Revised: 10/5/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade04 Unit 03 Writing Unit
Type of Writing: Poetry
Writing Standards: W.4.4, W.4.5, W.4.11
Language Standards: L.4.3,L.4.4,L.4.5
Unit Description: This short writing unit (also 3 weeks) corresponds to the poetry study
in reading. In this unit, students will first generate topics for poems, drawing upon life
topics. They will then draft a variety of poems, trying out various poetic devices
(alliteration, rhyme, personification, simile). Finally, students choose a poem to polish
and publish in a class poetry anthology.
Page 1
WRITING STANDARDS
W.4.4 Produce clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
W.4.5 With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising,
and editing.
W.4.11 Create and present a poem, narrative, play or art work or
literary review in response to a particular author or theme
studied in class.
LANGUAGE STANDARDS
L.4.3 Use knowledge of language and its conventions when writing,
speaking, reading, and listening.
a. choose words and phrases to convey ideas precisely
(b and c not assessed in this unit)
L.4.4 Determine or clarify the meaning of unknown and multiple meaning
words and phrases based on grade 4 reading and content, choosing
flexibly from a range of strategies.
(a-c available in the CCSS book)
L.4.5 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
a. Explain the meanings of simple similes and metaphors in context.
b. Recognize and explain the meaning of common idioms, adages, and
proverbs.
c. Demonstrate understanding of words by relating them to their
opposites and to words with similar but not identical meanings.
Picture Books for Mentor Text / Read Aloud
Resources
Dream Keeper, by Langston Hughes
Poetry for Young People, by Langston Hughes
Night on Neighborhood Street, by Eloise Greenfield & Jan Spivey Gilchrist
Meet Danitra Brown, by Nikki Grimes
Goodnight Juma, by Eloise Greenfield
When Tonya’s Friends Come to Spend the Night, by Eloise Greenfield
City, by Langston Hughes
This Same Sky: A Collection of Poems from Around the World, by Naomi Shihab Nye
My Black Me: A beginning of Black Poetry, by Arnold Adoff
Casey at the Bat, by Ernest Lawrence Thayer
Peaceful Pieces by Anna Grossnickle Hines
Read a Rhyme, Write a Rhyme by Jack Prelutsky
Harriet Tubman and The Promised Land by Jacob Lawrence
If the Shoe Fits by Laura Whipple
A Cold Snap! by Audrey B. Baird
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Assorted poetry books from school library
http://www.poemhunter.com/
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Big Ideas
Poets use words to “paint a picture” for the reader by choosing language that
stimulates thinking.
Poets express ideas or feelings using imagery, figurative language, and sensory
details.
Vocabulary
Evidence
 Prose
Figurative language
 Rhyme
Imagery
 Rhythm
Narrator
 Sense (sensory)
Personification
 Stanza
Poetic Device
 Visualize
Essential Questions
How is language and word choice important in
poetry?
Anchor Charts
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Sensory words
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Graphic organizer
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Poetry Brainstorming Board
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Poetic Devices
* NOTE TO TEACHER- This writing unit parallels the comprehension unit so students will use some of the same poems during reading as they will during
writing.
Standard/
Outcome
Teaching Points
(Lesson Objectives)
4.1 Writers brainstorm ideas for
poems by creating a list of
events in their lives and things
that they love.
4.2 Writers narrow their focus
by asking and answering
questions before writing
poetry.
Planning/
Drafting
Checks for Understanding
Writers create a list of events and
things that they could possibly
write a poem about.
Writers choose one topic from their
list and complete the graphic
organizer to develop their
thoughts further.
4.3 Writers understand the
structure of prose by
analyzing examples.
Writers use the topic and graphic
organizer from teaching point 4.2
to write an example of prose.
4.4 Writers understand the
structural elements of poetry
by analyzing examples.
Writers use their graphic organizer
and prose from teaching point 4.2
Page 3
Supports and Scaffolds
Instructional
Resources & Tools
Teacher models the creation of
the list using examples of topics
poems could be written about.
*A section of their journal may
be devoted to poetry
Teacher models the graphic
organizer with a topic from her
own list
Teacher may also choose to
develop lists of sensory words.
Writing.com- minilesson prose vs.
poetry
Prose-poetry summary
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
Instructional
Resources & Tools
to create a poem on the same
topic.
4.5 Writers learn to recognize
some of the techniques poets
use by analyzing the poetic
devices used in various
poems.
POETIC DEVICES INCLUDE
-Rhyme: the ends of lines, or
internal words
-Rhythm: the poem may
follow a specific rhythmic
pattern or flow in a way that
connects to the imagery of
the poem.
-Repetition: Syllables, words, or
phrases repeat
Using the poetry brainstorming
board students will mimic the style
and use of poetic device in “What
is Black”, choosing a different
color.
Model Brainstorming BoardCompleted board to use as an
example.(color: gold)
Color Poem
Examples
Day 1- Complete Visual Images,
Onomatopoeia, Personification,
Simile or Metaphor boxes on the
board.
Day 2- Complete Alliteration,
Sensory Images, Feelings and
Emotions, Questions and I
wonders, boxes on the board.
Day 3- Students write their poem
using their completed template as
a guide.
-Figurative Language:
whenever you describe
something by comparing it
with something else.
*Note: Figurative language
includes- onomatopoeia,
simile, metaphor,
personification, alliteration.
Revising
4.6 Writers pack big feelings
into their poems by choosing
words and language that
create imagery and emotion
for their readers.
Students will choose another topic
from the list created in teaching
point 4.1. Using their new topic
and knowledge of poetic devices,
they will write a poem about that
Page 4
Read Write Think
Color Poems
*Use emotions chart from
reading teaching point 4.6.
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
topic. (This can be repeated with
a new topic each day)
4.7 Writers share their poetry in
anthologies by choosing their
polished pieces for
publication.
Publishing
Students work in partnerships to
peer conference about their work
and choose one piece each for
publication in the class anthology.
*Teachers will take this time to
conference with students one on
one.
Page 5
Peer Conferencing Rules:
When you need a peer
conference.
1. Choose 1 or 2 peers to meet
with you.
2. Share your writing.
3. Talk quietly.
4. Listen respectfully to all
ideas.
5. Thank your peer partners.
6. Summarize your
conferences and revise by
yourself.
Instructional
Resources & Tools