An ancient proverb says, “A picture is worth a thousand words.” What we see in the

picture can be very different from what others see. What

words would you use to describe what is happening in

this picture? Use your imagination and experience to guess what the story is about

or to describe what is happening.

Setting the Tone: Journal WritingSetting the Tone: Journal Writing

Purpose

What are you learning? – Understand stanza, rhyme scheme, and end

rhyme

Why are you learning this? – To understand how to group the parts of a

poem, so it will be easier to read and comprehend.

Grammar: Combining Sentences

1. Combining with details:

• The turtle slept. It slept soundly. It was a baby turtle. It slept on a log. The log was floating.

• The baby turtle slept soundly on a floating log.

3. Combining with coordination:

• Compound sentence (joined by and, but, or)

• We didn’t see the show, but we caught our ride.

2. Combining with coordination:

Compound subject and verb (joined by and)

• My teacher painted chairs. I also painted chairs.

• My teacher and I painted chairs.

• My teacher heard a sound. She looked up.

• My teacher heard a sound and looked up.

4. Combining with subordination:

• The rain poured. We sat in it like ducks.

• When the rain poured, we sat in it like ducks.

POETRY

A type of literature that expresses ideas, feelings, or tells a story in a specific form (usually using lines and stanzas)

RHYME SCHEME: Words that sound alike because they share the same ending vowel and consonant sounds.

A rhyme scheme is a pattern of rhyme (usually end rhyme, but not always).

Crafting the Lesson (Me)

END RHYME A word at the end of one line rhymes with a

word at the end of another line Use the letters of the alphabet to represent sounds

to be able to visually “see” the pattern.

Crafting the Lesson (Me)

EXAMPLE:Hector the Collector Collected bits of string. aCollected dolls with broken headsAnd rusty bells that would not ring. a

REFRAIN

A sound, word, phrase or line repeated regularly in a poem.

“Quoth the raven, ‘Nevermore.’”

Crafting the Lesson (Me)

Stanza is a unified group of lines in poetry.

Stanza 1Stanza 1

Crafting the Lesson (Me)

My weekend was like any other,I went to a movie with Mother.

Read the poem, “Can You Imagine.”

Use the letters of the alphabet to represent sounds to be able to visually “see” the pattern.

Crafting the Lesson (We)

Can You Imagine?Rafts that don’t floatCastles without moats.

A ladder without a rungMichael Jordan without a tongue

Soda without bubblesBart Simpson without troubles

Elephants without trunksSummer camp without bunks

Birds without feathersDays without weather

A clock without timeA poem that doesn’t rhyme.

- Libby Shapira

Read the poem, “Can You Imagine.”

Use the letters of the alphabet to represent sounds to be able to visually “see” the pattern.

Crafting the Lesson (We)

Can You Imagine?Rafts that don’t float aCastles without moats. a

A ladder without a rung bMichael Jordan without a tongue b

Soda without bubbles cBart Simpson without troubles c

Elephants without trunks dSummer camp without bunks d

Birds without feathers eDays without weather e

A clock without time fA poem that doesn’t rhyme. f

- Libby Shapira

Stanza 1

Stanza 2

Stanza 3

Stanza 4

Stanza 5

Stanza 6

Composing Meaning (Two)

With a partner, read the poem, “Useless Time.” Use a yellow marker to highlight the end rhyme words.Use a yellow marker to highlight the end rhyme words. Use the letters of the alphabet to represent different Use the letters of the alphabet to represent different

sounds.sounds. On the left side of the paper, put a number beside each On the left side of the paper, put a number beside each

stanza, beginning with 1.stanza, beginning with 1. Exchange papers with your neighbors. Discuss Exchange papers with your neighbors. Discuss

whether or not the students put the labels in the whether or not the students put the labels in the correct place.correct place.

If they labeled the poem incorrectly, use an orange If they labeled the poem incorrectly, use an orange marker to make the corrections.marker to make the corrections.

Give the pair back their papers.Give the pair back their papers.

Composing Meaning (You)

Read the poem, “Risin’ High.”

Underline the end rhyme words, label Underline the end rhyme words, label each line, and number the stanzas.each line, and number the stanzas.

MIRP:

You will read for 20 minutes and write down the “who, did what, when, where, and why”. Be sure to include specific information.

Then you will use the information to write a summary.

Teacher conferences with 5

students.

Reflecting:

What is the end rhyme of a poem? How do you determine the number of

stanzas in a poem?