Unit Title:
Poetry and Music
Grade Level:
4th
Subject:
Writing and Reading Poetry
Key Words:
simile, metaphor, personification, hyperbole, alliteration, lyrics, stanza, end rhyme, onomatopoeia, repetition,
rhythm, ballad, verses, chorus
Designed by:
Dina M. Kennedy
Time Frame:
Three weeks
School District:
Evergreen School District, Vancouver, WA.
School:
Burnt Bridge Creek Elementary
Brief Summary of Unit:
In this introductory unit of looking at poetry through the vehicle of music, students will learn about figures of speech used in
poetry, the sounds of poetry and the purposes of poetry. They will read and analyze poems and song lyrics. They will write their
own song lyrics using their learning from our poetry study. They will also work in cooperative groups to design a songbook for
our school library.
In our culminating performance task, students will publish and present their poems and/or songs to their families and fourth
grade students. Their songs/poems should have two devices poets and songwriters use to make their poetry sound pleasing to the
ear. Students will also be asked to use, at least, one figure of speech in their song/poem. Students will be asked to take on the
school challenge of rewriting the school song. They will be invited to enter the school wide contest and submit a letter explaining
the poetic devices that they used in their rewritten school song lyrics. We will conclude our unit by the students evaluating a peer
song/poem identifying the sounds and figures of speech used in the writing.
STAGE 1—Identify Desired Results
Established Goals:
READING
EALR 1
Understands and uses different skills and strategies to read and comprehend text.
1.2.1 Reading- use resources for word meaning
1.4.2 Reading- reading rate, phrasing, expression
EALR 2
Understands the meaning of what is read.
2.3.2 Reading- Categorize, locate information
2.3.3 Reading- Literary devices
2.1.6 Reading- Monitor using sensory images
2.4.2 Reading- Purpose of text, author’s style
WRITING
EALR 1
Understands and uses the writing process.
1.5.1 Writing-Publish own work
1.6.2 Writing- Collaborate on writing projects
1.6.1
Writing- Revise and edit during writing process
EALR 2
Writes in a variety of forms for different audiences and purposes.
2.1.1 Writing- Use appropriate language for audience
EALR 3
Writes clearly and effectively.
3.2.2 Writing- Word choice
3.2.1 Writing- Voice
3.1.1 Writing- topic, details, elaboration
EALR 4
Analyzes and evaluates the effectiveness of written work.
4.1.1 Writing- Use criteria for other’s work
COMMUNICATION
EALR 1
Uses listening and observation skills to gain understanding.
1.1.1 Communication- Listening adapted to purpose
EALR 2
Uses communication strategies and skills to interact/work effectively with others.
2.2.2 Communication- Contribute to conversation
EALR 3
Uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations.
3.1.1 Communication- Plan oral presentations
3.3.1 Communication- Deliver oral presentations
What essential questions will be considered?
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How might writer use poetry to convey a feeling or mood?
What makes poetry different from other forms of writing?
Why poetry is considered art?
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How can poetry be used to interpret life?
What understandings are desired?
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Students should understand that they can gain meaning from what is read, written or heard.
Students should understand that poetry has many different purposes.
Students should understand that different audiences and purposes will affect the voice they use while writing poetry.
What key knowledge and skills will students acquire as a result of this unit?
Students will know. . .
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Key terms- simile, metaphor, personification, hyperbole, alliteration, end rhyme, onomatopoeia, repetition and rhythm
How specific poetic devices and forms have diverse affects on readers.
How the sounds of poetry in their writing has different effects.
How the figures of speech in their writing create imagery.
How authors send messages to their readers with their crafts as writers.
The various roles poetry plays in songwriting.
Students will be able to. . .
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Identify and demonstrate an understanding of how writers use figures of speech (simile, metaphor, personification and
hyperbole).
Identify and demonstrate an understanding of the sounds of poetry (alliteration, lyrics, stanza, end rhyme, onomatopoeia,
repetition, rhythm, ballad, verses and chorus).
Analyze their own and other’s poetry.
Evaluate and respond to daily poetry in reflection journals.
Work effectively and cooperatively in groups and/or pairs for performance project.
Demonstrate knowledge of devices of poetry used in songwriting on final performance project.
Independently assess peer writing for final project.

Develop and publish several pieces of writing.
STAGE 2—Determine Acceptable Evidence
What evidence will show that students understand?
Performance Tasks:
Class Song Book-Students create a song for our classroom songbook. Final drafts of songs will have two figures of speech and two
devices of writing that make poetry pleasant to listen to (alliteration, end rhyme, onomatopoeia, repetition and/or rhyme).
Poetry Performance-Students will share their songs/poems with their families and other fourth grade classrooms. They explain what
devices of poetry they used in their writing and which elements of the sounds of poetry they used as well. They will share their ideas
on how to use poetry to write songs. It will be the student’s choice if they would like to sing or speak their poetry.
School Song Challenge-Students will rewrite our school song, “We Are the Bulldogs” for an upcoming assembly. They will write a
letter to our school principal explaining why their song is the best choice and explain, in detail, what devices of poetry they have used
in their song. *Students may choose this as their final presentation writing piece and/or in addition to it.
What other evidence needs to be collected in light of Stage 1 Desired Results?
Other Evidence:
Skill Check-Analyze and interpret daily poems/song lyrics for specific poetry devices and figures of speech.
Prompts-Students will read and reflect on daily posted poems/song lyrics in their writing journals. They may use the sentence stems
(what we will be using as daily prompts): I think . . ., I wonder . . . and I feel. . .
Quiz-The sounds of poetry and figures of speech used in poetry and songwriting.
Anecdotal Notes-I will be keeping daily notes from my observations and/or small group work with students.
Student Self Assessment and Reflection:
1.
2.
3.
4.
Self-assess the song for classroom songbook using the six-trait writing process.
Self-assess their presentation of songs/song lyrics using the six-trait writing process.
Reflect on daily poetry and/or song lyrics in reflection journals.
Work with teacher at writing conferences to monitor progress and goal setting.
Accommodations and Modifications:
Students with any learning or physical disabilities will be provided with additional support and/or time to complete activities and
projects involved in the unit.
Resources:
Kemper, D., Nathan, R. & Sebranek, P. Writers Express; A Handbook for YOUNG WRITERS, THINKERS, AND LEARNERS. Heath
and Company: 1995. (Student Textbook)
Materials and Technology:
Four classroom computers with access to the internet and publishing abilities
Teacher Thin Client computer with document cam and presentation screen
School computer lab complete with internet access and publishing abilities (one for every student)
Large variety of poetry and song books from the school and classroom library
ASSESSMENT TASK BLUEPRINT
What understandings or goals will be assessed through this task?
Students will write songs using devices of poetry for themselves, peers and parents.
What criteria are implied in the standards and understandings regardless of the task specifics? What qualities must student work demonstrate to signify that
standards were met?
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Song/poem uses the six-trait writing process
Both figures of speech and the sounds of poetry are evident
Complete and correct final published writing
Through what authentic writing performance task will students demonstrate understanding?
Task Overview:
Since we have been learning and using the writing genre of poetry to create songs for our classroom and families, our principal has
jumped on board and decided to ask all the students of Burnt Bridge Creek to submit original songs to replace our current school song.
Our classroom will be using this opportunity to demonstrate our leaning of the figures of speech and the sounds of poetry used in song
writing. Students will, again, use, at least, two figures of speech and two devices leaned that will make their song sound excellent to
our ears. In addition to our school song submission, we will copy our songs and highlight where we used the above mentioned poetry
devices and sounds. The students will be sending this to our principal as well as a letter explaining, in detail, the highlighted portions
of the song. Lastly, we will post these letters on our school bulletin board to showcase what we have been working on in our
classroom.
What student products and performances will provide evidence of desired understandings?
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Original rewritten school song with devices and sounds of poetry
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Reflective journal entries
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Final song lyrics read or sung at performance
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Original song lyrics for the classroom song book
By what criteria will student products and performances be evaluated?
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Six trait writing assessment
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Writing conferences with teacher
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Daily reflection journal entries and responses to poems and songs
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Performance rubric generated together as a class
STAGE 3-Plan Learning Experiences
1. Begin with entry question (Why do you suppose I had you bring in song lyrics when we are beginning our poetry unit
today?) to engage students into recognizing the relationship between poetry and song lyrics. H
2. Introduce the essential questions and discuss what role poetry plays in song writing, W
3. Introduce and post key vocabulary that will be used in the unit. Each vocabulary word will be discuss and implemented
during the appropriate lessons, activities and projects. W
4. Introduce daily poetry reflective journals and model expectations.
W/O
5. Review expectations for individual, partner and group reading and writing activities (six trait writing process).
W/O
6. Working in cooperative groups, students will read, discuss and record similarities and differences between their favorite
song lyrics.
H
7. Working in cooperative groups, students will complete charts documenting what they notice about posted song lyrics. H
8. Present concept attainment lessons on figures of speech used in poetry (simile, metaphor, personification and hyperbole)
and the sounds of poetry (alliteration, assonance, end rhyme, onomatopoeia, repetition and rhyme). Teacher will provide
examples used in song lyrics that students will recognize.
E
9. Have students work in partners to locate figures of speech from the song lyrics that students brought in and have them
record these in their poetry reflection journals. E
10. Students will write their own examples using the figures of speech and sounds of poetry in poetry reflection journals. E
11. Introduce final presentation project and discuss expectations.
W
12. Have students discuss and generate ideas for their final presentation songs/poems in small groups/partners. W
13. Students are continuing to post responses to daily songs/poem prompts in their reflection journals.
14. Students listen to and discuss several chosen songs from the student’s choices.
R/T
R
15. Teacher models how to identify poetic elements in song lyrics. W
16. Teacher models how to write song lyrics utilizing learned poetry skills.
W
17. Students are continually utilizing writing time to interpret and generate their own songs.
E
18. Present principal’s challenge to rewrite the school song and students work in groups to generate and implement ideas. W
19. Teacher conferences with small groups and with individual students in an ongoing manner to evaluate and provide needed
support. T/R
20. Students share drafts of their song/poem for the classroom song book and peers critique.
R
21. Students rehearse and present song/poem to peers and parents at a performance night.
R
22. Students reflect and review performance at presentation night.
R
23. Groups hand in their entries for the new school song along with their letters to the principal explaining devices of poetry
used and their purpose. E2
24. At the conclusion of the unit, students will use our classroom song book to identify and demonstrate their understanding of
all of the elements of poetry that they have learned.
E2
25. Students will finalize their unit by posting their work on school bulletin board and present their school song entries, if
chosen, at school assembly.
T
26. Students will turn in poetry reflection journals with a final response which will ask them to assess their learning and
progress throughout the unit.
E2
****Due to the extensive amount of learning and activities involved in this unit, our reading and writing workshop time will be
integrated for a total working and learning time equaling 100 minutes daily. All lessons will be modeled by the teacher. Teacher
will pull small groups daily for learning support. Teachers will conference with students and whole group daily.
Monday
Tuesday
Wednesday
Thursday
Friday
Day 1
1) Hook students with
discussion of the
relationship between
poetry and music.
2) Introduce key
vocabulary and
essential questions
3) Have students begin
poetry reflective
journals.
4) Model journal entry
and expectations.
(H/W/O)
Day 2
1) In groups, students
will read and discuss
song lyric choices.
2) Make charts
recording what
students notice about
song lyrics.
3) Discuss findings and
compare to “poetry”
4) Read and share
poetry and songs.
5) Journal “The
River”(E/R)
Day 3
1) Read and share
poetry and songs
with partners.
2) Journal “All I Ask of
You” with partner
3) Create a list with
partner titled, “How
to Write a Song”
(ETR)
Day 4
1) Present concept
attainment lesson on
simile and
metaphors.
2) Share examples
from student’s songs
3) Journal three similes
and three metaphors
students can find in
poetry and
songbooks in the
classroom and “Star
Spangled Banner”
(ETR)
Day 5
1) Present final
performance
presentations and
discuss.
2) Present concept
attainment lesson on
personification and
hyperbole Share
examples from
student’s songs.
3) Journal two
examples of each
skill and have
students
Day 6
1) Present both final
presentation projects
to class.
2) Concept attainment
lesson on alliteration
and end rhyme.
3) Journal two
examples of each,
“You’re a Rock star”
4) Independent writing
time w/ conferences
(E2RT)
Day 11
1) Rehearse final
presentation pieces
2) Independent reading
Day 7
1) Concept attainment
lesson on
onomatopoeia,
repetition and
rhythm.
2) Journal two
examples of each,
use “Twinkle Little
Star”
3) Independent writing
time w/ conferences
(EE2RT)
Day 12
1) Rehearse final
presentation pieces
2) Independent reading
Day 8
1) Journal using any
chosen devices of
poetry and/or figures
of speech
2) Journal “The Dance”
3) Independent writing
time w/ conferences
(RE2)
Day 9
1) Review concept
attainment lessons
2) Quiz on key word
vocabulary
3) Self-evaluate quiz
performance
4) Independent writing
time w/
conferences(ERT)
Day 10
1) Journal responses to
“Landslide”
2) Independent reading
and writing time w/
conferences (ERT)
Day 13
1) Final quiz from
chosen song (E2T)
2) Present songs/poems
Day 14
1) Present school song
lyrics at assembly
(E2R)
Day 15
1) Conclude the unit with
student self-assessment of
poetry presentation evening
and writing time w/
conferences (RE2)
and writing time
with conferences
(RE2)
for families and
peers
2) Journal together, as
a class, “I do”.
performance and song. Have
student’s complete final quiz
by choosing any peers song to
identify and demonstrate
understanding of figures of
speech and sounds of poetry.
(ERT)