- I can identify the characteristics of poetry in "The Apple." (RL.4.1, RL.4.5)
- I can identify what inspired Jack to write poetry and find evidence of this in his poems. (RL.4.1, RL.4.5)
These are the CCS Standards addressed in this lesson:
- RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
- W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.4.9a: Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").
- SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
- SL.4.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- SL.4.1b: Follow agreed-upon rules for discussions and carry out assigned roles.
- SL.4.1c: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Daily Learning Targets
Ongoing Assessment
- What Inspires Poets to Write Poetry? note-catcher (RL.4.1, RL.4.5)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Reader: Love That Dog, Pages 35-41 (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing Poetry: "The Apple" (10 minutes) B. What Inspires Jack to Write Poetry? (20 minutes) 3. Closing and Assessment A. Research Reading Share (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Preview the poem "The Apple" and review the example anchor charts and note-catchers to determine what students need to understand from reading the poem.
- Prepare a research reading share using the Independent Reading: Sample Plans (see the Tools page), or using your own independent reading routine.
- Strategically pair students for work in this lesson, with at least one strong reader in each pair, and plan allocation of poems from Love That Dog according to ability, and also with as equal a number working on each as possible.
- Post: Learning targets, What Happens and How Does Jack Feel about It? anchor chart, What Makes a Poem a Poem? anchor chart, and Working to Become Ethical People anchor chart.
Tech and Multimedia
- Work Time A and B: Students complete note-catchers using a word-processing tool--for example, a Google Doc.
- Work Time A and B: Students complete their note-catchers in a word-processing document--for example, a Google Doc--using Speech to Text facilities activated on devices, or using an app or software such as Dictation.io.
- Closing and Assessment A: Record students as they engage in text-based discussions to listen to later to discuss strengths and what they could improve on, or to use as models for the group. Most devices (cell phones, tablets, laptop computers) come equipped with free video and audio recording apps or software.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 4.I.A.1, 4.I.A.3, 4.I.B.5, 4.I.B.6, 4.I.B.8, 4.I.C.10, and 4.I.C.11
Important points in the lesson itself
- The basic design of this lesson supports ELLs by repeating the pattern of analysis of Love That Dog using the What Happens and How Does Jack Feel about It? anchor chart and a closely related poem, "The Apple," using the What Makes a Poem a Poem? anchor chart. Moreover, partners have the opportunity to analyze what inspires one of Jack's poems and then share what they've learned with other partners in an information-gap activity. This format is ideal for language development because it invites students to negotiate with other students about the meaning of what they are trying to say, pushing them to change their language to be more comprehensible. Additionally, this format motivates students to focus on specific information as required by the note-catcher.
- ELLs may find it challenging to analyze what inspires Jack's poems. Invite them to sketch their ideas first, or prepare a bank of Jack's inspirations to choose from. They can select the appropriate inspiration for the poem they are analyzing (see Meeting Students' Needs column).
Levels of support
For lighter support:
- During the Opening, challenge students to generate questions about the meaning of chunks from a key sentence of Love That Dog, pages 35-41, before asking the prepared questions. (Example: "What questions can we ask about this sentence to help us figure out what it means? Let's see if we can answer them together.")
- Invite students to create their own graphic organizer to analyze what inspires poets to write poetry.
For heavier support:
- During Work Time A and B:
- Turn the What Makes a Poem a Poem? anchor chart into a kinesthetic activity. Copy descriptions of the characteristics and lines from "The Apple" onto separate strips. Students can paste the descriptions and lines into the correct category: Structure, Imagery, Rhyme and Meter, or Repetition.
- Distribute partially completed copies of the What Inspires Poets to Write Poetry? note-catcher. This will provide students with models for the kind of information they should enter, while relieving the volume of writing required.
- Copy "The Apple" and Jack's shape poem. Display them side by side. Invite students to draw lines to show the similarities between "The Apple" and Jack's poem. Invite them to use contrasting colors to underline portions that are different.
Universal Design for Learning
- Multiple Means of Representation (MMR): This lesson builds on skills developed in previous lessons. Help students to generalize across lessons by making explicit connections to previous lessons in this unit. For instance, when introducing the learning targets, have students make connections to the work they completed in the previous lessons that is similar to what is expected of them in this lesson. Purposefully make connections between lessons by reminding students that they have been making comparisons between Jack's poems and other poetry.
- Multiple Means of Action and Expression (MMAE): The basic structure of this lesson has students reading and summarizing what happens on pages 35-41 of Love That Dog. This will be an important foundation for students to draw on throughout the rest of the lesson. Some students may feel overwhelmed by the amount of text. Consider chunking important sections of the text and asking scaffolded questions to enhance comprehension. Record the responses in accordance with how you segmented the information.
- Multiple Means of Engagement (MME): During Work Time B, students complete the What Inspires Poets to Write Poetry? note-catcher. The number of poems in the basic form of this task may be overwhelming to some students. Select an appropriate number of poems that the students need to complete and highlight them. This will help minimize the complexity of the task. Give students specific, positive feedback if they exceed this goal.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- inspired, effective (L)
Materials
- Love That Dog (from Lesson 2; one per student)
- What Happens and How Does Jack Feel about It? anchor chart (begun in Lesson 2; added to during Opening A; see supporting materials)
- What Happens and How Does Jack Feel about It? anchor chart (example, for teacher reference)
- What Makes a Poem a Poem? anchor chart (begun in Lesson 3; added to during Work Time A; see supporting materials)
- What Makes a Poem a Poem? anchor chart (example, for teacher reference)
- Red, yellow, and green objects (one of each per student)
- What Inspires Poets to Write Poetry? note-catcher (one per student and one to display)
- What Inspires Poets to Write Poetry? note-catcher (example, for teacher reference)
- Working to Become Ethical People anchor chart (begun in in Lesson 2)
- Independent Reading: Sample Plan (see the Tools page; for teacher reference)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Engaging the Reader: Love That Dog, Pages 35-41 (10 minutes)
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B. Reviewing Learning Targets (5 minutes)
"I can identify the characteristics of poetry in 'The Apple.'" "I can identify what inspired Jack to write poetry and find evidence of this in his poems."
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Work Time
Work Time | Meeting Students' Needs |
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A. Analyzing Poetry: "The Apple" (10 minutes)
"What do you notice about the structure?" See What Makes a Poem a Poem? anchor chart (example, for teacher reference). "What do you notice about imagery?" See What Makes a Poem a Poem? anchor chart (example, for teacher reference). "What do you notice about rhyme and meter?" See What Makes a Poem a Poem? anchor chart (example, for teacher reference). "What do you notice about repetition?" See What Makes a Poem a Poem? anchor chart (example, for teacher reference). "What does the author's use of these characteristics help us understand from the poem? What is the theme?" (The repeated use of positive words about how good they taste makes us want to go and eat an apple.)
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For ELLs and students who may need additional support with comprehension: Ask: "What is the same in Jack's shape poem as in the poem 'The Apple?' What is different?" (Same = no stanzas, free verse, use of imagery. Different = Jack also draws lines to help convey the shape; Jack's includes movement words, but not taste or texture.) (MMR)
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B. What Inspires Jack to Write Poetry? (20 minutes)
"What inspired Jack to write this poem? How do you know? What evidence can you find?" (Jack's yellow dog inspired him to write this poem, and also looking at shape poems by other poets, including "The Apple" by S.C. Rigg.)
"Can you say more about that?" (Responses will vary.)
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Closing & Assessments
Closing |
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A. Research Reading Share (15 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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