Appendix A

Arts Integration Spoken Word Poetry Unit

This unit plan is designed in accordance to Common Core Standards for grade 3. It is presented with the traditional
lesson as well as an arts-integration extension option for each session. Lessons are designed to be taught with or without a
resident artist, depending on the availability of the artist. The summative project is open to interpretation and will of the
instructor.
Unit: Arts Integration Spoken Word Poetry
Curriculum Area: Language Arts
Grade Level: 3
Time Frame: approximately 30 days
Common Core Standards:
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson,
or moral and explain how it is conveyed through key details in the text.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter,
scene, and stanza; describe how each successive part builds on earlier sections.
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g.,
create mood, emphasize aspects of a character or setting).
RL3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar
characters.
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as
well as to interact and collaborate with others.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources
and sort evidence into provided categories.
L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular
sentences.
L.3.2f Use spelling patterns and generalizations in writing words.
L.3.1i Produce simple, compound, and complex sentences.
RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
Lessons:
Day 1
(optional)

Alliteration
Learning Target: I can identify and write examples of alliteration.
Vocabulary: poetry, alliteration
Standard: RL.2.4
Process:
1. Hook: Introduce alliteration using Peter Piper picked a peck of pickled peppers.
2. Read a poem with alliteration using Fox in Socks by Dr. Suess, Picture Puzzle Piece by Shel
Silverstein, or Danny ODare by Shel Silverstein
3. Discuss. If you have access to a Promethean or document camera, use it to display the example.
Have students point out the lines with alliteration.
4. Make a chart of alliterations.
5. Model writing examples with the students.

6. Assignment: Use your name to make a two or more word alliteration. For example: Lisa leaps, Lisa
loves lizards
Additional examples can be found on the website: http://www.mywordwizard.com/alliteration-poemsfor-kids.html
Day 2
(optional)

Alliteration (continued)
Learning Targets: I can identify and write alliteration.
I can use vocabulary and spelling words to create alliteration.
Standard: RL.2.4
Vocabulary: poetry, alliteration
Process:
1. Review what we have learned about alliteration.
2. Share name alliterations from yesterday.
3. Partner students.
4. Give each partner a card with a word on it (use current spelling words or words from word wall).
5. Students should work with their partner and use their poetry books to create alliteration for their
given word.
6. Regroup to the circle on the community carpet.
7. Sharing party! Students share their alliteration work with the group.
8. Closing: Discuss any examples to add to the alliteration chart.

Day 3

Alliteration (continued)

(optional)
Learning Target: I can identify and write alliteration.
I can define alliteration.
Standard: RL.2.4
Vocabulary: poetry, alliteration
Process:
1. Review the class alliteration chart from the week.
2. Alliteration Scavenger Hunt: Provide books or have students search read poems of choice and find
three examples of alliteration. Students should record their examples.
3. Sharing party! Students share their alliteration finds with the group.
4. Write alliteration examples on the class chart.
5. Exit ticket: Use a post-it note to write your definition of alliteration.
Day 4
(optional)

Alliteration (continued)
Learning Target: I can write and identify alliteration.
I can write a guided poem using alliteration.
Standard: RL.2.4
Vocabulary: poetry, alliteration
Process:
1. Review chart of alliteration made with the class from the week.
2. Read I Never poem example to students. Find and highlight examples of alliteration.

3. Students create own I Never poems using sentence starters provided, either in pairs or
individually.
4. Regroup to the carpet.
5. Sharingparty!StudentssharetheirINeverpoetrywiththeclass.
Day 5
(optional)

Adjectives/Adverbs
Learning Target: I can identify adjectives and adverbs from poetry
I can use a graphic organizer to record my information.
Standard: L.2.1e
Vocabulary: Adjectives, adverbs
Process:
1. Read books Dearly, Nearly, Insincerely and Hairy, Scary, Ordinary, both by Brian P. Cleary to
provide examples and guide a discussion about adverbs and adjectives.
2. Display a favorite class poem from an earlier lesson on Promethean or under the document camera.
Highlight adjectives and adverbs used in these poems.
3. Create an adverb/adjective T-Chart of the highlighted examples.
4. Provide a second poem for students.
5. Partner students.
6. Partners are of the adjectives and adverbs they found in their poem.

Day 6

Rhyme

Arts Integration
Extension: Parent,
community,
principal, or
resident artist
could conduct
read aloud.

Learning Target: I can rhyme words using a rhyming dictionary, poems in books, and class poems.
Vocabulary: rhyme, rhyming dictionary
Standard: L.3.2f
Process:
1. Ask: What does it mean to rhyme? Rhyming is when words have endings with the same sounds.
2. Discuss examples and non-examples.
3. Read the fun rhyming poems. Use Prelutsky and Silverstein poems or other highly-engaging
poems.
4. Students should record any rhyming words they hear.
5. Repeat process with a few poems as time allows.
6. Demonstrate how to use a rhyming dictionary using Scholastics Rhyming Dictionary.
7. Demonstrate how to write a couplet. For example:
Ms. Holmes dog is big.
Ms. Ekrem dances a jig.
7. Partner students.
8. Students should create their own couplet based on the example. Students may use rhyming
dictionaries as necessary.
8. Sharing party! Students share rhyming couplets.

Rhyme Schemes

Learning Target: I can identify AABB, ABAB, and ABCB rhyme schemes in poetry.
Standard: RL.3.5
Vocabulary: rhyme scheme, rhyme
Process:
1. Read several rhyming poems to the class and display them accordingly for students to follow along.
2. Provide handout to students, who will highlight the rhyming words.
3. Display poem under the document camera. Use student highlighted example to discuss the rhyming
pattern of the poem. Discuss As and Bs etc. to create rhyme scheme.
There are more examples of poetry to find rhyme schemes with on this website:
http://www.poetry4kids.com/blog/lessons/rhyme-schemes-lesson-plan/
5. Students may write their poetry individually or in pairs.
Day 8
Arts Integration
Extension:
Resident artist
Terrell extended
this lesson by
teaching students
to beat-box using
only their bodies.
This extension
carried over
several visits and
used a game he
called the

Rhythm
Learning Target: I can identify the rhythm of a poem.
Vocabulary: rhythm, beat, syllables
Standard: RL3.5
Process:
1. Introduce rhythm of poetry.
2. Reread a few poems from this week. Clap syllables to demonstrate.
4. Read "Sick" by Shel Silverstein to class. Display it under the document camera so that they can
read along.

rhythm
machine.

5. Circle up students. Provide each student with a tennis ball.

6. Reread poem to students. As you read, have students pass their ball to the right one student, and
pass it with the beat. Students will be taking and passing at the same time.
7. Discuss what a beat is.

Day 9
Arts Integration
Extension:
Resident artist
Desdamona
extended this
lesson by
displaying her
poetry and having
kids alter the
rhymes and
rhythms.

Lines and stanzas

Learning Target: I can identify lines and stanzas in poetry.
Vocabulary: Lines, Stanzas
Standard: RL3.5
Process:
1. Review Rhyme, Rhythm, Repetition
2. Use handout to begin a discussion about lines and stanzas.
3. Display a copy of A Joyful Noise: Poems for Two Voices by Paul Fleischman share poem and
identify the rhyme, rhythm, and repetition in the poem.
4. Quiz tomorrow.

Day 10

Show what you know!

Learning Target: I can demonstrate what I have learned about alliteration, rhyme, rhyme schemes,
and beats in poetry.
Process: Give quiz

Day 11-12
Arts Integration

Main Idea

Extension:
Tableau

Learning Target: I can find the main idea of a poem.

Standard: RL.3.1
Vocabulary: main idea
Process:
1. Read a poem to the class, twice. Read it the first time for enjoyment and the second time to find the
main idea.
2. Reread the poem for a third time to find the most important words. Highlight or circle the words
and put those words on chart paper. A student volunteer may record these words onto a sentence strip.
3. Rearrange the highlighted words to create a new poem. It does not have to rhyme.
4. Students may work with a partner to recreate this activity. Instead of writing words onto sentence
strips, they should cut them out of the poem and use those words to rearrange.
5. If time allows, they should illustrate their new poem.
6. Sharing party!

Day 13
Arts Integration
Extension:
Tableau

Main Idea
Learning Target: I can identify the main idea of a poem. I can tell why the author wrote a poem.
Standard: RL.3.1
Vocabulary: main idea, authors purpose
Process:
1. Anchor chart about authors purpose (PIE shaped chart-Persuade, Inform, Entertain)
2. Choose 2 or 3 poems to share with the class. Silverstein and Prulesky are fun.

2. Read a poem. As a class, identify the main idea and authors purpose for writing the poem.
3. Students complete worksheet about the main idea and author's purpose individually.
Day 14
Arts Integration
Extension:
Create paintings
to match moods
of poems. Play
mood music in the
background as
students work.

Mood and Theme

Learning Target: I can find the mood and theme of a poem.
Standard: RL.3.9
Process:
1. Introduce terms mood and themeusing music. Play a clip of an energetic song. Discuss the mood.
Play a clip of a slow song. Discuss mood. Continue discussion to include the theme.
2. Create a list of moods and themes found in stories and poems that were read as a class so far during
the year. Direct students to use a variety of adjectives to describe feelings.
3. Students should complete worksheet regarding mood and theme.

Day 15
Arts Integration
Extension:
Have a variety of
materials ready
for illustrations.
This lesson could
be extended to
create posters or
to include
materials that

Illustrations
Learning Target: I can explain how the illustration connects to the poem.
I can use illustrations to understand more about a poem.
Standard: RL.3.7
Process:
1. Read and display a few poems that are printed with illustrations. Lead a discussion about how the
picture helps enhance the words.

require more time

or maintenance.
Additionally, this
lesson could be
done in cohesion
with the art
instructor.

2. Students should choose their favorite poem from the selection read during this unit or from the class
library.

Day 16
Arts Integration
Extension:
Students can
illustrate their
diamante poem by
creating a simple
pop art piece on
the computer.

Diamante Poem

3. Students will share how they illustrated their poem and told why that illustration enhances the
writing.

Learning Target: I can write a diamante poem.

Standard: L.3.1a
Process:
1. Review nouns, verbs, and adjectives.
2. Review or teach synonyms and antonyms. Use an extra day to teach this step if needed.
3. Model writing a diamante poem using antonyms.
4. Create a diamante poem together as a class.
5. Students will write their own diamante poem using the format provided.
6. Sharing party!

Day 17
Compare and Contrast
*Dress the same
as another teacher. Learning Target: I can compare and contrast two poems.
Take a picture of
Standard: RL.3.9, RI.3.9
each teacher. Use
the two pictures

as the launch for

the discussion.

Vocabulary: Compare and contrast, similarity and difference

*Hula hoops and

sentence strips
can create a lifesized,
interchangeable
Venn diagram.

1. Present two poems to the class. Use two poems from the same author or about the same subject
matter, possibly from a different subject you are currently studying.

Process:

2. Read the examples out loud, encouraging students to choral read together.
3. Complete a Venn diagram.
4. Students replicate the exercise on their own or with a partner, using a given poem or worksheet
from the teacher.

Day 18
*Tableau a poem
and discuss from
authors point of
view. Be sure to
cite evidence for
thoughts.

Point of View
Learning Target: I can identify the authors point of view.
Standard: RL.3.6
Process:
1. Reread a poem that has been read and discussed thus far in the unit. Create a tableau of the poem.
2. From the tableau, discuss: how does the author feel about the topic? How do you know?
3. Read Life Doesnt Frighten Me At All by Maya Angelou as a second poem. Have students
visualize it without adding their own comments. In writing notebooks, have students record reactions
to how they think the author feels about the poem.
4. Have students find someone who doesnt agree and then complete a chart comparing and
contrasting the points of view.
5. Students should find their own poem in the class library and repeat the process individually in their
writing notebooks.

Day 19
Arts Integration
Extension:
Use KidPix 3D to
illustrate and
animate their
acrostic poem.
Add the poems to
your class website
or the school
Facebook page.

Acrostic Poem
Learning Target:
I can write an acrostic poem.
Standard: L.3.1i
Process:
1. Choose a word from a subject you are currently studying, such as fractions.
2. Students can use single words, phrases, or sentences to write their acrostic poems, depending on
their writing abilities and need to differentiate.
3. Model how to create an acrostic poem. Repeat the process as a class if they need an additional
example.
5. Have students write their own examples in their writing notebook.

Day 20
Arts Integration
Extension:
I am watercolor
artwork using
only adjectives
from this poem.
This project
should be done
after the writing
process is
complete.

Biography Poem
Learning Target: I can tell about myself by writing a bio poem.
Standard: W.3.7, W.3.8
Process:
1. Present the format to the students.
2. Model how to create the poem by following the format and using yourself as an example.
3. Students should create a draft of their poem individually by following the format.

4. Early finishers may create a bio poem about a friend or favorite teacher, historical person studied in
class, or favorite celebrity. Additionally, students may use thesauruses to enhance the words in their
poem.
Day 21
Arts Integration
Extension:
Resident artist can
lead this lesson
with little to no
guidance from
teacher.
Provide additional
materials to create
illustrations in the
background of
new poetry.
Day 22
Arts Integration
Extension: This
lesson could
easily be done
amidst a resident
artist.

Blackout poem
Vocabulary: blackout
Learning Target: I can create a blackout poem.
Process:
1. Share examples of blackout poetry with the students.
2. Discuss, What makes this poetry? and How is this poem different from others weve looked at
so far?
3. Model how to create a blackout poem using a piece of text recently studied in class. Reiterate that
the finished piece should make sense when read out loud.
4. Provide text and markers for students to create their own blackout poetry.
Shape poem
Learning Target: I can write a shape poem.
Process:
1. Shape poems take the shape of their topic. These are also known as concrete poems.
2. Use the Apple and Dog examples in Sharon Creechs book Love That Dog as examples for
this lesson.
3. Model and create an example as a class.
4. Use construction paper, typing paper to create shape poems.

Day 23-28
Arts Integration
Extension:
Presentation
preparation to be
completed with
Resident Artists.

Prepare for final presentation

Learning Target: I can choose and prepare the presentation of one of the poems from my portfolio.
General Process:
1. Work with a resident artist to create own beat-boxing rhythm and practice public speaking.
2. Choose live presentation or iMovie and practice accordingly.

Arts Integration
3. Choose projects created during the unit for backgrounds to be used during the presentation.
Extension:
Students can use
the Wordfoto app
to create a
background visual
for presentation.
Day 29-30
Show what you know!
*Flexible
Learning Target: I can demonstrate what I have learned about poetry.
Process: Final project presentations.