Block 3: Poetry
11/10-12/5
4 weeks (17days, 2 flex days)
TEKS 3.6A, 3.6/Fig19D, 3.6/Fig 19E, 3.10A, Fig.19A-C
Week Time Lessons Focus
Frame
1
11/10- 1-5
3.6 Poetry Immersion &
11/14
Genre Noticings, 3.6A,
3.10A
2
11/17- 6-10
3.6/Fig 19D, 3.6/Fig19E
11/21
3
11/2411/25
4
12/1- 11-13 3.6 Theme, 3.6 Bridging
12/5
to Poetry
Block 3: Poetry
Lesson
1
2
3
4
TEKS & Objective/Product
TEKS: Fig 19 A-C, 3.6
Obj: 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.
TEKS: Fig 19 A-C, 3.6
Obj: 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.
TEKS: Fig 19 A-C, 3.6
Obj: 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.
TEKS: Fig 19 A-C, 3.6
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of poetry and provide text
evidence. We will describe the characteristics
Procedure
Focus: Poetry Genre Immersion & Noticings
Text: “The Broken-Legg’d Man” by John
Mackey Shaw (Narrative Poem)
Approach: Shared Reading
Resources/Materials:
 Poetry Genre Anchor Chart
 Poetry Powerpoint Slides 23-29, forms
of poetry
Focus: Poetry Genre Immersion & Noticing
Text: “The Giant Jam Sandwich”(Narrative
Poem)
Approach: Shared Reading
Resources/Materials:
 Poetry Genre Anchor Chart

Poetry Powerpoint Slides 1-19, rhythm,
rhyme, rhyme scheme, sound effects,
repetition, alliteration, onomatopeia
Focus: Poetry Genre Immersion & Noticing
Text: “State Fair” (Free Verse)
Approach: Shared Reading
Resources/Materials:
 Poetry Genre Anchor Chart

Poetry Powerpoint Slides 20-21,
imagery & sensory details
Focus: Poetry Genre Immersion & Noticing
Text: http://www.poetry4kids.com/poems
Select a funny (humorous) poem to post on
your smartboard. You may select a couple.
Approach: Shared Reading
5
of various forms of poetry and how they
create imagery.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading poetry
TEKS: Fig 19 A-C, 3.6
Obj: 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.
Resources/Materials:
 Poetry Genre Anchor Chart
Focus: Poetry Genre Immersion & Noticing
Text: lyrical
Approach: Minilesson
Resources/Materials:
 Poetry Genre Anchor Chart
Block 3: Poetry
Lesson
6
7
8
9
10
TEKS & Objective/Product
TEKS: 3.6/Fig19D
Obj: 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.
TEKS: 3.6/Fig 19D
Obj: 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.
TEKS: 3.6/Fig19D
Obj: 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.
TEKS: 3.6/Fig19E
Obj: 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.
TEKS: 3.6/Fig 19E
Obj: 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.
Procedure
Focus: Inferring about Poetry
Text: Well Worn Path (2011 Release Item)
Approach: Minilesson
Resources/Materials:
The next 3 lessons, 6-8, will be scaffolding for
making inferences.
I Do You Watch
Focus: Inferring about Poetry
Text: Listen Rabbit! (Write Source pg.62-63)
Approach: Minilesson
Resources/Materials:
Lesson 7 & 8 are part of a 3 lesson scaffold for
making inferences.
We Do
Focus: Inferring about Poetry
Text: How Little Kite Learned to Fly (Write
Source pg.30)
Approach: Minilesson
Resources/Materials:
Lesson 8 is the last lesson of a 3 part scaffold for
making inferences.
You Do I Watch
Focus: Summarizing Poetry
Text: Elephant Trouble (Write Source pg.34)
Approach: Minilesson
Resources/Materials:
I Do You Watch
We Do in pairs or groups
Focus: Summarizing Poetry
Text: Listen Rabbit! (Write Source pg.62-63)
Approach: Minilesson
Resources/Materials:
You Do I Watch
Block 3: Poetry
Lesson
11
12
13
14
15
TEKS & Objective/Product
TEKS: 3.6 Theme/Message
Obj: 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.
TEKS: 3.6-Theme/Message
Obj: 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.
TEKS: 3.6 Poetry
Obj: 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.
TEKS: 3.6
Obj: We will
Product: I will
TEKS: 3.6
Obj: We will
Product: I will
Procedure
Focus: Theme/Message
Text: Well Worn Path (2011 Release Item)
Approach: Minilesson
Resources/Materials:
Elephant Trouble(Write Source) in
pairs/sm groups
Focus: Theme/Message
Text: Listen Rabbit! (Write Source)
Approach: Minilesson
Resources/Materials:
How Little Kite Learned to Fly (Write
Source) independent
Focus: Bridging to the Testing Genre
Text: 2013 Release Poem Saw My Teacher on
Saturday
Approach: Bridging Minilesson
Resources/Materials:
 Bridging Stems Handout
 Sentence Strips or Colored Paper
Focus:
Text:
Approach:
Resources/Materials:
Flex Days
Focus:
Text:
Approach:
Resources/Materials:
Lesson 1
Poetry Immersion
Lesson Overview: 3.6, 3.2B, Fig. 19A, Fig19B, Fig 19C
Text: “The Broken-Legg’d Man” by John Mackey Shaw (narrative)
Approach: Interactive Read Aloud/Shared Reading
Focus: 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 2
Poetry Genre Immersion
Lesson Overview: 3.6, 3.2C, Fig. 19A, Fig19B, Fig 19C
Text: “The Giant Jam Sandwich” (narrative)
Approach: Interactive Read Aloud/Shared Reading
Focus: 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 3
Poetry Genre Immersion
Lesson Overview: 3.6, 3.2C, Fig. 19A, Fig19B, Fig 19C
Text: “State Fair” (free verse)
Approach: Interactive Read Aloud/Shared Reading
Focus: 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 Reading
1. 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 Immersion
Lesson Overview: 3.6, 3.2C, Fig. 19A, Fig19B, Fig 19C
Text: 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 Reading
Focus: 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 Reading
1. 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 Stout
by 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, Fig19C
Texts: Lyrical
Approach: Interactive Read Aloud/Shared Reading
Focus: 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 Minilesson
Interactive Read Aloud /Shared Reading
1. 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 6
Inferring in Poetry
Lesson Overview: 3.6/Fig19D
Text: Well Worn Path (2011 Released Item)
Approach: Minilesson
Focus: 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
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.
Inference
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 pound
You looked so small and scared.
The times I fed you table scraps
Despite my mother’s rule
The days you greeted my with joy
When I came home from school.
I hope I was as good to you as you have been to me
The day we found you at the pound
You looked so small and scared.
The times I fed you table scraps
Despite my mother’s rule
The days you greeted my with joy
When I came home from school.
I struggled to keep up.
The lines from the poem create a
feeling of the poet of-
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 -
Lines 11-16 are included in the poem
because-
The poet included this line to-
Inference = an idea that the author does not state
With Answers
Text Evidence
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.
And as we walk I think of all the moments that we
shared.
The day we found you at the pound
You looked so small and scared.
The times I fed you table scraps
Despite my mother’s rule
The days you greeted my with joy
When I came home from school.
I hope I was as good to you as you have been to me
The day we found you at the pound
You looked so small and scared.
The times I fed you table scraps
Despite my mother’s rule
The days you greeted my with joy
When I came home from school.
I struggled to keep up.
Inference
The lines 5-8 are important to the
poem because- they show the dog is
getting older
The lines from the poem create a
feeling of the poet of-thankfulness for
the friendship of the dog.
Lines 11-16 are included in the poem
because-they give examples of
experiences shared by the speaker and
the dog
The poet included this line to- show
that the dog ran faster than the
speaker.
Think about how the speaker talks about what The main message in the poem is– pets
he and the dog have done together. (lines 3-8 and their owners can make each other
and lines11-16)
happy.
Lesson 7
Inferring in Poetry
Lesson 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.)
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
Inference
I saw him first
when the sun went down
in the summer sky
at the edge of town
where grass grew green
and the path grew brown.
The reader can tell that the poem
I stood as still
as 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 all
when I saw him first
sort of halfway small
sort of half way grown.
The reader can tell the rabbit-
I stood as still
as a maple tree
and I looked at him
and he looked at me…
The poet stands still because-
setting-
Inference = an idea that the author does not state
With Answers
Text Evidence
I saw him first
when the sun went down
in the summer sky
at the edge of town
where grass grew green
and the path grew brown.
I stood as still
as a maple tree
I couldn’t tell what he was at all
when I saw him first
sort of halfway small
sort of half way grown.
I stood as still
as a maple tree
and I looked at him
and he looked at me…
Inference
The reader can tell that the poem
setting- is a summer evening in a
field.
In the lines 16 & 17 the poet
compares herself to a maple tree
because they both- did not move,
stood still
The reader can tell the rabbit- is
small and only half grown, still a
baby rabbit
The poet stands still because- she
doesn’t want to scare the rabbit away.
Lesson 8
Inferring in Poetry
Lesson 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”.
4. Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
Inference = an idea that the author does not state
Text Evidence
Inference
Then the little kite’s paper stirred at the sight
And 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 grouns
And the boys like small spots moving around.
The poet compares the boys to spots to
emphasize to the reader-
Inference = an idea that the author does not state
With Answers
Text Evidence
Inference
Then the little kite’s paper stirred at the sight
And 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 feelspleased, proud that little kite flew.
While far below he could see the ground
And 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 9
Summarizing Poetry
Lesson 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:
Summarizing Narrative Poetry
A summary is the retelling in your own words, or paraphrasing, of the
most important parts.
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 10
Summarizing Poetry
Lesson Overview: 3.6/Fig. 19E
Text: Listen Rabbit! (Write Source pg.62-63)
Approach: Minilesson
BEFORE THE LESSON
Display 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!
4. 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 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 11
Theme/Message in Poetry
Lesson 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 THEME
In 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
Well Worn
Path
Elephant
Trouble
Listen Rabbit
How Little Kite
Learned to Fly
Lines from Poem
Personal
Connection
THEME
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.
*Choose lines from the
poem to support the
them”
“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.
*COMPLETE WITH YOUR
OWN PERSONAL
CONNECTION*

Though I hoped he’d
hear
My heart went thump!
‘Cause I hoped that
maybe as time went by
the rabbit and I could
have each other for
company
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 sometimes takes
time. You have to be
patient.
 Friendship, Kindness
The speaker is reaching
out, and hoping to make
a friend, the rabbit.
Never Give Up, things
aren’t always as
difficult as they seem
Understanding THEME
In 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
Well Worn
Path
Elephant
Trouble
Listen Rabbit
How Little Kite
Learned to Fly
Lines from Poem
Personal
Connection
THEME
Lesson 12
Theme/Message in Poetry
Lesson 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 13
Bridging: Genre-Poetry
Lesson Overview: 3.6
Text: 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 Chart
Question 5=Inferring Anchor Chart
Question 6=Theme/Mood Anchor Chart
**Students will be assessed over poetry on the midyear benchmark in Decemebr**
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.