Course: 3rd G r a d e W r i t i n g
Harlingen CISD
Curriculum Learning Plan
1st Grading Period (38 Days)
2014-2015
Quarter 3
Unit 2: Writing Poetry
Unit Pacing: 3 Weeks
Dates: January 26 – February 13
Planning for Instruction
Professional Resources
Suggested Sequence:
Mentor Texts:
Where The Sidewalk Ends by Shel Silverstein
Love That Dog By Sharon Creech
Out of the Dust By Karen Hesse
I Never Saw Another Butterfly by Hana Volavkova
Yo! Yes! by Chris Raschka
Speak to Me by Karen English and Amy June Bates
Marvelous Math: a book of poems by Lee Bennett
Hopkins
Detailed Poetry Lessons – 3rd
Grade
Treasures Phonics/
Spelling Practice Book (Resource
CD), Macmillan/McGraw-Hill
Because children must first, spend time reading poetry to understand it, analyze it, and
become inspired to write poetry, at the start of this unit, you will spend a few days
prewriting for poetry in this way. As students begin to draft poetry, they do proceed
through all stages of the writing process, but because many poems are short, they may
move through the process very quickly, sometimes completing more than one poem in
one writing period. In any case, you should continue to model each stage of the writing
process, especially revising to show that poetry, like all other writing, is revised or
rewritten several times in an attempt to create just the right picture or feeling in the
reader’s mind. While editing, be sure to model for students how to experiment with the
visual placement of words, capitalization and punctuation, to achieve specific visual
effects in their poems.
Poems from Treasures reading textbook
See “Getting Started with Poetry Workshop”, in the Organizing section below, for
suggestions on how to structure the writing process for poetry
Areas of Focus:
Genre and Audience
Poetry is generally written to entertain. Some
poetry is humorous; some is serious. Some poetry
describes; some tells a story. Many poems make
the reader think about ideas in new ways or from
new perspectives.
“Poetry brings together sounds and words in
unique, intriguing ways that may evoke intense
imagery and profound meaning. The best poetry
frequently contains an element of surprise. You
encounter language that you want to read over and
over, and when you do, you experience the poem
anew each time. Your thoughts and emotions may
be aroused by a single word.” (Fountas & Pinnell)
Most poems are enjoyed best when we read them
aloud, because we can appreciate the musical
sound, the rhythm, and the imagery of the
language. If possible, we recommend that you take
the poetry written by children to an audience
outside the school environment, where the creative
work of the children will be genuinely appreciated
and celebrated.
TEKS
Grammar/Editing
Assessment
The Student Expectation for writing Students will learn the correct use of
Students will not be asked to write poetry for
poetry says that students should be possessive pronouns, such as his, their, my, to the STAAR Writing test at any grade level.
writing poems that ‘convey sensory show ownership.
However, the STAAR Reading tests at all
details’ and include:
grade levels will include comprehension,
Apostrophes are also used with nouns to show analysis, and some mechanical knowledge of
ownership, e.g., the boy’s backpack, the
the form and structures used in poetry.
elephant’s trunk, Mary’s chair.
It can be argued that a person does not truly
understand the intricacies of poetry until he
A spelling pattern that should be taught during
has written poetry. And because there are so
this unit is that some 2-syllable words contain
many different forms of poetry, children will not
double consonants in the middle of the word,
gain an overall knowledge of the many
such as in the words: middle, rabbit, little,
different kinds of poetry until they have spent a
dinner, common, happy, better.
considerable amount of time reading a variety
And we need to draw students’ attention to the
of poetry, analyzing it, talking about it, listening
different ways to spell the /shun/ sound at the
to different perspectives on it, and ultimately
Within this unit we also want to
end of a word, e.g., -sion, -tion, -cian.
trying to write many different kinds of poetry.
teach the Student Expectation for
These grammar, punctuation, and spelling
reading poetry, specifically the
It is worth our time to ask children to try writing
skills may not be easily taught during your
characteristics of various forms of
poetry, even if we are not completely
poetry writing lessons. You may need to
poetry, such as narrative poetry,
comfortable with writing it ourselves. Most
supplement your writing workshop with
lyrical poetry, humorous poetry,
conventions minilessons during another part of children enjoy the challenge and, at the very
free verse, etc.
least, they will not be afraid of it when they see
your day.
it on their reading test.
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Course: 3rd G r a d e W r i t i n g
Lesson
and Pacing
TEKS
Student Expectations:
18(B) write poems that convey
sensory details using the
conventions of poetry (e.g.,
rhyme, meter, patterns of verse)
and use:
Harlingen CISD
Curriculum Learning Plan
1st Grading Period (38 Days)
Student will know:
A poem may have a rhyme scheme or a pattern of
rhyming words. Some poems do not rhyme.
Sometimes poets use the repetition of words, the
repetition of vowel sounds or consonant sounds, or
onomatopoeia to create a special effect.
2014-2015
Quarter 3
Student will be able to:
Choose whether to use rhyme in the poems students write
(ELPS 5G-Writing).
Use repetition as they write poems.
Create similes to provide comparisons in poems they write
themselves.
Poems often use similes and metaphors to compare
two unlike things.
Experiment with the visual placement of words,
capitalization and punctuation, to achieve specific visual
Poets freely use line breaks, line length, the
effects in their poems (ELPS 5E-Writing).
placement of words on the page, stanzas,
capitalization and punctuation to create a visual effect
within their poem.
Week Four - Five
Jan 26 – Feb 13
Lesson 1:
Key Terms: free verse poems, concrete poems,
haiku, limericks, lyric poems, narrative poems,
imagery, rhythm, meter, syllables, repetition,
onomatopoeia, similes, metaphors, line break, line
length, placement of words on the page, stanza
Writing Poetry
17(A) plan a first draft by
selecting a genre appropriate for
conveying the intended meaning
to an audience and generating
ideas through a range of
strategies (e.g., brainstorming,
graphic organizers, logs,
journals);
Poets often write to express how they feel about a
topic.
Explore ideas for topics that evoke strong feelings within
the students.
Writers think about the type of poetry, their intended Use a variety of strategies to brainstorm ideas for poems.
meaning, and the audience before writing poetry.
Experiment with writing various types of poetry.
Writers use a variety of methods to generate ideas for Use simple rhymes to provide a musical quality to their
their poems.
poems.
17(B) develop drafts by
Some poems are organized into stanzas and some
categorizing ideas and
are not.
organizing them into paragraphs;
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Course: 3rd G r a d e W r i t i n g
Harlingen CISD
Curriculum Learning Plan
17(C) revise drafts for
Poems are often 1st
organized
in Period
a way that
Grading
(38 creates
Days) a
coherence, organization, use of flow of ideas that lead to an overall message of the
simple and compound
poem.
sentences, and audience;
Poetry, like all other writing, is revised or rewritten
17(D) edit drafts for grammar,
several times in an attempt to create just the right
mechanics, and spelling using a picture or feeling in the reader’s mind.
teacher-developed rubric; and
Poets make conscious decisions about whether to
17(E) publish written work for a follow standard capitalization and punctuation rules,
specific audience.
and about line length and the placement of words on
the page.
2014-2015
Quarter 3
Revise their poems to improve word choice in creating
sensory details.
Revise to add repetition, onomatopoeia, similes or
metaphors in their poems (ELPS 1B-Learning
Strategies).
Edit their own poems, explaining their reasons if they
decided not to follow capitalization and punctuation rules,
and explaining their choices for line length and word
placement.
Publish completed poems for an audience outside of
school (ELPS 5G-Writing).
Poems need to be edited by the author, or in
collaboration with the author, so he/she can justify all
decisions about capitalization, punctuation, line
length, and word placement.
Poems should be published so they can be
appreciated by audiences outside of the school
environment.
Key Terms: intended meaning, stanzas, sensory
details, overall message
22(A) use and understand the
A pronoun is a word that takes the place of a noun,
function of the following parts of (e.g., you, him, she, it.) A possessive pronoun also
speech in the context of reading, shows ownership. Examples include: his, their, my.
writing, and speaking:
(vi) possessive pronouns (e.g., Key Terms: pronoun, possessive pronoun,
his, hers, theirs)*;
ownership
Use the correct pronouns and possessive pronouns in the
place of nouns to add variety and a flow to the writing.
(ELPS 5D-Writing)
*Once these SEs have been
explicitly taught, it is expected that
teachers will continue to review and
imbed these SEs into all writing
projects for the rest of the year.
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Course: 3rd G r a d e W r i t i n g
23(C) recognize and use
punctuation marks including:
(i) apostrophes in contractions
and possessives;*
Harlingen CISD
2014-2015
Curriculum Learning Plan
Quarter 3
Apostrophes are 1st
used
to showPeriod
letters (38
thatDays)
have been Use apostrophes correctly in contractions and when
Grading
taken out of contractions.
showing ownership in student writing (ELPS 5D-Writing)
.
Apostrophes are also used with nouns to show
ownership. Examples include: the boy’s backpack;
the elephant’s trunk; Mary’s chair.
*Once these SEs have been
explicitly taught, it is expected that
teachers will continue to review and
imbed these SEs into all writing
When a noun is already in its plural form, the
projects for the rest of the year.
apostrophe follows the final s. Examples include: All
the students’ backpacks are along the wall; Two
elephants’ tails were tied together; Those pencils’
erasers are missing.
Key Terms: apostrophe, contraction, ownership
24(B) spell words with more
advanced orthographic patterns
and rules:
(iv) double consonants in middle
of words;*
Some 2-syllable words have double consonants in
the middle of the word. Examples include: middle,
rabbit, little, dinner, common, happy, better.
There are several different ways to spell the /shun/
sound at the end of a word
*Once these SEs have been
explicitly taught, it is expected that Key Terms: syllable, double, consonant
teachers will continue to review and
imbed these SEs into all writing
projects for the rest of the year.
Correctly, spell words that contain double consonants in
the middle of the word.
Use the correct spelling of words that contain the /shun/
suffix.
(ELPS 5B and 5C-Writing)
In addition to the TEKS listed in this Lesson, every week teachers should also provide rigorous and explicit instruction in the Recurring TEKS: F19 (A-F)
Comprehension Skills, 1(A) Fluency: Read aloud grade-level and instructional text, 2(A-E) Vocabulary, 13(A-D) Comprehension of Media, 20 (Bi-Bii) Writing
Conventions, 21(A), Oral and Written Conventions/Spelling, 27(A) Listening and Speaking/ Speaking, 28(A) Listening and Speaking/Listening
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Course: 3rd G r a d e W r i t i n g
Harlingen CISD
Curriculum Learning Plan
1st Grading Period (38 Days)
2014-2015
Quarter 3
Writing Process: Writing Poetry - All Attachments (in RED) for this Page can be found here
Prewriting:
Organizing:
Immerse your students in the sound and imagery of poetry, to teach them to enjoy reading Organizing and Drafting are often interchangeable processes during the writing of
poetry, prior to asking them to write poetry. Reading Poetry Aloud (for teachers), p.1
poetry:
Have Students Respond to Poetry, p.2 Have Students Read Poetry Aloud, p.3
Vocabulary List, p.8-11 – As you introduce your students to different types of poetry,
Generating Ideas for Free Verse Poetry – Using 12x18 paper, show students how to fold
the paper into six squares. Have students label each square with the words: See, Hear,
Smell, Taste, Feel, Feelings. Model how to brainstorm ideas for each square to describe
your topic. These words and phrases may then be used to create lines of poetry for your
topic. See these examples. State Fair Organizer p.4, State Fair Poem, p.5
gradually introduce the vocabulary of poetry.
Model for students how you use your Writers Notebook to find topics for your next
poems.
Getting Started with Poetry Workshop, p. 12-13
A Suggested Sequence for Teaching Different Forms of Poetry, p.14
Graphic Organizer: Free Verse Poem – another suggestion for generating ideas
The Word Box, p. 6-7 – an exercise that promotes the idea of playing with
words
Final Draft/Publishing
Designate one wall in a centrally located corridor as your school
“poetry gallery.” Change the theme every month to feature
nature poems, poems from different cultures, poems by a
particular poet, and so forth. Invite students to add poems they
have selected, copied, and illustrated, or poems they have
written and illustrated themselves. (Fountas and Pinnell, p. 418)
Send illustrated poems (written around a theme, such as Lady
Bird Lake, Zilker Park, Austin Symphony Orchestra, etc.) to the
appropriate managing office. You could do this for one of your
school’s adopters.
World Poetry Day is March 21, and April is National Poetry
Month. Ask your local library if they will display your students’
poems in celebration of these events.
Analyze a poem to Write a poem, p.15-16
Conferencing:
Drafting:
One
helpful way to teach students how to write poetry
While conferencing with your students, you will help them
is to show them how to Take Prose and Create a
reflect on their poems and learn to revise them. Invite your
students to read their poem aloud to you. If it feels cluttered or Poem From It, p.17
disjointed or has less interesting parts, you can help the
student delete words that do not contribute and that may
actually detract from the language and meaning of the poem.
It is amazing what a difference eliminating nonessential words
can make.
You can also ask students to highlight words or language they
really like in their own poems as well as words or language
that is not interesting or is overused. They can then look for
more interesting words.
Writers think about the theme of their poem, their
audience and purpose, the mood and form when
writing poetry, p.18
Poetry Minilessons, p.19 from Fountas and Pinnell
Editing: Poets freely use line breaks, line length, stanzas, and the placement
of words on the page to create a visual effect within their poem.
Understanding Line Breaks, p. 21-22
Poets also make conscious decisions about whether to follow standard
capitalization and punctuation rules. Students should edit their own poems,
explaining their reasons if they decided not to follow capitalization and
punctuation rules, and explaining their choices for line length and word
placement.
Revising: Poetry, like all other writing, is revised or rewritten several times in an
attempt to create just the right picture or feeling in the reader’s mind.
Model for students how to revise their poems to improve word choice in creating
sensory details.
Show students how to revise to add repetition, onomatopoeia, similes or metaphors in
their poems.
By eliminating nonessential words, a poet gives emphasis to the remaining words.
Poets then ask themselves, “Is this really the best word to express this idea?” They
Double consonants in the middle of a word, see Treasures Phonics/Spelling Practice Book,
consider alternatives, think about the tone, try different words and listen to the way it
pp. 133-138
sounds. They let the poem rest and come back to it later to see if it creates the right
Different ways to spell /shun/ - Have your class collect words from their reading and
feeling in the poem. Model this process for your students!
writing that end with the suffix /shun/. Categorize the words by the spelling of that syllable
Strategies for Revising a Poem, p.20
and ask students to draw conclusions about when to use –tion, -sion, or –cian.
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