Mrs. Lonkhurst/Ms.

Hummer Grades 3/4

Live as if you were to die tomorrow. Learn as if you were to live forever. - Ghandi

POETRY Unit
Objectives
Students will read a variety of poetry Students will apply a variety of poetry styles: Acrostic, haiku, limerick, diamante, shape Students will articulate/understand/use lines, stanzas, pauses, rhythm, beat, form, presentation Students will use figurative language including simile, metaphor, and personification Students will experiment with rhyme, alliteration, and onomatopoeia Students will memorize at least 2 poetry selections including at least one of their own Students will recite poetry with expression and attention to lines, stanzas, pauses etc. Students will publish a Personal Poetry Anthology including at least 10 original poems

Week One Intro to Poetry: What is Poetry? Students Chart What is Poetry? o Be sure to emphasize it can but doesnt have to be rhyming Students create Tree of Inspiration-roots are for family/foundation and branches for all the things that are important to who they are. o Refer to the tree throughout unit for sparking ideas to generate poetry Students begin reading poetry, understand Anthology using class copies of Judith Viorsts, If I Were In Charge of the World and Shel Silversteins Where the Sidewalk Ends. Students listen to music and compare lyrics to a song with poetry on a page Students illustrate a poem or lyrics to a song Students identify and practice purposeful use of lines and stanzas: o To show relationships o For emphasis Students explore use of repetition Week Two Poets Choose Words Carefully Students compose a Me/Self-Portrait Poem *with question sheet/samples to help Students explore/practice use of simile and metaphor Students use 5+1 Senses to write a poem (sight, smell, taste, hear, touch, feel/heart) Students use a Found Object to inspire a poem, using 5+1 Senses Students explore/practice use of personification Students explore Rhyme with Dr. Seuss (incorporate with Dr. Seuss B-day March 2)

Week Three Poets Use Various Forms Share plan for Anthologies and Poetry Night with students and share the Anthology Rubric** Students explore/practice Onomatopoeia and Alliteration Introduce and practice Haiku Introduce and practice Limerick Generate Poetry: Poetry Centers: 20 minutes each 1. Diamante/Diamond Poems: Opposites 2. Shape Poem: Uses metaphor and simile 3. Acrostic 4. Used to Be/Now I Am: Personification 5. Observation (Objects): Choice of objects to write about w/ 5 senses Week Four Poets Share their Work in Anthologies/Poetry Readings Continue Generating Poetry Rereading, Choosing Favorite Poetry: students reread songs and star favorites Partners/Students/Teachers Revise/Edit Favorites Publish Anthology with 10 poems (or more) to include 1 or more poem that demonstrates: 1. Use of simile 2. Use of metaphor 3. Use of personification 4. Use of stanzas/lines 5. Me/Self-Portrait Poem 6. Haiku or limerick 7. Shape or Acrostic 8. Diamante 9. Used to Be/Now I am or Found Object 10. Favorite poem by another author copied with explanation of why it was chosen (based on *form questions) Illustrate Poetry Anthologies ***POETRY CAF AFTERNOON: Students will dress up and present two of their favorite poems to parents, friends, and family members. They will recite at least one personal poem from memory and one poem written by another poet. Our Poetry Caf will be held at 5:30 on Tuesday, 1 April, in the Multi-Purpose room. Please come and share in your child success!!!

DODEA Standards
3E1c.1: Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction. 3E1c.4: Determine the theme or authors message in fiction and nonfiction text. 3E1c.5: Recognize that certain words and rhythmic patterns can be used in a selection to imitate sounds. 3E1c.6: Identify the speaker or narrator in a selection. 3E2a.2: Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas. 3E2a.6: Use a computer to draft, revise, and publish writing. 3E2a.7: Review, evaluate and revise grade-level-appropriate writing for meaning and clarity. 3E2a.8: Proofread ones own writing, as well as that of others, using an editing checklist or list of rules 3E2a.9: Revise writing for others to read, improving the focus and progression of ideas. 3E2b.5: Use varied grade-level-appropriate word choice to make writing interesting. 3E2c.1: Write legibly in cursive, leaving space between letters in a word, words in a sentence (or lines in a poem), and words and the edges of the paper (margins) 3E3a.4: Identify the musical elements of literary language such as rhymes, repeated sounds, and instances of onomatopoeia. 3E3a.10: Read prose and poetry aloud with fluency, rhythm, and timing, using appropriate changes in the tone of voice to emphasize important passages (words or phrases) of the text being read. 3E3b.2: Plan and present dramatic interpretations of experiences, stories, poems, or plays.