UNIT PLANNING TEMPLATE

Stage 1
Overview and Context
Your name: Harley DeVincent
Grade level and school: Fourth Grade, Eberwhite School
Title of unit: Poetry
Estimated time for unit Around 20 days (4 weeks), during reading/writing time
Rationale: Before planning this unit, I spoke with the third grade teachers about what
the fourth graders learned the year before about poetry. They gave me
their poetry resources to look through, so that I could get a better idea on
what was taught and what was emphasized. As I went through the
materials, it seemed to me that they did a lot of reflecting on poetry that
they read. They were asked questions about the purpose of the poems,
how the poetry made them feel, how they thought the author felt while
writing the poetry, and other reflecting questions.

In fourth grade, the unit that they were doing before this one was a unit
on biographies. As I watched my mentor teacher go through this unit with
the students and seeing the planning that went into it, I saw how
important it is to fully immerse the students in the content they are
learning about. The students read biographies in their guided reading
books, my mentor teacher did many biography read alouds with the
students, and the students were reading two biographies on a specific
person for their biography projects. I plan to model the teaching and
learning of poetry after their unit on biographies. After this unit on poetry,
the students will be doing a unit on mythology.

Most of the focus of this unit will be on specific figurative languages

(similes and metaphors) and the way poetry is read. This unit content is
important because it is included in the Common Core State Standards for
fourth grade. Besides the fact that it is included in the CCSS, I think poetry
content is important for students to learn, because I feel it is a type of
literature that students are not voluntarily reading on their own or reading
for pleasure. Reading and understanding poetry can be very difficult for
students, especially if they dont find interest in it. My unit will support my
students learning of poetry by exposing them to different types of poems
that includes the figurative language that they will be learning about and
then giving the students opportunities to write poems using the figurative
language. In addition, I will be teaching poetry during both reading and
writing times throughout the school day. My hope is by immersing my
students with reading, listening, and writing poetry, they will find great
interest in this literature and understand the learning goals.

My essential question is how can we use poetry to express ourselves?

This question allows students to relate poetry to their own lives, and
makes it relevant to them. This question will motivate my students to
learn about poetry and engage in the learning. It will focus their attention
and learning by thinking about how authors of poetry use it to express
themselves, and then think about ways they can use it on their own to
express themselves. This question can be used to focus their attention
while reading poetry, but also while they write their own poetry.

There are a lot of vocabulary words used in this unit that are essential
when learning poetry. When reading poetry, students need to understand
what rhythm means and how to correctly use rhythm while reading poetry.
To understand poetry, students will be learning the words simile,
metaphor, onomatopoeia, personification, and hyperbole. They will be
expected to write poems that include similes and metaphors, because
these are two words the CCSS expect fourth graders to know. In addition
to these words, students will be learning about the meaning of poems and
how the poems make them feel and think.

The unit will begin with an overview of what the students will be able to do
by the end of the unit (going over the I can statements) and the
vocabulary words that they will be expected to know. After the overview,
we will begin talking about what they know about poetry and why people
write poetry. These conversations will be beneficial for students to think

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 about what they already know and how they can use that knowledge to
help them continue learning about poetry. During reading time, we will be
reading poetry out loud as a class, and I will be teaching them about the
importance of rhythm, line breaks, and expression. During our writing
time, I will teach them about different figurative language, for example
similes and metaphors. As the students learn about the figurative
language, and read poems that contain the specific figurative language,
the students will get the chance to write their own poems using these
devices. At the end of the unit, and after the students have explored their
own techniques with writing poetry, they will publish a final draft of a
poem, after revising and editing, that they will present to the class and
families at our poetry slam.
Sources: http://www.k12reader.com/worksheet/metaphor-and-simile-about-
you/view/

http://www.ereadingworksheets.com/figurative-language-
worksheets/personification-worksheet.htm

https://mrshallfabulousinfourth.blogspot.com/2013/02/paint-chip-
poetry.html

http://www.brighthubeducation.com/lesson-plans-grades-3-5/115191-fun-
lesson-on-hyperbole/

http://www.readwritethink.org/classroom-resources/lesson-plans/lonely-
cloud-using-poetry-907.html?tab=4#tabs

NYC Department of Education Department of English Language Arts Unit

of Study

https://www.teachervision.com/language-arts-and-writing/understanding-
metaphors

http://penandthepad.com/write-hyperbole-poem-8641062.html

Common Core State Standards- Fourth Grade English Language Arts

https://sarahejerasa.wordpress.com/2013/02/15/personification-in-poetry-
writing-lesson/

Essential question(s) How can we use poetry to express ourselves?

Learning Goals
Connection to Skill (s) Learning Goals
Knowledge
Standards (number the goals for easy reference)
(k)
SEL

CCSS.ELA-Literacy.RL.4.10 S 1. Students will be able to read and comprehend poetry.

By the end of the year,
read and comprehend literature,
including stories, dramas, and
poetry, in the grades 4-5 text
complexity band proficiently, with
scaffolding as needed at the high
end of the range.
CCSS.ELA-Literacy.RF.4.4.b S 2. Students will be able to read poetry orally with accuracy,
Read grade-level prose appropriate rate, and expression.
and poetry orally with accuracy,
appropriate rate, and expression
on successive readings.
CCSS.ELA-Literacy.W.4.4 S 3. Students will be able to create their own poems using figurative
Produce clear and language and characteristic of poems for an audience.
coherent writing in which the

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development and organization are
appropriate to task, purpose, and
audience. (Grade-specific
expectations for writing types are
defined in standards 1-3 above.)
CCSS.ELA-Literacy.W.4.5
With guidance and
support from peers and adults,
develop and strengthen writing as
needed by planning, revising, and
editing.
CCSS.ELA-Literacy.L.4.5
Demonstrate understanding of
figurative language, word
relationships, and nuances in
word meanings.
CCSS.ELA-Literacy.L.4.5.a
Explain the meaning of
simple similes and metaphors
(e.g., as pretty as a picture) in
context.
Type of Assessment
Summative:
Students will be revising
and editing one poem of
their choice, producing a
final, typed draft, and
reading it out loud to the
class and parents at the
poetry slam.
Student formatted their poem and
Formative:
Students will complete a
simile and metaphor
worksheet
Formative:
Students will complete a
personification worksheet
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For interns beginning the program in Fall 2012 (PPP3)
S 4. Students will be able to develop their own poems and publish
them after planning, revising, and editing and give feedback to
others.
K 5. Students will be able to understand and use personification,
hyperbole, and onomatopoeia while writing and reading poetry.
K 6. Students will be able to differentiate the meaning of similes and
metaphors in poetry and write their own examples.
Stage 2
Assessments
Criteria/Means of Evaluation Connection to Learning-Goals
(Refer to goals via the # and also write out the
goals.)
1. Students will be able to read and
I will provide students with a rubric comprehend poetry.
and go over this rubric with them 2. Students will be able to read poetry orally
before they revise and edit their with accuracy, appropriate rate, and
selected poems. expression.
3. Students will be able to create their own
Student correctly included and used poems using figurative language and poetic
figurative language. format for an audience.
4. Students will be able to develop their own
made use of lines, and stanzas poems and publish them after planning,
Student had correct grammar and revising, and editing.
spelling
Student used expression when
reading
Student spoke at an appropriate rate
Student made use of rhythm
Did students correctly compare two 6. Students will be able to differentiate the
unrelated things (using like/as for meaning of similes and metaphors in poetry
similes, not using like/as for and write their own examples.
metaphors)
Secure=All/most correctly used (1-2
errors)
Developing=More than half correctly
used
Beginning=Less than half correctly
used
Did student correctly identify the 5. Students will be able to understand and
object being personified and what use personification while writing and
trait was given reading poetry.
Secure=All/most correct (2-3 errors)
Developing=More than half correct
Beginning=Less than half correct
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Formative: Student correctly included and used 6. Students will be able to differentiate the
Students will write their figurative language. meaning of similes and metaphors in poetry
own simile/metaphor poem Student formatted their poem and and write their own examples.
(paint chip poetry) made use of lines, and stanzas
Student had correct grammar and
spelling

Formative: Student correctly included and used 5. Students will be able to understand and
Students will write their figurative language. use personification while writing and
own personification poem Student formatted their poem and reading poetry.
(nature walk made use of lines, and stanzas
Student had correct grammar and
spelling

Formative: This pre-assessment asked the
Students will take a pre- student many questions to see what
assessment before the they know or didnt know about
start of the unit. poetry. The information collected from
this pre-assessment helped to
determine what I needed to teach.
5. Students will be able to understand and
use personification, hyperbole, and
onomatopoeia while writing and reading
poetry.
6. Students will be able to differentiate the
meaning of similes and metaphors in poetry
and write their own examples.

Attending to the Learners

Anticipating student ideas: Prior to planning this unit, I reviewed the resources the third grade
teachers used for the poetry unit my fourth graders were taught in
third grade. After reviewing the content, I learned that the students
did a lot of reflecting after reading poetry. They would read poems and
then answer questions about the authors purpose, how it made them
feel, and other questions that would force the students to think about
their own feelings toward the poem. Because I am not sure how
familiar they are with the vocabulary we will be using in this unit,
which also corresponds to the learning goals, I will be giving a pre
assessment to all of the students to get a better idea. This will help
me understand what content the students need to spend more time
learning about.

One common misconception I predict my students will make is that all

poems rhyme. Because I want this misconception to be addressed at
the beginning of the unit, this will be discussed in one of the first
lessons. I will also make sure I read a lot of poems that do not have a
rhyming pattern. I also think students may get similes and metaphors
mixed up, because the two concepts are very closely related. I will
make or print out vocabulary cards to place in front of the room and
give them plenty of practice and examples to ensure they understand
the difference.

Making the content accessible
to all students:
There are many things I can do to ensure that all of my students
develop an understanding of this unit.
When introducing new vocabulary, I will present the word to the
class, provide an example of the meaning, and put the word and
definition up on the board or a place in the room that everybody can
refer to when needed.

Students in my class will most likely have a broad range of incoming

knowledge about poetry. I want students to have a lot of exposure to
reading poetry during this unit, so I will encourage students to bring in
books from home that they have on poetry. There will be a lot
resources in the classroom that I will recommend my students to
explore.

For students that have difficult time writing, I will shorten their

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 worksheets so that they do not have to worry about writing too many
examples. I will also try and give them the option to typing their
poems instead of writing them out by hand.

I have two English Language Learners that I am worried will have a

difficult time understanding figurative language. I will provide many
examples for these students, as well as work one on one and closely
with them throughout these lessons.

Stage 3
Instructional sequence
Lesson type, Describe: learning goals and related assessments, summary of lesson Notes,
title, and activities, connection to EQ Reminder
duration s, and
Materials
(including
managem
ent
considera
tions)
Lesson 1: Learning goals Related assessment Materials:
unit launch -Poster
Title: What 1. Students will be able to read and
-Marker
do we know comprehend poetry. Management:
about Students will
poetry? be sitting on
Time: 30 the carpet in
minutes Summary of lesson activities: Students will be taking a pre- the front of
assessment the week before the launch of the unit. After going through the room and
3/8 the pre-assessments, I will have a better understanding of what the I will be
students know about poetry. sitting at the
front. Stress
Show a couple of YouTube videos of students reading poetry and ask to students
students to make note of things they notice about the poetry that is that they
being read. They can record their ideas on paper. need to pick
a spot where
they will be
https://www.youtube.com/watch?v=rtnEnEqjk0E able to pay
attention
best. If
We will have a class discussion about what do we know about poetry?
students do
and I will write these ideas on a big poster paper. I will have a list of
not choose an
things I want students to mention, and if they dont mention these
appropriate
things, I will guide them into these responses. This list will be hung up in
spot on their
the front of the classroom for the students to refer to for the entire unit.
own, I will
move them.
Examples:
Sometimes rhymes, sometimes does not rhyme
Can be short, can be long
Can be made up, can be based on a real thing
Can be funny, can be serious, can be scary
Has specific words and great details
Can be like a song (smooth)
Can have a pattern
Has a lot of feelings
Can repeat words or sentences
Can be about anything

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 Has short paragraphs (stanzas)
Has a focused purpose
Includes many sensory images (see, hear, feel, smell, taste)
Uses strong verbs and precise nouns
Poetic language (similes, metaphors, personification)
Poetic devices (rhythm, repetition)

Connection to EQ: I will bring up the essential question at the end of

the lesson so that students know what we will be focusing on throughout
the unit. I will also have the essential question written out and displayed
for students to see.

Post teaching notes to self: Students had a lot of prior knowledge of

what poems were, and came up with the list on their own with little
prompting from me.
Lesson 2: (L) Learning goals Related assessment Materials:
Title: I -Sticky notes
can (to make
Time: 20 section for
minutes poetry unit)
3/9 -26 I can
statements
Summary of lesson activities:
and
vocabulary
I will read the poem, The Creature by Jack Prelutsky, to the class. They
printed on
will first close their eyes to imagine what the creature looks like. Then, I
colored paper
will have them go back to their seats and draw the creature, as I read the
poem again.

Students will be receiving the I can statements for this unit as well as
the vocabulary we will be using. We will be creating a section in their
readers notebooks (similar to the section made for the biography unit)
and they will be gluing all of the handouts that are related to poetry
under this section. As a class, we will read through the I can
statements together. Then we will go through the vocabulary words. At
the end I will ask students to bring in poetry they have at home, if they
have any.

Connection to EQ: The students use this poem to express himself or

herself by using the words the poet wrote and their imagination to
picture the creature the poet is talking about.

Post teaching notes to self: The students loved this activity, and were
really engaged throughout. I didnt have time for the students to finish
gluing the I can statements in their poetry section. We will finish this
tomorrow.

Lesson 3: Connection to EQ:

(DU) Learning goals Related assessment
Title: What
is a poem?
Informal class discussion about
What are 1. Students will be able to read and poetry comprehension
characteristi comprehend poetry.
cs of a

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poem?
Summary of lesson activities: We will begin this lesson by going
Time: 30 through a poem and identifying different parts that make it a poem. We
minutes will discuss the structure and the meaning of the poem.

Students will finish gluing the poetry I can statements and vocabulary
in their poetry section.

I will be giving students Sick by Shel Silverstein. I broke the poem up into
one-line stanzas, two line stanzas, three line stanzas, and one full stanza.
Students will read them at their tables, and then I will have each table
read their poem to hear the difference of reading poems with different
structure but the same verses. Then we will discuss what a stanza and
verse are. I will give the definition and they will write them in their
vocabulary section with an example. We will discuss why poets structure
their poems a certain way (how are they expressing themselves). Finally
I will read Stopping by Woods on a Snowy Evening (Robert Frost) to show
this structure and talk about why this poet wrote it in this way.

Connection to EQ: Poets are expressing themselves through the

structure of the poem and helps readers know how the poet wants the
poem to be read.

Post teaching notes to self: I changed the lesson right before with
Kourtney. We decided to use the poem March in a poetry book. First, I
decided to go over the vocabulary words (stanza and verse) and then we
looked at the Robert Frost poem and discussed what parts of the poem
were the stanza and the verses. Then we finished with the March poem
where each table had the poem but it was broken up differently. Once
each table got a chance to read it together, I had two groups present
their poems so the class could hear the differences. At the end, I showed
the real format of the poem and we discussed why the poet would have
broken it up in that way.
Lesson 4: 1. Students will be able to read and Materials:
(DU) comprehend poetry. TheFog
2. Students will be able to read poetry orally
with accuracy, appropriate rate, and Someone
Title: How expression. Ladybug
do we read
poetry?

Time: 40 Summary of lesson activities: I will read to the class two poems that
minutes are read very differently (The Fog by Carl Sandburg and Someone by
Walter De la Mare). As I read the poems out loud, I will be projecting
them for the whole class to see. I will ask them what they notice about
the punctuation and where the line ends. I will explain to them that the
end of a line does not mean there is a pause, but punctuation such as
periods, ellipses, and dashes mean to pause and commas are a short
break. The rhythm of the poem Is the repetition of patterns in the poem.
Students will be given the chance to read these two poems to a partner
and recognize how the way you read the poem affects the meaning of
the poem.

Words introduced: rhythm, rhyme, repetition

If time permits, I will read Sick by Shel Silverstein and we will discuss

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 the rhyme in the poem.

Connection to EQ: Poets express themselves by how they read the

poem out loud to convey emotion and meaning.

Post teaching notes to self: At first, students were sitting at their

seats and it was hard to have a class discussion. I moved them to the
floor as we talked about the differences between the two poems, and it
definitely helped to gain their focus. The students were picking up on the
structure of the poem and the effect it has on how it is read. They
continue to compare the poetry to songs.
Lesson 5: Connection to EQ: Materials:
(DU) Learning goals Related assessment Poetryread
aloudbook
Title: Poetry
Informal class discussion about
read aloud 1. Students will be able to read and Management:
poetry comprehension
comprehend poetry. Havestudents
Time: 30 stayattheir
minutes tableswhile
Summary of lesson activities: I will conduct a poetry read aloud with listeningtothe
a poem book that does not have a rhyming pattern. This read aloud will book
focus on how it made the readers feel and how the author expresses Studentswill
himself through the writing of poetry. In addition, we will talk about the notbewriting
word choices the author made and why the author wrote this poem in anythingdown,
that way. I will go through a quick overview of the unit calendar so sotheirfull
students know what to expect to learn throughout the next couple of attentionshould
weeks. beontheread
aloud
Love That Dog

Connection to EQ: This read aloud is focusing on our essential question

of how the author expresses him or her self through poetry.

Post teaching notes to self: There were some students who have read

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 this book before. All of the students were very engaged and wanted me
to keep reading. I will continue reading this book throughout our unit
when we have extra time at the end of a lesson.

Lesson 6: Learning goals Related assessment Materials:
(DU) Simile
vocabularyword
Title: Similes card
6. Students will be able to differentiate the Similepoem
Time: 30 meaning of similes and metaphors in poetry Ladybug
minutes and write their own examples. Whiteboard
Markers
Summary of lesson activities: RECORD I will introduce the word Readers
simile to the class, giving the students a definition (a figure of speech in notebook
which two words that are not similar are compared using the words like
or as). I will ask the class for examples of similes that they can come up
with, and I will write a few on the board. I will then read a poem to the
class that has similes in them. Lastly, I will present the poem on the
ladybug and have students underline the examples of similes. They will
also have to explain what the simile is comparing.

Connection to EQ: Poets use similes to express themselves while

writing poetry, comparing unlike things.

Post teaching notes to self: The students were very familiar with
similes and were able to point out examples and non-examples of simile.
Lesson 7: Learning goals Related assessment Materials:
(DU) YouTube
6. Students will be able to differentiate the Metaphor
Title: meaning of similes and metaphors in poetry vocabularycard
Metaphors and write their own examples. Readers
notebook
Time: 30
minutes
Summary of lesson activities: I will begin this lesson by showing the
TED Ed video on metaphors (https://www.youtube.com/watch?
v=A0edKgL9EgM). After the video, I will present the class with the
definition for a metaphor (comparing two unrelated things that share
some common characteristics without using like or as). This definition
will be posted in front of the whole class. I will then write two examples
on the board and we will have a class discussion about what these
metaphors mean.

The sun was a diamond in the sky

This room is an oven

If there is time, I will have students practice writing their own examples
of metaphors, prompting them as needed.

Connection to EQ: Poets use metaphors to express themselves while

writing poetry.

Post teaching notes to self: The students were very engaged with the
YouTube video. They enjoyed watching the video and even made
connections with the video and a poem we previously read as a class

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 (Fog).
Lesson 8: Learning goals Related assessment Materials:
(DU) Simileand
6. Students will be able to differentiate the Simile and metaphor worksheet
meaning of similes and metaphors in poetry and metaphor
Title: write their own examples. worksheet
Similes/met Summary of lesson activities: Simileand
aphor Students will be receiving a worksheet that allows them to use similes metaphor
worksheet and metaphors to describe themselves. This will give them practice vocabularycards
(IC1) writing similes and metaphors, and will get them thinking about the
differences and similarities of the two.
Time: 30 Connection to EQ: Students will be expressing themselves through the
minutes writing of similes and metaphors by comparing themselves to other
things.
Post teaching notes to self: Students had a difficult time writing
examples of metaphors. It was easier for them to write similes. I will
review metaphors at the beginning of the next lesson.
Lesson 9: Learning goals Related assessment Materials:
(DU) 6. Students will be able to differentiate the Paintchips
Simile and metaphor worksheet
meaning of similes and metaphors in poetry and Readers
Title: paint write their own examples. notebooks
chip poetry Summary of lesson activities: I will show an example of my own paint Pencils
chip poetry. I will ask students what they notice and then go over the Markers
Time: 2 days directions. Students will be choosing a color and writing similes and Simileand
1st- 30 metaphors to describe that color. The first line of their poem is a metaphor
minutes metaphor (orange is ____) and then the next three lines are similes vocabularycards
2nd- 40 (orange is like ____, orange is as ___). After students write down in their
minutes readers notebook their paint chip poem, I will give them a paint chip to
write their poem down on. If students finish early, I will encourage them
to draw pictures to represent their poem.

Connection to EQ: Students will be expressing themselves through the

writing of similes and metaphors

Post teaching notes to self: I decided to give the students less

direction in writing their poems. I gave the requirement that they must
include at least one simile and one metaphor, and then they could
choose to write the last two lines using similes, metaphors, or both. Most
students were able to write these on their own, but some students
needed extra guidance in writing their examples of metaphor. Overall,
the students seemed to enjoy writing these poems.
Lesson 10: Learning goals Related assessment Materials:
5. Students will be able to understand and use Personification
Personification worksheet
Title: onomatopoeia, hyperbole, and personification worksheet
personificati while writing and reading poetry. Personification
on (IC2) vocabularycard
Personification
Time: 30 poem
minutes
Summary of lesson activities: I will begin by reading a poem with
examples of personification. After reading the poem out loud to the
whole class, I will explain to the class that personification is giving
human qualities to animals or objects. Once I provide this definition to
the class, I will write sentences on the board for the students to add
personification to.
The students will finish the lesson by completing a personification

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 worksheet where they identify what object is being personified and what
human trait it is given.

Connection to EQ: Personification is a type of figurative language

people use in their poetry to express them.

Post teaching notes to self: The discussion around personification

was a very productive one. I thought I did a great job on eliciting and
probing student thinking and conducting a class discussion. One student
was confused with the difference between personification and metaphor,
but I was able to explain to that student that metaphors compare two
objects, while personification is giving human traits to non-human
objects (no comparison).

Lesson 11: Learning goals Related assessment Materials:

Clipboard
Personification/nature poem
Title: nature 5. Students will be able to understand and use Readers
walk poetry personification, hyperbole, and onomatopoeia notebook
while writing and reading poetry. Pencil
Time: 2 days Personification
1st-20 vocabularycard
minutes
2nd- 30 Summary of lesson activities: This lesson will begin with a quick
minutes recap of what personification means. As a class, we will go outside with
clipboards, paper, and pencils, and the students will observe the nature
around them. Then they will choose a few things in nature and personify
what they see. Once they write down these notes, they will come inside
and write a nature poem.

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 Connection to EQ: Students will be expressing themselves through
personification while writing their nature poems.

Post teaching notes to self: I had to spend more time explaining

personification, because after reviewing their personification worksheets,
I realized there was still some confusion on what personification is. In
addition, I wanted to give them practice in writing examples of
personification before going on their nature walk. Because of this, and
because of all of the times I had to pause my lesson from student talking,
we had very little time to spend on our nature walk. This caused many
students to become frustrated, and it was difficult to get them to focus
on personifying objects in nature. I had to do a lot of prompting and give
a lot of examples to ensure students understood what to do. As I read
the nature poems, I noticed many students used my examples instead of
coming up with their own.
Lesson 12: Learning goals Related assessment Materials:
(DU) Paper
Pencil
Formative
Title: 5. Students will be able to understand and use Students will write on a piece of Whiteboard
hyperbole personification, hyperbole, and onomatopoeia Markers
paper the number of the
and while writing and reading poetry.
statement and a check if it is a Hyperboleand
onomatopoe
hyperbole and an x if it is not a onomatopoeia
ia definitioncards
hyperbole.
Summary of lesson activities: At the beginning of the lesson I will
Time: 2 days
introduce a hyperbole to the class (Im so hungry I could eat a horse). We
30 minutes
will talk about what the statement means and why I chose to say it. I will
each
give the definition of a hyperbole (an exaggerated statement), and a few
more examples.
IamsohungryIcouldeatahorse.Thisishyperbole.Whilethepersonisnot
goingtoeatahorse,thestatementrevealstheperson'sintensehunger.
ThesearetheworstpancakesIhaveevereaten.Thisisnothyperbole.The
pancakesareactuallytheworst.
Ilikemyteacheralot.Thisisnothyperbole.Itisarealisticstatement.
It'stakingyouamillionyearstogetready.Thisishyperboleandrevealsthatthe
personistakingaverylongtimetogetready.
Now,givestudentsseveralmoreexamplesofhyperbole.Askthemtofindthespecificpart
ofthesentencethatmakesitanexaggeration.

Thisisthebestpizzainthewholewideworld.Thephrase"wholewideworld"is

University of Michigan, Undergraduate Teacher Education Program page 12 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
 anexaggeration.
Thissuitcaseweighsaton.Theword"ton"iswhatmakesthissentencehyperbole.
Thebaby'ssmilewasamilewide.Thephrase"milewide"isanexaggeration.

After they will read a poem that has hyperboles and highlight examples
of hyperboles. I will do a quick introduction of what onomatopoeia is,
ending with giving the definition and examples (word formed from a
sound). Students will play a quick game to come up with the longest list
of onomatopoeia at their table.

The next day, students will choose to either write a hyperbole poem, an
onomatopoeia poem or using both in a poem.

Onomatopoeia: Honey, I Love (Riding on the Train by Eloise Greenfield)

For the hyperbole poem, they will first choose a subject for the poem and
how they feel toward that subject. Then, the student will write a list of
exaggerations using key points about the subject they are writing about.
From this, they will create their hyperbole poem.

Connection to EQ: This short lesson will give students more techniques
to express themselves while writing poetry.

Post teaching notes to self: I introduced these two types of figurative

language briefly at the beginning of different lessons, instead of
spending a whole lesson on each. I was able to connect hyperboles to
our unit on traditional literature and explain that legends are stories that
often become exaggerated and hyperboles are over exaggerations. Many
students were able to see the connection. I decided to not spend as
much time on these two terms, because I wanted to spend more time on
simile, metaphor, and personification. The students will not be expected
to know these two terms, because we didnt spend as much time on
them.
Lesson 13: Learning goals Related assessment Materials:
IPads/chrome
3. Students will be able to create their own Rubric for writing and reading
Title: peer poems using figurative language and poetic books
Poetry
review, format for an audience. Googledocs
revising, 4. Students will be able to develop their own
poems and publish them after planning, revising,
and editing and editing.
poetry
writing Summary of lesson activities: Students will be choosing one poem
that they have written and will type up their poem on Google Docs. After
*Integration they have finished typing up their poem, I will assign students partners
and and they will send these poems to each other to peer review through
differentiati Google Docs. There will be a set of questions each student needs to
on complete for the poem they are reviewing. These questions will be
assignment/ answered on the Google Doc, so the poet will be able to read them on
IC 3 the same page they will be making their revisions on. The set of
questions will include what are two strengths of this poem, what are two
Time: 4 days things this poet can improve, and are there any additional comments you
1st day-30 would like to make? After the poem gets peer reviewed, the student will
minutes make revisions and edits as needed. Next, the students will have a
2nd day-40 conference with me and we will discuss any further revisions and edits
minutes

University of Michigan, Undergraduate Teacher Education Program page 13 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
3rd day- 30 the student needs to make. After the poem is complete, they will get the
minutes chance to practice reading their poems out loud in front of others.
4th day- 20
minutes
Differentiation: giving comment bank to students who need help peer
reviewing others

MAKE HOW DOES MS. DEROSIAS CLASS EXPRESS THEMSELVES

THROUGH POETRY? TO DISPLAY STUDENT WORK

Connection to EQ: Students will be expressing themselves through the

reading of their own poetry to their peers.

Post teaching notes to self: I am glad I blocked off the whole week for
revising and editing their poems using Google Docs. Although most
students were familiar with using Google Docs in the past, some
students took more time than others to type up their poems and then
share with their peers. The sentence starters for feedback for one of my
students were very helpful in guiding him with what to say for the
feedback.
Unit close Learning goals Related assessment Materials:
1. Students will be able to read and Students
Rubric for writing and reading
Title: comprehend poetry. completedpoems
Poetry
Poetry Slam 2. Students will be able to read poetry orally Rockingchairor
with accuracy, appropriate rate, and
expression.
tallchair
Time: 3. Students will be able to create their own Gym/cafeteria
1 hours poems using figurative language and poetic
format for an audience. Management:
4. Students will be able to develop their own
poems and publish them after planning, Gooverthe
revising, and editing. expectationsof
Summary of lesson activities: Parents will be invited to attend our thestudentsthe
class poetry slam on the last day of the unit. Every student will have daybeforeand
chosen a revised and edited poem to read out loud in front of the class. remindthemat
Each student will sit on the chair in front of the room to read their poem. thebeginningof
When everyone finishes reading their poem, the two classes will combine theday.
to read a poem all together in front of all of the guests. Then we will have Snapwhen
a mini celebration with food brought in by families. someoneis
finishedreading
Connection to EQ: Students get to express themselves by reading their theirpoem
own poems out loud to an audience. They get the chance to read their Listen,besilent,
poem in a way they want it to be read. andhaveyour
eyesonthe
Post teaching notes to self: The poetry slam went really well. I was reader
very nervous about enacting it, but everything ran very smoothly. At the Berespectfulof
end, there were a handful of students that wanted to continue sharing
others
their poems. Some were making them up on the spot, but the parents
were very engaged and seemed to be impressed by the students work
throughout the unit.

University of Michigan, Undergraduate Teacher Education Program page 14 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
 UNIT CALENDAR:
Monday Tuesday Wednesday Thursday Friday
3/6 10:30-11:00 3/7 2:35-3:15 3/8 10:30-11:00 3/9 2:55-3:15 3/10 10:30-
Lesson 1: What Lesson 2: I Lesson 3: Poetry Lesson 4: What 11:00
do we know can read aloud is a poem? What Lesson 5: How
about poetry? are do we read
characteristics poetry?
of a poem?
3/13 10:30- 3/14 2:35-3:15 3/15 10:30- 3/16 2:55-3:15 3/17 10:30-
11:00 Lesson 7: 11:00 Lesson 9: Paint 11:00
Lesson 6: Metaphors Lesson 8: chip poetry Lesson 9: Paint
Similes Simile/metaphor chip poetry
worksheet
3/20 10:30- 3/21 2:35-3:15 3/22 10:30- 3/23 2:55-3:15 3/24 10:30-
11:00, 12:48- Lesson 11: 11:00 Lesson 12: 11:00
2:05 Nature Walk Lesson 11: Hyperbole and Lesson 12: Free
Lesson 10: Nature walk onomatopoeia writing
Personification poem
3/27 10:30- 3/28 2:35-3:15 3/29 10:30- 3/30 12:48-2:05, 3/31 1:00-2:30
11:00 Lesson 13: Peer 11:00, 12:48- 2:55-3:15 Unit close:
Lesson 13: Peer review, Revising 2:05 Lesson 13: Peer Poetry Slam
review, Revising and Editing Lesson 13: Peer review, Revising
and Editing review, Revising and Editing
and Editing

Reflection on Planning
Section Description
Learning goal for My learning goal for this unit is to fully engage ALL students in poetry
self by being fun and expressive. I want to be able to make this unit
exciting and interesting for students, and to give plenty of
opportunities for students to express themselves. To do this, I want to
do better with differentiating the curriculum for students that need
something beyond what we are doing to prevent them from becoming
bored, and for students that need less so they dont become
overwhelmed.
Preparing to teach To prepare to teach this unit, I researched many poetry units online to
this lesson get an idea of what concepts I should teach and focus on for my
class. I also looked at the third grade curriculum that was taught the
year before so I had an idea of what they were already taught and

University of Michigan, Undergraduate Teacher Education Program page 15 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
 would be familiar with. I spent a lot of time looking at the CCSS for
fourth grade in regards to reading and writing poetry.
Before each lesson, I plan on completing the worksheet or activity to
get a sense of how long the activity will take.

University of Michigan, Undergraduate Teacher Education Program page 16 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
 INSTRUCTIONALPLANNINGTEMPLATE
InstructionalCycle1

Yourname:
Gradelevelandschool:
Titleoflesson/activity:
Teachingdate(s)andtime(s):
Estimatedtimeforlesson/activity:
Overviewoflesson:
Provideashortdescription(23
sentences)ofthelesson/activity.
Besuretoincludeadescriptionofthe
mathematicaltask.
HarleyDeVincent
4thGrade,Eberwhite
SimilesandMetaphors
March13(10:3011:00),14(2:353:15),and15(10:3011:00)
1hourand40minutes
Studentswillbelearningaboutthedefinitionsofsimilesandmetaphors
andwritingtheirownexamplesofeach.Theywillbelearningabouteach
ofthemandlisteningtopoemsthatcontainsimilesandmetaphors.

Theselessonswillbethe6thlessoninthepoetryunit.Theywillbethe
firstlessonsonfigurativelanguage.Aftertheylearnaboutsimilesand
Contextoflesson:
metaphors,theywillbewritingtheirownpoemsusingsimilesand
metaphorstodescribeacoloroftheirchoosing,
Sources:
Listthesource(s)youusedinthe http://www.k12reader.com/worksheet/metaphor-and-simile-about-
creationofyourlessonplane.g., you/view/
EverydayMath

LearningGoals
6. Students will be able to
differentiate the meaning of similes
and metaphors in poetry and write
their own examples.
LearningGoals
ConnectiontoStandards
CCSS.ELA-Literacy.L.4.5.a
Explain the meaning of simple similes
and metaphors (e.g., as pretty as a
picture) in context.
ConnectiontoActivities
Students are completing a
worksheet after the lessons that
have them practice writing their
own similes and metaphors.

Anticipatingstudentideas:
Makingthecontentaccessibletoall
students:
AttendingtotheLearners
Beforethisunit,Igaveapreassessmenttomyclasstoseewhatthey
knewaboutsimilesandmetaphors.Noneofmystudentswereabletogive
adefinitionofsimileandmetaphor,butsomeofthemwereabletochoose
asimileandmetaphorexample.Becauseofthis,Idontanticipatemy
studentsknowingmuchaboutthesetwofigurativelanguages.
Tomakethecontentaccessibletoallofmystudents,IwillensurethatI
amexplicitwithmydefinitionsofsimileandmetaphor.Iwillpostthe
definitionsintheclassroomsothatallstudentscanseeitandIwillalso
providemanyexamplesofsimilesandmetaphors.

Inaddition,IwillprovidestudentswhoareEnglishLanguageLearners
thewordintheirownlanguage,sotheyareabletomaketheconnection.

Assessments
TypeofAssessment LearningGoalsConnection
Formative Studentswillbecompletingaworksheetthatasksthemtowriteexamplesofsimiles

University of Michigan, Undergraduate Teacher Education Program page 17 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
(Simileandmetaphor andmetaphorsaboutthemselves.Theywillhavetodistinguishbetweenmetaphors
worksheet) andsimiles.

InstructionalSequence
Materials: Similepoems
Metaphorpoems
Simile/metaphorworksheet
Pencils
Ladybug
Whiteboard
YouTubemetaphorTedEdvideo
readersnotebook

Time StepsDescribingWhattheTeacherandStudentsWillDo NotesandReminders(including

managementconsiderations)
Day1 I will introduce the word simile to the class, giving
00:00 the students a definition (a figure of speech in
05:00 which two words that are not alike are compared
using the words like or as) and an example (Im as
busy as a bee)
05:00 I will ask the class for examples of similes that they
15:00 can come up with, they will turn and talk with a
partner, and I will write a few examples on the
board.

We will discuss the meaning of the similes and why

they are used.
15:00 I will then read a poem to the class that has similes
30:00 in them.

I will present the poem on the ladybug and have

students underline the examples of similes. They
will also have to explain what the simile is
comparing.

Day2 I will begin this lesson by showing the TED Ed video

00:00 on metaphors (https://www.youtube.com/watch?
05:00 v=A0edKgL9EgM).
05:00 After the video, I will present the class with the
10:00 definition for a metaphor (comparing two unrelated
things that share some common characteristics
without using like or as). This definition will be
posted in front of the whole class.

We will talk about how similes and metaphors are

similar and how they are different.
10:00 I will then write two examples on the board and we
15:00 will have a class discussion about what these
metaphors mean.

The sun was a diamond in the sky

This room is an oven

University of Michigan, Undergraduate Teacher Education Program page 18 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
15:00 Students will practice writing their own examples of
25:00 metaphors, prompting them as needed.

I will ask them to write a metaphor describing the

weather outside.

If time permits, I will have students begin on their

simile/metaphor worksheet.

Day2/3 Students will be receiving a worksheet that allows

00:00 them to use similes and metaphors to describe
30:00 themselves. This will give them practice writing
similes and metaphors, and will get them thinking
about the differences and similarities of the two.

Learninggoalforself:
Preparingtoteachthislesson:
ReflectiononPlanning
Mylearninggoalfortheselessonsistoactivelyengagestudentswithsimile
andmetaphorsandgettheclassexcitedaboutlearningaboutfigurative
language.
Topreparetoteachthislesson,Iwillfindmanypoemsthathaveexamplesof
simileandmetaphorinthem.Iwillalsowrite/findalotofexamplesofsimile
andmetaphorthatIcanusetotalkaboutinclassdiscussions.

University of Michigan, Undergraduate Teacher Education Program page 19 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
 INSTRUCTIONALPLANNINGTEMPLATE
Yourname:
Gradelevelandschool:
Titleoflesson/activity:
Teachingdate(s)andtime(s):
Estimatedtimeforlesson/activity:
Overviewoflesson:
Provideashortdescription(23
sentences)ofthelesson/activity.
Besuretoincludeadescriptionofthe
mathematicaltask.
Contextoflesson:
Sources:
Listthesource(s)youusedinthe
creationofyourlessonplane.g.,
EverydayMath
LearningGoals
5. Students will be able to
understand and use onomatopoeia,
hyperbole, and personification while
writing and reading poetry.
Anticipatingstudentideas:
University of Michigan, Undergraduate Teacher Education Program
For interns beginning the program in Fall 2012 (PPP3)
InstructionalCycle2
HarleyDeVincent
4thGrade,Eberwhite
Personification
March2010:3011:00
30minutes
Iwillreadapoemtotheclassthathasexamplesofpersonificationin
them.Afterreadingthepoem,Iwillgivethedefinitionofpersonification
andasktheclasstostatewhatthepersonificationisinthepoem.Last,the
studentswillcompleteapersonificationworksheet.
Thisisthetenthlessoninthepoetryunit.Studentswillalreadyhave
learnedaboutsimilesandmetaphorsbeforethislesson,sothiswillbethe
thirdtypeoffigurativelanguagebeinglearned.Afterthislesson,the
studentswillgoonanaturewalkto
http://www.ereadingworksheets.com/figurative-language-
worksheets/personification-worksheet.htm
LearningGoals
ConnectiontoStandards ConnectiontoActivities
CCSS.ELA-Literacy.L.4.5 Studentswillbecompletinga
Demonstrate understanding of figurative
language, word relationships, and
worksheetwheretheyneedto
nuances in word meanings. identifythepersonificationandwhat
humantraitsaregiven.
AttendingtotheLearners
Noneofthestudentsknewwhatthedefinitionofpersonificationwason
thepreassessments.Notmanystudentswereabletochooseanexample
ofpersonification,either.Becauseofthis,Ianticipatemoststudentswill
notbeabletorecognizepersonificationeasilyinthefirstpoemwego
over.IwillmakesureIamexplicitwhenteachingthiscontent,so
studentsareabletonotonlylearnwhatpersonificationis,butlateronbe
page 20 of 35
Rev. January, 2017

Makingthecontentaccessibletoall
students:
abletouseitintheirownwriting.
Tomakethecontentaccessibletoallofmystudents,IwillensurethatI
amexplicitwithmydefinitionsofpersonification.Iwillpostthe
definitionsintheclassroomsothatallstudentscanseeitandIwillalso
providemanyexamplesofpersonification.

Inaddition,IwillprovidestudentswhoareEnglishLanguageLearners
thewordintheirownlanguage,sotheyareabletomaketheconnection.

Assessments
TypeofAssessment LearningGoalsConnection
Formative Studentswillbecompletingaworksheetaboutpersonificationwheretheywillhaveto
Personificationworksheet explainwhatisbeingpersonifiedandwhathumantraitsaregiventothatobject/thing.

InstructionalSequence
Materials: Personificationpoem
Personificationdefinition
Personificationworksheet
Ladybug
Readersnotebook

Time StepsDescribingWhattheTeacherandStudentsWillDo NotesandReminders(including

managementconsiderations)
00:00 I will begin by reading a poem with examples of
10:00 personification. After reading the poem out loud to
the whole class, the teacher will explain to the
class that personification is giving human qualities
to animals or objects.

We will go through the poem together again as a

class, and I will ask the students to provide
examples of personification that are used in the
poem.

10:00 Once I provide this definition to the class, I will

15:00 write sentences on the board for the students to
add personification to.

The storm outside was scary.

My brother is allergic to cats.

15:00 The students will finish the lesson by completing a

20:00 personification worksheet where they identify what
object is being personified and what human trait it
is given.

ReflectiononPlanning
Learninggoalforself: Mylearninggoalforthislessonistimemanagement.IwanttomakesureIam
notrushingthroughmyexplanations,butalsothatIamnotspendingtoomuch
timeonthemifstudentsareunderstandingpersonification.

University of Michigan, Undergraduate Teacher Education Program page 21 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
Preparingtoteachthislesson: Topreparetoteachthislesson,Iwillfindpoemsthathavepersonificationin
themandalsohavemanyexamplesreadytoshowwiththeclass.

INSTRUCTIONALPLANNINGTEMPLATE
InstructionalCycle3DifferentiationandIntegrationAssignments

Yourname:
Gradelevelandschool:
Titleoflesson/activity:
Teachingdate(s)andtime(s):
Estimatedtimeforlesson/activity:
Overviewoflesson:
Provideashortdescription(23
sentences)ofthelesson/activity.
Besuretoincludeadescriptionofthe
mathematicaltask.
HarleyDeVincent
4thGrade,Eberwhite
PeerReview,RevisingandEditing
March2730(10:3011:00,2:353:15,10:3011:00,2:553:15)
2hours
Inthislesson,studentswilllearnhowtosharetheirpoemsonGoogle
Docs,andtheexpectationsforgivingapeerreview.Theywillalsoshare
theirpoemswithme,sothatIcanalsogivefeedback.Oncetheyget
feedback,theywillreviseandedittheirpoembeforepublishingthem.

Thisisthelastlessonofthepoetryunitwherestudentswillbechoosing
theironepoemthattheywantopublishbeforereadingitatthepoetry
slam.Studentsspentthewholeunitlearningabouthowtoreadpoetry,
Contextoflesson:
whatpoetrylookslike,andhowtowritedifferenttypesoffigurative
language.Thislastlessonwillwrapeverythingupandteachthestudents
howtouseGoogleDocstopeerreview.
Sources:
Listthesource(s)youusedinthe
creationofyourlessonplane.g.,
EverydayMath

LearningGoals
3. Students will be able to create
their own poems using figurative
language and poetic format for an
audience.
4. Students will be able to develop
their own poems and publish them
after planning, revising, and editing
and give feedback to others.
LearningGoals
ConnectiontoStandards ConnectiontoActivities
CCSS.ELA-Literacy.W.4.4 Studentswillchooseoneoftheir
Produce clear and coherent writing in
which the development and organization
poemsthattheycreatedusing
are appropriate to task, purpose, and figurativelanguagetopublish.
audience. (Grade-specific expectations
for writing types are defined in standards
1-3 above.)
CCSS.ELA-Literacy.W.4.5 Studentswillreviseandeditone
With guidance and support from peers
and adults, develop and strengthen
poemoftheirchoosingafterpeer
writing as needed by planning, revising, reviewonGoogleDocs
and editing.

University of Michigan, Undergraduate Teacher Education Program page 22 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017

Anticipatingstudentideas:
Makingthecontentaccessibletoall
students:
AttendingtotheLearners
ImnotsurehowmuchthefourthgradersknowaboutusingGoogle
Docs.BecauseIamnotsure,Imadesuretogivethestudentsplentyof
timetopeerreview,reviseandedittheirpoems.Ihavehadsomestudents
practicegivingfeedbacktoeachother,sosomearefamiliarwiththe
process.
Tomakethecontentaccessibletoallstudents,Iwillgivestudentswho
needextrasupportwithgivingfeedbackafeedbackbankwherethey
canusephrasesthatapplytothepoemtheyarereadingtogive
constructiveandeffectivefeedback.

Assessments
TypeofAssessment LearningGoalsConnection
Summative 3. Students will be able to create their own poems using figurative language and
Students will be revising poetic format for an audience.
and editing one poem of 4. Students will be able to develop their own poems and publish them after planning,
their choice, producing a revising, and editing.
final, typed draft, and
reading it out loud to the
class and parents at the
poetry slam.

InstructionalSequence
Materials: IPads
GoogleDocs
Poetrydrafts
Readersnotebook

Time StepsDescribingWhattheTeacherandStudentsWillDo NotesandReminders(including

managementconsiderations)
Day1 IwillaskthestudentswhattheyknowaboutGoogleDocsandif Havelistofstudentpairingswith
00:00 theyhaveeverusedthembefore. emailaddressesreadytogobefore
10:00 class
Todaywewillbepeerreviewingandgivingfeedbackto
classmates.

Eachpersonwillgiveoneortwostrengthsofthepoemandthen
oneortwosuggestionsoffeedbackfortheirpartner.Todothis,
theywillsharetheirdocumentwithanassignedpartnerandwith
myself.Thepartnerwillmakesuggestionsonthepoemand
thepoetwillthenreviseandedittheirpoembasedonthe
feedbackgiventothembytheirpeerandmyself.

Wewillgoovertherubricatthistime.

10:00 IwillinteractivelymodelwithMrs.Burnsteinhowtopeer UsemyownGoogleDocaccountto

15:00 reviewandthenreviseandeditmypoem.Iwillaskstudents projectonthescreentoshowwith
whattheynoticeandwhatwilldowhenitistheirturn. Mrs.Burnsteinwhattodo.

15:00 Studentswillspendtherestofclasstypinguptheirpoemon

University of Michigan, Undergraduate Teacher Education Program page 23 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
30:00 GoogleDocs.
Day2 Reviewwithstudentswhatisexpectedduringpeerreview.
00:00
03:00
03:00 Studentswillsharetheirdocumentwiththeirpeersandthe
10:00 peerswillgivefeedback

10:00 Studentswillreviseandedittheirpoemsbasedonpeer
30:00 feedback.
Day3 StudentswillreviewthefeedbackIgavethemandwewill
00:00 conferenceduringthistime.
30:00
Day4 Studentswillcompletetheirpoemsandprintoutthefinaldraft
00:00 forthepoetryslam.
30:00 Ifstudentscompleteitearly,theycanadddecorationstotheir
printedpoems.

Learninggoalforself:
Preparingtoteachthislesson:
ReflectiononPlanning
Mylearninggoalistoprovidetimelyandeffectivefeedbacktoallstudentsin
awaythatwillallowthemtoreviseandedittheirpoemsforthepoetryslam.
Topreparetoteachthislesson,Iwillwritemyownpoemanddiscusswith
Mrs.Burnsteinhowweshouldinteractivelymodelthis.Iwillalsogothrough
anduseGoogleDocsontheiPad,soIamfamiliarwithwhatitfeelslikefor
studentstogothroughitwithatablet.

University of Michigan, Undergraduate Teacher Education Program page 24 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
February 27, 2017

Dear Fourth Grade Families,

Starting in class on March 8, we will begin

teaching our poetry unit. Throughout the unit
we will be reading many different poems and
giving the students opportunities to write
their own poems. The entire unit will be
focusing on our essential question- how can
we use poetry to express ourselves? The
students will be learning about the
characteristics of poems, how we read

University of Michigan, Undergraduate Teacher Education Program page 25 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
poems, and different types of figurative
language.
At the end of our unit, on Friday, March
31, we will have a poetry slam where
students will present their poems to the class.
We would like to invite you to our poetry slam
on this day to listen to our very own poets
present their pieces. If you would like to bring
snacks on this day to conclude our unit,
please let us know.
We are looking forward to beginning this
unit and engaging the students with the use
of creativity and imagination in their writing.
If you have any questions or concerns, please
reach out to let us know.

Sincerely,

Harley DeVincent (Ms. DeRosia)

hrdevin@umich.edu

Kourtney Sattler (Mrs. Brieloff)

kourtsa@umich.edu

Poetry I Can Statements

University of Michigan, Undergraduate Teacher Education Program page 26 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
 I can explain the message of a poem after reading it

I can read poetry orally with accuracy, appropriate rate,

and expression

I can create my own poem using figurative language

and poetic format

I can develop and publish my own poem after planning,

revising, and editing

I can use personification, hyperbole, and onomatopoeia

while writing and reading poetry

I can differentiate the meaning of similes and

metaphors in poetry and write my own examples

University of Michigan, Undergraduate Teacher Education Program page 27 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
 Poetry Vocabulary
Rhyme- _____________________________________________________

____________________________________________________________

Rhythm-
_____________________________________________________

____________________________________________________________

Stanza- _____________________________________________________

____________________________________________________________

Verse-
_______________________________________________________

____________________________________________________________

Metaphor-
____________________________________________________

____________________________________________________________

Simile- _____________________________________________________

____________________________________________________________

University of Michigan, Undergraduate Teacher Education Program page 28 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
Personification-
______________________________________________

____________________________________________________________

Hyperbole-
___________________________________________________

____________________________________________________________

Onomatopoeia -
_______________________________________________

____________________________________________________________

University of Michigan, Undergraduate Teacher Education Program page 29 of 35

For interns beginning the program in Fall 2012 (PPP3) Rev. January, 2017
 Name: ___________________________

Metaphor and Simile: About You

Write at least one metaphor and at least one simile about yourself in each
section below.

I. How do you feel? Example: I feel as happy as a puppy rolling in the grass.
1) _____________________________________________________________________

2) _____________________________________________________________________

3) _____________________________________________________________________

II. How do you look? Example: My hair in the morning is like a crumpled piece of
paper.
1) _____________________________________________________________________

2) _____________________________________________________________________

3) _____________________________________________________________________

III. How do you act? Example: My clown self arrives when I feel silly.
1) _____________________________________________________________________

2) _____________________________________________________________________

3) _____________________________________________________________________

Pick one of your metaphors or similes and explain its meaning. What are you
comparing yourself to?

Why is that like you?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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For interns beginning the program in Fall 2012 (PPP3) Rev. June 2012
_______________________________________________________________________

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For interns beginning the program in Fall 2012 (PPP3) Rev. June 2012
 Name: _______________________________
Personification Worksheet
Directions: In each sentence, an object or idea is personified. Identify the object or idea that is being
personified and explain which human trait or action is applied to the object or idea.

Personification: a figurative language technique where an object or idea is given human traits or
characteristics.

1. The wind whispered through the dark and gloomy forest.

What is being personified? _______________________________________________________________

Which human trait or quality is given? ______________________________________________________

2. The gardener lovingly added the water to his crops believing he was making happy flowers.

What is being personified? _______________________________________________________________

Which human trait or quality is given? ______________________________________________________

3. As we walked through the scorching desert, the sun beat down on us.

What is being personified? _______________________________________________________________

Which human trait or quality is given? ______________________________________________________

4. Time crawled as Tim sat in the hot detention room painfully watching the clock tic.

What is being personified? _______________________________________________________________

Which human trait or quality is given? ______________________________________________________

5. When Monica walked through the shoe store, each shiny pair of high heels called out to her.

What is being personified? _______________________________________________________________

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For interns beginning the program in Fall 2012 (PPP3) Rev. June 2012
Which human trait or quality is given? ______________________________________________________

Poetry Pre-Assessment Name___________________________________

Directions: Answer questions 1-2 using complete sentences.

1. What is poetry?
____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

2. Why do we read poetry?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Directions: Answer 3-7 by circling the correct example.

3. Circle the example of an onomatopoeia:

What? BAM! The wind says, hello. Taste the rainbow

4. Circle the example of a simile:

You shine like the sun. You are my sunshine. MOOOO! The tree whistles with the wind.

5. Circle the example of a metaphor:

Laughter is music of the soul. How? Crackle and Pop! My face was as red as a tomato.

6. Circle the example of personification:

The raindrop kissed my cheek. Beep, Beep! She was as tall as the sky. The bird flew.

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For interns beginning the program in Fall 2012 (PPP3) Rev. June 2012
7. Circle the example of a hyperbole:

BANG! I am so hungry I could eat a horse. Where? The rabbit waved at me.

Poetry Pre-Assessment Name___________________________________

Directions:

Hyperbole-_____________________________________________________________

Metaphor-_____________________________________________________________

Onomatopoeia- _________________________________________________________

Personification- _________________________________________________________

Rhyme- _______________________________________________________________

Rhythm- ______________________________________________________________

Simile- ________________________________________________________________

Stanza- _______________________________________________________________

Verse- ________________________________________________________________

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For interns beginning the program in Fall 2012 (PPP3) Rev. June 2012
University of Michigan, Undergraduate Teacher Education Program page 35 of 35
For interns beginning the program in Fall 2012 (PPP3) Rev. June 2012