LITERACY-10
ESSENTIAL UNIT 8 (E08)
(Poetry)
Reading Literacy: Reading Poems
Writing Literacy: Poetic Techniques
(July 2014)
Unit Statement: Reading and writing poetry gives an opportunity to recognize and use poetic devices and techniques that convey a message. Students will participate in classroom discussions and other activities to help them gain a greater understanding and appreciation of the poetic form. Throughout the unit, different types and forms of poetry will be read, analyzed, written, and shared.
Unit one is currently engaged, and teachers should refer to it for continued practice of routines, strategies, skills, etc.
Unit Emphasis (Focus Wall):
Reading Strategies/Skills: mental images, making connections, asking questions, inferring, predicting, important information, synthesis, generalization, compare/contrast
Developing Vocabulary: integrate previously learned prefixes, roots, and suffixes
Writing Genre: narrative
Trait Focus: use the 6+1 writing traits in conjunction with the writing process
Grammar Focus: integrate previously learned grammar concepts and skills
Essential Outcomes: (reading and writing must be assessed separately for mastery)
Reading Literacy (E08): (Reading Poems)
Using course-level appropriate fiction and nonfiction texts:
1. The Student Will read poetry to determine how the poet uses words to create images, express feelings, and ideas.
2. TSW present poems to an audience with clarity, fluency, expression, accuracy, attention to punctuation, and appropriate phrasing.
3. TSW participate in discussions generalizing common characteristics of poetry: author’s purpose, form, stanzas, rhyme, rhythm, sensory words, figurative language, onomatopoeia, and alliteration.
4. TSW examine how the poet feels and identify the words/phrases that help the reader understand these feelings (mental images).
5. TSW analyze the theme of the poetry and support reasoning.(synthesis)
6. TSW respond to each poem with “new to me” thoughts and feelings. (making connections)
7. TSW compare and contrast two poems choosing one aspect: imagery, theme, rhyme, rhythm, or content.
Writing Literacy (E08): (Poetic Techniques)
1. The Student Will determine whether the purpose the poetry that they write is to entertain or express an emotion.
2. TSW publish poetry in the following forms: free verse, narrative, concrete, lyric, and haiku. (Teachers may add any personal beloved types of poetry as long as the first five are covered as well).
3. TSW organize their free verse and narrative poems into stanzas.
4. TSW experiment with rhyme and rhythm within their poems.
5. TSW use sensory words, figurative language, onomatopoeia and alliteration to add color and description to their writing.
6. TSW experiment with the use of conventions in poetry.
7. TSW present their poetry orally with emphasis on their speaking voice.
Introduced Outcomes: (taught, but not assessed)
1. The Student Will explain how prefixes and suffixes change the meaning of age-appropriate words.
Practiced/Ongoing Outcomes: (ongoing development, but not assessed)
1. The Student Will acquire and use new vocabulary in reading, writing, and speaking.
2. TSW demonstrate age appropriate spelling in their writing.
3. TSW practice properly formed handwriting techniques.
4. TSW apply previously learned prefixes, roots, and suffixes in determining the meaning of age-appropriate words.
Key Terms and Concepts:
Writingfree verse poem narrative poem
lyric poem haiku
concrete poem figurative language
imagery symbolism / Reading
Simile metaphor
Personification onomatopoeia
Alliteration rhyme
Rhythm form
stanzas
Suggested Materials for Teachers: (provided by school)
*See Essential Unit 1
Suggested support resources for Reading:
The materials listed here support teaching the Reading TSW’s:
TSW 1 words express images, express feelings and ideas
“Score!” 3 poems (F&P level R) JTE 1.4 p.268-270; LLG5 p.193
“Purr-fection” 3 poems-alliteration (F&P level T) JTE 2.10 p.340-342; LLG5 p.205
“Midnight Ride of Paul Revere” (F&P level T)JTE 3.15 p.344-346; LLG5 p.205
“Poetry about Poetry” 3 poems-form (F&P level S) JTE 4.18 p.186-188; LLG5 p.221
“Rhyme on the Range” 3 poems-imagery (F&P level S) JTE 5.23 p.190-192; LLG5 p.231
“The Best Paths” “Compass” JTE 6.30 p214-215
“Images of Night” simile/metaphors Rigby CQ5:1 B10
“Creating and using Images” theme Rigby CQ5:1 B18
“The Private Eye” images/theme Rigby CQ5:1 D10, RTE p73
“Nursery Rhymes, Not really for kids” theme Rigby CQ5:2
“Classic Fun” Rigby CQ5:2 B32
“Dreams are the Stories” Rigby CQ5:2 D32
“A Cast of Characters” Rigby CQ5:3 D32
“Poetic Defense” inferring Rigby CQ5:4 C18
“Rigby CQ5 Blackline Master Practice and Assessment Book 14, 15
TSW 2 reading poetry emphasizing pauses
“Score!” 3 poems-phrasing: (F&P level R) JTE 1.4 p.269, 276
“Purr-fection” 3 poems-stress (F&P level T) JTE 2.10 p.341, 343, 348; LLG5 p. 205
“Midnight Ride of Paul Revere” intonation (F&P level T) JTE 3.15 p.345, 352
“Poetry about Poetry” 3 poems-phrasing: Punctuation (F&P level S)JTE 4.18 p.187,194
“Rhyme on the Range” 3 poems-expression (F&P level S) JTE 5.23 p.191,198
“The Best Paths” “Compass” “JTE 6.30 p.214-215
“Places and Names…” “Los Libros:Books” JTE 6.27 p.74-75
TSW 3: Poetic characteristics
“Poetry genre Characteristics” LLG5 p.257
“Score!” 3 poems (F&P level R) JTE 1.4 p.268-270
“Purr-fection” 3 poems-alliteration (F&P level T) JTE 2.10 p.340-342, 343; LLG p.205
“Midnight Ride of Paul Revere” narrative rhyme (F&P level T) JTE 3.15 p.344-346,351; LLG p.215
“Poetry about Poetry” 3 poems (F&P level S) JTE 4.18 p186-188; LLG5 p.221
“Rhyme on the Range” 3 poems imagery (F&P level S) JTE 5.23 p.190-192
“Journey of the Wooly Mammoth” “Fossils” JTE 6.28 p.120-121
“Tongue Twister Teasers” Alliteration RigbyCQ5:1 C17
“Dreams are the Stories” stanzas RigbyCQ5:2 D32
“A Cast of Characters” RrigbyCQ5:3 D32
“Gooey Rhymes” alliteration RigbyCQ5:2 A16 RTE p. 100
“Encounter” “Deep in the Forest” JTE 6.29 p.166-167
TSW4: infer poet’s thoughts or feelings
“Score!” 3 poems (F&P level R) JTE 1.4 p.268-270
“Purr-fection” 3 poems-alliteration (F&P level T) JTE 2.10 p.340-342
“ The Whale” “Wild Geese” JTE 6.26 p.26-27
TSW5:Theme
“Score!” 3 poems (F&P level R) JTE 1.4 p.268-270
“Purr-fection” 3 poems-alliteration (F&P level T) JTE 2.10 p.340-342
“Midnight Ride of Paul Revere” narrative, (F&P level T)JTE 3.15 p.344-346
“Poetry about Poetry” 3 poems (F&P level S) JTE 4.18 p.188; LLG5 p.221
“Rhyme on the Range” 3 poems imagery (F&P level S) JTE 5.23 p.192
“The Whale” “Wild Geese” JTE 6.26 p.26-27
“The Best Paths” “Compass” JTE 6.30 p.214-215
Rigby CQ5 Blackline Master Practice and Assessment Book p. 63
TSW6: New thoughts and feelings evoked by poem
Poems listed under TSW 1 and 2
TSW7: compare/contrast
“Score!” 3 poems (F&P level R) JTE 1.4 p.271; LLG5 p.193
“Rhyme on the Range” 3 poems imagery (F&P level S) JTE 5.4 p.193
“Purr-fection” 3 poems (F&P level T) JTE 2.10 p.340-342, 343
“Poetry about Poetry” 3 poems (F&P level S) JTE 4.18 p.186-188
“Rhyme on the Range” 3 poems imagery (F&P level S) JTE 5.23 p.190-192; LLG5 p.231
“ The Whale” “Wild Geese” JTE 6.26 p.26-27
“Places and Names…” “Los Libros:Books” JTE 6.27 p.74-75
“Journey of the Wooly Mammoth” “Fossils” JTE 6.28 p.120-121
“Encounter” “Deep in the Forest” JTE 6.29 p.166-167
Suggested Professional Materials for Teachers: (provided by school)
Strategies That Work by Stephanie Harvey and Anne Goudvis TSW5 p.94, 119-120; TSW3, 4 p.119-120,
Reading With Meaning by Debbie Miller p.26, 74-77, 80-83,
Suggested Exemplar Texts (read alouds):
“Ode to Lunch” JTE 1:1 12, LLG5 p. 187
“A Taxing Poem” JTE 3:12 90-91 LLG5 p 209
The Giving Tree by Shel Silverstein
Technically It’s Not My Fault by John Grandits
Out of the Dust by Karen Hesse
Additional Resources: (may not be provided by school)
*see Essential Unit 1
Poetry books from the Library
Technology Links:
*See Essential Unit 1
Destiny Webpath Express (found in school library)
Suggested Activities and Strategies:
● Anchor Charts
● Focus Walls
● Poetry Portfolio- students put together an original poetry portfolio with 3 parts. Part 1- poetic devices (literary terms) with definitions, pictures, and examples; Part 2- Poems read with a responses to the poem; Part 3- Original Poetry. Have students include a title page, an introduction to the portfolio, table of contents, and an autobiography of themselves.
● Me Books- Student creates a book about themselves with a variety of written works throughout the year, including but not limited to letters, autobiographical writing, poetry, interviews, biographical writing, fiction stories, descriptive writing, expository writing, informative writing, persuasive writing, and researched writing. Students may provide pictures, photos, collages, timelines, or diagrams to enhance their books.
Suggested Assessment Tools:
1. Attached rubric or teacher-generated rubric that assesses ALL essential outcomes (TSWs). An effective rubric is presented and discussed with the student at the beginning of the unit, referred back to throughout the unit, and used to assess at the end. Students will collaborate with peers and the teacher to assess their own writing with final judgment by the teacher.
2. Writing Pathways (Units of Study Kit) by Lucy Calkins provides rubrics and checklists for teachers and students.
3. “6+1 Traits” writing rubrics
4. Teachers can have students produce a quick write at the beginning and end of units. (*See QSI Quick Write Guidelines) Teachers should keep these as evidence of students’ writing.
5. Elk Grove Common Core Rubrics for narrative, informative, and opinion writing are found in the QSI Literacy User’s Guide. Scoring on these rubrics should follow QSI mastery grading. (Scores on the 1 and 2 points should be P, scores on the 3 should be at the B level and scores on the 4 should be an A.) Document Source: Elk Grove Unified School District, Elk Grove, CA
6. Fountas and Pinnell Benchmark Assessment / DRA
7. QSI Reading and Writing Behaviors Checklists (*See QSI Literacy User’s Guide)
RUBRICS FOUND ON FOLLOWING PAGES………………………………..
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QSI LITERACY-10 E08
Copyright © 1988-2014
LITERACY-10 Reading: Reading Poems (E08)
Student Name: Date: ______
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on at least 4 of the 6 ‘A’s available and ‘B’ level mastery on all remaining TSW’s.
TSW / ‘A’ Level / ‘B’ Level / ‘P’-Notes1. read poetry to determine how the poet uses words to create images, express feelings, and ideas. / I have taken images, feelings or ideas created by in at least 3 poems and made connections with situations in my life either visually or in writing. / I can read poetry and determine words used to create images, express feelings and ideas about the poems.
2. present poems to an audience with clarity, fluency, expression, accuracy, attention to punctuation, and appropriate phrasing. / I presented my poems with the purpose to entertain and capture the audiences’ attention. My delivery was impeccable. / I presented my poems to an audience with clarity, fluency, expression, accuracy and appropriate phrasing.
3. participate in discussions generalizing common characteristics of poetry: author’s purpose, form, stanzas, rhyme, rhythm, sensory words, figurative language, onomatopoeia, and alliteration. / I independently analyzed several poems making generalizations about common characteristics that affect the meaning of the poem. / I participated in discussions generalizing common characteristics of poetry (see TSW)
4. examine how the poet feels and identify the words/phrases that help the reader understand these feelings (mental images). / I examined how the poet feels about the topic of the poem, identified the words/phrases that created these feelings and shared the mental images created. / I examined how the poet feels and identified the words/phrases that helped the reader understand these feelings.
5. analyze the theme of the poetry and support reasoning. / I analyzed several poems for the theme and gave details to support my reasoning with direct quotations from the poem. / I can analyze the theme of a poem and support my reasoning
6. respond to each poem with “new to me” thoughts and feelings. / I have made a connection with each poem by recording “new to me” thoughts and feelings.
7. compare and contrast two poems choosing one aspect: imagery, theme, rhyme, rhythm, or content. / I have compared and contrasted two poems including several different aspects of poetry. / I have compared and contrasted two poems with one aspect.
LITERACY-10 Writing: Poetic Techniques (E02)
Student Name: Date: ______
To receive a ‘B’ the student must show ‘B’ level mastery on ALL Essential Outcomes. (TSW’s)
To receive an ‘A’, the student must show ‘A’ level mastery on ALL available and ‘B’ level mastery on all remaining TSW’s.
TSW / ‘A’ Level / ‘B’ Level / ‘P’-Notes1. determine whether the purpose the poetry that they write is to entertain or express an emotion. / I can infer personality traits, states of mind or cultural and social influences that may have affected the author’s poetry. / I can determine whether the author meant to entertain or express a feeling/emotion in their poem.
2. publish poetry in the following forms: free verse, narrative, concrete, lyric, and haiku. / I independently explored ways to improve my poetry and used the revision process to improve my writing. I experimented with other forms of poetry. / I wrote poems in the following forms: free verse, narrative, concrete, lyric and haiku.
3. organize their free verse and narrative poems into stanzas. / My free verse and narrative poems are organized into stanzas.
4. experiment with rhyme and rhythm within their poems. / I used the elements of rhyme and rhythm in my poems.
5. use sensory words, figurative language, onomatopoeia and alliteration to add color and description to their writing. / The sensory words, figurative language, onomatopoeia and alliteration I used show a personal style and creativity and are used to enhance and improve my poetry. / My poems have sensory language, figurative language, onomatopoeia and alliteration.
6. experiment with the use of conventions in poetry. / I used creative forms of conventions to express different feelings and thoughts in my poems.
7. present their poetry orally with emphasis on their speaking voice. / I can use the changes in my tone and volume to express different emotions or make points with my poetry. / I presented my poem out loud and used my best speaking voice.
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QSI LITERACY-10 E08
Copyright © 1988-2014