rd
3 Grade Poetry
Reading Handouts
Poetry – is a piece of writing in which words and their sounds are
used to show images and express feelings and ideas.
Noticings
Author’s Purpose: to entertain or
express
Form: includes free verse, narrative,
humorous and lyrical
Stanzas: the sections of a poem; a
stanza may focus on one central idea
or thought; lines in a stanza are
arranged in a way that looks and
sounds pleasing
Rhyme: words that have the same
ending sound may be used at the ends
of lines to add interest to the poem
and to make it fun to read
Book Examples
Author’s Purpose: to entertain the
reader with a funny poem that tells
the story about a how a man lost his
leg
Form: narrative poem-tells a story
free verse-poems written without
rhythm
humorous-poem that’s funny
lyrical-poem expressing feelings of
the speaker (narrator, poet)
Stanzas:
I saw the other day when I went shopping in the store
A man I hadn't ever, ever seen in there before,
A man whose leg was broken and who leaned upon a crutchI asked him very kindly if it hurt him very much.
"Not at all!" said the broken-legg'd man.
I ran around behind him for I thought that I would see
The broken leg all bandaged up and bent back at the knee;
But I didn't see the leg at all, there wasn't any there,
So I asked him very kindly if he had it hid somewhere.
"Not at all!" said the broken-legg'd man.
Rhyme:
I ran around behind him for I thought that I would see
The broken leg all bandaged up and bent back at the knee;
But I didn't see the leg at all, there wasn't any there,
So I asked him very kindly if he had it hid somewhere.
"Not at all!" said the broken-legg'd man.
Poetry – is a piece of writing in which words and their sounds are used to show images and
express feelings and ideas.
Noticings
Rhythm: the beat of how the words are read;
Add these to anchor chart with Lesson 2
may be fast or slow
Sound Effects:
 Repetition occurs when poets repeat
words, phrases, or lines in a poem to create
a pattern, increase rhythm, and strengthen
feelings, ideas and mood in a poem.
 Rhyme Scheme the pattern of rhyme
that the poet uses
 Alliteration the repetition of the first
consonant sound in words, as in the nursery
rhyme “Peter Piper picked a peck of pickled
peppers.”
 Onomatopoeia words that represent the
actual sound of something are words of
onomatopoeia. Thunder “booms,” rain
“drips,” and the clock “ticks.”Appeals to the
sense of sound.
Add with
Lesson 3
 Imagery & Sensory Detail the use of
words to create pictures, or images, in your
mind. Appeals to the five senses: smell,
sight, hearing, taste and touch.
Book Examples
Rhythm:
The pickety fence
The pickety fence
Give it a lick it's
The pickety fence
Give it a lick it's
A clickety fence
The rhythm in this poem is
fast – to match the speed of
the stick striking the fence.
When the night begins to fall
And the sky begins to glow
You look up and see the tall
City of lights begin to grow –
The rhythm in this poem is
slow – to match the night
gently falling and the lights
slowly coming on.
Sound Effects:
 Repetition
Someone tossed a pancake,
A buttery, buttery, pancake.
Someone tossed a pancake
And flipped it up so high,
That now I see the pancake,
The buttery, buttery pancake,
Now I see that pancake
Stuck against the sky.
 Rhyme Scheme
 Alliteration
 Onomatopoeia
Imagery & Sensory Detail:
see pwpt
for
examples
Topic: State Fair
Read the State Fair poem. Use this graphic organizer to collect sensory language that helps the reader create imagery.
See
Hear
Smell
Taste
Feel
Feelings
State Fair
The energy—
thousands of people swarming about
Moms pushing strollers
couples holding hands
teenagers bored with excitement
kids running
back and forth, around in circles
laughing
screaming,
hot and sweaty.
Everything at once—
auto show
carmel apples, nachos
farm animals
extreme rides
squeal in delight
“Announcing! The beginning of a show!”
ice cream cone, funnel cake
BMX bike show
pig races
spin the wheel
toss the rings
shoot the ball
“I won! I won!”
stuff the Snoopy under my arm
chili and cheese fries
Texas Skyway
thirsty,
dusty and dirty.
Eyes wide open—
Big Tex smiles and waves
“Howdy Folks!”
cotton candy, corn dogs
each ride sings its own music
Ferris Wheel
stops at the top
“Hurry! Hurry! Step right up!”
sticky and sunburned.
Long day ending—
one more ride
on the carousel,
enough of
the fried food
the sweet cakes,
the voices and laughter
of a thousand people
fading away,
slowing down,
dragging feet,
dragging Snoopy,
hot and sweaty,
sticky,
sunburned,
dusty,
dirty,
“Where’s the car?”
Topic: State Fair
***The highlighted Sensory Details are the ones you can use for modeling during your Minilesson.
See
Hear
Smell
Big Tex
Ferris Wheel
Thousands of people
Auto Show
Bike Show
Farm Animals
Crafts
Rides – Texas Skyway, Extreme
Rides, Carousel
Games
“Hurry, hurry! Step right up!”
People laughing
People screaming (on rides)
Music playing
An announcer shouting the beginning
of a performance
Everything is loud
Fried food
Sweet cakes
Beer
Animal smells in the barns
Straw in the barns
Taste
Feel
Feelings
Cotton Candy
Corn Dogs
Ice Cream Cones
Funnel Cakes
Soda
Carmel Apples
Nachos
Chili & Cheese Fries
Hot
Sweaty
Sticky
Sun burned
Dusty
Dirty
Excited
Lots of energy
Want to do everything at once
Eyes are wide
What it Looks Like on a
Test…
Read line 8 the poem
___________________________________________
___________________________________________
The poet uses this line to show that the
speaker is –
3.10/Fig 19D
Read lines 15 and 16 from the poem
The poet uses these lines to show-
In the poem, which words help the
reader imagine the speaker’s
experience?
3.10A
What it Looks Like on a
Test…
Which of these lines from the poem
rhyme?
This poem is an example of narrative
poetry mostly because it-
3.6A
Why does the poet use the exclamation
points in the first stanza?
How does the speaker feel throughout the
poem?
Read the lines 17 and 18 from the poem.
These lines best support the idea that the
speakerThe poet uses these lines mainly to show
that the speakerBy the end of the poem, the reader realizes
that the speaker-
3.6/Fig19D
The speaker in this poem is-
3.6/Fig 19E
"The Broken-Legg'd Man" by John Mackey Shaw
I saw the other day when I went shopping in the store
A man I hadn't ever, ever seen in there before,
A man whose leg was broken and who leaned upon a crutchI asked him very kindly if it hurt him very much.
"Not at all!" said the broken-legg'd man.
I ran around behind him for I thought that I would see
The broken leg all bandaged up and bent back at the knee;
But I didn't see the leg at all, there wasn't any there,
So I asked him very kindly if he had it hid somewhere.
"Not at all!" said the broken-legg'd man.
"Then where," I asked him, "is it? Did a tiger bite it off?
Or did you get your foot wet when you had a nasty cough?
Did someone jump down on your leg when it was very new?
Or did you simply cut it off because you wanted to?"
"Not at all!" said the broken-legg'd man.
"What was it then?" I asked him, and this is what he said:
"I crossed a busy crossing when the traffic light was red;
A big black car came whizzing by and knocked me off my feet."
"Of course you looked both ways," I said, "before you crossed the street."
"Not at all!" said the broken-legg'd man.
"They rushed me to the hospital right quickly, "he went on,
"And when I woke in nice white sheets I saw my leg was gone;
That's why you see me walking now on nothing but a crutch."
"I'm glad," said I, "you told me, and I thank you very much!"
"Not at all!" said the broken-legg'd man.
For hours and hours they let it cook.
It swelled inside till the windows shook.
It was piping hot when they took it out,
And the villagers raised a mighty shout.
"Isn't it crusty, Aren't we clever!"
But the wasps were just as bad as ever.
The loaf was left to cool, and then
TI1e people watched while six strong men
Took a great big saw and sliced right through.
Everybody clapped, and they cut slice two.
Think Aloud
2
wonder how they are
going to get the bread
to Farmer Seed's field?
Maybe they will put it on
a truck.
/
The village bus, they all agreed,
Would spoil the fields of Farmer Seed,
So eight fine horses pulled the bread
To where the picnic cloth was spread.2
A truck drew up and dumped out butter,
And they spread it out with a flap and a flutter.
Spoons and spades! Slap and slam!
And they did the same with the strawberry jam.
Meanwhile, high above the field,
Six flying machines whirred and wheeled,
Ready for the wasps to take the bait.
And then there was nothing to do but wait.
Suddenly the sky was humming!
All four million wasps were coming!
They smelled that jam, they dived and struck!
And they ate so much that they all got stuck.
The other slice came down-kersplat!On top of the wasps, and that was that.
There were only three that got away,
And where they are now I cannot say.
126
Poetry Elements: Rhythm and Sound Effects
Sound
Effect
Rhyme
Scheme
Alliteration Onomatopoeia
The pattern of
rhyme that the
poet uses
The repetition of
the first consonant
sound in words, as
in the nursery
rhyme “Peter Piper
picked a peck of
pickled peppers.”
Definition
Words that represent the
actual sound of
something are words of
onomatopoeia. Thunder
“booms,” rain “drips,”
and the clock “ticks.”
Appeals to the sense of
sound.
AABB Rhyme Scheme
Snow makes whiteness where it falls. A
The bushes look like popcorn balls. A
And places where I always play,
B
Look like somewhere else today.
B
Example
ABAB Rhyme Scheme
I love noodles. Give me oodles.
Make a mound up to the sun.
Noodles are my favorite foodles.
I eat noodles by the ton.
A
B
A
B
ABBA Rhyme Scheme
Let me fetch sticks,
Let me fetch stones,
Throw me your bones,
Teach me your tricks.
A
B
B
A
I jiggled it
jaggled it
jerked it.
I pushed
and pulled
and poked it.
But –
As soon as I stopped,
And left it alone
This tooth came out
On its very own!
Scrunch, scrunch, scrunch.
Crunch, crunch, crunch.
Frozen snow and brittle ice
Make a winter sound that’s nice
Underneath my stamping feet
And the cars along the street.
Scrunch, scrunch, scrunch.
Crunch, crunch, crunch.
Poetry Elements: Rhythm and Sound Effects
Sound
Effect
Definition
Rhyme
Scheme
Alliteration Onomatopoeia
The pattern of
rhyme that the
poet uses
The repetition of
the first consonant
sound in words, as
in the nursery
rhyme “Peter Piper
picked a peck of
pickled peppers.”
Words that represent the
actual sound of
something are words of
onomatopoeia. Thunder
“booms,” rain “drips,”
and the clock “ticks.”
Appeals to the sense of
sound.
Example
Humorous Poem
Sarah Cynthia Sylvia Stout
by Shel Silverstein
Sarah Cynthia Sylvia Stout
Would not take the garbage out.
She'd wash the dishes and scrub the pans
Cook the yams and spice the hams,
And though her parents would scream and shout,
She simply would not take the garbage out.
And so it piled up to the ceiling:
Coffee grounds, potato peelings,
Brown bananas and rotten peas,
Chunks of sour cottage cheese.
It filled the can, it covered the floor,
It cracked the windows and blocked the door,
With bacon rinds and chicken bones,
Drippy ends of ice cream cones,
Prune pits, peach pits, orange peels,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans, and tangerines,
Crusts of black-burned buttered toast,
Grisly bits of beefy roast.
The garbage rolled on down the halls,
It raised the roof, it broke the walls,
I mean, greasy napkins, cookie crumbs,
Blobs of gooey bubble gum,
Cellophane from old bologna,
Rubbery, blubbery macaroni,
Peanut butter, caked and dry,
Curdled milk, and crusts of pie,
Rotting melons, dried-up mustard,
Eggshells mixed with lemon custard,
Cold French fries and rancid meat,
Yellow lumps of Cream of Wheat.
At last the garbage reached so high
That finally it touched the sky,
And none of her friends would come to play,
And all of her neighbors moved away;
And finally, Sarah Cynthia Stout
Said, "Okay, 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 right now relate
Because the hour is much too late
But children, remember Sarah Stout,
And always take the garbage out.
Lyrical
The Crocodile by Roald Dahl
'No animal is half as vile
As Crocky–Wock, the crocodile. On Saturdays he
likes to crunch Six juicy children for his lunch And
he especially enjoys
Just three of each, three girls, three boys. He smears the boys (to
make them hot) With mustard from the mustard pot.
But mustard doesn't go with girls,
It tastes all wrong with plaits and curls. With them, what goes
extremely well Is butterscotch and caramel.
It's such a super marvelous treat
When boys are hot and girls are sweet. At least that's Crocky's
point of view He ought to know. He's had a few.
That's all for now. It's time for bed. Lie down and rest your
sleepy head. Ssh. Listen. What is that I hear, Galumphing
softly up the stair?
Go lock the door and fetch my gun! Go on child, hurry!
Quickly run!
No stop! Stand back! He's coming in! Oh, look, that greasy
greenish skin! The shining teeth, the greedy smile! It's
Crocky–Wock, the Crocodile!'
The Fish with the Deep-Sea Smile
By Margaret Wise Brown
They fished and they fished!
Way down in the sea
Down in the sea mile
They fished among all the fish in the sea
For the fish with the deep-sea smile.
One fish came up from the deep of the sea
From down in the sea a mile
It had blue eyes
And whiskers three
But never a deep-sea smile.
One fish came up from the deep of the sea
From down in the sea a mile
With electric lights up and down its tail
But never a deep-sea smile.
They fished and they fished
Way down in the sea
Down in the sea a mile
They fished among all the fish in the sea
One fish came up with terrible teeth One fish with long,
strong jaws
One fish came up with long stalked eyes
One fish with terrible claws
They fished all through the ocean deep
For many and many a mile
And they caught a fish with a laughing eye
But none with a deep-sea smile.
And then one day they got a pull
From down in the sea a mile
And when they pulled the fish into the boat
HE SMILED A DEEP-SEA SMILE.
And as his smiled, the hook got free
And then, what a deep-sea smile!
He flipped his tail and swam away
Down in the sea a mile.