 Flip through your booklets and time some time to read the poems. Some are easy to understand, some are tricky and you might not know what they’re trying to say to you. What poem stands out to you? Which ones did you like or understand? Which ones didn’t appeal to you or were difficult to follow?
 On the inside cover of your booklet, let’s develop a class definition or list of characteristics of poetry so that we are all on the same page.

 Read Harriet Tubman. What lines are repeated? Why do you think the poet chose those lines to repeat?
 Analyze the rhyme scheme.
 Look through your booklet and find other poems with repetition. In your Writer’s
Notebook, tell how the repetition strengthens the poem’s message. Why did the author choose to use repeated phrases?

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The purpose of poetry is to create an image in our mind. Poets use vivid phrases, adjectives, actions of the characters and literary devices to bring to life a picture of a scene or object.
Read “Snow, Aldo” and in your writer’s notebook, sketch what image you are seeing.
In your writer’s notebook, sketch a moment in time that you would like to “freeze” in a snow globe. Try your hand at writing a poem about this moment. You can look back to your definition of poetry to find out what you can or should include.

 What is “voice” in poetry?
 “Voice” is linked to point of view: Who is telling the poem? What is their opinion?
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Read “Snow Day” and “Winter”. What is the
“voice” in each poem? Whose point of view is telling the poem? What is their opinion?
Using the Poems for Two Voices in your booklet, practice with a partner and be ready to share and talk about what “voice” they are using

 Read “Lighthouse”. What kind of literary devices are found in this poem? How does it help to enhance the image you get in your mind?
 Complete the literary devices worksheet provided.

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How would you describe someone’s mood or tone? Think of words that you use to describe a variety of moods.
Read the poem “Plenty”. What do you think the mood or tone of the poem is? What lines or words back up your description?
Read through your booklet and choose another poem to read. What is the mood or tone of that poem? What lines or words back up your description?
In your writer’s notebook, create a chart (3x3) with your partner, and in each square list one of the “moods” or “tones” that we discussed. Then, create a list of possible words you might use in a poem with that mood or tone.

 Read “Stop by the Woods on a Snowy Day” and complete the poetry analysis form with it.

 How can you describe everyday objects using poetry?
 Read “Apple” and “Wheelbarrow”.
Complete the imagery wheel in your writer’s notebook for each poem.
 In your writer’s notebook, choose an object and complete an imagery wheel for the object. Think about what is important about the object and what it does, too. Then, create a poem that describes this everyday object.

 Analyze the poem “Stop by the Woods on a
Snow Day” using the provided chart

How do I write a sonnet?
What is scansion? Scansion is analyzing the stressed and unstressed syllables in a line of poetry.

 Analyze “People Equal” using the poetry analysis form

 What kinds of words do poets use?
 Read “Summertime Sharing” and “Pretzel” and highlight words that are unique, descriptive, and create an image in your mind
 Complete your “Million Dollar Word” chart to share with the class.

 Complete Echoing Green worksheet

 Your task today is:
 Write a couplet (a two line poem that rhymes) that uses assonance and consonance.
Learn the difference between consonance, assonance and alliteration

 Go back to look at your “everyday object” poem in your writer’s notebook.
 You are going to write an “everyday object” poem…for real!
 You poem must include a simile, metaphor, and hyperbole that help to describe an object.
 It does not have to rhyme.

 Tell about a moment in time in poetry form
 It can be happy, sad, important, boring or meaningful
 Use figurative language and literary devices to show the image
 Use the imagery room brainstorm sheet to complete your brainstorm

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The birthday party was crazy!
As soon as you stepped into the room, you could tell it was someone’s birthday. Vibrant balloons hung from the ceiling, streamers dangling from the chandelier in the center of the room.
Music blared in the background, but not as loudly as the chatter and laughter of the children. Voices crowded the air like buzzing bees. A stack of presents stood in the corner, perfectly wrapped in pink and purple and blue paper, sitting next to the most perfect vanilla cake with the “11” candle sitting at the top. The air vibrated with excitement, and I could feel the positive energy as I glanced around for the birthday boy.

 Recess was busy today.
 I was so upset at my poor test score.
 I watched as the stranger took the candy from the