Writing Poetry Unit: Fourth Grade

Genre and Audience​: ​What genre are students writing and who will the audience be?
● Genre​: Poetry
● Audience​: Classmates and parents (for final poem).

Writing Sequence Goals (2):

● Goal 1: ​Students will understand what poetry is, the structure, and how it differs
○ Why did you choose this goal?
This ties in with the common core standard: CCSS.ELA-LITERACY.RL.4.5. It is also
essential to understand what poetry is and see examples to give students a foundation on
which they can start their own writing.

● Goal 2:​ Students will be able to write various types of poems

○ Why did you choose this goal?
This is will be the product of the poetry unit. Students will learn about poetry
throughout the unit, but they will really be focusing on writing their own poetry. I
think it is important to emphasize that while poetry often has a structure, it can really be
anything they make it. I want them to be creative and explore their own ideas during this
time, ending with a collection of poems, and one final poem that they will use in their
Christmas gift to their parents.

● Criteria for Success:​ ​Define the criteria for success for each goal and then describe what it will
look like if students meet these criteria at the 3 different levels of success.

Writing Sequence Goal CRITERIA for CRITERIA for CRITERIA for

Exceeds Target Meets Target Needs Support

Students will understand
what poetry is, the structure,
and how it differs
Student is able to Student is able to Student believes that
identify that poetry identify that poetry can poems must rhyme.
can be many different be many different They understand that
things. They things. They there are one or two
understand the understand that there different elements of
different elements of are different elements poetry, and that there
poetry, and the of poetry and that there are one or two types of
different types of are different types of poems.
poems poems, but they do not
know what the
elements of poetry are.

Students will be able to
write various types of
poems
Student is able to Student is able to write Student is able to write
write different kinds different kinds of some kinds of poems
of poems without poems without with some help.
individual scaffolding. individual scaffolding.
The poems include The poems might
things like imagery, include a small amount
metaphors, similes, of imagery and other
and other elements. elements.
Connection to CCSS Writing Standards​:
● CCSS.ELA-LITERACY.RL.4.5
Explain major differences between poems, drama, and prose, and refer to the structural elements
of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions,
dialogue, stage directions) when writing or speaking about a text.
● CCSS.ELA-LITERACY.W.4.6
With some guidance and support from adults, use technology, including the Internet, to produce
and publish writing as well as to interact and collaborate with others; demonstrate sufficient
command of keyboarding skills to type a minimum of one page in a single sitting.
● CCSS.ELA-LITERACY.W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1-3 above.)

Mentor Texts:

Mentor Text Purpose

Various songs chosen by This will help my students meet the writing goals because it will help
students them to understand what poetry is. It is relevant because these are songs
that students suggested and listen to on a daily basis, so it is something
they are very interested in and familiar with.

Falling Down the Page ​by This will help my students to understand what poetry is and the structure
Georgia Heard of certain kinds of poems. It will also be a good model for the list poem
they will write on their own. Many of the poems in the book are about
topics my students are familiar with and interested in.

Haiku Hike​ by fifth graders at This will help students understand the structure of haiku poetry, and it
St. Mary’s Catholic School in will be a good model for their own haiku writing. These haikus were
Mansfield, Massachusetts written by students around the same age as my students, so it will make
it feel more relevant to them.

“Ode to My Shoes” by This will help students understand the concept and structure of an ode
Francisco X. Alarcón poem, setting them up to be able to write their own. It will help them tap
into their background knowledge and interests as they write an ode to
whatever they would like.

“Be Glad Your Nose Is on This will help students get a picture for what poetry is, and how it is
Your Face” by Jack often structured. It also shows examples of several elements of poetry.
Prelutsky. This is a funny and rhythmic poem that will pique student interest and
engagement.

Student poems Showing students’ poems as models will be a great way to tap into funds
of knowledge, as it makes it much more relevant coming from one of
their peers. It will also help meet learning goals, as it is encouraging and
helping students to continue writing their own poems.

The Red Wheelbarrow by These will give students a glimpse into what poetry is. It will tap into
William Carlos Williams and students’ knowledge, as these poems are very descriptive. It will enable
The Blue Car by Sharon students to picture what they are hearing, and then write their own poem
Creech. based on an image.
“I Am From” by a fifth grade
student from Indianapolis
The Important Book​ by
Margaret Wise Brown
My own poems (“Important”
poem, I Am From poem,
haiku, list poem…)
This will really tap into students’ cultural background knowledge, as
they will think about their lives, what and where they have come from,
and who they are. The mentor text will allow them to see the structure
and concept of an “I Am From” poem.
This will help students meet the learning goals as it helps them to
understand more about what poetry is, and it will model how they can
write their own poems. It will tap into their linguistic and cultural
knowledge, as they have to really focus on one word and what that
means to them.
My own poems will help students achieve the learning goals, as they will
show what poetry is, the elements it contains, and it will model for
students how to write their own poems. These will be more relevant to
my students coming from me than coming from authors they do not
know.

Day 1
Daily Objective:
I can understand that
poetry can be many
different things, and I can
learn about the different
elements of poetry
Mini-Lesson Focus:
Poetry can be almost
anything- It doesn’t just
have to rhyme
Mentor Text:
● Be Glad Your Nose is
on Your Face by Jack
Prelutsky.
● Sad by XXXTentacio
● Girls Like You by
Maroon 5
● Thousand Years by
Christina Perri
● In My Feelings by
Drake
● Rise by Katy Perry
Instruction:
I do​: I will read “Be Glad
Your Nose is on Your
Face.” Then, I will go
through the different
elements of poetry, using
the Jack Prelutsky poem.
Then, I will play songs
and then ask students how
they were similar and
different, and I will ask if
they think it is poetry
We do​: Together, we will
make an anchor chart for
poetry.
You do​: Students will
spend a short time
journaling about what
they think poetry is.
Share​: If time allows, I
will choose a couple
students to share their
Unit Sequence
Day 2
Daily Objective:
I can learn about list
poems and write one on
my own.
Mini-Lesson Focus:
Structure of a list poem
and topic ideas
Mentor Text:
Falling Down the Page​ by
Georgia Heard (pp. 19,
23, 25, 29, 38)
Instruction:
I do​: I will read several
poems from the book of
list poems ​Falling Down
the Page.​ Then, I will read
a list poem of my own. I
will briefly explain again
what a list poem is.
We do​: We will compose
a list poem as a class
about our classroom.
Everyone can contribute
ideas.
You do​: Students will
write their own list poems.
It can be about anything,
but I will have ideas and
prompts in case students
need help (favorite things,
daily routine, thankful for,
animals...).
Day 3
Daily Objective:
I can write a haiku poem.
Mini-Lesson Focus:
Structure of haiku and
elements of poetry
Mentor Text:
Various haiku poems from
the book ​Haiku Hike​.
(pages 11, 13, 19, 21, 23)
My own haiku
Instruction:
I do​: I will read a couple
different haiku poems. I
will ask students what they
notice about them. I will
review what syllables are,
and then I ask how many
syllables are in each line of
each poem. Do all haikus
have that format?
We do​: We will
collaboratively write a
haiku poem about the
outdoors.
You do​: Students will
write their own haiku
poems about their favorite
outdoor location.
Share​:
Students will share their
poems with a partner next
to them, then a few will
Day 4
Daily Objective:
I can write an ode poem.
Mini-Lesson Focus:
Structure of an ode poem
Mentor Text:
“Ode to my Shoes”
“Ode to Bacon”
My own ode poem
Instruction:
I do​: I explain what an ode
is. I read a couple ode
poems and ask students
what they notice.
We do: ​We will
brainstorm things students
should think about to plan
their own ode poem
(objects, adjectives,
similes, metaphors...etc).
You do​: Students will plan
and write an ode poem on
their own.
Share​: Students will share
their poem with a partner
for a couple minutes, then I
will ask for a few
volunteers to share in front
of the class.
thoughts on what poetry
is.
Planning for Conferring
&/or Small-Group
Instruction:
This day will not have any
small group instruction or
conferences, as it is
mainly whole group
instruction.
Assessment (How will
you quickly evaluate
students’ progress?):
I will look at students’
journal entries.
Teaching Notes /
Resources:
Use Poetry Guide
Toolbox handout with the
poetry elements. I will
also use a video of each of
the song snippets with
their lyrics. When making
the anchor chart- many
types of poetry, doesn’t
have to rhyme, can be
short or long, can be
about anything, expresses
feelings, describes, or tells
a story.
Share​: I will walk around
and look at students work
during their work time,
and I will ask a few
students to share.
Planning for Conferring
&/or Small-Group
Instruction:
I will walk around the
room, specifically
scaffolding the students
who I know tend to
struggle with thinking of
things to write, but also
helping anyone who may
need it.
Assessment (How will
you quickly evaluate
students’ progress?):
Students will hand in their
poems whether they are
done or not, and I will go
through and read them.
Teaching Notes /
Resources:
Materials: Paper to write
poem, ​Falling Down the
Page
come up and share with
the class.
Planning for Conferring
&/or Small-Group
Instruction:
I will choose a small group
of students who struggled
a bit more the day before
to come sit with me at the
kidney table to work on
their poems. I will scaffold
where needed.
Assessment (How will
you quickly evaluate
students’ progress?):
I will collect students’
poems at the end of
independent writing time
to look at and gauge their
level of understanding and
writing.
Teaching Notes /
Resources:
Materials: ​Haiku Hike,​ my
own haiku poem, paper to
write.
Planning for Conferring
&/or Small-Group
Instruction:
I will choose a few
students to individually
work with during this time.
These are students who I
have noticed have had
many areas for growth in
the preceding days’ work.
Assessment (How will
you quickly evaluate
students’ progress?):
I will collect students’
poems at the end of
independent writing time
to look at and gauge their
level of understanding and
writing.
Teaching Notes /
Resources:
Materials: ode poems,
planning paper, paper to
write
 Day 5 Day 6 Day 7 Day 8
Daily Objective: Daily Objective: Daily Objective: Daily Objective:
I can turn what looks like I can write a poem about I can write a poem about I can plan and begin
random words and what and where I am what and where I am from. writing an “Important”
phrases into a poem. from. poem.

Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus: Mini-Lesson Focus:

Found poems (what they Structure and ideas for an Structure and ideas for an Structure of an “Important”
are and how to create “I Am From” poem “I Am From” poem, as poem.
them- grammar rules do well as how to turn
not apply) planning into the finished
poem.

Mentor Text: Mentor Text: Mentor Text: Mentor Text:

● “The Red ● “I Am From” poem by My own “I Am From” The Important Book
Wheelbarrow” a 5th grade student poem
● “The Blue Car” ● My own “I Am From”
● Various photos poem
● My own “blackout”
poem

Instruction: Instruction: Instruction: Instruction:

You do: ​I will hand out I do​: I will read the “I Am I do​: I will show students I do​: I will read ​The
cut up words of “The From” poems I have how I take my planning Important Book ​to my
Red Wheelbarrow.” chosen, along with my and turn it into my poem. students. Then, I will show
Students will work with a own poem that I have my own “Important” poem
partner to form the words written. We do​: Students will also that I have written.
into their own poem. help me turn my planning
We do​: As a class, we can into my poem and edit We do​: We will
I do​: I will read the brainstorm ideas of things what I have. brainstorm ideas of words
actual poem “The Red students might write in that students could use
Wheelbarrow.” I will ask their poem. You do​: Students will (these will be included in
if students can picture finish planning and writing the Christmas present
what it is saying, and I You do​: Students will their own “I Am From” students are making for
will also read the version write their own “I Am poems their parents).
“The Blue Car” from From” poem.
Love That Dog​. I will Share​: A few students who You do​: Students will start
highlight the fact that we Share​: I will ask for a volunteer can come up to to plan and write the rough
can take pieces of other couple volunteers to come share their poem with the draft of their “Important”
people’s work to create up and share their poem class. poem.
our own unique art. I will (or whatever they have
introduce the idea of completed). Share​: I will ask if anyone
found poetry and has started writing their
specifically blackout poem yet, and if they
poetry. would like, they may come
up and share what they
I will show examples of have so far. If not, I can
my own blackout found just ask students what they
poetry using book pages. are planning so far.
We do​: We will
collaboratively make our
own blackout poem.

You do​: I will hand out

book pages and students
will create their own
blackout poems (book
pages will be
differentiated by three
different levels).

Share​: Students will

share their blackout
poems with the class.

Planning for Planning for Conferring
Conferring &/or &/or Small-Group
Small-Group Instruction:
Instruction: I will choose a few
I will walk around the students to come work on
room to help and scaffold their poems by me. These
students who need it, and will be students who have
I will be looking at really struggled
students’ work on their completing poems in the
poems to get a feel for preceding days. I will
how they are doing and scaffold their writing
who might need help. process, helping them
think of ideas when
needed.
Planning for Conferring
&/or Small-Group
Instruction:
I will be walking around
the room to help students
who may need it. I will not
give them ideas, but I will
help scaffold them to
choosing words if they
need it.
Planning for Conferring
&/or Small-Group
Instruction:
I will walk around to help
students as they are
thinking about ideas and
planning their poems.

Assessment (How will Assessment (How will Assessment (How will Assessment (How will
you quickly evaluate you quickly evaluate you quickly evaluate you quickly evaluate
students’ progress?): students’ progress?): students’ progress?): students’ progress?):
I will collect students’ I will have students turn I will collect students’ I will walk around and
poems to look at their in whatever they have poems at the end of the look at students’ progress
content and structure, completed for this day, lesson and review how to see how they are coming
determining their level of and I will look through they are doing. along with their poems.
understanding and them to determine how
writing. well they are
understanding and
writing, and if they need
any intervention or help in
the coming days.

Teaching Notes / Teaching Notes / Teaching Notes / Teaching Notes /

Resources: Resources: Resources: Resources:
As a supplement to the Materials: “I Am From” Materials: My own found Materials: ​The Important
lesson, I will be poems, paper to write poem, one set of cut-up Book​, paper to start
discussing similes, poems on words, one set of words planning poems
metaphors, and imagery that are not yet cut for each
in reading groups before. student, paper to paste
words to
Materials: words from
the Red Wheelbarrow for
each pair of students,
“The Red Wheelbarrow,”
Love That Dog​, photos