What Essential Questions Will Be Considered?What Understandings Are Desired?

Third Grade UbD Unit

APPENDIX

UbD Unit Plan

Unit Title: Poetry Grade Level: 3rd
Subject/Topic: ELA/Figurative Language in Poetry
Key Words: onomatopoeia, alliteration, simile, metaphor, personification, hyperbole, stanza, rhyme, and repetition
Designed by: Beverly Chapman, Lynn Underwood, and Roberta Kinard Time Frame: 18 days
School District: NewberryCounty School:
Brief Summary of Unit (including curricular context and unit goals):
In this poetry unit students will distinguish among the devices of figurative language(including simile, metaphor, personification, and hyperbole) and sound devices(including onomatopoeia and alliteration). Students will also recognize the characteristics of poetry (including stanza, rhyme, and repetition). This unit will consist of activities involving shared reading of poetry, choral readings, think alouds, creative performance of poems, and author’s craft discussions.
Unit Design Status: Completed template pages – Stages 1, 2, and 3
Completed blueprint for each performance task Completed rubrics
Directions to studentsX Materials and resources listed
Suggested accommodations Suggested Extensions
Status: Initial Draft (date: ) Revised draft (date: )
Peer ReviewedContent reviewedField TestedValidatedAnchored

Established Goals:

Standard and Indicators:
Standard 3-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.
3-1.4Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
3-1.6Analyze the effect of the author’s craft (for example word choice and sentence structure) on the meaning of a given literary text.
3-1.7Create responses to literary texts through a variety of methods (for example, writing creative dramatics, and the visual and performing arts).
3-1.9Recognize the characteristics of poetry (including stanza, rhyme, and repetition).

What essential questions will be considered?What understandings are desired?

1. What is the difference between literal and figurative language?
2. What are the different types of figurative language (simile, metaphor, personification, hyperbole)? What are sound devices (onomatopoeia and alliteration)?
3. What are rhymes, repetitions, and stanzas?
4. What did the author do to make the writing interesting and enjoyable?

/ Students will understand ……

• Poets use a variety of devices to make poetry more enjoyable.
• Poetry is distinguished from other genres by rhyme, repetition, and stanzas.
• Figurative language is not to be taken literally but to enrich word meaning and make writing more vivid. (author’s craft)
• Author’s craft affects the meaning in poems.

What key knowledge and skills will students acquire as a result of this unit?

Students will know…

• Key terms-simile, metaphor, hyperbole, onomatopoeia, alliteration, stanza, rhyme, and repetition.
• Figurative language states ideas in vivid and imaginative ways. (author’s craft)
• Poetry is distinguished from other genres by rhyme, repetition, and stanzas.

/ Students will be able to…

• Identify figures of speech and sound devices such as onomatopoeia, alliteration, simile, metaphor, personification, and hyperbole.
• Communicate understanding of figurative language through creative dramatics and independent recognition.
• Recognize rhyme, repetition, and stanzas in poetry.

What evidence will show that students understand?

Performance Tasks:
Poetry Post-Its –Students will list various examples of figurative language (from shared reading) on post-its for a class display.
Creative Dramatics – Students will “perform” a poem containing figurative language.
Illustrations – Students will illustrate a figure of speech found in shared poetry.

What other evidence needs to be collected in light of Stage 1 Desired Results?

Other Evidence
(e.g., tests, quizzes, prompts, work samples, observations)
Observation – The teacher observes students’ post- it display.
Observation – The teacher observes student performances.
Quiz- Key terms
Observation – The teacher observes students’ illustrations/explanations.
Anecdotal Records –The teacher observes student discussions during “Poetry in a Pot” to provide information for future instruction.
Rubric-The teacher will use for overall performance.
Student Self–Assessment and Reflection

1. What is your favorite figure of speech? Why?
2. What is your favorite poem we have read? What part of the author’s craft added to your enjoyment?
3. Where does the unit rank on the engage-o-meter?

Assessment Task Blueprint

What understandings or goals will be assessed through this task?

Students will identify examples of onomatopoeia, alliterations similes, metaphors, personification, hyperbole, rhyme, repetition, and stanzas. Students will understand the effect of author’s craft on poetry.
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?
Students will understand the effects and/or use of author’s craft. / Accuracy in identification and the ability to explain illustrations presented.

Through what authentic performance task will students demonstrate understanding?

Task Overview:
Students will have learned figures of speech and sound devices. Students are asked to distinguish poetry from other genres by the conventions of rhyme, repetition, and stanzas. Also students will understand the effect of the author’s craft on the meaning of a given poem.

What student products and performances will provide evidence of desired understandings?

Post-it Display
Illustrations of Figures of Speech
Creative Performances of Poems
By what criteria will student products and performances be evaluated?

• Figures of speech and sound devices are correctly identified.
• Effective explanations of illustrations are given.
• Creative performances reflect understanding of author’s craft.

WHERETO and WOW Design Qualities

What sequence of teaching and learning experiences will equip students to engage with, develop, and demonstrate the desired understandings? Use the following sheet to list the key teaching and learning activities in sequence. Code each entry with the appropriate initials of the WHERETO elements.

1. Hook – Read Aloud –“Llama” by Brod Bagert. (H)
2. Brainstorm – “What do you know about poetry?” Introduce rubric.(W) (Affiliation, Organization of Knowledge, and Clear and Compelling Product Standards)
3. Introduce rhyme, repetition, and stanzas (W) (Content and Substance)
4. Present essential question 1. (W) (Content and Substance)
5. Introduce similes- read aloud and think aloud. (see resources) (W)
6. Distribute individual poems containing similes to students. Give students post-it notes to record similes they find.Post on display board. (see resources) (E) (Product Focus and Affirmation of Performance)
7. Introduce metaphors. Read aloud (see resources) Choose a metaphor from the poems and illustrate it. (E) (Choice)
8. Define personification. Chorally read “April Rain Song” by Langston Hughes –identify examples of personification. (see resources) Go on a “personification walk”. Write down five things you notice – i.e. clouds, sky, leaves, etc. Choose one and make a list of how your subject seems human. (E) (Authenticity and Novelty and Variety)
9. Define hyperbole. Share examples of hyperboles. Read the poem “Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out” by Shel Silverstein. Create a T chart of hyperboles. Students will work as partners to determine the literal meanings of hyperboles. (see resources)(E) (Product Focus)
10. Define and give examples of onomatopoeia. Partners“perform” poem – “Cafeteria”. One partner acts out onomatopoeia words while other partner reads other text. (T) (Novelty and Variety and Protection from Adverse Consequences for Initial Failures)
11. Teacher defines and provides examples of alliteration. Give out copies of poems containing alliteration and have students highlight examples of alliteration. Students will create their own alliterations using their names, i.e. Lucky Lucy licks a lollipop.(E)(Choice and Novelty and Variety)
12. Give out examples of poems containing more than one figure of speech. Have students label each figure of speech. (E, O, R) (Content and Substance)
13. In your journal, answer “What is your favorite figure of speech?Why? (E)(Choice and Protection from Adverse Consequences for Initial Failures)

1. “Poetry in a Pot” (group discussion) - Pull a question from a pot about figures of speech in poetry and answer. Teacher will observe and keep anecdotal records. (E, T) (Novelty and Variety and Protection from Adverse Consequences)
2. Students explore figurative language with videos: See (H, E, T) (Novelty and Variety)
3. Students collect and illustrate favorite poems used in unit- i.e. create their own personal poetry booklets. (O, E) (Choice)
4. Complete an engage-o-meter on the poetry unit. (R, E) (Clear and Compelling Product Standards)

Consider the WHERETO elements.

Friday / 9. Define and share examples of hyperboles. Read-aloud “Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out”. Create a t-chart. Students will work as partners to determine the literal meanings of hyperboles. See resources. / 14. Poetry in a Pot-group
discussion. Pull a
question about
figures of speech and
answer.
Thursday / 8. Define personification. Chorally read “April Rain Song”. Identify examples of personification. Go on a personification walk. / 13. Journal writing-
“What is your
favorite figure of
speech? Why?
Wednesday / 7. Introduce metaphors. Use metaphor poem from resources. Choose a metaphor from poem and illustrate it. / 12. Give out examples
of poems
containing more
than one figure of
speech. Students
label (initial) each
one. / 17. Continue personal
poetry books.
18. Complete an
engage-o-meter on
poetry
unit.
Tuesday / 4. Present essential
question #1.
5. Introduce similes-
read aloud and
think aloud. (See
resources)
6. Students use
post-its to record
similes they find. / 11. Teacher defines and provides examples of alliteration. Give out copies of poems containing alliteration and have students highlight examples of alliteration. Students will create their own alliterations using their names. / 16. Students collect and
illustrate poems for
personal poetry
books.
Monday /

1. Hook-Read aloud –“Llama”
2. Brainstorm –“What do you know about poetry”?
3. Introduce rhyme, stanzas, and repetition-shared reading.

/ 10. Define and give
examples of
onomatopoeia.
Partners perform
poem “Cafeteria”-
See resources. /

1. Discovering Language

Arts: Figurative
Language Streamline video.

Poem used for introduction

Llama

A Real Poem

By Brod Bagert

Llama llama llama llama

Llama llama llama llama.

Llama llama llama llama

Llama llama llama llama.

Llama.

Llama!

Llama…….

Moooooooooooo!

Llama?

Llama llama llama llama

Llama llama llama.

Simile Poems

Senses

Sadness is as happy as laughter.

You might cry because it hurts.

You might laugh because it hurts.

But I know one thing,

Laughter is laughter and sadness

Is sadness.

They can show the same things like hurting and gladness.

Hockey

Hockey is like reading

You get into it and then you never

want to stop

You feel like you’re in a different world.

Hockey is like school

You have to do your work and

you have to practice or you will get an “F”

Hockey is like math

You get stronger and before you know it.

You’re getting an

“A”

You’re scoring goals.

Now that’s

Hockey!

Piano

Playing the piano is like

A bird soaring in the

Sky.

When you play the keys it is like

Flying your fingers across the

Piano.

The notes are like

Clouds drifting through the sky.

Velvet

My mind is as brave

as a warrior

of the night.

It’s ready to

take on anything

that comes to

it.

It can take

on any dream,

and always follow

life.

Metaphor Poems

My Life Is a Dream

My life is a dream,

like a tiger waking

up from her deep sleep.

My life is like

a dream,

it’s all

up

to

me,

the trees

are

purple

the

stars

talk

away

the night,

the

moaning moon

lights

up the sky.

Metaphor for a Family

My family lives inside a medicine chest:
Dad is the super-size band aid, strong and powerful
but not always effective in a crisis.
Mom is the middle-size tweezer,
which picks and pokes and pinches.
David is the single small aspirin on the third shelf,
sometimes ignored.
Muffin, the sheep dog, is a round cotton ball, stained and dirty,
that pops off the shelf and bounces in my way as I open the door.
And I am the wood and glue which hold us all together with my love.

Personification Poems

April Rain Song

By: Langston Hughes

Let the rain kiss you.

Let the rain beat upon your head with silver liquid drops.

Let the rain sing you a lullaby.

The rain makes still pools on the sidewalk.

The rain makes running pools in the gutter.

The rain plays a little sleep song on our roof at night----

And I love the rain.

Students may insert their own ideas of personification in the following poem.

Let the rain______you.

Let the rain beat upon your head with ______drops.

Let the rain ______you a ______.

The rain makes still pools on the sidewalk.

The rain makes running pools in the gutter.

The rain ______on our roof at night------

And I love the rain.

The Train

By:Emily Dickinson

I like to see it lap the miles,

And lick the valleys up,

And stop to feed itself at tanks;

And then, prodigious, step

Around a pile of mountains,

And, supercilious, peer

In shanties by the sides of roads;

And then a quarry pare

To fit its sides and crawl between, complaining all the while

In horrid, hooting stanza;

Then chase itself down hill

And neigh like Boanerges;

Then, punctual as a start its own,

Stop-docile and omnipotent-

A stable door

Hyperbole Poem

SARAH CYNTHIA SYLVIA STOUT
WOULD NOT TAKE THE GARBAGE OUT

Sarah Cynthia Sylvia Stout
Would not take the garbage out!
She'd scour the pots and scrape the pans,
Candy the yams and spice the hams,
And though her daddy would scream and shout,
She simply would not take the garbage out.
And so it piled up to the ceilings:
Coffee grounds, potato peelings,
Brown bananas, rotten peas,
Chunks of sour cottage cheese.
It filled the can, it covered the floor,
It cracked the window and blocked the door
With bacon rinds and chicken bones,
Drippy ends of ice cream cones,
Prune pits, peach pits, orange peel,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans and tangerines,
Crusts of black burned buttered toast,
Gristly bits of beefy roasts. . .
The garbage rolled on down the hall,
It raised the roof, it broke the wall. . .
Greasy napkins, cookie crumbs,
Globs of gooey bubble gum,
Cellophane from green baloney,
Rubbery blubbery macaroni,
Peanut butter, caked and dry,
Curdled milk and crusts of pie,
Moldy melons, dried-up mustard,
Eggshells mixed with lemon custard,
Cold french fried and rancid meat,
Yellow lumps of Cream of Wheat.
At last the garbage reached so high
That it finally touched the sky.
And all the neighbors moved away,
And none of her friends would come to play.
And finally Sarah Cynthia Stout said,
"OK, I'll take the garbage out!"
But then, of course, it was too late. . .
The garbage reached across the state,
From New York to the Golden Gate.
And there, in the garbage she did hate,
Poor Sarah met an awful fate,
That I cannot now relate
Because the hour is much too late.
But children, remember Sarah Stout
And always take the garbage out! Shel Silverstein, 1974

Examples of hyperboles in the poem: It piled up to the ceiling. It covered the floor. It blocked the door. It went down the hall. It raised the roof. At last the garbage reached so high finally it touched the sky. All the neighbors moved away. None of her friends would come out to play. The garbage reached across the state.

Onomatopoeia Poems

Cafeteria

Boom!

Went the food

Trays.

Clap! Clap!

Goes the teacher.

Rip!

Went the plastic bag.

Munch! Munch!

Go the students.

Slurp!!!

Went the straws.

Whisper

Is what half of the kids

In the room are doing.

Crunch!

Crunch!

Go

the candy bars.

Pizza Parlor

Wee!

Wee!

Goes the dough in the air.

Splat!

Splat!

Goes the sauce on the dough.

Sprinkle.

Sprinkle.

Goes the cheese on the sauce.

Flop!

Flop!

Goes the pepperoni on the cheese.

Sizzle!

Sizzle!

Goes the pizza as it cooks.

Alliteration Poems

Caring Cats

Caring cats cascade off

Laughing llamas

Lounging

Underneath yelling yaks

Yelling at roaming rats.

Rain

Rain races.

Ripping like wind.

Its restless rage

Rattles like rocks ripping through the air.

Wind Whistles

Wind whistles through the air,

While talking turtles shiver like sea horses

While everyone is asleep.