Shared Literature 10 min.
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the meaning of the poem.
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the meaning of the poem.
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the language of the poem.
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the language of the poem.
Vocabulary ___ min.
Introduce vocabulary4-5 words from poem. Explicitly teach poetry terms. (Stanza, Rhyme, Rhythm, Figurative Language, and Verse)
Review and practice Introduce vocabularyvocabulary terms. 4-5 words from poem Review poetry terms. (Stanza, Rhyme, Rhythm, Figurative Language, and Verse)
Skill __ min.
Explicitly teach the characteristics of poetry. Figurative LanguageMetaphors, Personification, Hyperbole & Similes
Introduce vocabulary4-5 words from poem Explicitly teach poetry terms. (Stanza, Rhyme, Rhythm, Figurative Language, and Verse) Review the characteristics of poetry. Figurative LanguageMetaphors, Personification, Hyperbole & Similes
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the meaning and the language of the poem. Review vocabulary terms.
Build Background Explain to the students that “today we are going to read a poem about _____________.” Make connections to student activities.
Build Background Explain to the students that “today we are going to read a poem about _____________.” Make connections to student activities.
Application ___ min.
Review the characteristics of poetry. Figurative LanguageMetaphors, Personification, Hyperbole & Similes Read poems from Day 1 and Day 2. .
Review the characteristics of poetry. Figurative LanguageMetaphors, Personification, Hyperbole & Similes
Review figurative language.
Read poems from Build Background Explain to the students Day 1 and Day 3. that “today we are going to read a poem . about _____________.” Make connections to student activities .
Application Continued
Set a Purpose Tell students to think about What is the poem saying? What makes the poem special? Preview • Title and Author • Shape of the poem • First and last lines While you read the poem…. Tell students to read through the poem silently. Students should listen for the way you read with expression, intonation, and phrasing
Set a Purpose Tell students to think about What is the poem saying? What makes the poem special? Preview • Title and Author • Shape of the poem • First and last lines While you read the poem…. Tell students to read through the poem silently. Students should listen for the way you read with expression, intonation, and phrasing.
Read with a Purpose First Reading Meaning Teacher reads poem. Discuss • Author’s message • Sequence of events/plot • Reader’s feelings/ Reaction Complete “Quotes and Thoughts” Graphic Organizer
Read with a Purpose First Reading Meaning Teacher reads poem. Discuss • Author’s message • Sequence of events/plot • Reader’s feelings/ Reaction Complete “Quotes and Thoughts” Graphic Organizer
Review student notes about each poem. Discuss the meaning, language, and sound and shape of each poem Complete the comparison T-chart with the students giving the teacher the information to write. Students are completing the chart at their seat with teacher guidance and monitoring.
Set a Purpose Tell students to think about What is the poem saying? What makes the poem special? Preview • Title and Author • Shape of the poem • First and last lines While you read the poem…. Tell students to read through the poem silently. Students should listen for the way you read with expression, intonation, and phrasing. Read with a Purpose First Reading Meaning Teacher reads poem. Discuss • Author’s message • Sequence of events/plot • Reader’s feelings/Reaction Complete “Quotes and Thoughts” Graphic Organizer
Review student notes about each poem. Discuss the meaning, language, and sound and shape of each poem With a partner the students will complete the comparison T-chart using their notes. Teacher walks around the room monitoring the seat work. Teacher provides assistance and feedback.
Quiz Student reads poem and responds to questions independently.
Application Continued
Second Reading Language Teacher and class choral read poem. Discuss the language the author used to convey his thoughts. • Personification • Metaphors • Similes • Hyperbole Complete “Quotes and Thoughts” Graphic Organizer Third Reading Sound and Shape Class choral reads poem. Discuss the sound and shape the author used to convey his thoughts. • Sound - How does the poem sound? Look for rhymes and repeated words and sounds. (Repetition) • Shape- What is the shape of the poem? How is it organized? Are there separate parts? (Each part is called a stanza.) Complete “Quotes and Thoughts” Graphic Organizer Closure Review three elements of the poem-meaning, language, and sound and shape. Students are recording notes about the poem.
Second Reading Language Teacher and class choral read poem. Discuss the language the author used to convey his thoughts. • Personification • Metaphors • Similes • Hyperbole Complete “Quotes and Thoughts” Graphic Organizer Third Reading Sound and Shape Class choral reads poem. Discuss the sound and shape the author used to convey his thoughts. • Sound - How does the poem sound? Look for rhymes and repeated words and sounds. (Repetition) • Shape- What is the shape of the poem? How is it organized? Are there separate parts? (Each part is called a stanza.) Complete “Quotes and Thoughts” Graphic Organizer Closure Review three elements of the poem-meaning, language, and sound and shape. Students are recording notes about the poem.
Second Reading Language Teacher and class choral read poem. Discuss the language the author used to convey his thoughts. • Personification • Metaphors • Similes • Hyperbole Complete “Quotes and Thoughts” Graphic Organizer Third Reading Sound and Shape Class choral reads poem. Discuss the sound and shape the author used to convey his thoughts. • Sound - How does the poem sound? Look for rhymes and repeated words and sounds. (Repetition) • Shape- What is the shape of the poem? How is it organized? Are there separate parts? (Each part is called a stanza.) Complete “Quotes and Thoughts” Graphic Organizer Closure Review three elements of the poem-meaning, language, and sound and shape. Students are recording notes about the poem.
Vermilion Parish 45 Min. Core
Day 6
Day 7
Day 8
Day 9
Day 10
Shared Literature 10 min.
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the meaning of the poem.
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the meaning of the poem.
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the language of the poem.
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the language of the poem.
Vocabulary ___ min.
Introduce vocabulary4-5 words from poem. Explicitly teach poetry terms. (Stanza, Rhyme, Rhythm, Figurative language, and Verse)
Review and practice Introduce vocabularyvocabulary terms. 4-5 words from poem Review poetry terms. (Stanza, Rhyme, Rhythm, Figurative language, and Verse)
Skill __ min.
Explicitly teach the characteristics of poetry.
Introduce vocabulary- 4-5 words from poem Explicitly teach poetry terms. (Stanza, Rhyme, Rhythm, Figurative language, and Verse) Review the characteristics of poetry.
Read ___________ poem aloud. -Use “think aloud” strategy throughout reading. Focus on the meaning and the language of the poem. Review vocabulary terms.
Figurative LanguageMetaphors, Similes Personification, & hyperbole Build Background Explain to the students that “today we are going to read a poem about _____________.” Make connections to student activities.
Figurative LanguageMetaphors, Similes Personification, & hyperbole Build Background Explain to the students that “today we are going to read a poem about _____________.” Make connections to student activities.
Application ___ min.
Review the characteristics of poetry.
Review the characteristics of poetry.
Review figurative language.
Figurative LanguageMetaphors, Similes, Personification, & hyperbole Read poems from Day 1 and Day 2
Figurative LanguageMetaphors, Similes Personification, & hyperbole Read poems from Build Background Explain to the students Day 1 and Day 3. that “today we are going to read a poem about _____________.” Make connections to student activities
Application Continued
Set a Purpose Ell students to think about What is the poem saying? What makes the poem special?
Set a Purpose Ell students to think about What is the poem saying? What makes the poem?
Preview • Title and Author • Shape of the poem • First and last lines While you read the poem…. Tell students to read through the poem silently. Students should listen for the way you read with expression, intonation, and phrasing. Read with a Purpose First Reading Meaning Teacher reads poem. Discuss • Author’s message • Sequence of events/plot • Reader’s feelings/ Reaction • Complete “Quotes and Thoughts” Graphic Organizer
Read with a Purpose First Reading Meaning Teacher reads poem. Discuss • Author’s message • Sequence of events/plot • Reader’s feelings/ Reaction • Complete “Quotes and Thoughts” Graphic Organizer
Review student notes about each poem. Discuss the meaning, language, and sound and shape of each poem.
Set a Purpose Ell students to think about What is the poem saying? What makes the poem special?
Review student notes about each poem. Discuss the meaning, language, and sound and shape of each poem.
Complete the comparison T-chart with the students giving the teacher the information to write. Students are completing the chart at their seat with teacher guidance and monitoring.
Preview • Title and Author • Shape of the poem • First and last lines While you read the poem…. Tell students to read through the poem silently. Students should listen for the way you read with expression, intonation, and phrasing.
The student will complete the comparison T-chart with the student using their notes. (Independently) Teacher walks around the room monitoring the seat work.
Read with a Purpose First Reading Meaning Teacher reads poem. Discuss • Author’s message • Sequence of events/plot • Reader’s feelings/ Reaction • Complete “Quotes and Thoughts” Graphic Organizer
Quiz Student reads poem and responds to questions independently.
Application Continued
Second Reading Lang. Teacher and class choral read poem. Discuss the language the author used to convey his thoughts. • Personification • Metaphors • Similes • Hyperbole Complete “Quotes and Thoughts” Graphic Organizer Third Reading Sound and Shape Class choral reads poem. Discuss The sound and shape the author used to convey his thoughts. • Sound - How does the poem sound? Look for rhymes and repeated words and sounds. (Repetition) • Shape- What is the shape of the poem? How is it organized? Are there separate parts? (Each part is called a stanza.) Complete “Quotes and Thoughts” Graphic Organizer Closure Review three elements of the poem-meaning, language, and sound and shape. Students are recording notes about the poem.
Second Reading Lang. Teacher and class choral read poem. Discuss the language the author used to convey his thoughts. • Personification • Metaphors • Similes • Hyperbole Complete “Quotes and Thoughts” Graphic Organizer Third Reading Sound and Shape Class choral reads poem. Discuss the sound and shape the author used to convey his thoughts. • Sound - How does the poem sound? Look for rhymes and repeated words and sounds. (Repetition) • Shape- What is the shape of the poem? How is it organized? Are there separate parts? (Each part is called a stanza.) Complete “Quotes and Thoughts” Graphic Organizer Closure Review three elements of the poem-meaning, language, and sound and shape. Students are recording notes about the poem.
Second Reading Lang. Teacher and class choral read poem. Discuss the language the author used to convey his thoughts. • Personification • Metaphors • Similes • Hyperbole Complete “Quotes and Thoughts” Graphic Organizer Third Reading Sound and Shape Class choral reads poem. Discuss The sound and shape the author used to convey his thoughts. • Sound - How does the poem sound? Look for rhymes and repeated words and sounds. (Repetition) • Shape- What is the shape of the poem? How is it organized? Are there separate parts? (Each part is called a stanza.) Complete “Quotes and Thoughts” Graphic Organizer Closure Review three elements of the poem-meaning, language, and sound and shape. Students are recording notes about the poem.
Vermilion Parish 45 min. Centers Activities Week 1 and 2 Fluency/Vocabulary Center
Writing Center
Students will play a matching game with Students will be given the opportunity vocabulary words and definitions. to write various poems. Students will create a flip book with Students should be given specific vocabulary terms completed examples of poems to be Students will create examples of each type of written in the center (Example: figurative language. Character Poem, Bio Poem, etc.) The teacher will assign a poem to each Students will be given templates of student. various types of poems. Students Each student will memorize with expression should complete the template and their assigned poem illustrate the poem created. Poetry Working together with a partner, students will should always create an image in the practice reciting their poem to one another. readers mind. On Friday, students will recite poem to the class.
Poetry Task Cards & Library Center Poetry Task Cards Student will read self -selected text and record appropriate response in a journal.
Teacher Directed Center Day 1: Glue the poem on a larger chart paper. This provides a frame for the poem. The teacher reads poem to students. As the teacher reads the poem, she models thoughts outloud for the students. For example: “I noticed ………, I think this poem is about ……., I saw the word …..before. I think it means … because….. , This word is a metaphor. A metaphor is a comparison made between two unlike things that actually have nothing in common.” The teacher writes notes
around the poem in the margins so students can see and hear the thinking process required to complete the task. Address the meaning, language and shape of the poem. Write notes with colored markers.
Day 2: Teacher reads poem to students. Together they begin writing notes around the poem. Teacher guides students’ thinking to ensure meaning, language, and shape are addressed.
Day 3:
Day 4
Day 5
Teacher reads poem to students. Together they begin writing notes around the poem. Teacher guides students’ thinking to ensure meaning, language, and shape are addressed.
: Teacher reads poem to students. Together they begin writing notes around the poem. Teacher guides students’ thinking to ensure meaning, language, and shape are addressed.
: No centers today. Students perform their poem.
