Grade: 5th grade Subject/ Topic/ Activity: Reading Poetry Standard: RL.5.2 and W.5.

4 Objective: The 5th grade students will read and analyze a poem, gain an understanding for personification, and right their own poems. Materia !: poem, pictures, pens, and paper "rocedure: #. Le!!on $ntroduction - Boy and girls, today we are going to be reading one of my fa orite poems and ! am so e"cited to share this poem with you. Before we read the poem, there are some things that we specifically need to be listening for in today#s lesson. !t is called personification.$ %ow many of you ha e heard of the word personification$. &an anyone gi e us a definition of what this word means' - Teacher calls on student who can define for class. !f no one raises their hand, teacher will e"plain. - (es, that#s correct) personification is a techni*ue that writers use to gi e animals or other things human characteristics.$ - Teacher writes definition of personification on board and has children copy it down in their reading +ournals. - ,or e"ample, the dog danced through the -itchen$. .e -now the dog didn#t really dance through the -itchen, because dancing is something that only humans do. The line the dog danced through the -itchen$ gi es the read n image in their head. ,rom this

personification, ! pictured a dog wagging his tail all around the -itchen because he was so e"cited that his daddy came home.$ -.ell, boys and girls, /uspense is the name of the poem that we are going to be reading today. !t is written by Pat 0ora.$ - Teacher passed out copies of the poem for each student. -1-ay class, ! am going to read this poem aloud to you, while ! am reading ! would li-e you to close your eyes and listen closely to the poem. .hile ! am reading, try to see if you can picture what is going on in this poem. !f you come across personification please circle them on your paper. (ou may notice some tric-y ocabulary, but ! belie e poetry should be read in its entirety. .e will be reading it all the way through and then go bacand discuss the tric-y words .$ - Teacher then begins reading. - 1nce the teacher has stopped reading the poem, class will discuss what the poem was about. 2. Teac% and Mode &'a(p e #: T%e Wind )%a!e! it*! !e + around our %ou!e - .hen ! heard this line ! thought to myself, does wind really chase itself' 2o, it doesn#t3 By using my imagination, ! was able to picture tornado li-e winds gusting around in circles around a house to help me understand what Pat 0ora was saying. $ ,. Guided "ractice: &'a(p e #: My "ai!ano- t%e road runner /tudents will assist with this e"ample.

Boy and girls thin- bac- to the word paisano and how we defined it before. The definition might help us understand this personification. Turn and tal- to a partner about what you thin- this line of personification means.$

- .ho can raise their hand and tell me what they thin- this line of personification means'$ - Teacher will as- a few students to discuss their opinions on this line. 4. $ndependent "ractice -4reat +ob boys and girls3 .e are now going to try and come up with our own lines of personification.$ - ! am going to be gi ing each group a picture that displays some type of weather. (ou are each going to be writing your own poems using the picture of the weather gi en to your group. (our poem should be about 5 lines and it is re*uired that you ha e at least one line of personification.$ - .hen writing your poem, it will help you if you follow the 6B format. This is when the 6 lines rhythm with each other and the B lines rhythm with each other. ,or e"ample, ! wrote my own little poem for you using personification.$ - 0y first and 7rd lines are 6 lines that rhyme rhyming and my B lines are the 8nd and 5th lines that rhyme.$ Teacher models her own e"ample on the board. At night, when all is dark, t%e !un sleeps Behind the moon till the (ornin. hours Upon us all, then out !%e peep! Ready to shine on all the flowers

- To ma-e sure students ha e an understanding of the 6B6B format, they will turn and tal- to a partner creating the ne"t line or two of my poem. - Teacher will direct attention bac- on her and will call a on a few pairs to share the ne"t line of my poem. - Teacher gi es each group their assignment weather topic and lets the student independently wor- on their poems. 5. ) o!ure: / 1-ay boys and girls, great work today on your poems! While you were writing I had placed index cards on your desk, I would like you to write what you learned today and write your example of personification from your poem.

A!!e!!(ent: Teacher will determine if the lesson was a success once the poem is completed, students ha e 5 lines, and at least one line of personification. The teacher could also determine the success of this lesson while reading their responses on their e"it cards.