Grade 4 2 Week Poetry Unit

Transcription

1 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 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

2 Shared Literature 10 min. Vocabulary min. Skill min. Application min. Vermilion Parish 45 Min. Core Day 1 Day 2 Day 3 Day 4 Day 5 meaning of the Introduce vocabulary- 4-5 words from Explicitly teach poetry terms. Rhythm, Language, and Verse) Explicitly teach the Metaphors, Personification, Hyperbole & Similes Explain to the students that today we are going to read a poem student activities. meaning of the Introduce vocabulary- 4-5 words from poem Explicitly teach poetry terms. Rhythm, Language, and Verse) Metaphors, Personification, Hyperbole & Similes Explain to the students that today we are going to read a poem student activities. reading. Focus on the language of the Review and practice vocabulary terms. Metaphors, Personification, Hyperbole & Similes Read poems from Day 1 and Day 2.. language of the Introduce vocabulary- 4-5 words from poem Review poetry terms. Rhythm, Language, and Verse) Metaphors, Personification, Hyperbole & Similes Explain to the students that today we are going to read a poem student activities. reading. Focus on the meaning and the language of the Review vocabulary terms. Review figurative language. Read poems from Day 1 and Day 3..

3 Application Continued Tell students to think What makes the poem special? Title and Author Shape of the poem First and last lines expression, intonation, and phrasing Teacher reads Tell students to think What makes the poem special? Title and Author Shape of the poem First and last lines expression, intonation, and phrasing. Teacher reads Review student notes each 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. Tell students to think What makes the poem special? Title and Author Shape of the poem First and last lines expression, intonation, and phrasing. Teacher reads Reader s feelings/ Review student notes each 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.

4 Application Continued Second Reading Language choral read the language the author used to the sound and shape the author used to Sound - How does the poem sound? Look for rhymes and the Second Reading Language choral read the language the author used to the sound and shape the author used to Sound - How does the poem sound? Look for rhymes and the Second Reading Language choral read the language the author used to convey his thoughts. the sound and shape the author used to Sound - How does the poem sound? Look for rhymes and the

5 Shared Literature 10 min. Vocabulary min. Skill min. Vermilion Parish 45 Min. Core Day 6 Day 7 Day 8 Day 9 Day 10 meaning of the Introduce vocabulary- 4-5 words from Explicitly teach poetry terms. Rhythm, language, and Verse) Explicitly teach the meaning of the Introduce vocabulary- 4-5 words from poem Explicitly teach poetry terms. Rhythm, language, and Verse) reading. Focus on the language of the Review and practice vocabulary terms. language of the Introduce vocabulary- 4-5 words from poem Review poetry terms. Rhythm, language, and Verse) reading. Focus on the meaning and the language of the Review vocabulary terms. Review figurative language. Application min. Metaphors, Similes Personification, & hyperbole Explain to the students that today we are going to read a poem student activities. Metaphors, Similes Personification, & hyperbole Explain to the students that today we are going to read a poem student activities. Metaphors, Similes, Personification, & hyperbole Read poems from Day 1 and Day 2 Metaphors, Similes Personification, & hyperbole Explain to the students that today we are going to read a poem student activities Read poems from Day 1 and Day 3.

6 Application Continued Ell students to think What makes the poem special? Ell students to think What makes the poem? Review student notes each the meaning, language, and sound and shape of each Ell students to think What makes the poem special? Review student notes each the meaning, language, and sound and shape of each Title and Author Shape of the poem First and last lines expression, intonation, and phrasing. 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. Title and Author Shape of the poem First and last lines 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. Teacher reads Teacher reads Teacher reads Quiz Student reads poem and responds to questions independently.

7 Application Continued Second Reading Lang. choral read the language the author used to 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) the Second Reading Lang. choral read the language the author used to the sound and shape the author used to Sound - How does the poem sound? Look for rhymes and the Second Reading Lang. choral read the language the author used to convey his thoughts. The sound and shape the author used to convey his thoughts. Sound - How does the poem sound? Look for rhymes and the

8 Fluency/Vocabulary Center Students will play a matching game with vocabulary words and definitions. Students will create a flip book with vocabulary terms Students will create examples of each type of figurative language. The teacher will assign a poem to each student. Each student will memorize with expression their assigned poem Working together with a partner, students will practice reciting their poem to one another. On Friday, students will recite poem to the class. Vermilion Parish 45 min. Centers Activities Week 1 and 2 Writing Center Students will be given the opportunity to write various poems. Students should be given specific completed examples of poems to be written in the center (Example: Character Poem, Bio Poem, etc.) Students will be given templates of various types of poems. Students should complete the template and illustrate the poem created. Poetry should always create an image in the readers mind. Teacher Directed Center Poetry Task Cards & Library Center Poetry Task Cards Student will read self -selected text and record appropriate response in a journal. Day 1: Day 2: Day 3: Day 4 Day 5 Glue the poem on a larger chart paper. This provides a frame for the The teacher reads poem to students. Teacher reads poem to Teacher reads poem to students. : Teacher reads poem to students. : No centers today. As the teacher reads the poem, she models thoughts students. Together they Together they Students outloud for the students. For example: I noticed, Together they begin writing notes begin writing perform their I think this poem is., I saw the word begin writing around the notes around the..before. I think it means because.., This notes around the Teacher guides Teacher word is a metaphor. A metaphor is a comparison Teacher students thinking guides students guides students to ensure meaning, thinking to made between two unlike things that actually thinking to language, and ensure meaning, have nothing in common. The teacher writes notes ensure meaning, shape are language, and around the poem in the margins so students can see and language, and addressed. shape are hear the thinking process required to complete the task. shape are addressed. Address the meaning, language and shape of the addressed. Write notes with colored markers.