web viewwe will understand, make inferences, and draw conclusions about the structure and elements...

Block 3: Poetry11/10-12/5

4 weeks (17days, 2 flex days)

TEKS 3.6A, 3.6/Fig19D, 3.6/Fig 19E, 3.10A, Fig.19A-C

Week Time Frame

Lessons Focus

1 11/10-11/14

1-5 3.6 Poetry Immersion & Genre Noticings, 3.6A, 3.10A

2 11/17-11/21

6-10 3.6/Fig 19D, 3.6/Fig19E

3 11/24-11/25

4 12/1-12/5

11-13 3.6 Theme, 3.6 Bridging to Poetry

Block 3: PoetryLesson

TEKS & Objective/Product Procedure

1 TEKS: Fig 19 A-C, 3.6Obj: We will understand, make inferences, and draw conclusions about the structure and elements of poetry and provide text evidence. We will describe the characteristics of various forms of poetry and how they create imagery.Product: I will establish purpose, ask questions, and monitor comprehension when reading poetry. I will understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support our understanding by creating a list of noticing’s and poem examples.

Focus: Poetry Genre Immersion & NoticingsText: “The Broken-Legg’d Man” by John Mackey Shaw (Narrative Poem)Approach: Shared ReadingResources/Materials:

Poetry Genre Anchor Chart Poetry Powerpoint Slides 23-29,

forms of poetry


Focus: Poetry Genre Immersion & NoticingText: “The Giant Jam Sandwich”(Narrative Poem)Approach: Shared ReadingResources/Materials:


rhythm, rhyme, rhyme scheme, sound effects, repetition, alliteration, onomatopeia


Focus: Poetry Genre Immersion & NoticingText: “State Fair” (Free Verse)Approach: Shared ReadingResources/Materials:


imagery & sensory details

4 TEKS: Fig 19 A-C, 3.6Obj: We will understand, make inferences, and draw conclusions about the structure and elements of poetry and provide text evidence. We

Focus: Poetry Genre Immersion & NoticingText: http://www.poetry4kids.com/poems Select a funny (humorous) poem to

http://www.poetry4kids.com/poems

will describe the characteristics of various forms of poetry and how they create imagery.Product: I will establish purpose, ask questions, and monitor comprehension when reading poetry

post on your smartboard. You may select a couple.Approach: Shared ReadingResources/Materials:

Poetry Genre Anchor Chart

5 TEKS: Fig 19 A-C, 3.6Obj: We will understand, make inferences, and draw conclusions about the structure and elements of poetry and provide text evidence. We will describe the characteristics of various forms of poetry and how they create imagery.Product: I will understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support our understanding by creating a list of noticing’s and poem examples.

Focus: Poetry Genre Immersion & NoticingText: lyricalApproach: MinilessonResources/Materials:

Poetry Genre Anchor Chart



6 TEKS: 3.6/Fig19DObj: We will understand and make inferences about poetry and respond by providing evidence from the text.Product: I will make inferences about poetry and respond by providing evidence from the text.

Focus: Inferring about PoetryText: Well Worn Path (2011 Release Item)Approach: MinilessonResources/Materials:The next 3 lessons, 6-8, will be scaffolding for making inferences.

I Do You Watch

7 TEKS: 3.6/Fig 19DObj: We will understand and make inferences about poetry and respond by providing evidence from the text.Product: I will make inferences about poetry and respond by providing evidence from the text.

Focus: Inferring about PoetryText: Listen Rabbit! (Write Source pg.62-63)Approach: MinilessonResources/Materials:Lesson 7 & 8 are part of a 3 lesson scaffold for making inferences.

We Do

8 TEKS: 3.6/Fig19DObj: We will understand and make inferences about poetry and respond by providing evidence from the text.Product: I will make inferences about poetry and respond by providing evidence from the text.

Focus: Inferring about PoetryText: How Little Kite Learned to Fly (Write Source pg.30)Approach: MinilessonResources/Materials:Lesson 8 is the last lesson of a 3 part scaffold for making inferences.

You Do I Watch

9 TEKS: 3.6/Fig19EObj: We will summarize and paraphrase a poem in ways that maintain meaning and logical order within the poem.Product: I will summarize and paraphrase a poem in ways that maintain meaning and logical order within the poem using a summary graphic organizer.

Focus: Summarizing PoetryText: Elephant Trouble (Write Source pg.34)Approach: MinilessonResources/Materials:

I Do You WatchWe Do in pairs or groups

10 TEKS: 3.6/Fig 19EObj: We will summarize and paraphrase texts in ways that maintain meaning and logical order within the poem .Product: I will summarize and paraphrase a poem in ways that maintain meaning and logical order within the poem using a summary graphic organizer.

Focus: Summarizing PoetryText: Listen Rabbit! (Write Source pg.62-63)Approach: MinilessonResources/Materials:

You Do I Watch



11 TEKS: 3.6 Theme/MessageObj: We will analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.Product: I will analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

Focus: Theme/MessageText: Well Worn Path (2011 Release Item)Approach: MinilessonResources/Materials:

Elephant Trouble(Write Source) in pairs/sm groups

12 TEKS: 3.6-Theme/MessageObj: We will analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understandingProduct: I will analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

Focus: Theme/MessageText: Listen Rabbit! (Write Source)Approach: MinilessonResources/Materials:

How Little Kite Learned to Fly (Write Source) independent

13 TEKS: 3.6 PoetryObj: We will We will understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support our understanding.Product: I will understand, make inferences, and draw conclusions about the structure and elements of poetry and provide evidence from text to support our understanding.

Focus: Bridging to the Testing GenreText: 2013 Release Poem Saw My Teacher on SaturdayApproach: Bridging MinilessonResources/Materials:

Bridging Stems Handout Sentence Strips or Colored Paper

14 TEKS: 3.6Obj: We willProduct: I will

Focus:Text:Approach:Resources/Materials:

15 TEKS: 3.6Obj: We willProduct: I will

Focus:Text:Approach:Resources/Materials:

Flex Days

Lesson 1Poetry ImmersionLesson Overview: 3.6, 3.2B, Fig. 19A, Fig19B, Fig 19CText: “The Broken-Legg’d Man” by John Mackey Shaw (narrative)Approach: Interactive Read Aloud/Shared ReadingFocus: Noticing Characteristics of Poetry

Create: (BEFORE THE LESSON) Create the Poetry Genre Study Anchor Chart with the definition completed, but leaving both the Noticings

and Book Examples columns blank. You will complete this with your students. Have Poetry Powerpoint pulled up and ready beginning at slide 23, forms of poetry

Interactive Read Aloud /Shared Reading 1. Introduce Forms of Poetry using the Poetry Powerpoint slides 23-31. Discuss each type of poetry. Add

the forms of poetry to the Poetry Genre Study Anchor Chart.

2. Slide 29, read aloud the poem “The Broken Legg’d Man” to students. Stop periodically for very brief discussion of the text. Complete the types of poetry, author’s purpose, and stanza on the Poetry Gene Anchor Chart.

3. Distribute a copy of the Poetry Genre Anchor Chart to students with the noticings already filled in.

For each Noticing, cite an example from one of the books read this week and record it in the Book Examples (examples may be from different books) column of the anchor chart. Students will write the text examples on their copy.

Students will paste the completed Poetry Genre Chart in the Whole Group Section of their Reading Notebook

3. In closing, you might say “Thoughout this week we will be reading other poems and adding other noticings about the elements of poetry to the Genre Anchor Chart together as well.”

4. Independent Practice: Give students a copy of the poem “The Broken Legg’d Man” to place in their reading notebooks, response section. “When you are reading the poem today, think about the image it causes in your mind and what you were thinking about as you read. Illustrate the picture that comes to mind in your reading journal so you can share your thoughts when we gather for our group meeting.”

5. Group Meeting: Following the Independent Reading time, invite students to talk together about the thinking they did about their reading and their illustrations. Explain that they can talk about what they are thinking about their reading and the images the poem caused for them.

6. Informal Assessment: Have students reflect on how well they followed the procedure of illustrating their images.. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice more; or thumbs down=I did not do this

Lesson 2Poetry Genre ImmersionLesson Overview: 3.6, 3.2C, Fig. 19A, Fig19B, Fig 19CText: “The Giant Jam Sandwich” (narrative)Approach: Interactive Read Aloud/Shared ReadingFocus: Noticing Characteristics of Poetry

Create: (BEFORE THE LESSON) Have the Poetry Genre Study Anchor Chart with the definition completed, but leaving both the Noticings

and Book Examples columns blank. You will complete this with your students. Have Poetry Powerpoint pulled up and ready beginning at slide 1-19

Interactive Read Aloud/Shared Reading

1. Introduce Elements of Poetry using the Poetry Powerpoint slides 1-19. Discuss each element of poetry. (rhyme, rhythm, and types of sound effects such as repetiton, rhyme scheme, alliteration, and onomatopeia.)

2. Complete the elements of poetry: rhyme, rhythm, and types of sound effects such as repetiton, rhyme scheme, alliteration, and onomatopeia on the Poetry Gene Anchor Chart. Students add to their chart in their reading notebooks.

3. Read aloud “The Giant Jam Sandwich” , you may ask students what form of poetry is this poem.Independent Practice: Give students a copy of the poem “The Giant Jam Sandwich” to place in their reading notebooks, response section. Students read the poem independently to locate and identify the sound effects you taught, listing them in the response section of their reading notebooks.

4. Group Meeting: Following the Independent Reading time, invite students to talk together about the thinking they did about the poem. Explain that they can talk about what they are thinking about the poem and the sound effects they identified.

5. In closing, you might say “Thoughout this week we will be adding other noticings about the elements of poetry to the Genre Anchor Chart.We will be reading other poems together as well.

Lesson 3Poetry Genre ImmersionLesson Overview: 3.6, 3.2C, Fig. 19A, Fig19B, Fig 19CText: “State Fair” (free verse)Approach: Interactive Read Aloud/Shared ReadingFocus: Noticing Characteristics of Poetry

Create: (BEFORE THE LESSON) Have the Poetry Genre Study Anchor Chart with the definition completed, but leaving both the Noticings

and Book Examples columns blank. You will complete this with your students. Have Poetry Powerpoint pulled up and ready beginning at slide 20-21 Create Sensory Details chart

Interactive Read Aloud /Shared Reading1. Introduce Elements of Poetry, Imagery & Sensory Detail, using the Poetry Powerpoint slides 20-21.

2. Complete the elements of poetry, add Sensory Details to the Poetry Gene Anchor Chart. Students add to their chart in their reading notebooks.

3. Read aloud “State Fair”, you may ask students what form of poetry is this poem. Model examples of sensory details and fill them in on the Sensory Details chart.

4. Independent Practice: Give students a copy of the poem “State Fair”and a Sensory Details chart to place in their reading notebooks, response section. Students read the poem independently to locate and identify the sensory details you taught, listing them on the Sensory Details chart.

3. Group Meeting: Following the Independent Reading time, invite students to talk together about the thinking they did about the poem and the sensory details they identified. Explain that they can talk about what they are thinking about their reading.

4. In closing, you might say “Thoughout this week we will be adding other noticings about the elements of poetry to the Genre Anchor Chart.We will be reading other poems together as well.”

5. Informal Assessment: Have students reflect on how well they followed the procedure for using sticky notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice more; or thumbs down=I did not do this.

Lesson 4

Poetry Genre ImmersionLesson Overview: 3.6, 3.2C, Fig. 19A, Fig19B, Fig 19CText: http://www.poetry4kids.com/poems Select a funny (humorous) poem to post on your smartboard. You may select a couple.Approach: Interactive Read Aloud/Shared ReadingFocus: Noticing Characteristics of Poetry

Create: (BEFORE THE LESSON) Have the Poetry Genre Study Anchor Chart with the definition completed, and the Noticings and Book

Examples completed so far. Refer to the types of poetry section, focusing on hunorous poems. Refer back to the Poetry Powerpoint “Forms of Poetry” slide 28-29

Interactive Read Aloud /Shared Reading1. Introduce characteristics of humorous poetry. You might say “Does anyone know what the word

humorous means?” Humorous poems are silly and funny. Sometimes they may tell a story in a funny way or about something ridiculous/funny.

2. Project the humorous poem you selected from http://www.poetry4kids.com/poems . Read the poem aloud or select the “read to” option on the web page. Discuss why this poem fits into the humorous form of poetry.

3. You may choose to project another humorous poem from http://www.poetry4kids.com/poems . Read the poem or choose “read to” option from web page. In small groups of in pairs have students turn & talk about what makes this poem humorous. Students need to provide text evidence/lines from the poem that support their thinking.

4. Independent Practice: Give students a copy of the poem “Sarah Cynthia Sylvia Stoutby Shel Silverstein” to place in their reading notebooks, response section. Students read the poem independently to locate and identify the humorous lines, underlining them in color or highlighting them. Students may then illustrate the image(s) the poet created for them as they read the poem.

5. Group Meeting: Following the Independent Reading time, invite students to talk together about the

thinking they did about the poem and the humorous lines they identified. Explain that they can talk about what they were thinking about during their reading and what images were created by the poet.

6. Informal Assessment: Have students reflect on how well they followed the procedure for using sticky notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice more; or thumbs down=I did not do this.

Lesson 5




Poetry Genre Immersion Lesson Overview: 3.6, Fig19A, Fig19B, Fig19CTexts: LyricalApproach: Interactive Read Aloud/Shared ReadingFocus: Noticing Characteristics of Poetry

BEFORE THE LESSON Have the Poetry Genre Study Anchor Chart with the definition completed, and the Noticings and Book

Examples completed so far. Refer to the types of poetry section, focusing on hunorous poems. Refer back to the Poetry Powerpoint “Forms of Poetry” slide 23-26

Poetry Noticings MinilessonInteractive Read Aloud /Shared Reading1. Introduce characteristics of lyrical poetry. You might say “Lyrical has the root lyric, which means song

or music.” Today’s form of poetry is lyrical, poems with a rhythm or beat that make them sound like music or a song.

2. Read aloud “The Fish with the Deep-Sea Smile”. *Think aloud about the rhythmic flow of the poem. *Locate & identify rhyming words. *Ask students to infer what they think a “deep sea smile” might be.

3. Independent Practice: Give students a copy of the poem “The Crocodile”by Roald Dahl to place in their reading notebooks, response section. Students read the poem independently. Students then write a response about the poem and the poetry elements they noticed.

4. Group Meeting: Following the Independent Reading time, invite students to talk together about the

thinking they did about the poem and select a few to share their responses.

Lesson 6Inferring in Poetry

Lesson Overview: 3.6/Fig19DText: Well Worn Path (2011 Released Item)Approach: MinilessonFocus: Inferring about Poetry

Makes Inferences Minilesson 1. Under the document camera, display the Inference Handout and review the definition of an inference.

2. “Sometimes you need to make an inference using text evidence and background knowledge. Today we are going to focus on using the text evidence to make inferences.” Read the Text Evidence in the first row. You might want to have a copy of the poem .

3. Read the sentence frame under the inference on the first row. “The lines 5-8 are important to the poem because- This is asking us to make an inference about why the poet’s lines were included in the poem. The text tells us that how the speaker and the dog grew up together. We know that the speaker and the dog’s legs have grown, showing they’ve been together for some time. Think about having a pet that you grew up with in your life, how would you feel? How would the pet change over time?” Gather responses from your students or model your thinking to compose the statement and write it under the inference column on the first row. “The lines 5-8 are important to the poem because-“

4. Repeat the same process for the remaining inferences on the chart. (This lesson is meant to be an entire lesson of you modeling and thinking aloud on how to make inferences using text evidence. Lesson 7 & 8 will give students the chance to practice)

5. Reading Workshop : Students engage in Reading Workshop when they complete the Independent Practice.

Inference = an idea that the author does not state

Text Evidence InferenceMy legs grew long. Your legs grew slow.You’re happy now to walk,ignoring all those squirrels and birds,You once would chase and stalk.

The lines 5-8 are important to the poem because-

And as we walk I think of all the moments that we shared.The day we found you at the poundYou looked so small and scared.The times I fed you table scrapsDespite my mother’s ruleThe days you greeted my with joyWhen I came home from school.I hope I was as good to you as you have been to me

The lines from the poem create a feeling of the poet of-

The day we found you at the poundYou looked so small and scared.The times I fed you table scrapsDespite my mother’s ruleThe days you greeted my with joyWhen I came home from school.

Lines 11-16 are included in the poem because-

I struggled to keep up. The poet included this line to-

Think about how the speaker talks about what he and the dog have done together. (lines 3-8 and lines11-16)

The main message in the poem is -


With AnswersText Evidence Inference

My legs grew long. Your legs grew slow.You’re happy now to walk,ignoring all those squirrels and birds,You once would chase and stalk.

The lines 5-8 are important to the poem because- they show the dog is getting older

And as we walk I think of all the moments that we shared.The day we found you at the poundYou looked so small and scared.The times I fed you table scrapsDespite my mother’s ruleThe days you greeted my with joyWhen I came home from school.I hope I was as good to you as you have been to me

The lines from the poem create a feeling of the poet of-thankfulness for the friendship of the dog.

The day we found you at the poundYou looked so small and scared.The times I fed you table scrapsDespite my mother’s ruleThe days you greeted my with joyWhen I came home from school.

Lines 11-16 are included in the poem because-they give examples of experiences shared by the speaker and the dog

I struggled to keep up. The poet included this line to- show that the dog ran faster than the speaker.

Think about how the speaker talks about what he and the dog have done together. (lines 3-8 and lines11-16)

The main message in the poem is– pets and their owners can make each other happy.

Lesson 7Inferring in PoetryLesson Overview: 3.6/Fig. 19D

Text: Listen Rabbit! (Write Source pg.62-63)Approach: Minilesson

Makes Inferences Minilesson 1. Under the document camera, display the Inference Handout and review the definition of an inference.

2. “Sometimes you need to make an inference using text evidence and background knowledge. Today we are going to focus on using the text evidence to make inferences.” Read the Text Evidence in the first row. You might want to have a copy of the poem for students or to put under the document camera.

3. Read the sentence frame under the inference on the first row. “The reader can tell the poet is describing what setting? This is asking us to make an inference about where the poem is taking place. The text tells us that the sun went down in the summer sky and the grass was green. We know that the sun goes down at what time of day? ” Gather responses from your students and help them compose the statement and write it under the inference column on the first row. “The reader can tell that .”

4. Repeat the same process for the remaining inferences on the chart. (This lesson is meant for students and you to work together or after the first row have students work in pairs or groups to make inferences for the remaining inferences and share their thinking with the class, as you assist and monitor as necessary.)



Text Evidence InferenceI saw him firstwhen the sun went downin the summer skyat the edge of townwhere grass grew greenand the path grew brown.

The reader can tell that the poem setting-

I stood as stillas a maple tree In the lines 16 & 17 the

poet compares herself to a maple tree because they both-

I couldn’t tell what he was at allwhen I saw him firstsort of halfway smallsort of half way grown.

The reader can tell the rabbit-

I stood as stillas a maple treeand I looked at himand he looked at me…

The poet stands still because-



I saw him firstwhen the sun went downin the summer skyat the edge of townwhere grass grew greenand the path grew brown.

The reader can tell that the poem setting- is a summer evening in a field.

I stood as stillas a maple tree In the lines 16 & 17 the

poet compares herself to a maple tree because they both- did not move, stood still

I couldn’t tell what he was at allwhen I saw him firstsort of halfway smallsort of half way grown.

The reader can tell the rabbit- is small and only half grown, still a baby rabbit

I stood as stillas a maple treeand I looked at himand he looked at me…

The poet stands still because- she doesn’t want to scare the rabbit away.

Lesson 8Inferring in PoetryLesson Overview: 3.6/Fig. 19D

Text: How Little Kite Learned to Fly (Write Source pg.30)Approach: Minilesson

Makes Inferences Minilesson 1. Under the document camera, display the Inference Handout from lesson 6 or lesson 7 and review the

definition of an inference.

2. “The last 2 days we have used text evidence and background knowledge to make inferences. Today you are going to focus on using the text evidence to make inferences on your own.” Review the process used for the last 2 days to make inferences using text evidence.

3. Independent Practice: Students will complete the the Inference Handout in their Reading Notebook Students will repeat the same process for the inferences on the new chart using “How the Little Kite Learned to Fly”.



Text Evidence InferenceThen the little kite’s paper stirred at the sightAnd tremblinghe shook himself free for flight.

In lines 9 and 10, the poet wants the reader to understand-

“Try,” said the big kite, “only try!Or I fearyou never will learn at all.”

When the little kite rises up to join big kite, the big kite probably feels-

While far below he could see the grounsAnd the boys like small spots moving around.

The poet compares the boys to spots to emphasize to the reader-



Then the little kite’s paper stirred at the sightAnd tremblinghe shook himself free for flight.

In lines 9 and 10, the poet wants the reader to understand- how the kite is feeling

“Try,” said the big kite, “only try!Or I fearyou never will learn at all.”

When the little kite rises up to join big kite, the big kite probably feels- pleased, proud that little kite flew.

While far below he could see the groundAnd the boys like small spots moving around.

The poet compares the boys to spots to emphasize to the reader- how tiny the boys look because the little kite is so high.

Lesson 9Summarizing PoetryLesson Overview: 3.6/Fig. 19E

Text: Elephant Trouble (Write Source pg.34) and How Little Kite Learned to Fly (Write Source pg.30)Approach: Minilesson

BEFORE THE LESSON Create the Summary Anchor Chart with the summary portion left blank. You will complete this portion with help from your students.

Summary Minilesson

1. Display the Summarizing Narrative Poetry Anchor Chart , and discuss the elements of a good summary. Emphasize to paraphrase the most important parts of a narrative poem, the major events in the poem that make up the plot within the poem .

paraphrase – to express the meaning of something written in different words, especially to clarify the message

2. Display and read Elephant Trouble. Have students Turn and Talk with a partner or group about the events in the poem. (who or what the poem is about, the problem, and the resolution). Have students share their thinking with the rest of the class. Create a list of the important events your students have shared, either on chart paper, whiteboard, or on the SmartBoard.

If your students share events that are unimportant or that are not major events, talk through WHY the event should not be included in a summary.

3. Paraphrase each major event you recorded. Craft the summary with your students on the Summarizing Narrative Poetry Anchor Chart using the paraphrased events. Good summaries often combine paraphrased events in a concise way. *A complete sample Anchor Chart is included.*

4. Independent Practice: Students will write a summary in partners or groups using same process for paraphrasing major events in their Reading Notebook using How Little Kite Learned to Fly!

5. Reading Workshop: Each day as students complete the independent practice, they SHOULD read their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the Reading Response section, and continue to keep a Record of their Reading.

Summarizing Narrative Poetry

A summary is the retelling in your own words, or paraphrasing, of the most important parts.

The most important parts in literary nonfiction are the major events in the person’s life that made them memorable.

Ask yourself:

What about this person makes them worthy of having their life story told?

Summary:



The most important parts in narrative poetry are the major events in the poem that made up the plot within the poem.

Ask yourself:

What about this poem makes it a story-like(character,problem, solution)?

Summary:

An elephant was found in the yard and needed to be returned to the zoo. Because the elephant was so large, it was goint to be difficult to return

him there. The speaker had an idea that required his granddad’s help. Grandad brought

peanuts to make a trail for the elephant to follow back to the zoo, and it did the job!

Lesson 10Summarizing PoetryLesson Overview: 3.6/Fig. 19E

Text: Listen Rabbit! (Write Source pg.62-63)Approach: Minilesson

BEFORE THE LESSONDisplay the Summarizing Narrative Poetry Anchor Chart from Lesson 9.

Summarizing Narrative Poetry Minilesson

1. Refer back to the Summarizing Narrative Poetry Anchor Chart from Lesson 9, and discuss the elements of a good summary. Emphasize to paraphrase the most important parts of a narrative poem , the major events in the poem that make up the plot within the poem .

paraphrase – to express the meaning of something written in different words, especially to clarify the message

2. Have students share the summaries they did in pairs or small groups from Lesson 9 with the rest of the class.

If your students that share events that are unimportant or that are not major events, talk through WHY the event should not be included in a summary.

3. Independent Practice: Students will write a summary independently using same process for paraphrasing major events in their Reading Notebook using Listen Rabbit!




The most important parts in narrative poetry are the major events in the poem that made up the plot within the poem.

Ask yourself:

What about this poem makes it a story-like(character,problem, solution)?

Summary:

Lesson 11Theme/Message in PoetryLesson Overview: 3.5/Fig. 19D Text: Well Worn Path (2011 Release Item) & Elephant Trouble (Write Source pg.34)Approach: Minilesson

(BEFORE THE LESSON) 1. Refer back to the Common Themes Anchor Chart from Block 1, lesson 29 (the picture of this chart is

included).2. Create the Understanding Theme in Poetry Anchor Chart with the definitions and headings completed,

but leaving the table blank.

Theme Minilesson

1. Display Common Themes Anchor Chart and discuss it with your students. Theme is an abstract concept for students. This anchor chart explains many common themes that appear in

literature. Students need to be able to connect texts they read to the ideas on the chart in order to infer a specific theme.

Display Understanding Theme in Poetry Anchor Chart and discuss it with your students. Distribute a copy of the Understanding Theme Anchor Chart.

Complete the first row of the chart with you students using the Understanding Themes Anchor Chart and the poem Well Worn Path. Model your thinking as you complete each section on that row.

For the last three rows leave the Lesson Learned, Personal Connection, and Theme columns blank.

Independent Practice: Students, in pairs or small groups (3), will complete the chart for the poem Elephant Trouble by choosing lines from the poem and writing a personal conncetion to match the theme given using their Reading Notebook.

Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice.

Understanding THEMEIn Poetry

***WITH ANSWERS***

Theme = the implied message, moral, or lesson the reader understands from

the poem.- The poet, narrator, or speaker uses the poem to teach

the reader something about life.Text Lines from

PoemPersonal

ConnectionTHEME

Well Worn Path

You scampered down this well worn path when you were just a pup.And as we walk I think of all the moments we shared.I hope I was as good to you as you have been to me.

“I remember getting my puppy. All the time we spent together playing, walking, and sleeping together.”

Friendship, Kindness

The speaker reflects on all she and the puppy have done and shared as growing up. She hopes that the dog, no growing older, knows that it is her best friend.

Elephant Trouble

*Choose lines from the poem to support the them”

*COMPLETE WITH YOUR OWN PERSONAL

CONNECTION*

Never Give Up, things aren’t always as difficult as they seem

Listen Rabbit Though I hoped he’d hearMy heart went thump!‘Cause I hoped that maybe as time went by the rabbit and I could have each

I recall a new girl moving to my school. She was very quiet and shy, but I kept saying hello and making offersfor her to sit with me at lunch. Making friends

Friendship, Kindness

The speaker is reaching out, and hoping to make a friend, the rabbit.

other for company sometimes takes time. You have to be patient.

How Little Kite Learned to Fly

Understanding THEMEIn Poetry

Theme = the implied message, moral, or lesson the reader understands from

the poem.- The poet, narrator, or speaker uses the poem to teach

the reader something about life.Text Lines from

PoemPersonal

ConnectionTHEME

Well Worn Path

Elephant Trouble

Listen Rabbit

How Little Kite Learned to Fly

Lesson 12Theme/Message in PoetryLesson Overview: 3.5/Fig. 19D

Text: Little Rabbit! (Write Source pg.62-63) & How Little Kite Learned to Fly (Write Source pg.30)Approach: Minilesson

BEFORE THE LESSON 1. Refer back to the Common Themes Anchor Chart from Block 1, lesson 29 (the picture of this chart is

included).2. Refer back to the Understanding Theme in Poetry Anchor Chart from Block 3, lesson 11

Theme Minilesson

3. Display Common Themes Anchor Chart and discuss it with your students. Theme is an abstract concept for students. This anchor chart explains many common themes that appear in

literature. Students need to be able to connect texts they read to the ideas on the chart in order to infer a specific theme.

Display Understanding Theme Anchor Chart and discuss it with your students. Refer to their copy of the Understanding Theme Anchor Chart from Block 3 Lesson 11

Review the first row of the chart you completed with students using the Understanding Themes in Poetry Anchor Chart and the poem Well Worn Path from Block 3 Lesson 11 and the second row completed using Elephant Trouble they did in pairs or small groups.

Using the poem Little Rabbit! complete the row of the chart with you students using the Understanding Themes in Poetry Anchor Chart. Model your thinking as you complete each section on that row.

The last row Lesson Learned, Personal Connection, and Theme columns should still be blank. Students will complete this row during independent practice.

Independent Practice: Students will complete the chart for the poem How Little Kite Learned to Fly and explain the Theme on the Understanding Theme Chart using their Reading Notebook.

Reading Workshop: Students engage in Reading Workshop when they complete the Independent Practice.

Lesson 13Bridging: Genre-PoetryLesson Overview: 3.6Text: Saw My Teacher on Saturday (2013 Release Poem)Approach: Minilesson

BEFORE THE LESSON 1. Read the selection that is included as a handout at the end of this lesson 3rd Grade Bridging Read

Aloud: “Saw My Teacher on a Saturday.” You will be using this poem to read aloud and THINK aloud with your students, either under the document camera or on the SmartBoard. During the lesson, you will want to track your thinking about what you are reading, according to the genre noticings and minilessons you taught. (For example, you will want to notice characteristics of the genre, record inferences, identify any themes you notice, and infer the author’s purpose.) Identify and plan these Think Aloud stopping points using sticky notes and “Saw My Teacher Last Saturday.” Be familiar with the text and what you want to record on the poem before you teach the lesson.

2. Cut apart the questions that follow the 3rd Grade Bridging Read Aloud: “Saw My Teacher Last Saturday” so that you can attach them to the appropriate anchor chart.

Bridging: Poetry Minilesson

1. Display the Genre Noticings Anchor for Poetry , Inferring Anchor Chart, Summary Anchor Chart, and Theme Anchor Chart and explain that test makers have certain language that they use when they write test questions.

You must explicitly make the connection between the skills they have learned in class and what the test question is asking the reader to do.

2. Using the questions from the 3rd Grade Bridging Read Aloud: “Saw My Teacher Last Saturday,” read the first question and explain what the question is asking the reader to do. Then model using the appropriate Anchor Chart and the evidence from the text to support your thinking in crafting your answer.

For example, you might say:“The reader can tell that the poet is showing the speaker in the poem feels a certain way.. - The stem tells me that I need to understand the how the speaker was feeling in line 8. Let’s look at our inferring anchor chart. What text clues does the poem give me? We also need to identify a personal connection if possible. Think aloud “I know that when students have seen me at the store it appears awkward. The speaker says she “mumbled like a fool and thought teachers spend all their time at school”. Now, let’s read the answer choices.” Read each answer choice and think through what makes it a possibility or not. You might want to mark the answer that you think is correct with a maybe dot or question mark until you read and think through all the answer choices. Then mark the correct answer.

3. Cut out this question and add it to the appropriate anchor chart (in this case you will add this question to the inferring anchor chart).

4. Continue using this same process until you have bridged all 6 questions.Question 2=Inference Anchor Chart

Question 3= Inferrring Anchor Chart, you may link back to the Sensory Language Chart(see)Question 4=Genre Noticings Anchor ChartQuestion 5=Inferring Anchor ChartQuestion 6=Theme/Mood Anchor Chart**Students will be assessed over poetry on the midyear benchmark in Decemebr**


web viewwe will understand, make inferences, and draw conclusions about the structure and elements...

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