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| How do writers become more analytical and interpretive in their poetry writing? |
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| Poetry is a genre that works to connect with students on an emotional level like no other writing can do. This poetry unit aims to create an environment which opens students’ eyes to the genre of poetry and how it relates to their lives and experiences. Students will discover the power of language and how poetry comes from the heart, building on their previous work from writing poetry in grades K-3. In this unit, however, students will be lifting the level of their work with goals to become more analytic and interpretive in their poetry writing; building personal poetry anthologies which focus on self-determined themes that are both relevant and meaningful in their own lives. This unit is essential for fourth graders, not only because poetry appears in the Common Core State Standards (CCSS), but also because poetry is part of American culture. From Robert Frost to Maya Angelou and Emily Dickinson to Langston Hughes – poetry is a part of history and the language of poetry makes us more empathetic human beings. Regarding CCSS alignment, poetry can be found as a common thread through all of the K-5 ELA Standards. Specifically, the following anchor standard: Range of Reading and Level of Text Complexity expects that students are reading, comprehending, and working with poetry not just in fourth grade but in all grades 1st-5th. In third grade, R.4.10 states: ‘By the end of the year, students will read and comprehend literature, including stories, dramas, and poetry, at the high end of grades 4-5 text complexity band proficiently, with scaffolding needed at the high end of the range. In addition, W.4.4 states that fourth graders do the following: ‘Produce writing in which the development and organization are appropriate to task, purpose, and audience.’ Similarly, R.4.4 states that students should be able to: ‘Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter).’ And lastly, SL.4.1. states that students should: ‘Engage effectively in a range of collaborative discussions with diverse partners on Grade 4 topics, building on others’ ideas and expressing their own clearly.’ This unit aims to reach these goals, providing students with explicit teaching and opportunities to read, comprehend, and write poetry individually and collaboratively in Poetry Clubs. This unit focuses on the following concepts: - immersing students in mentor poems to study the purpose, structure and characteristics of poetry
- immersing students in poetry anthologies to study the structure, characteristics, and themes of these collections
- generating notebook entries of poems as seed ideas
- drafting and studying poetic craft through Poetry Clubs
- re-reading and revising poetry using a toolbox of strategies related to the meaning and music of poetry
- preparing to publish poetry through further revision and editing
The unit culminates with students engaging in a celebration activity to acknowledge completion of their hard work and growth as poets. |
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| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
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| - How do writers collect, study, and interpret mentor poems as a springboard for poetic notebook entries?
- How do writers move out of their notebooks to draft and revise with poetic craft?
- How do writers edit their poetry and prepare to publish it?
| anthologies analysis figurative language poetic craft poetic structure poetic topics qualities of good writing reflection text interpretation the writing process |
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| General Assessment Background Information Please note that assessments were not created for the MAISA 3-5 writing units of study. Instead, Oakland Schools highly recommends using Writing pathways: Performance assessments and learning progressions, grade K-8 by Lucy Calkins as an assessment resource.Writing Pathwayswas designed to work with any curriculum aligned to the Common Core State Standards. This toolkit has comprehensive resources available, as well as possible mentor text. Each 3rd through 5th grade MAISA unit is generally aligned with Writing Pathways’learning progressions and teaching rubrics. Using Calkins’ assessment tools (versus developing your own), allows more time to be devoted to studying the assessment measures, analyzing data collected, and planning for future needs (e.g. student, class, grade level and district). | Applying the qualities of good writing Developing craft Implementing the writing process (generating, drafting, revising, editing, publishing) Interpreting text Using rehearsal strategies |
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| Concept I: Writers collect, study, and interpret mentor poems as a springboard for poetic notebook entries. Session 1 Writers study mentor poems as inspiration for their own work. Session 2 Writers study poetry anthologies and the connections within them. Session 3 Writers use heart maps to explore their passions and discover relevant poetry topics. Session 4 Writers open the doors to places poems are hiding. Session 5 Writers analyze mentor poems for craft and purpose. *These four immersion sessions are critical to implementing the lesson sequence phase. Teachers may also use the Immersion Packet located on Atlas for additional immersion lessons and suggestions. Concept II: Writers move out of their notebooks to draft and revise with poetic craft. Session 6 Writers revise notebook entries into poems. Session 7 Writers study the meaning and music of poetry in Poetry Clubs. Session 8 Writers experiment with line breaks and white space of poetry. Session 9 Writers consider the power of figurative language within their poetry. Session 10 Teacher choice lesson based on students’ needs. Session 11 Writers explore how rhythm and meter contribute to poetry. Session 12 Writers identify connections within their poetry drafts to create a personal anthology of poems. Session 13 Writers begin their poems from the inside. Session 14 Writers end their poems strongly. Concept III: Writers edit their poetry and prepare to publish it. Session 15 Teacher choice lesson based on student needs. Session 16 Writers consider how poets punctuate and capitalize. Session 17 Writers edit their poems with care. Session 18 Writers prepare to celebrate their poetry. Session 19 Poetry Celebration! Session 20 Unit Wrap Up Session – Student reflection, goal setting, and cleaning-out folders | Professional Resources - Atwell, Nancie. (2002). Lessons That Change Writers. Portsmouth, NH: Firsthand.
- Davis, Judy & Hill, Sharon. (2003). The No-Nonsense Guide to Teaching Writing: Strategies, Structures, Solutions. Portsmouth, NH: Heinemann.
- Dunning, Stephen and Stafford, William. (1992). Getting the Knack: 20 Poems 20. Urbana, IL: NCTE.
- Calkins, Lucy. (2015). Writing Pathways: Performance Assessments and Learning Progressions. Portsmouth, NH: Heinemann.
- Fletcher, Ralph. (2002). Poetry Matters: Writing a Poem from the Inside Out. New York: Harper Trophy.
- Fletcher, Ralph & Portalupi, Joann. (2007). Craft Lessons: Teaching Writing K-8. Second Edition. Portland, ME: Stenhouse.
- Graves, Donald. (1992). The Reading/Writing Teacher’s Companion: Explore Poetry. Portsmouth, NH: Heinemann.
- Heard, Georgia. (1999). Awakening the Heart: Exploring Poetry in Elementary and Middle School. Portsmouth, NH: Heinemann. (Highly recommended resource)
- Heard, Georgia. (2016). Heart Maps: Helping Students Create and Craft Authentic Writing. Portsmouth, NH: Heinemann.
- Heard, Georgia. (2013). Poetry Lessons to Meet the Common Core State Standards: Exemplar Poems with Engaging Lessons and Response Activities That Help Students Read, Understand, and Appreciate Poetry. New York, NY: Scholastic. (Highly recommended resource)
- Ray, Katie Wood. (1999). Wondrous Words: Writers and Writing in the Elementary Classroom. Urbana, IL: NCTE
- Routman, Regie. (2000). Kids’ Poems: Teaching Third & Fourth Graders to Love Writing Poetry. New York, NY: Scholastic.
- Tiedt, Iris McClellan. (2002). Tiger Lilies, Toadstools, and Thunderbolts: Engaging K-8 Students with Poetry. Newark: DE: IRA.
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