Reading+Poetry+and+Writing+Literary+Texts

=Unit Objectives:=

This unit will provide opportunities for students to enjoy, study, read, and write poetry with more complexity. Students will continue to respond to the rhythm and rhyme through reader response. While responding to poetry, students need to recognize that sensory details add to the meaning of poetry. Students should also encounter quality poems with alliteration; however, it is important to remember that not every word will start with the same sound. Students will write short poems.

=Essential Questions:=
 * How can readers respond to rhythm or rhymes in poems?
 * Why do authors include alliteration in poetry?
 * How can readers respond to alliteration in poems?
 * What sensory details do you notice in poems you are reading? (sight, sound, smell, touch, taste)
 * Why do readers monitor and adjust for sensory images?
 * Why do readers reread?
 * How can text evidence in poetry help to understand the imagery used?
 * How do writers decide what they want to write a poem about?
 * How do sensory details create images in your poem?
 * How can mentor texts guide a writer to create a poem?

=Required Lessons:=

=Vocabulary:= 1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (C) determine what words mean from how they are used in a sentence, either heard or read;

=Weekly Pacing:=

** Reading - **
During this week, students are immersed in a variety of poetry types; the teacher will read aloud different types of poetry (including poems that have alliteration, rhyme, rhythm, and poetry rich in sensory language); teacher will model enjoying the sounds of poems and response to the rhythm, rhyme, and alliteration in poems ; teacher will model revisiting and rereading poetry to gain better understanding, and think aloud about meaning in poems.

Writing -
This week the teacher will demonstrate writing poems by using mentor text; together, teachers and students will consider where writers get ideas for writing poems, how writers look at ordinary objects in different ways to write poems, and how writers use sensory language in their poems.

Week 2:
Teachers will continue to expose students to various types of poems; students will continue to read and understand a wide range of poems; the teacher will model (and create anchor charts for) identifying sensory details, demonstrating how readers create images in their mind using sensory details; student response will include identifying alliteration, rhyme, rhythm or sensory language in the poems.
 * Reading - **

Writing - This week the teacher will continue to demonstrate writing poems by using mentor text; together, students will practice writing poems based on what they know about how writers get ideas; student will also make attempts to incorporate sensory language in their own poems.

Week 3:
Teacher will continue to use poetry as a focus throughout this week; this week the teacher demonstrates how readers make inferences using text evidence/clues (what does the poet mean when he says….?); teachers will expose students to poems in different media venues and discuss what the media does to change a reader’s understanding and/or reaction to the poem.
 * Reading - **

Writing - The teacher uses mentor texts to demonstrate how writers use details to make words in poetry come alive; the teacher demonstrates how writers organize ideas in poems, and what conventions writers use in poems to create their message for readers; students’ time will be spent on revising poems by adding sensory language; students will end the poetry study with a poetry celebration sharing their poems.

= = Please click on the link below for a book list. = =

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= = =Mini Lessons, Craftivites, Ideas, & Resources:=

Mini-Lesson Ideas

 * Recognizing elements of poetry such as rhyme, rhythm, and alliteration
 * Using senses to understand imagery in poetry
 * Locate sensory details in poetry
 * Understanding the poetic quality poems that do not rhyme
 * Making inferences about the meaning of a poem
 * Creating sensory images with poems
 * Reread poems for fluency with rhyme and rhythm
 * Noticing when a poem gives you a strong feeling
 * Reacting to a poem when you have a strong feeling
 * Seeing ordinary things with a poet’s eyes – Ideas
 * Showing, not telling to create sensory details in poetry – Word Choice
 * Understanding poetry lines and stanzas - Organization
 * Crafting a poem using a mentor poem
 * Searching for the "right" word – Word Choice

=Journeys= Friend’s Forever (Book 1.1, p. 34)

Two Poems from Dr. Seuss (Book 1.2, p. 146)

The Four Seasons (Book 1.3, p. 118)

Silly Poems (Book 1.4, p. 204)

Pet Poems (Book 1.5, p. 122)

Busy Bugs (Book 1.6, p. 158)

=Here area few good suggestions for books of poems:=

Have students create the cover page for their poetry booklets. The theme for our unit is "Keep a poem in your pocket." Students will create the front of their poetry book similar to the example below but will staple pages to it OR you can keep all poems in a ziploc baggie as shown in the example.

Here is the template for the title as well as a visual for the cover:

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The books listed below are PERFECT for the monthly word theme as well as introducing rhyming and rhythm.



Ask students what they noticed about the words in the book(s) you read aloud: the words rhymed.

Ask students to explain what RHYME means.

Create a short anchor chart of the rhyming words that students present as an example. Ask students to look over the list and explain how they know words rhyme (example cat and hat end with the "at" chunk).

Read aloud the poem again and ask students to identify the rhyming words they heard. You may want to add these to your anchor chart.

Have students complete this definition page for their poetry notebook about what the definition of rhyming is and some examples of words that rhyme.

= = //** There are TWO lessons for you to choose from. Both use Jack Prelutsky's work. **//

Review your anchor chart on the characterisitics of poetry and why we write poetry.

Review rhyme (definition) and rhythm and why poets use these when writing poems. Explain to students that today they are going to listen to a poem and practice visualizing in their heads. Explain what visualizing is. Here is a great little anchor chart:



** Lesson 1: **
Read aloud the poem, Green Giants by Jack Prelutsky. An idea is to write it on sentence strips or write on large chart paper so students can read words along with you. Then, read aloud again but this time have students create the giants they "visualize" in their heads on manila paper.

After students have #|completed their giants, ask students to share how they created their giants and how they were able to etermine what color(s) to use. What were some of the words/language that the author used? Why do you think he used this language rather than just saying "yellow" or "red"?

Have students glue a copy of this poem along with their giant in a poetry notebook for reference.

Here are some visual examples of this activity: = = Here is the book where you can frind this poem by Jack Prelutsky.
 * Lesson 2: Incorporates more inferencing skills **

Here is the poem that someone recorded on large chart paper. Notice that only the FIRST half of the poem is read aloud to the students. Discuss with students what "picture" they have in their head and what words that the author used that helped them create that picture.

Stop here and use this recording sheet to have the students draw their "mental image."

Then read the last part.

Have the students then sketch their new image. After they are done, discuss with the students how they could infer that the neighbor's "dog" was in fact a crocodile and not a dog? Discuss with the students why they think the neighbors painted their pet purple and have them complete the response. Here is another type of response you could use. You can also have them glue a copy of the poem to it to keep in their Poetry notebooks.

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Introduce what a similie is by reading aloud one of these great books:





You can make an anchor chart defining similes and write some examples from the book you read.

Discuss with students why they think authors use similes in their writing, like Jack Prelutsky did in his Green Giants poem.

Have students complete the definition page for their poetry notebooks.

Teacher discretion: Use one of the following activities for additional practice for students to recognize and understand similes in context.

Link for Individual Booklets for Similes You will need to provide students with the word they are to use in a simile like "fuzzy" or "hard".

Link for A Class Book of Similes

This is a card game where students match similes with everyday experiences. This can be done in groups, buddies, or whole group.

Focus: Onomatopoeia in Poetry

Introduce what onomatopoeiais by reading aloud one this books:

Then, have students complete the definition page for their poetry notebooks, including creating an example of onomatopoeia on the back like the examples above.



or attach this page Link to page like in above example

Here are some great suggestions for read alouds for alliteration:

Shel Silverstein poems are great for alliteration, too, such as //Picture Puzzle Piece//, //Noise Day//, and //Spoiled Brat// After you read aloud a book about alliteration, such as //If You Were Alliteration,// brainstormed a giant list of animals and choose a few to write a sentence with alliteration to model. The sentence could be silly or serious. Have students complete the definition page for their poetry notebooks and then they can choose one of the animals on the list and practice writing a sentence of alliteration for it, illustrating, coloring and labeling their picture(s) on the back. Here are some examples of creating their own:

= = = = = = = = Create an anchor chart for alliteration to display for referecence. You can do a shared pen writing for this and have students help you think of alliteration to match your pictures. Try to think of at least one example that has words that require a capital letter (days of the week, months of the year, places, etc.) for the lesson today.

Here is an example of one:

Ask students if they remember the rules/purpose of punctuation. Well, in order to do the next writing project, you need to make sure that they know how to use another important writing tool: capital letters. Review with students what a capital letter is and how writer's only use them for important words.

Ask students to tell you what kinds of words they think always start with a capital letter and why.

You can read aloud this great book:

Create an anchor chart for reference of what types of words writers capitalize.



You can tie it in with punctuation like this person did with her anchor chart.



Have students go back and independently, or with a buddy, check for capitalization and punctuation in their writing. This could be their "ticket" to tomorrow's writing activity! OR have them look over their alliteration sentences from yesterday for these key sentence parts.

Today they are going to learn to write a new type of poem: an alliteration poem. (Add this to your poetry anchor chart)

Read aloud __My Name is Alice__ by Jane Bayer. Explain to the students that they are going to be working with a buddy to write a poem using alliteration about them. Model how they would visit with a buddy to find out information about them for their short poem. For example, Bob likes baking brownies and his favorite color is brown and sometimes he gets bored in school. Model how you would write down these ideas in their Draft Book or on this planning template.



Have students meet with their buddies and write down their facts/thoughts. Then, students can work independently to write a short alliteration poem draft. Look over students' work for capitalization and punctuation and spelling.

If students want to publish this poem, here is a sample of what the final piece could look like by having them copy over their final pieces and create their buddy out of construction paper.

Here is an example:

=Week 3=

=**Writing - Day One:**= __Writers Meeting:__ Review the new genre of writing we have been studying, refering back to your Characteristics of Poetry anchor chart. Review how poets use special language and why (to help reader's picture things in their heads) and how poems have a rhythm when readers read them aloud.
 * (TEKs 1.8A, 1.11A, 1.4B, 1.18B, 1.21B)**

Reviw with students that this week they will be learning about different types of poetry each day and writing their own short poems just like these poets/authors. Teacher discretion: you can have students collect these different types of poems in a Poetry Notebook OR have them collect them in their Draft Books. Then, at the end of NEXT week, students will pick ONE of the poems that they have written and publish it, just like all of the poets we are reading.

Today they are going to learn to write a new type of poetry: acrostic poems. (Add this to your poetry anchor chart)

Introduce the ACROSTIC poem genre. Display an example of an acrostic poem that you have already written and ask students to tell you what they notice about this type of writing. A good idea is to use your name with simple adjectives and phrases.

Explain to students that today they will be writing acrostic poems about themselves.

Model using the planning template about thoughts you had about yourself and then how your used these thoughts to create your acrostic draft.

Have students then use the planning sheet to record their thoughts about themselves and then use these thoughts to create their acrostic poem for their name. They may keep this draft in their Poetry Notebook OR in their Draft Book.

= = =**Writing - Day Two:**= __Writers Meeting:__ Review the new genre of writing we have been studying, refering back to your Characteristics of Poetry anchor chart. Review how poets use special language and why (to help reader's picture things in their heads) and how poems have a rhythm when readers read them aloud.
 * If students choose to publish this poem at the end of the unit, you may want to use this idea for the final project:
 * (TEKs 1.8A, 1.11A, 1.4B, 1.18B, 1.21B)**

Reviw with students that this week they will be learning about different types of poetry each day and writing their own short poems just like these poets/authors. Teacher discretion: you can have students collect these different types of poems in a Poetry Notebook OR have them collect them in their Draft Books. Then, at the end of NEXT week, students will pick ONE of the poems that they have written and publish it, just like all of the poets we are reading.

Today they are going to learn to write a new type of poetry: cinquain poems. (Add this to your poetry anchor chart)

Introduce cinquain poems by copying this page for students' poetry notebooks or by creating an anchor chart. Make certain to go over each part of the example poem line by line (especially line 5 since we have not yet covered nouns and synonyms).

Ask students how many of them have an older or younger sibiling. Introduce the poem that is all about having a sibiling.

Read aloud a poem from this book:

Ask students to brainstorm how they would write a cinquain poem about their sibiling. (If they do not have one, they can write about a sibiling they would wish for, a cousin, a pet, etc.)

Model how students will use this planning sheet for their cinquain poem and then have students create their poem.

If students choose to publish this poem at the end if the unit, this is what their final product may look like:

=**Writing - Day Three:**= __Writers Meeting:__ Review the new genre of writing we have been #|studying, refering back to your Characteristics of Poetry anchor chart. Review how poets use special language and why (to help reader's picture things in their heads) and how poems have a rhythm when readers read them aloud.
 * (TEKs 1.8A, 1.11A, 1.4B, 1.18B, 1.21B)**

Reviw with students that this week they will be learning about different types of poetry each day and writing their own short poems just like these poets/authors. Teacher discretion: you can have students collect these different types of poems in a Poetry Notebook OR have them collect them in their Draft Books. Then, at the end of NEXT week, students will pick ONE of the poems that they have written and publish it, just like all of the poets we are reading.

Today they are going to learn to write a new type of poetry: color poems. (Add this to your poetry anchor chart)

Introduce color poems by copying this page for students' poetry notebooks or by creating an anchor chart. Make certain to go over each part of the example poem line by line and discuss why the poet/writer chose these examples for the color red.

Ask students if colors make them feel different ways or make them think of different things.

Read aloud:

Model using this template to write your color poem by choosing one color and then thinking of things it reminds you of. Then, have students complete their color poem.



If students choose to publish this poem at the end of the unit, this is what their final product might look like.



=**Reading - Day Four:**= Have students work on publishing one poem of their choice and then you could possibly create a cute area for display. Be sure to conference with students as well as use peer conferencing.
 * (TEKs 1.8A, 1.11A, 1.4B, 1.18B, 1.21B)**

Remember to go through the steps of the writing process, including revising and editing.

Here are the final projects for each published piece:

Acrostic Name Poem

Alliteration Poem:

Cinquain Poem: Here are the templates for the body parts:

Color Poem:

Be sure to have time for students to share their completed poems.

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