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Indiana Standards:
comprehension.
4.RL.3.1 Explain major differences between poems, plays, and prose, and refer to the
4.RL.3.2 Compare and contrast the point of view from which different stories are narrated,
4.RN.2.1 Refer to details and examples in a text when explaining what a text says explicitly
4.RN.2.2 Determine the main idea of a text and explain how it is supported by key details;
4.RV.1 Build and use accurately general academic and content-specific words and
phrases.
4.SL.2.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) on grade-appropriate topics and texts, building on others ideas and expressing
Essential Question (for the week): How do writers look at success in different ways?
Lesson:
Listening Comprehension
Vocabulary:
Connotation: If I say the tree is scrawny, the connotation is different than if I say the tree is thin.
Repetition: When you repeat words in a poem, you are using repetition.
Instruction:
Have students read the Essential Question on page 290 of the Reading/Writing Workshop. Tell
Discuss the photograph of the boy playing baseball. Focus on how catching a baseball during a
Talk about it- Ask: Do you think success is always a positive thing? Why or why not? What are
some stories that you can think of in which the character triumphs or attains some kind of
Tell students that writers look at success in different ways. Let students know that you will be
reading aloud a poem about a boy who succeeds in writing poetry. Have students listen for
Point out that readers can visualize, or form pictures in their minds, as they read to help them
understand the text. Readers use descriptive details in the text in order to picture situations,
Think Aloud (after first stanza): I can visualize to help me understand what is happening in this
first stanza. I can picture all of Sams poems spilling out of the box.
Think Aloud (after second stanza): This description helps me visualize the boys grandfather as
he winds his pocket watch. Ive seen a pocket watch before, so I can use this to help me visualize
and understand.
Think Aloud (after third stanza): After reading this stanza, I can close my eyes and visualize the
box filled with poems and the rubber band that holds the top on so they wont fall out.
Genre Features: With the students, discuss the elements of Read Aloud that let them know it is a
narrative poem. Ask them to think about other texts that you have read or they have read
Summarize: Have students briefly retell the poem Sams Box in their own words.
Work pages:
Sams Box:
When the lights are out
for the night, and the last
good-night is said,
I reach under my bed
and pull out my box,
and open it up to see
a pile,
a nest,
a gaggle of
poems
spilling out,
all written by me!
Heres one about Mom, who can make
the best cookies, pies, and cakes
and even corn on the cob,
but
really and I mean, really,
the clumpiest, most disgusting
oatmeal ever.
This ones about Gramps who
has a gold pocket watch
that doesnt tell time,
or chime,
but he winds it
every day
and pretends that it does.
This poem is about me,
Sam,
because thats who I am.
Im happy that my name
is so easy to rhyme.
Because sometimes I like rhyming,
and sometimes I dont.
My box is almost full, so
I use a rubber band
to hold in the
pile,
the nest,
the gaggle of
poems
all written by me,
bursting to get out!