Fiction-Poetry


 * Assessments: **
 * __Non-Negotiable Product__**
 * Observable routines in place such as: independent reading behaviors, evidence of daily writing, individual book boxes/bags with a collection of appropriate instructional/independent level text.
 * ‍‍‍‍‍‍‍‍‍‍‍‍Reading Response Journal Entries that improve in quality and thought as practice occurs. See attached
 * **__[|TeacherRubric.docx]__**
 * **__One Entry or Response should be scored weekly to enter into common assessment chart__**
 * Please Evaluate for Elements of Poetry as Listed In Rubric for Week 1, 2, and 3 of this Unit
 * Students should be familiar with additional response related to rhythm, rhyme, alliteration, and form poetry.


 * __Ongoing Assessments__**
 * **Running Records**- A running record is used to help find students’ reading levels, check their fluency, and find weaknesses in comprehension. Running records are done one-on-one with students. They take only a few minutes to administer. Running records may be useful when conducting parent conferences and when placing students in additional interventions.
 * Evidence of GROWTH shown in student reading responses in their journal. __If you are using copies for the reading round up responses, be sure that you are gluing sample representations into the journals.__

TEKS 1.5 Reading/Fluency. 1.12 Reading/Comprehension of Text/Independent Re || 1.8 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to (A) respond to and use rhythm, rhyme, and alliteration in poetry.
 * **Reading Fluency:**
 * Independent Reading**
 * __CCRS__**
 * Unit: Poetry**

1.11 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to: (A) recognize sensory details in literary text. Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: (A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension; (B) ask literal questions of text; (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, re­reading a portion aloud); (D) make inferences about text and use textual evidence to support understanding; (F) make connections to own experiences, to ideas in other texts, and to the larger community and discuss textual evidence.
 * As it applies to Poetry - Sensory Language**
 * Figure 19 **

1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (E) alphabetize a series of words to the first or second letter and use a dictionary to find words.
 * Vocabulary**

Generalizations:
 * Poetry**
 * Listening to poems requires some of the same strategies as listening to stories.
 * Poems that have alliteration have a unique sound.
 * People have different ways of responding to rhyme when they hear it in a poem.
 * People have different ways of responding to rhythm when they hear it in a poem.
 * Sensory details help the reader imagine the poem or story in their mind.


 * Readers:**
 * connect their own ideas and experiences to the poems they read;
 * respond to text with writing and artwork;
 * use textual evidence in their discussions about the poems they read

Essential Questions:


 * Poetry**
 * How is listening to poetry different from listening to stories?
 * How is listening to poetry the same as listening to stories?
 * What are some examples of poems that use alliteration?
 * How are sensory details used in poetry?
 * What are the various ways people respond to rhythm in poems?
 * What are some examples of rhymes in poetry?
 * What do we know about words that rhyme?
 * What kinds of language in the poem helped create a picture in your [the reader’s] mind
 * What kinds of poems do you like best? Rhyming poems? Funny poems? Poems about topics you like?
 * Readers**
 * How do readers connect their experiences to poems being read?
 * How do readers respond to poems through writing and artwork?
 * How do readers use text evidence while reading poems?

Week One:


 * Reading :** Mini-lessons include: structure of poetry - alliteration; the role of alliteration in poetry, what is alliteration, continue with sensory language in poetry; Read aloud poetry with clear alliteration.
 * Alliteration in poetry occurs when the same initial sound is repeated throughout a section of poetry. It is important to note that it would be rare for every single word to start with the same sound. Poems in which every word starts with the same sound fall under the category of tongue twister. In the majority of poems where alliteration is used, smaller words that do not begin with the same sound usually fall between the words that do start with the same sound. Although the words begin with the same __sound__, these sounds are not always spelled the same way.
 * Students need to be shown how mentor texts can inspire writers to create poems of their own
 * **Literary Text**
 * In the context of this unit, students write literary texts to express their ideas in the form of short poems that convey sensory details.
 * Students can continue crafting personal stories with a beginning, middle, and end during writing workshop.

http://www.readwritethink.org/classroom-resources/lesson-plans/alliteration-around-849.html [|Alliteration Picture Books.docx] [|Booklist.pdf]

Connection to -LeadershipShel Siverstein - Leader of the Week: [] (Good for Kids) [] (Good for Kids)


 * [] (kids website for games)**

[] Review what it means to be a leader. How are writers leaders? How does creativity play a part in being a leader? What would happen without creative people?
 * AWESOME: The Giving Tree:**

Reread the pledge for putting First Things first. What does the word CREATIVITY mean? Develop class definition.

Complete Shel Silverstein Leadership Page

http://www.readwritethink.org/files/resources/lesson_images/lesson81/headlinepoem.pdf
 * __Fun Activity One__**:

You will modify for first grade, but students use magazines to create alliterative poems or sentences using magazine cut up.

Students will

 * =====define alliteration and find examples of alliteration in poetry.=====
 * =====create sentences that contain examples of alliteration.=====
 * =====write complete sentences with correct punctuation.=====
 * =====write a headline poem keeping with one central theme.=====
 * =====incorporate three examples of alliteration into the headline poem.=====

Instruction & Activities

 * 1) =====Define //alliteration// and read examples to the class, using Websites in the **Resources** section to provide illustrations and examples. Suggested Web resources include Rules for Alliteration, Mrs. Dowling's Literature Terms, and Windows Workshops.=====
 * 2) =====On the board or overhead, write some fill-in-the-blank alliteration examples from the Websites.=====
 * 3) =====Print and copy worksheets provided on the Websites if extra practice is needed.=====
 * 4) =====Pass out the Headline Poem Assignment, and read the sheet aloud as students follow along. Answer any questions.=====
 * 5) =====Give each student two to three magazines or newspapers, scissors, paper, and an envelope.=====
 * 6) =====After they begin cutting out words and letters, students can put their words in their envelopes until they are ready to paste. They also may want to write the words they have cut out on the outside of the envelope so they know exactly what they have.=====
 * 7) =====Give students two class sessions to work on the activity, but allow students to work on the activity at home as well=====

The following criteria will be used to determine the project grade:

 * =====Were there 25 or more words on the page?=====
 * =====Were there complete sentences in the poem?=====
 * =====Did the sentences flow together keeping with one theme?=====
 * =====Were there three clear examples of alliteration?=====
 * =====Was it appropriate?=====

Alliteration Poems continued: [|Alitteration Poems.docx] [|NesbittPoems.docx]

Week Two:

>>>
 * __ Reading __ : ** Mini-lessons include: structure of poetry – create an anchor chart of “Characteristics of Poetry”: short lines, not all sentences, shape of poem; the role of rhythm in poetry (add rhythm to chart), what is rhythm, sensory language in poetry; Read aloud poetry with clear rhythm – have students discuss the rhythm (being able to clap, make it a song)
 * When sharing poetry with students, teachers are helping students to develop a deeper awareness of the sounds of language. As children begin to attend to print, they begin to see that words that sound similar (rhyme) often have parts that are spelled the same (e.g., c-at/m-at; tr-ee/b-ee). Students also learn that there are times when parts of words sound alike, but look different (e.g., s-eat/m-eet).
 * Students need to be shown how mentor texts can inspire writers to create poems of their own. Poems that follow a particular rhythmic pattern, but do not necessarily rhyme, are easier for children to begin writing.
 * **Literary Text**
 * In the context of this unit, students write literary texts to express their ideas in the form of short poems that convey sensory details.
 * Students can continue crafting personal stories with a beginning, middle, and end during writing workshop.
 * Mentor Text Ideas for Rhythm in Poetry:
 * Jack Prelutsky
 * Laura Numeroff Books - If you give a moose a muffin (there is a natural rhythm)
 * Day One:
 * read the book
 * What do you notice about the book
 * read monotone.....ask students if that sounds correct...why not
 * define rhythm.....the way words are put together to create a pattern in how they are spoken. Rhythmic books do not always rhyme. What phrases make this book rhythmic?
 * Model template - "If you give a a __.....poem"[|If You Give a.docx]
 * Day Two: Share another Laura Numeroff Book
 * Students practice writing using the template and Illustrate poem
 * [|If You Give a.docx]
 * Additional Mini Lesson for Week
 * Explain and make Anchor Chart :The Three Laws of Poetry: 1. Alliteration, Rhythm, and Rhyme
 * Read poems and ask which law they follow - Do you hear Rhythm, Rhyme, or Alliteration
 * Day Three
 * Share another Laura Numeroff book. Use a Venn Diagram to compare character, setting, words, problem, solution, and style (rhythm)
 * Day Four:
 * Students share their If you give a __ poem
 * Independent Reader Response Test Grade [|TeacherRubricAugNovember.docx]
 * Student reads independently and responds about what they have read. They know this is scored and should be aware of the content rubric.
 * Resources
 * []

Week Three Shape Poetry and Publish

**__Reading__**:Mini-lessons include: structure of poetry – rhyme; the role of rhyme in poetry, what is rhyme, continue with sensory language in poetry; Read aloud poetry with clear rhyming pattern – words that sound the same a the end for students (good place to incorporate phonics and spelling)
 * Students need to be shown how mentor texts can inspire writers to create poems of their own.Poems that follow a particular rhythmic pattern, but do not necessarily rhyme, are easier for children to begin writing.


 * Day One: Review the 3 laws of poetry and have student give an example of each. Students create flap book using the vocabulary - Alliteration, Rhythm, Rhyme
 * Each page.flap: has the definition, example, and an author who uses it
 * Alliteration: Three or more words put together using the same sound
 * Poetry: A mode of writing that uses describing words and sounds to make a piece of writing that sounds almost musical
 * Rhythm: Using the same phrase to create a pattern in a poem or story
 * Rhyme: Using words together that end in the same sound
 * Form: What a poem looks like
 * Sensory Language: Using the 5 senses to describe everyday things..
 * Students can finish during centers/ILOS/Workshops
 * Rubric:[|TeacherRubricPoetry.docx]
 * Fun Resource for class Poetry fun - MadLib Style [|Mad Lib Poetry]
 * Day Two: Introduce Shape Poetry. Create Class Interactive Shape Poem:[|ShapePoem]
 * Other Shape Poems: [|ShapePoems.docx]
 * List the characteristics of shape poetry - how is it like the poems we have studied? How is it diffrernt?
 * Model drafting ideas to write on your shape poem.Focus on sensory images, possible alliteration...
 * Students independently write what they are going to write on their shape poems
 * Can complete at Workshop time
 * Other Resources:
 * [|Shape Lesson]
 * [|Shape Poem Free Form]
 * Day Three: Draw a picture and model writing the words from day two on the poem picture drawn on day three. (Use butcher paper for emphasis and this will be posted in the hallway with good examples of Vcocab book.
 * Day Four: Students work on their pictures and shape poems. Add to their poetry folder.
 * Day Five:
 * Students complete and share their favorite poems
 * Independent Reader Response Test Grade TeacherRubricAugNovember.docx (note this can be in response to a poem)
 * Student reads independently and responds about what they have read. They know this is scored and should be aware of the content rubric.



· [|Poetry4Kids] – collection of Ken Nesbitt’s humorous poems for children · [|Children’s Poetry Archive] – collection of children’s poetry (various genres)
 * ** Instructional Resources ** || **Websites**

· [|Handwriting Without Tears] – Digital Tools ||  ||   ||

· drawing conclusions · fluency/fluidez · high frequency words/palabras de uso frecuente ||  · literary text/texto literario · plot · poetry · print awareness · rhyme · rhythm · sensory language ||
 * ** A-I ** || ** J-Z ** ||
 * · alliteration