TITLE It’s All About Me and Core Knowledge Poetry Unit
Grade Level or Special Area: 5th grade Language Arts
Written by: Berdena Sloan and Antonia Espino Taylor Elementary, Hobbs, New Mexico
Length of Unit 6 Lessons ( 6-8days)
I.
ABSTRACT
A.
This unit focuses on analyzing one’s self through poetry. Students will write their own
poetry using different poetry styles to gain an understanding of their inner self. They will
read, recite and analyze Core Knowledge poetry to gain an understanding of how poetry
can intertwine with their own lives. Several literary terms: alliteration, imagery,
onomatopoeia, personification, metaphors, and assonance, will be implemented
throughout the unit to gain an understanding of the literary merit in poetry.
II.
OVERVIEW
A.
Concept Objectives
1. The students will gain an understanding of how poetry can interact in their own
lives. (adapted from Language Arts Benchmarks 5:I-A, 5:I-C, 5:II-C)
B.
Content from the Core Knowledge Sequence
1.
Poetry (p. 110)
a.
Poems
 Casey at the Bat
 I Hear America Singing
 Captain! My Captain!
 The Road Not Taken
b.
Terms
 alliteration
 imagery
 assonance
 metaphor
 personification
2.
Writing and Research (p.109)
a. Produce a variety of types of writing-including reports, summaries, letters,
descriptions, research essays, essays that explain a process, stories, poems- with a
coherent structure or story line.
3.
Grammar and Usage (p.109)
a. Know the following pats of speech and how they are used: nouns and verbs
(action verbs and auxiliary verbs), adjectives (including articles), adverbs,
conjunctions, interjections.
C.
Skill Objectives
1.
The students will listen to a poem and develop an understanding of how poetry
applies to their own lives. ( Language Arts Benchmark 5: I-A )
2.
The students will write their own poetry using certain poetry styles. (Language
Arts Benchmark 5:II-C )
3.
The students will read poems and analyze them for literary devices. (Language
Arts Benchmark 5:I-C )
4.
The students will recite a poem they have learned. (Language Arts Benchmark
5:I-A )
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
1
III.
BACKGROUND KNOWLEDGE
A.
For Teachers
1.
Core Knowledge Sequence Book pp. 110
2.
What Every 5th Grader Needs to Know Book pp. 4-18
3.
Listen, My Children, poems for 5th Graders
B.
For Students
1.
Stanza and line (4th-p.88)
IV.
RESOURCES
A.
Core Knowledge Foundation Core Knowledge Sequence Book
B.
Hirsch, E.D. Jr. .What Every 5th Grader Needs to Know
C.
Listen My Children, poems for 5th graders
V.
LESSONS
Lesson One: Title Free style poem writing
A.
Daily Objectives
1.
Concept Objective(s)
a.
The students will gain an understanding of how poetry can interact in
their own lives. (adapted from 5:I-A, 5:I-C, 5:II-C)
2.
Lesson Content
a. Writing and Research (p.109)
Produce a variety of types of writing-including reports, summaries,
letters, descriptions, research essays, essays that explain a process,
stories, poems- with a coherent structure or story line.
b. Grammar and Usage (p.109)
Know the following pats of speech and how they are used: nouns and
verbs (action verbs and auxiliary verbs), adjectives (including articles),
adverbs, conjunctions, interjections
c.
Terms
 alliteration
 imagery
 assonance
 metaphor
 personification
3.
Skill Objective(s)
a.
The students will listen to a poem and develop an understanding of how
poetry applies to their own lives. (5:IA )
b.
The students will write their own poetry using certain poetry styles
B.
Materials
1.
Pencils
2.
Paper
3.
Appendix A-1, transparency of “Hello, It’s Me!” template
4.
Appendix A-2, transparency of “My Name Is” template
5.
Appendix A-3, transparency of “Name Poetry and Design” template
6.
Overhead projector
7.
Chalk, crayons, watercolors, colored pencils, markers
8.
Construction paper
9.
Scissors
10.
Glue
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
2
C.
D.
E.
Lesson Two:
A.
B
C.
Key Vocabulary
1.
Alliteration-the same beginning consonant sound at the beginning of each word
2.
Metaphor-comparing two things that are different without using like or as to
compare
3.
Personification-when an object or animal takes on human traits
4.
Assonance-when there is a rhyme within the line of poetry
5.
Imagery-a phrase or words that make you see a picture in your mind when
reading a line of poetry
Procedures/Activities
1.
Ask the students what they know about poetry and how it can apply to their lives.
2.
Place each transparency on the overhead. Explain that they will write three
different poems today, using these templates as a guide.
3.
Discuss each term for literary elements before this lesson.
4.
Introduce the first transparency (Hello, It’s Me!) Have students write their own
version after explaining this poem template.
5.
Introduce the second transparency (My Name Is). Have students write their own
version after explaining this poem template.
6.
Introduce the third transparency (Name Poetry and Design). Have students write
their own version after explaining this poem template.
7.
Give students enough time to compose their poems.
Assessment/Evaluation
1.
Walk around the room and observe the students as they write. Look for those
who are struggling and help them while they write if needed.
Daily Objectives
1.
Concept Objective(s)
a.
The students will gain an understanding of how poetry can interact in
their own lives. (adapted from Language Arts Benchmarks 5:I-A, 5:I-C,
5:II-C)
2.
Lesson Content
a..
Poetry Casey at The Bat
b..
The students will gain better comprehension of a poem through
analyzing it and personal interpretation of the poem.
3.
Skill Objective(s)
a.
The students will read poems and analyze them for literary devices.
(Language Arts Benchmark 5:II-C)
Materials
1.
Paper
2.
Pencils
3.
Appendix (2-A) Casey At The Bat—1 copy per student
4.
Highlighters
Key Vocabulary
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
3
D.
Procedures/Activities
1.
Hand out a copy of the poem Casey At the Bat to each student.
2.
Read the poem together.
3.
Have students highlight the different literary elements they find in the poem
as you are discussing it.
 alliteration
 imagery
 assonance
 metaphor
 personification
4.
Have students underline the main idea, and the support of that idea in the poem.
5.
Have students discuss in groups what they think the poem is saying to them.
6.
Ask students how this poem can be applied to their own lives.
F.
Assessment/Evaluation
1.
Discuss orally how students feel about this poem. Gather data from students on
their feelings concerning this poem. Have students get in groups and discuss the
poem and share their findings with each other. Have them culminate a report of
their finding to share with the class
Lesson Three
A.
Daily Objectives
1.
Concept Objective(s)
a.
The students will gain an understanding of how poetry can interact in
their own lives. (adapted from Language Arts Benchmark 5:I-A, 5:I-C,
5:II-C)
2.
B.
Lesson Content
a. Writing and Research (p.109)
Produce a variety of types of writing-including reports, summaries,
letters, descriptions, research essays, essays that explain a process,
stories, poems- with a coherent structure or story line.
b.
Grammar and Usage (p.109)
Know the following pats of speech and how they are used: nouns and
verbs (action verbs and auxiliary verbs), adjectives (including articles),
adverbs, conjunctions, interjections
3.
Skill Objective(s)
1. The students will listen to a poem and develop an understanding of how
poetry applies to their own lives. (Language Arts Benchmark 5:I-A )
2. The students will write their own poetry using certain poetry styles
(Language Arts Benchmark 5:II-C)
Materials
1.
Pencils
2.
Paper
3.
Appendix 3-A, transparency of “Childhood Is!” template
4.
Appendix 3-B, transparency of “My House” template
5.
Overhead projector
6.
Chalk, crayons, watercolors, colored pencils, markers
7.
Construction paper
8.
Scissors
9.
Glue
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
4
C.
D.
E.
Lesson Four
A.
B
C.
D.
E.
Key Vocabulary
Procedures/Activities
a. Ask the students what they know about poetry and how it can apply to their
lives.
b. Place each transparency on the overhead. Explain that they will write two
different poems today, using these templates as a guide.
c. Introduce the first transparency (Childhood Is!) Have students write their
own version after explaining this poem template.
d. Introduce the second transparency (My House). Have students write their
own version after explaining this poem template.
e. Give students enough time to compose their poems.
Assessment/Evaluation
a. Walk around the room and observe the students as they write. Look for
those who are struggling and help them while they write if needed.
Daily Objectives
1.
Concept Objective(s)
a. The students will gain an understanding of how poetry can interact in their
own lives. (adapted from Language Arts Benchmarks 5:I-A, 5:I-C, 5:II-C)
2.
Lesson Content
a. Poetry I Hear America Singing
3.
Skill Objective(s)
a. The students will gain better comprehension of a poem through
analyzing it and personal interpretation of the poem.
Materials
1.
Paper
2.
Pencils
3.
Appendix (4-A) I Hear America Singing-1 copy per student
4.
Highlighters
5.
computers
Key Vocabulary
Procedures/Activities
1. Hand out a copy of the poem I Hear America Singing to each student.
2. Read the poem together.
3. Have students highlight the different literary elements they find in the poem
as you discuss it.
 alliteration
 imagery
 assonance
 metaphor
 personification
4. Have students make a power point presentation over this poem to share with the
class. Give them a week to do this project.
Assessment/Evaluation
1. Discuss orally what literary devices they have found in this poem. Grade on
participation and power point presentation.
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
5
Lesson Five
A.
Daily Objectives
1.
Concept Objective(s)
a.
The students will gain an understanding of how poetry can interact in
their own lives. (adapted from Language Arts Benchmarks 5:I-A, 5:I-C,
5:II-C)
2.
Lesson Content
a. Poetry O Captain! My Captain!
3.
Skill Objective(s)
a. The students will read poems and analyze them for literary devices.
(Language Arts Benchmark 5:1-C)
B
Materials
1.
Paper
2.
Pencils
3.
Appendix (5-A) O Captain, My Captain-1 copy per student
4.
Highlighters
C.
Key Vocabulary
D. Procedures/Activities
1.
Hand out a copy of the poem O Captain, My Captain to each student.
2.
Read the poem together.
3.
Have students highlight the different literary elements they find in the poem
as you are discussing it.
4.
Have students underline the main idea, and the support of that idea in the poem.
5.
Have students discuss in groups what they think the poem is saying to them.
6.
Ask students how this poem can be applied to their own lives and write a brief
report and share with the class.
E.
Assessment/Evaluation
a. Discuss orally how students feel about this poem. Observe discussion
between students. Have them culminate a report of their finding to share with
the class. Gather data from students on feelings concerning this poem.
Lesson Six
A.
Daily Objectives
1.
Concept Objective(s)
a. The students will gain an understanding of how poetry can interact in their
own lives. (adapted from Language Arts Benchmarks 5:I-A, 5:I-C, 5:II-C
2
Lesson Content
a. Poetry The Road Not Taken.
3.
Skill Objective(s)
a. The students will read poems and analyzes them for literary devices.
(Language Arts Benchmark 5:I-C)
B.
Materials
1
Paper
2.
Pencils
3.
Copy of the poem The Road Not Taken
4.
Highlighters
C.
Key Vocabulary
D.. Procedures/Activities
1.
Hand out a copy of the poem The Road Not Taken to each student.
2.
Read the poem together.
3.
Have students highlight the different literary elements they find in the poem
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
6
as you are discussing it.
Have students discuss in groups “what would happen to them if they took
the wrong road in life?” Write a brief essay about what could happen to you if you
make a wrong decision in life.
E.. Assessment/Evaluation
a. Discuss orally how students feel about this poem. Gather
essays from students about making a wrong decision .
VI. CULMINATING ACTIVITY (Optional)
A.
HANDOUTS/WORKSHEETS
1. Appendix 1-A
Hello, It’s Me
2. Appendix 1-B
My Name Is
3. Appendix 1-C
Name Poetry and Design
4. Appendix 2-A
Casey At the Bat
5. Appendix 3-A
Childhood Is
6. Appendix 3-B
My House
7. Appendix 4-A
I Hear America Singing
8. Appendix 5-A
O Captain! My Captain!
9. Appendix 6-A
The Road Not Taken
10. Appendix 7-A
Power Point Rubric
VII. BIBLIOGRAPHY
1. Core Knowledge Foundation Core Knowledge Sequence Book ISBN 1-890517-20-8
2. Hirsch, Jr. E.D. What Your Fifth Grader Needs to Know. New York: Dell
Publishing, 2005, ISBN 0-385-49721-0
3. Listen My Children, Poems for Fifth Graders, ISBN 1-890517-33-X
4.
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
7
Appendix 1-A
“Hello, It’s Me”
Add more to the knowledge of yourself. Write this biography poem.
It’s a fun way to tell what you’re really like. Just follow the following format:
Line 1
Line 2
Line 3
Line 4
Line 5
Line 6
Line 7
Line 8
Line 9
Your first name only
Four adjectives that describe you
Child or son/daughter of your parent(s)’ name.
Enjoyer of 3 things you like or enjoy doing.
Who feels 3 things you feel about something.
Who fears 3 things you fear or are afraid of.
Who would like to see 3 people, places, or things.
Resident of your city and street.
Your last name only
Example:
Yvonne
Confident, Talkative, Determined, Caring
Daughter of Richard and Bessie
Enjoyer of reading a good book, watching basketball, and traveling to new
places.
Who feels excited when I’m teaching, lonely without my family, and
lucky to have a great husband!
Who fears being in a small space, being alone, and not being liked by
students.
Who would like to see the world, peace and hope for everyone,
and a cure for cancer.
Resident of Hobbs
Carpenter
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
8
Appendix 1-B
“My Name Is”
Get to know yourself a little better. Complete each sentence and reveal yourself in words.
Hello!
My name is Maggie,
If I were a color,
I’d be the color of brass.
If I were an animal,
I’d be something fast and powerful
Like a panther or cheetah.
My favorite place is the beach
When it’s high tide
And huge waves are coming in.
My favorite snack is pretzels
Because they look like bows.
I really get upset
When there’s a baseball game on TV
And I have to help with the yard.
I love to talk on the phone to friends.
That’s the way I am.
You Try. Hello!
My name is __________________________________________
If I were a color, I’d be _________________________________
If I were an animal, I’d be _______________________________
Like ________________________________________________
My favorite place is ____________________________________
When _______________________________________________
My favorite snack is ___________________________________
Because _____________________________________________
I really get upset ______________________________________
When _______________________________________________
And ________________________________________________
I love _______________________________________________
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
9
Appendix 1-C
“Name Poetry and Design”
What phrases describe you? A phrase is a group of words. Think about yourself and how you
would describe yourself to a friend. The subject is your name that is spelled in capital letters
down the page. Design your name acrostic. An acrostic poem is a poem that uses
the first letter of a name or thing. Use present tense verbs.
Young at heart
Very willing to learn
Only wants the best for herself
Never afraid to be wrong
Naturally wants attention
Excited when I do well
Your turn! Use your name and phrases. Tell me something about yourself and be specific. Don’t
forget to illustrate! Do a rough draft on a piece of notebook paper and then do your final copy on
a white sheet of paper. Use pen to write your poem!
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
10
Appendix 2-A p.1
“Casey at The Bat”
By Ernest Lawrence Thayer
The outlook wasn’t brilliant for the Mudville nine that day;
The score stood four to two with but one inning more to play.
And then when Cooney died at first and Barrows did the same,
A sickly silence fell upon the patrons of the game.
A Straggling few got up to go in deep despair. The rest
Clung to the hope which springs eternal in the human breast;
They thought if only Casey could but get a whack at thatWe’d put up even money now with Casey at the bat.
But Flynn preceded Casey, as did also Jimmy Blake,
And the former was a lulu and the latter was a cake;
So upon that stricken multitude grim melancholy sat,
For there seemed but little chance of Casey’s getting to the bat.
But Flynn let drive a single, to the wonderment of all,
And Blake, the much despised, tore and the cover off the ball;
And when the dust had lifted, and the men saw what had occurred,
There was Jimmy safe at second and Flynn a-hugging third.
Then from five thousand throats and more there rose a lusty yell;
It rumbled through the valley, it rattled in the dell;
It knocked upon the mountain and recoiled upon the flat,
For Casey, mighty Casey, was advancing to the bat.
There was ease in Casey’s manner as he stepped into his place;
There was pride in Casey’s bearing and a smile on Casey’s face.
And when, responding to the cheers, he lightly doffed his hat,
No stranger in the crowd could doubt ‘twas Casey at the bat.
Ten thousand eyes were on him as he rubbed his hands with dirt;
Five thousand tongues applauded when he wiped them on his shirt.
Then while the writhing pitcher ground the ball into his hip,
Defiance gleamed in Casey’s eye, a sneer curled Casey’s lip.
And now the leather-covered sphere came hurtling through the air,
And Casey stood a-watching it in haughty grandeur there.
Close by the sturdy batsman the ball unheeded sped“That ain’t my style,” said Casey. “Strike one,’ the umpire said.
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
11
Appendix 2-A p.2
From the benches, black with people, there went up a muffled roar
Like the beating of the storm waves on a stern and distant shore.
“Kill him! Kill the umpire!” shouted someone on the stand;
And it’s likely they’d have killed him had not Casey raised his hand.
With a smile of Christian charity great Casey’s visage shone;
He stilled the rising tumult; he bade the game go on;
He signaled to the pitcher, and one more the spheroid flew;
But Casey still ignored it, and umpire said, “Strike two.”
“Fraud!” cried the maddened thousands, and echo answered, “Fraud!”
But one scornful look from Casey and audience was awed.
They saw his face grow stern and cold, they saw his muscles strain,
And they knew that Casey wouldn’t let that ball go by again.
The sneer is gone from Casey’s lip, his teeth are clenched in hate;
He pounds with cruel violence his bat upon the plate.
And now the pitcher holds the ball, and now he lets it go.
And now the air is shattered by the force of Casey’s blow.
Oh, somewhere in this favored land the sun is shining bright;
The band is playing somewhere, and somewhere hearts are light,
And somewhere men are laughing, and somewhere children shout;
But there is no joy in Mudville-mighty Casey has struck out.
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
12
Appendix 3-A
“Childhood Is …………….”
Sometimes, the best poems come from defining a word or idea. How would you define
childhood? What does childhood mean to you? Look at the examples and write your own
definitions of childhood.
Childhood is playing baseball in the street
and striking out the best player on the block.
Childhood is waking you on Christmas morning
To a houseful of presents and believing that
Santa brought them.
Childhood is saying “Star bright, star light, the
first star I see tonight I wish I may, I wish I might,
have this wish I wish tonight” and believing your
dream will come true.
Childhood is blowing out the candles on your
Birthday cake and believing your wish will come true.
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
13
Appendix 3-B
“My House”
This poem is the house where I live.
This is where _____________________________________________
This is where ____________________________________________
This is where _____________________________________________
In my house,
You can hear _____________________________________,
You can see _____________________________________,
You can feel ____________________________________,
And somebody ___________________________________
In my house!
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
14
Appendix 4-A
“I Hear America Singing”
By Walt Whitman
I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be, blithe and strong
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him on his boat, the deckhand singing on the
steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The woodcutter’s song, the ploughboy’s on his way in the morning, or at noon
intermission, or at sundown,
The delicious singing of the mother, or of the young wife at work, or of the girl singing or
washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day—at night the party of young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
15
Appendix 5-A
“O Captain! My Captain!”
By Walt Whitman
O Captain! My Captain! Our fearful trip is done,
The ship has weather’d every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! My Captain! Rise up and hear he bells;
Rise up --- for you the flag is flung—for you the bugle trills,
For you bouquets and ribbon’d wreaths—for you the shores a – crowding,
For you they call, the swaying mass, their eager faces turning;
Here, Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,
You’ve fallen cold and dead.
My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchor’d safe and sound, its voyage closed and done,
Form fearful trip the victor ship comes in with object won;
Exult O shores! and ring, O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
16
Appendix 6-A
“The Road Not Taken”
By Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that, the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should every come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I --I took the one less traveled by,
And that has made all the difference.
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
17
Appendix 7-A
Rubric for Power Point
Points
Possible
40
25
10
10
15
100 Total Points
Criteria
6-10 slides for power point
Presentation to teacher
Use of sound
Use of motion /movement
Power Point done on due date
Points Earned
Points
earned
__________
__________
__________
__________
__________
___________
2008 Core Knowledge® National Conference, Fifth Grade, (Core Knowledge Poetry Unit)
18