Lesson 15
Part 1: Introduction
What Are Poems Made Of?
CCSS
RL.3.5: Refer to parts of . . . poems when
writing or speaking about a text, using terms
such as . . . stanza . . . . [and] describe how each
successive part builds on earlier sections.
Theme: Poems That Tell a Story
Many poems tell stories. But poems usually look different from stories. Most poems are
written in short lines. When the lines are grouped together, the group of lines is called
a stanza. Like the chapters in a story, the main ideas in stanzas build on each other.
Read the poem below.
A Penguin’s Life
I’m a bird that has two little wings,
but they do not make me fly.
The air above is not for me.
The ocean is my “sky.”
In icy seas, I swoop and soar,
a swimmer fast and bold.
You’d swim fast, too, if you were me
because that water sure is cold!
Read the poem again. Draw a box around each stanza. Number them “1” and “2.”
The poem has two stanzas. The stanzas work together to present an idea about
a penguin. But what is that idea?
The chart below shows how the stanzas work together to make an idea.
Complete the chart.
Idea of
Stanza 1
Penguins cannot
fly.
Idea of
Stanza 2
Penguins are
great swimmers.
Idea of Whole Poem
Even though penguins can’t fly,
they are .
Good readers look at how the lines in a poem are organized into stanzas. When you
learn to see how a poem is built, you will better understand how the ideas in stanzas
build on each other.
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Part 2: Modeled Instruction
Lesson 15
Read two stanzas of a poem about a puppy.
Genre: Free Verse
Little Puppy from the Navajo
Little puppy with the black spots,
We’ll see the dark rocks,
Come and herd the flock with me.
The smooth rocks,
We will climb the red rocks
That hold the rain to give us
And from the top we’ll see
Water, when we eat our bread and meat,
The tall cliffs, the straight cliffs,
When the sun is high.
Where the eagles live.
Explore how to answer this question: “Where will the speaker and the puppy be when the sun
is high?”
In this poem, the speaker tells the puppy where they will go and what they will do. The second
stanza tells more things they will see and do in that place.
Look for details in the poem that explain what the speaker tells the puppy they will do.
Then fill in the missing words in the chart below.
What Happens in Stanza 1?
What Happens in Stanza 2?
The speaker tells the puppy they will see
When they herd a flock of animals, the speaker
tells the puppy they will
to the top of the red
.
different types of
,
and they will eat
when “the sun is high” (the middle of the day).
Write a paragraph telling where the speaker and puppy will be when “the sun is high.” Use
details from the chart in your paragraph.
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Part 3: Guided Instruction
Lesson 15
Read the following poem. Use the Close Reading and the Hint to
help you complete the activity that follows.
Genre: Limerick
Old Man with a Beard
Close Reading
Each line of the poem
adds something. Circle
the line that tells who
the poem is about.
from A Book of Nonsense by Edward Lear
There was an Old Man with a beard,
Who said, “It is just as I feared!—
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard.”
Hint
Go back and read each
line. Figure out what
each line adds to the
poem.
Complete each sentence. Then answer the question.
The first line of the poem tells that the poem is about .
The second line of the poem shows that the man has a .
.
The third and fourth lines of the poem list Tell how the last line builds on the other lines of the poem.
Show Your Thinking
“Old Man with a Beard” is a type of poem called a limerick. Limericks are often meant to be
funny. Which line makes this poem funny? Explain your answer.
With a partner, discuss how all of the lines work together to make the poem into a joke.
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Part 4: Guided Practice
Lesson 15
Read the poem. Use the Study Buddy and the Close Reading to guide your reading.
Genre: Narrative Poem
Little by Little Anonymous
“Little by little,” an acorn said,
As it slowly sank in its mossy bed,
This poem has three
stanzas. I’m going to
write a few words about
the main idea of each
stanza. This will help me
understand the story
the poem is telling.
Close Reading
How does the acorn
start to change in the
second stanza? Circle
words that tell you
what it looks like.
“I am improving every day,
Hidden deep in the earth away.”
Little by little, each day it grew;
Little by little, it sipped the dew;
Downward it sent out a thread-like root;
Up in the air sprung a tiny shoot.
Day after day, and year after year,
Little by little the leaves appear;
And the slender branches spread far and wide,
Till the mighty oak is the forest’s pride.
What does the acorn
turn into in the third
stanza? Underline
words that tell you
what it has become.
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Part 4: Guided Practice
Hints
Use the Hints on this page to help you answer the questions.
How does the acorn
start to change after it
sinks underground?
What happens to seeds
when they are in the
ground for a while?
Each stanza of the poem
tells about a step in how
something grows. What
has happened to the
acorn by the end of
the poem?
Lesson 15
1 The poem “Little by Little” tells a story about an acorn in three
stanzas. Explain what happens to the acorn in stanza 1. Use two
details from the poem to support your answer.
2 Write a paragraph that summarizes what happens to the acorn in
stanza 2. Use two details from the poem to support your answer.
3 Explain what happens to the acorn in stanza 3. Use two details
from the poem to support your answer.
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Part 5: Common Core Practice
Lesson 15
Read the narrative poem. Then answer the questions that follow.
The Truth About the Dragon’s Tooth
by John Hansen
  1
The king called me to his throne
and said, “That dragon must be slayed!”
I bowed and played the brave, strong knight,
but in truth . . . I was afraid.
  2
As I dressed in shining armor
and sharpened sword and lance,
a voice inside me whispered,
“You haven’t got a chance!”
  3
I climbed upon my faithful horse
and rode off into the gloom.
I hoped I’d see my home again
on the other side of doom.
  4
I rode into the mountains
and faced the dangerous beast.
The dragon licked its lips and said,
“A man, a horse—a feast.”
  5
I raised my lance to charge it,
thinking, What else can I do?
Then the trees behind it crashed and fell
as a giant marched in view!
  6
The earth beneath began to shake,
his huge figure blocked the sun.
Then the giant shouted happily,
“Why, I’ve found you, little one!”
  7
As he bent down to catch the dragon,
I began to understand:
The dragon was the giant’s pet,
scooped up in one huge hand.
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Part 5: Common Core Practice
  8
The giant turned to me and said,
“Your people will want proof
that you bravely faced my dragon,
so I’ll give you this baby tooth.”
  9
He reached into the dragon’s mouth
and wiggled out a monster fang,
then tossed it through the air at me.
It hit my shield—clang!
10
The people cheered when I returned
and waved the dragon’s sword-like tooth.
But I found I was afraid again—
Afraid to tell the truth!
Lesson 15
1 Read these lines from stanza 3 of the poem.
I hoped I’d see my home again
on the other side of doom.
Explain why the knight worries about ever seeing his home again.
Use two details from the poem to support your answer.
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Part 5: Common Core Practice
Lesson 15
Answer Form
2 Stanza 6 begins, “The earth beneath began to
2 A B C D
4 A B C D
shake.” What happens in stanza 5 that explains
why this happens?
Number
Correct
2
A The dragon attacks the knight and his horse.
B The knight charges the dragon with his lance.
C A giant marches toward the knight and dragon.
D Some trees are cut down in the forest nearby.
3 Describe what happens in stanza 7 that explains why the giant has appeared.
Use one detail from the poem to support your answer.
4 Why does the giant toss the dragon’s tooth at the knight in stanza 9?
A He wants the knight to leave the dragon alone.
B He is afraid of the brave knight and tries to scare him.
C He hopes the knight will tell people that he has a pet dragon.
D He wants to give the knight proof to show he faced the dragon.
Self Check Go back and see what you can check off on the Self Check on page 119.
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Lesson 15
(Student Book pages 145–152)
What Are Poems Made Of?
Theme: Poems That Tell a Story
Lesson Objectives
Tap Students’ Prior Knowledge
•Understand that poems are made of parts called
“stanzas.”
•Tell students they will be working on a lesson about
the basic parts of poems. Tell students that a poem
is usually divided into lines and stanzas.
•Describe how each stanza builds the poem’s story.
•Refer to the term “stanza” when writing or speaking
about a poem.
The Learning Progression
•Grade 2: CCSS RL.2.5 focuses on the overall structure
of a story as having a beginning, middle, and end.
•Grade 3: CCSS RL.3.5 builds on the Grade 2
standard by requiring students not only to refer to
parts of a poem by using terms such as “stanza,”
but also to describe how each stanza builds on
previous stanzas to advance the poem’s story.
•Grade 4: CCSS RL.4.5 emphasizes the major differences
in the structural elements of poems, drama, and prose
and expects students to distinguish between them.
Prerequisite Skills
•Describe the overall structure of a story.
•Describe how the beginning introduces a story.
•Describe how the ending concludes the action
of a story.
•First, ask students where they have heard the word
stanza before? (In music, a “stanza” is part of a song.)
Tell students that like a song, a poem is also made
up of parts called stanzas.
•Next, ask students if they can think of any poems
they’ve read or heard. If nobody volunteers, prompt
the class with some examples of common nursery
rhymes, limericks, or popular songs.
•A fun example to demonstrate how stanzas build on
each other is the familiar rhyme “Buckle My Shoe.”
Write the poem on the board, divided into five
stanzas: “One, two,/Buckle my shoe//Three, four,/
Shut the door//Five, six,/Pick up sticks//Seven eight,/
Lay them straight//Nine, ten, Do it again!”
•Another popular example is the “Boa Constrictor”
song. The last five one-line stanzas show a funny
progression. See http://www.ultimatecampresource.
com/site/camp-activity/boa-constrictor.html for a
printable copy.
•Explain to students that just like in stories, the parts
of a poem work together to tell a story.
Teacher Toolbox
Teacher-Toolbox.com
Prerequisite
Skills
Ready Lessons
Tools for Instruction
Interactive Tutorials
✓
RL.3.5
✓
✓
✓
CCSS Focus
RL.3.5 Refer to parts of . . . poems when writing or speaking about a text, using terms such as . . . stanza . . . ; describe how each successive
part builds on earlier sections.
ADDITIONAL STANDARDS: RL.3.2; RL.3.3; RL.3.4; W.3.2; W.3.3; W.3.7; W.3.8; SL.3.1; SL.3.3; SL.3.4; SL.3.5; L.3.1.a; L.2.4.a;
L.3.4.a (See page A39 for full text.)
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Lesson153
Lesson
Part 1: Introduction
At a Glance
Through an entertaining poem, students are introduced
to the idea that poems have parts called stanzas and each
stanza builds on the one before it. They will learn this
is a strategy they can use to understand the meaning
of a poem.
Step by Step
•Read the definitions of lines and stanzas in poems.
Have a volunteer read the poem “A Penguin’s Life”
aloud. Encourage students to draw boxes around
each stanza and label them as directed.
•Explain that the chart shows the strategy of looking
closely at the parts of a poem to understand the
meaning of the entire poem. Tell students that the
main idea is what a stanza or poem is mostly about.
Read the main ideas in Stanza 1 and Stanza 2 in the
first two boxes of the chart.
•Have students complete the main idea in the last box.
Discuss with students how their knowledge of the
main ideas in the stanzas helped them understand
what the poem is mainly about. Review the entire
strategy and discuss how the ideas in stanzas build
on each other.
•Ask students to share examples of how they could
use the strategy with other kinds of texts.
•Reinforce how understanding that the main ideas
in stanzas build on each other is a valuable reading
strategy by sharing an example from your own
reading. Explain how you used the main ideas from
Lesson 15
Part 1: Introduction
what Are Poems made Of?
ccSS
RL.3.5: Refer to parts of . . . poems when
writing or speaking about a text, using terms
such as . . . stanza . . . . [and] describe how each
successive part builds on earlier sections.
Theme: Poems That Tell a Story
Many poems tell stories. But poems usually look different from stories. Most poems are
written in short lines. When the lines are grouped together, the group of lines is called
a stanza. Like the chapters in a story, the main ideas in stanzas build on each other.
Read the poem below.
A Penguin’s Life
I’m a bird that has two little wings,
1 but they do not make me fly.
The air above is not for me.
The ocean is my “sky.”
In icy seas, I swoop and soar,
2 a swimmer fast and bold.
You’d swim fast, too, if you were me
because that water sure is cold!
Read the poem again. Draw a box around each stanza. Number them “1” and “2.”
The poem has two stanzas. The stanzas work together to present an idea about
a penguin. But what is that idea?
The chart below shows how the stanzas work together to make an idea.
complete the chart.
Idea of
Stanza 1
Penguins cannot
fly.
Idea of
Stanza 2
Penguins are
great swimmers.
Idea of whole Poem
Even though penguins can’t fly,
they are great swimmers
.
Good readers look at how the lines in a poem are organized into stanzas. When you
learn to see how a poem is built, you will better understand how the ideas in stanzas
build on each other.
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the stanzas in a poem to figure out the meaning
of the poem’s story. A good resource for finding
poems to share is the children’s poetry pages
at http://www.poetryfoundation.org/children/.
Genre Focus
Literature: Poetry
Tell students that in this lesson they will read
literature. One type of literature is poetry. There are
many different types of poems. Most poems, however,
have some or all of the following characteristics:
•They use language in new or unusual ways to
express feelings or tell a story.
•They are written in lines and stanzas.
•They often use rhyme and rhythm, as well as
descriptive language, that appeal to the senses.
Based on this definition, ask students to name poems
Lesson 15: What Are Poems Made Of?
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they have read. What was the poem about? Did it
rhyme? Did any of the words appeal to the five senses?
Explain that “Little Puppy” is a poem that tells a story
about a puppy and its owner. It has stanzas, rhyme,
and descriptive language. “Old Man with a Beard” is a
limerick, and tells a story about man who experiences
a bad problem with his beard. “Little by Little” is also
a poem. It has stanzas, rhythm, rhyme, descriptive
language, and language used in an unusual way. “The
Truth About the Dragon’s Tooth” is a narrative poem
that has characters and dialogue, stanzas, rhyme, and
descriptive language.
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Lesson 15
Part 2: Modeled Instruction
At a Glance
Students read a poem about a puppy. They use details to
explain where the speaker and puppy will be.
Step by Step
•Remind students they just used main ideas from
stanzas in a poem to figure out the poem’s story.
•Tell students that in this lesson they will learn how
to use details from stanzas in a poem to figure out
the poem’s story.
•Before you read the poem, ask a volunteer to tell
what a stanza is. (a group of lines in a poem) Ask
whether a stanza can have a main idea. (yes)
•Tell students that, when they read poetry, they
should keep in mind that each stanza might have a
main idea.
•Now read aloud “Little Puppy.” Then, read the
question: “Where will the speaker and the puppy be
when the sun is high”?
•Now, tell students you will perform a Think Aloud
to demonstrate a way of answering the question.
Think Aloud: The speaker doesn’t say where they will
be in the second stanza. I have to use details in the first
stanza to help me figure out where they will be.
•Direct students to the chart and tell them it shows
the process of using details from each stanza to
figure out a poem’s story.
Think Aloud: Stanza 1 tells me where the speaker and
the puppy are going and what they are doing. These
details will help me understand where they will be
when “the sun is high.”
•Ask students to use details from Stanza 1 to fill in
the blanks in the first column of the chart.
Think Aloud: Stanza 2 gives me more details about
where the speaker and the puppy are going and what
they are doing. I can use these details to understand
where they will be when “the sun is high.”
•Instruct students to use details from Stanza 2 to fill
in the blanks in the second column of the chart.
Part 2: modeled Instruction
Lesson 15
Read two stanzas of a poem about a puppy.
Genre: Free Verse
Little Puppy
from the Navajo
Little puppy with the black spots,
We’ll see the dark rocks,
Come and herd the flock with me.
The smooth rocks,
We will climb the red rocks
That hold the rain to give us
And from the top we’ll see
Water, when we eat our bread and meat,
The tall cliffs, the straight cliffs,
When the sun is high.
Where the eagles live.
explore how to answer this question: “Where will the speaker and the puppy be when the sun
is high?”
In this poem, the speaker tells the puppy where they will go and what they will do. The second
stanza tells more things they will see and do in that place.
Look for details in the poem that explain what the speaker tells the puppy they will do.
Then fill in the missing words in the chart below.
what happens in Stanza 1?
what happens in Stanza 2?
The speaker tells the puppy they will see
When they herd a flock of animals, the speaker
tells the puppy they will
to the top of the red
climb
rocks
.
different types of
rocks
and they will eat
bread and meat
,
when “the sun is high” (the middle of the day).
write a paragraph telling where the speaker and puppy will be when “the sun is high.” use
details from the chart in your paragraph.
The speaker and puppy will be at the top of the red rocks when the sun is high.
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ELL Support: Homophones
•Explain to students that homophones are two
words that sound alike but have different
meanings and spellings.
•Say the word hour to students. Some students may
hear our. Work with students to come up with a
definition for the word they heard. As students give
a definition, write it on the board. Then write the
word next to the definition. For example, if students
say “sixty minutes,” write hour next to the meaning.
Repeat for the other word (our: “belonging to us”).
Explain that both words sound alike, but they have
different meanings.
•Point out to students on student book page 146
the homophones herd, rain and meat. Pronounce
each word and discuss their meanings. (L.3.4)
•Have students write a sentence telling where the
speaker and the puppy will be. Invite volunteers to
share their answers.
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Lesson 15
Part 3: Guided Instruction
At a Glance
Part 3: guided Instruction
Students read the poem “Old Man with a Beard.” They
answer questions and analyze the details that helped
them write their answer.
Lesson 15
Read the following poem. use the close Reading and the hint to
help you complete the activity that follows.
Genre: Limerick
Old Man with a Beard
Step by Step
•Tell students they will read the poem “Old Man with
a Beard.”
•Point out the two features to the left of the passage.
Remind students that good readers pay close
attention to details in a text as they read. The Close
Reading will help students identify and remember
important ideas in the poem. The Hint will help
them read the constructed-response question
carefully and answer it correctly.
•Have students read the poem and circle the line that
tells whom the poem is about, as directed by Close
Reading.
• Ask volunteers to share the line in the text they
circled. Discuss why that line shows whom the poem
is about. If necessary, ask: “What do we learn in the
first line of the poem?”
Each line of the poem
adds something. circle
the line that tells who
the poem is about.
• Then have students respond to the question in Show
Your Thinking. Place students in pairs to discuss
what makes the poem funny, including how the list
of birds becomes funnier once the reader knows they
are all living in the man’s beard.
Answer Analysis
Sample responses: an old man; problem; types of birds;
It finally tells what the old man’s problem is.
ERROR ALERT: Students who did not understand
how the final line added to the poem may not have
understood how it related back to the line “Who said,
‘It is just as I feared!—” Line 5 completes that
thought, revealing what the birds listed in lines 3
and 4 have done.
Lesson 15: What Are Poems Made Of?
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There was an Old Man with a beard,
Who said, “It is just as I feared!—
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard.”
hint
complete each sentence. Then answer the question.
Go back and read each
line. Figure out what
each line adds to the
poem.
The first line of the poem tells that the poem is about an old man .
The second line of the poem shows that the man has a problem
The third and fourth lines of the poem list
types of birds
.
.
Tell how the last line builds on the other lines of the poem.
It finally tells what the man’s problem is.
Show your Thinking
“Old Man with a Beard” is a type of poem called a limerick. Limericks are often meant to be
funny. Which line makes this poem funny? Explain your answer.
Responses will vary.
With a partner, discuss how all of the lines work together to make the poem into a joke.
L15: What Are Poems Made Of?
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•Have students fill in the blanks, using the Hint to
help. Point out that the second line does not provide
information about the man’s appearance or
something he owns. It tells about his situation,
namely that something he feared has happened. In
other words, he has a problem.
from A Book of Nonsense by Edward Lear
close Reading
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147
Tier Two Vocabulary: Nonsense
•Say, “This poem comes from a book called A Book
of Nonsense.” Ask students if that sounds like a
serious book or a silly book. (silly)
•Write this sentence on the board: “Jennifer had
the good sense to come in from the rain.” Ask
students what the word sense means. (judgment or
wisdom)
•Now discuss the prefix non-. Ask students what
this prefix usually means. (not; the opposite of)
Discuss other familiar words that begin with non-,
such as nonfiction or nonfat.
•Ask students what the word nonsense means. (lack
of wisdom; foolishness) Discuss whether this is a
good description of the poem “Old Man with a
Beard.” (RL.3.4; L.3.4.b)
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Lesson 15
Part 4: Guided Practice
At a Glance
Students read the poem “Little by Little” twice. After the
first reading, ask five questions to check your students’
comprehension of the poem.
Part 4: guided Practice
Lesson 15
Read the poem. use the Study buddy and the close Reading to guide your reading.
Genre: Narrative Poem
Little by Little
Step by Step
•Have students read the poem silently without
referring to the Study Buddy or Close Reading text.
•Ask the following questions to ensure student
comprehension of the text:
How many stanzas does this poem have? (three)
How many lines are in each stanza? (four)
Does the acorn grow quickly or slowly? (slowly)
What is the first change that happens to the acorn?
(it sends out a root)
Anonymous
“Little by little,” an acorn said,
As it slowly sank in its mossy bed,
This poem has three
stanzas. I’m going to
write a few words about
the main idea of each
stanza. This will help me
understand the story
the poem is telling.
close Reading
How does the acorn
start to change in the
second stanza? circle
words that tell you
what it looks like.
“I am improving every day,
Hidden deep in the earth away.”
Little by little, each day it grew;
Little by little, it sipped the dew;
Downward it sent out a thread-like root;
Up in the air sprung a tiny shoot.
Day after day, and year after year,
Little by little the leaves appear;
And the slender branches spread far and wide,
Till the mighty oak is the forest’s pride.
What does the acorn
turn into in the third
stanza? underline
words that tell you
what it has become.
What happens after the acorn sends out a root and
a shoot? (leaves appear)
•Then ask students to look at the Study Buddy think
aloud. What does the Study Buddy help them
think about?
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Tip: The Study Buddy tells students that it will
write a few words about each stanza. Taking notes
and thinking about how each stanza builds on the
one that came before it will help students learn how
to synthesize details to find a main idea.
•Have students read the rest of the poem. Tell them
to follow the directions in the Close Reading.
Tip: Students might be tempted to underline and
circle each line of the poem. Remind them to be
selective and choose only those words or lines that
are most helpful for understanding exactly what
happens to the acorn in stanzas 2 and 3.
•Finally, have students answer the questions on
page 149. When students have finished, use the
Answer Analysis to discuss correct and incorrect
responses.
140
Tier Two Vocabulary: Mighty
•Say, “The lion gave a mighty roar.” And “The
mighty elephant eats 300–500 pounds of food
each day.”
•Have students find the word mighty in the last line
of the poem. Ask them to look at the context, the
surrounding words, and concepts. Have students
explain what mighty means. If necessary guide
them to understand that it means “large and
powerful.”
•On the board, write other words that could be
used in place of mighty: great, important, strong.
Ask students what words mean the opposite of
mighty: weak, small, helpless, powerless. (RL.3.4;
L.3.4.a)
Lesson 15: What Are Poems Made Of?
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Lesson 15
Part 4: Guided Practice
step by step
Part 4: guided Practice
•Have students read questions 1–3, using the Hints to
help them answer those questions.
How does the acorn
start to change after it
sinks underground?
to use quote marks around lines taken directly from
the poem. Also encourage them to tell about the
poem’s details in their own words. Use the Answer
Analysis as a model.
answer analysis
1 Sample response: In stanza 1 of the poem, an acorn
talks about slowly going deeper into the ground.
First, it sinks into “its mossy bed.” Then it says that
it is “hidden deep in the earth away.” It also says
that it is “improving every day,” which means that
being planted in the earth must be helping it get
ready to grow.
2 Sample response: In stanza 2 of the poem, the acorn
starts to grow very slowly, “little by little.” It also
begins to drink the dew. It begins to grow tiny
roots: “Downward it sent out a thread-like root.”
Then “a tiny shoot” grows out of the ground and
“up in the air.”
Reteaching
Use a graphic organizer to verify the correct answer to
question 2. Draw the graphic organizer below, leaving
the boxes blank. Work with students to fill in the
boxes, using information from the passage. Sample
responses are provided.
Line 1
Line 2
The acorn
The acorn
slowly begins
sips dew.
to grow.
Line 3
The acorn
sends out a
tiny root.
Line 4
The acorn
pushes a
shoot into
the air.
Lesson 15: What Are Poems Made Of?
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1 The poem “Little by Little” tells a story about an acorn in three
stanzas. Explain what happens to the acorn in stanza 1. Use two
details from the poem to support your answer.
See sample response.
•Discuss with students the Answer Analysis below.
3 Sample response: Over many years, the acorn
continues to slowly grow bigger. Leaves begin to
grow and small branches become longer and wider.
Finally, the acorn has grown into a large, strong oak
tree. It is the “forest’s pride.”
use the hints on this page to help you answer the questions.
hints
Tip: Before writing their answers, remind students
Lesson 15
What happens to seeds
when they are in the
ground for a while?
2 Write a paragraph that summarizes what happens to the acorn in
Each stanza of the poem
tells about a step in how
something grows. What
has happened to the
acorn by the end of
the poem?
3 Explain what happens to the acorn in stanza 3. Use two details
stanza 2. Use two details from the poem to support your answer.
See sample response.
from the poem to support your answer.
See sample response.
L15: What Are Poems Made Of?
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149
Integrating Standards
Use these questions to further students’ understanding
of “Little by Little.”
1 What does the line “as it slowly sank in its
mossy bed” mean? (RL.3.4)
An acorn does not literally have a bed or go to
sleep. The line means that the acorn is sinking into
the moss on the ground where it will begin to grow.
2 What is the central message of the poem?
(RL.3.2)
A central message of the poem is that great things
can come from very humble and small beginnings.
The growth of the acorn and its transformation into
a “mighty oak” that is “the forest’s pride” suggests
that truly great accomplishments are achieved with
persistence and patience, “little by little.”
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Lesson 15
Part 5: Common Core Practice
Part 5: common core Practice
Part 5: common core Practice
Lesson 15
Read the narrative poem. Then answer the questions that follow.
8
The giant turned to me and said,
“Your people will want proof
that you bravely faced my dragon,
so I’ll give you this baby tooth.”
9
He reached into the dragon’s mouth
and wiggled out a monster fang,
then tossed it through the air at me.
It hit my shield—clang!
The Truth About the Dragon’s Tooth
by John Hansen
1
The king called me to his throne
and said, “That dragon must be slayed!”
I bowed and played the brave, strong knight,
but in truth . . . I was afraid.
2
As I dressed in shining armor
and sharpened sword and lance,
a voice inside me whispered,
“You haven’t got a chance!”
3
I climbed upon my faithful horse
and rode off into the gloom.
I hoped I’d see my home again
on the other side of doom.
4
1
I raised my lance to charge it,
thinking, What else can I do?
Then the trees behind it crashed and fell
as a giant marched in view!
6
The earth beneath began to shake,
his huge figure blocked the sun.
Then the giant shouted happily,
“Why, I’ve found you, little one!”
7
As he bent down to catch the dragon,
I began to understand:
The dragon was the giant’s pet,
scooped up in one huge hand.
The people cheered when I returned
and waved the dragon’s sword-like tooth.
But I found I was afraid again—
Afraid to tell the truth!
Read these lines from stanza 3 of the poem.
I hoped I’d see my home again
on the other side of doom.
I rode into the mountains
and faced the dangerous beast.
The dragon licked its lips and said,
“A man, a horse—a feast.”
5
150
10
Lesson 15
Explain why the knight worries about ever seeing his home again.
Use two details from the poem to support your answer.
See sample response.
L15: What Are Poems Made Of?
L15: What Are Poems Made Of?
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Copying is not permitted.
151
At a Glance
Answer Analysis
Students independently read a poem and answer
questions in a format that provides test practice.
1 Sample response: The knight is afraid that he will
never see his home again because he does not think
he stands a chance against the dragon. He thinks
the dragon will slay him. In stanza 1, he says that
he is afraid, even though he doesn’t show it. In
stanza 2, a voice inside of him says, “You haven’t
got a chance!” This shows how worried the knight
is about fighting the dragon. (DOK 3)
Step by Step
•Tell students to use what they have learned about
reading closely and paying attention to words and
details in each stanza in order to read the poem
on pages 150 and 151.
•Remind students to underline or circle important
words.
•Tell students to answer the questions on pages 151
and 152. For questions 2 and 4, they should fill in
the correct circle on the Answer Form.
Theme Connection
•How do all of the poems in this lesson tell a story?
•Retell the story from your favorite poem in
this lesson.
•When students have finished, use Answer Analysis
to discuss correct responses and the reasons for
them. Have students fill in the Number Correct
on the Answer Form.
142
Lesson 15: What Are Poems Made Of?
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Lesson 15
Part 5: Common Core Practice
2 Choice C is correct. In stanza 5, trees crash and fall
as a giant marches into view. This is what causes
the earth beneath to shake. Choices A and D are
incorrect because neither of these things happen in
Stanza 5. Choice B is incorrect because although the
knight raises his lance, the giant marches in before
the knight has a chance to charge the dragon.
(DOK 2)
Part 5: common core Practice
2
Lesson 15
Answer Form
Stanza 6 begins, “The earth beneath began to
shake.” What happens in stanza 5 that explains
why this happens?
2 A B C D
4 A B C D
Number
correct
2
A The dragon attacks the knight and his horse.
B
The knight charges the dragon with his lance.
C A giant marches toward the knight and dragon.
D Some trees are cut down in the forest nearby.
3 Sample response: The knight begins to understand
that the dragon is the giant’s pet when the giant
scoops the dragon up in one of his big hands.
(DOK 3)
3
Describe what happens in stanza 7 that explains why the giant has appeared.
Use one detail from the poem to support your answer.
See sample response.
4 Choice D is correct. In stanza 8, the giant explains
that he will give the knight one of the dragon’s baby
teeth so that he can prove to his people that he
bravely faced the dragon. Choice A is incorrect
because while the giant does not want the knight to
harm the dragon, this is not why he gives him one
of the dragon’s teeth. Choices B and C are incorrect
because there is no evidence in the poem that the
giant is afraid of the knight or that he wants the
night to ride at the dragon again. (DOK 1)
4
Why does the giant toss the dragon’s tooth at the knight in stanza 9?
A He wants the knight to leave the dragon alone.
B
He is afraid of the brave knight and tries to scare him.
C He hopes the knight will tell people that he has a pet dragon.
D He wants to give the knight proof to show he faced the dragon.
Self check Go back and see what you can check off on the Self Check on page 119.
152
L15: What Are Poems Made Of?
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Integrating Standards
Use these questions and tasks as opportunities to
interact with “The Truth About the Dragon’s Tooth.”
1 Describe another trait of the knight and use
details from the poem to support your idea. Then,
describe how that trait contributes to the sequence
of events in the poem. (RL.3.3)
Although the knight is afraid of the dragon, he is also
brave. He rides into the mountains to face the dragon
even though he may not return home. Because of his
bravery, he charges the dragon. The giant sees this and
rewards his bravery so that the knight can return a hero.
2 Reread “The Truth About the Dragon’s Tooth.”
With a partner, discuss what the knight might
have thought when the giant appeared. Remember
the knight’s character traits. (SL.3.1)
3 Write a summary of the poem that includes
important details that contribute to the
understanding of the story in the poem. (W.3.2)
The knight is afraid of the dragon, so he most likely
was afraid of the giant. However, he is also brave.
So, he might have thought about fighting the giant
as well. He was also probably surprised. He was not
expecting to face a scarier creature than a dragon.
Lesson 15: What Are Poems Made Of?
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A king tells his knight the dragon needs to be slayed.
Even though he is afraid, he rides off to face the
dragon. When he sees the dragon, he begins to charge
it. However, a giant appears. The dragon is the giant’s
pet. Because the giant saw the knight’s bravery and
knows the king will want proof, he gives the knight
a dragon tooth. The knight returns as a hero, but he
is afraid of telling the truth.
4 Reread the last stanza of the poem. In small groups,
discuss why the knight says that he is afraid to tell
the truth. (SL.3.1)
When the knight returns waving the dragon’s tooth,
the people cheer. The knight is probably afraid that if
he tells the truth, the people will not believe such a
strange story. They may think he has made up a story
to explain why he didn’t slay the dragon.
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Lesson 15
Additional Activities
Writing Activities
The Giant’s Journal Entry (W.3.3)
•Ask students to imagine if the poem had been told from the giant’s point of view. Instruct them to write
a journal entry in which the giant describes his experience with the knight and how he feels about finding
his lost pet dragon. Remind students they should use first-person pronouns in the journal entry.
•Ask students to use plenty of describing words and to tell the events in a clear sequence.
Adjectives (L.3.1.a)
•Review with students that the purpose of adjectives is to describe nouns and pronouns. Offer some examples
of adjectives by making several columns on the board. Write headers such as “Color,” “Size,” “Feelings,”
“Temperature,” and “Age.” Invite students to help you write adjectives for under each header.
•Create another 3-column chart on the board with the title of each poem in the lesson. Have students go on
an “adjective hunt.” Then invite them to write the adjectives they find in the appropriate column in the chart.
•Finally, ask students to choose three adjectives from the chart and write three sentences in which they use
each adjective. Have students share their sentences with the class.
Listening activity (SL.3.1; SL.3.3)
Listen Closely/Ask and Answer Questions
•Provide students with audio equipment to record
the poem.
•In small groups, have students discuss which of
the poems in the lesson they enjoyed most.
•Then have students create an illustration to
emphasize an important part of the poem they
chose.
•Ask each student to identify the poem he or she
liked most and give specific reasons for why they
liked it.
•Provide time for students to play the recording
and share their illustration with the class.
•When the speaker is discussing his or her poem,
the other students should listen and jot down
notes to prepare a question to ask the speaker
about his or her choice.
Research/Present activity
(W.3.7; W.3.8; SL.3.4)
Research and Present/Give a Presentation
•Remind students of the rules for discussions:
listen to each other and speak one at a time.
•Have students review the photo of the penguin
from “A Penguin’s Life.”
Media Activity (SL.3.5)
Be Creative/ Make a Recording and Illustration
of a Poem
•Have students work with a partner and choose a
poem to create an audio recording and visual display.
•Have pairs divide the reading parts of the poem
they chose. For example, students could take turns
reading the stanzas. Encourage them to practice
reading several times. Prompt them to read at an
understandable pace and with expression.
144
•Arrange students into small groups. Instruct each
group to research information about one aspect of
penguins, such as their appearance, habitat, diet,
or how they care for their young.
•Have each group create a visual display, such as an
online slide presentation, that uses visuals and text
to present the information from their research.
•Student groups will share their visual display
and the information to the class.
Lesson 15: What Are Poems Made Of?
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