Lesson

Intro to Poetry

Objectives & Standards

After examining a variety of poetic examples, students will demonstrate a critical interest in
poetry by formulating at least two atypical examples of poetry in the world around them.
CCSS.ELA-LITERACY.RL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently.

Synonyms &
Adjectives

After participating in collaborative brainstorming activity, students will be able to compile a

list of at least five synonyms of a single word that will be compiled into a class list to be
used as a permanent classroom resource.
CCSS.ELA-LITERACY.L.3.3.A
Choose words and phrases for effect.*
CCSS.ELA-LITERACY.L.4.5.C
Demonstrate understanding of words by relating them to their opposites (antonyms) and to
words with similar but not identical meanings (synonyms).

Autobiographical
Poem

When given a template, students will be able to create an autobiographical poem using at
least 3 higher level synonyms.
(Higher Level After viewing a variety of autobiographical poems, students will develop their
own Fractions of Me poem utilizing at least three higher level synonyms or antonyms).
CCSS.ELA-LITERACY.L.3.3.A
Choose words and phrases for effect.*
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.

Diamante Poem

After building collaborative diamante poems and viewing examples, students will develop
their own synonym diamante poems accompanied by an illustration.
(Higher Level Students will be challenged to create an antonym diamante poem using at
least 3 higher level antonyms accompanied by an illustration).
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting)
CCSS.ELA-LITERACY.RL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently.

5-6

Simile & Metaphor

After identifying examples of similes and metaphors in a pop song, students will write a
paraphrased version of the song in order to display an understanding of the figurative
language device.
When given a list of similes and metaphors, students will be able to compare and contrast
the two and collaboratively develop a statement of differentiation.
When given a list of examples, students will be able to differentiate between similes and
metaphors with at least 80% accuracy.
When given a topic, students will write at least 1 simile and 1 metaphor.

CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.
CCSS.ELA-LITERACY.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word
meanings.
CCSS.ELA-LITERACY.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza; describe how each successive part builds on
earlier sections.
CCSS.ELA-LITERACY.L.4.5.A
Explain the meaning of simple similes and metaphors (e.g.,
as pretty as a picture
) in context.
7

Alliteration

Students will practice prosody as they read samples of alliteration -- in isolation and in
context -- as a choral group.
Students will write a complete original sentence using alliteration with at least 5 words using
the same letter sounds.
CCSS.ELA-LITERACY.RF.3.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings.
CCSS.ELA-LITERACY.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word
meanings.

Sensory Poem

After participating in a prewriting activity, students will be able to write a sensory poem
based on a specific color utilizing at least 3 higher level synonyms or adjectives, one
metaphor, one simile and one example of alliteration..
CCSS.ELA-LITERACY.L.4.5.A
Explain the meaning of simple similes and metaphors (e.g.,
as pretty as a picture
) in context.
CCSS.ELA-LITERACY.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word
meanings.
CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 3
here
.)

Personification

Students will identify examples of personification in pop culture in order to see the various
venues of the literary device.
Students will create a poem from the perspective of an animal, toy, plant, or inanimate
object using at least one example of onomatopoeia, alliteration, simile, or metaphor.
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.
CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.

10

Onomatopoeia

While reading a picture book, students will identify at least 80% of the examples of
onomatopoeia in the text.
After participating in the FOSSkit lesson on sound vibrations, students will create an original
poem of their format choosing that will utilize at least 4 examples of onomatopoeia.

CCSS.ELA-LITERACY.L.3.3.A
Choose words and phrases for effect.*
CCSS.ELA-LITERACY.W.3.3.B
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.
11..

Earth Day Poem

After reading
The Giving Tree
and
the Lorax
, students will demonstrate an understanding of
environmental protection by writing a personification poem from the perspective of the
Earth.
After reading
The Giving Tree
and
The Lorax
, students will demonstrate an understanding of
the effects people have on the earth by writing down at least two connections.
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on g
rade 3 topics and texts
, building on others' ideas and
expressing their own clearly.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the
central message, lesson, or moral and explain how it is conveyed through key details in the
text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasize aspects of a character or setting)

12

Haiku

When given a list of words, students will count the syllables with 100% accuracy.
When given examples of poems, students will be able to differentiate between a haiku and
an alternative poem format.
Students will create at least one original haiku poem that is 100% accurately broken down
into correct syllable counts of 5-7-5.
CCSS.ELA-LITERACY.RF.3.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings.
CCSS.ELA-LITERACY.RF.3.3.C
Decode multisyllable words.
CCSS.ELA-LITERACY.L.3.2.F
Use spelling patterns and generalizations (e.g., w
ord families, position-based spellings,
syllable patterns, ending rules, meaningful word parts
) in writing words.

13

Couplet/Rhyme
Scheme

When given a word, students will be able to collaboratively compose a list of at least 10
rhyming words.
When given a poem book, students will be able to collaboratively identify at least 10
examples of a couplet).
Students will be able to create 5 original couplet poems using an AA pattern.
Students will be able to write an original poem of couplets with 5 stanzas.
CCSS.ELA-LITERACY.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using
terms such as chapter, scene, and stanza; describe how each successive part builds on
earlier sections.
CCSS.ELA-LITERACY.L.3.3.A

Choose words and phrases for effect.

CCSS.ELA-LITERACY.RL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently.
14

Poetry Cafe

Students will demonstrate a critical interest in poetry by formulating at least three written
comments on a classmates Poetry Book.
Students will publish their Poetry Books by presenting at least one poem to their peers and
parent audience at an appropriate volume.
(Higher Level- Select students will demonstrate their ability to analyze and comprehend a
poem as they complete and present to the audience a Song Analysis Assignment.
CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.W.3.6
With guidance and support from adults, use technology to produce and publish writing
(using keyboarding skills) as well as to interact and collaborate with others.