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This is the first week. We start the first week with an alliteration review.

You will need:


Poems with alliteration
Cards with spelling or vocabulary words
Sentence strips or paper for writing alliteration
Poem for day/week 1
Poetry books for partners to use in lesson 4. (One book per partnership)
Day 1:
Essential Question: What is alliteration?
Vocabulary: Poetry, Alliteration
Objective: chart to explain alliteration creations. I can identify and write alliteration.
Standard: RL. 2.4
Procedure:
1. Introduce alliteration
2. REad a poem with alliteration
a. Fox in Socks by Dr. Seuss
b. Picture Puzzle Piece By Shel Silverstein
c. Danny ODare by Shel Silverstein
3. Discuss. Have students point out the lines with alliteration. Use document
camera or find online examples and highlight alliteration on whiteboard
4. Make a chart of alliterations.
5. Model writings with students.
6. Assignment: Create 2 or more word alliteration for your name. EX. Mrs. Wies
was walking wacky. More examples at www.mywordwizzard.com/alliteration-poems-forkids.html
Challenge them to come up with as many words as they can think of. It MUST make sense.

Day 2: Continue day one if necessary.


Essential Question: What is alliteration?
Vocab: Poetry, Alliteration
Objective: Students will use vocabulary and spelling words to create alliterations.
Procedure:
1.
2.
3.
4.
5.
6.

Continue to review alliteration.


Share name alliteration from previous day.
Partner students.
Give a card with a word on it either vocabulary terms or spelling words.
Have partners work on creating alliteration with the words you gave them.
Have authors share their alliteration.

Day 3: Continue day 2 if necessary.


Essential Question: What is alliteration?
Objective: Define and write alliteration.
Procedure:
1. Review chart of alliteration.
2. Alliteration Scavenger Hunt: REad poems of choice and find 3 examples of
alliteration.
3. Write these examples on chart of alliterative examples.
4. Write a definition of alliteration. (Use post-it notes or index cards.)

Day 4: Adjectives and Adverbs. Continue with day 3 if necessary.


Essential Question: How are adjectives and adverbs used in poetry?
Vocabulary: Adjective and Adverb.
Objective: Use poems to identify adjectives and adverbs. Use a T-Chart.
Procedure:
1. Review adjectives and adverbs.
2. Reread poems used in day 1.
3. Highlight adjectives and adverbs used in these poems. Use examples online or
document camera.
4. Create a T-Chart of examples.
5. Students will work with a partner to read published poem.
6. Students will create a T-Chart of their own with adjectives and adverbs they
found.
Week 2 Reading for Beat, Rhyme, and Rhythm

You will need:


Poetry Books
Rhyming Dictionaries
Poetry Quiz
Zen Ties by: Jon Muth
Day 1:
Essential Question: What is rhyme?
Vocabulary: Rhyme and Rhyming Dictionary
Objective: The students will tell rhyming words using rhyming dictionaries, published poems,
and class poems.
Procedure
1. Introduce essential question.
2. Read poems selected. Make sure they contain rhyming words.
3. As you read the poems, have the students record words they hear in the poem
on chromebooks in docs.
4. After reading several poems, have the students create rhyming verses. You will
show them how to use a rhyming dictionary.
5. After you are done. Create rhyming couplets with the class. Use docs, or create
different glogsters with different couplets. Ex. My face began to glow. When I saw a flake
of snow.
6. Students will work with a partner or independently to write a couplet of their own.
Have them create glogsters with different. They can use rhyming dictionaries to help
them write.
7. Have authors present glogster rhyming couplets.

Day 2:
Essential Question: What are rhyme schemes:
Vocab: rhyme and rhyme scheme.
Objective: Use poems to identify AABB, ABAB rhyming patterns.

Procedure:
1. Read aloud several poems.
2. Teach rhyme schemes. Use document camera or online version to highlight the
rhyming words.
3. Discuss the rhyming pattern of the poem.
4. Have students work in pairs to write a 4-10 lines rhyming poems using a
particular rhyme scheme. Have them use the rhyming dictionaries to complete the
lesson. Guide students writing one as a class first. Example:
There was no one in the house
Except a lonely mouse
He found my favorite dress
And left me quite a mess.
Ive always wanted a little pet
Now, I want for it to get.
Website: www.poetry4kis.com/blog/lessons/rhyme-schemes-lesson-plans/
Day 3: Rhythm
Essential Question: What is a rhythm of a poem?
Vocab: rhythm, beat, and syllables.
Objective: Describe the rhythm of a poem through syllables, counting and clapping.
Procedure:
1. Review rhyming words and rhyme schemes.
2. Talk abou the rhythm of poetry.
3. Look at some of the poems we have discussed.
4. Guide students through clapping the syllables of each poem.
5. Read aloud Zen Ties.
6. Discuss that some poems focus more on the beats than on rhyming.
7. Read some haikus and count syllables.
8. Write Haikus as a class. Have students use any of the websites posted on my
page to create their own.

Day 4: Lines and Stanzas


Essential Question: What are lines and stanzas?
Objective: Using a poem form a poetry book, explain the lines and stanzas found in the poem.
Vocab: Lines and Stanzas.
Procedure:
1. Review rhythm, and repetition.
2. Introduce lines and stanzas.

3. Use eBooks, to help with lines and stanzas. Pull up on interactive white board.
4. Have students read examples to identify the lines and stanzas.
5. Review for quiz.
Day 5: Review Day
Essential Question: What have you learned about poetry?
Vocab: All previous vocabulary words.
Objective: Explain and demonstrate what you have learned using poems on poetry quiz.
Procedure:
1. Give poetry quiz on rhyming, rhyme schemes, alliteration, and beats.
2. Publishing of poems written. Ways to publish. Google Slides, Docs, Gloglster,
Little Bird Tales.

See Below for Quiz

Lesson 1 Paper Quiz (online version also available)


Use a rhyming dictionary, online rhyming dictionary or your own knowledge to find a word that
rhymes with:
1. House

___________________

2. Toy

__________________

3. Tree

__________________

4. Sad

___________________

Identify the Rhyme Scheme as AABB, ABAB or ABCB


Every day the cat
Sat on his favorite mat.
He drank his milk
It was smooth as silk
5. Answer: _______________________

Poem: Rain
The clouds were gray
They loomed down low
It made me sad
I wished theyd go
The rain kept coming
Day by Day
The water rushing
Go away! I say.
Answer the following questions using the poem above.
6. How many lines are in this poem?___________________________
7. How many stanzas are in this poem?________________________
8. What is the rhyme scheme of this poem?_____________________
Week 3 Reading for Main Idea and Authors Purpose
Things you will need:
3 reading passaged on individual reading levels. Use current or past science and social studies
standards. Copy one per student. ONly copy the front and make sure they can read within a 5
minute period. Students will be cutting words. So, you may use strips too. Make sure font is
large enough to cut from.
Poetry stations:

Research station:
Highlighters
Construction Paper
Scissors
Glue
Copies of Test
Let students determine how they would like to publish for their portfolio. I have listed several
options.

Day 1-2 Found Poetry


Google search found Poetry. Have students discuss what they have found.
Essential question: What is the main idea?
Vocab: Main Idea
Objective: Students will create a poem using the important words from a reading passage.
Procedure:
1. Today we are going on a hunt to see if we can find poetry.
2. Use examples..
3. Complete on together. (Pick a passage of your choice) REad the passage
together for the purpose of finding the main idea. Then reread for the purpose of finding
the most important words. Highlight these words. Use document camera or interactive
board to model. May have notetaker write words for you.
4. Then type and have students type words.
5. AS a class organize the words into a poem. It doesnt have to rhyme.
6. Now the students will do their own. (Use the passages you selected at this time.
Assign based on reading levels. Which I have listed.
7. They will read find the important words, cut the words out and glue them on
contruction paper forming a Found Poem of their own. You may allow time to add
illiustrations.
8. Have an Authors share time. Start with a few examples as a whole group and
then divide the group by reading groups so everyone can share. As you discuss the
poems the students found have them tell what the main idea of the passage was as well.

Day 3:
Essential Question: What is the main idea?
Vocabulary: Main idea, authors purpose
Objective Tell the main idea and the authors purpose using poetry cards. (Cards on supplies
page).
Procedure:
1. Read a selection of your favorite poems. Choose 2-3 before the lesson. (Shel
Silverstein, are really good options.
2. Read each poem and discuss as a class-the main idea, and authors feelings and
purpose about the topic.
3. Fill in the poetry card examples.

4. Once the class has the hang of the process, let them try to do a few on their own.
Divide them into partners, independently, or small groups.
5. Have students share poem selections aloud and share main idea and authors
feelings with the class or small groups.
6. Assessment

Day 4: Mood and Theme


Essential Question: What is mood and theme?
Objective: Using your poetry cards explain the mood and theme of the poem you read
Procedure:
1. Introduce terms Mood and Theme.
2. Create a list of moods and themes found in things you have read this year. You
can continue adding a you read during the lesson. Get away from happy and sad.
Discuss other feelings.
3. Read the same poems used in Day 3.
4. Fill in the poetry cards on Mood and Theme
5. Students get same poems as used in the previous day.
6. Assessment
Day 5: Use Illustrations to understand poems
Essential Question: How do illustrations help you understand the meaning, mood, and theme of
a poem.
Objective: Create an illustration to add to your favorite poem. Explain to the class how the
illustration connects to the poem.
Procedure:
1. Introduce the topic, illustrations.
2. Read several poems aloud that have illustrations. Discuss how the illustration
contributes to the poem. Do some funny poems and then advance to deeper poems.
Use some in the picture book format.
3. Students will draw an illustration to go along with their favorite poem. They will
present the picture to the class along with the poem and tell how their illustration

contributes to the poem. I prefer students to use their own poems. Provide additional
paper for creating an illustration of the poem they choose.
Week 4 Writing Lesson: Diamante Poems
Day 1
Essential Question: What is Diamante Poem?
Objective: Use your class example to compare Diamante poems and Haiku poems.
Procedure:
1. Review parts of speech: nouns, verbs, and adjectives.
2. Review or teach synonyms and antonyms.
3. Model writing a diamante poem using antonyms.
4. Create one with class.
5. Students will write their own Diamante poem
6. Authors share poems written.

Day 2 Poetry Fun Day!


Essential Question: What have you learned about poetry?
Objective: I can demonstrate what I have learned about poetry.
Procedure:
2 Options:
1. Allow students a poetry reading day, where they can read and share their favorite
poems.
2. Give poetry choice board for students to complete. (See resources page.)
Work in small groups with students who need reteaching on alliteration, rhyme, rhythm, main
idea and authors purpose.

Day 3: Comparing and Contrasting


Essential Question:What is comparing and contrasting?
Vocabulary: Compare and contrast, similarity and difference
Objective: Using a Venn diagram to compare and contrast the poems.
Procedure:
1. Use two favorite poems for the lesson. Pick two poems with the same author or
same topic.
2. Read the poem examples aloud. Teacher read and have class choral read the
poem. Use online example or document camera.
3. Complete a Venn diagram comparing and contrasting the poems.
4. Students will complete a Venn diagram comparing and contrasting 2 poems.
5. Students will share their Venn diagrams. Have them read the poems to the class
first.
Website: http://www.readwritethink.org

Day 4: Point of View-Compare and Contrast Author and Your Point of View
Essential Question: What is point of view? (Opinion)
Objective: Compare and contrast your point of view and that of the author with a chart.
Procedure:
1. Reread poems you have already read in this unit. How does the author feel about
the topic?
2. Do you agree? Find someone who doesnt agree and then complete the chart
comparing and contrasting the points of view. Good one is, Life Doesnt Frighten Me At
all by: Maya Angelou.
3. Repeat this process as needed for the students. Choose poems that are
favorites. Students may agree with most of the poem, but find one or two that that they
feel differently.
4. Students will complete the assignment using a poem of their choice.

Day 5-Writing Lesson-Acrostic Poems


Essential Question: What is an Acrostic poem?
Objective: Students will explain an acrostic poem using the poem written in class.
Procedure:
1. Choose a word. Demonstrate understanding of content area work.
2. Students can use single words, phrases, or sentences to write their acrostic
poems. Examples:
3. Model writing an example. This will be an exemplar of what you expect from the
students.
4. Create a class example as a whole group. Be sure to use dictionaries and the
word wall to check spelling.
5. Have students write their own examples.

Week 5
Day 1-Writing Lesson-Bio Poems
Essential Question: What is a Bio Poem?
Objective: Tell about yourself or another person using your bio poem.
Procedure:
1. Present the format to students. Please see resources on website.
2. Model this as you write your own bio poem about yourself.
3. Start with having the student write a bio poem about themselves.
Extended level of thinking:
Have the students write a bio poem about another person.
1. A person they know.
2. A celebrity or athlete.
3. A historical person you have studied this year.
You may schedule interview time for option 1. And schedule research time for option 2 and 3.

Day2: Writing Lesson-Free Verse Poems


Essential Question: What is a free verse poem?
Objective: Tell the poem you wrote using your feature words:
Procedure:
1. Share examples of Free Verse poetry with the students. Examples:
2. Ask, What makes this poetry? and How is this different from other poems we
have read?
3. Model for students writing Free Verse poetry using feature words.
A. Take a list of Feature Words I have provided on the resources page. Cut them apart
and draw one randomly or choose one you think your class will enjoy. A blank card is
also on there to create feature word cards on topics currently studying. \
B. Combine the words in some way into a poem.
Example:
Feature Words: planets shine, dark
Out in the vast darkness
A planet lie in wait.
For when sun hits
It will shine in outer space.
4. Create an example as a whole class. Use pbskids.org to creat one.
5. Have students choose feature words from the list to write their own free verse poem. (See
resources for free verse poems.)
6. Students will write their own examples and create them online.

Day 3: Writing Lesson-Cinquain Poems


Essential Questions: What are Cinquain Poems?
Objective: Students will explain a Cinquain poem using the examples written in class.
Procedure:
1. Show the format of a Cinquain poem in resources.
2. Model writing a Cinquain poem. Pick a topic create nouns, adjectives, and verbs
for the topic. Then write another word/synonym for the word. Use madglibs.com to assist
and for examples.
3. Have students use the guide to complete their own Cinquain poems.
Day 4: Writing Lesson-Shape Poems
Essential Question: What are shape poems?
Objective: Students will tell how their poem defines the shape.
Procedure:
1. Shape poems take the shape of their topic. 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 for creating shape poems. Or website:

Week 6
Day 1-3 Media Center?Classroom Lesson: Use in any subject. Preferably Science or Social
Studies.
Essential Question: What is the most information you read on your topic?
Objective: Students will tell their 5 facts they found on their topic.
Procedure:
1. Students will choose a topic to research. (List based on standards and which
subject)
A. Media Center: Additional Options Below
2. Students will Use one web resource (fact monster and online-Britannica
Encyclopedia) and one print resource. IMPORTANT: Have students write the webpage
address and Book Title and Author on their paper. This is habit for citing.
3. Students will read the information.
4. As students read, they will record the most important information in google docs.
They must record at least 5 facts. Their facts must be in sentence format.
5. Students will share their information with a partner.
B. Classroom Lesson:

1. Student will choose a style of poetry presented by the teacher (rhyming, haiku,
diamante, bio poem, free verse, cinquain, shape, etc.) and use the information they
found to write a poem about the topic. Rough Drafts should be typed on google docs.
Will create powerpoint or google slides.
2. Poems will be published using digital tools. They will be combined to create a
poetry book that will be added to the school library collection. This will be used as google
slides or power-point.
Option 1:
Sign up for both the computer lab and books.
Option 2:
Sign up for computer lab then check out books and have them available in the classroom.
Option 3
Do all research in classroom with checkout of chromebooks. Have books checked out during
library time.
Take the rest of the week to finish up unfinished work and creating poetry books. Can also be
used to create an e-book.

Week 7
Day 1 and 2-Publishing Poetry in Portfolio
Set a day aside when parents and the principal can com visit and the students can read their
poems to their parents. Set up reading stations outside the classroom for the parent/child
conferences. Provide cookies and juice. Please see resources for an evaluation rubric. Doing
this during a school day would allow the entire school day for parents to find the time to come
and wouldnt add additional evenings for teachers.
Essential Question: What are ways you can publish your poems?
Vocabulary: book, online tools, illustrations
Objective: Students will share the poems they published in their poetry portfolio.
Procedure:
1. Review the portfolio rubric. See resources.
2. Students will decide how they want to publish their poems. They will decide if the
want to use google slides, power points, glogster, or little bird tales. Students should add
images. May upload their own drawings.
3. Begin publishing.

4. Discuss the sharing conference above. Decide if this is an option for you and
your class.

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