UNIT PLAN Grade Level: 5 Unit #: 5 Unit Name Poetry Big Idea/Theme: Poetry has distinctive characteristics and authors use their o craft to convey emotions and meaning. Culminating Assessment: Create a poetry collection. The collection must include: At least three poems written by other authors. At least two poems written by you. A demonstration of personal understanding of the characteristics of poetry, interpreting author s craft, and using author s craft. A product to showcase the collection. (i.e. PowerPoint, Photo Story, journal, notebook, podcast). Unit Understanding(s) The students will understand that Poetry is a form of literary text distinctive characteristics. Interpreting the effect of author s craft is critical to understanding the meaning of a poem. Authors purposely use and imagery when writing poetry. An author s background often influences his/her poetry. Unit Essential Question(s): What are the distinctive characteristics of poetry? How does interpreting the effect of author s craft help readers create the meaning of a poem? How do authors use and imagery when writing poetry? How does an author s background influence his/her poetry? Students will know / Students will be able to Interpret (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). Analyze poems to draw conclusions and make inferences. Explain the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain). Interpret the effects of author s craft on the meaning of poetry. Use context clues to generate meaning of unfamiliar words.
South Carolina Academic Standards: 5-1.1 Analyze literary texts to draw conclusions and make inferences. 5-1.3 Interpret devices of (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 5-1.5 Interpret the effect of the author s craft (for example, tone,, dialogue, and imagery) on the meaning of literary texts. 5-1.9 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain). 5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words. 5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. Interim Assessment (formative) 100 BC Conferences Class Discussions Class work Guided Reading Homework Shared Poems Writers Notebooks Vocabulary Author s craft Figurative Imagery Refrain Repetition Rhyming words Rhyme scheme Stanza Tone Key Criteria (to meet the standard/rubric) Rubric
**Note to teachers: Poems to use for the culminating activity are on the O drive. You can also integrate Social Studies, by using Moon Landing or The California Gold Rush under Poetry Assignment Sheet. A suggested way of spreading out throughout the year is by showing a poem each day or every other day. Discuss the components of aloud. Discuss the meaning of. The pacing guide suggests to introduce poetry in the 2 nd nine weeks and then throughout the rest of the year. Also, you integrate poetry into reading stations. Poetry Assignment Sheet We have been studying the various elements of poetry as well as the author s craft in writing poetry. For this assignment, create your own collection of poems. Through this collection you will demonstrate understating of poetry and practice using elements of author s craft as you write the poetry. Your collection must include at least three poems written by others. Your collection must also include two poems you have written yourself. The collection of poems must include at least one example of the following o Repetition and/or refrain. o Rhyming poem. o Free verse poem. o Figurative. o Imagery. Choose how to showcase your poetry collection. Some suggestions are PowerPoint, Photo story, Journal, notebook, Podcasts, and any other teacher approved showcase option. Requirements for analyzing EACH poem For each of the three poems in your collection written by someone else answer the following questions and label them on your poem: Figurative : identify any, interpret the, and then explain the impact of that on. Identify the tone of. Imagery-label three examples where the author uses vivid vocabulary to create imagery. Repetition/Refrain-Highlight the on and explain why the author chose to use it. Rhyme Scheme-label the rhyme scheme of. Stanza-label and number the stanza on.
Poems wrote 2 original poems turned in on time Poetry Writing Checklist Figurative Language contained 3 langue between both poems interpreted langue Voice used vivid words to create imagery tone is consistent and appropriate showed strong awareness of audience
Poetry Rubric Poems by other authors 4 Exemplary Has more than 3 poems from an author Written poetry Has more then 2 poems written by the student Stanzas Correctly numbered all stanzas Rhyme Scheme Correctly rhyme scheme or noted no rhyme scheme for all poems Repetition/Refrain Collection contains more then one poem and both are. Figurative Language Imagery Tone, interpreted the examples, and explained why the author chose to use Labeled more than 3 examples where the author used imagery tone of 3 or more poems supportive 3 Proficient Has 3 poems from an author Has 2 poem written by the student 1 stanza was numbered 1 poem s rhyme scheme was Collection contains a poem and it is and interpreted it Labeled 3 examples where the author used imagery tone of 2 poems supportive 2 Good Has 2 poems from an author Has 1 poem written by the student 2 poems were numbered 2 poems rhyme schemes were Collection contains a poem, but is Labeled 2 examples where the author used imagery tone of 1 poem supportive 1 Needs Improvement Has 1 or less poems from an author No poems were included that were written by the student 3 or more poems were numbered 3 or more poems rhyme schemes were No poem contains in the collection no Labeled 1 or less where the author used imagery Did not identify the tone of any poems