B OOK
S HOP
®
This book is an anthology of poems about dreams—both the visions we
see in our sleep and the aspirations we have in our waking hours. Poems
include “Dreams” by Langston Hughes, “Frozen Dream” by Shel
Silverstein, “Running Shoes” by Nikki Grimes, and “The Land of Nod” by
Robert Louis Stevenson. Each poem is accompanied by a photograph that
evokes similar thoughts or emotions.
LEVEL P
es
SESSION 1: (pages 6, 7, 16, and 17)
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5
s
indicates possible student responses
15
5
20
15
Discuss the word fast with students. Read together the first line of
“Dreams” on page 6 and clarify the meaning of the word in this context if
15
necessary.
The first poem we’ll read is entitled “Dreams.” It uses the word fast in an unusual
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way. Let’s read the
line it’s in: “Hold fast to dreams.” Fast is a multiple-meaning
word. It usually means quick, but what do you think this line means? ( hold on to
dreams, don’t let them go.) Right. In this poem fast means “tightly.”
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READING T H E T E X T
5
Foreword by Nikki Grimes
An Anthology of Poems and Photographs
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4-26 Dreams by Day, Dreams by Night
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VO C A B U L A R Y
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978-1-60201-198-4 2/10
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R E A D I N G
To help students analyze
the use of literary devices
such as figurative language,
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rhythm, rhyme, pattern,
alliteration, onomatopoeia,
assonance, imagery, and
repetition
i n u t e the poems they will read. Elicit
■ Tell students a bitMabout
a discussion of poetry, and encourage students to make
predictions.
We’re going to read some poems from an anthology,
or collection, of poetry. What kinds of things do you
( rhyme, short lines.) What
expect to see in a poem?
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do you predict these poems might be about? ( dreams, because of the title.)
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S H A R E D
INTRODUCING T H E T E X T
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L E V E L
P
T E A C H I N G FOCUS
■ Tell students you will read a poem through once, show a photograph, then read it again.
Read pages 6 and 16, and then display the photos on pages 7 and 17. Invite students to
join in as they feel able. Tell them to feel free to raise questions during the second
readings.
As we read, listen to the sounds of the words. Follow the rhythm of the lines. Think
about how the poets use language. After we read, we will share our thoughts.
DISCUSSING T H E T E X T
■ Discuss the poems’ meanings and the use of poetic devices.
Poets use a number of devices that make poetry special. Rhyme is one. Repetition is
another device. Why do you think poets repeat words and phrases? ( to emphasize
them; so you remember them; to make the poem sound nice.) Right. Who can find some
repeated phrases in “Dreams”? ( Hold fast to dreams, For . . . dreams . . ., Life is a . . .)
Let’s discuss which phrases created pictures in our minds. ( broken-winged bird;
field frozen with snow.) These phrases are called imagery because they create images,
or pictures that we can imagine. What device did the poet use in “Frozen Dream”?
( rhyme: freezer, geezer; frozen, toes in.) How were these rhymes different from the
rhymes in “Dreams”? ( they are funny.) Focusing on poetic devices will help you
understand and appreciate poetry more, and may make you a better poet as well.
MONDO BOOKSHOP GRADE 4
1
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SESSION 2: (pages 22, 23, 26, and 27)
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T E A C H I N G FOCUS
15
15
5
es
20
es
Be sure students
understand that you
don’t necessarily stop
at the end of every line
of a poem. Meaning
helps determine when
you pause.
15
5
■ Remind students
M i n u tthat you will read a poem through once, show a
photograph, then read it again. Encourage students to join in as they feel
able to do so, and to raise questions or discuss meaning during the second
reading.
As we read, remember
to hear the sounds of the poem. Note poetic devices,
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and also note the way the poem makes you feel. We’ll share our thoughts
and feelings about each poem when we’ve finished.
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F L U E N C Y
READING T H E T E X T
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Word play in a poem
may present challenges
for ELL students. Illustrations and deductive
reasoning can help them
determine meaning.Tell
students that the poet
is having fun with words.
■ Ask students to recall the poems and poetic devices they discussed in the
i n u t e state the focus for this session.
last session. MThen
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Think about the poems we read in Session 1. What were they about?
( dreams; holding on to your dreams; a young boy who wants to keep a
dream for when he’s old.) Very good. And who can share what kinds of
devices the poets used? ( rhyme, repetition, imagery.) Excellent. Today
we’re going to iread
two more poems from our dream anthology, “Running
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Shoes” and “The Land of Nod.” In these poems, we’ll look at a poetic device i n u
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t
called figurative language. It’s a special and effective way to use words.
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ELL S U P P O R T
REFLECTING O N T H E T E X T
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To help students identify
and understand the purpose
of similes, metaphors, and
personification in context
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5
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Stop at the title “The Land of Nod”. Students are likely know
the meaning of nod as a quick movement of the head to show
agreement. See whether they know its meaning as related to sleep and, if
necessary, explain this.
Let’s look at this title—“The Land of Nod.” What’s a nod? ( moving your
head up and down.) Yes, and how does your head move when you’re sitting
up and you start to fall asleep? ( it flops down.) Exactly. We sometimes
say someone “nods off” when they fall asleep. What do you think the Land
of Nod is, then? ( sleep; dreamland.)
VO C A B U L A R Y
DISCUSSING T H E T E X T
S
H
A
R
E
Poets use figurative
language to provide an
interesting new way of
looking at the world.
It also adds meaning
by making the reader
think and feel.You can
use figurative language
in your own writing to
make it more effective.
2
■ Discuss the poems’ meanings and use of figurative language.
When the speaker in “Running Shoes” says, “I’d fly,” what do you think
she really means? ( she’d go super fast.) Right. The poet is comparing
running fast with flying effortlessly through the air. When words are
used to mean something other than what they usually mean, this is
figurative language. Often figurative language compares one thing with
something that is very different from it. Let’s find an example. ( the
speaker says her doubts retreat; usually people retreat.) Good! Where
could you hear the word retreat? ( soldiers retreat when they get beaten
back.) Yes. Doubts are not soldiers, but the poet is saying they act like
soldiers. Making a thing act like a person is another kind of figurative
language. Who can find some figurative language in “The Land of Nod”?
( “streams/And up the mountain-sides of dreams”; dreams don’t have
streams and mountainsides.) You’ll see figurative language not just in
poetry but in nonfiction and fiction, too.
MONDO BOOKSHOP GRADE 4
es
SE SSI ON 3 : (pages 6, 7, 16 , 17, 22, 23, 26, and 27)
15
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5
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T E A C H I N G FOCUS
RE-ENTERING T H E T E X T
5
s
Suffixes: Invite students to use context and suffixes to help with unfamiliar
words, such as hasty in “Running Shoes” on page 22.
W O R D W O R K The
word hasty may be unfamiliar to you. Let’s read the
line it’s in and talk about how context can help us figure out its
meaning. (“Into hasty retreat”) When someone retreats, how do they do
it? ( fast, in a hurry.) Yes. That’s what hasty means. But why doesn’t
hasty rhyme with nasty? Separating the root and suffix can help you
understand why. ( suffix -y means “with” or “having”) Yes, but the root
isn’t hast; it’s h-a-s-t-e. If you know that the root has a silent e at the end,
how would you pronounce h-a-s-t-e? ( haste—with a long a) So how do
you pronounce h-a-s-t-y?
Turn to “Running Shoes” on page 22 to define and review an
example of an interjection (“Man!”).
Let’s read this sentence (Man! With shoes like those . . . I’d fly), which
contains an example of an interjection. An interjection is a word writers
add to a sentence to show emotion or strong feeling.
GRAMMAR
15
20
15
es
■ Guide students to understand how making deeper connections can aid
comprehension, and remind them to apply the strategy in future reading.
te
M i n uabout
What did you notice
the dreams in these poems? ( some are actual
dreams at night, some are dreams that are wishes or goals.) Very good!
Who will share the overall message they got about both kinds of dreams?
( they’re both important in life.) How has this changed the way you
think about dreams? ( there’s more to dreams than what happens when
you’re sleeping; day dreams are different from night dreams, but they’re
both important.) Whenever you read a poetry anthology, or whenever you
read two or more selections about the same topic, see what connections
you can make. That will help you understand the meaning and appreciate
the texts more.
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T E A C H E R TIP
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ANALYZING T H E T E X T
To help students
synthesize important
ut
M i ninformation
or understandings across texts to create
new understandings
es
es
As we were reading, I thought about the meaning of the dream each
poem had. Let’s talk about what each poem helped us understand about
dreams. Who would like to start? ( “Dreams”—keep on dreaming your
dreams, or life will have no meaning; follow your dreams; “Frozen Dream”
—remembering the
dreams you had when you were a kid can make
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M i nhappy
you feel good when you get old.) Who has something to add? How did the
photographs affect your comprehension? ( they showed a picture of
what the poem was trying to say in words; I got the same feeling from the
picture that I got from the poem.)
15
s
5
■ Introduce the focus. Ask students to think back on all four poems and look
for shared meanings.
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Rereading a poem after
attaining a solid grasp
of challenging vocabulary, altered/invented
language, and other literary devices can help
reinforce a poem’s
meaning.When students
comprehend the craft
behind a poem, they are
often better able to
understand its message.
T E A C H E R TIP
Students may wish to
continue reading this
Bookshop selection to
enjoy more poetry. Invite
students well beyond
this text level to read
the book independently.
Remind other students
that they will soon
encounter this book
in guided instructional
reading.
B L M
Use the blackline
master during this or
an optional subsequent
session, or as a followup independent activity
to encourage students
to make connections
between texts.
MONDO BOOKSHOP GRADE 4
3
Name:
Date:
Text:
4-26 Connecting Texts
On the concept web below, note understandings, thoughts, and feelings you
had about each selection in an outer oval. Look for connections and similarities
between two or more ovals. Write these in the center oval.
Copyright ©2007 Mondo Publishing
4
MONDO BOOKSHOP GRADE 4
Connecting Texts