At-a-Glance Chart | EL Education Curriculum

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Poetry, Poets, and Becoming Writers

Each module is approximately 6-8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1–2 Unit 1: Reading and Analyzing Poetry: Love That Dog and Famous Poems

Instructional FocusCCS StandardsAssessments
  • Launch independent reading, vocabulary logs, and collaborative discussion norms.
  • Read literary text Love That Dog to analyze what happened and how the main character felt about it.
  • Closely read famous poems in the back of Love That Dog to determine a theme, to identify the characteristics of poetry, and to write a summary of the poem.
  • Compare poetry to prose using the characteristics of poetry.
  • Continue reading Love That Dog and analyzing the famous poems for characteristics of poetry.
  • Prepare for and practice a text-based discussion about where you can see evidence of Jack being inspired by other poetry in his work.
  • Prepare for and participate in a text-based discussion about how Jack’s feelings toward poetry have changed since the beginning of Love That Dog.
  • RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.10, RI.4.1, RI.4.10, W.4.8, W.4.9, W.4.9a, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, L.4.4
  • Mid-Unit 1 Assessment: Summarizing a Poem and Comparing Prose and Poetry (RL.4.1, RL.4.2, RL.4.5, RL.4.10, and W.4.9a)

End of Unit 1 Assessment: Analyzing Changes in Jack’s Character (RL.4.1, RL.4.3, RL.4.10, W.4.9a, SL.4.1a, SL.4.1b, SL.4.1c)

Weeks 3–5 Unit 2: Writing to Inform: What Inspires Writers to Write Poetry?

Instructional FocusCCS StandardsAssessments
  • Finish reading Love That Dog.
  • Take notes to answer the question: What inspires Jack to write poetry, and where can you see evidence of this in his poetry?
  • Read biographies about famous poets thinking about what inspired these writers to write poetry, and where you can see evidence of this in their poetry.
  • Analyze model essay.
  • Write an informative essay about what inspired a poet to write poetry and where you can see evidence of this in his or her poetry.
  • Revise and edit work.
  • RL.4.1, RL.4.3, RL.4.4, RL.4.10, RI.4.1, RI.4.3, RI.4.4, RI.4.10, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2e, W.4.4, W.4.5, W.4.10, SL.4.1, L.4.1, L.4.1f, L.4.2, L.4.2b, L.4.4, L.4.4a, L.4.4b, L.4.4c
  • Mid-Unit 2 Assessment: Informative Paragraph: What Inspires Jack? (RL.4.1, RL.4.3, W.4.2, W.4.10)
  • End of Unit 2 Assessment: Revising a Literary Essay (W.4.2a, W.4.5, L.4.1f, and L.4.2b)

Weeks 6–8 Unit 3: Writing to Entertain: Poetry

Instructional FocusCCS StandardsAssessments
  • Write original poems.
  • Revise poems for word and phrase choice, and punctuation for effect.
  • Analyze model presentation.
  • Create poetry presentation.
  • Choose visuals to support their presentations.
  • Reading fluency practice.

RL.4.5, RF.4.3, RF.4.4, RF.4.4a, RF.4.4b, RF.4.4c, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.4, W.4.5, SL.4.4, SL.4.5, L.4.1, L.4.1f, L.4.3, L.4.3a, L.4.3b, L.4.3c

  • Mid-Unit 3 Assessment: Revising a Poem (W.4.4, L.4.3a, L.4.3b, L.4.3c)
  • End of Unit 3 Assessment: Reading a New Poem Aloud for Fluency (RF.4.3, RF.4.4a, RF.4.4b, RF.4.4c)
  • Final Performance Task: Poetry Presentation (SL.4.4, SL.4.5)

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