Bonham ISD
6th ELAR
Unit 1B: Poetry
Lesson Planner
Time Frame: 1st 9 weeks: 2nd 3 weeks
Objectives
Skills: The student will be able to…..
Reading:
● Students will read grade-level text with fluency and comprehension. Students are expected to: (1 A)
adjust fluency when reading when reading aloud grade-level text based on reading purpose and the
nature of the text.
● Students will understand new vocabulary and use it when reading writing. Students are expected to:
(2 A) determine the meaning of grade-level academic English words derived from Latin, Greek, or
other linguistic roots and affixes. (2 B) use context (e.g., cause and effect or compare and contrast
organizational text structures) to determine or clarify the meaning of unfamiliar or multiple
meaning words. (2 E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine
the meanings, syllabication, pronunciations, alternate word choices, and parts of speech of words.
● 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:
(4A) explain how figurative language (e.g., personification, metaphors, similes, hyperbole)
contributes to the meaning of a poem.
● 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: (8A) explain how authors create meaning through stylistic
elements and figurative language emphasizing the use of personification, hyperbole, and refrains.
● 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: (Fig. 19A) establish purposes for reading selected texts based upon own or
others’ desired outcome to enhance comprehension. ( Fig. 19B) ask literal, interpretive, evaluative,
and universal questions of text. ( Fig. 19C) use background knowledge; create sensory images;
reread a portion aloud; generate questions. (Fig. 19D) make inferences about text and use textual
evidence to support understanding. ( Fig. 19E) summarize, paraphrase, and synthesize texts in ways
that maintain meaning and logical order within a text and across texts. ( Fig. 19F) make connections
(e.g., thematic links, author analysis) between and across multiple texts of various genres, and
provide textual evidence.
Writing:
Students write literary texts to express their ideas and feelings about real or imagined people, events, and
ideas. Students are expected to: 6.19 B write poems using: (i) poetic techniques (e.g., alliteration,
onomatopoeia). (ii) figurative language (e.g., similes, metaphors). (iii) graphic elements (e.g., capital letters,
line length). Students understand the function of and use the conventions of academic language when
speaking and writing. Students will continue to apply earlier standards with greater complexity. Students
are expected to: 6.19 A use and understand the function of the following parts of speech in the context of
reading, writing, and speaking: (iii) predicate adjectives (She is intelligent.) and their comparative and
superlative forms (e.g., many, more, most). (v) prepositions and prepositional phrases to convey location,
time, direction, or to provide details.
TEKS
Reading:
Readiness:
2A, B, E 8A
Fig. 19F
Supporting:
4A, Fig. 19
D, E
TEKS: 1A
Fig. 19
A,B,C
Writing:
Readiness:
Bonham ISD (2016-2017)
SPELLING:
● 6.21 A Differentiate between commonly confused terms (e.g., its, it’s; affect, effect).
● 6.21 B Use spelling patterns and rules and print and electronic resources to determine and check
correct spellings.
● 6.21 C Know how to use the spell-check function in word processing while understanding its
19 A, B 20
B
SPELLING:
21 A, B, C
Lesson Information
Activities
Introduction:
Reading:
Introduction: (1-2 days) Define epitaph. Read Last
Laughs Animal Epitaphs by J. Patrick Lewis or show
students examples of epitaphs. (See handout.)
Students will write an epitaph for Lob from “Lob’s
Girl”. If you read the novel, Out of the Dust, students
will write an epitaph for Mama and Franklin. Another
alternative is to have the students write one for a
loved one, or animal they have lost. Let them design
the headstone, as well. They can share with the class
and add to their notebook.
Mini-Lesson: (Do every day for 5-10 minutes.) As
class begins each day, play a popular song that has a
poetic element. (repetition, rhyme, rhythm) View the
lyrics as a class and highlight the elements.
http://www.azlyrics.com/lyrics/carlyraejepsen/callme
maybe.html
http://www.youtube.com/watch?v=fWNaRrxAic&noredirect=1
Mini-Lesson: (Do every day for 5-10 minutes.) District
prefix/suffix/root vocabulary list. Lessons can
incorporate the following activities: Frayer Model,
http://quizlet.com/, “The Learning Works” books,
Dinah Zike’s Notebook Foldables, Prefixes and
Suffixes.
Option 1
● Lesson 1: (1-2 days)
Vocabulary Focus:
Students will use their word study notebook to
record meanings for academic vocabulary. It is
suggested that students record the word on one side
Bonham ISD (2016-2017)
Vocabulary
Academic Vocabulary Reading:
●
Epitaph
●
Onomatopoeia
● Alliteration
●
Personification
●
Hyperbole
● Metaphor
● Simile
●
Imagery
●
Line
● Stanza
●
Ballad
● Rhyme scheme
● Rhythm
● Lyric
● Repetition
●
Refrain
● Poetic technique
●
Poetic structure
●
Intonation
● Tone
●
Point of View
● Graphical elements
.
Prefix/suffix/root word vocabulary as indicated by district list purple=prefix
red=root green=suffix
Academic Vocabulary Writing:
WRITING:
● Adjective
● Adverb
● Preposition
● Conjunction
● Alliteration
● Onomatopoeia
● Personification
● Simile
● Metaphor
of the index card and on the other record the
definition. Words can be stored in an envelope glued
in the word study notebook/index card box.
Academic vocabulary can be reviewed by placing
index cards word side up and student partners can
take turns citing meaning.
Reading Focus:
To introduce poetry, read aloud a variety of poems
to the class. Students will listen to your fluency. As a
class, identify the techniques used and the structure
of the poems. You can use a poetry book of your
choice, the Shel Silverstein’s poetry books, or Sing a
Song of Popcorn: Every Child’s Book of Poems Editors:
Mary White, Eva Moore, Beatrice DeRegniers, Jan Car
● Lesson 2 ( 2 days)
Introduction: To introduce the lesson, follow the
procedures pp. 864-65 in Holt McDougal reading
book. Use a t-chart for the “List It” activity. Follow
Literary Analysis procedure introducing
characterization. (p.865)
Vocabulary Focus: Make a foldable using Dinah
Zike’s Foldables Literary Elements, Devices and
Language book, p. 9.
Reading Focus: Introduce the reading skill following
the procedure on p.865. An anchor chart of the four
kinds of questions would be helpful for the students
to refer to as they read. The link has examples of
anchor charts.
http://pinterest.com/alanamae/reading-anchorcharts/ To build the background for the students,
read Reading: background at the bottom of p. 865.
Have students listen to both poems, “In the
Neighborhoood in Los Angeles” and “For Gwen,
1969” from thinkcentral.com. Then do an echo
reading of each poem. Ask them which poem appeals
to them more at this point. Discuss the poems with
the students asking the questions suggested on pp.
868- 69. Read “A Way with Words”, a magazine
article, p. 870. Use the Tiered Discussion Prompts (p.
870) to discuss the article with students.
●
Lesson 3: (1 day) Introduction: To introduce
the lesson, follow the procedures pp. 584-85.
Use butcher paper for the group activity, “List
It”. Vocabulary Focus: Review the vocabulary
Bonham ISD (2016-2017)
●
Idiom
words listed on p. 585 from your academic
vocabulary cards.
Reading Focus: Read “Analysis of Baseball” and
“Alone in the Nets” aloud. On the Reading Strategy
chart, record places in the poems where you notice
rhyming words or repeated words and phrases. Also
record onomatopoeia words. (See Holt McDougal
Unit 5 Resource Manager, p. 21 or thinkcentral.com.)
Using the Literary Analysis chart, record the text
structure and how it affects the students as they
read. (See Unit 5 Resource Manager p. 19 or
thinkcentral.com.)
● Lesson 4: (1 day) Introduction: Following the
procedures on pp. 592-93, have students add
a word to a concept web using the subject,
“How can WORK after you life?”
Vocabulary Focus: Review academic vocabulary
words listed on p. 593. Also discuss words in context.
(See bottom of p. 593.) Reading Focus: Students will
listen to the audio version of “Sea Fever” and “The
Village Blacksmith” several times. (pp. 594-97) Then
record rhyming words from both poems on chart.
(See Unit 5 Resource Manager p. 35) On the back of
the chart, record the refrain for “Sea Fever”. Discuss
rhyme pattern. (Example: aabb, abcabc) For a fluency
check, follow the procedure suggested on p. 43, Unit
5 Resource Manager.
● Lesson 5: (1 day) Introduction: Make
“Imagery” foldable. Use Dinah Zike’s
Notebook Foldables Literary Elements,
Devices, and Language book, p. 40. In place of
Imagery: Descriptive Language at the top of
the foldable, put the titles, “Fall”, “Change”
and “Fog”. Vocabulary Focus: Review the
following academic vocabulary words:
imagery, refrain, stanza, simile, metaphor
Reading Focus: Read aloud the poems, “Fall”,
“Change” and “Fog”. (pp. 602, 604, 611)
Record the imagery used in all of the poems
on the foldable. Discuss the metaphor in
“Fog”.
● Lesson 6: (2 days) Introduction: To introduce
author’s perspective or point of view, do the
activity from KAMICO, pp. 331-336.
Vocabulary Focus: Students will determine the
meanings, syllabication, pronunciations, alternate
word choices and parts of speech for the vocabulary
words in the poems “Windshield Wiper” and “Night
Bonham ISD (2016-2017)
Journey”. (See Vocabulary Support at the bottom of
pp. 616, 618) To do this, students will use
dictionaries, glossaries and thesauruses to complete
vocabulary definitions on index cards to add to their
word study notebook/box.
Reading Focus: Students will partner read both
poems. Then they will listen to the audio of the two
poems. Record examples of onomatopoeia,
alliteration and metaphor on the figurative language
foldable made at the beginning of the
● Lesson 7 (1day) Introduction: To introduce
the poems, “I’m Nobody! Who are You?”, “Is
the Moon Tired?” and “Mooses”, follow the
procedures suggested on pp. 628-29.
Vocabulary Focus: Review academic vocabulary listed
on p. 629. Students will preview vocabulary in
context. (See Vocabulary in Context on pp. 629,632.)
Reading Focus: Students will read the poems
individually and then do an echo read aloud of the
poems. Divide the class into five groups. Each group
will give examples of the figurative language from the
poems. One group will write examples of similes.
Another group will write metaphors, and the other
groups will write the personification, hyperboles and
alliteration. Have them record their examples on
butcher paper. Present the examples to the class.
Then record examples in their figurative language
foldable.
● Lesson 8 (2 days) Introduction: To introduce
tone, use the anchor chart found in the
following link. (See Tone-Mood chart.)
http://pinterest.com/alanamae/readinganchor-charts/
● Reading Focus: Give the students the
background of the poems, “Good
Hotdogs/Ricos hot dogs” and “Ode to an
Artichoke”. (See p. 643.) Students will listen
to the audio of the poems on pp. 644-652.
The class will complete the chart of the two
poems. (See Unit 5 Resource Manager 145.)
Vocabulary Focus: As the students read the
poems, have them notice the words in the
footnotes.
Assessment: (1 day) There is a good assessment on
pp. 668- 69 of book. You can let the students do it
independently or with a partner.
Extension Activities: Students can take an online
poetry terms quiz:
Bonham ISD (2016-2017)
http://www.funtrivia.com/playquiz/quiz2112861831
558.html
Option 2: If you choose to do the novel, Out of the
Dust, follow the same TEKS mentioned in Lessons 1-8.
It is a novel of poetry.
Writing:
Possible Journal Prompts for Weeks 4-6:
● People annoy me when…
● I cannot leave home without my…
● When I am at home, I like to…
● One time I was nervous because…
● Write about your best school day. I always
look forward to…
Note: Teachers can also use pictures for journal
writing ideas.
Mini-lesson (Writing Academic Vocabulary):
Students will use their word study notebook to
record meanings for academic vocabulary. It is
suggested that students record the word on one side
of the index card and the definition on the other side.
Words can be stored in an envelope glued in the
word study notebook/index card box. Academic
vocabulary can be reviewed by placing index cards
word side up and student partners can take turns
citing meaning.
● Lesson 1 (Poetic Techniques): Discuss the
poetic techniques in isolation. Use the
suggested materials.
*Focus: Fill-in Flip Books for Grammar, Vocabulary,
and More- by Michael Gravois-“My Fantastic Flip
Book of Figurative Language” pp. 51-54
Alliteration: Animalia-by Graeme Base Writing
Whizardry-Mini-lesson 47 Write Source-pp. 368 and
372
Onomatopoeia: Mr. Brown Can Moo! Can You? Dr.
Suess’s Book of Wonderful Noises Writing WhizardryMini-lesson 46 Write Source-pp.368 and 373
Personification: Read and Understand Poetry Grades
5-6 by Evan Moor “Winter Trees” p. 44 Writing
Whizardry-Mini-lesson 53 Write Source-pp. 372 and
607
● Lesson 2 (Figurative Language): Fill-in Flip
Books for Grammar, Vocabulary, and Moreby Michael Gravois-“My Fantastic Flip Book of
Figurative Language” pp. 51-54
Bonham ISD (2016-2017)
*Focus: Similes: Crazy Like a Fox: A Simile Story-by
Loreen Leedy Writing Whizardry-Mini-lesson 43-44
Write Source-pp. 79, 372-373, 607
Metaphors: You Dance Like and Ostrich-by Sylvia
Root Tester Writing Whizardry-Mini-lesson 44 Write
Source-pp. 79, 372, 606
Idioms: There’s a Frog in My Throat-by Loreen Leedy
Fill-in Flip Books for Grammar, Vocabulary, and More“Studying Idioms—A Flip Book of the Five Senses”
● Lesson 3 (Graphic Elements): Read and
Understand Poetry Grades 5-6 (Evan Moor)
*Focus: Capital Letters and Line Length: “Dust of
Snow” p. 57 “The Brook” p. 65 “Two Old Crows” p.
111
● Lesson 4 (Adjectives): To introduce
adjectives, watch the video
http://www.youtube.com/watch?v=c_TmWC
lYse0
Make sure that you mention that adjectives also
modify pronouns since the video refers only to nouns
being described. and/or Read a short story to the
class such as Hairy, Scary, Ordinary: What is an
Adjective? by Brian P. Cleary to introduce adjectives.
Have a class discussion to identify adjectives that tell
what kind, which one, and how many. Categorize
adjectives in a foldable, on an anchor chart, or on
butcher paper. Refer to Write Source-pp. 766 and 768
to review the different types of adjectives (Sections
766.1, 766.2, 766.3, 766.4, 766.5, and 768.1). You
might want to add some of these to the foldable or
chart. (Page 768 will be discussed in more detail later
in the lesson.) Introduce the meaning of a synonym
by reading Pitch and Throw, Grasp and Know: What is
a Synonym? by Brian P. Cleary. Explain that some
adjectives are overused when writing compositions,
poems, etc. As writers, students have to use
adjectives to create a picture in the reader’s head. By
creating a better list of adjectives, their writing pieces
will be more detailed. Provide a list of overused
adjectives. Using a hard copy of a thesaurus or
http://thesaurus.com look up synonyms for the
adjectives. This can be done as a class, in groups, or in
pairs. Be sure that students understand that there
will be multiple meaning words. They need to
distinguish the difference by highlighting them in
different colors or labeling them with different
letters. Example: For example: mad A. furious B. crazy
Bonham ISD (2016-2017)
After completing the list of adjectives, place it in a
writing notebook or binder to use as a reference
when writing.
*Focus: Comparing Adjectives: Discuss the rules for
comparing adjectives. Refer to Write Source pp. 533
and 768. Discuss the comparative and superlative
form of adjectives. Complete the Try It on p. 533 with
the class or do pp. 175-176 in the SkillsBook.
Predicate Adjectives: Introduce predicate adjectives.
Refer to Write Source p. 768. Review linking verbs on
Write Source p. 526. Complete the Try It section at
the bottom of the page. This can be done as a class,
in groups, or in pairs.
● Lesson 5 (Adverbs): To introduce adverbs,
watch the video
http://www.youtube.com/watch?v=FQPDk_f
Mcs0 Be sure to mention that adverbs also
modify adjectives and other adverbs since the
video refers only to a verb being described.
and/or Read a short story to the class such as
Dearly, Nearly, Insincerely: What is an
Adverb? by Brian P. Cleary to introduce
adverbs. Refer to Write Source-p. 770
(Sections 770.1, 770.2, 770.3, and 770.4) to
discuss different kinds of adverbs. (The
information on p. 771 will be discussed in
detail later in the lesson.) Using examples
from this page, categorize adverbs in a
foldable, on an anchor chart, or on butcher
paper. In order to explain the importance of
adverbs, ask the students to close their eyes
and picture this sentence: My friend’s
grandma walked down the street. Ask 2 or 3
students to act out what they saw. (Hopefully
at least one of them is walking slowly.) Next
ask them to close their eyes again and picture
the sentence: My friend’s grandma walked
quickly down the street. Discuss how adding
an adverb can totally change the picture in
your head. Give students the Tell How With ly Words handout. As a class, in groups, or in
pairs, students will write sentences using
adverbs telling how the action was done. You
might want to provide the class with a list of
action verbs to use for the sentences.
*Focus: Comparing Adverbs: Discuss the rules for
comparing adverbs. Refer to the Write Source pp. 537
and 772 (Sections 772.2, 772.3, and 772.4). Discuss
Bonham ISD (2016-2017)
the comparative and superlative form of adverbs.
Complete the Try It section on p. 537 and/or
SkillsBook (Forms of Adverbs) pp. 183-184. These
lessons can be done as a class, in groups, or in pairs.
Lesson 6 (Prepositions): Read a short story to the
class such as Under, Over, By the Clover: What is a
Preposition? by Brian P. Cleary to introduce
prepositions. and/or Present the PowerPoint
www.edzone.net/~wohltjen/Preposition_Power_Mini
.ppt
Have a class discussion to identify prepositions that
tell when, where, and how. Categorize prepositions in
a foldable, on an anchor chart, or on butcher paper.
Give the students the preposition jingle handout and
the preposition list. Explain to the class that most
prepositions are location words. To demonstrate this,
use a small stuffed animal and a box. Go through the
list and place the animal in the box, under, the box,
beside the box, etc. Show the preposition jingle:
http://www.youtube.com/watch?v=BAqJQHZNhzA
Recite the jingle with the students. (You can do this
several days in a row.)
*Focus: Prepositional Phrases: Refer to pp. 774-775
(Write Source) to define and practice locating
prepositional phrases. After the class discussion, have
each student write down a list of 5-10 objects that
they see in the classroom. Once they have the list of
objects written down, they need to write at least two
prepositional phrases to go with each object. This can
be written in their notebooks or on a poster that can
be displayed in the classroom or in the hall. or Use
the activities from Sentence Composing for
Elementary School (by Don and Jenny Killgallon) pp.
18-33.
Spelling: Unit 35 Spelling Connections-Consonant
Changes: Use the activities/lessons that go with the
text.
Additional Information Materials/Resources Notes
from Council
Additional Information
Materials/Resources
Reading Resources:
Holt McDougal Literature Dinah Zike’s Foldables:
Bonham ISD (2016-2017)
Notes from Council
The teacher should allow time to read aloud poems to students.
Teachers are encouraged to include ELPS strategies, not just for
Literary Elements, Devices, and Language Write
Source Sentence Composing for Elementary School Don and Jenny Killgallon Writing Whizardry-by Maity
Schrecengost Handouts:t-chart, SOAPS from AP
Strategies List, district prefix/suffix/root list Tell How
With –ly Words, preposition list, preposition jingle
Additional Resources: Reading: Shel Silverstine’s
Poetry Books Sing a Song of Popcorn: Every Child’s
Book of Poems Editors: Mary White, Eva Moore,
Beatrice DeRegniers, Jan Car Poetry Study Unit from
Austin ISD -This website has Poetry STAAR question
stems, vocabulary and additional poems-a very rich
resource. http://suzyred.com/ This website has great units and activities for books.
“What’s NEW in Children’s Literature and How to Use
it in Your Program”-Every year the librarian of every
school receives a copy of this handbook.
English/Writing: Fill-in Flip Books for Grammar,
Vocabulary, and More by Michael Gravois
Read and Understand Poetry Grades 5-6 (Evan Moor)
Animalia-by Graeme Base Mr. Brown Can Moo! Can
You? Dr. Suess’s Book of Wonderful Noises Crazy Like
a Fox: A Simile Story-by Loreen Leedy
You Dance Like and Ostrich-by Sylvia Root Tester The
teacher should allow time to read aloud poems to
students. Teachers are encouraged to include ELPS
strategies, not just for second language learners, but
for all students. (The ELPS strategies are good
teaching practices.) Teachers are also encouraged to
integrate student use of technology into lessons as
appropriate. Teachers should stop and answer
questions when reviewing parts of speech that have
been taught in previous grades. It might be necessary
to do additional mini-lessons on certain concepts.
Teachers are encouraged to review the parts of
speech with games such as “I Have, Who Has?” (See
additional resources for specific games.) I Have, Who
Has? (Creative Teaching Press)
o Similes 1 and 3
o Idioms
o Nouns, Verbs, and Adjectives
o Pronouns, Adjectives, and Adverbs Additional
Poetry Books: Mrs. Cole on an Onion Roll and Other
School Poems by Kalli Dakos
Poetry for Young People Robert Frost Edited by Gary
D. Schmidt
Giant Children by Brod Bagert
Supplies: glue, index cards, manila envelopes, letter
Bonham ISD (2016-2017)
second language learners, but for all students. (The ELPS
strategies are good teaching practices.) Teachers are also
encouraged to integrate student use of technology into lessons
as appropriate. Teachers should stop and answer questions
when reviewing parts of speech that have been taught in
previous grades. It might be necessary to do additional minilessons on certain concepts. Teachers are encouraged to
review the parts of speech with games such as “I Have,Who
Has?” (See additional resources for specific games.)
size envelopes Students will need: Reader’s notebook
Writer’s notebook Word Study notebook Index card
box (optional) (The reader’s notebook, writer’s
notebook and word study notebook may be
combined by using one or two notebooks with
designated sections.)
Bonham ISD (2016-2017)