4 M 1 B

Grade 4: Module 1B:
Overview
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GRADE 4: MODULE 1B: OVERVIEW

Reading Closely and Writing to Learn:
Poetry, Poets, and Becoming Writers
In this eight-week module, students will learn about poetry and poets through close
reading and writing to learn. Throughout the module, they will determine the
characteristics of poetry and consider what inspires writers and poets. Students
begin in Unit 1 by reading the first half of the novel Love That Dog by Sharon
Creech. Students follow the main character, Jack, as he learns about poetry and
begins to write his own. Students closely read and analyze poems Jack reads,
including The Red Wheelbarrow by William Carlos Williams and Stopping by
Woods on a Snowy Evening by Robert Frost. Throughout this unit, students track
what Jack is learning about poetry alongside their own learning though these close
readings. They also experiment with writing their own poetry inspired by their
reading. Students practice summarizing the events in the novel and discuss how the
main characters attitude toward poetry begins to change in this half of the novel. In
Unit 2, students engage in deeper analysis of Jacks character and his inspiration
through extended discussion prompts. They also learn to write informational
paragraphs in order to summarize larger portions of the text. For the mid-unit 2
assessment, they write a summary of the entire novel.
After completing the novel, students consider which of the poems they read
inspired them the most and select a poet to study more deeply. In the last half of
Unit 2, students read and analyze poems by their selected poet and engage in a
poetry workshop to write an original poem inspired by their selected poet. Finally,
in Unit 3, students prepare for their three-part performance task, a Poets
Performance, in which students read aloud a poem by their selected poet, share an
essay about the poet, and read their original inspired poem. In this unit, students
are introduced to biography though reading River of Words: The Story of William
Carlos Williams. They then closely read a biography about their own poet. Then
students learn to write an essay about their selected poet through engaging in a
shared writing of an essay about William Carlos Williams. As the class writes each
part of this shared essay (introduction, body, and conclusion), students complete
their own essays one section at a time. Throughout this unit, students practice
reading their poems aloud clearly and with expression. Once students essays are
complete, they finish the module by presenting their poems and essay during the
performance task.
Guiding Questions and Big Ideas

What makes a poem a poem?
What inspires writers to write poetry?
Writers draw inspiration from many places, including the work of other writers and their own lives.
Poetry has characteristics that are unique and distinct from prose.
Performance Task
Poets Performance: Poetry Reading and Biographical Essay Presentation
This performance task consists of three parts. First, students fluently read aloud a poem that has inspired them as a writer. They then share an essay about the author of
the poem based on the following prompt: Write an essay about the poet who inspired you, explaining who this poet is and how she or he has inspired you as a writer.
Finally, students read aloud their original poem inspired by their studied poet. This performance task will focus on RI4.9, W.4.2, W4.11, and SL.4.4.
Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved.
NYS Common Core ELA Curriculum G4:M1B: Overview June 2014

English Language Arts Outcomes
CCS Standards: ReadingLiterature
Long-Term Learning Targets
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.
I can explain what a text says using specific details from the text.
RL.4.2. Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
I can summarize a story, drama, or poem.
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 characters thoughts, words, or
actions).
I can describe a storys character, setting, or events using specific details from
the text.
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.
I can use literary terms to describe parts of a story, poem, or drama (e.g., verse,
rhythm, meter, casts of characters, settings, descriptions, dialogue, stage
directions).
RL.4.11 Recognize, interpret, and make connections in narratives, poetry, and

drama, to other texts, ideas, cultural perspectives, personal events, and
situations.
I can make connections in narratives, poetry, and drama, to other texts, ideas,
cultural perspectives, personal events, and situations.
I can make inferences using specific details from text.
I can describe the differences in structure of poems, drama, and prose.

CCS Standards: ReadingInformational Text
RI.4.1. Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
I can explain what a text says using specific details from the text.
RI.4.2. Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
I can determine the main idea using specific details from the text.
RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific,

or technical text, including what happened and why, based on specific
information in the text.
I can explain the main points in a historical, scientific, or technical text, using
specific details in the text.
RI.4.9. Integrate information from two texts on the same topic in order to write
or speak about the subject knowledgeably.
I can accurately synthesize information from two texts on the same topic.
CCS Standards: Reading Foundational Skills
RF.4.4. Read with sufficient accuracy and fluency to support comprehension.
I can read fourth-grade-level texts accurately and fluently to make meaning.
b.
Read grade-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
I can make inferences using specific details from the text.
I can summarize informational or persuasive text.
I can read fourth-grade-level texts with fluency.

CCS Standards: Writing
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas

and information clearly.
I can write informative/explanatory texts that convey ideas and information

clearly.
a.
Introduce a topic clearly and group related information in paragraphs and

sections; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
a. I can introduce a topic clearly.
b.
Develop the topic with facts, definitions, concrete details, quotations, or

other information and examples related to the topic.
a. I can use text, formatting, illustrations, and multimedia to support my topic.
c.
Link ideas within categories of information using words and phrases (e.g.,
another, for example, also, because).
d.
Use precise language and domain-specific vocabulary to inform about or

explain the topic.
e.
Provide a concluding statement or section related to the information or

explanation presented.
a. I can group supporting facts together about a topic in an

informative/explanatory text
b. I can develop the topic with facts, definitions, details, and quotations.
c. I can use linking words and phrases to connect ideas within categories of
information (e.g., another, for example, also, because).
d. I can use precise, content-specific language/vocabulary to inform or explain
about a topic.
e. I can construct a concluding statement or section of an
informative/explanatory text.
W.4.4. Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience.
I can produce writing that is appropriate to task, purpose, and audience.
W.4.5. With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
With support from peers and adults, I can use the writing process to produce
clear and coherent writing.
W.4.8. Recall relevant information from experiences or gather relevant

information from print and digital sources; take notes and categorize
information, and provide a list of sources.
I can document what I learn about a topic by taking notes.

CCS Standards: Writing
W.4.9. Draw evidence from literary or informational texts to support analysis,

reflection, and research.
I can choose evidence from literary or informational texts to support analysis,

reflection, and research.
a.
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 characters thoughts, words, or actions]).
a. Describe in depth a character, setting, or event in a story or drama, drawing

on specific details in the text [e.g., a characters thoughts, words, or actions].
W.4.11. Create and present a poem, narrative, play, artwork, or literary review in
response to a particular author or theme studied in class.
I can create and present a poem, narrative, play, artwork, or literary review in
response to a particular author or theme studied in class.
CCS Standards: Speaking & Listening
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.
I can effectively engage in discussions with diverse partners about fourth-grade

topics and texts.
a.
b.
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.
a. I can prepare myself to participate in discussions.

a. I can draw on information to explore ideas in the discussion.
b. I can follow our class norms when I participate in a conversation.
Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.4. Report on a topic or text, tell a story, or recount an experience in an

organized manner, using appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an understandable pace.
I can report on a topic or text using organized facts and details.

I can speak clearly and at an understandable pace.

CCS Standards: Language
L.4.2. Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.
I can use conventions to send a clear message to my reader.

a. I can use correct capitalization in my writing.
a. Use correct capitalization.
d. I can spell grade-appropriate words correctly.
d. Spell grade-appropriate words correctly, consulting references as needed.
d. I can use resources to check and correct my spelling.
L.4.3. Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases to convey ideas precisely.
L.4.5. Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings.
a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a
picture) in context.
I can use knowledge of language and its conventions when writing, speaking,
reading, or listening.
a. I can choose words and phrases to convey ideas precisely.
I can analyze figurative language, word relationships, and slight differences in

word meanings.
a. I can explain the meaning of simple similes in context.
a. I can explain the meaning of simple metaphors in context.
Texts
1. Sharon Creech, Love That Dog (New York, NY: Harper Collins Publishers, 2001), ISBN: 0-06-029287-3
2. Jen Bryant, A River of Words: The Story of William Carlos Williams (Grand Rapids, MI: Eerdmans Books for Young Readers, 2008), ISBN: 978-0-8028-5302-8.
Note: Unit 2 includes additional poems, and Unit 3 includes additional informational texts; no purchase necessary. See separate Unit Overviews for details.

Week at a Glance
Week
Instructional Focus
Long-Term Targets
Assessments
I can effectively engage in a range of

collaborative discussions. (SL.4.1)
Mid-Unit 1 Assessment: Text-Dependent

Questions: Love That Dog, Pages 2024
(RL.4.1 and RL.4.3)
Unit 1: Reading to Learn about Poetry

Weeks 12
Discovering the Topic: What Makes a Poem

a Poem
Establishing Reading Routines: Beginning
Love That Dog by Sharon Creech and
Reading The Red Wheelbarrow by William
Carlos Williams
Poetry Task 1: Experimenting with Writing
our Own Poems for Homework
Practicing Reading Closely: Love That Dog
by Sharon Creech and Stopping by Woods
on a Snowy Evening by Robert Frost
Using Evidence in Text-Based Discussions:
Analyzing the Main Character Jack in Love
That Dog
b. I can follow agreed-upon rules for

discussions and carry out assigned roles.
c. I can 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.
I can refer to details and examples in a text
when explaining what the text says explicitly
and when drawing inferences from the text.
(RL.4.1)
I can summarize the text, based on details
from the story. (RL.4.2)
I can describe in depth a character in a story,
drawing on specific details in the text.
(RL.4.3)
I can explain the major differences between
poems, drama, and prose, and refer to the
structural elements of poems and drama
when writing or speaking about a text.
(RL.4.5)
I can produce clear and coherent writing in
which the development and organization are
appropriate to task, purpose, and audience.
(W.4.4)

Week at a Glance
Week
Instructional Focus
Long-Term Targets (continued)
Assessments
I can document what I learn about a topic by

taking notes. (W.4.8)
Weeks 1-2,
continued
I can draw evidence from literary texts to

support analysis, reflection, and research.
(W.4.9)
a. I can prepare myself to participate in
discussions.
discussions and carry out assigned roles.
information, and make comments that
contribute to the discussion and link to
the remarks of others.
Shared Writing and Reading Closely for
Evidence: What Has Jack Learned about
Poetry?
Inferring about What Jack Has Learned
about Poetry from the Evidence in the Novel
Love That Dog
End of Unit 1 Assessment: Extended

Response: Love That Dog, Pages 141: What
Has Jack Learned about Poetry? (RL.4.3,
W.4.4, and W.4.9)

Week at a Glance
Week
Instructional Focus
Long-Term Targets
Assessments

(RL.4.1)
Mid-Unit 2 Assessment: Writing a Summary

of the Full Novel Love That Dog (RL.4.2,
W.4.2 a and b, and W.4.9)
Unit 2: Writing to Learn about Poetry

Weeks 34
Shared Writing: Organizing Information to

Summarize the First Half of Love That Dog
Shared Writing: Drafting an Informative
Paragraph That Summarizes the First Half of
Love That Dog
Reading Closely: Inferring What Inspires
Jack to Write Poetry in Love That Dog
Reading, Writing, and Emotion
Preparing to Discuss a Literary Text:
Gathering Evidence: What Is Jacks Biggest
Inspiration?
Literary Discussion: Evidence-Based
Discussion of Love That Dog
I can summarize a story, drama, or poem.

(RL.4.2)
I can describe a storys character, setting, or
events using specific details from the text.
(RL.4.3)
I can write informative/explanatory texts
that convey ideas and information clearly.
(W.4.2)
a. I can group supporting facts together
about a topic in an
b. I can develop the topic with facts,
definitions, details, and quotations.
I can choose evidence from literary or
informational texts to support analysis,
reflection, and research. (W.4.9)

Week at a Glance
Week
Instructional Focus
Long-Term Targets
Assessments
Weeks 3-4,
continued
Launching the Performance Task: Selecting

a Poet to Study
I can explain what a text says, using specific

details from the text. (RI.4.1)
Reading and Analyzing New Poems: Selected

Poets
I can use literary terms to describe parts of a

story, poem, or drama (e.g., verse, rhythm,
meter, casts of characters, settings,
descriptions, dialogue, stage directions).
(RL.4.5)
End of Unit 2 Assessment: Reading and

Analyzing a New Poem (RL.4.1, RL.4.5,
L.4.5a)
Poetry Workshop: Writing an Inspired Poem

for the First Part of the Performance Task
Poetry Workshop: Critiquing and Revising
Poems for Vivid Imagery
I can use the writing process to produce clear

and coherent writing (with support). (W.4.4)
I can develop and strengthen my writing
through planning, revising, and editing with
guidance and support from peers and adults.
(W4.5)
I can write a poem in response to a
particular author or theme studied in class.
(W.4.11)
I can explain the meaning of simple similes
and metaphors in context. (L.4.5a)
10

Week at a Glance
Week
Instructional Focus
Long-Term Targets
Assessments
Introducing Biographies: A River of Words:

The Story of William Carlos Williams
I can explain what a text says using specific

Exploring Informational Text Features
I can make inferences using specific details

from the text. (RI.4.1)
Mid-Unit 3 Assessment Reading and

Answering Questions about a Biography
(RI.4.1, RI.4.2, RI.4.3)
Unit 3: Reading and Writing to Learn about Poets

Weeks 58
Reading Closely: Authors Note from River

of Words
Reading Selected Poet Biographies
I can determine the main idea using specific

I can summarize informational or persuasive
text. (RI.4.2)
Revisiting the Performance Task: Analyzing

a Model Essay about Poet Arnold Adoff
Practicing Reading Poems Aloud with
Expression
Shared Planning of an Essay about William
Carlos Williams
Planning an Essay about Selected Poets
Shared Writing and Independent Writing of
Essay Introduction

(W.4.2)
I can speak clearly and at an understandable
pace. (L.4.4)
I can read grade-level prose and poetry
orally with accuracy, appropriate rate, and
expression. (RF.4.4)
(W.4.2)
a. I can group supporting facts together
about a topic in an
informative/explanatory text
11

Week at a Glance
Week
Instructional Focus
Assessments
e. I can construct a concluding statement

or section of an informative/explanatory
text.
Weeks 5-8,
continued
Shared Writing and Independent Writing of

Essay Introduction
Practicing Reading Poems Aloud with a
Clear and Understandable Voice
Shared Writing of Essay Conclusion
Revising Essays for Linking Words and
Vocabulary Based on Peer Critique
Performance Task: Poets Performance

(W.4.2)
c. I can use linking words and phrases to
connect ideas within categories of
information. (e.g., another, for
example, also, because)
End of Unit 3 Assessment, Part 1: Writing a

Conclusion Paragraph (RI.4.9, W.4.2e)
End of Unit Assessment, Part 2: Revising
Poet Essays Based on Feedback (W.4.2 c and
d, W.4.5, and L.4.2 a and d)
Final Performance Task: Poets
Performance: Poetry Reading and
Biographical Essay Presentation (RI4.9,
W.4.2, W4.11, and SL.4.4)
d. I can use precise, content-specific

language/vocabulary to inform or
explain about a topic.
e. I can construct a concluding statement
or section of an informative/explanatory
text.
I can develop and strengthen my writing by
planning, revising, and editing with guidance
and support from peers and adults. (W.4.5)
I can use conventions to send a clear
message to my reader. (L.4.2)
a. I can use correct capitalization in my
writing.
d. I can spell grade-appropriate words
correctly.
12

Week at a Glance
Week
Instructional Focus
Weeks 5-8,
continued
Assessments
I can use knowledge of language and its

conventions when writing, speaking,
reading, or listening. (L.4.3)
a. I can choose words and phrases to
convey ideas precisely.
I can speak clearly and at an understandable
pace. (L.4.4)
13
Grade 4: Module 1B:

Assessment Overview
GRADE 4: MODULE 1B: ASSESSMENT OVERVIEW
Final Performance Task

This performance task consists of three parts. First, students fluently read aloud a poem that has inspired them as a writer.
They then share an essay about the author of the poem based on the following prompt: Write an essay about the poet who
inspired you, explaining who this poet is and how she or he has inspired you as a writer. Finally, students read aloud their
original poem inspired by their studied poet. This performance task will focus on RI4.9, W.4.2, W4.11, and SL.4.4.
Mid-Unit 1 Assessment
Text-Dependent Questions: Love That Dog Pages 2024 and The Pasture by Robert Frost
This assessment centers on NYSP12 ELA CCLS RL.4.1 and RL.4.3. Students will independently read pages 2024 of Love That
Dog and the poem The Pasture by Robert Frost. Then, students will determine the meaning of key terms from the context
and explain Jacks thoughts about poetry based on details from the text.
End of Unit 1 Assessment
Extended Response: Love That Dog Pages 141: What Has Jack Learned about Poetry?
This assessment centers on NYSP12 ELA CCLS RL.4.3, W.4.4, and W.4.9. Students will refer to their notes, class coconstructed anchor charts, and pages 141 of Love That Dog to plan and craft an extended written response that answers the
question: What has Jack learned about poetry? Students will use a Topic Expansion graphic organizer to plan. Then they will
write a complete paragraph that contains a topic sentence that explains the main idea, details, and examples from notes and
the text in support of the main idea, and a concluding statement. (Note: Students will be formally assessed on W.4.2 in both
Unit 2 and Unit 3 of this module. While this Unit 1 assessment is not a formal assessment of W.4.2, it does provide teachers
with formative assessment information towards this standard.)
NYS Common Core ELA Curriculum G4:M1B: Assessment Overview June 2014
GRADE 4: MODULE 1B: ASSESSMENT OVERVIEW
Writing a Summary of the Full Novel Love That Dog

This assessment centers on NYSP12 ELA CCLS standards RL.4.2, W.4.2a and b, and W.4.9. For this assessment, students will
write an informative paragraph that summarizes the full novel.
Reading and Analyzing a New Poem

This assessment centers on NYSP12 ELA CCLS standards RL.4.5 and L.4.5a. For this assessment, students will read and
analyze a new poem by William Carlos Williams, Metric Figure, by giving the gist of the poem and then answering textdependent questions about the meaning and structure of the poem.
Reading and Answering Questions about Informational Text

This assessment centers on NYSP12 ELA CCLS standards RI.4.1, RI.4.2, and RI.4.3. For this assessment, students will read a
new biography about another poet. Students will answer text-dependent questions and write a short response to a focusing
question.
Part 1: Writing a Conclusion Paragraph;

This assessment centers on NYSP12 ELA CCLS standards RI.4.9 and W.4.2 e. In this first part of the two-part assessment,
students complete a concluding paragraph for their poet essay.
Part 2: Revising Poet Essays Based on Feedback
This assessment centers on NYSP12 ELA CCLS standards W.4.2 c and d, W.4.5, and L.4.2 a and d. In this part of the two-part
assessment, students revise their essay based on feedback from their peers and teacher on linking words, precise vocabulary,
and conventions.
NYS Common Core ELA Curriculum G4:M1B: Assessment Overview June 2014
Grade 4: Module 1B:

Performance Task
GRADE 4: MODULE 1B: PERFORMANCE TASK

A Poets Performance
Summary of Task
This performance task consists of three parts. First, students fluently read aloud a poem that has inspired them as a writer. They then share an essay about the author
of the poem based on the following prompt: Write an essay about the poet who inspired you, explaining who this poet is and how she or he has inspired you as a
writer. Finally, students read aloud their original poem inspired by their studied poet. This performance task will focus on RI4.9, W.4.2, W4.11, and
SL.4.4.
Format
This performance task consists of three parts.
In Part 1, students write an original poem inspired by a poet whose writing they have analyzed.
In Part 2, they write a three-paragraph essay about their poet that explains who their poet is and how this poet has inspired them.
In Part 3, students participate in a Poets Performance where they share a selected poem by their poet, their poet essay, and then read their original inspired poem.
Standards Assessed through This Task

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.11 Create and present a poem, narrative, play, artwork, or literary review in response to a particular author or theme studied in class.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace. (
Note: While students to practice fluency skills (RF.4.4) leading up to this performance task, RF.4.4 is not assessed thought this standard since students have practiced
reading this particular poem multiple times.
NYS Common Core ELA Curriculum G4:M1B: Performance Task June 2014

A Poets Performance
Student-Friendly Writing Invitation/Task Description

After reading poems from Robert Frost, Valerie Worth, and Walter Dean Myers, select one poet to study who has inspired you to write poetry. Write a poem inspired by
your poets style. Then write an essay about the poet who inspired you, explaining who this poet is and how this poet has inspired you as a writer. Afterward, present your
work in a Poets Performance by reading aloud a selected poem by your poet, sharing your essay, and reading aloud your own inspired poem.
Key Criteria for Success (Aligned with NYSP12 ELA CCLS)

Below are key criteria students need to address when completing this task. Specific lessons during the module build in opportunities for students to understand the
criteria, offer additional criteria, and work with their teacher to construct a rubric on which their work will be critiqued and formally assessed.
For Part 1: Write a poem inspired by your selected poet that includes:
Characteristics of poetry inspired by your selected poets writing
For Part 2: Write an essay that:
Addresses the essay prompt: Write an essay about the poet who has inspired you, explaining who this poet is and how she or he has inspired you as a writer
Has an introduction that introduces the topic and engages the reader
Has a body paragraph with biographical information about the poet and explains how this person became a poet
Has a conclusion that revisits the topic and wraps up the essay
Is neat and has little or no errors in conventions
For Part 3: Practice reading aloud your Selected Poem and your Inspired Poem:
Be sure to read clearly.
Be sure to read with expression.

A Poets Performance
Options for Students

Students might have a partner to assist as they work on their poems and essay, but the poem and essay will be an individuals product.
Student poems could be various lengths, shorter for those for whom language is a barrier.
Students could present their poems and essay via an audio recording, as an alternative to reading them aloud to an audience.
Students could present to an audience outside their classroom.
Options for Teachers

Students may present their poems and essay to their own class, to other classes in the school, or to parents or other adults.
Students could create a visual display for their poem including the poem they will read, a photo of the poet they researched, and their original poem inspired by this
poetor if technology is available, students could create visual backdrops to be shown as they read.
Student poems could be displayed in the room, in the school, or in the community to enhance student motivation with the potential authentic audiences.

A Poets Performance
Resources and Links

https://www.youtube.com/watch?v=NqIl3oX_44s
http://www.poetryfoundation.org/features/video/18
http://www.poetryfoundation.org/features/video/191
http://www.readingrockets.org/calendar/poetry
https://www.poets.org/page.php/prmID/639
http://video.nationalgeographic.com/video/kids/movies-books-kids/animal-poetry-kids/
Central Text and Informational Texts

Sharon Creech, Love That Dog (New York: HarperCollins Childrens Books, 2001), ISBN: 978-0-06-440959-9.
Jen Bryant, A River of Words: The Story of William Carlos Williams (Grand Rapids, MI: Eerdmans Books for Young Readers, 2008), ISBN: 978-0-8028-5302-8
(teacher copy only).
Note: Additional texts listed in each separate Unit Overview document, and provided in lesson supporting materials.
Grade 4: Module 1B: Unit 1:

Overview
GRADE 4: MODULE 1B: UNIT 1: OVERVIEW

Unit 1: Reading to Learn about Poetry

In this unit, students read the first half of the novel Love That Dog by Sharon
Creech, as well as poems by authors such as William Carlos Williams, Robert Frost,
and Valerie Worth, to help them begin to answer one of the guiding questions:
What makes a poem a poem? Students follow the main character, Jack, as he
learns about and begins to experiment with writing his own poetry. Students read
each poem that Jack reads, along with Jacks personal reflections on the poems.
They work in small groups to capture notes that help them describe how Jacks
understanding of poetry develops over time as well as characteristics of poetry
related to structure and word choice. Students apply what they learn through
writing routines that encourage them to experiment with the poetic elements they
learn about. Vocabulary work throughout this unit focuses on building students
ability to determine the meaning of key terms from the context and explaining the
meaning of simple metaphors and similes.
For the mid-unit assessment, students independently read then respond to textdependent questions about pages 2024 of Love That Dog and the poem The
Pasture by Robert Frost, to demonstrate their ability to explain what the text says
explicitly by referring to details from the text, describe Jacks thoughts about
poetry, and determine the meaning of key terms from the context. For the end of
unit assessment, students independently read pages 3941 of Love That Dog to
determine the meaning of key terms through the use of a variety of strategies as
well as plan and write a response to the question: What has Jack learned about
poetry?
Note: Although RL.4.5 is introduced in this unit, it is not fully assessed until later
in the module when students have the opportunity to compare/contrast poetry
and prose. Also, work with figurative language in this unit is cursory and serves
as an introduction for deeper work with similes and metaphors in Unit 2.

Copyright 2013 by Expeditionary Learning, New York, NY. All Rights Reserved
NYS Common Core ELA Curriculum G4:M1B:U1: Overview June 2014

Text-Dependent Questions: Love That Dog Pages 2024 and The Pasture by Robert Frost
This assessment centers on NYSP12 ELA CCLS RL.4.1 and RL.4.3. Students will independently read pages 2024 of Love That
Dog and the poem The Pasture by Robert Frost. Then, students will determine the meaning of key terms from the context
and explain Jacks thoughts about poetry based on details from the text.
Extended Response: Love That Dog Pages 141: What Has Jack Learned about Poetry?
This assessment centers on NYSP12 ELA CCLS RL.4.3, W.4.4, and W.4.9. Students will refer to their notes, class coconstructed anchor charts, and pages 141 of Love That Dog to plan and craft an extended written response that answers the
question: What has Jack learned about poetry? Students will use a Topic Expansion graphic organizer to plan. Then they will
write a complete paragraph that contains a topic sentence that explains the main idea, details, and examples from notes and
the text in support of the main idea, and a concluding statement. (Note: Students will be formally assessed on W.4.2 in both
Unit 2 and Unit 3 of this module. While this Unit 1 assessment is not a formal assessment of W.4.2, it does provide teachers
with formative assessment information towards this standard.)
Texts
1. Sharon Creech, Love That Dog (New York, NY: Harper Collins Publishers, 2001), ISBN: 0-06-029287-3.
2. The Red Wheel Barrow by William Carlos Williams 1
3. Stopping by Woods on a Snowy Evening by Robert Frost
4. Dog by Valerie Worth1
5. Street Music by Arnold Adoff1
6. The Apple by S. C. Rigg1
All of these poems are included in the back of the novel Love that Dog.

Unit-at-a-Glance
This unit is approximately 1.5 weeks or 8 sessions of instruction.
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 1
Discovering the Topic: What

Makes a Poem a Poem?

I can follow norms for discussion with

my classmates.
Observations of student
discussion
Discussion Norms anchor

chart
I can record what I notice and wonder

about pictures and text in a Carousel
protocol.
I Notice/I Wonder notes on

page 1 of students readers
notebooks
I Notice/I Wonder anchor

chart

discussions and carry out assigned
roles.
information, and make comments
that contribute to the discussion and
link to the remarks of others.
Guiding Questions anchor

chart
Carousel protocol
I can document what I learn about a topic by

taking notes. (W.4.8)
Lesson 2
Establishing Reading Routines:

Love That Dog Pages 15 and
The Red Wheelbarrow by
William Carlos Williams

(RL.4.1)
I can describe in depth a character in a
story, drawing on specific details in the text.
(RL.4.3)
I can summarize pages 15 of Love That

Dog, based on details from the novel.
I can explain what Jack understands
about poetry, based on details from
Love That Dog.
Summary notes
Jacks Reflection notes:
The Red Wheelbarrow
What Makes a Poem a
Poem? anchor chart
Close Readers Do These

Things anchor chart
What Makes a Poem a
Poem? anchor chart
I can identify characteristics of poetry

when analyzing the poem The Red
Wheelbarrow.

(RL.4.5)

Unit-at-a-Glance
Ongoing
Assessment
Anchor Charts &

Protocols
I can summarize pages 611 of Love

That Dog, based on details from the
novel.
Poetry Task 1 (from

homework)

Things anchor chart
Summary notes
Love That Dog pages 611,
and poetry note-catcher
What Make a Poem a

Poem? anchor chart


Love That Dog.

(RL.4.3)

by analyzing the poem Stopping by
Woods on a Snowy Evening.
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 3
Practicing Reading Closely:

Stopping by Woods on a
Snowy Evening

(RL.4.1)
What Make a Poem a

Poem? anchor chart

(RL.4.5)
Lesson 4
Using Evidence in Text-Based

Discussions:
How Jacks Attitude Towards
Poetry is Changing

(RL.4.3)
(RL.4.5)
I can analyze how Jacks attitude toward

poetry is changing, using evidence from
the text.
by analyzing the poem Dog.
about poetry, based on evidence from
Love That Dog.
Summary notes
Students references to Text
Evidence sentence strips in
discussion
Jacks Reflections notes:
Dog by Valerie Worth
What Makes a Poem a
Poem? anchor chart

chart
Textual Evidence sentence s
Things anchor chart
What Makes a Poem a
Poem? anchor chart
chart

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 5
Mid-Unit Assessment: Text

Dependent Questions: Love
That Dog, Pages 2024

(RL.4.1)

about poetry, based on evidence from
Love That Dog.

(RL.4.3)
Lesson 6
Reading Closely and Shared

Writing: Love That Dog, Pages
2530

(RL.4.3)
(W.4.4)
Explaining and Making

Inferences Based on Details:
Love That Dog Pages 3141,
Street Music by Arnold Adoff,
and The Apple by S.C. Rigg
Anchor Charts &

Protocols
Poetry Task 2 (in poetry

journal; from homework)
What Makes a Poem a

Poem? anchor chart
Mid-Unit 1 Assessment:
Text-Dependent Questions:
Love That Dog, pages 20
24

Things anchor chart
Reflection in poetry journal

novel.
Love That Dog.
Summary notes
Close Read Questions and
Notes: Love That Dog,
pages 2530
Topic Expansion graphic
organizer
What Makes a Poem a

Poem? anchor chart
Things anchor chart
Quality Paragraphs anchor
chart
With peers, I can write a paragraph to

explain what Jack has learned about
poetry, based on his poem You Come
Too.
What Makes a Poem a

Poem? anchor chart

novel.
Poetry Task 3 (in poetry

journal; from homework)
Guiding questions anchor

chart;
Summary notes
Jacks Reflections notes

Things anchor chart


Love That Dog.
What Makes a Poem a

Poem? anchor chart

(RL.4.3)

by analyzing the poems Street Music
and The Apple.
What Makes a Poem a

Poem? anchor chart

(W.4.9)
Lesson 7
I can reflect on my progress toward the

learning target.
Ongoing
Assessment

(RL.4.1)

chart.

(RL.4.5)

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 8
End of Unit Assessment:

Extended Response: Love That
Dog, Pages 141: What Has
Jack Learned about Poetry?

(RL.4.3)
I can plan and write a quality paragraph

to explain what Jack has learned about
poetry, using details and examples from
pages 141 of Love That Dog as
evidence.

(W.4.4)
(W.4.9)
I can reflect on my progress toward the

learning target.
Ongoing
Assessment
Anchor Charts &

Protocols
Poetry Task 4 (in journal;

from homework)
Guiding questions anchor

chart;
What Makes a Poem a

Poem? anchor chart
Quality Paragraph anchor

chart
Back-to-Back, Face-to-Face
protocol

Optional: Experts, Fieldwork, and Service

Experts:
Invite a local author in to speak to students about the writing process and what inspires them as a writer.
Fieldwork:
Arrange for students to visit a family friendly poetry reading.
Service:
Arrange for students to practice their fluent reading skills by visiting classrooms and reading poems to younger students.
Optional: Extensions
Closely read additional poems by William Carlos Williams, Robert Frost, Valerie Worth, and Walter Dean Myers (see recommended text lists for all three units of this
module).

Preparation and Materials

Readers Notebook and Poetry Journal
In Lessons 18, students will use Readers Notebook when they are asked to analyze text and take notes about the novel Love that Dog and the poems they read closely.
The Readers Notebook will be referenced and used in Units 2 and 3 as students continue to read and analyze poems and study poets in preparation for the final
performance task, A Poets Performance. Note: Each lesson contains a completed page of the Readers Notebook for teacher reference.
In addition, students will need a composition notebook or spiral notebook to keep as a Poetry Journal. This Poetry Journal will be used through out Units 1 and 2 and
referenced by students in Unit 3. In Lesson 1, students will prepare their Poetry Journals divide this journal into three sections, My Reflections, Vivid Words and
Phrases, and My Poems. This can be easily done by folding a few papers to divide each section, or by adding adhesive tabs.
Before starting this unit, prepare the Readers Notebooks (in Lesson 1) as a copied and stapled packet. In addition, consider providing students with a folder to use
throughout the module, to help them keep their materials (Readers Notebooks, Poetry Journals, and additional texts and graphic organizers) in one place.
Independent Reading and Volume of Reading
Students are encouraged to do independent reading; see the Unit 1 Recommended Texts lists, and also the stand-alone document Foundational Reading and Language
Standards: Grades 3-5 Resources Package overview. See also Lesson 1 teaching notes.

Recommended Texts
GRADE 4: MODULE 1B: UNIT 1: RECOMMENDED TEXTS
Unit 1 focuses on poetry. The list below includes texts with a range of Lexile text
measures about this topic. This provides appropriate independent reading for each
student to help build content knowledge on and immerse him- or herself in poetry.
This provides appropriate independent reading for each student to help build
content knowledge. Note that districts and schools should consider their own
community standards when reviewing this list. Some texts in particular units or
modules address emotionally difficult content.
Where possible, texts in languages other than English are also provided. Texts are
categorized into three Lexile levels that correspond to Common Core Bands: below
grade band, within band, and above band. Note, however, that Lexile measures
are just one indicator of text complexity, and teachers must use their professional
judgment and consider qualitative factors as well. For more information, see
Appendix 1 of the Common Core State Standards.
It is imperative that students read a high volume of texts at their reading level in
order to continue to build the academic vocabulary and fluency demanded by the
CCLS
Common Core Band Level Text Difficulty Ranges:
(As provided in the NYSED Passage Selection Guidelines for Assessing CCSS ELA)
Grade 23: 420820L
Grade 45: 7401010L
Title
Author And Illustrator
Text Type
Lexile Measure
Lexile text measures below-grade band level (below 740L)

Dogku
Andrew Clements (author), Tim Bowers

(illustrator)
Poetry
210
A Poke in the I: A Collection of

Concrete Poems
Paul B. Janeczko (author), Chris

Raschka (illustrator)
Poetry
NP
Thanks a Million
Nikki Grimes (author), Cozbi A.

Cabrera (illustrator)
Poetry
NP
Pug: And Other Animal Poems
Valerie Worth (author), Steve Jenkins

(illustrator)
Poetry
NP
Peaceful Pieces: Poems and Quilt about

Peace
Anna Grossnickle Hines (author)
Poetry
NP
NYS Common Core ELA Curriculum G4:M1B:U1: Recommended Texts June 2014
Title
Text Type
Lexile Measure
Come with Me: Poems for a Journey
Naomi Shihab Nye (author)
Poetry
480*
Falling Down the Page: A Book of List

Poems
Georgia Heard (editor)
Poetry
NP
If Not for the Cat
Jack Prelutsky (author), Ted Rand

(illustrator)
Poetry
NP
Science Verse
Jon Scieszka (author), Lane Smith

(illustrator)
Poetry
NP
Dinothesaurus: Prehistoric Poems and

Paintings
Douglas Florian (author)
Poetry
NP
I Am the Book
Lee Bennett Hopkins (selected by),

Yayo (illustrator)
Poetry
690
Talking with Mother Earth: Poems
Jorge Argueta (author), Lucia Angela

Perez (illustrator)
Poetry
NP
Lexile text measures within band level (740-1010L)

Love to Langston
Tony Medina (author), R. Gregory

Christie (illustrator)
Poetry
NP
Poems to Dream Together
Francisco X. Alaracn (author), Paula S.

Barragn (illustrator)
Poetry
NP
Falling Up
Shel Silverstein (author)
Poetry
NP
A Writing Kind of Day: Poems for

Young Poets
Ralph Fletcher (author)
Poetry
780*
Joyful Noise: A Poem for Two Voices
Paul Fleischman (author), Eric

Beddows (illustrator)
Poetry
NP
*Lexile based on a conversion from Accelerated Reading level.

Title
Text Type
Lexile Measure
Follow Follow: A Book of Reverso

Poems
Marilyn Singer (author), Josee Masse

(illustrator)
Poetry
NP
Guacamole: Un Poema Para Cocinar
Jorge Argueta (author), Margarita Sada

(illustrator)
Poetry
NP
EarthDance
Joanne Ryder (author), Norman

Gorbaty (illustrator)
Poetry
NP
The Dragons Are Singing Tonight
Jack Prelutsky (author), Peter Sis

(illustrator)
Poetry
870*
19 Varieties of Gazelle: Poems of the

Middle East
Naomi Shihab Nye (author)
Poetry
910
Lexile text measures above-grade band level (over 1010L)

Poetry for Young People: Emily
Dickinson
Frances Schoonmaker Bolin (editor),

Chi Chung (illustrator)
Poetry
NP
Amber Was Brave, Essie Was Smart:

The Story of Amber and Essie Told
Here in Poems and Pictures
Vera B. Williams (author)
Poetry
NP
Cool Salsa: Bilingual Poems on

Growing Up Latino in the United
States
Lori M. Carlson (editor)
Poetry
NP
Dark Emperor and other Poems of the

Night
Joyce Sidman (author), Rick Allen

(illustrator)
Poetry
1020
You Come Too: A Favorite Poem for

Readers of All Ages
Robert Frost (author)
Poetry
1120

Lexile is a trademark of MetaMetrics, Inc., and is registered in the United States and abroad. Copyright 2012 MetaMetrics.
Grade 4: Module 1B: Unit 1: Lesson 1

Discovering the Topic: What Makes a Poem a
Poem?
GRADE 4: MODULE 1B: UNIT 1: LESSON 1

Discovering the Topic:
What Makes a Poem a Poem?
Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can effectively engage in a range of collaborative discussions. (SL.4.1)
b. I can follow agreed-upon rules for discussions and carry out assigned roles.
c. I can 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.
I can document what I learn about a topic by taking notes. (W.4.8)
Supporting Learning Targets
Ongoing Assessment
I can follow norms for discussion with my classmates.
Observations of student discussion
I can record what I notice and wonder about pictures and text in a Carousel protocol.
I Notice/I Wonder notes on page 1 of students readers

notebooks
NYS Common Core ELA Curriculum G4:M1B:U1:L1 June 2014

Agenda
Teaching Notes
1. Opening
This unit launches this module as well as reading and writing routines for the year. Students begin to
establish routines for discussion and working with their peers. For this lesson and the first half of this
unit, time is split between focusing on closely reading the novel Love that Dog and getting to know the
main character (Jack) and identifying the characteristics of poems, as well as the important routines
that will build classroom culture, strengthen student independence, and establish foundational skills for
reading and writing throughout the year.
A. Reviewing Learning Targets (10 minutes)

2. Work Time
A. Establishing Discussion Norms (10 minutes)
B. Carousel Protocol (15 minutes)
C. Preparing a Poetry Journal (10 minutes
3. Closing and Assessment
A. Self-Assessing with the Learning Targets (10
minutes)
B. Launching Independent Reading (5 minutes)
4. Homework
A. Write a short response to the following questions on
the next page in the reflection section of your poetry
journal: Do you enjoy poetry? Why or why not?
These early lessons include explicit instruction related to expectations for students when engaging in
discussion protocols and working with their peers. Here in Lesson 1, students establish discussion
norms, which will be revisited as new protocols are introduced throughout the module. Feel free to
revisit and add to these norms even more often, based on the needs of your specific students.
Beginning in this lesson, and continued through out the module, are learning targets. Long-term
learning targets are a translation of the NYS CCSS ELA standards and are included for teacher
reference. Supporting learning targets are included in every lesson and are meant to be shared with
students at the start of each lesson to focus the days learning. Throughout all modules, students will use
the supporting learning targets in order to get a clear picture of what they will be learning. At the end of
lessons, they will then reflect on these targets to measure their progress. Learning targets are a
research-based strategy that helps all students, especially challenged learners. Routines related to
learning targets are an important formative assessment practice that engage students and hold them
accountable for their learning. Unpacking the language of learning targets is also a powerful way to
teach and reinforce academic vocabulary.
Also in this lesson, students receive two materials that will be used throughout the module: their
readers notebook and their poetry journals. The entire readers notebook is contained in the
supporting materials of this lesson, and should be prepared as a stapled packet in advance of beginning
this lesson. These notebooks contain graphic organizers, prompts, and text-dependent questions for
note taking and close reading during this module. The poetry journals, which are simple composition
books prepared with students during Work Time C of this lesson, will be used by students for written
reflection, capturing vivid words and phrases from the poems read, and to write their own poetry.
Students divide a composition book or notebook into three different sections. These sections can be
marked with adhesive tabs or by simply folding 2-3 pages to create separations for each section.
Consider giving students a folder to keep these and subsequent materials throughout the module.

Agenda
Teaching Notes (continued)

Work Time B of this lesson includes a Carousel Protocol (see Appendix), which is designed to create a
need to know for students. Reinforcing the idea that the quotes, pictures, and video are a mystery is
important building student engagement with the topic. Do NOT explain in advance that students will be
learning about poetry. If students ask what the topic is, its a perfect time to say: Part of what my job is
this year is to help you make discoveries, and this is the first example of this. I am going to show you
how to do this kind of exploration.
Students conduct the Carousel Protocol with a small group of four. Ideally, if you feel you know students
well enough to strategically group them at this point in the year, then students would continue to work
in the same group as their reading group as they read the central text, Love That Dog (starting in Lesson
2 and continuing through much of Unit 2). Place students in heterogeneous groups strategically, so they
can support one another. Examples include placing more proficient readers with less proficient readers,
placing ELLs with students who can support them (either more proficient English speakers or with
students who speak the same home language), as well as placing together those students who can
support one another with behavior expectations.
This lesson introduces a simple routine of I Notice/I Wonder. It lays a strong foundation for students to
build their close reading skills, and helps them pay close attention to the text and ask or answer
questions that might help them deepen their understanding.
At the end of this lesson, students have time to briefly browse the recommended texts for this module,
noting which books they may like to select for independent reading later. This lesson does not provide
enough time for students to test drive these books and determine whether they are just right books
for their independent reading needs. Consider when and how to give students more time to select
appropriate books to build knowledge and engagement on the module topic. For more information on
independent reading, see the stand-alone document Foundational Reading and Language Standards
Resource Package for Grades 35. This resource package outlines how to ensure the volume of
independent reading necessary to meet the NYSP12 CCLS ELA standards. Module lessons incorporate
some time for students to do independent reading, but more time is needed and can be done during the
additional literacy block described in the resource package.
In advance:
Write and post the learning targets for the lesson (note: learning targets will be annotated, so write
them on your chalkboard, white board, interactive white board, or chart paper).

Agenda

Create the Discussion Norms anchor chart (by writing the title Discussion Norms on the top of a
piece of chart paper).
Create the I Notice/I Wonder anchor chart (by drawing on chart paper a T-chart titled I notice on
the left side and I wonder on the right side).
Create the Guiding Questions anchor chart by writing these two questions on a piece of chart paper:
What makes a poem a poem? What inspires writers to write poetry?
Prepare materials for the Carousel protocol: Display the Carousel Sheet, and set up stations with an
internet-connected computer or tablet with speakers for playing the video links around the classroom
with enough space for small groups of students to gather around each material.
Preview the audio file for Carousel Sheet 5:
https://media.sas.upenn.edu/pennsound/authors/Williams-WC/02_Library-of-Congress_05-0545/Williams-WC_29_The-Red-Wheelbarrow_Library-of-Congress_05-05-45.mp3.
Collect familiar childrens poetry books (for example, books by Dr. Seuss, Shel Silverstein, Jack
Prelutsky) and place them on a table for Carousel Sheet 7.
Review the Carousel protocol, as well as Think-Pair-Share, cold call, and Fist to Five in Checking for
Understanding Techniques (see Appendix).
Review the stand-alone document Foundational Reading and Language Standards Resource Package
for Grades 35 for recommendations on launching independent reading.

Lesson Vocabulary
Materials
norms, discussion, record, notice,

wonder, text, carousel, protocol,
reflection
Fist to Five chart (for teacher reference)

Examples of possible nonlinguistic symbols for learning target vocabulary (one set; for teacher reference)
Discussion Norms anchor chart (new; co-created with students during Work Time A; see example for teacher reference in
supporting materials)
Blank paper (one piece per student)
Carousel protocol directions (one to display)
Readers notebook (one per student; one for display)
I Notice/I Wonder notes on page 1 of readers notebooks (one per student; one for display)
Document camera
Carousel Sheets 17 (one copy of each posted to display on the walls around the classroom)
I Notice/I Wonder anchor chart (new; teacher created; see Teaching Notes above)
Guiding Questions anchor chart (new; teacher-created; see Teaching Notes above)
Poetry journals (composition notebooks; one per student)
Folders (one per student)
Unit 1 Recommended Texts list (for teacher reference)
Display of independent reading books (enough for at least one per student; see Unit 1 Recommended Texts list)

Opening
Meeting Students Needs

Draw students attention to the supporting learning targets and read them aloud to the class.
Discussing and clarifying the

language of learning targets helps
build academic vocabulary.
I can follow norms for discussion with my classmates.

I can record what I notice and wonder about pictures and text in a Carousel protocol.
Talk with students about the importance of learning targetstargets help them know what they are expected to learn and do
during a lesson.
Display the Fist to Five chart and introduce the Fist to Five Checking for Understanding technique. Explain that students
can use this strategy to rate their understanding of a learning target on a continuum from zero (fist), with no understanding
of the target, to five (five fingers), having solidly met the target. Explain that you would not expect to see any fives if students
rated themselves now, because they have just begun this lesson, but that they may have some understanding of these targets.
Ask students to think about where they would rate themselves right now with these targets. Explain that they do not have to
put their fingers yet, but that this will be done at the close of the lesson. Give students a moment to quietly think.
Explain that learning targets are most helpful in preparing someone for learning when they are well understood before
engaging in a lesson. In the first learning target, underline the words norms and discussion. Tell students that these words
are important for understanding what this target means. Explain that norms means rules that a group makes and agrees
to. Annotate the learning target by writing the word rules next to the word norms.
Next, point to the word discussion and ask:
Checking in with learning targets

helps students self-assess their
learning. This research-based
strategy supports struggling
learners the most.
Consider providing nonlinguistic
symbols (e.g., two people talking for
discuss, a pen for record, etc.) to
assist ELLs in making connections
with vocabulary. These symbols can
be used throughout the year for
directions and learning targets.
Examples of possible nonlinguistic
symbols can be found at the end of
this lesson.
Can you think of another word that has a similar meaning as this word?
Call on a few volunteers and listen for suggestions such as talk or conversation. Write one of these words next to the
word discussion. Then paraphrase the meaning of the target for students by explaining that this learning target means they
will be learning to follow rules for talking with their classmates today.
Next, read the second target aloud. Invite students to turn and talk with a neighbor about which words they think might be
important for understanding this target.
After students have had a minute to discuss the target with a partner, call on a few to share:
* Which words do you think are important in this target?

Listen for students to name record, notice, wonder, and text. Underline these words as students mention them. When the
term Carousel protocol is mentioned, circle this term.

Opening (continued)
Call on students to suggest words with similar meanings for record, notice, wonder, and text and annotate the learning
target to help students understand the meanings of these words.
Tell students that the word protocol is an activity with specific steps or guidelines that help a group talk about something
they see or read. Tell them that the class will use lots of protocols throughout the module and the entire year to help them
work in groups with their classmates. Today the name of the protocol they will use is called a Carousel, because as with a
carousel ride, students will move around the room in a circle. Tell them youll go into more detail about the Carousel
protocol later in the lesson.
Work Time
A. Establishing Discussion Norms (10 minutes)

Post the prepared Discussion Norms anchor chart.
Class norms can facilitate group

work when they are co-constructed
with students. This allows students
to feel ownership and hold one
another accountable. Norms should
be revisited often so that their
meaning can clarified. Prompting
students with, What will this norm
look like and sound like today when
we________? is one way to
review norms and clarify their
meaning in a particular context.
Ask students to recall the meaning of the words discussion and norms from the learning targets they discussed. Call on a few
students to explain the meaning of these words, and then ask students to get out a piece of blank paper.
Write the following prompt on the board:
* What norms would be helpful when discussing something we have read in class?
Invite students to turn to an elbow partner and brainstorm some rules for conversation with classmates, and record their
ideas on their papers.
After 3 or 4 minutes, refocus students whole group. Call on pairs to share one suggestion at time. Listen to students
suggestions. As you record norms, prompt students to explain what the norm will look like or sound like in action. For
example, if a student says, Everyone should get a chance to talk, prompt students to explain that this looks like one person
speaking at a time and sounds like groups that are able to hear their group members speaking because the volume of the
classroom conversation is not too loud. Use the Discussion Norms anchor chart (for teacher reference) to help
guide students in adding norms to the anchor chart. (If students suggest similar ideas, you can honor their ideas by
elaborating on existing norms or adding a check mark next to norms that many students suggested.)
Nonlinguistic symbols or pictures

for norms can be helpful in
clarifying their meaning with ELL
students.
Remind students of the first learning target: I can follow norms for discussion with my classmates. Tell students that the
norms they just helped to create will help guide their discussions throughout the year, and that today they will have an
opportunity to practice following the norms.

Work Time (continued)
B. Carousel Protocol (15 minutes)
To support students in their

discussion during the protocol,
consider providing sentence frames
such as the following: I notice ___,
and this makes me wonder ___. I
wondered about that too, and I also
wondered______. Did you
notice_____? What do you think
about _______?
Tell students that today they will be asked to solve a mystery with a group of their peers. Explain that the mystery is figuring
out what their topic of study will be for this module by examining various quotes, pictures, and video and discussing them
with a small group. Build up the excitement.
Orient students to the materials: Display the Carousel protocol directions and page 1 of the readers notebook and
then, using a document camera, show the I Notice/I Wonder notes.
Review and clarify the directions as needed.
Then model examining a Carousel Sheet and taking notes on the I Notice/I Wonder notes page in their readers notebook.
I Notice: Simply observing something (e.g., I notice on Poster 3 that this picture has a name written on it)
I Wonder: Questioning the meaning, history, or purpose of what they see (e.g., I wonder if Williams is the name of the
man in this picture?)
Check students understanding by asking them to turn to a partner and share something else that they notice and wonder
about the poster.
Call on a few students to share.
Point out the discussion questions at the top of the poster and ask students to give examples of what the discussion norms
will look like during the Carousel protocol. Listen for students to offer specific examples, When we visit each poster, we
should make sure every group member gets to share what he or she notices or wonders.
Place students in their groups of four. Assign each group a poster. Then share the signal you will use to prompt them to
move to the next poster.
Begin the protocol and keep time for the groups, signaling when they should move to the next poster in the series. If
necessary, pause the class and remind them of any norms or protocol directions. Allow students to visit several posters. It is
not necessary for each group to visit every poster.
After groups have gotten to visit at least half of the posters, ask students to return to their seats. Collect the Carousel Sheets
to display on the document camera. Call on groups to share something they noticed or wondered about each poster, ensuring
that each group gets a chance to share.
Post the I Notice/I Wonder anchor chart and ask students to discuss the following with a neighbor:
* Overall, what did you notice or wonder about the posters?


Call on a few pairs to share what they noticed or wondered across posters and record notes and questions on the anchor
chart. As you record what students share, do not discuss or answer questions. This will allow students to make connections
to the pictures, quotes, and videos throughout the module. Students may notice or wonder the following:
There are quotes from poems or about poetry.
Most of the photographs are black-and-white.
The videos were poems that were read aloud.
Who is Jack?
What do the people in the photographs have in common?
Are the people reading in the videos the same people as any of the photos?
Are we going to study poetry or poets?
Consider posting the Carousel Sheets on a bulletin board so the class can reference them and make connections over the
course of the module.

C. Preparing a Poetry Journal (10 minutes)
Some students may feel

uncomfortable with this open-ended
task. To provide further support,
give them a sentence starter similar
to the following or allow them to
discuss their thinking with a partner
or adult in advance of writing a
reflection: I think poetry is
_________ because _______.
Ask students:
* Has anyone inferred what we will be studying in this module?

Listen for students to say: poems, poets, or poetry.
Congratulate students on solving the mystery and discovering the topic they will be studying. Post the Guiding Questions
anchor chart and call on two students to read each question.
* What makes a poem a poem?

* What inspires writers to write poetry?
Explain that the class will reflect on these questions throughout the module as they learn about poetry and poets.
Distribute students blank poetry journals (composition notebooks). Explain to students that they will be keeping a poetry
journal to reflect on these guiding questions, write other reflections, capture vivid words and phrases from the poems they
read, and write their own poetry.
Once each student has a composition notebook, ask them to put their names and the title Poetry Journal on the cover.
Using the document camera, show students how to divide and title their poetry journals into three sections. Ask students to
title the first section My Reflections, the second section Vivid Words and Phrases, and the third section My Poems.
(Note: Composition books can be divided by gluing in colored paper to divide each section, adding sticky tabs, or by folding
three or four pages together in half to create a triangle).
Once students have prepared their poetry journals, ask them to turn to the first page in the My Reflection section. Explain
that the word reflection has several meanings. Explain that one meaning is like the reflection in a mirror, but that another is
to think about an experience and perhaps what you learned. Give students an example similar to the following, As I reflect
on last winter, I remember it being colder and snowier than years past. I remember enjoying the snow days, but it felt like a
long winter and by the end I was really ready for the spring. Tell students that over the course of the module they will reflect
on their learning experience in this section of the journal.
Consider giving examples for

students who may need additional
support, such as: I think poetry can
rhyme because my teacher read us
poems last year and they had
rhyming words.
Consider modeling reflection in a
variety of ways: sentences, bullet
points, examples, or pictures with
captions. This can encourage
reluctant students to respond to the
guiding question because they will
see that their response can take a
variety of formats.
Ask students to write the first guiding question, What makes a poem a poem? on the first page of the My Reflections
section. Explain that this question is not a right-or-wrong question and will not be graded. Explain that guiding questions
are designed to help them think deeply about the topic. Explain that they will answer this question more than once as they
learn about poetry and that their answer to this question is likely to change as they read and learn more about poetry, and at
this point it is simply what they know about poetry nowthis may be a lot or not much at all, and both are okay.
10

Give students 5 minutes to write a reflection on the guiding question. Reassure them that whatever their response to the
question, it is appropriate. They will dig into this topic more in the coming weeks.
Closing and Assessment
A. Self-Assessing with the Learning Targets (10 minutes)
Developing self-assessment and

reflection supports all learners, but
research shows it supports
struggling learners most.
Ask students to take a minute to silently reread the supporting learning targets and the Discussion Norms anchor chart from
todays lesson.
Tell them that in a moment, you would like them turn to a partner and share one thing they felt went well in todays lesson
and one thing they think the class might need to work on. Give them an example: I think we did a good job asking questions
about what we examined in the carousel. I think we might need to work on taking turns during discussion. This is hard when
everyone is excited to share their ideas.
Give students 2 minutes to turn and talk. Call on a few pairs to share their thinking. If needed, add to the Discussion Norms
anchor chart. As a class, set a goal for discussion in their groups for the next lesson and write this goal on the board as a
reminder.
Draw students attention back to the learning targets. Explain that reflecting on learning targets is a way to improve your
skills. Provide an analogy: All-star athletes dont start out as professionals. They think about their performance, get
guidance from their coach and teammates, and set goals for improving. The same is true for becoming a skilled reader,
writer, speaker, and listener. We all have areas of strength and areas for growth, and we are all responsible for practicing,
getting guidance, setting goals, and improving.
Point out the Fist to Five chart. Ask students to think about how they would rate their understanding of each of the learning
targets now. Tell students that they will have a lot more practice with similar targets in the future and it is okay if they do not
feel that they have reached a 5.
Using entrance/exit tickets allows

you to get a quick check for
understanding of the learning target
so that instruction can be adjusted
or tailored to students needs during
the lesson or before the next lesson.
Additional support with written
reflection can include conferring
with a teacher or peer in advance of
written reflection or using a
sentence frame, similar to the
following: I gave myself a rating of
____ on this target because today I
______________.
Ask students to reflect on their progress toward the learning targets by writing both learning targets at the top of their paper
in their journals and write a response to the following prompt:
Using the Fist to Five scale, rate your progress toward these targets. Explain why you choose your rating for each target
using specific examples from your learning today.
11

Closing and Assessment (continued)
Collect students poetry journals and note students who may need additional support with written reflection.
Distribute a folder to each student and ask them to keep all module materials, including their readers notebooks and
poetry journal in this folder.
B. Launching Independent Reading (5 minutes)
Gather students around the area where youve placed the display of independent reading books for Unit 1. Tell
students that throughout this module they will be expected to read independently. Explain that they will have an opportunity
to select a just right book from these texts during the scheduled time for independent reading. In order to prepare for this,
they should browse these texts for a few minutes to get some ideas of the books they will be able to select from.
Homework
Give students time to browse books,

but do not allow them to select a
book until you or the library media
specialist has formally launched
independent reading with a mini
lesson on selecting a just right
book. See Foundational Reading
and Language Standards Resource
Package for Grades 35 for
guidelines on launching
independent reading and organizing
an additional literacy block with
scheduled time for independent
reading.
Write a short response to the following questions on the next page in the reflection section of your poetry journal: Do you
enjoy poetry? Why or why not?
12

Supporting Materials
Fist to Five Chart

(For Teacher Reference)
14
Examples of Possible Nonlinguistic Symbols for Learning Target Vocabulary
Notice
Record
Explain
Wondering
Discuss
DISCUSS: Image Copyright Jacek Chabraszewski, 2013. Used under license from Shutterstock.com.
EXPLAIN: Image Copyright Pressmaster, 2013. Used under license from Shutterstock.com.
NOTICE: Image Copyright Zurijeta, 2013. Used under license from Shutterstock.com.
RECORD: Image Copyright Kamira, 2013. Used under license from Shutterstock.com.
WONDERING: Image Copyright Ollyy, 2013. Used under license from Shutterstock.com.
15
Discussion Norms Anchor Chart

Teacher Directions: This anchor chart should be co-constructed with students during Work Time
A. Below are possible norms to include.
Discussion Norms:
Everyone should contribute to the discussion, but take turns talking.

This means we should say things like, Do you have something to add? and Can you tell us
what youre thinking?
Everyone should show specific details or evidence from the text to support their thinking.
This means do things like pointing to specific pages, lines, or photographs and say things like,
Here is an example of what I am talking about.
Everyone should ask questions so we can understand one anothers ideas.

This means we say things like, Can you tell me more about that? and Can you say that another
way?
Everyone should respect the ideas and questions of others.

This means we use kind words, try not to interrupt, and say things like, I think your idea is
interesting, but I disagree because
16
Carousel Protocol Directions

(For Display)
Carousel Protocol Directions
1. Join your group and be sure you have a pencil and your readers notebook with you.
2. Read your Carousel Sheet and follow the directions.
3. Individually, record what you notice and wonder about the item.
4. Use quiet voices to discuss the item: Take turns sharing what you noticed or wondered with your
group and add to your notes.
5. Listen for the teachers signal before moving to the next poster.
17
Carousel Sheet 1
Directions: Read the following quote and record what you notice and wonder.
I dont want to because boys

dont write poetry. Jack
18
Carousel Sheet 2
Directions: Examine the pictures and record what you notice and wonder.
Public Domain
Public Domain
Photo Walter Dean Myers
Creative Commons
19
Carousel Sheet 3
Directions:
Read the following quote and record what you notice and wonder.
Whose woods these are I think I know.

His house is in the village, though.
20
GRADE 4: MODULE 1: UNIT 1: LESSON 1
Carousel Sheet 4
Maybe he was just making

pictures with words. Jack
21
Carousel Sheet 5
Directions: Listen to the following and record what you notice and wonder. Replay as many times as
you like.
https://media.sas.upenn.edu/pennsound/authors/Williams-WC/02_Library-of-Congress_05-0545/Williams-WC_29_The-Red-Wheelbarrow_Library-of-Congress_05-05-45.mp3
22
Carousel Sheet 6
Directions: Examine the books on the table below and record what you notice and wonder.
23
Carousel Sheet 7
so much depends
upon a red wheel barrow
24
Readers Notebook:
I Notice/I Wonder Notes
Name:
Date:
I notice
I wonder
Readers Notebook
Love That Dog: Summary Notes
Dates/Pages
Summary Statement
Details from the Text (2-3)
Sept. 13-Sept. 21
(pp. 1-2)
Sept. 27 Oct.
10 (pp. 3-5)
Oct. 17 (pp. 6-7)
Oct. 24 Nov. 6
(pp. 8-11)
Nov. 9 Nov. 22
(pp. 12-14)
Nov. 29 (pp. 1516)
Readers Notebook
Love That Dog: Summary Notes (continued)
Dates/Pages
Summary Statement
Dec. 4 Dec. 13
(pp. 17-19)
Jan. 24 (pp. 2527)
Jan. 31 Feb. 7
(pp. 28-30)
Feb. 15 (pp. 3134)
Feb. 21 Feb. 26
(pp. 35-37)
March 1 March
7 (pp. 38-41)
Readers Notebook:
Dates/Pages
Summary Statement
March 14 (pp.
42-45)
March 22 & 27
(pp. 46-49)
April 4-24 (pp.

50-63)
April 26- May 2

(pp. 64-65)
May 7-8 (pp. 6667
May 14 (pp. 6872)
Readers Notebook:
Dates/Pages
Summary Statement
May 15-17 (pp.

73-74)
May 21-29 (pp.

75-79)
June 1-6 (pp. 8085)
Jacks Love That

Dog poem (pp.
86)
Readers Notebook:
Jacks Reflections Notes: The Red Wheelbarrow by William Carlos Williams
Focus Question: What does Jack learn about poetry?
What Jack says about poetry
What Jack writes
Page
What we can infer
Synthesize: Explain what Jack has learned about poetry at this point in the novel, based on what he
says and writes.
Readers Notebook:
Jacks Reflections Notes: Dog by Valerie Worth
What Jack writes
Page
What we can infer
says and writes.
Readers Notebook:
Jacks Reflections Notes: Street Music by Alfred Adoff and The Apple by S.C. Rigg
What Jack writes
Page
What we can infer
says and writes.
Readers Notebook:
Close Reading Questions and Notes: Love That Dog (Pages 611) and Stopping by Woods
on a Snowy Evening
Stopping by Woods on a Snowy Evening and Love that Dog, pages 6-7
Directions
Questions
Read the first two stanzas

of Stopping by Woods on a
Snowy Evening, aloud with
your teacher.
What is the setting of the poem? How can you tell?
Then, work together to

respond to the questions on
the right.
With your group members,
chorally reread the second
stanza aloud.
What is happening in the first stanza of the poem? What evidence from
the poem supports your answer?
The word queer means strange. Why would the horse think its strange
to stop in the woods? Support your response with details from the
poem.
Then, work together to

answer the question on the
right.
Readers Notebook:
on a Snowy Evening
Directions
Questions
Read stanza three once

through silently in your
head. Then reread stanza
three with group members,
taking turns to each read
one line.
What words and phrases does Robert Frost use to describe what the
horse is doing in the third stanza?
After reading, work together

to answer the questions on
the right.
Creative Commons share-alike
What do these words and phrases help you understand about how the
horse feels about stopping in the woods?
10
Readers Notebook:
on a Snowy Evening
Directions
Questions
With a partner in your

group, read the fourth
stanza aloud, twice.
What words does the narrator of this poem use to describe the woods?
Then work with your group

members to respond to the
questions on the right.
Draw a quick sketch below to show what you think the woods look like,
based on the words the narrator uses.
How does the narrator feel about the woods? What evidence from the
text makes you think so?
Reread the last two lines of the poem, aloud with group members, then
consider and discuss: What do you think these last two lines of the
poem mean? Use evidence from the text to support your answer.
What conflict is the narrator of this poem experiencing? How do you

know?
11
Readers Notebook:
on a Snowy Evening
Directions
Questions
Go back to reread pages 6-7

of Love that Dog,
independently and silently
in your head.
Turn and talk with a partner about:

What does Jack have trouble understanding about the snowy woods
poem? What question does he ask about it?
Then, work with group

members to answer the
question on the right.
Love that Dog, pages 8-9
Directions
Questions
With group members, read

The Tiger poem aloud,
taking turns to each read
one line.
Why does Jack like the Tiger poem even though he doesnt understand
what it means? Use details from the text to support your response.
Then, independently reread

pages 8-9 of Love that Dog,
silently in your head.
What similarities do you notice between Jacks revised Blue Car, Blue
Car poem and Tiger?
With a partner in your

group, read Jacks poem on
page 8 aloud, taking turns
to each read one full stanza.
After reading the poem and
pages 8-9, work with group
members to answer the
questions on the right.
12
Readers Notebook:
on a Snowy Evening
Love that Dog, pages 8-9
Synthesize: With group
members, review your
responses to the above
questions then discuss how
you could respond to the
question at the right.
Based on what Jacks poem Blue Car, Blue Car what do you think he
has learned about poetry at this point in the novel? Support your
response with examples from the text.
13
Readers Notebook:
Close Reading Questions and Notes: Love That Dog (Pages 2530)
Directions
Questions
With group members, whisper read

through Jacks entire poem once
(pages 25-27).
How many stanzas are in Jacks poem? What do you notice

about the stanzas?
Then work together to answer the

questions at the right.
With a partner in your group, reread

the first stanza, taking turns to read
every other line.
Notice the italicized words/phrases throughout Jacks

poem, then discuss with group members:
What do the italics indicate to the reader? How do you
know?
Draw a quick sketch of what Jack sees when they stop

driving.
Then, work with all your group

members to respond to the questions
on the right.
Which words in the first stanza best helped you create your
sketch? Explain.
14
Readers Notebook:
Directions
Questions
Independently whisper read the

second stanza.
Discuss in groups: How does Jack help the reader

understand what the shelter is like?
After reading independently, work

with group members to answer the
Record 2 examples of imagery from the second stanza.
Read the third and fourth stanzas,

aloud with group members.
Draw a quick sketch of the dog that Jack and his family
chose. Label at least three parts of your sketch with
words/phrases from stanzas three and four.
Then, work together to answer the

question at the right.
Read stanzas five and six aloud, with a

different partner in your group.
How does the dog feel about being adopted by Jack and his
family? How do you know?
After reading, work with all group

members to respond to the question
on the right.
15
Readers Notebook:
Directions
Questions
Read pages 28-30, independently and

Why do you think Jack titled his poem YOU COME TOO?
Support your response with details from the text.
Then read the questions at the right

and discuss your thinking with group
members, before recording your
responses.
Synthesize: With group members,
review your responses to the above
questions then discuss and record an
answer to the question on the right.
Based on Jacks poem and what he writes to his teacher,

what can you infer he has learned about poetry? Use details
from pages 25-30 to support your response.
16
Readers Notebook:
Close Reading Questions and Notes: Analyzing a New Poem by My Selected Poet
My Selected Poet:
Title of the Poem:
Directions:
Questions:
Read your poem once

What is the gist of the poem?
though silently. Then read
the poem aloud with your
group. Taking turns reading
the poem aloud paying
attention to punctuation so
that you pause in the correct
places. Then answer the
Record any unfamiliar
words from the poem in the
box on the right. Look up
their meaning in a
dictionary and record their
definitions next to the
words in the box to the
right.
List any unfamiliar words below and record their definitions.
Then reread your poem as a

group and discuss the
Record your groups
thinking.
How does knowing the meanings of these words help you better
understand your poem?
17
Readers Notebook:
Directions:
Questions:
Discuss the question on the

right as a group and then
draw a sketch in the box on
the right.
What do you see or imagine when you read this poem?
Record at least three vivid

words or phrases that
helped you to visualize what
you drew in the box above.
Look up the meanings of
these words in a dictionary
and record their definitions
in the box on the right.
What are three words that helped you visualize the poem and what are
their definitions?
18
Readers Notebook:
Directions:
Questions:
Describe the characteristics

of your poem using literary
terms from the What
Makes a Poem a Poem?
anchor chart.
19
Readers Notebook:
What Inspires Jack?
What inspires Jack?
How I know
Evidence from the text
Page
20
Readers Notebook:
What Inspires Jack?
(Continued)
What inspires Jack?
How I know
Page
21
Readers Notebook
Preparing for a Literary Discussion Note-Catcher
Discussion Question: What was Jacks biggest inspiration?
Preparation: Look back in Love That Dog to find evidence that helps you answer the discussion
question.
What was Jacks
biggest inspiration?
I think this was his biggest

inspiration because
22
Readers Notebook:
Literary Discussion Recording Form
My Literary Discussion Notes: Ideas and Questions
My teachers feedback:
23

Establishing Reading Routines: Love That Dog
Pages 15 and The Red Wheelbarrow by William
Carlos Williams

The Red Wheelbarrow by William Carlos Williams

I can refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.4.1)
I can summarize the text, based on details from the story. (RL.4.2)
I can describe in depth a character in a story, drawing on specific details in the text. (RL.4.3)
I can explain the major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text.
(RL.4.5)
Ongoing Assessment
I can summarize pages 15 of Love That Dog, based on details from the novel.
Summary notes
I can explain what Jack understands about poetry, based on details from Love That Dog.
Jacks Reflection notes: The Red Wheelbarrow
I can identify characteristics of poetry when analyzing the poem The Red Wheelbarrow.
What Makes a Poem a Poem? anchor chart

Agenda
Teaching Notes
1. Opening
This unit establishes routines for students to practice summarizing and annotating text, and learn
strategies for close reading and analysis that will support their ability to read complex text throughout
the year.
A. Engaging the Reader (5 minutes)

B. Reviewing Learning Targets (5 minutes)
2. Work Time
A. Reading Aloud and Summarizing: Love That Dog
Pages 15 (20 minutes)
B. Poetry Analysis: The Red Wheelbarrow (20
minutes)
A. Debrief and Revisiting Learning Targets (10
minutes)
4. Homework
A. Reread pages 15 of Love That Dog and The Red
Wheelbarrow; add one vivid word or phrase from
The Red Wheelbarrow poem to your poetry
journal.
B. Complete Poetry Task 1.
In this lesson, students begin reading the novel Love That Dog by Sharon Creech, a novel written in
verse. They follow the main character, Jack, on his journey as he learns about poetry and eventually
finds inspiration as writer. This is done through close reading cycles during which students summarize
sections of the novel, analyze Jacks character and what he learns about poetry, and analyze the same
poems that Jack read (by famous poets) in order to determine characteristics of poetry.
This lesson begins the first cycle, starting with a character analysis of Jack and what he learns about
poetry. Students begin by analyzing what Jack says about the poems he reads (this aligns to Common
Core standards RL.4.1 and RL.4.3). Next, students closely read, annotate, and analyze the famous poem
that Jack has read, in order to build their own background knowledge about the characteristics of poetry
(This aligns to Common Core standard RL.4.5). Then students revisit the novel and analyze Jacks
writing to infer what he has learned about poetry (circling back to RL.4.1 and RL.4.3). This cycle of
character and poem analysis is repeated through out the unit.
Beginning in this lesson and throughout the module, students are asked to follow along silently as you
read the text aloud, or to read chorally as a class or with partners. This builds students fluent reading
skills. (To learn more about the importance of fluency in aiding comprehension of complex text, see
Foundational Reading and Language Standards Resource Package for Grades 35. This resource also
provides guidance on how to support students to build reading fluency.)
After listening to the first reading of the text, students discuss the gist, their first impressions of what
the text is mostly about. Next, they reread to write summary statements, an explanation of main events
supported by details from the text. It is important in this lesson to make a clear distinction between
stating the gist of a text and summarizing a text. Emphasize that the gist is just a readers initial sense of
what a text is mostly about. A summary, by contrast, is a readers more thoughtful explanation of the
main events or ideas in a text, supported by details. Summaries can be developed only after reading a
text more closely.

Agenda

Beginning in this lesson and throughout the unit, students are asked to summarize sections of Love that
Dog. Summarizing this text will likely be relatively easy for students; however, this routine is important
for building summarization skills that will allow students to summarize the entire novel in Unit 2 and
later to summarize the increasingly complex texts that they will encounter throughout the year.
Therefore RL.4.2 is introduced and practiced in this unit and more explicitly taught and assessed in
Unit 2.
Starting in this lesson, students help co-construct the What Makes a Poem a Poem? anchor chart to
build their understanding of the characteristics of poetry. They begin this anchor chart after closely
reading the poem The Red Wheelbarrow by William Carlos Williams. Students draw on features of
this poem to begin to address the guiding question What makes a poem a poem? and record their
learning on this anchor chart. Students will add to this chart throughout the unit. Note that the
supporting materials in this lesson include a completed version of the What Make a Poem a Poem?
anchor chart (for teacher reference). This completed anchor chart includes possible additions that
students, with your guidance, will make throughout the unit. Look ahead to Lessons 3, 4, 6, and 7 to see
how this anchor chart grows across time, as students read more poems and learn more about the
characteristics of poetry.
Also, beginning in this lesson, students will listen and silently read along as the teacher reads poems
aloud. This helps students to build fluency. For tips on reading poems aloud see the following link (this
link may also be helpful in coaching students on how to read poems aloud as they prepare for the
performance task for this module): http://www.loc.gov/poetry/180/p180-howtoread.html

Agenda

A note about using models with students during writing instruction: This module emphasizes the use of
models in learning how to write in various genres and styles. Students analyze models of poetry,
biography, and essays to learn about these types of writing. This begins in Unit 1, Lesson 1 in the poetry
task assigned for homework and becomes more formalized in Units 2 and 3 with explicit instruction for
how to write a poem and biographical essay based on models. (For more information about this, see
ELs stand-alone document Writing in the Modules on EngageNY.org).
The poetry tasks assigned for homework throughout this unit were inspired by the main character in
Love that Dog, and his exploration of poetry after reading poems with his class. These tasks allow
students to playfully explore poetry writing before more formal instruction on writing a poem, which
takes place during Unit 2. Keep this initial poetry experimentation fun and low-stakes so that students
feel comfortable taking risks as a writer.
Students are introduced to quite a few vocabulary terms related to poetry during Work Time A. This
vocabulary is reinforced throughout the module, so dont worry if students dont understand or master
it all.
In advance:
Review the readers notebook distributed in Lesson 1.
Listen to the audio recording of William Carlos Williams reading The Red Wheelbarrow again
(from Lesson 1) for an idea of how to read this poem aloud to students:
https://media.sas.upenn.edu/pennsound/authors/Williams-WC/02_Library-of-Congress_05-0545/Williams-WC_29_The-Red-Wheelbarrow_Library-of-Congress_05-05-45.mp3.
Review the Annotating Text document in Additional Resources and Fist to Five in Checking for
Understanding Techniques (see Appendix).
Create two new anchor charts: Close Readers Do These Things and What Makes a Poem a Poem?
Post: Guiding questions, learning targets, I Notice/I Wonder anchor chart, Close Readers Do These
Things anchor chart, and What Makes a Poem a Poem? anchor chart.

Lesson Vocabulary
Materials
summarize, details, explain,

understands, identify, characteristics,
analyzing, gist, text, evidence, prose,
poetry, verse, lines, stanzas,
paraphrase, quotes, annotations,
structure, imagery, vivid, synthesize;
depends, upon, glazed
Readers notebook (from Lesson 1; students own)

Love That Dog summary notes (from pages 2-5 of the readers notebook; one to display)
Jacks Reflection notes: The Red Wheelbarrow (from page 6 of the readers notebook; one to display)
Love That Dog (book; one per student)
I Notice/I Wonder anchor chart (from Lesson 1)
Close Readers Do These Things anchor chart (new; teacher-created)
Any novel written in prose (to display and compare to Love That Dog)
Document camera
Love That Dog summary notes (answers, for teacher reference)
Jacks Reflection notes: The Red Wheelbarrow (answers, for teacher reference)
Sticky notes (small- 1 x 2; several for teacher modeling; 3-4 per student)
What Makes a Poem a Poem? anchor chart (new; teacher-created; see sample in supporting materials)
Poetry Task 1 (one per student; for homework)

Opening

Ask students to take out their readers notebook from Lesson 1 and join their members of their assigned reading group
(from Lesson 1).
To further support ELL students,

revisit the meaning of the words
notice and wonder and the nonlinguistic symbols introduced in
Lesson 1.
Remind students that during Lesson 1 they discovered that this module is about poetry and poets. Then focus students on
and ask them to chorally read aloud the guiding questions:

Explain to students that in this unit, they will work toward answering the first guiding question. Then tell students that
today they will begin to read a new novel, Love That Dog, which is a story about a boy named Jack who is also learning about
what poetry is. Distribute a copy of Love That Dog to each student.
Quickly remind students of the discussion norms they developed during Lesson 1 and clarify as needed. Post the I Notice/I
Wonder anchor chart from Lesson 1. Then, direct students to conduct a book walk with group members to discuss what
they notice and wonder about Love That Dog.
After 2 or 3 minutes, invite students from each group to share out what they notice and wonder about the book. Record
students ideas on the I Notice/I Wonder anchor chart.
To further support students in their

discussion of the text, briefly model
with a think-aloud similar to the
following: I notice a picture of a
dog on the cover of this book. I
wonder if the book will be about a
dog? Alternatively, provide
sentence frames such as: I
notice______, and this makes me
wonder_______.
Listen for suggestions such as:

I notice that there are no chapter titles; instead there are dates at the tops of some pages.
I notice that most of the text is written using short lines, and that pages dont have normal paragraphs and sentences.
I notice some words are typed using a different font, size, or shape.
I wonder why some of the words look different.
I wonder if we read the text differently because of how its written.
I wonder why there are poems in the back of the book.

Opening (continued)
B. Introducing Cold Calls and Reviewing Learning Targets (5 minutes)

Tell students that throughout the year, you will ask them questions to help them grow as learners. Tell them that their
answers to your questions also help you figure out what they need as readers and writers, so you can give them support
where they need it. . Tell students that you will ask them to respond to your questions in a variety of ways: talking with a
partner or group, responding in writing, or sharing their answer with the class.
Research indicates that cold calling

improves student engagement and
critical thinking. Prepare students
for this strategy by discussing the
purpose, giving appropriate think
time, and indicating that this
strategy will be used before students
are asked questions. Be sure
students are comfortable with this
strategy before employing a no-optout.
Tell them that one specific strategy that will help them grow as learners is called the Cold Call strategy. This is simply when
you randomly call on them as individuals, partners, or small groups to answer a question you have posed. You will always
give them the time that they need to think about or discuss their response, but that they will be expected to share their
answer with the whole class. Reassure them that the goal of a cold call is never to catch them with a wrong answer and it is
okay if they are unsure of their response. Go on to explain that sharing their thinking when they are unsure is hard and it
may sometimes make them feel uncomfortable, but that your expectation that the class support one another with taking this
risk because learning cannot happen with out mistakes. Tell students that early on in this unit,, until they are comfortable
with the strategy, they may pass on a cold call or ask a volunteer for help. But eventually the expectation will be sharing a
response when called in class. Tell students that you will begin practicing this strategy with them during the lesson.
Focus students attention on the supporting learning targets:
* I can summarize pages 15 of Love That Dog, based on details from the novel.
* I can explain what Jack understands about poetry, based on details from Love That Dog.
* I can identify characteristics of poetry when analyzing the poem The Red Wheelbarrow.
Careful attention to learning targets

throughout a lesson engages,
supports, and holds students
accountable for their learning.
Revisit learning targets during the
lesson so that students can connect
their learning with the activity they
are working on.
Review with students the importance of learning targetsto help them know what they are expected to learn and do during a
lesson. They are also a great way to learn vocabulary, particularly the language of how to do school. Tell students that at
the end of the lesson they will share how they did with moving toward the learning targets.
Read aloud the first learning target and underline the words summarize and details. Ask students to briefly discuss in
groups what they know about the meaning of these terms.
After 1 minute, invite a few students to share their thinking whole group. Listen for suggestions such as:
Summarize means to retell the main idea(s) of a text.
Details are specific parts of the text that help the reader understand the main idea(s).

Opening (continued)
If students cannot define these words accurately, define for them.
Locate and display images of key

words from the targets (e.g., a
person with a speech bubble for
explain, a light bulb for understand
and a person thinking for analyze).
Next, ask students to chorally read aloud the second learning target with you and underline the words explain and
understands. Once again, ask students to quickly discuss in groups what they think these words mean.
After 1 minute, cold call a few students to share their ideas with the class. Listen for:
Explain means to give details about something, or to clarify something.
Understands means to know about something, or to grasp the meaning of something.
If students are not able to define these terms, define for them.
Ask students to chorally read aloud the last learning target then underline identify, characteristics, and analyzing. Tell
students to discuss their understanding of these terms with group members.
After 1 or 2 minutes, invite several students to share out whole group and listen for suggestions such as:
Identify means to recognize or name something.
Characteristics are features, traits, qualities, or attributes of something.
Analyzing means to study something closely, or to examine something/its parts.
Again, if students are not able to define these terms, define for them.
Ask students to take a quick moment within groups to discuss how they could restate each target in their own words, based
on their understanding of key terms.
After 1 minute, cold call a few students to share their thinking aloud.

Work Time
A. Reading Aloud and Summarizing: Love That Dog, Pages 15 (20 minutes)
Focus students attention on the new Close Readers Do These Things anchor chart. Ask them to discuss in their
reading groups:
* Based on your work in previous grades, what do you recall about reading closely?
After 1 or 2 minutes, cold call students from each group to share their thinking whole class and record their ideas onto the
anchor chartsee Close Readers Do These Things anchor chart (for teacher reference) in the supporting materials. If
students do not mention each of the ideas on the teacher reference, add them to the anchor chart and elaborate. Listen for:
Read small chunks of text slowly to get an idea of what it is mostly about (gist)
Write the gist of a section in the margin or on a sticky note.
Reread each passage one sentence at a time.
Underline or mark with sticky notes things that you do understand or know.
Circle or mark with sticky notes words that you do not know.
Talk with your partners about all of your good ideas.
Answer questions about the text using evidence from the text.
If students do not mention or know what the word gist, text, or evidence mean, define these terms for them (gist: a readers
initial and sometimes tentative sense of what the text is mostly about; text: printed words in an article or book; evidence:
materials, facts, or details that support the truth of an idea.)
Tell students that they will have an opportunity to try some of the strategies they outlined on the anchor chart and that over
the course of the module they will learn additional strategies and add them to the Close Readers Do These Things anchor
chart.
Ask students to open to page 3 in the text Love That Dog.
Remind them that in the opening of the lesson they noticed that this book was written in an unusual way. Using a
document camera, display a page from a novel written in prose next to page 3 of Love That Dog. Ask students to turn
to a neighbor and discuss the following question:
* How is the text in Love That Dog different from the text in this book?

Call on a few pairs to share what they notice with the class. Listen for them to notice that Love That Dog is written like a
poem, with short lines breaking apart the sentences.
Introduce the distinction between prose and poetry by explaining that most texts students have read are written in prose,
meaning that they are written using paragraphs and complete sentences.
Explain that Love That Dog is written verse, or like a poem with sentences and phrases broken apart to form short lines and
stanzas.
Explain that a both prose and poetry have lines (point to a line in Love that Dog and a line in the other novel written in
prose).
Go on to explain that unlike prose which is written in paragraphs (point out an indented paragraph in the novel written in
prose), lines of poetry are group into something called stanzas separated by a space (point out the stanza break on page 3 of
Love that Dog).
Explain that stanzas often end with punctuation and just like in prose the punctuation helps the reader know when to pause.
Reread page 3 aloud to students and have them notice how you pause where there is punctuation rather than pausing at the
end of every line.
Ask students to turn to a neighbor in their group and take turns rereading page 3 aloud, pausing at the appropriate places.
Listen for students to pause at the ends of the stanzas when they read.
Tell students that they will learn more about lines and stanzas and reading poetry over the course of the module. It is totally
fine if they still feel unsure about how to read poems or some of the vocabulary used to describe poetry.
Ask students to turn to page 1. Invite them to follow along silently as you read aloud pages 15. Read slowly, fluently, and
without interruption.
After reading the first five pages aloud, ask students to discuss what they gist, their first idea of what this section of the text
is mostly about with a partner in their group.
After 1 minute, cold call a few students to share out their thinking with the class. Listen for ideas such as:
The gist of these first five pages is that Jack doesnt want to write poetry; he thinks its for girls.
Jack doesnt understand poetry.
10

Next, point out to students that they said close readers should reread a text, line by line, to help them think more deeply
about the ideas being expressed. Remind students of the first learning target. Then explain that for their second read,
students are going to summarize sections of the text.
Hearing a complex text read fluently

and without interruption or
explanation promotes students
understanding of fluency: They are
hearing a strong reader read the text
aloud with accuracy and expression,
and are simultaneously looking at
and thinking about the words on the
printed page. Be sure to set clear
expectations that students read
along silently in their heads as you
read the text aloud. For more
guidance regarding how to support
students fluent reading skills, see
Foundational Reading and
Language Standards Resource
Package for Grades 35.
Display and ask students to turn to the Love That Dog summary notes on pages 2-5 in their readers notebooks.
Focus students on the first column, first row of the note-catcher, Sept. 13Sept. 21 (pp. 12), and tell students they will
start by rereading to summarize the first two pages of the novel.
Give students 2 minutes to reread and discuss in groups how they could summarize the first two pages.
Invite a few groups to share out what they think is the main idea of the first two pages. Listen for suggestions such as:
Jack doesnt want to write poetry.
Jack doesnt like writing poetry.
Synthesize students thinking and model how to fill in the note-catcher by writing a summary statement for pages 1 and 2 in
the first row, center column of the displayed notes page. Then, ask students to record the same summary statement in their
own notessee Love That Dog summary notes (answers for teacher reference).
Then draw students attention to the third column in the first row of the note-catcher, Details from the text (23), and
explain that close readers support their thinking with specific details from the text. Ask students to look back at pages 1 and
2 with group members to identify two or three details that support the summary statement they recorded in the second
column of their note-catchers.
After 1 or 2 minutes, invite a few students to share out details from the first two pages that support the summary statement.
As students share out, explain that details from the text can either be paraphrased or written as exact quotes. Ask students
to consider and briefly discuss in groups what it means to paraphrase versus quote a text.
11

After 1 minute, cold call a few students to share their thinking with the class. Listen for ideas such as these:
Consider posting directions for

summarizing pages 35, to support
visual learners.
Paraphrase means to restate several related details from the text, in your own words;
Quote means to write exactly what the text says and indicate its a quote by placing quotation marks around the text.
If students cannot explain what paraphrasing or quoting is, define for them. Tell students that when summarizing, it is
usually best to paraphrase in order to synthesize several related details from a longer selection of text, and that quotes
should be recorded sparingly and only when the quote is a short and specific detail in direct support of the summary
statement.
Then, model how to record a paraphrased detail from the text that supports the summary statement. Say something like,
On the first page Jack says that boys dont write poetry, and poetry is for girls. I am going to paraphrase those details by
writing, Jack says poetry is for girls, in the first row, third column. Ask students to record the first paraphrased detail on
their own note-catchers. Clarify as needed.
Next, direct students to look at page 2 of the book and point out that the page contains three details that support the first
summary statement. Explain that because the details are short and simple they would be difficult to paraphrase and can
therefore be written as direct quotes. Model for students how to record at least two quotes from page 2 in support of the
summary statementsee Love That Dog summary notes (answers for teacher reference)then ask students to record the
quotes onto their own note-catchers. Provide clarification as needed.
Tell students that they will work with group members to summarize and record supporting details for pages 35 of Love
That Dog. Give directions.
1. With a partner in your group, read aloud pages 35, then write a summary statement in the second row, second column
of your note-catcher.
2. With your partner, go back to pages 35 to identify and record two or three paraphrased details and/or quotes from the
text that support your summary statement.
Clarify directions as needed, then invite students to begin. Circulate to offer support as needed.
12

After 5 minutes, cold call members from several groups to share out with classsee Love That Dog summary notes (answers
for teacher reference). As students share out, record their ideas on the displayed notes and invite students to revise or add to
their own notes based on ideas expressed by other students.
Then ask students to discuss the following question with their groups. Remind them that close readers use details from the
text as evidence to support their answers:
* What is Jacks attitude towards poetry?

Invite a few students to share out, and assist them in supporting their answers with evidence from the text if necessary.
Listen for students to explain that Jack doesnt want to write poetry (p. 2) and doesnt like the poem he has written (p.4).
Revisit the first learning target, which is related to summarizing. Ask students to discuss the following question with their
group:
* How did summarizing this text help you understand it?

After 2 minutes of discussion, cold call a few groups to share their responses. Emphasize the importance of this skill for
keeping track of important ideas in a text and explain that they will use this skill to check their understanding of the novel.
Then, on the Close Readers Do These Things anchor chart, add: Summarize sections of text supported by details.
13

B. Poetry Analysis: The Red Wheelbarrow (20 minutes)
Refer to the Annotating Text

document in Additional Resources
of the Appendix for more guidance
regarding options for annotating
text.
Remind students of the Guiding Question: What makes a poem a poem? as well as the second and third learning targets.
Tell students that to help them answer this guiding question and meet the last two learning targets they are going to revisit
the text once again. First they will reread to capture notes about Jacks impressions of the poem, The Red Wheelbarrow.
Then they will read and annotate the poem themselves in order to draw their own conclusions about what makes a poem a
poem. Reiterate that close reading involves reading and rereading a text to continuously build a deeper understanding of the
ideas that an author is trying to convey to readers.
Display and ask students to turn to the page titled Jacks Reflection notes: The Red Wheelbarrow on page 6 in their
readers notebooks. Orient students to the notes page by pointing out that there are three boxes to complete: What Jack
says about poetry/Page, What Jack writes/What we can infer and Synthesize.
Tell students that first they will reread to identify details related to What Jack says about poetry... then ask students to turn
to page 3 of Love that Dog and to read it chorally aloud with you.
After reading aloud ask students to talk with a partner in their groups about what Jack says about poetry on page 3.
After 1 or 2 minutes, invite a few students to share their ideas whole group. Once again model how to paraphrase and record
exact quotes from the text into the first box, Jack says about poetry /Page. See Jacks Reflection notes: The Red
Wheelbarrow (answers for teacher reference). Ask students to record the same details in the top box of their own
notes page.
Then explain to students that before they reread Jacks first poem, Blue Car, Blue Car, and complete the second box, What
Jack writes /What we can infer , they will need to learn about certain characteristics of poetry that are found in the
poem The Red Wheelbarrow. Explain that learning the characteristics of this poem will help them infer what Jack learned
when he read the poem then wrote his own.
Ask students to turn to the page in the back of the novel, Love that Dog, with The Red Wheelbarrow by William Carlos
Williams. Point out where this poem can be found at the back of the novel. Read the poem aloud as students follow along
silently.
14

Tell students they are going to work with a partner in their group to make annotations (brief notes/comments) regarding
what they notice and wonder about the poem about this poem, but that first you will model how to make annotations using a
think-aloud so that students are clear on what the expectations are.
Consider providing a picture of a

wheelbarrow for students who may
not be familiar with this item.
Think aloud something like: When I read this poem I find myself wondering why did the author write about a wheelbarrow,
and why is it so important. So, Im going to put a sticky note next to the second stanza and then write, Why is the
wheelbarrow important? on my sticky note.
To provide additional support,

consider modifying this portion of
the lesson to be a guided annotation
of the text by asking students to
discuss what they notice about the
poem with their groups first and
then annotate the poem as a class
calling on groups to share their
thinking.
Continue by saying something similar to this: Now Im going to reread the poem to see what I notice. Read the first two
stanzas aloud, so much depends upon a red wheel barrow, then stop and model once again using a think-aloud: I notice
the word depends here in the first stanza. I think it helps me answer my question. Place a sticky note next to this word, and
then continue: When you depend on something, that means you need it to do something for you. I depend on my pencil to
write a note. You might depend on the bus to get you to school. I think Williams is saying the wheelbarrow is important
because people depend on it to do work.
Check to see if students are familiar with a wheelbarrow and the work that this item can help people with. Show a picture of
a wheelbarrow if students are unfamiliar with this item.
Draw an arrow on the sticky note next to the first stanza pointing to the word depends. Write a note similar to the following
on the sticky note: I notice this word and think it means the wheelbarrow is important because it is needed.
Clarify and/or continue to model as needed, and then distribute sticky notes to students and ask them to work with a peer in
their group to annotate the third and fourth stanzas of the poem.
Circulate to provide support as necessary. Suggest the following sentence starters for students to use: I notice______. I
wonder______. I think_____.
15

After 3 or 4 minutes, cold call members from different groups to share out what they noticed about the poem. Ask the class
to add to their annotations as needed as they listen. Listen for students to share ideas such as:
I noticed this poem has four different chunks.
I noticed three words on one line then one word on the next line, in each chunk of the poem.
I wonder why this poem doesnt rhyme.
I notice there is only one piece of punctuation, a period at the end of the poem.
I notice there are words that describe what the wheelbarrow looks like: red, glazed with rain.
Bring students attention to the What Makes a Poem a Poem? anchor chart and explain that this is where the class will
record what they learn about the characteristics of poems, or what makes poems different from typical writing, or prose.
Explain that they will start this chart based on what they noticed about the poem The Red Wheelbarrow.
Say something like: I heard several of you mention that the poem is written in four chunks or sections, with three words in
the first line and one word in the second line of each chunk. What you are describing is the structure of the poem: how the
poem is organized. Then on the What Makes a Poem a Poem? anchor chart, write the word structure and its definition in
the first row, second column. (See What Makes a Poem a Poem? anchor chart (completed; for teacher
reference).
Go on to explain that each chunk of the poem is called a stanza and the words in each stanza are organized into lines. Point
out to students that they may have noticed that this poem is written (and therefore read) as a single sentence. Indicate the
punctuation at the end of the last stanza. Go on to explain that the sentence has been divided into four stanzas, with two
lines in each stanza. Then add to the first row of the anchor chartsee What Makes a Poem a Poem? anchor chart (for
teacher reference).
Continue bringing attention to what students noticed about The Red Wheelbarrow by naming and defining characteristics
as well as examples/explanations for each characteristic on the What Makes a Poem a Poem? anchor chartsee What Makes
a Poem a Poem? anchor chart (for teacher reference). For example, explain that the poem is written in something called free
verse, so there is no rhyme, and comment that this may be why Jack did not think it was a poem.
Remind students of the meaning of the word rhyme and give a few examples of rhyming words. Tell students that they will
explore a poem that uses rhyme in the next lesson.
16

Emphasize the poems use of imagery. Explain that imagery is when a poet uses vivid words to create powerful images (or
pictures) in the readers mind. Ask students to point out a vivid word or phrase that helps paint a picture of the wheelbarrow
in their minds.
After adding characteristics and examples/explanations to the anchor chart, ask students to turn to page 4 of Love That Dog.
Tell students that now that they have learned about some of the characteristics of poetry, the class can revisit Jacks first
poem on page 4 of Love That Dog and make inferences about what Jack has learned about poetry so far.
Ask students to follow along silently as you reread Jacks poem aloud then ask students to discuss in groups:
* What do you notice about how Jack uses characteristics similar to The Red Wheelbarrow in his own writing?
After 2 or 3 minutes, display and refocus students attention on the Jacks Reflections notes on page 6 of their readers
notebooks. Invite students to share out what they notice about Jacks poem. Model how to complete both columns of the
second box on the reflection notessee Jacks Reflection Notes: The Red Wheelbarrow (answers for teacher reference).
Ask students to add the same ideas to their copy of Jacks Reflections notes.
Once the second box is filled in, focus students on the last box on the reflection notes: Synthesize. Tell them that synthesize
means to bring different ideas or information together to form something new. Tell them that they are going to bring
together their ideas about what Jack has learned about poetry in this section of their notes. Ask them to discuss: What has
Jack learned about poetry at this point in the novel? Remind students to refer to their notes and the What Makes a Poem a
Poem? anchor chart to support their discussion. Point out that responding to the synthesis question will require students to
pull evidence straight from the text (what Jack says about poetry) and other evidence will be based on inferring from the text
(what Jack writes).
After 2 minutes, invite several students to share their ideas whole group, then model how to write a response to the synthesis
question by using key words from the prompt and supporting your thinking with details from the reflection notes and poetry
anchor chartsee Jacks Reflection Notes: The Red Wheelbarrow (answers for teacher reference). Ask students to record
an answer to the synthesis question on their own notes page.
Give students specific positive feedback on their close reading and analysis of the first pages of Love That Dog and the poem
The Red Wheelbarrow.
17

A. Debrief and Reviewing Learning Targets (10 minutes)

Bring students together whole group and refocus their attention on the I Notice/I Wonder anchor chart. Ask students to
consider then turn to a nearby partner who is not a member of their small group to discuss:
Consider posting discussion

questions to support visual learners.
* Thinking about The Red Wheelbarrow and Jacks poem Blue Car, Blue Car, what do you notice about poetry now?
* What do you still wonder about poetry?
After 3 or 4 minutes, invite a few student partners to share their thinking with the class and add their ideas to the I Notice/I
Wonder anchor chart.
Next, ask students to consider and discuss with a different nearby partner:
* What are your thoughts and feelings about poetry now?

* How your thoughts and feelings about poetry similar to or different from Jacks?
After 3 or 4 minutes, invite several student pairs to share out whole group.
To further support students with

discussion, provide sentence
starters and frames as needed (e.g.,
After reading The Red
Wheelbarrow and Blue Car, Blue
Car, I notice that poetry or Now
I wonder if poetry or My
feelings about poetry now are that
and that is similar to/different from
the way Jack feels because ).
Redirect students attention to the learning targets and review the Fist to Five Checking for Understanding technique. Clarify
as needed, then read each learning target aloud and ask students to use their hands to show their level of mastery toward
each target.
Review the homework assignment and clarify tasks as necessary.
Homework
Reread pages 15 of Love That Dog. Then read The Red Wheelbarrow poem aloud twice to practice fluent reading skills.
To support struggling readers,

consider providing a recorded
version of the text and poem.
Pick out one vivid word or phrase from The Red Wheelbarrow poem to add to the Vivid Words and Phrases section of
your poetry journal.
Experiment with writing your own poem by completing Poetry Task 1 on the first page of the My Poetry section of your
journal.
Consider providing a partially

completed poetry task, or help
students brainstorm before the end
of the school day, to support
students who have difficulty
completing work independently.
18

Close Readers Do These Things Anchor Chart

Teacher Directions: The following anchor chart is co-constructed with students during Work Time
A and added to throughout the module. Below are possible student responses.
Close Readers Do These Things
Read small chunks of text slowly and think about the gist: a readers
initial sense of what the text is mostly about..
Write the gist of a section in the margin or on a sticky note.
Reread each passage one sentence at a time.
Underline or mark with sticky notes things that you do understand or
know.
Circle or mark with sticky notes words that you do not know.
Talk with your partners about all of your good ideas.
Answer questions about the text using evidence from the text.
Going back to the details in the text to find answers.
Talk with your partners about the answers you find.
20
Love That Dog:

Summary Notes
(Answers, for Teacher Reference)
Dates/Pages
Summary Statement
Details from the Text (23)
Sept. 13Sept.
21 (pp. 12)
Jack doesnt want to write poetry.
Jack says only girls write poetry.

Tried, cant do it.
Brains empty.
Sept. 27Oct. 10
(pp. 35)
Jack thinks poetry is any words

written as short lines.
Doesnt understand why The

Red Wheelbarrow is a poem
Any words can be a poem.
Youve just got to make short
lines.
21
Jacks Reflections Notes:

The Red Wheelbarrow
Focus Question: What has Jack learned about poetry?
Page
He doesnt understand the poem about the wheelbarrow and chickens.
Page 3
any words can be a poem. Youve just got to make short lines.
Page 3
What Jack writes
What we can infer
So much depends upon a blue car
Jack learned to express a key idea at the

beginning of the poem.
Splattered; speeding
Jack learned to use imagery to help his

audience see the blue car.
A poem that doesnt rhyme
Jack learns poems dont have to rhyme;

they can be free verse.
One stanza with five lines
Jack learned poems have a different

structure from prose; he learned to use
lines and stanzas.
says and writes.
Jack has learned to express a key idea in the beginning of his poem, to use imagery to
help the reader see what he is talking about, and that poems are organized into stanzas
and lines.
22
What Makes a Poem a Poem? Anchor Chart

Teacher Instructions: The following anchor chart is co-constructed with students during Work
Time B and added to throughout the module. The chart below shows all poems that students analyze
in the module, and the sorts of observations they might be making that could be added to this chart in
specific lessons. Be sure to add the definitions for the characteristics of poetry, in bold, to the chart.
Possible examples and explanations are also listed.
Name of
poem
Characteristics of Poetry
Examples
Lesson 2
Structurehow a poem is organized; what
The Red
Wheelbarrow the poem looks like
Linea row with a group of words
by William
Stanzaa group of lines divided by a
Carlos
space
Williams
One sentence broken into four

stanzas/two lines per stanza
Free Versea poem written with no rhyme

and no regular rhythm
None of the words rhyme
Imagerywords and phrases an author uses

to help the reader imagine with the senses
(sight, sound, touch, taste, smell)
Words that help me SEE the

wheelbarrow: red; glazed; white
23

Lesson 3
Stopping by
Woods on a
Snowy
Evening
Structure
Four stanzas/four lines per stanza
Rhythmemphasis on certain syllables

throughout a piece
Every other/every second syllable in

Stopping by Woods on a Snowy
Evening is emphasized
Narrative poema poem that tells a story

(character, setting, conflict)
Rhymewords that have the same end
sounds
Repetitionwords and/or lines of the poem
that repeat
Imagery
Tells the story of a man stopping in

the woods on his way somewhere.
He wants to stay, but knows he
shouldnt.
know/though/snow;
queer/near/year;
shake/mistake/flake;
deep/keep/sleep
And miles to go before I sleep.
harness bells shake; the

sweep of easy wind and downy
flake
24

Lesson 4
Dog by
Valerie Worth
Structure
Punctuationmarks in writing to
separate sentences and parts of
sentences to make the meaning clear.
Not broken into stanzas; has many

lines. Uses punctuation to help the
reader know which places to pause
in the poem.
Free verse
Imagery
Doesnt rhyme or have a regular

pattern of rhythm.
SIGHT: lies down; lolls limp tongue;

long chin; carefully; alert; heavy
jaws; slow fly; blinks; rolls; closes;
loose
SOUND: yawns; chops; sighs
25

Lesson 6
The Pasture
by Robert
Frost
Structure
Two stanzas; four lines each
Repetition
I shant be gone long. You come

too. (fourth and eighth lines)
Im going out to (first and fifth
lines)
Rhyme
away/may young/tongue
Lesson 7
Street Music Structureirregular (ir- not; regular
normal; not normal)
by Arnold
Adoff
Words, lines and stanzas do not

have a pattern (spaced apart in
different ways); no recognizable
stanzas or lines
Onomatopoeiawords that imitate sounds
Grinding; clash; screeching; roar;

blasts
Metaphora comparison that suggests one

thing is the same as another
hot metal languagecompares

language (what he hears) to hot
metal (burns)
planes overhead roar an orchestra
of rolling drumscompares the
sound of airplanes to the drums of
an orchestra
26

Lesson 7
The Apple
by S.C. Rigg
Structureconcrete: words written in the

shape of what the poem is about
Jack describes The Apple poem as

the words / make the shape / of the
thing / that the poem / is about.
Imagery
Words that help me SEE:

Stem; red; yellow; green
Words that help me HEAR:
Crunchy
Words that help me TASTE:
Juicy; delicious; yum; yuk
Repetition
Apple; yum; juicy; crunchy; red;
yellow; green; delicious; yum; yuk
27
Poetry Task 1
Just like Jack, now YOU get to write a poem similar to William Carlos Williams The Red
Wheelbarrow!
Directions: Complete the following on the first page of the My Poems section of your poetry
journal.
1. Brainstorm and record a list of some things that you depend upon.
2. Choose one of your ideas to write about. Then write a sentence describing your idea with vivid
words that add imagery.
Example: So much depends upon a brown dog sitting in the green grass outside the tiny
grocery store.
3. Now rewrite the sentence using a poetic structure. Be sure your poem has lines and at least one
stanza.
Example:
So much depends upon
A brown dog
Sitting in the green
Grass
Outside the tiny grocery
Store.
28

Practicing Reading Closely: Love That Dog Pages
611 and Stopping by Woods on a Snowy Evening

Love That Dog Pages 611 and Stopping by Woods on a Snowy Evening

(RL.4.5)
Ongoing Assessment
Poetry Task 1 (from homework)
Summary notes
I can identify characteristics of poetry by analyzing the poem Stopping by Woods on a Snowy Evening.
Love That Dog pages 611, and poetry note-catcher

What Make a Poem a Poem? anchor chart

Agenda
Teaching Notes
1. Opening
This lesson continues the cycle of character analysis and close reading that began in Lesson 2. Students
continue their character analysis of Jack using the Jacks Reflections notes in their readers notebooks.
They closely read and analyze Stopping by Woods on a Snowy Evening by Robert Frost, to continue to
build their background knowledge of the characteristics of poetry. Then they revisit the novel to analyze
Jacks writing and to infer what he has learned about poetry. This toggling from character analysis to
poetry analysis helps to foster both engagement and comprehension. Students gain a deeper
understanding of Jacks character while also building their own background knowledge about poetry.

2. Work Time
B. Close Reading: Love That Dog Pages 611 and
Stopping by Woods on a Snowy Evening (35
minutes)
A. Debrief and Revisiting the Learning Targets (10
minutes)
4. Homework
A. Reread pages 611 of Love That Dog and Stopping
by Woods on a Snowy Evening; add two vivid words
or phrases to your poetry journal.
B. Begin reading your book for independent reading.
Work Time B involves close reading. In the supporting materials is a Close Reading Guide for Love That
Dog pages 611 and poetry, for teacher reference. This resource will help you guide students in a close
reading process that is meant to give them a deeper understanding of the text. Students will reread the
text to deconstruct its meaning, and then reconstruct the meaning using evidence through a series of
text-dependent questions. Use these questions, along with the additional guidance in the right-hand
column of the Close Reading Guide, to scaffold students understanding of the text. At the conclusion of
this close reading experience, students should be able to synthesize their understanding by answering a
focus question.
The close reading process in this lesson and subsequent lessons is meant to be discussion-based. You
may choose to invite students to work independently or in pairs or small groups when thinking about
different questions. But you should guide the whole class in a discussion of each section of the text using
the Close Reading Guide for notes on guiding students through the text and answers to the textdependent questions. These questions should not be assigned to students to complete on their own as a
worksheet.
As students first close reading experience of the year, the time needed to complete the close reading in
Work Time B may vary from class to class. Consider adjusting the pace of this portion of the lesson to
meet the needs of your students.

Agenda
Teaching Notes
Much like the main character Jack in Love that Dog, students are not likely to fully comprehend the
poem Stopping by Woods on a Snowy Evening. While this lesson devotes some time for students to
read this poem closely, it is not enough time for complete comprehension of such a complex text, nor is
that the goal. Rather, the goal in this lesson is for students to enjoy this first exposure to a classic work
of American Literature, to begin grappling with its meaning (literal and metaphorical) and to glean
some understanding of some characteristics of poetry. They likely will revisit this classic poem many
times throughout their school years.
Students are introduced to Thumb-O-Meter, a new Checking for Understanding Technique (see
Appendix).
The What Make a Poem a Poem? anchor chart is added to nominally before and during the close reading
exercise, then again in the Closing. See the What Makes a Poem a Poem? anchor chart (completed; for
teacher reference in Lesson 1).
The homework for this lesson has students begin reading their books selected for independent reading.
To allow for students to have time for this reading, they are not asked to complete a poetry task. The
poetry task homework routine resumes again in Lesson 4. In Lesson 5 students will be asked to select
on of their poems from these tasks to share with a classmate.
In advance:
Review the What Makes a Poem a Poem? anchor chart (completed; for teacher reference) that was
included in Lesson 1 Supporting Materials. This completed version of the anchor chart indicates
possible additions to make during Lesson 2, as students read and analyze Frosts poem.
Review Thumb-O-Meter in Checking for Understanding Techniques (see Appendix), so that you can
clearly explain and/or model for students as necessary.
Review the Close Reading Guide carefully, particularly the probing questions in the right-hand
column.
Post: learning targets; Close Readers Do These Things anchor chart, What Makes a Poem a Poem?
anchor chart.

Lesson Vocabulary
Materials

analyzing, structure, rhythm,
structure, narrative poem, rhyme,
repetition, imagery

Close Reading Questions and Notes: Love That Dog Pages 611 and Stopping by Woods on a Snowy Evening (from
pages 9-13 of readers notebook)
Close Readers Do These Things anchor chart (from Lesson 2)
Love That Dog (book; from Lesson 2; one per student)
What Makes a Poem a Poem? anchor chart (begun in Lesson 2)
What Makes a Poem a Poem? anchor chart (from Lesson 2; completed; for teacher reference)
Close Reading Guide: Love That Dog Pages 611 and Stopping by Woods on a Snowy Evening (for teacher reference)
Poetry journals (from Lesson 1; students own)
Opening

Ask students to take out their readers notebooks and join their groups. Then, focus students attention on the supporting
learning targets:

words from the targets to support
visual and second language learners.
* I can identify characteristics of poetry by analyzing the poems Stopping by Woods on a Snowy Evening.
Underline terms in the targets students are familiar with from the previous lesson: summarize, details, explain,
understands, identify, characteristics, and analyzing.
Consider revisiting learning targets

throughout the lesson so that
students can connect their learning
with the activity they are working
on.
Ask students to briefly discuss within groups what they recall about what each of these words means, then talk about how
they could restate each target in their own words, based on their understanding of the key terms.
After 1 minute, cold call a few students to share their thinking whole group.

Work Time
A. Reading Aloud and Summarizing: Love That Dog Pages 611 (10 minutes)
Ask students to join their reading groups.
Review the discussion norms as

needed to support effective partner
work.
Review the Close Readers Do These Things anchor chart with students, then ask them to consider and discuss in
groups:
* What did we do to start our close reading of Love That Dog in the previous lesson?
After 1 minute, cold call a few students to share their thinking with the class. Listen for students to mention: We read
through once for gist then we reread to summarize sections of the text, or similar ideas.
Tell students they are going to use the same process today, first by reading for gist then rereading sections of pages 611 to
write summary statements supported by paraphrased or quoted details from the text.
Post directions for student

reference.
Provide sentence starters to allow
all students access to the
conversation. Example: These
pages are mainly about how Jack
Ask students to locate their copies of Love That Dog then provide the following directions:
1. Partner up with a member of your group.
2. Take turns reading each page aloud, starting at the top of page 6 and stopping at the end of page 11.
3. After one partner reads a page aloud, the other partner should explain what he or she thinks the gist of the page is.
Clarify directions as necessary. Then ask students to begin. Circulate to listen in on student conversations and to offer
support.
After 3 or 4 minutes, invite student partners from a variety of groups to share out gist statements from their partner read.
Listen for ideas such as these:
Jack doesnt understand the new poems he reads.
Jack doesnt want to write more about the blue car.
Jack adds tiger sounds to his car poem.
Jacks teacher puts his blue car poems on the board.
Ask students to turn to the Love That Dog summary notes on pages 2-5 in their readers notebooks. To help focus their
attention on the pages and dates they will need to summarize in this lesson, ask students to draw a star in the third and
fourth rows of the notes page (Oct. 17 pp. 67 and Oct. 24Nov. 6 pp. 811). As needed, review how to complete each
column of the summary notes.

Ask students to independently whisper read aloud pages 6 and 7, then to share their ideas about how to summarize these
pages with group members. Circulate to check fluency and comprehension.
To further support readers who

struggle with fluency, consider
having them read along with a
partner who reads more fluently, or
along with an audio recording of the
text.
Once students have read and discussed their thinking, cold call a few students to share their ideas whole groupsee Love
That Dog summary notes (answers for teacher reference).
After several students have shared out, direct students to record a summary statement for pages 6 and 7 as well as
paraphrased details or quotes from the text in support of their summary statement.
If necessary, model for students how to paraphrase and/or record quotes in support of a summary statement. (This might
sound something like: To support our summary statement I can easily quote these lines on page 8 of the text, Here is the
blue car with tiger sounds , but I think I need to paraphrase the part where Jack lets his teacher put his blue car poems on
the board, but only if his name isnt on them).
Ask students to independently whisper read pages 811 of Love That Dog then discuss in groups how they could write a
statement to summarize that section of text.
After 3 or 4 minutes, invite students from different groups to share their ideas with the classsee Love That Dog summary
notes (answers for teacher reference).
After students share out, ask them to record a summary statement for pages 811 as well as paraphrased details or quotes
from the text in support of their summary.
B. Close Reading: Love That Dog Pages 611 and Stopping by Woods on a Snowy Evening (35 minutes)
Ask students to turn to the Close Reading Questions and Notes starting on page 9 of their readers notebook.
Tell students they will be closely reading pages 611 of Love That Dog and one poem from the back of the book, Stopping by
Woods on a Snowy Evening.
For ways to support students during

the close reading process, review
suggestions in the right-hand
column of the Close Reading Guide.
To model fluent reading, read Stopping by Woods on a Snowy Evening aloud as students follow along silently.
Then begin the close reading, using the Close Reading Guide: Love That Dog Pages 611 and Stopping by Woods
on a Snowy Evening (for teacher reference).
After completing this close reading, give students specific positive feedback regarding their hard work closely reading and
analyzing Love That Dog and the poem Stopping by Woods on a Snowy Evening. For example, revisit the Close Readers
Do These Things anchor chart and point out the specific strategies you saw students using..

A. Debrief and Revisiting the Learning Targets (10 minutes)

Refocus students whole group. Focus them on the What Makes a Poem a Poem? anchor chart. Ask students:

* What do you notice about the structure of this poem?

Add examples/explanation to the What Makes a Poem a Poem? anchor chartsee What Makes a Poem a Poem?
anchor chart (completed; for teacher reference).

discussion, provide sentence
starters and frames as needed.
Listen for students to mention:

The poem rhymes (know/though/snow)
It has four stanzas with four lines per stanza
The poem tells a story
Next, to help students recognize that Stopping by Woods on a Snowy Evening has a regular rhythm (in contrast to the
poem The Red Wheelbarrow, which they read during the previous lesson), have them read the first stanza of the poem
aloud with you and clap/stomp on every other syllable so they can hear the consistent emphasis on specific syllables (e.g.,
students would clap/stomp on the following underlined words: Whose woods these are I think I know; His house is in
the village, though). Students may need to read and clap/stomp several times before they get the rhythm. Be sure students
dont resort to a false sing-songy exaggeration of the rhythm; instead, practice reading it with them several different ways to
see how you can tell Frost meant it to be read a certain way.
Then, add the definition and examples/explanation for rhythm to the What Makes a Poem a Poem? anchor chartsee
What Makes a Poem a Poem? anchor chart (for teacher reference).
Next, direct students to review the questions and responses on their Close Reading Questions and Notes, in order to
determine and discuss characteristics and examples/explanations that could be added to the anchor chart. Prompt students
thinking by asking questions such as:
* In addition to the structure and rhythm, what other characteristic did you notice in the poems we read today?
* How are Stopping by Woods on a Snowy Evening and The Red Wheelbarrow similar? How are they different?
After 5 minutes, invite students from each group to share out. Add students ideas to the What Makes a Poem a Poem?
anchor chart. Call attention to and add ideas from the teacher reference version of the chart that students do not mention.
Explain and model a Thumb-O-Meter for students.

Then, ask students to read each of the learning targets aloud chorally, and to use a Thumb-O-Meter to demonstrate their
level of mastery toward each target.
Review the homework task and provide clarification as necessary.
Homework
Reread pages 611 of Love That Dog and Stopping by Woods on a Snowy Evening aloud to practice fluent reading skills.

version of the text and poems.
Pick out one vivid word or phrase each from Jacks poem Blue Car, Blue Car and one from Stopping by Woods on a Snowy
Evening to add to the Vivid Words and Phrases section of your poetry journal.
Begin reading your book for independent reading.

Love That Dog:

Summary Notes
Dates/Pages
Summary Statement
Oct. 17 (pp. 67)
Jack doesnt understand the poem

about snowy woods.
He asks what was up with the

snowy woods poem.
OR
He asks why the person in the

poem doesnt just keep going.
Jack doesnt want to write more

about the blue car.
OR
And why do I have to tell more
about the blue car?
I dont want to write about that
blue car
Oct. 24Nov. 6
(pp. 811)
Jack revises his blue car poem after

reading a tiger poem.
Here is the blue car with tiger

sounds
Jack lets his teacher put his blue
car poems on the board, but
only if his name isnt on them.
10
Close Reading Guide:

Stopping by Woods on a Snowy Evening
Total Time: 40 minutes
Stopping by Woods on a Snowy Evening and Love That Dog Pages 67
Directions
Questions
Close Reading Guide
Read the first

two stanzas of
Stopping by
Woods on a
Snowy Evening
aloud with your
teacher.
What is the setting of the poem? How Read the first two stanzas aloud with
students. Then read the first question
can you tell?
aloud and remind students that setting
includes both place and time.
What is happening in the first stanza

of the poem? What evidence from the
poem supports your answer?
Then, work
together to
respond to the
questions on the
right.
After 2 or 3 minutes, invite a few students

to share their thinking whole group. Listen
for:
The setting is snowy woods in the
evening:
The woodsWhose woods these are
Between woods and a lakeBetween the
woods and frozen lake
WinterThe darkest evening of the
year.
Ask students if they know the date of the
darkest day of the year/the time of year we
get the least amount of daylight. Listen for,
or tell students, that December 21 is the
shortest day of the year.
11

Directions
Questions
Close Reading Guide

Then read the second question aloud to
students and clarify as necessary.
After 2 minutes, cold call a few students to
share their thinking aloud. Listen for ideas
similar to:
A person (who is traveling somewhere)
stops to watch the snow fall in the woods,
he says, stopping here to watch woods
fill up with snow.
With your group

members,
chorally reread
the second
stanza aloud.
Why would the horse think its queer

to stop in the woods? Support your
response with details from the poem.
Then, work
together to
answer the
question on the
right.
After students reread the second stanza,

read the question aloud and point out the
italicized word queer. Define queer for
students as meaning strange, odd, or
unusual.
Give students 2 or 3 minutes to work with
group members to answer the question
then cold call a few students to share their
ideas aloud. Listen for suggestions such as:
The horse might thinks its strange to stop
in the woods because there is no shelter
nearbythe poem says, To stop without
a farmhouse near; he also probably
thinks its odd to stop because its
snowing, woods fill up with snow, and
dark, The darkest evening of the year.
12

Directions
Questions
Close Reading Guide
What words and phrases does Robert

Read the third
Frost use to describe what the horse
stanza once
through silently is doing in the third stanza?
in your head.
Then reread the
third stanza with
group members,
taking turns to
each read one
line.
Then direct students to read and answer

both questions.
After 3 or 4 minutes, invite students from
a variety of groups to share out their
responses with the class.
Creative Commons share-alike
After reading,
work together to
answer the
questions on the
right.
After students read the third stanza

independently then with group members,
point out the phrase harness bells to
them. Refer students to the inserted
image. This will help students who are
otherwise unfamiliar with the term.
What do these words and phrases

help you understand about how the
horse feels about stopping in the
woods?
Listen for students to share ideas such as:

The words and phrases Robert Frost uses
to describe what the horse is doing are:
harness bells shake; ask if there is some
mistake.
I dont think the horse feels like stopping
in the woods, because the horse shakes the
bells on its harness like its trying to get
the narrators attention, or its trying to
get the person to move on. It also says the
horse is asking if there is some mistake.
13

Directions
Questions
Close Reading Guide

Emphasize the importance of the use of
imagery in conveying the idea that the
horse is restless and wants to move on,
The imagery of the horse helps the reader
infer that the animal is restless. The
phrase gives his harness bells a shake
creates a vivid picture of what the horse
does when the narrator stops. If
necessary, review the meaning of the word
imagery by recalling the imagery used in
The Red Wheelbarrow read in Lesson 2.
14

Directions
Questions
Close Reading Guide
Read the fourth

stanza aloud
with a partner in
your group,
twice.
What words does the narrator of this

poem use to describe the woods?
After students read the fourth stanza with

partners, ask them to read the first
question aloud with you. Then ask
students to look back to the poem to
answer the question.
Then work with

your group
members to
respond to the
questions on the
right.
Draw a quick sketch below to show

what you think the woods look like,
After 1 or 2 minutes, cold call a few
based on the words the narrator uses. students to share out words the narrator
uses to describe the woods. Listen for:
Lovely, dark, deep.
How does the narrator feel about the

woods? What makes you think so?
Reread the last two lines of the poem

aloud with group members, then
consider and discuss: What do you
think these last two lines of the poem
mean?
Ask students to consider then briefly

discuss in groups what Lovely, dark, and
deep woods might look like. After 1
minute, invite a few students to share their
thinking aloud. Prompt students to create
a quick sketch of the woods based on the
narrators description. Emphasize that this
is to be a quick sketch and is not about
their artistic ability.
Then focus students on the third question

and ask them to discuss their thinking in
groups before recording a response.
15

Directions
Questions
Close Reading Guide
What conflict is the narrator of this

poem experiencing? How do you
know?

students to share their answers aloud and
listen for:
I think he likes the woods because he
describes them as lovely. He also says
the woods are dark, and deep which are
words that seem to describing something
comfortable/relaxing.
Read the fourth question aloud to
students. Then ask students to read, think
about, then discuss their ideas within
groups.
After 2 or 3 minutes, cold call several
students to share their thinking out loud.
Listen for ideas such as:
I think the last two lines mean that he has
obligations/somewhere he has to be, but
he still has a long way to go before he gets
to his destination.
Read the last question about the fourth
stanza aloud then focus students on the
word conflict in this question. Define
conflict for students as: a struggle that
results from competing wants or needs.
16

Directions
Questions
Close Reading Guide

Clarify as needed then ask students to
work together to answer the last question.
After 2 or 3 minutes, cold call a few groups
to share their ideas aloud and listen for
suggestions such as:
The narrator of this poem is struggling
between his desire to stay in the lovely,
dark, and deep woods and the fact that
he has to move on/go somewhere else
miles to go before he sleeps.
Go back to
reread pages 6
and 7 of Love
That Dog
independently
and silently in
your head.
Turn and talk with a partner about:

What does Jack have trouble
understanding about the snowy
woods poem? What question does he
ask about it?
Then, work with

group members
to answer the
question on the
right.
After students reread pages 6 and 7 and

discuss their thinking, invite a few
students to share their ideas whole group.
Listen for:
Jack doesnt understand why the narrator
of the poems doesnt just keep going. He
asks, Why doesnt the person just keep
going if hes got so many miles to go
before he sleeps?
Point out to students that Jack is being a
good close reader because he is asking
clarifying questions about the poem.
Explain that asking clarifying questions
can support readers ability to gain a
deeper understanding of a text. Then add
Ask clarifying questions to build
understanding to the Close Readers Do
These Things anchor chart.
17

Love That Dog, pages 8-9
Directions
Questions
Close Reading Guide
With group
members, read
The Tiger aloud,
taking turns to
each read one
line.
Why does Jack like The Tiger

poem even though he doesnt
understand what it means? Use
details from the text to support
your response.
After students read The Tiger and pages

8 and 9, ask students to read the first
question chorally aloud with you. Then,
direct them to record a response to the
first question.
Then,
independently
reread pages 8
and 9 of Love
That Dog, silently
in your head.
What similarities do you notice

between Jacks revised Blue Car,
Blue Car poem and The Tiger?
With a partner in
your group, read
Jacks poem on
page 8 aloud,
taking turns to
each read one full
stanza.
After reading the
poem and pages 8
and 9, work with
group members to
answer the
questions on the
right.

students to share their answers aloud and
listen for:
He likes the way it sounds/it sounded
good in my ears.
Next, focus students on the second
question. Ask them to read the question
aloud chorally with group members then
to work together to write a response to the
question.
After 2 or 3 minutes, invite a few students
to share their ideas whole group. Listen for
suggestions like:
Jacks poem and The Tiger both use the
(rhyming) words night and bright.
Jack repeats blue car just like the word
tiger is repeated in the first line of the
poem.
18

Love That Dog, pages 8-9
Directions
Questions
Close Reading Guide
Synthesize:
With group
members,
review your
responses to the
above questions
then discuss
how you could
respond to the
question at the
right.
Based on what Jacks poem Blue

Car, Blue Car what do you think he
has learned about poetry at this point
in the novel? Support your response
with examples from the text.
Read the synthesis question aloud to

students and remind them that this
question is similar to the synthesis
question they answered on Jacks
Reflections notes in the previous lesson.
Clarify as needed then ask students to
work with group members to answer the
question.
After 3 or 4 minutes, invite students from
a variety of groups to share their ideas
with the class. Listen for ideas such as:
Jack has learned to repeat
words/phrases, Blue car and Like a
comet in the night.
Jack has learned to use words that
rhyme, bright, night by, sky.
He has learned to use imagery: shining
bright, darkness, speeding by.
Congratulate students on their close
reading of Love That Dog and Stopping
by Woods on a Snowy Evening. Explain
that students will need to refer to the
responses in their notes from this close
reading to add to the What Makes a Poem
a Poem? anchor chart during the debrief.
19

How Jacks Attitude Towards Poetry is Changing


(RL.4.5)
Ongoing Assessment
I can analyze how Jacks attitude toward poetry is changing, using evidence from the text.
Summary notes
I can identify characteristics of poetry by analyzing the poem Dog.
Students references to Text Evidence sentence strips in

discussion
I can explain what Jack understands about poetry, based on evidence from Love That Dog.
Jacks Reflections notes: Dog by Valerie Worth


Agenda
Teaching Notes
1. Opening
This lesson follows a pattern similar to that of Lesson 2. Students first read and summarize pages 1219
of Love That Dog. But in this lesson, students then engage in a brief text-based discussion to analyze
Jacks character development, before moving on to analyze a poem that is referred to in the novel (in
this case, the poem Dog by Valerie Worth) to consider what Jack has learned about poetry.

2. Work Time
B. Text-Based Discussion: How Is Jacks Attitude
toward Poetry Changing? (20 minutes)
C. Poetry Analysis: Dog by Valerie Worth (20
minutes)
A. Debrief and Revisiting Learning Targets (5 minutes)
4. Homework
This discussion is focused on how Jacks attitude toward poetry is changing. Students base their
explanation on evidence from the text. For this first discussion, students are given quotes from the text
on sentence strips to cite as evidence. Later, in Unit 2, students will gather their own evidence to
support a similar text-based discussion. This provides a gradual release of responsibility as students
learn how to support their thinking with evidence from the text.
In advance:
Copy on the board or display the Directions for Text-Based Discussion.
Copy and cut apart one complete set of sentence strips per group.
Review the What Makes a Poem a Poem? anchor chart (completed; for teacher reference; from
Lesson 2) to see examples of additions to this anchor chart added in this lesson.
A. Reread pages 1219 of Love That Dog and Dog;

add one vivid word or phrase to your poetry journal.
Review Fist-to-Five in Checking for Understanding Techniques (see Appendix).
B. Complete Poetry Task 2 in the My Poems section of

Post: Guiding questions anchor chart, learning targets, Close Readers Do These Things anchor chart,
What Makes a Poem a Poem? anchor chart, and I Notice/I Wonder anchor chart.

Lesson Vocabulary
Materials
free verse, imagery; lolls, alert, fly,

rolls, carefully, afternoon

Love That Dog summary notes (from page 2-5 of the readers notebook; one to display)
Jacks Reflections notes: Dog (from page 7 of the readers notebook; one to display)
Discussion Norms anchor chart (from Lesson 1)
Directions for Text-Based Discussion (for teacher reference)
Textual Evidence sentence strips (one complete set cut apart per group; one uncut set for teacher reference)
Document camera
Jacks Reflections notes: Dog (answers, for teacher reference)
Sticky notes (small- 1 x 2; 3-4 per student)

Opening

Focus students attention on the learning targets:

words from the targets to support
* I can analyze how Jacks attitude toward poetry is changing, using evidence from the text.
* I can identify characteristics of poetry by analyzing the poem Dog.
* I can explain what Jack understands about poetry, based on evidence from Love That Dog..
Point out that the first two learning targets are similar to ones students have worked toward in the previous two lessons.
Then ask them to consider and discuss in groups what they think they will be doing thats similar to and different from
previous lessons.
After 1 minute, invite a few students to share whole group. Listen for students to mention that they will probably read and
reread a section of Love That Dog to explain what Jack understand about poetry and to identify characteristics of poetry, as
in previous lessons. But they will be analyzing a new poem called Dog and discussing how Jacks attitude toward poetry is
changing.
Underline the word evidence in the first learning target. Ask students to talk in groups about what this word means.
After a minute, invite a few students to share out their thinking with the class. Listen for ideas such as:
Evidence means clues that you can see.
Evidence is details from the text.
Evidence is facts that help you figure out if something is true.
Explain that in these learning targets, the word evidence means details from the text that support students responses to
questions about the novel. Emphasize that if students responses are based on specific evidence from the text, this will help
them to keep thinking about the actual words and ideas in the text, which will help them understand Jack better. As fourthgraders, they will spend a lot of time practicing explaining evidence in text.
Tell students that throughout fourth grade, they will be required to write and speak about texts using evidence. Today is a
great opportunity for them to practice discussing a text using details from the text.

Work Time
A. Reading Aloud and Summarizing: Love That Dog Pages 1219 (10 minutes)
Ask students to take out their text Love That Dog and readers notebook and join their reading groups.
Provide sentence frames to allow all

students access to the conversation.
Example: A summary of pages ___
is___, and the details that support
this summary are ___.
Ask students to turn to page 12. Invite them to chorally read aloud pages 1219 with you.
After reading, pause to ask students to turn and talk with a partner about the gist of this section of the text:
* What were these pages mostly about?

After 1 minute, invite a few students to share their ideas whole group. Listen for them to mention that these pages are about
how Jack likes the small poems, or similar ideas.
Next, ask students to turn to the Love That Dog summary notes on pages 2-5 of their readers notebook. Focus students
on the three rows of their notes dated Nov. 9Nov. 22 (pp. 1214), Nov. 29 (pp. 1516), and Dec. 4Dec. 13 (pp. 28
30) then ask them to circle or star these dates to help focus their attention on the rows they will need to add summary
statements and details to.
Tell students that now that they have the gist of this section, they will reread and work with group members to summarize
and add details to their notes, as they have done in previous lessons. Remind them to record mostly paraphrased details and
no more than one short, relevant quote in support of their summary statements.
Clarify as needed then release students to work in groups. Circulate to provide support.
After 6 or 7 minutes, cold call students from a variety of groups to share out the summary statements and supporting details
that they added to their notes. See Love That Dog summary notes (answers for teacher reference) for ideas
students may share.

B. Text-Based Discussion: How Is Jacks Attitude toward Poetry Changing? (20 minutes)
To provide further support for ELLs

or students who struggle with
discussion, provide students with
sentence stems like the following: I
think Jack ________ because
_______..
Draw students attention to the Discussion Norms anchor chart. Briefly give positive feedback on a few norms you have
seen students following well in their small group discussions, and review expectations for discussions. Remind students that
today they will be paying particular attention to the norm Everyone should show specific details or evidence from the text to
support his or her thinking.
Distribute a set of Textual Evidence sentence strips to each group of students.
Point out the Directions for Text-Based Discussion written on the board or displayed with a document camera:
1. Read each sentence strip aloud with your group.
2. Sequence the strips based on the order of events in the novel (reference the novel as needed).
3. Think about the question posed by the teacher.
4. Reread the strips to find the evidence that best supports a response to the question.
5. Take turns sharing your response to the question with your group. Point out the evidence strip(s) that support your
answer.
Review the directions and explain that first you would like them to complete steps one and two only with their groups.
Clarify these steps as needed and encourage students to look back in the novel, locate each quote in the text, and reread that
page of text if needed.
Invite groups to take 5 minutes to complete steps one and two: reading and sequencing the strips. Circulate to probe or
coach as needed, but dont give the answers.
Call on a few groups to share their sequences. Confirm the sequence of events (based on the complete and uncut set of
Textual Evidence strips), and which event each quote is referring to.
Tell students that you are going to ask them to discuss a question in small groups. They will use the evidence from their
sentence strips to support their response to the question. To model this for students, pose the following question:
* How did Jack feel about poetry at the very beginning of the book?

Invite a few volunteers to share their answers. If one of these students directly references a sentence strip in his or her
answer, point this out for the class. If not, model how to specifically reference a sentence strip when answering: I think Jack
did not like poetry at the beginning of the book because he said, I dont want to because boys dont write poetry. As you
model, use a document camera to display and reference the corresponding sentence strip.
Have students quickly turn to a neighbor and describe what they saw you do during your modeling. Call on a student to
share their observations. Listen for students to notice that you verbally and physically referenced a sentence strip as
evidence for your response.
Draw students attention to the Close Readers Do These Things anchor chart and add the following to the anchor
chart When discussing a text, refer to evidence in the text that supports your thinking.
Next, write the following question on the board:
* How is Jacks attitude toward poetry changing?

Underline the word attitude and ask:
* What does the word attitude mean?

Call on a few students to share their ideas. Then clarify that attitude is a persons way of thinking about something or their
behavior toward something.
Remind students to point to the sentence strips that support their responses as they discuss.
Give students about 5 minutes to discuss the question in their small groups. As they discuss, circulate and listen to observe
students ability to refer to and incorporate the Textual Evidence sentence strips.
Refocus students attention whole group. Call on a few groups to share their responses, prompting them to name specific
sentence strips that support their thinking. Listen for students to articulate something similar to the following: I think Jack
didnt like poetry in the beginning, but he is starting to like it a little more after reading some poems and writing his own.

Help them cite examples from the sentence strips to support their thinking:
At first he didnt like poetry or want to write it because he said, I dont want to because boys dont write poetry and I
tried. Cant do it. Brains empty.
Then he wrote his own poem but didnt want his teacher to share it. He said, Do you promise not to put it on the board?
Then he read a few more poems that he liked: I did not really understand the tiger tiger burning bright poem but at least
it sounded good to my ears and I liked the small poems we read today,
Then he decided to let his teacher post his poem on the board. He said, I guess you can put it on the board if you want to
but dont put my name on it.

C. Poetry Analysis: Dog by Valerie Worth (20 minutes)

Remind students of the guiding question What makes a poem a poem? as well as the first and second learning targets.
Consider rereading the text aloud to

small groups of struggling readers,
then lead them through a discussion
of what Jack says/writes, by asking
questions such as: What does Jack
say/write about the poem? How do
you know?
Ask students to take a minute to consider and briefly discuss in groups how they have met these targets in previous lessons.
Then invite a few students to share out. Listen for students to mention that they reread to capture notes about Jacks
impressions of a poem, then read and annotated the poem themselves to draw their own conclusions about what poetry is.
Next, display and ask students to turn to the page titled Jacks Reflections notes: Dog by Valerie Worth on page 7
in their readers notebooks. Point out that this page looks similar to students previous notes page, for The Red
Wheelbarrow (What Jack says about poetry, What Jack writes/What we can infer and Synthesize).
Ask students to turn to page 15 of Love That Dog and prepare to read the text aloud chorally. Ask them to look and listen for
things that Jack says that shows that he has learned something about poetry as the class reads together.
Consider supporting struggling

writers by annotating with them
and/or adding one or two
annotations to the poem in advance.
Start the choral reading with I liked those small poems on page 15 and end on page 18 after reading, Like how I wrote it
the first time.
Pose the following question for students to discuss with their groups. Remind them that close readers refer back to evidence
in the text during discussions.
* What does Jack say on pages 15 and 18 that show he has learned something about poetry?
Invite students to begin their brief discussion. Circulate to listen in and offer guidance as needed.
After 3 minutes, invite a few groups to share their ideas whole class then ask students to record paraphrased and relevant,
short quotes from the text into the first box, What Jack says about poetry Model as necessary; see Jacks Reflections
notes: Dog by Valerie Worth (answers for teacher reference).
Explain to students that before they complete the second box (What Jack writes/ What we can infer ), they will need to
analyze characteristics of poetry found in the poem that Jack read, Dog, by Valerie Worth. Then review the literary terms
on the What Makes a Poem a Poem? anchor chart: structure, line, stanza, free verse, imagery, rhythm, narrative
poem, rhyme, and repetition . Remind students that identifying and explaining specific characteristics of the poem will help
them to infer what Jack learned when he read the small poems then wrote about them.
Ask students to find the poem Dog by Valerie Worth in the back their text, and to read along silently as you read the poem
aloud to them. Pause only where there is punctuation (commas, semicolons, colon, and period).

Ask students to turn a talk with a partner about what they liked about the poem and what images came to mind as they
listened to it read aloud. Give students a few minutes to share, then call on a few students to share what they liked most
about the poem and the images it created for them.
Tell students that they will have a chance to annotate this poem. But first you would like to notice a characteristic of poetry
specifically related to how poems are read. Ask students to listen as you read the poem aloud once more and notice where
you pause. Students should notice that you pause your reading not at the end of the lines, but in accordance with
punctuation: commas, semicolons, colon, and period.
Explain that even though poems are often written in short lines (such as Dog and The Red Wheelbarrow), the lines do
not tell the reader where to pause. Just as with prose, in poetry the punctuation tells the reader how to read the poem. The
punctuation is a part of the poems structure (as are lines and stanzas).
Remind students that The Red Wheelbarrow was read as one long sentence, because the only punctuation was a period at
the end. Briefly flip to The Red Wheelbarrow, point out the punctuation at the end, and reread this poem.
Direct students attention to the What Makes a Poem a Poem? anchor chart. In the row for Dog, add the word structure
with a bullet and the word punctuation underneath with a definition in the column for characteristics. Then add an
example/explanation from the poemsee What Makes a Poem a Poem? anchor chart (for teacher reference).
Review the characteristics of poetry noted on the anchor chart that they have learned so far: structure, line, stanza, free
verse, imagery, rhythm, narrative poem, rhyme, and repetition. Tell students that now it is their turn to annotate the poem
Dog and look for more characteristics of poetry with a partner.
Distribute sticky notes and clarify directions and expectations as needed. Then ask students to begin working with a peer
in their group to annotate the poem Dog. Circulate to offer guidance and support.
After 3 or 4 minutes, cold call members from different groups to share out Examples/Explanation of the structure, free
verse style, and imagery in the poem Dogsee What Makes a Poem a Poem? anchor chart (for teacher reference) for
examples/explanations students may shareand synthesize to add students thinking to the anchor chart.
Then ask students to turn back to page 15 of Love That Dog. Tell students that now that they have revisited characteristics of
poetry and listed examples/explanations of those characteristics from Dog, the class can revisit novel and make inferences
about what Jack learned about poetry from reading Valerie Worths poem.
10

Ask students to follow along silently as you reread pages 15 and 16 aloud.
Then ask students to discuss in groups:
* What do you notice about how Jack uses characteristics similar to Dog in his own writing?
After 2 or 3 minutes, invite students to share out what they notice about Jacks writing. Listen for students to notice his use
of imagery, yellow dog, tongue all limp, comp at a fly. Then, ask:
* Based on what Jack says and his writing what are some things we can infer that he learns about poetry in this section of
the text?
Ask students to take 5 minutes to discuss with their groups.
Then refocus students whole group to complete the second box What we can infer as a class.
Once the second box is filled in, focus students on the last box of the reflection notes, Synthesize, and ask them to discuss:
* What do you think Jack has learned about poetry based on what he says about small poems?
Remind students to use evidence from the text, their notes, and the What Makes a Poem a Poem? anchor chart to support
their discussions.
After 2 minutes, invite several students to share their thinking aloud then ask students to independently record an answer in
the Synthesize box of their notes. Remind students that their responses should include key words from the prompt and be
supported by details from the text, their reflection notes, and the poetry anchor chart.
As time allows, invite students to share their synthesis statements in groups and/or with a partner outside of their group
then revise as needed, based on ideas they heard from peers.
11


Ask students to quickly pair up with a student who is not a member of their regular group.
To further support students during

the discussion, provide sentence
starters as needed. Example: After
reading Dog, I notice that
poetry Now I wonder if
poetry
Then, focus students attention on the I Notice/I Wonder anchor chart and ask them to consider then discuss with their
partner: What did you notice and what do you wonder about the poem Dog by Valerie Worth?
After 1 or 2 minutes, invite students to share an idea they heard from their partner and add students thinking to the anchor
chart.
Have students reread the learning targets and give you a Fist to Five to indicate their progress towards these targets.
Homework
Reread pages 1219 of Love That Dog and the poem Dog aloud to someone at home or in front of the mirror to practice
fluency. Pick out one vivid word or phrase from the poem Dog to add to the Vivid Words and Phrases section of your
poetry journal.

version of the text and poem for
students to read along with.
Complete Poetry Task 2 in the My Poems section of your poetry journal.

Note: In Lesson 5, students will take their first assessment. Prepare students in advance by explaining that there will be an
assessment in the next lesson, and that this is simply an opportunity to show what their progress towards the learning
targets (RL.4.1 and RL.4.3).

completed poetry task, or help
students start the task before the
end of the school day, to support
individuals who have difficulty
12

Love That Dog Summary Notes

Dates/Pages
Summary Statement
Nov. 9Nov. 22
(pp. 1214)
Jack doesnt want to write a

poem about a pet.
I cant write a POEM about one.

Jack used to have a pet but doesnt
want to write about it.
Nov. 29 (pp.
1516)
Jack liked the new poems he

read.
I liked those small poems we read

today.
He says that he really likes the dog
poem because it reminds of him of his
dog.
Dec. 4Dec. 13
(pp. 1719)
Jack lets his teacher put what

he wrote about reading small
poems on the board.
I guess you can put it on the

board
Jack says it does look like a poem
when its typed up.
Jack tells his teacher that it might
look better if there was more space
between the lines.
14
Directions for Text-Based Discussion

Teacher Directions: Write the directions below on the board in advance of the lesson, or display
during the lesson with a document camera.
Directions for Text-Based Discussion
1. Read each sentence strip aloud with your group.
2. Sequence the strips based on the order of events in the novel (reference the novel as needed).
3. Think about the question posed by the teacher.
4. Reread the strips to find the evidence that best supports a response to the question.
5. Take turns sharing your response to the question with your group. Point out the evidence strip(s)
that support your answer.
15
Textual Evidence Sentence Strips:

Love That Dog
Teacher Directions: Copy enough sentence strips for each group to have one set. Before the lesson
begins, cut apart the strips and place each complete set in an envelope (or clip together with a
paperclip).
I dont want to because boys dont write poetry. p. 1
I tried. Cant do it. Brains empty. p. 2
Do you promise not to put it on the board? p. 4

I did not really understand the tiger tiger burning bright
poem but at least it sounded good to my ears. p. 8
I liked the small poems we read today. p. 15
I guess you can put it on the board if you want to but dont
put my name on it. p. 17
16
Jacks Reflections Notes: Dog by Valerie Worth

Page
When theyre small like that you can read a whole bunch
15
Small poems make pictures in your head.
15
I guess typed up it does look like a poem.
18
What Jack writes
What we infer
yellow dog; tongue all limp; chomps at

a fly
Jack has noticed how poems use imagery

to make pictures in the readers head.
17
Poetry Task 2
1. Think about a pet you have had OR an object that is special to you.
2. Write the name of your pet OR the object at the top of a blank page in the My Poetry section of
3. Brainstorm and record a list of at least 10 words and/or phrases you could use to describe your pet
OR object (HINT: think about imagery, words that help a reader see, hear, feel, smell, and taste
what is being described).
4. Use the words and phrases you brainstormed to write a free verse poem, with at least five lines,
that will help your reader imagine your pet OR the object in your poem.
18

Mid-Unit Assessment: Text-Dependent Questions:
Love That Dog, Pages 2024

Mid-Unit Assessment:
Text-Dependent Questions: Love That Dog, Pages 2024

Ongoing Assessment
I can explain what Jack understands about poetry, based on evidence from Love That Dog.
Poetry Task 2 (in poetry journal; from homework)
I can reflect on my progress toward the learning target.
Mid-Unit 1 Assessment: Text-Dependent Questions:

Love That Dog, pages 2024

Agenda
Teaching Notes
1. Opening
In this lesson, students take the Mid-Unit 1 Assessment to apply what they have been learning about
how to use evidence from the text to answer questions (Rl.4.1 and RL.4.3). While both RL.4.2 and
RL.4.5 have been focused on during instruction, these standards are assessed in Unit 2 once students
have finished the novel. This ensures that they have made sufficient progress towards these standards
before that Unit 2 assessment.
A. Reviewing Homework and Engaging the Reader (5

minutes)
2. Work Time
A. Mid-Unit 1 Assessment (35 minutes)
B. Reflecting on Learning (10 minutes)
A. Debrief: Sharing Reflections (5 minutes)
4. Homework: None
During Work Time Part B of this lesson, students are asked to reflect in writing, on their ability to meet
this target. This gets students in the habit of considering their individual growth and helps them to
practice setting goals based on reflections about their personal strengths and areas of need. In Module
2, students will begin using a Tracking Progress form to more formally reflect on their individual
progress.
Some students may require additional time to complete this assessment independently. Make
provisions for those students accordingly.
Some students may benefit from having someone read the questions aloud to them. Again make
In advance:
Review Milling to Music in Checking for Understanding Techniques (see Appendix).
Post: learning targets, What Makes a Poem a Poem? anchor chart, Close Readers Do These things
anchor chart.

Lesson Vocabulary
Materials
explain, understands, details

Mid-Unit 1 Assessment: Text-Dependent Questions: Love That Dog Pages 2024 and The Pasture by Robert Frost (one
per student)
Mid-Unit 1 Assessment: Text-Dependent Questions: Love That Dog Pages 2024 and The Pasture by Robert Frost
(answers, for teacher reference)
Opening
A. Reviewing Homework and Engaging the Reader (5 minutes)

Ask students to turn to My Poems section in their poetry journals and reread the poems they have written so far. Ask
them to select one that they would like to share with a partner. Give students a minute to select a poem.

reference.
Reassure students that while they may feel a bit nervous about sharing their poems with a classmate, that this is something
that writers must eventually do, share their work with an audience. To start, their audience will be small, one other person,
but as they become more comfortable with writing poems, they will be asked to select a poem to read aloud to small group of
their classmates. Explain that this is the first step in helping them to become comfortable with sharing their own writing. .
Provide sentence starters and

frames as needed, to support
students during partner
conversations.
Partner students up, then give the following directions:

1. Read your poem to your partner.
2. Tell your partner what you like about your poem.
3. Point out the characteristics of poetry featured in your poem (use literary terms).
4. Repeat.
Refer students to the What Makes a Poem a Poem? anchor chart, specifically the literary terms listed in the
Characteristics of Poetry section. Encourage students to refer to these terms in their discussion.

Opening (continued)

Display the learning targets and ask students to pay attention to familiar terms in the targets and be ready to restate targets
in their own words. Read each target aloud, or invite volunteers to do so.
Display images of key words from

the targets to support visual and
second language learners.
* I can explain what Jack understands about poetry, based on evidence from Love That Dog.
* I can reflect on my progress toward the learning target.
Ask students to focus on the first target then discuss with a nearby peer:
* How might you restate this target based on your understanding of the key terms: explain, understands, and evidence?
After a minute, cold call a few students to share their thinking with the class.
Then, focus students on the second learning target and underline the words: reflect and progress.
Ask students to consider then turn to a different nearby partner to discuss:
* What does it mean to reflect on our progress?

After 1 or 2 minutes, invite a few students to share ideas from their partner discussions, whole group. Listen for students to
mention that reflecting on their progress is what they have been doing at the end of each lesson by using Fist to Five (and
other strategies) to demonstrate how successful they have felt in meeting the daily targets, or similar suggestions. As needed,
define the terms reflect and progress to clarify.
Tell students that during the next parts of Work Time, they will take the mid-unit assessment to show what they have
learned about how to use evidence from the text to explain what Jack has learned about poetry, and then they will reflect in
their poetry journals on their progress toward this target.
Reassure students that they have had solid practice answering questions based on evidence from the text in the past several
lessons and the only difference with this assessment is that they will be reading a new section of the text.

Work Time
A. Mid-Unit 1 Assessment (35 minutes)

Ask students to locate their copies of Love That Dog. Then distribute the Mid-Unit 1 Assessment: Text-Dependent
Questions: Love That Dog Pages 2024.
If students receive accommodations

for assessment, communicate with
the cooperating service providers
regarding the practices of
instruction in use during this study,
as well as the goals of the
assessment.
Also make sure the Close Readers Do These Things anchor chart is posted for student reference during the
assessment.
Read the directions and questions with students then answer any clarifying questions. When students are ready, ask them to
begin.
If students finish the assessment early, allow them the option to:
Add additional vivid words and phrases from the text in the Vivid Words and Phrases section of their poetry journals.
ELLs receive extended time as an

accommodation on New York State
assessments.
Read independently.
Ask students to hold on to their assessments to refer to during the next part of Work Time.
Review the learning targets with students then ask them to turn to the first blank page in the My Reflections section of
their poetry journals.
Explain to students that they are going to consider the first two targets along with their responses to the assessment
questions then reflect on their progress toward each target.
Pose the following questions for students to consider then write responses to in their journals:
* How would you describe your progress toward this target? Give specific examples.
* What strategies most helped you meet the target?

questions for student reference.
Allow students who struggle with
expressing their ideas through
writing to dictate their reflections to
you or another adult to scribe. This
allows all students to participate in
the self-reflection in a meaningful
way.
Ask students to think about then independently write a response to each question.
Once students have recorded their reflections, tell them to prepare to share reflections during the debrief.


Pair students up. Ask them to share the written reflections from their poetry journals.
Consider providing sentence frames

to ensure that all students have
access to the conversation: My
greatest strength is____ because;
The strategies I used are ____,
which helped me because _____;
I want to work toward mastery of
the target _____ because _____.
Invite several students to share out whole group.

Collect students Mid-Unit 1 Assessments and journals for review. See Mid-Unit 1 Assessment: Text-Dependent
Questions: Love That Dog Pages 2024 (answers, for teacher reference).
Teaching Note
Be prepared to return students Mid-Unit 1 Assessments by Lesson 7. Also check students My Reflection responses to ensure students are reflecting on their
progress toward the targets based on evidence/specific examples from their work.


Love That Dog Pages 2024
Name:
Date:
Learning Targets Assessed:
I can refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text. (RL.4.1)
Directions:
Read pages 2024 of Love That Dog to determine what this section of the novel is mostly about.
Then, read the poem The Pasture by Robert Frost (in the back of Love That Dog).
Review the questions below.
1. Refer to pages 20 and 21 to help you answer Part I and Part II below. (RL.4.1, RL.4.3)
Part I: How does Jack feel about Robert Frosts poetry?

Part II: Place a check mark beside the evidence from the text that best supports your answer to Part I.
I really really really did NOT get the pasture poem you read today.
And you said that Mr. Robert Frost who wrote about the pasture was also the one who wrote
about those snowy woods
I think Mr. Robert Frost has a little too much time on his hands.
Refer to pages 22 and 23 to help you answer Questions 2 and 3.

2. What does Jack think the wheelbarrow poet was doing? (RL.4.1)
A. Typing up his poems.
B. Reading Robert Frosts poems.
C. Making pictures with words.
3. According to Jack, why do people think that Robert Frosts writing is poetry? (RL.4.1)
A. Robert Frost writes about snowy woods and a pasture.
B. Robert Frosts teacher typed up his words to make them look like a poem.
C. Robert Frosts poem is like the wheelbarrow poem.

4. Refer to pages 22 and 23 to help answer Part I and Part II below: (RL.4.3)
Part I: How do you think Jack feels about his poems after his teacher typed them up?
A. Proud
B. Embarrassed
C. Frustrated
Part II: Circle the evidence from the text that best supports your answer to Part I.
A. Like how you did with the blue-car things
B. typed up they look like poems
C. the other kids are looking at them and they think they really are poems
5. Which sentence below best describes what Jack learned about poetry in this section of the text?
(RL.4.3)
A. Poems are written by people with too much time on their hands.
B. No one really understands what poems mean.
C. Poems make pictures with words.
10

Love That Dog Pages 2024 and The Pasture by Robert Frost
Learning Targets Assessed:
I can refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text. (RL.4.1)
Directions:
Read pages 2024 of Love That Dog to determine what this section of the novel is mostly about.
Then, read the poem The Pasture by Robert Frost, in the back of Love That Dog.
Review the questions below.
Refer to pages 2024 to help you answer each question.
1. Refer to pages 20 and 21 to help you answer Part I and Part II below. (RL.4.1, RL.4.3)
Part I: How does Jack feel about Robert Frosts poetry?
Possible answer: I think he doesnt like it or understand it.
Part II: Place a check mark beside the evidence from the text that best supports your answer to Part I.
I really really really did NOT get the pasture poem you read today.
And you said that Mr. Robert Frost who wrote about the pasture was also the one who wrote
about those snowy woods
I think Mr. Robert Frost has a little too much time on his hands.
11

Refer to pages 22 and 23 to help you answer Questions 2 and 3.
2. What does Jack think the wheelbarrow poet was doing? (RL.4.1)
A. Typing up his poems.
B. Reading Robert Frosts poems.
C. Making pictures with words.
3. According to Jack, why do people think Robert Frosts writing is poetry? (RL.4.1)
A. Robert Frost writes about snowy woods and a pasture.
B. Robert Frosts teacher typed up his words to make them look like a poem.
C. Robert Frosts poem is like the wheelbarrow poem.
4. Refer to pages 22 and 23 to help answer Part I and Part II below: (RL.4.3)
Part I: How do you think Jack feels about his poems after his teacher typed them up?
A. Proud
B. Embarrassed
C. Frustrated
12

Part II: Circle the evidence from the text that best supports your answer to Part I.
A. Like how you did with the blue-car things
B. typed up they look like poems
C. the other kids are looking at them and they think they really are poems
5. Which sentence below best describes what Jack learned about poetry in this section of the text?
(RL.4.3)
A. Poems are written by people with too much time on their hands.
B. No one really understands what poems mean.
C. Poems make pictures with words.
13

Reading Closely and Shared Writing: Love That
Dog, Pages 2530

Reading Closely and Shared Writing:

I can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (W.4.4)
I can draw evidence from literary texts to support analysis, reflection, and research. (W.4.9)
Ongoing Assessment
Summary notes
Close Read Questions and Notes: Love That Dog, pages

2530
With peers, I can write a paragraph to explain what Jack has learned about poetry, based on his poem
You Come Too.
Topic Expansion graphic organizer


Agenda
Teaching Notes
1. Opening
For Lessons 6-8, students continue to consider what Jack has learned about poetry. Over the course of
this unit, this focus question has allowed them to analyze Jacks growing knowledge about poetry while
building their own. In Unit 2, students will shift to focus on a deeper character analysis of Jack, by
considering what has inspired him as a writer. Students learning throughout Unit 1 -- their
strengthened knowledge of poetry, close reading strategies, summarization skills, and ability to use
evidence from the text to support their thinking will prepare them for this deeper and more
independent analysis of novel in Unit 2.

2. Work Time
A. Reading Aloud and Summarizing: Love That Dog,
B. Close Reading: Love That Dog, Pages 2530 (20
minutes)
C. Shared Writing: What Has Jack Learned about
Poetry? (20 minutes)
4. Homework
A. Reread pages 2530 of Love That Dog aloud to
practice fluency; add one vivid word or phrase to
B. Complete Poetry Task 3 in the My Poetry section of
your journal.
This lesson follows a pattern similar to that of Lesson 3. Students first summarize, then participate in a
close reading of pages 2530 of Love That Dog. Then, they use details from their close reading notecatchers to engage in a shared writing experience to explain: What can you infer that Jack learned
about poetry, based on his poem You Come Too? This close reading and shared writing supports
students ability to analyze text and organize and write a complete paragraph for the end of unit
assessment in Lesson 8.
The purpose of the shared writing experience in Work Time C is to help students recognize the
characteristics of a quality paragraph and to practice planning and developing a written piece. In shared
writing, the teacher and students plan and compose text together, with both contributing their thoughts
and ideas to the process while the teacher acts as scribe, writing the text as it is composed. Shared
writing enables teachers to make the writing process concrete and visible to students, which allows
students to focus on both the thinking and process involved in writing.

Agenda

During this shared writing experience, students are introduced to the use of models as mentor texts
during writing instruction. Using strong models gives students a concrete example of the high quality
work that will be expected in a particular task. Careful guided analysis of a model can have a powerful
impact on students work (especially when strong student work is used as a model). Analyzing a model
helps students identify and deconstruct the qualities of strong writing. In this particular lesson,
students use a model paragraph that is written about the topic of how poetry and prose differ. This is
done for two purposes. First, the content of the model paragraph reinforces the knowledge students
have been building about poetry during the unit. Second, the structure of the model helps students
analyze what makes a strong paragraph. Since students are already familiar with the topic, students are
able to focus more quickly on structure, without spending too much time having to make sense of the
paragraph itself.
In advance:
Create a new anchor chart: Quality Paragraphs.
Post: Learning targets, What Makes a Poem a Poem? anchor chart, Close Readers Do These Things
anchor chart, Quality Paragraphs anchor chart (new).
Post a piece of chart paper or prepare an interactive whiteboard for shared writing.

Lesson Vocabulary
Materials

understands, peers, paragraph,
structure, imagery, synthesize,
indented, topic sentence, main idea,
conclude, conventional (errors)

What Makes a Poem a Poem? anchor chart (completed; for teacher reference; from Lesson 2)
Love That Dog summary notes (from pages 2-5 of the readers notebook)
Close Read Questions and Notes: Love That Dog, pages 2530 (from pages 14-16 of the readers notebook)
Colored pencils, crayons, or markers (for each student or group to share)
Close Reading Guide: Love That Dog, pages 2530 (for teacher reference)
Sample quality paragraph (one to display and one per group)
Quality Paragraphs anchor chart (new; teacher created)
Quality Paragraphs anchor chart (for teacher reference)
Topic Expansion graphic organizer (one per group)
Topic Expansion graphic organizer (sample answers, for teacher reference)
Chart paper or Interactive White Board (for shared writing)

Opening

Invite volunteers to read each learning target aloud. Ask students to pay attention to familiar vocabulary words from the
target and be ready to share the meaning.
* I can summarize pages 2530 of Love That Dog, based on evidence from the novel.
* I can explain what Jack understands about poetry, based on evidence from Love That Dog.
* With peers, I can write a paragraph to explain what Jack has learned about poetry, based on his poem You Come Too.
Ask students to discuss with group members:
* Based on our previous lessons, which of these targets are familiar to you?
* What do you think we will be doing in this lesson?
* What questions do you have about what we will be doing in this lesson?
After 2 or 3 minutes, invite members from a variety of groups to share their ideas and questions whole class. Clarify any
misconceptions students may have about the targets then ask them to prepare for the first read and reread of new pages
from Love That Dog.

Work Time
Remind students of the first learning target then cold call a few students to share out how they have typically started their
close reads of sections from Love That Dog. Listen for students to mention reading the section aloud, determining the gist,
and then summarizing chunks of text.

conversation. Example: These
pages are mainly about how Jack
Ask students to turn to page 25 of their books and to read aloud pages 2527 with you. Pause at the end of page 27 and ask
students: What is the gist of these pages?
After 1 minute, invite a few students to share their ideas whole group. Listen for them to mention that these pages are a
poem Jack wrote about going to get a new dog.
Then, ask students to follow along silently as you read pages 2830 aloud. Once again, pause at the end of page 30 and ask
students to consider and discuss in groups what the gist of these pages is.
After 1 minute, cold call a few students to share out and listen for ideas such as:
Jack lets his teacher put up his poem.
Jack calls his new poem You Come Too.
Next, ask students to turn to the Love That Dog summary notes on pages 2-5 of their readers notebooks. Focus
students on the rows of their notes dated Jan. 24 (pp. 2527) and Jan. 31Feb. 7 (pp. 2830) then ask them to circle or
star these dates to focus their attention on the rows they will need to add summary statements and details to.
Briefly explain to students that they are to reread and work with group members to summarize and add details to their
notes, just as they have done in previous lessons. Clarify as needed then release students to work with group members.
Circulate to offer guidance and support.
After 5 or 6 minutes, cold call students from a variety of groups to share out the summary statements and supporting details
that they added to their notes. See Love That Dog summary notes (answers for teacher reference) for ideas
students may share.
Then, ask students to prepare for a close reading of pages 2530 of Love That Dog.

B. Close Reading: Love That Dog, Pages 2530 (20 minutes)

Remind students of the second learning target then bring their attention to the Close Readers Do These Things anchor
chart and ask them to consider and discuss in groups:
Review suggestions in the Teacher

Notes of the Close Reading Guide
for ways to support students during
the close reading.
* How does rereading sections of Love That Dog more closely support your understanding of the story and/or the main
character, Jack?
After 1 minute, invite a few students to share their ideas whole class.
When students are ready, distribute colored pencils, crayons, or markers and ask students to turn to the Close Read
Questions and Notes: Love That Dog, pages 2530 on pages 14-16 in their readers notebooks. Then, begin the close
reading using the Close Reading Guide: Love That Dog, pages 2530 (for teacher reference).
Work with small groups and/or

individual students who may need
more support.
Afterward, give students specific positive feedback regarding moves they made as close readers. Then ask students to
prepare for a shared writing experience.
C. Shared Writing: What Has Jack Learned about Poetry? (20 minutes)
Refocus students whole group and remind them of the third learning target.

reference.
Tell students that for the last few lessons they have been focusing on close reading and the characteristics of poetry. Explain
today they will be shifting to focus on the qualities of writing a paragraph in prose. Note that students like already know a lot
about writing paragraphs, but that today they will be reviewing and refreshing these skills. Explain that the ability to write a
quality paragraph is very important because it is the foundation of most of the writing they will do in school as well as the
writing they will need to do as adults in college and in a career.
Post discussion questions for

student reference.
Go on to explain that for the upcoming end of unit assessment, they will be asked to independently write a paragraph to
explain what Jack has learned about poetry throughout the entire first half of the novel Love That Dog. So today they will
participate in a shared writing experience on a small part of the book to learn how to identify relevant details, organize their
ideas, and write a quality paragraph to explain what Jack has learned about poetry, based on his poem You Come Too,
which they just finished reading closely.

conversation. Examples: The
paragraph looks like or The
paragraphs begins/ends by
Tell students that before they begin planning and writing a quality paragraph, it is important for them to review their
understanding of what a quality paragraph is. Ask students to turn and talk with a partner about the following prompt:
* What are the qualities of a strong paragraph?

Give students a few minutes to discuss, and then cold call a few pairs to share their thinking. List their responses on the
board temporarily. Listen for students to list the following ideas (note student explanations of the qualities below is not
likely to include the same terminology:
Note which ideas students omit

from the list above. Do not name
these for students as you will spend
time identifying these qualities from
the model paragraph. Qualities that
students omit may need more
instructional time during analysis of
the model paragraph.
The first sentence of the paragraph should be indented.

Writing should include a topic sentence that states the main idea.
Writing should include at least three details that tell more about the main idea.
Paragraph should conclude with a sentence that restates the main idea and/or explains why the topic matters.
It should be written in complete sentences with few conventional errors.
Display and distribute the sample quality paragraph and draw students attention to the new Quality Paragraphs
anchor chart.
Then, ask students to complete the following in groups:
1. Independently read the sample quality paragraph once.
If a significant number of students

struggled with writing complete
sentences on the mid-unit
assessment, consider spending
some additional instructional time
on sentence construction.
2. Discuss what you notice about the paragraph:

What does the paragraph look like?
How does the paragraph begin and end? What is similar/different about the first and last sentences?
What kinds of details are included in the paragraph?
How do the details connect to the first and last sentences of the paragraph?
Clarify as needed then ask students to work with group members to identify characteristics of a quality paragraph. Circulate
to offer support.

After 3 minutes, invite groups to share out their thinking with the class. Add students ideas to the Quality Paragraphs
anchor chartsee Quality Paragraphs anchor chart (for teacher reference). Point out and add to the chart any
characteristics on the teacher reference that students do not mention or cannot name accurately, such as: indented, topic
sentence, main idea, conclude, language (appropriate to audience), conventional (errors).
Once students have identified and are clear about the characteristics of a quality paragraph, explain that now they are going
to work together as a class to write a paragraph that explains what they can infer Jack has learned about poetry, based on the
poem he wrote called You Come Too.
Display and distribute the Topic Expansion graphic organizer then tell students that good writers take time to think
about what they want to say before writing and that generating and organizing ideas in advance supports their ability to craft
a stronger, richer piece of writing.
Orient students to the graphic organizer by first pointing out the large box on the left, Main Idea. Ask students to quickly
discuss in groups what they notice about this box then invite a few students to share out. Listen for:
It has a question for the main idea.
The topic sentence in the box answers the question.
There are words from the question in the sentence.
Focus students specifically on the fact that the topic sentence in the box uses key words from the main idea question. Tell
them that a good topic sentence includes key words from the prompt (in this case a question) so that the reader knows what
the piece will be about.
Then, point out the Detail boxes to students and draw their attention to the blank lines and phrase Example from the
text. Explain that students will look back at their note-catchers from their close reading to determine and record a general
detail in support of the main idea as well as a specific example from the text that is related to the detail.
Model using a think-aloud to complete the first box. For ideas, see Topic Expansion graphic organizer (sample
answers, for teacher reference). Continue modeling as needed or release students to work with group members to
record a detail and example in the remaining Detail box(es). Circulate to support as needed.
Once student groups have recorded their thinking into the graphic organizer, cold call a few groups to share their thinking
whole class. Synthesize to add students ideas to the displayed graphic organizer. See Topic Expansion graphic organizer
(sample answers, for teacher reference) for ideas students may share.

Focus students on the large box on the right of the graphic organizer, Concluding Statement.
Explain that a concluding statement is a sentence that restates the main idea of paragraph (What?) and can be used to
explain the So what?why the topic mattersto the reader.
Ask students to work with group members to look back at the topic sentence, details, and examples on their graphic
organizers then consider and discuss:
* What sentence could we write to restate the main idea (What?) and explain why it matters (So what?) that Jack has
learned about poetry?
After 2 or 3 minutes, invite a few groups to share their ideas aloudsee Topic Expansion graphic organizer (sample answers,
for teacher reference). Synthesize students thinking to record a Concluding Statement onto the displayed graphic
organizer.
Explain to students that they are going to work together as a class to use the ideas from their graphic organizers to develop a
quality paragraph that explains what they can infer Jack has learned about poetry, based on his poem You Come Too.
Begin by indenting to write the provided topic sentence from the graphic organizer onto a large piece of chart paper then
tell students that they will refer to the details and examples from their own graphic organizers to develop sentences that
support the main idea.
Before students begin trying to craft detail sentences in groups, help them recognize that detail sentences can be organized
differently by bringing their attention back to the sample quality paragraph. Ask students to read the second and third
sentences aloud: For one, poetry has a different structure from prose. Poems have stanzas and lines or can be written in a
shape, but prose is written using complete sentences organized into paragraphs. Point out that Sentence 2 is a more general
detail that supports the main idea and it is followed by a separate but related and specific example.
Then, point out the fourth sentence: Also, some poetry includes rhyming words such as night and bright or shake and
mistakeand help students notice how it combines a general detail and a related, specific example into the same sentence.
Continue to provide additional examples (from the fifth and sixth sentences) if necessary, then release students to discuss
and record detail/example sentences in the margin of their graphic organizers. Circulate to offer guidance.
After 4 or 5 minutes, invite members from different groups to share a sentence with the class. Synthesize students thinking
to add detail sentences to the chart paper.
Ask students to then consider the topic and detail sentences on the chart paper. Guide the class in adding a concluding
statement to the chart.
10

Ask students to read the complete paragraph aloud with you then refer to the Quality Paragraphs anchor chart and discuss in
groups:
* What makes this a quality paragraph?

After 1 minute, cold call several students to share out their thinking with the class. Listen for them to mention characteristics
listed on the Quality Paragraphs anchor chart.
Give students specific positive feedback regarding the ways they followed the discussion norms while working with peers to
develop a whole class quality paragraph.
11


Bring students together whole group. Ask them to Think-Pair-Share with a partner who is not a member of their regular
group:
Consider providing a sentence

frame to ensure all students have
access to the conversation.
Example: Reading closely and
writing about what we read helps
me better understand ________
about the text.
* How does reading closely and writing about what we read help us to better understand a text?
After 2 minutes, invite a few student pairs to share their thinking whole group.
Then, draw students attention back to the learning targets. Ask them to show a thumbs-up, -down, or -sideways to indicate
their level of mastery toward each target.
Review the homework task with students and provide clarification as necessary.
Homework
Reread pages 2530 of Love That Dog aloud to practice fluency. Pick out two vivid words or phrases from Jacks poem You
Come Too to add to the Vivid Words and Phrases section of your poetry journal.

version of the text and poems.
Complete Poetry Task 3 in the My Poetry section of your journal.

Note: Review and provide feedback on students notes (from their readers notebooks) before Lesson 8, so students can refer
to them during the end of unit assessment.

completed poetry task, or allow
students to work together before the
end of the school day, to support
students who have difficulty
12

Love That Dog Summary Notes

Dates/Pages
Summary Statement
Jan. 24 (pp. 25
27)
Jack writes a poem about

going to get a new dog.
His poem says they drove to the

animal protection shelter.
Jack describes the dogs he sees.
Jack finds a yellow dog and chooses
him.
Jan. 31Feb. 7
(pp. 2830)
Jack lets his teacher type up

his poem called You Come
Too and seems pleased to
share it with others
He says, Yes you can type up what I

wrote about my yellow dog
He tells his teacher the poem looks
good on yellow paper.
14

Total Time: 20 minutes
Directions
Questions
Close Reading Guide
With group
members, whisper
read Jacks entire
poem once (pages
2527).
How many stanzas are in

Jacks poem? What do you
notice about the stanzas?
After 1 minute, cold call a few students to

share out whole group and listen for:
Jack has stanzas (six) and each stanza has
lines; some stanzas have more lines than
others, but each has at least two lines.
If students struggle with the first question,
show them how to recognize where a new
stanza begins/ends across page breaks by
pointing out that the first word in each
stanza is capitalized and stanzas always end
with punctuation.
Then work together

to answer the
questions at the
right.
Notice the italicized

words/phrases throughout
Jacks poem, then discuss with
group members:
What do the italics indicate to
the reader? How do you know?
Consider using a document camera to

display and point out italicized words and
phrases to students. Then, prompt student
thinking by asking questions such as:
How is the content of the italicized words
in this poem different from other parts of
the poem?
After 1 or 2 minutes, invite a few students to

share out and listen for suggestions such as:
The italicized words and phrases indicate
that someone/something is speaking. I
know this because before the lines We
wont be gone longyou come too it says
and my father said. Also, in other stanzas
before Me! Me! ... and Thank you the
line reads as if saying
15

Directions
Questions
Close Reading Guide
With a partner in
your group, reread
the first and second
stanzas, taking turns
to read each stanza.
Discuss in groups: How does

Jack help the reader
understand what the shelter is
like?
Before students begin to discuss the first

question, ask them to consider which
characteristic of poetry Jack uses to help
the reader understand what the shelter is
like (refer students to the What Makes a
Poem a Poem? anchor chart for support).
After reading
independently, work
with group members
to answer the
Record two examples of

imagery from the second
stanza.
After 1 minute, invite one or two students to

share their thinking aloud, and listen for
students to mention that he uses imagery
words that help the reader see and hear
what is being described.
Then, focus students on the second part of
the question and ask them to refer to the
second stanza to identify words that helped
them see and hear the dogs at the shelter.
Words that helped me see the dogs: big,
small, fat, skinny, hiding, jumping.
Words that helped me hear the dogs: barkbark-barking, saying, Me! Me! Choose
me! Im the best one!
16

Directions
Questions
Close Reading Guide
Read Stanzas 5 and 6

aloud with a different
partner in your
group.
How does the dog feel about

being adopted by Jack and his
family? Use evidence from the
text to support your answer.
After students read Stanzas 5 and 6 with a

group partner, ask them to read the
question aloud with you. Clarify as needed
then ask students to work with group
members to answer the question
After reading, work

with all group
members to respond
to the question on
the right.
After 2 minutes, cold call a few students to

share their ideas with the class. Listen for
The dog is happy/thankful because the
poem describes the dog resting his head on
Jacks chest and wrapping his paws around
Jacks arm as if he were saying thank
you
17

Directions
Questions
Close Reading Guide
Read pages 2830

independently and
Why do you think Jack titled

his poem You Come Too?
Support your response with
details from the text.
After students read pages 2830, focus

them on the question. It may be necessary
to tell students they should also refer to the
poem to help them answer this question.
Prompt students thinking by posing
questions such as:
Who is coming too?
How does this title synthesize/sum up the
big idea of Jacks poem?
Then read the

questions at the right
and discuss your
thinking with group
members, before
recording your
responses.
After 2 minutes, invite several students to

share out their thinking with the class.
I think he titled his poem You Come Too
because his poem is about him and his
family choosing/taking home a dog from
the animal shelter; the title refers to how
the dog can come with them.
If students do not also mention that the title
Jack chooses is similar to lines from The
Pasture (discussed during the Opening),
point this out to them: I shant be gone
long. You come too.
18

Directions
Questions
Close Reading Guide
Synthesize: With
group members,
review your
responses to the
above questions then
discuss and record an
answer to the
Based on Jacks poem and

what he writes to his teacher,
what can you infer he has
learned about poetry? Use
details from pages 2530 to
support your response.
Remind students this is similar to the

prompt from their Jacks Reflections notes
and that to infer means to come to a
conclusion based on evidence rather than
something thats explicitly stated in the text.
Clarify further as needed then ask students
to work with group peers to formulate a
response to the question. Circulate to offer
support.
After 3 or 4 minutes, invite several students
to share their ideas aloud. Listen for
I can infer Jack has learned a lot about
poetry because he uses different poetry
characteristics in his own writing, such as:
stanzas and lines; repetition (Me! Me!
Choose me! Thank you thank you thank
you); he uses imagery (red, blue, big, small,
fat, jumping ); he has also learned to add
a title to his poetry and asks his teacher to
call it You Come Too; he has learned that
a poem should look a certain way/be typed
up a certain way because he tells his
teacher it would look good typed up on
yellow paper.
19

Directions
Questions
Close Reading Guide

If time allows, prompt students to consider
the following: Since the beginning of the
book Jacks attitude towards poetry has
begun to change. In this section of the text
Jack doesnt mind if his poem is posted by
his teacher. He even wants to put a title on
it, but he still doesnt want his name on it.
Is Jacks confidence as a poet growing, why
or why not? Encourage students to use
evidence from the poem to support their
responses. Listen for students to make an
argument that his confidence is the same
because he doesnt want his name on the
poem, or that his confidence has grown,
because he wrote a longer poem, doesnt
mind if it is shared anonymously, and wants
it to have a title.
20
Sample Quality Paragraph

Poetry is very different from prose. One important difference is that poetry has a different structure
from prose. Poems have stanzas and lines or can be written in a shape, but prose is written using
complete sentences organized into paragraphs. Also, some poetry includes rhyming words such as
night and bright or shake and mistake. Poetry can have repetition, too. In the poem Stopping by
Woods on a Snowy Evening, the last two lines repeat: And miles to go before I sleep. Poetry is
really interesting because its so different from most things we read!
Written by Expeditionary Learning for instructional purposes.
21
Quality Paragraphs Anchor Chart

Teacher Directions: This anchor chart is co-created with students during the lesson, based on
student suggestions. However, be sure the following are included:
Writing Quality Paragraphs
The first sentence of the paragraph should be indented.
Writing should include a topic sentence that states the main idea.
Writing should include at least three details that tell more about the main idea.
Paragraph should conclude with a sentence that restates the main idea and/or explains why the topic
matters.
Paragraphs include complete sentences with few conventional errors.
22
Topic Expansion Graphic Organizer
Supporting Detail
Main Idea
(What can you infer Jack
has learned about
poetry, based on his
poem You Come Too?)
Based on the poem
You Come Too,
Jack shows he has
learned a lot of
poetry.
Example from text:
Concluding Statement
Supporting Detail
Example from text:
Example from text:
Supporting Detail
Example from text:
23

(Sample Answers, for Teacher Reference)
Supporting Detail
Jack learned to use
repetition.
Example from text:
Main Idea
(What can you infer Jack
has learned about
poetry, based on his
poem You Come Too?)
Based on the poem
You Come Too,
Jack shows he has
learned a lot of
poetry.
Jack wrote Me! Me!

Choose me! twice in his
poem You come Too.
Supporting Detail
Because Jack has
learned so much
about poetry, he is
able to write his own
poetry.
Jack has learned to

use imagery in his
poetry.
Example from text:
Jacks poem includes
words such as red
brick, blue letters, long
cement path, big
Supporting Detail
Jack uses poetic
structure.
Example from text:
Jacks poem has
several stanzas, and
each stanza has at
least two lines.
24
Poetry Task 3
1. Think about a time you took a trip with your family or friends. Where did you go? What did you
see? What did you hear? What did you feel? Add your ideas to the boxes below.
Where
See
Hear
Feel
2. Use the ideas you recorded above to write a poem in the My Poetry section of your poetry journal
(at least two stanzas, with at least two lines each) to describe the place you traveled to. Your poem
may have rhyme and rhythm or be written in free verse.
25

Explaining and Making Inferences Based on
Details: Love That Dog Pages 3141, Street Music
by Arnold Adoff, and The Apple by S.C. Rigg

Explaining and Making Inferences Based on Details:
Love That Dog Pages 3141, Street Music by Arnold Adoff,

(RL.4.5)
Ongoing Assessment
Poetry Task 3 (in poetry journal; from homework)
Summary notes
I can identify characteristics of poetry by analyzing the poems Street Music and The Apple.
Jacks Reflections notes


Agenda
Teaching Notes
1. Opening
This lesson follows a pattern similar to that of Lesson 2. Students read pages 3141 of Love That Dog to
summarize sections of the text, then reread to explain what Jack says and writes about two poems
(Street Music by Arnold Adoff and The Apple by S.C. Rigg) to make inferences about what Jack has
learned about poetry.
A. Engaging the Reader and Reviewing Learning

Targets (10 minutes)
2. Work Time
B. Poetry Analysis: Street Music and The Apple (15
minutes)
C. Inferring What Jack Has Learned about Poetry:
Love That Dog, Pages 3141 (15 minutes)
4. Homework
A. Reread pages 3141 of Love That Dog and the
poems Street Music and The Apple. Add two
vivid words or phrases to your poetry journal.
B. Complete Poetry Task 4 in the My Poetry section
of your poetry journal.
Although both Street Music and The Apple are studied in this lesson, the analysis of these poems is
brief and designed to build background knowledge before analyzing what Jack has learned about poetry
on pages 3141 in the novel. This gradual release of responsibility helps to prepare students for the End
of Unit 1 Assessment (Lesson 8), when students will independently write a paragraph about what Jack
has learned about poetry so far in the novel.
This lesson introduces students to concrete poems: poems are structured to form a shape that is
related to the content of the poem. Students will likely enjoy this playful approach to organizing
language. Consider finding additional concrete poems to share with students.
Note that S.C. Rigg is the pseudonym that Sharon Creech uses. You may or may not wish to share this
information with students during the lesson.
In advance:
Review Glass, Bugs, Mud in Checking for Understanding Techniques (see Appendix).
Post: Guiding questions anchor chart; learning targets; Close Readers Do These Things anchor chart,
What Makes a Poem a Poem? anchor chart, I Notice/I Wonder anchor chart.
C. Read your independent reading book.

Lesson Vocabulary
Materials

analyzing, pseudonym, structure,
irregular, onomatopoeia, concrete
poem, imagery, repetition

Jacks Reflections notes: Street Music and The Apple (from page 8 of the readers notebook; one to display)
Jacks Reflections notes: Street Music and The Apple (answers, for teacher reference)
Guiding Questions anchor chart (from Lesson 1)

Opening
A. Engaging the Reader and Reviewing Learning Targets (10 minutes)

Ask students to turn to My Poems section in their poetry journals and reread the poem they wrote for homework.
Reassure students that while they may still feel a bit nervous about sharing their poems with a classmate, that this is
something that writers must eventually do, share their work with an audience. This will be good practice for later in the
module when they read one of their poems to a larger audience.
Partner students then give students the following directions:
4. Repeat.
Refer students to the literary terms listed in the Characteristics of Poetry section of the What Makes a Poem a Poem?
anchor chart in their discussion.
Next, focus students attention on the learning targets:
* I can identify characteristics of poetry by analyzing the poems Street Music and The Apple.
Point out that these targets are similar to ones students have worked toward in previous lessons. Ask them to consider and
discuss in groups what they think they will be doing today.
After 1 minute, invite a few students to share whole group. Listen for students to say something like they will read and reread
pages 3141 of Love That Dog to explain what Jack understands about poetry, and to identify characteristics of poetry in two
new poems.

Work Time
Cold call a few students to share out how they have been starting their close readings of sections from Love That Dog. Listen
for students to mention reading the text aloud, determining the gist, and then summarizing.
Refer students to the Close Readers

Do These Things anchor chart to
help support their thinking.
Tell them that they will follow a similar routine today. Ask students to take out their copies of Love That Dog, turn to page
31, and follow along silently as you read aloud pages 3141. Pause after reading to ask students: What were these pages
mostly about?
Provide sentence frames to allow all

students access to the conversation.
Example: A summary of pages ___
is___, and the details that support
this summary are ___.
After 1 minute, invite a few students to share their ideas whole group and listen for students to mention that these pages are
about how Jack reads and writes two new poems.
Next, ask students to turn to the Love That Dog summary notes on pages 2-5 of their readers notebooks. Focus
students on the last three rows of their notes dated Feb. 15 (pp. 3134), Feb. 21Feb. 26 (pp. 3537), and March 1
March 7 (pp. 3841) then ask them to circle or star these dates to help focus their attention on the rows they will need to
add summary statements and details to.
Tell students that, just as they have done in previous lessons, they are to reread and work with group members to summarize
and add details to their notes. Remind students to record mostly paraphrased details and no more than one short, relevant
quote in support of their summary statements. Clarify as needed.
Invite students to begin. Circulate to offer guidance and support.
After 10 minutes, cold call several students to share out the summary statements and supporting details that they added to
their notessee Love That Dog summary notes (answers for teacher reference).
Then, ask students to prepare for a reread of pages 3141 of Love That Dog as well as a first read and analysis of the poems
Street Music and The Apple.

B. Poetry Analysis: Street Music and The Apple (15 minutes)

Focus students on the Guiding Questions anchor chart and remind students of this guiding question: What makes a
poem a poem? as well as the second and third learning targets.
Consider rereading the text aloud to

small groups of struggling readers,
then lead them through a discussion
of what Jack says/writes by
asking questions such as: What
does Jack say/write about the
poem? How do you know?
Ask students to consider then briefly discuss with group members how they have met these targets in previous lessons.
After 1 minute, invite a few students to share out. Listen for them to mention that they reread to capture notes about Jacks
impressions of a poem then read and annotated the poem themselves to draw their own conclusions about what poetry is.
Next, display and ask students to turn to the page titled Jacks Reflections notes: Street Music and The Apple
on page 8 in their readers notebooks. Orient students to the notes page (What Jack says about poetry /Page, What Jack
writes /What we can infer and Synthesize).

student reference.
Then, ask students to turn to page 31 of Love That Dog and to read chorally aloud with you, starting with I like the poem we
read today and pausing at the end of page 34, before they sleep.
After reading aloud, ask students to talk with group members about what Jack says about poetry on pages 3134.
Encourage students to refer to the text during their discussions.
After 2 or 3 minutes, invite a few groups to share their ideas whole class then ask students to record paraphrased and
relevant, short quotes from the text into the first box, Jack says about poetry /Pagesee Jacks Reflections notes:
Street Music and The Apple (answers, for teacher reference).
Then, ask students to turn to page 35 and follow along silently as you read aloud, beginning with That was so great and
ending on page 36, what its about. Once again, ask students to talk with group members about what Jack says about
poetry on pages 35 and 36.
After 2 or 3 minutes, cold call a few students to share their thinking aloud then ask students to add paraphrased details and
quotes to the first box, Jack says about poetry /Pagesee Jacks Reflections notes: Street Music and The Apple
(answers for teacher reference).
Remind students that before they complete the second box, What Jack writes /What we can infer they will need to
analyze characteristics of poetry found in the poems Street Music and The Apple. Then on the What Makes a Poem a
Poem? anchor chart, in the Street Music row, add the terms structure and onomatopoeia to the Characteristics
column. Ask students to turn the poem Street Music by Arnold Adoff in the back of Love That Dog. Then ask students to
read the poem chorally aloud with you, at least twice.

Ask students to turn to a partner and discuss what they liked about the poem and the images this poem brought to their
mind. Give students a few minutes to share and call on a few to share with the whole class. Students should notice a lot of
words that help them imagine the sounds of the city.
Next ask them what they notice about the structure of this poem. Listen for them to mention that some words are spaced in
an unusual way; its difficult to tell if there are stanzas and lines. Write the word irregular next to structure on the poetry
anchor chart. Remind students of their work with affixes and roots and ask:
* What does irregular mean? Can you see a familiar word in this word?
Listen for students to point regular and explain that this is the root of the word. Go on to explain that ir- is an affix,
something you add to a word to change its meaning. Give a few examples of other affixes: un- means not, so if you add
un- to happy you get unhappy or not happy. Tell students that the affix ir- also means not. Ask:
* So what does irregular mean?

Listen for not regular. Ask:
* What does irregular structure mean?

Listen for students to explain that the poem does not have a regular structure. It changes throughout and is organized
differently than most of the poems they have read so far.
Then add the term onomatopoeia and its definition to the anchor chartsee What Makes a Poem a Poem? anchor
chart (completed; for teacher reference; from Lesson 2).
Then ask students to discuss in groups:
* What examples of onomatopoeia can you find in Arnold Adoffs poem?

After 1 or 2 minutes, invite a few students to share their thinking with the class and add examples to the third column of the
anchor chartsee the What Makes a Poem a Poem? anchor chart (for teacher reference).
Next, ask students to turn to the poem The Apple by S.C. Rigg in the back of their text. Ask:
* What do you immediately notice about this poem? Listen for students to comment on the words of the poem forming the
shape of an apple.

On the What Makes a Poem a Poem? anchor chart, in The Apple row, add the terms: structure and next to structure, write
concrete. Explain that a poem written in the shape of the thing it is describing is called a concrete poem. Explain that the
poem is described as concrete way because one of the meanings of the word concrete is something you can see. Then add the
definition for concrete poem to the anchor chartsee What Makes a Poem a Poem anchor chart (from Lesson 2;
completed; for teacher reference).
Next, ask students to read the poem chorally aloud with you, at least twice, then ask them to consider and discuss in groups:
* What do you like about this poem? What does it make you think about?
* What imagery is used in this poem?
* What are examples of repetition found in this poem?
After 3 or 4 minutes, invite students to share ideas from their group discussions whole class and add students ideas to the
anchor chartsee the What Makes a Poem a Poem? anchor chart (completed; for teacher reference; from Lesson 2).
After recording students ideas on the chart, ask them to turn back to page 31 of Love That Dog.

Work Time
C. Inferring What Jack Has Learned about Poetry: Love That Dog, Pages 3141 (15 minutes)
Tell students that now that they have revisited characteristics of poetry and listed examples/explanations of those
characteristics from Street Music and The Apple, the class can revisit what Jack wrote on pages 3137 of Love That Dog
and make inferences about what Jack has learned about poetry.
Ask students to chorally reread pages 3134 aloud then ask students to discuss in groups:
* What do you notice about how Jack uses characteristics similar to Street Music when he writes about his own street?
After 2 or 3 minutes, ask a few students to share out what they notice about Jacks writingsee Jacks Reflections notes:
Street Music and The Apple (answers for teacher reference). Then, ask students to record their inferences into the What
Jack writes/What we can infer box.
Next, ask students to look at, then chorally read aloud Jacks poem My Yellow Dog, on page 37.
After reading the poem aloud, ask students to think about then discuss in groups:
* What do you notice about how Jack uses characteristics similar to The Apple in his poem My Yellow Dog?
After 2 or 3 minutes, cold call a few students to share out what they notice about Jacks poemsee Jacks Reflections notes:
Street Music and The Apple (answers for teacher reference). Then, ask students to add their inferences to the What Jack
writes /What we can infer box.
After students complete the second box on their notes, focus them on the last box of the reflection notes, Synthesize, and
ask them to discuss: What do you think Jack has learned about poetry based on what he says and writes on pages 3137?
Remind students to refer to the text, their notes, and the What Makes a Poem a Poem? anchor chart to support their
discussions.
After 2 or 3 minutes, cold call a few students to share their thinking aloud. Then ask the whole class to independently record
an answer in the Synthesize box of their notes. Remind students that their responses should include key words from the
prompt and be supported by details from the text, their reflection notes, and the poetry anchor chart.
As time allows, invite students to share their synthesis statements in groups and/or with a partner outside their group then
revise as needed, based on ideas they heard from peers.

A. Debrief: I Notice/I Wonder about Poetry (5 minutes)

Bring students together whole group and focus their attention on the I Notice/I Wonder anchor chart. Ask students to
consider then turn to a nearby partner who is not a member of their small group to discuss:

* Thinking about the poems Street Music and The Apple, what do you notice about poetry now?
* What do you still wonder about poetry?
After 2 or 3 minutes, invite a few student partners to share their thinking with the class and add their ideas to the I Notice/I
Wonder anchor chart.
To further support students during

discussions, provide sentence
starters as needed. Example: After
reading Street Music and The
Apple, I notice that poetry and
Now I wonder
B. Revisit Learning Targets and Review Homework (5 minutes)

Redirect students attention to the learning targets then ask them to use the Glass, Bugs, Mud Checking for Understanding
technique to demonstrate how they feel about their individual level of mastery toward each target.
Tell students they will take the End of Unit 1 Assessment in the next lesson. Explain that in this assessment they will have an
opportunity to demonstrate what they have been practicing for the last several lessons: their ability to write a quality
paragraph using evidence from a new section of the text.
Homework
Reread pages 3141 of Love That Dog and the poems Street Music and The Apple. Add two vivid words or phrases to the
Vivid Words and Phrases section of your poetry journal.

version of the text and poem.
Complete Poetry Task 4 in the My Poetry section of your poetry journal.

Read your independent reading book.
Note: Review and provide feedback on students notes (from their readers notebooks) before the next lesson so students can
refer to them during the End of Unit 1 Assessment.
Some students may benefit from

having a partially completed poetry
task, or help with brainstorming
and recording ideas before the end
of the school day.
10

Love That Dog:

Summary Notes
Dates/Pages
Summary Statement
Feb. 15 (pp. 31
34)
After reading a poem about

street music, Jack writes
about his own street.
I liked that poem we read today

about street music
He writes that his street isnt as loud
as the one in the poem.
Jack uses imagery to describe his
street.
Feb. 21Feb. 26
(pp. 3537)
Jack really likes the poems

where the words make the
shape of something.
Jack says the poems that make a

shape are really great.
Jack writes a shape poem called My
Yellow Dog.
March 1March
7 (pp. 3841)
Jack lets his teacher type up

his yellow dog poem.
Jack tells his teacher she can type up

his poem and that it would look good
on yellow paper.
OR
Jack really likes the tree
poem by another student in
his class.
Jack is embarrassed when people

compliment his poem.
OR
I really really like the one you put
up about the tree
He wants to know why the tree poet
didnt put her or his name on the
poem.
He asks his teacher to tell the tree
poet that his or her poem is really
good.
12
Jacks Reflections Notes:

Street Music and The Apple
Page
He likes the poem about street music.
Page 31
He likes the poems that make the shape of whats being described in the
poem.
Page 35
My brain was pop-pop-popping when I was looking at those poems.
Page 35
I never knew a poet person could do that funny kind of thing.
Page 35
What Jack writes
What we can infer
My street is not in the middle of the city so

it doesnt have that LOUD music of horns
and trucks clash flash screech; whisp,
meow, swish.
Jack learned to use onomatopoeia.
A poem called My Yellow Dog in the shape

of a dog.
Jack learned to use a concrete structure

to make the poem in the shape of the dog
being described.
Head, head body, body, body tail, tail

yellow, yellow leg, leg
Jack can use repetition.
Wag, slobber, yellow, sniff
Jack uses imagery.
Synthesize: Explain what Jack has learned about poetry, based on what he says and writes.
Jack has learned to use onomatopoeia, repetition, and imagery in his own poetry. He
also learned to use a concrete structure.
13

Teacher Directions: The following anchor chart is co-constructed with students during Work Time
B and added to throughout the module. Be sure the definitions for the characteristics of poetry, in
bold, are added to the chart. Possible examples and explanations are also listed.
Name of
poem
Examples
The Red
Wheelbarrow
by William
Carlos
Williams
Structurehow a poem is organized;

what the poem looks like
Linea row with a group of words
Stanzaa group of lines divided by
a space
One sentence broken into four stanzas/two

lines per stanza
Free Verse a poem written with no

rhyme and no clear rhythm
None of the words rhyme
Imagery words and phrases an

author uses to help the reader imagine
with the senses (sight, sound, touch,
taste, smell)
Words that help me SEE the wheelbarrow:

red; glazed; white
14

Name of
poem
Examples
Stopping by
Woods on a
Snowy
Evening by
Robert Frost
Structure
Four stanzas/four lines per stanza
Rhythmemphasis on certain
syllables throughout a piece
Every other/every second syllable in

is emphasized
Narrative poema poem that tells a

story (character, setting, conflict)
Rhymewords that have the same
end sounds
Repetitionwords and/or lines of
the poem that repeat
Tells the story of a man stopping in the

woods on his way somewhere. He wants to
stay, but knows he shouldnt.
know/though/snow; queer/near/year;
shake/mistake/flake; deep/keep/sleep
And miles to go before I sleep.
Imagery
harness bells shake; the sweep of
easy wind and downy flake
Dog by
Valerie Worth
Structure
Punctuationmarks in writing
to separate sentences and parts
of sentences to make the
meaning clear.
Not broken into stanzas; has many lines.

Uses punctuation to help the reader know
which places to pause in the poem.
Free verse
Doesnt rhyme or have a pattern of rhythm.
Imagery
SIGHT: lies down; lolls limp tongue; long

chin; carefully; alert; heavy jaws; slow fly;
blinks; rolls; closes; loose
SOUND: yawns; chops; sighs
15

Name of
poem
Examples
The Pasture
by Robert
Frost
Structure
Two stanzas; four lines each
Repetition
I shant be gone long. You come too.

(fourth and eighth lines)
Im going out to (first and fifth lines)
away/may young/tongue
Rhyme
Street Music Structureirregular (ir- not; regular
normal; not normal)
by Arnold
Adoff
Words, lines and stanzas do not have a

pattern (spaced apart in different ways); no
recognizable stanzas or lines
Grinding; clash; screeching; roar; blasts
Onomatopoeiawords that imitate

sounds
hot metal languagecompares language
(what he hears) to hot metal (burns)
Metaphora comparison that
suggests one thing is the same as
another
planes overhead roar an orchestra of

rolling drumscompares the sound of
airplanes to the drums of an orchestra
16

Name of
poem
Examples
The Apple
by S.C. Rigg
Structureconcrete: words written

in the shape of what the poem is about
Jack describes The Apple poem as the

words / make the shape / of the thing / that
the poem / is about.
Imagery
Words that help me SEE:

Stem; red; yellow; green
Words that help me HEAR:
Crunchy
Words that help me TASTE:
Juicy; delicious; yum; yuk
Repetition
Apple; yum; juicy; crunchy; red; yellow;
green; delicious; yum; yuk
17
Poetry Task 4
1. Think of something you would like to create a concrete poem of. Then draw a picture of what you
want to write about.
2. Brainstorm a list of five to seven words that represent parts of the picture you drew and/or that
would help a reader see, smell, taste, hear, or feel what you will write a poem about.
3. Create a concrete poem in the shape of your picture that repeats the five to seven words you
brainstormed. (If necessary, refer to the poems My Yellow Dog and The Apple from Love That
Dog as examples.)
18

End of Unit Assessment: Extended Response:
Love That Dog, Pages 141: What Has Jack
Learned about Poetry?

Extended Response: Love That Dog, Pages 141:
What Has Jack Learned about Poetry?

I can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (W.4.4)
Ongoing Assessment
I can plan and write a quality paragraph to explain what Jack has learned about poetry, using details
and examples from pages 141 of Love That Dog as evidence.
Poetry Task 4 (in journal; from homework)
I can reflect on my progress toward the learning target.

Agenda
Teaching Notes
1. Opening
In this lesson, students take the End of Unit 1 Assessment. They plan and write a paragraph to answer
the question: What has Jack learned about poetry? After completing the assessment, students are
asked to reflect on their ability to write quality paragraphs with evidence in order to analyze the text.
Use students assessment results as well as their reflections to determine what progress they have
made towards these skills. Note: This assessment does not include W.4.2 (writing
informative/explanatory texts), Students will be formally assessed on W.4.2 in both Units 2 and 3 of
this module. While this Unit 1 assessment does not formally assess all aspects of W.4.2, it does
provide formative assessment towards this standard. Use students assessment results to gather
information on the instructional support they will need towards this standard to prepare for the
writing instruction in Units 2 and 3.
Some students may benefit from having someone read the questions aloud to them. Again make
A. Reviewing Homework and Engaging the Reader (5

minutes)
2. Work Time
A. End of Unit 1 Assessment (35 minutes)
4. Homework
A. In the next lesson we will summarize the first half of
the book. To prepare, reread pages 141 of Love That
Dog.
In advance:
Review the Back-to-Back, Face-to-Face protocol (see Appendix).
Post: Guiding questions anchor chart, learning targets, What makes a poem a poem? anchor chart,
Discussion Norms anchor chart.

Lesson Vocabulary
Materials
plan, paragraph, explain, drawing,

details, examples, reflect, progress

What Makes a Poem a Poem? anchor chart (from Lesson 2)
Readers notebook (from Lessons 17; students own):
Jacks Reflections notes: The Red Wheelbarrow
Jacks Reflections notes: Dog
Jacks Reflections notes: Street Music and The Apple
Close Read Questions and Notes: Love That Dog, pages 611 and Stopping by Woods on a Snowy Evening (from pages
9-13 in readers notebook)
Close Read Questions and Notes: Love That Dog, pages 2530 (from pages 14-16 in readers notebook)
Quality Paragraph anchor chart (from Lesson 6)
End of Unit 1 Assessment: Extended Response: Love That Dog, Pages 141: What Has Jack Learned about Poetry? (one per
student)
Blank, lined paper (one per student)
NYS 4-5 Rubric for Expository Writing (for teacher reference)
End of Unit 1 Assessment: Extended Response: Love That Dog, Pages 141: What Has Jack Learned about Poetry? (Sample
Student Response; For Teacher Reference)

Opening
A. Reviewing Homework and Engaging the Reader (5 minutes)

Ask students to turn to My Poems section in their poetry journals and reread the poem they wrote for homework.

student reference.
Briefly review directions for the Back-to-Back, Face-to-Face protocol. Provide clarification as necessary then give students 1
minute to find a partner who is not a member of their regular group.
Once students pair up, give students the following directions:
4. Repeat.
Refer students to the literary terms listed in the Characteristics of Poetry section of the What Makes a Poem a Poem?
anchor chart and have them begin the protocol.
Display and ask students to chorally read aloud each learning target with you. Ask students to pay attention to familiar
vocabulary from the target and be ready to restate each target in their own words.
* I can plan and write a quality paragraph to explain what Jack has learned about poetry, using details and examples from
pages 141 of Love That Dog as evidence.
* I can reflect on my progress toward the learning target.

terms from the targets to support
Consider allowing students to act
out what they think each target
means.
Ask students to consider then discuss with a nearby peer:
* How could you restate each of these targets in your own words, based on your understanding of the key terms: plan,
paragraph, explain, drawing, details, examples, reflect, and progress?
After 2 minutes, cold call a few students to share their thinking aloud.
Tell students that now they will take the End of Unit 1 Assessment to show what they have learned about how to plan and
write a paragraph that explains what Jack has learned about poetry in the first half of the novel Love That Dog.

Work Time
A. End of Unit 1 Assessment (35 minutes)

Give students an appropriate amount of time and support to locate the materials from their readers notebooks that they
will need to complete the end of unit assessment:

for assessment, communicate with
regarding the practices of
instruction in use during this study,
as well as the goals of the
assessment.
Jacks Reflections notes: The Red Wheelbarrow, p. 6

Jacks Reflections notes: Dog, p. 7
Jacks Reflections notes: Street Music and The Apple, p. 8
Close Read Questions and Notes: Love That Dog, pages 611 and Stopping by Woods on a Snowy
Evening, p. 9-13
Close Read Questions and Notes: Love That Dog, pages 2530, p. 14-16
ELLs receive extended time as an

accommodation on New York State
assessments.
Also make sure that students have their text Love That Dog to refer to, and that the Close Readers Do These Things
anchor chart, What Makes a Poem a Poem? anchor chart, and Quality Paragraphs anchor chart are all posted
for student reference throughout the assessment.
Distribute the End of Unit 1 Assessment: Extended Response: Love That Dog, Pages 141: What Has Jack
Learned about Poetry? and blank, lined paper. Read the directions and prompt with students then answer clarifying
questions.
When students are ready, ask them to begin.
While students take the assessment, circulate to monitor their test-taking skills. Prompt students throughout the
assessment, letting them know how much time they have left and encouraging them to continue working. This is an
opportunity to analyze students behavior while taking an assessment. Document strategies student use during the
assessment. For example, look for students annotating their text, using their graphic organizer to plan their writing, and
referring to plans and the text as they write.
If students finish the assessment early, allow them to:
Read independently.
Draw a sketch of one the poems they read during the first unit, in the My Reflection section of their poetry journals.
Ask students to hold on to their assessments to refer to during Part B of Work Time.


Review the learning targets with students then ask them to turn to the next blank page in the My Reflections section of

questions for student reference.
Tell students they are going to consider the first target as well as the paragraph they planned and wrote for the assessment
then reflect on their progress in their journals, just as they did after the mid-unit assessment.
Then, pose the following questions for students to consider and then respond to in writing:
* What are the greatest strengths of your paragraph? Explain your thinking.
* What would you like to improve about your ability to plan OR write a paragraph? Why?
Allow students who struggle with

expressing their ideas in writing to
dictate their reflections to you or
another adult to scribe. This allows
all students to participate in the
self-reflection in a meaningful way.
Ask students to think about and then independently write a response to each question.
After students have written their reflections, ask them to prepare to share their thinking during the debrief.

Pair students up. Ask them to share reflections from their poetry journals.
Consider providing sentence

starters and frames to ensure all
students have access to the
conversation: My paragraph is
strong because ____; I think I
could improve my plan/writing by
______ because _____.
Invite several students to share out whole group.

Collect students End of Unit 1 Assessments and journals for review (use criteria named in the assessment directions as well
as the NYS 4-5 Rubric for Expository Writing (for teacher reference) to score and provide feedback on students
assessments).
Homework
In the next lesson we will summarize the first half of the book. To prepare, reread pages 141 of Love That Dog.
Consider providing a recording of

the text and poems for struggling
readers.

End of Unit 1 Assessment:

Extended Response: Love That Dog, Pages 141: What Has Jack Learned about Poetry?
Name:
Date:
Learning Target:
I can plan and write a quality paragraph to explain what Jack has learned about poetry, using
details and examples from pages 141 of Love That Dog as evidence.
Directions:
After reading the first half of Love That Dog, write a paragraph in which you explain what Jack has
learned about poetry. Provide at least three details from pages 141 of the novel to support your
discussion.
1. To help you answer the question What has Jack learned about poetry? refer to the
following resources:
Notes from your readers notebook
Pages 141 of Love That Dog
Quality Paragraphs anchor chart
2. Use the Topic Expansion graphic organizer to organize your ideas before writing your paragraph.
3. On a piece of lined paper, write your paragraph. Be sure to include the following:
A topic sentence that states the main idea
At least three details that tell more about the main idea (including references to specific
characteristics of poetry)
A concluding sentence that explains why the topic matters (So what?)
Language appropriate to the audience, with few conventional errors
4. Once you have written your paragraph, check your work against the plan on your graphic
organizer to be sure you included evidence from the text.

Supporting Detail
Main Idea
(What has Jack has
learned about poetry?)
So What?
Supporting Detail
Supporting Detail

10

(Example Response; For Teacher Reference)
Learning Target Assessed:
I can produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (W.4.4)
Directions:
After reading the first half of Love That Dog, write a paragraph in which you explain what Jack has
learned about poetry. Provide at least three details from pages 141 of the novel to support your
discussion.
1. To help you answer the question What has Jack learned about poetry? refer to the
following resources:
Notes from your readers notebook
Pages 141 of Love That Dog
Quality Paragraphs anchor chart
2. Use the Topic Expansion graphic organizer to organize your ideas before writing your paragraph.
3. On a piece of lined paper, write your paragraph. Be sure to include the following:
A topic sentence that states the main idea
At least three details that tell more about the main idea (including references to specific
characteristics of poetry)
A concluding sentence that explains why the topic matters (So what?)
Language appropriate to the audience, with few conventional errors
4. Once you have written your paragraph, check your work against the plan on your graphic
organizer to be sure you included evidence from the text.
11

(Sample Student Response; For Teacher Reference)
Jack, the main character in the novel Love that Dog, has learned a lot about poetry
since he started the year with Miss Stretchberry. He began the year thinking that
poetry was only written by girls and told his teacher he couldnt write poetry because
his brain was empty. Then he read his first poem, The Red Wheelbarrow with his
class and he learned that poems were written with shore lines. Then he learned about
rhyming and repetition when he read poems like Stopping by Woods on a Snowy
Evening and The Tiger. But he didnt really start to like poetry until he read poems
like Dog, Street Music and The Apple. After reading these poems he learned that
poems create vivid pictures in readers head using imagery. Finally, Jack felt like he
had learned enough about poetry to share his own poem with the class, and he let his
teacher put up his poem My Yellow Dog with his name on it.
5.
12

NYS 4-5 Rubric for Expository Writing
CRITERIA
CCLS
CONT ENT AND ANAL YSIS:

the extent to which the
essay conveys ideas and
information clearly and
accurately in order to
support an anal ysis of
topics or texts
COMMAND OF EVIDENCE:
essay presen ts evidence
from the provided texts to
support anal ysis and
reflection
COHE RENCE,
ORGA NIZATION, AND
STYLE: the extent to which
the essay logically
organi zes comple x ideas,
concepts, and information
using formal style and
preci se language
CONTRO L OF
CONVENTIONS: the extent
to which the essay
demonstrates comm and of
the conventions of
standard English grammar,
usag e, capit alization,
punctuati on, and spelling
W.2
R.19
W.2
W.9
R.19
W.2
L.1
L.2
1
Essays at this level
0
Essays at this level :
3
clearly introduce a topic in a

manner that follows logically from
the task and purpose

manner that follows from the task
and purpose
introduce a topic in a manner

that follows generally from the
task and purpose

that does not logically follow
from the task and purpose
demonstrate insightf ul
comprehensi on and anal ysis of
the text(s)
demonstrate grade- appropriate

the text(s)
demonstrate a literal
comprehensi on of the text(s)
demonst rate little

under standi ng of the text(s)
develop the topic with relevant,

well-chosen facts, definitions,
concr ete details, quot ations, or
other information and exampl es
from the text(s)
develop the topic with relevant

facts, defi nitions, details,
quotations, or other information
and exam ples from the text(s)
parti ally develop the topic of the

essay with the use of some
textual eviden ce, some of which
may be irrelevant
demonst rate an attempt to use

eviden ce, but only develop ideas
with minimal, occasional
eviden ce which is generally
invalid or irrelevant
provide no evidence or provide

eviden ce that is completely
irrelevant
sustain the use of varied,

relevant evidence
sustain the use of relevant

evidence, with some lack of
variety
exhibit clear organization
use relevant evidence

inconsistently
exhi bit some attempt at
organization
exhi bit little attempt at

organization, or attemp ts to
organize are irrelevant to the
task
exhi bit no evidence of

organization
skillfully link ideas using gradeappropriate words and phrases
link ideas using gradeappropriate words and phrases
inconsistently link ideas using

words and phrases
lack the use of linking words

and phrases
exhibit no use of linking words

and phrases
use grade- appr opriate,

stylistically soph isticated
language and domai n-specifi c
vocabulary
use grade-appropriate precise

vocabulary
inconsistently use appr opriate

vocabulary
use language that is imprecise

or inappropriate for the text(s)
and task
use language that is

predom inantl y incoher ent or
copied directly from the text(s)
provide a concluding statement

that follows clearly from the topic
and information presented

that follows from the topic and
information presente d

topic and information presented
do not provide a concluding

statemen t
demonstrate grade- appr opriate

comman d of conventi ons, with
few errors

occasi onal errors that do not
hinder comprehension
demonstrate emerging
some errors that may hinder
comprehensi on
provide a concluding
statement that is illogical or
unrelated to the topic and
information presented
demonst rate a lack of
frequent errors that hinder
comprehensi on
exhibit clear, purposeful

organization
W.2
L.3
L.6
SCORE
2
4

comprehensi on of the text(s) or
task
are minimal, making

assessme nt of conventi ons
unreliable
If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.
If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.
Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.
A response totally copied from the text(s) with no original student writing should be scored a 0.
13

Overview

Writing to Learn about Poetry
Unit 2: Writing to Learn about Poetry

In this unit, students apply what they have learned in Unit 1 to further explore
poetry through writing. Students begin the unit with a shared writing experience,
writing a summary of the first half of the novel Love That Dog by Sharon Creech.
Then, they complete their reading of the book with a focus on what inspired Jack as
a writer. Students are guided in finding and organizing evidence for this prompt in
preparation for a book discussion with peers. For the mid-unit assessment,
students write a summary of the full novel (RL.4.2, W.4.9, W.4.2.a, b).
In the second half of the unit, students are introduced to the performance task
(which has three parts; see stand-alone document). They continue to focus on
learning about poetry through writing, now by writing their own poems. Students
choose from a selected group of poets to study more deeply, and in small poet
groups will read and analyze new poems by these poets. Then, students will write
an inspired poem as one part of the performance task. Students will then be
introduced to the peer critique process and use what they have learned about poetry
to revise their original poems with a focus on imagery. The unit ends with students
reading and analyzing a new poem for the end of unit assessment (RL.4.5, L.4.5a).


This assessment centers on NYSP12 ELA CCLS standards RL.4.2, W.4.2a and b, and W.4.9. For this assessment, students will
write an informative paragraph that summarizes the full novel.

This assessment centers on NYSP12 ELA CCLS standards RL.4.5 and L.4.5a. For this assessment, students will read and
analyze a new poem by William Carlos Williams, Metric Figure, by giving the gist of the poem and then answering textdependent questions about the meaning and structure of the poem.

Content Connections
This module is designed to address English Language Arts standards as students read literature and informational texts about poets lives and what inspired their
writing. This module does not directly tie into New York State Social Studies or Science standards.
Texts
2. William Carlos Williams, The Great Figure (no purchase necessary; included in lesson supporting materials).
3. Valerie Worth, safety pin (no purchase necessary; included in lesson supporting materials).
4. Walter Dean Myers, Lawrence Hamm, 19 Student Athlete (no purchase necessary; included in lesson supporting materials).
5. Robert Frost, A Patch of Old Snow (no purchase necessary; included in lesson supporting materials).
6. Williams Carlos Williams, Metric Figure (no purchase necessary; included in lesson supporting materials).

Unit-at-a-Glance
This unit is approximately 2.5 weeks or 12 sessions of instruction.
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 1
Shared Writing: Organizing

Information to Summarize the
First Half of Love That Dog
I can effectively engage in discussions I

can explain what a text says, using
specific details from the text. (RL.4.1)
I can gather and organize details from

the text to summarize pages 141 of
Love That Dog.
Participation in shared
writing of Topic Expansion
graphic organizer

chart.
I can summarize a story, drama, or

poem. (RL.4.2)
I can plan an informative paragraph

that summarizes pages 141 of Love
That Dog.
Participation in shared
writing of informative
paragraph

chart
I can write informative/explanatory

texts that convey ideas and
information clearly. (W.4.2)
informational texts to support
analysis, reflection, and research.
(W.4.9)
Lesson 2
Shared Writing: Drafting an

Informative Paragraph that
Summarizes the First Half of
Love That Dog

poem. (RL.4.2)
I can write an informative paragraph

that summarizes pages 141 of Love
That Dog.

a. I can group supporting facts
together about a topic in an
definitions, details, and
quotations.
(W.4.9)
Copyright 2013 by Expeditionary Learning, New York, NY. All Rights

Reserved.

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 3
Reading Closely: Love That Dog,

Pages 4267
I can explain what a text says, using


That Dog.
Participation in writing of
Frayer models

chart
I can describe a storys character,

setting, or events using specific details
from the text. (RL.4.3)
I can describe what inspires Jack to

write poetry, based on evidence from
the text.
Summary notes

Things anchor chart.

I can reflect in writing about my

thoughts and feelings after reading My
Sky.
What Inspires Jack?

graphic organizer
Lesson 4
Reading, Writing, and Emotion:


What Inspires Jack?

graphic organizer

chart
I can infer why Jack wrote the poem

My Sky.
I can respect the feelings of my
classmates during a discussion of My
Sky.
Lesson 5
Preparing to Discuss a Literary

Text: Gathering and Organizing
Evidence

I can describe what inspired Jack, using

evidence from Love That Dog.

I can prepare for a discussion about

Love That Dog by using evidence from
the text.
Summary notes
What Inspires Jack?
graphic organizer
Preparing for a Literary
Discussion note-catcher

quotations.
I can prepare myself to participate in
discussions. (SL.4.1a)

Reserved.

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 6
Discussing a Literary Text: Love

That Dog
I can effectively engage in discussions

with diverse partners about fourthgrade topics and texts. (SL.4.1)
I can describe what inspires Jack, using

evidence from Love That Dog.
Preparing for a Literary

Discussion note-catcher

chart
I can effectively participate in a

discussion about Love That Dog.
Literary Discussion
recording form
Participating in a Literary
Discussion anchor chart
Participation in literary
discussion
Fishbowl protocol
Writing a Summary of the
Full Novel Love That Dog

chart.
- I can prepare for the discussion by

using evidence from Love That Dog.
- I can ask questions so I am clear about
what is being discussed.
- I can ask questions on the topic being
discussed.
I can follow our class norms when I
participate in a conversation.
Lesson 7
Mid-Unit Assessment: Writing a

Summary of the Full Novel Love
That Dog

poem. (RL.4.2)
I can write a topic sentence supported

by evidence from the text for my
summary of Love That Dog.
I can plan and write an informative
paragraph that fully summarizes the
novel Love That Dog.

quotations.
(W.4.9)

Reserved.

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 8
Launching the Performance Task

specific details from the text. (RI.4.1)
I can synthesize my understanding of

the What Makes a Poem a Poem? by
describing the characteristics of poetry.
I can use literary terms to describe

parts of a story, poem, or drama (e.g.,
verse, rhythm, meter, casts of
characters, settings, descriptions,
dialogue, stage directions). (RL.4.5)
Lesson 9
Reading and Analyzing New

Poems: Selected Poets

Ongoing
Assessment
Anchor Charts &

Protocols
Poetry journal
What Makes a Poem a

Poem? anchor chart
Four Corners protocol.
I can choose a poet to study whose

poems inspire me as a writer.
I can explain how authors use vivid

words and phrases to show their
thoughts and feelings about a topic.
I can use literary terms to describe the
characteristics of my selected poets
poem.

Notes: Reading and
Analyzing a New Poem by
My Selected Poet

Notes: Reading and
Analyzing a New Poem by
My Selected Poet
Writing a Poem: Planning

graphic organizers
Performance Task anchor

chart
Students poem drafts
What Makes a Poem a

Poem? anchor chart
I can explain the meaning of simple

similes and metaphors in context.
(L.4.5a)
Lesson 10
Poetry Workshop:
Writing an Inspired Poem for the
Performance Task
I can use the writing process to

produce clear and coherent writing
(with support). (W.4.4)
I can plan a poem that includes

characteristics of poetry used by the
poet I am studying.

particular author or theme studied in
class. (W.4.11)
I can write a poem inspired by the poet I

am studying.
Concentric Circles protocol

similes and metaphors in context.
(L.4.5a)

Reserved.

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 11
Poetry Workshop:
Critiquing and Revising for Vivid
Imagery
I can develop and strengthen my

writing through planning, revising,
and editing with guidance and support
from peers and adults. (W4.5)
I can give kind, helpful, and specific

feedback on a classmates poem during
a critique session.
I can use the writing process to

produce clear and coherent writing
(with support). (W.4.4)
Ongoing
Assessment
Anchor Charts &

Protocols
Students revised poems
What Makes a Poem a

Poem? anchor chart
Peer Critique Protocol
anchor chart
I can revise my inspired poem to include

vivid imagery.
Give One, Get One, Move

On protocol
Peer Critique protocol

particular author or theme studied in
class. (W.4.11)
Lesson 12

Reading and Analyzing a New
Poem

I can explain the meaning of a new

poem.
I can make inferences using specific

details from text. (RL.4.1)
I can explain the meaning of a simile or

metaphor in a poem.

similes in context. (L.4.5a)

characteristics of poetry.

Reading and Analyzing a
New Poem
What Makes a Poem a

Poem? anchor chart


Reserved.

Experts:
Invite a local author to speak to students about the writing process and what inspires her or him as a writer. Ask the author to share how writing is improved through
critique and revision.
Fieldwork:
Arrange for students to visit a family-friendly poetry reading.
Service:
Arrange for students to practice their fluent reading skills by visiting classrooms and reading poems to younger students.
Consider collaborating with your schools art specialist to have students create their own artwork inspired by the poem they select to read by their poet as an added
component of the performance task. This artwork could be added to students presentation of their poems and essay during the performance task Poets Performance
at the end of Unit 3 and could be an additional assessment of NYS ELA CCLS standard RL.4.11.

In this unit, the readers notebook will continue to be referenced as students continue to read and analyze poems and study poets in preparation for the final
performance task, A Poets Performance. Note: Each lesson contains a completed page of the readers notebook for teacher reference. In addition, students will continue
to use their poetry journal from Unit 1. In the last half of the unit students will receive additional poems and graphic organizers for writing, consider having students
keep their readers notebook, poetry journal, and other module related materials together in a folder.
Students are encouraged to continue independent reading; see the Unit 2 Recommended Texts lists, and also the stand-alone document Foundational Reading and
Language Standards: Grades 3-5 Resources Package overview. See also Lesson 1 teaching notes.
Fluency Resource
In this unit students begin to practice reading a poem from their selected poet aloud to prepare for part of their performance task see Fluency Resource in the standalone document Foundational Reading and Language Standards: Grades 3-5 Resources Package.
Reserved.

Recommended Texts
The list below includes texts with a range of Lexile text measures about novels
that are written in verse. This provides appropriate independent reading for each
student as it relates to the module topic. Note that districts and schools should
consider their own community standards when reviewing this list. Some texts in
particular units or modules address emotionally difficult content.
It is imperative that students read a high volume of texts at their reading level to
continue to build the academic vocabulary and fluency demanded by the CCLS.
categorized into three Lexile ranges that correspond to Common Core Bands:
below-grade band, within band, and above-grade band. Note, however, that
Lexile measures are just one indicator of text complexity, and teachers must use
their professional judgment and consider qualitative factors as well. For more
information, see the Appendix of the Common Core State Standards.
Grades 23: 420820L
Grades 45: 7401010L
Grades 68: 9251185L
Title
Author and Illustrator
Text Type
Lexile Measure

Read a Rhyme, Write a Rhyme
Jack Prelutsky (compiler),

Meilo So (illustrator)
Poetry
NP
The Dancing Pancake
Eileen Spinelli (author),

Joanne Lew-Vriethoff (illustrator)
Novel in Verse
440
Like Pickle Juice on a Cookie
Julie Sternberg (author),

Matthew Cordell (illustrator)
Novel in Verse
440
Zack File 20: How I Went from Bad to

Verse
Dan Greenburg (author),

Jack E. Davis (illustrator)
Literature
470
Gone Fishing: A Novel in Verse
Tamera Will Wissinger (author),

Matthew Cordell (illustrator)
Novel in Verse
475*
Looking Like Me
Walter Dean Myers (author),

Christopher Myers (illustrator)
Poetry
475*

Title
Text Type
Lexile Measure
Zen Shorts
Jon J. Muth (author, illustrator)
Literature
540
Where I Live

Matt Phelan (illustrator)
Novel in Verse
550*
Another Day as Emily

Joanne Lew-Vriethoff (illustrator)
Novel in Verse
625*
May B.: A Novel
Caroline Starr Rose (author)
Novel in Verse
680*
Little Dog, Lost
Marion Dane Bauer (author),

Jennifer A. Bell (illustrator)
Novel in Verse
710
Stitchin and Pullin: A Gees Bends

Quilt
Patricia McKissack (author),

Cozbi A. Cabrera (illustrator)
Novel in Verse
710*
Lexile text measures within band level (7401010L)

Minn and Jake
Janet S. Wong (author),

Genevive Ct (illustrator)
Novel in Verse
775*
Come on, Rain!
Karen Hesse (author),

Jon J. Muth (illustrator)
Literature
780
Grow: A Novel in Verse
Juanita Havill (author),

Stansislawa Kodman (illustrator)
Novel in Verse
800*
Hate That Cat: A Novel
Sharon Creech (author)
Novel in Verse
800*
Words with Wings
Nikki Grimes (author)
Novel in Verse
850
Talkin about Bessie: The Story of

Aviator Elizabeth Coleman
Nikki Grimes (author),

E.B. Lewis (illustrator)
Novel in Verse
970

Title
Text Type
Lexile Measure
Lexile text measures above-grade band level (over 1010L) and HL content
Jazz
Walter Dean Myers (author),

Christopher Myers (illustrator)
Poetry
NP
A Kick in the Head: An Everyday Guide

to Poetic Forms
Paul B. Janeczko (compiler),

Chris Raschka (illustrator)
Poetry
NP
Poetry Matters: Writing a Poem from

the Inside Out
Ralph Fletcher (author)
Poetry Authorship
900*
Serafinas Promise
Ann E. Burg (author)
Novel in Verse
590HL 1
Mountain Dog
Margarita Engle (author),

Olga and Aleksey Ivanov (illustrators)
Novel in Verse
1050 HL1
Many poetry books that have more than 50 percent non-standard or non-conforming prose are not given a Lexile measure but rather the NP code. This is mostly
because the book does not have complete sentences and lacks punctuation and therefore cannot be given a Lexile measure.

Although low in terms of Lexile measure, this book falls under high level for content.

Shared Writing: Organizing Information to
Summarize the First Half of Love That Dog

Shared Writing:
Organizing Information to Summarize the First Half of Love That Dog

I can explain what a text says, using specific details from the text. (RL.4.1)
I can summarize a story, drama, or poem. (RL.4.2)
I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
Ongoing Assessment
I can gather and organize details from the text to summarize pages 141 of Love That Dog.
Participation in shared writing of Topic Expansion

graphic organizer
I can plan an informative paragraph that summarizes pages 141 of Love That Dog.

Shared Writing:
Agenda
Teaching Notes
1. Opening
The first two lessons in this unit serve as a bridge between Units 1 and 2. Students pause from the close
reading they have been doing and write a summary of the first half of Love That Dog. The purpose of
this is twofold: First, it lets students review the main events of the novel. Second, it allows for a formal
introduction to writing an informative paragraph. Informative paragraphs are introduced and partially
assessed in this unit, and they will be reviewed and assessed again in Unit 3.

2. Work Time
A. Understanding the Purpose and Elements of an
Informative Paragraph (10 minutes)
B. Guided Practice: Reviewing Summary Notes for an
Informative Paragraph about Love That Dog (15
minutes)
C. Shared Writing: Planning an Informative Paragraph
(20 minutes)
A. Debrief (5 minutes)
B. Browsing Books for Unit 2 Independent Reading in
(5 minutes)
4. Homework
A. Revisit one of the books you read for independent
reading during Unit 1. Using a Topic Expansion
graphic organizer, plan a summary paragraph about
that book.
In this lesson, students determine the most important events in the first half of Love That Dog and,
using the Topic Expansion graphic organizer introduced in Unit 1, plan the body and concluding
statement of their paragraph through shared writing. In the next lesson, students continue the shared
writing experience to draft the topic sentence and paragraph. These lessons build on students
introduction to quality paragraphs from Unit 1.
In shared writing, the teacher and students compose text together: both contribute their thoughts and
ideas to the process while the teacher acts as scribe, writing the text as it is composed. Shared writing
enables teachers to make the writing process concrete and visible to students through modeling key
skills and concepts related to the writing process (e.g., organizing, drafting, revision, mechanics, and
conventions). Students gain competence and confidence in their writing skills as the teacher models and
guides the thinking process writers go through.
Topic Expansion graphic organizer similar to the one introduced in Unit 1. The difference with the
organizer used in this lesson is the labels of the boxes in the middle columninstead of Supporting
Details, they are headed with Beginning, Middle, and End. For this writing task, these headings
refer to the beginning of the first half of the novel, the middle of the first half of the novel, and the end of
the first half of the novel.
In the Opening, students review what it means to summarize. This is meant to be brief, because the skill
of summarizing is addressed in more depth later in the lesson. After their shared writing experience
(during Lessons 1 and 2), students will apply this skill independently on the Mid-Unit 2 Assessment,
when they will summarize the entire novel.

Shared Writing:
Agenda

At the end of this lesson, students have time to briefly browse the recommended texts for this unit,
noting which books they may like to select for independent reading later. This lesson does not provide
enough time for students to test drive these books and determine whether they are just right books
for their independent reading needs. Consider when and how to give students more time to select
appropriate books to build knowledge and engagement on the module topic. They actually will a begin
reading their new book for homework after Lesson 2. Note that some students may wish to continue
reading their selected book from Unit 1, since the focus of the recommended texts for these two units is
similar. Consider allowing students to continue reading their texts from Unit 1 if they wish to do so.
For more information on independent reading, see the stand-alone document Foundational Reading
and Language Standards Resource Package for Grades 35. This resource package outlines how to
ensure the volume of independent reading necessary to meet the NYSP12 CCLS ELA standards. Module
lessons incorporate some time for students to do independent reading through homework, but more
time is needed and can be done during the additional literacy block described in the resource package.
In advance:
Prepare chart paper for a blank class Topic Expansion graphic organizer.
Display the Quality Paragraphs anchor chart.
Review: Fist to Five Checking for Understanding technique (see Appendix).
Review the stand-alone document Foundational Reading and Language Standards Resource Package
for Grades 35 for recommendations on holding students accountable for independent reading.
Display recommended texts for Unit 2 in an area where students can browse them.

Shared Writing:
Lesson Vocabulary
Materials
summarize, informative paragraph,

determine, important, chronological
Quality Paragraphs anchor chart (from Unit 1, Lesson 6)

Readers notebook (students own; from Unit 1)
Class Topic Expansion graphic organizer (new; co-written in Work Time C; see sample in supporting materials)
Topic Expansion graphic organizer (blank; two per student; one for use during the lesson and one for homework)
Unit 2 Recommended Texts list (for teacher reference; see separate Unit overview documents)
Unit 2 recommended texts (for independent reading; various texts for students to browse; see Teaching Notes, above)
Opening

Congratulate students on completing the first unit of the module. Tell students that in this unit, they will continue reading
and writing about Love That Dog as they finish the novel and use what they are learning about poetry to write their own
poems.

Cold call on a student to read the learning targets aloud.

Ask students to turn and talk:
* What does it mean to summarize?

Listen for responses such as: It means to explain the main events in a story, or It means to retell the main points of
something.
Validate or clarify student responses and invite students to turn and talk, asking:
* What is an informative paragraph?

Listen for responses such as: Its a paragraph that explains or informs the reader about a topic.
Explain that readers often pause while reading a book to review and remind themselves of the events that have happened so
far before continuing on in the book. Tell students that before they finish reading Love That Dog, they will spend a couple of
days thinking and writing about the events that have happened so far in the book.

Shared Writing:
Work Time
A. Understanding the Purpose and Elements of an Informative Paragraph (10 minutes)

Inform students that over the next two lessons they will be writing an informative paragraph. Ask:
To further support struggling

writers and visual learners, consider
constructing an anchor chart
outlining the purposes and elements
of an informational paragraph.
Include the components that will be
needed for a paragraph that
summarizes Love That Dog.
* What is the purpose of an informative paragraph?

Listen for responses such as:
To explain something to the reader.
To teach someone about a topic.
Validate student responses and explain that although writing informative paragraphs can teach a reader about something,
they can also help writers better understand what they are reading.
Then ask:
* What topics could writers write about in an informative paragraph?

Listen for students to comment that writers can write about any topic. Point out that writers must be knowledgeable about
the topic they are writing about.
If students did not name writing about books as a topic for informative paragraphs, tell them that it is another topic that
writers often write about. Ask:
* What topics could writers write about in an informative paragraph about a book?
Listen for responses such as: Writers could write about the characters in a book, or Writers could write about what is
happening in a book.
Point out to students that the paragraphs they wrote in Unit 1 about Love That Dog were informative paragraphs about the
book.
Tell students that their informative paragraphs will include the same basic elements that they learned about in Unit 1. Direct
students attention to the Quality Paragraphs anchor chart and review elements of a paragraph. Then explain that in an
informational paragraph:
The first sentence of the paragraph should be indented, just like all paragraphs.
The topic sentence that states the main idea, what the paragraph is about.
It has at least three details that tell more about the main idea, and these sentences are the supporting details.

Shared Writing:
It has a concluding sentence that restates the main idea.

Just like all paragraphs it should not have lots of spelling or punctuation errors.
Explain to students that the informative paragraphs they will be writing today will summarize the first half of Love That
Dog. Remind students of what it means to summarize, as discussed in the opening.
Ask:
* How can writing a summary of the first half of the book help you understand it better?
Listen for responses such as: It can help me remember the big events of the book, or It can help me see how the big events
of the book are connected to one another.
Then ask:
* If the purpose of our informative paragraph is to summarize, what information would we include in it?
Listen for responses and record appropriate suggestions on the board: We should include the characters names, the
setting, and the main events of a story.
Remind students that in an informative paragraph, the writer introduces a topic and develops that topic with facts,
definitions, details, and quotations. Ask:
* Where can we find the facts, definitions, details, and quotations to include in our informative paragraph?
Listen for responses such as: We can find them in Love That Dog, or We can find them in graphic organizers from Unit 1.
Tell students they can also find details and quotations from their graphic organizers from Unit 1 if they do not say this on
their own.
Tell students that today, they will organize their notes from Unit 1 and plan their informative paragraph summarizing the
first half of Love That Dog, and that in Lesson 2 they will draft their paragraphs.

Shared Writing:
B. Guided Practice: Reviewing Summary Notes for an Informative Paragraph about Love That Dog (15
minutes)
Tell students that before they start drafting their paragraph, they must decide what information from the novel to include.
Consider posting directions for

determining important events to
support visual learners.
Invite students to take out their readers notebook and open to the Love That Dog summary notes on pages 2-5. Ask:
* How have we been using this graphic organizer to help us better understand Love That Dog?
Listen for responses such as: We have been writing summary statements for chunks of the book and writing details from
the text that support each summary statement, or It helps us understand small chunks of the text by thinking about the
main event in that chunk and thinking about details that support our thinking about the event.
Explain that a paragraph that summarizes a text does not include every single detail from the text, so they will need to review
their notes to determine the most important details to include.
Display the Love That Dog summary notes. Using the first two rows (Sept. 13Sept. 21 pp. 12 and Sept 27Oct. 10 pp.
35), model how to determine if a summary statement is important and should be included in the paragraph. When
modeling, be sure to do the following:
Explain why a detail or event might be more important than another.
Put a check mark by the most important details or events, indicating that these should be included in their paragraph.
Invite students to read the third and fourth rows (Oct. 17 pp. 67 and Oct. 24Nov. 6 pp. 811) silently.
Then, ask students to turn and talk with a partner about whether either of these details should be included in the paragraph.
Cold call on students to share their partners thinking.
Listen for responses such as: We should include the detail from October 17 because Jack says he does not understand the
poem he is reading. It shows that he doesnt know much about poetry.

Shared Writing:
Tell students that they will work with a partner to determine the importance of the events and details on their Love That
Dog summary notes. Provide the following directions:
1. With a partner, reread the summary statements and notes on your note-catcher.
2. With your partner, put a check mark by any of the details or events that you think are most important and should be
included in your paragraph.
Clarify directions as needed then ask students to begin. Circulate to offer support as needed.

Shared Writing:
C. Shared Writing: Planning an Informative Paragraph (20 minutes)

Tell students that because they have now identified the most important details and events to include in their summaries,
they can begin planning their paragraphs.
Whole class discussions encourage

respectful and active listening, as
well as social construction of
knowledge. To further support
struggling writers or ELLs, give
students time to jot down their
ideas before they discuss the
prompts for shared writing with a
partner. This will allow for
additional processing time.
Give students 5 minutes to turn and talk with a partner, orally summarizing the first half of the book based on their
summary notes.
When students have finished their oral summaries, ask:
* How did you organize your oral summary?

Listen for responses such as: I told my summary in the order of the events in the book. Explain that telling the events in
the order in which they happened represents a chronological structure. Tell students that summaries of literary texts usually
follow this structure.
Gather students so they can all see the blank class Topic Expansion graphic organizer posted on chart paper or on
paper projected with a document camera. Tell them that they will now begin a shared writing experience in order to plan the
informative paragraph.
Point out that the boxes in the middle column of the Topic Expansion graphic organizer have different headings this time.
Cold call on a student to read the headings (Beginning, Middle, End). Ask:
An alternative to having students

copy the shared writing of the class
Topic Expansion graphic organizer
is to type it up and distribute it to
students to use in the next lesson.
* Why might we use these headings in this part of the graphic organizer?
Listen for responses such as: These headings will help us organize our plan so it is in the order the events happened in the
book. If students do not express this idea, explain that using these headings will also help them group supporting details
together when they begin to write the draft of their paragraph.
Explain to students that today they will focus on planning the body and concluding statement of their summaries, and that
in the next lesson they will plan the topic sentence and draft their paragraph as a class.
Invite students to turn and talk to a partner. Ask:
* What happened in the beginning of Love That Dog? (If necessary, prompt students to refer to their summary notes
while discussing with their partner.)
Cold call on students to share what they talked about with their partner.

Shared Writing:
Listen for responses such as: In the beginning, Jack did not know much about poetry. Remind students that informational
paragraphs develop a topic using facts, definitions, details, or quotations from the text. Invite students to turn and talk to a
partner. Ask:
* What details from the text support your thinking about what happened in the beginning of the book?
Listen for responses such as: He says he doesnt understand the poems he is reading. Drawing from the ideas the students
shared, write notes in the Beginning box on the Topic Expansion graphic organizer. (See the example in supporting
materials.) Continue this process to complete the Middle and End boxes on the graphic organizer, being sure to include
details from the text.
* How does Jack feel about his poetry at the end of this half of the book?
Listen for responses such as: He enjoys reading and writing poetry, or He is becoming more confident about his poetry.
Drawing from the ideas the students shared, craft and write a sentence that can conclude a paragraph summarizing the first
half of the book (see the example in supporting materials).
Distribute Topic Expansion graphic organizers. Explain to students that they should now copy the class Topic
Expansion graphic organizer onto their own copy.
Give students 10 minutes to copy the graphic organizer, and then invite students to put their materials away.
10

Shared Writing:
Invite students to turn and talk to a partner to orally summarize the first half of the book using their Topic Expansion
graphic organizers.
When students have finished their oral summaries, ask:
* How was this summary different from the summary you shared with your partner earlier in the lesson?
Cold call on students to share what they talked about with their partner. Listen for responses such as: I grouped details that
went together, or I included some details from the text that supported my thinking.
Invite students to give you a Fist to Five to self-assess how well they understand how to plan an informational paragraph
that summarizes a text (with five fingers indicating they can teach someone else how to plan an informational paragraph,
four to three fingers indicating they are close to being able to plan a paragraph with a little support, two fingers to one finger
indicating they know what it means to plan a paragraph but they need support, and a fist if they are unsure what it means to
plan an informational paragraph).
B. Browsing Books for Unit 2 Independent Reading (5 minutes)
Remind students that you have gathered many books related to this topic for them to read independently throughout the
module.
Remind students that they should use the Goldilocks Rule for selecting just right texts for independent reading.
Invite students to browse the Unit 2 recommended texts you have displayed for them.
Gather students together, review homework, and distribute another copy of the topic expansion graphic organizer to each
student.
You may wish to provide students

with additional time to browse and
select a text for reading at their
independent reading level.
Some students may not be finished
with their independent reading texts
from Unit 1. Consider allowing
students to keep and continue
reading their independent reading
books from Unit 1 and select a new
text later, or exchange their Unit 1
text for a new text if they wish to do
so.
11

Shared Writing:
Homework
Revisit one of the books you read for independent reading during Unit 1. Using a Topic Expansion graphic organizer, plan a
summary paragraph about that book.
If students are not finished reading

their book for independent reading
from Unit 1, they can summarize the
portion they have read for
homework.
12


Name:
Date:
Beginning
Topic Sentence
Middle
End
14

(Completed, for Teacher Reference)
Beginning
Jack doesnt know much
about poetry.
Topic Sentence
The book Love That Dog
is about a boy named Jack
who is learning about
poetry.
He thinks anything can

be a poem as long as it
has short lines.
He doesnt understand
the poems that he is
reading.
Jack becomes more

confident about his
poetry.
Middle
Jack writes his own
poems using techniques
he is learning about.
He revises his blue car
poem with tiger sounds
He titles his poem
about adopting his dog
You Come Too.
End
Jack begins to write
poems about his dog.
He writes a poem
about adopting his dog
He writes a shape
poem about his yellow
dog.
15

Shared Writing: Drafting an Informative Paragraph
that Summarizes the First Half of Love That Dog

Shared Writing:
Drafting an Informative Paragraph that
Summarizes the First Half of Love That Dog

a. I can group supporting facts together about a topic in an informative/explanatory text.
Supporting Learning Target
Ongoing Assessment
I can write an informative paragraph that summarizes pages 141 of Love That Dog.
Participation in shared writing of informative paragraph

Shared Writing:
Agenda
Teaching Notes
1. Opening
As noted in the previous lesson, Lessons 1 and 2 serve as a bridge from Unit 1, giving students an
opportunity to review the main events of the book and allowing for a formal introduction to writing an
informative paragraph. Informative paragraphs are introduced and partially assessed in this unit, and
they will be reviewed and assessed again in Unit 3.
A. Sharing Homework: Oral Summaries of Unit 1

Independent Reading (5 minutes)
B. Reviewing the Learning Target (5 minutes)
2. Work Time
A. Reviewing Love That Dog, Pages 141 (10 minutes)
B. Shared Writing: Introducing a Topic in an
Informative Paragraph (10 minutes)
C. Shared Writing: Drafting an Informative Paragraph
(30 minutes)
4. Homework
A. Using your summary plans from yesterdays
homework, write a paragraph that summarizes your
selected book from Unit 1 independent reading.
B. Begin reading your new book for independent
reading, or continue reading your book from Unit 1.
Students continue the shared writing experience. In this lesson, students work from the class Topic
Expansion graphic organizer from the class shared planning in Lesson 1 and work with the teacher to
craft a topic sentence and draft a class informative paragraph.
In the opening of this lesson, students share an oral summary based on their homework from Lesson 1
(planning a summary of their text from independent reading from Unit 1). This prepares them to write
the summary for their Lesson 2 homework.. Some students may wish to bring along their actual Unit 1
independent reading book as they share an oral summary based on their plan.
After hearing peers oral summaries of Unit 1 independent reading books, some students may get
intrigued about a book a classmate describe, and thus want to choose that book for their own Unit 2
independent reading. Since recommended texts for these units are similar, consider allowing students
to continue reading their texts from Unit 1 if they wish to do so.
In Work Time A, students work in triads to review sections of the first half of the novel by each
rereading a section. This allows student to more efficiently review the novel and better write a summary
during the shared writing that follows. Consider placing struggling readers with more proficient readers
for this activity.
In advance:
Prepare chart paper for shared writing of informative paragraph.
Display the Quality Paragraphs anchor chart and class Topic Expansion graphic organizer.

Shared Writing:
Lesson Vocabulary
Materials
informative paragraph, purpose, topic,

topic sentence, transitional phrase,
criteria
Topic Expansion graphic organizer (from Lesson 1 homework; students own about their independent reading book)
Topic Expansion graphic organizer (from Lesson 1 classwork; students own about the first half of Love that Dog)
Class Topic Expansion graphic organizer (from Lesson 1; co-created)
Example topic sentences for Love That Dog Summary (pp. 141) (for teacher reference)
Class Love That Dog Summary (pp. 141) (new; co-written in Work Time B; see sample in supporting materials for teacher
reference)
Lined paper (one piece per student)
Opening
A. Reviewing Homework: Oral Summaries of Unit 1 Independent Reading (5 minutes)

Remind students that they have begun to focus on planning strong informative paragraphs. Tell students that in a moment,
they will share an oral summary of the text they read for independent reading for Unit 1 with a partner.
Consider allowing students to bring

their independent reading texts
from Unit 1 along for sharing during
this activity.
Ask students to get out their homework Topic Expansion graphic organizer for summaries of their independent
reading book. Ask them to read their summary paragraph plan and think about how they will orally summarize their book.
Invite students partner with a classmate then decide who will share their oral summary first.
Circulate to check who has completed their homework and observe how students orally summarize their books and reference
their notes from homework.
Tell students to hold on to their plans, since they will need them for tonights homework where they will be expected to write
an informative summary paragraph from these plans.

Shared Writing:
Opening (continued)
B. Reviewing the Learning Target (5 minutes)

Focus students attention on the posted learning target and ask them to chorally read it aloud:

* I can write an informative paragraph that summarizes pages 141 of Love That Dog.
Ask students to discuss with a partner what they think this target means.
After 1 or 2 minutes, invite a few partnerships to share their thinking with the whole class. Clarify any misconceptions
students may have about key terms or the targets.
Work Time
A. Reviewing Love That Dog, Pages 141 (10 minutes)

Tell students that today they will draft a paragraph summarizing the first half of Love That Dog.
To further support students,

consider reviewing these sections of
the text as a whole class by dividing
students into three groups with each
reviewing their notes for a section of
the text. Call on students to give
oral summaries of each section of
the text and clarify as needed.
Invite students to take out their Topic Expansion graphic organizers from Lesson 1 classwork and form triads, being
sure to work with other students who are not in their reading groups.
Tell students that they will be reviewing the first half of Love That Dog in their new triad, with each person describing a
different part of the first half of the novel. Be sure they are clear that they are working only on pages 141. Invite students to
choose:
A person to describe the beginning of the section (pages 1-14)
A person to describe the middle (pages 15-27)
And a person to describe the end of the section (pages 27-41)
Give students 2 minutes to review their summary notes of these pages and prepare to share with their group.
Then, give students a few minutes to describe to their group what happened in their section of the first half of the novel.

Shared Writing:
B. Shared Writing: Introducing a Topic in an Informative Paragraph (10 minutes)

Direct students attention to their Topic Expansion graphic organizers. Explain to students that today they will be using this
organizer to draft an informative paragraph that summarizes the first half of Love That Dog.
To further support struggling

writers or ELLs, give students time
to jot down their ideas before they
discuss the prompts for shared
writing with a partner. This will
allow for additional processing time.
Tell students that before they begin drafting, they need to craft the topic sentence for their paragraphs. Invite students to
turn and talk to a partner. Ask:
* What is the purpose of a topic sentence?

Cold call on students to share what they talked about with their partner. Listen for responses such as: A topic sentence
clearly introduces the topic of a paragraph, or A topic sentence tells the main idea of the paragraph. If necessary, refer to
the Quality Paragraphs anchor chart (from Unit 1, Lesson 6).
Remind students that a topic sentence is usually the first sentence of a paragraph and that it introduces the topic to the
reader.
* What is the purpose of our informative paragraph?

Cold call on students to share what they talked about with their partner. Listen for responses such as: The purpose is to
share a summary of what we have read of Love That Dog, or It will describe the events of the first half of Love That Dog.
Invite students to review their Topic Expansion graphic organizers to Think-Pair-Share. Ask:
* What will be the topic of our informative paragraph?

Cold call on students to share what they talked about with their partner. Listen for responses such as: The topic is Jack in
Love That Dog and how he is learning about poetry.
Display the class Topic Expansion graphic organizer from Lesson 1 where all students can see, either by using a
document camera or by displaying it on chart paper. As a class, brainstorm at least two topic sentences that would work with
this informative paragraph. Point out that when we write about a book, the name of the book and the author are usually
included in the topic sentencesee example topic sentences for Love That Dog Summary (pp. 141) (for teacher
reference). Write these topic sentences in the Topic Sentence box on the class Topic Expansion graphic organizer for
students to see.
Give students a few minutes to copy the topic sentences onto their Topic Expansion graphic organizer.

Shared Writing:
C. Shared Writing: Drafting an Informative Paragraph (25 minutes)

Explain to students that they are now ready to use their Topic Expansion graphic organizer to draft their paragraph.
Some alternatives to having

students copy the shared writing of
the class paragraph are to have
students write on every other line of
the lined paper or to type it up and
distribute it to students.
Begin a shared writing experience in order to draft the informative paragraph by gathering students so they can all see a
piece of posted chart paper or a piece of paper projected through a document camera for the class Love That Dog
Summary (pp. 141). Be sure that the class can see the class Topic Expansion graphic organizer as well.
Remind students that informational paragraphs introduce a topic clearly. Explain to students that the first sentence they will
write is the topic sentence. Tell them they will choose one from the sentences they brainstormed during Work Time A.
Ask students to help you begin the summary by choosing a student to choose a topic sentence from the Topic Expansion
graphic organizer, come up to the paper, and write it on the first line of the page (see example in supporting materials). If
necessary, remind students that the first sentence of a paragraph is always indented.
* What should we write about next in our paragraph?

Cold call on students to share what they talked about with their partner. Listen for responses such as: We should develop
our topic by describing the events of the first half of Love That Dog.
* Using your Topic Expansion graphic organizer, what would be a sentence that could come next?
Listen for responses such as: In the beginning, Jack does not know much about poetry.
Drawing from the ideas the students shared, craft and write the next sentence (see the example in supporting materials),
modeling starting with a transitional phrase if necessary. Point out the phrase and explain to students that this kind of
transition can help the reader better understand the order of the events when reading the paragraph.
* What should we write about next in our paragraph?

Listen for responses such as: We should develop this idea with a detail from the text.

Shared Writing:
* Using your Topic Expansion graphic organizer, what would be a sentence that could come next?
Listen for responses such as: He thinks any words can be a poem as long as they are written in short lines, and he says that
he does not understand the poems that he is reading. Drawing from the ideas the students shared, craft and write the next
sentence (see the example in supporting materials).
Continue this process to complete the remainder of the paragraph, being sure to include transitional phrases and details
from the text.
Invite students to chorally read their completed class Love That Dog Summary (pp. 141).
Distribute lined paper and explain to students that they should now copy the class Love That Dog Summary (pp. 141) for
their own reference.
Give students 10 minutes to copy the summary, and then invite students to put their materials away.

Shared Writing:
Direct students attention to the Quality Paragraphs anchor chart. Tell them they will be using it to check the paragraph they
just drafted. Cold call on a student to read the first bullet point:
* The first sentence of the paragraph should be indented.

Invite students to Think-Pair-Share and ask:
* Is the first sentence of our paragraph indented? What evidence from the paragraph supports your thinking?
Cold call students to share what they talked about with their partner. Listen for responses such as: We put a space in front
of the first sentence.
Repeat for each bullet point on the anchor chart.
Share with students that they will have a chance to practice writing an informative paragraph again on the Mid-Unit 2
Assessment and again in Unit 3. Cold call on a student to read the learning target for todays lesson:
* I can write an informative paragraph that summarizes pages 141 of Love That Dog.
Invite students to self-assess how well they understand how to write an informative paragraph by showing a thumbs-up
indicating they can teach someone else how to write an informative paragraph without support, a thumbs-sideways
indicating they can write a paragraph with support, or a thumbs-down if they are unsure what it means to write an
informative paragraph.
Homework
Using your summary plans from yesterdays homework (your Topic Expansion graphic organizer), write a paragraph that
summarizes your selected book from Unit 1 independent reading.
Begin reading your new book for independent reading, or continue reading your book from Unit 1.

Example Topic Sentences for Love That Dog Summary (pp. 141)
The book Love That Dog is about a boy named Jack who is learning about poetry.
In Love That Dog by Sharon Creech, a boy named Jack learns about poetry by reading and writing
poems at school.
Love That Dog is a book written like a journal by a boy who is learning about poetry.
10
Love That Dog Summary (pp. 141)

(Sample, for Teacher Reference)
The book Love That Dog is about a boy named Jack who is learning about poetry. In the beginning
of the book, Jack doesnt know much about poetry. He thinks any words can be a poem as long as they
are written in short lines, and he says he does not understand the poems he is reading. As Jack learns
more about poetry, he starts to write his own poems using techniques he is learning about. For
example, he revises a poem he wrote about a blue car so it sounds like The Tiger by William Blake.
He titled one of his poems You Come Too, which is a line from the poem The Pasture by Robert
Frost. Even though he did not want to at first, Jack begins writing poems about his dog. You Come
Too is about when his family adopted the dog, and he writes a shape poem about his dog. By the end
of the first half of the book, Jack is becoming more confident about his poetry.
11

Reading Closely: Love That Dog, Pages 4267

Reading Closely:

I can describe a storys character, setting, or events using specific details from the text. (RL.4.3)
Ongoing Assessment
I can summarize pages 4267 of Love That Dog.
Participation in writing of Frayer models
I can describe what inspires Jack to write poetry, based on evidence from the text.
Summary notes
What Inspires Jack? graphic organizer

Reading Closely:
Agenda
Teaching Notes
1. Opening
This lesson begins a four-lesson arc in which students answer the guiding question What inspires
writers to write poetry? as this question relates specifically to Jack. Students begin by reading and
summarizing sections of Love That Dog (as was the routine throughout Unit 1), adding to their
summary notes in their readers notebook. Then, students are introduced to the focus question What
inspires Jack? and reread sections with this question in mind. In Lessons 5 and 6, students will prepare
for and participate in a literary discussion in which they discuss their thinking about what inspires Jack.

2. Work Time
B. What Does It Mean to Inspire? (Frayer Model) (10
minutes)
C. Rereading to Gather Evidence: Love That Dog,
A. Revisiting Learning Targets (5 minutes)
4. Homework
A. Reread one of your favorite poems from Unit 1. In
the My Reflections section of your poetry journal,
reflect on the following question: What do you think
inspired the poet to write this poem? Use evidence
from the poem to support your answer.
In this lesson, students are introduced to the What Inspires Jack? graphic organizer, which they will use
to keep track of things that inspire Jack and collect evidence from the text that supports their thinking.
Students will add to this graphic organizer in Lessons 4 and 5, and will use it when planning for and
participating in the literary discussion in Lessons 5 and 6.
In the Opening, students are introduced to the word inspire through quote (or quotes). This is meant
as an engaging way to introduce this word, not an in-depth discussion of the term. See the Quotes about
Inspiration (in supporting materials) and choose one or more to share with students. Or find your own
quote about inspiration for this portion of the lesson.
Then, in Work Time B, students go into more depth about the meaning of the word inspire, using a
Frayer model to analyze and understand the meaning of this word. Students are introduced to Frayer
model by practicing defining the more familiar word poetry. This helps reinforce students learning
from Unit 1. If you prefer, consider using another familiar word instead, based on your students needs.
The Frayer model can be used in a variety of ways. In this instance students begin using the Frayer
model with the teacher sharing a dictionary definition of word inspire. This is done since students have
not read any text (the novel or poems) that includes that word. Students then move on to identify
characteristics of the word, and identify examples and non-examples of the word. They then circle back
to write the definition of the word using their own words.
When using the Frayer model with students, carefully choose the non-examples. You likely will find that
students comprehension of new terms becomes considerably more focused and refined if they can
identify examples of what the term is not about or inappropriate applications of the terms use. For
example, if you were using the Frayer model for the word walk, the words sit and run are both
non-examples. Yet run is a better choice for a non-example, because running is a movement that is
similar to yet still different from walking.

Reading Closely:
Agenda

In Lesson 4, students will read pages 6872 of Love That Dog in which the main character Jack shares a
poem with his teacher about the death of his dog. Lesson 4 is designed to help students navigate the
emotional impact of this event in the text, but the content could prove sensitive for some students.
Review pages 6872 of Love That Dog and consider whether you would like to inform students care
takers about the content of the text. Spoiler alert: if you decide to inform parents and guardians, be
aware that this may result in students knowing the content of these pages in advance of the lesson.
In advance:
Select a quote (or quotes) to introduce the term inspire to students (see Quotes about Inspiration in
the supporting materials for possibilities).
Review the Frayer Model in Vocabulary Strategies (see Appendix)
Prepare two pieces of chart paper for blank Frayer Model graphic organizers.
Display the Close Readers Do These Things anchor chart and the Guiding Questions anchor chart.
Lesson Vocabulary
Materials
inspire, characteristics, examples, nonexamples, definition
Quotes about Inspiration (for teacher reference)

Close Readers Do These Things anchor chart (from Unit 1, Lesson 2)
What Inspires Jack? graphic organizer (from pages 20-21 of the readers notebook)
Guiding Questions anchor chart (from Unit 1, Lesson 1)
Frayer Model graphic organizer (one per student and two blank copies for teacher modeling)
Frayer ModelPoetry (for teacher reference)
Frayer ModelInspire (completed, for teacher reference)
What Inspires Jack? graphic organizer (answers, for teacher reference)

Reading Closely:
Opening

Display a quote or quotes about inspirationsee Quotes about Inspiration (for teacher reference). Ask students to
turn and talk with a partner briefly about each of the following questions, then call on a few pairs to share for each:
If there are misconceptions about

the meaning of the word
inspiration, note them but do not
address them at this point. These
will be addressed during the lesson
* What do you notice and wonder about this quote?

* What does inspiration mean?
* Do you think this quote means?
Tell students that today, they will be exploring the meaning of the word inspire, the root word for inspiration, and
discussing how Jack was inspired to write poetry.

Direct students attention to the posted learning targets:
* I can summarize pages 4267 of Love That Dog.

* I can describe what inspires Jack to write poetry, based on evidence from the text.
Ask students to discuss with a partner what they think these targets mean.
After 1 or 2 minutes, invite a few partnerships to share their thinking with the whole class. Clarify any misconceptions
students may have about key terms or the targets.

Reading Closely:
Work Time
Remind students of the first learning target. Then cold call a few students to share out how they have typically started their
close reads of sections from Love That Dog.
If students are struggling to whisper

read in their small groups, consider
asking students to whisper read
along with you as you read the text.
This will let you model proper pace
and expression and allow them to
practice their fluent reading skills
with assistance from a strongly
fluent reader.
Listen for students to mention reading the section aloud, determining the gist, then summarizing chunks of text. Tell
students they are going to use the same process today, first by reading for gist then rereading pages 4267 to write summary
statements supported by paraphrased or quoted details from the text.
Give the following directions:
1. Partner up with a member of your group.
2. Take turns reading each page aloud, starting at the top of page 42 and stopping at the end of page 45.
3. After one partner reads a page aloud, the other partner should explain what he or she thinks the gist of the page is.
Clarify directions as necessary then ask students to begin. Circulate to listen in on student conversations and to offer
support.
After 3 or 4 minutes, invite student partners from a variety of groups to share out gist statements from their partner read.
Jack discovers Walter Dean Myers.
Jack is excited about the poems by Walter Dean Myers.
Another option is to have a small

group model this whisper reading as
a group for the rest of the class. For
more about helping students build
fluency skills, see the Fluency
Resource in the stand-alone
document Foundational Reading
and Language Standards Resource
Package for Grades 35.
Jacks favorite poem by Walter Dean Myers is Love That Boy.

Ask students to turn to the Love That Dog summary notes on pages 2-5 in their readers notebooks. Have them draw
a star in the next to the rows for March 14 pp. 4245 through May 7May 8 pp. 6667 on page 4 of their notes, to help
focus their attention on the pages and dates they will need to summarize in this lesson. Also, review how to complete each
column of the summary notes, as needed to refresh students memories.
Ask students to whisper read pages 4245 as a group, and then share their ideas about how to summarize these pages with
group members. Circulate to listen to groups as they chorally read the text together. If needed, support students in reading
at a pace that allows all group members to participate and comprehend what they are readingnot too fast and not too slow.

Reading Closely:
Once students have had an opportunity to read then discuss their thinking, cold call a few students to share their ideas whole
groupsee Love That Dog summary notes (answers, for teacher reference). After several students have shared
out, direct students to record a summary statement for pages 4245 as well as paraphrased details or quotes from the text in
support of their summary statement (model for students how to paraphrase and/or record quotes in support of a summary
statement, if necessary).
Then, ask students to whisper read pages 4649 of Love That Dog in their small groups and then discuss in those same
small groups how they could write a statement to summarize that section of text.
After 3 or 4 minutes, invite students from different groups to share their ideas whole classsee Love That Dog summary
notes (answers for teacher reference). After students share out, ask them to record a summary statement for pages 4649 as
well as paraphrased details or quotes from the text in support of their summary.
Invite students to continue working with their groups to reread and complete the next three rows on the Love That Dog
summary notes (April 4April 24 pp. 5063 through May 7May 8 pp. 6667).
Then, invite students from different groups to share their ideas whole classsee Love That Dog summary notes (answers for
teacher reference).

Reading Closely:
B. What Does It Mean to Inspire? (Frayer Model) (10 minutes)
The Frayer Model supports ELLs

and struggling readers because it
can be used with pictures or words,
provides concrete details about the
term or concept though analysis of
the terms definition and
characteristics and uses examples
and non-examples to clarify the
meaning of a term or concept.
Consider providing ELLs examples
and non-examples in their home
language.
Direct students attention to the Guiding Questions anchor chart (from Unit 1, Lesson 1), specifically:

Explain to students that over the next several lessons, they will be thinking about this question in relation to Jack.
Underline the word inspires and invite students to show a thumbs-up if they have heard this word before or a thumbsdown if they have not heard this word before.
Tell students they will be using a graphic organizer called a Frayer Model to help them understand what this word means
more deeply. Display a blank Frayer Model graphic organizer so all students can see.
Cold call students to read the headings in each box. Tell students that by thinking about each of these dimensions of a word,
they will have a better understanding of what the word means and its relationship to other words.
Clarify for students that before using this graphic organizer with the word inspire, they will watch you use it with a word
they know a lot about already. Write the word poetry in the oval in the center of the blank Frayer Model graphic organizer.
Model using the graphic organizer to understand what the word poetry means. See Frayer ModelPoetry (for
teacher reference). Be sure to model:
Record a definition of this word from the dictionary (leave the definition in your own words blank until the final step
Writing facts or descriptions about the word in the Characteristics box
Writing examples of the word in the Examples box
Writing close non-examples of the word in the Non-Examples box
Using the ideas from the Characteristics, Examples, and Non-Examples boxes to write a definition in your own
words for the word
Answer any clarifying questions students may have about using this graphic organizer.
Distribute blank Frayer Model graphic organizers to students and display a new blank Frayer Model graphic organizer so all
students can see.
Ask students to help you complete this graphic organizer for the word inspire by choosing a student to write the word in
the oval in the center.

Reading Closely:
Read the dictionary definition of inspire: to fill (someone) with the urge or ability to do or feel something, especially to do
something creative and have students record this definition on their graphic organizer in the first box labeled Definition
under From the Dictionary.
Remind students that they will not write the definition in their own words in this box until they have completed all of the
other boxes (Characteristics, Examples, and Non-examples).
* What are some examples of times you were inspired by someone or something? Or, what are some examples of when
someone else was inspired by someone or something?
Cold call on students to share what they talked about with their partner. Listen for responses such as: A painter can be
inspired by the subject he is painting, or I was inspired to learn how to sing when I first heard a song on the radio.
Drawing from the ideas the students shared, discuss and write examples in the Examples box. See Frayer Model
Inspire (completed, for teacher reference) and invite students to write examples in their own graphic organizer.
Continue this process to complete the remainder of the graphic organizer. Be sure to complete the In Your Own Words
definition last, and remind students that they will need to use their own words when crafting this definition.
Tell students that next, they will begin to think about what inspired the poets they have been learning about through Love
That Dog.

Reading Closely:
C. Rereading to Gather Evidence: Love That Dog, Pages 4267 (15 minutes)
Ask students to turn to the What Inspires Jack? graphic organizer on pages 20-21 in their readers notebooks. Cold
call on a student to read the heading of the left column:
* What inspires Jack?

Explain to students that over the next several lessons, they will be thinking about this question in relation to Jack.
Explain to students that they can probably think of some things that inspire Jack to write poetry already. Review the Close
Readers Do These Things anchor chart (from Unit 1, Lesson 2) and emphasize the importance of finding evidence
in the text to support their answer to this question.
Tell students that they will be rereading pages 4267 looking for things that inspire Jack to write poetry and finding
evidence in the text that supports their thinking.
Model rereading pages 4248, looking for things that inspire Jack to write poetry and finding evidence in the text that
supports your thinking. See first row of What Inspires Jack? graphic organizer (answers, for teacher reference)
in supporting materials. Be sure to model:
Identifying something that inspires Jack
Thinking aloud about how the reader knows Jack is inspired by this
Paraphrasing or quoting a detail from the text that shows how you know it inspires Jack
Invite students to try this on their own by rereading page 49 and identifying something that inspires Jack. After a few
minutes, invite students to turn and talk with a partner. Ask:

Cold call on students to share what they talked about with their partner. Listen for responses such as: He is inspired by his
own success with writing.
Invite students to continue talking with their partner. Ask:
* How do you know this inspires Jack?

Cold call on students to share what they talked about with their partner. Listen for responses such as: I know this because
he starts to let his teacher hang his poems up and is willing to share them with others.

Reading Closely:
Invite students to continue talking with their partner. Ask:
* What evidence from the text supports your thinking?

Cold call on students to share what they talked about with their partner. Listen for responses such as: On page 49 Jack says,
yes, you can type up what I wrote about my dog Sky
Give students 10 minutes to continue rereading pages 5067 with their groups, looking for things that inspire Jack to write
and finding text evidence to support their thinking.
After 10 minutes, praise students for their hard work closely rereading and analyzing Love That Dog. Then ask students to
prepare for the Closing.
A. Revisiting Learning Targets (5 minutes)

Ask students to read each of the learning targets chorally aloud and to use a Thumb-O-Meter to demonstrate their level of
mastery toward each target.
Review the homework task with students and provide clarification as necessary.
Homework
Reread one of your favorite poems from Unit 1. In the My Reflections section of your poetry journal, reflect on the following
question: What do you think inspired the poet to write this poem? Use evidence from the poem to support your answer.
Note: Read pages 68-72 and decide if you would like to inform parents about the emotionally sensitive content of pages this
section of Love That Dog. Note that this may result in students knowing the content of these pages in advance of the lesson.
10

Quotes about Inspiration

Teacher Directions: Choose one or more of the quotes below (or select quotes of your own about
inspiration) to share and discuss with students during the Opening of this lesson. Write your selected
quote(s) on the board or display using a document camera.
Inspiration is something that makes me want to write it down. Its something that makes you want to
ask more questions about it. Sherman Alexie (writer)
You give inspiration a lot more windows to climb through if youre working. Chris Thile (musician)
I think that [inspiration] usually comes because youve been toiling away for a long time then
somehow these things come together. Rebecca Gross (artist)
Inspiration, for me, [is] when something uplifts me and sparks a new idea about an unrelated topic.
Septime Webre (artistic director/choreographer)
Many times, inspiration comes [to me] from just reading about a subject and where the mind starts
to take you. It starts getting more and more exciting the more that you build up that knowledge base.
Jeanne Gang (architect)
Im inspired by work that provokes me, surprises me, excites me, that seems to do something in a
new way. Tod Lippy (magazine editor)
I personally find inspiration in lifes 10,000 joys and 10,000 sorrows. Marc Bamuthi Joseph
(poet/performance artist)
Source: The Inspiration Quotient: A Different Kind of IQ. NEA Arts Magazine. 2013. No. 4, from http://arts.gov/NEARTS/2013v4-inspiration-quotient
12
Love That Dog:

Summary Notes
Dates/Pages
Summary Statement
March 14 (pp.
42-45
Jack discovers Walter Dean Myers

and is really excited about his
poems, especially Love That Boy.
the best best BEST poem ever
March 22 &
March 27 (pp.
46-49)
Jack writes poems about his dog in

the same style as Walter Dean
Myers.
Hey there, Sky!
April 4-April 24
(pp. 50-63)
Jack realizes he is inspired by

Walter Dean Myers and wants to
meet him.
They will know I was inspired

by Mr. Walter Dean Myers
Jack keeps thinking about a topic

that he doesnt want to be thinking
about.
when you are trying not to

think about something
Jack learns how to type his own

poems.
he asks his teacher to show him

how to use the computer
April 26-May 2
(pp. 64-65)
May 7-May 8
(pp. 66-67)
I sure liked that poem by Mr.

Walter Dean Myers called Love
That Boy
that one uses too many of Mr.

Walter Dean Myers s words
he writes a letter inviting Myers

to his school
you cant help it

you think about it
and
think about it
and
think about it
will it help me type better and

faster
13
Frayer Model Graphic Organizer
Definition
(From the dictionary)
Characteristics
(Facts about the word)
(In your own words)
Examples
(What does this word look like?)
Non-Examples
(What does this NOT look like?)
14
Frayer ModelPoetry
Definition
The art of writing expressing feelings and ideas
with a distinctive style that often includes rhyme.
(In your own words)
Writing chosen and arranged to create an
emotional response through imagery, sound, and
rhythm
Characteristics
Stanzas and lines
Sometimes has rhymes or rhythm
Uses words to help the reader imagine with
the senses
poetry
Non-Examples
Examples

Love That Dog
Charlottes Web
The Red Wheelbarrow
Little Red Riding Hood
A newspaper article
Prose
15
Frayer ModelInspire
Characteristics
Definition
To give someone the desire or courage to do
something, often creative
Influence
Motivate
Fill someone with purpose or creativity
(In your own words)

To give someone an idea about what to do or
create
Examples
inspire
Non-Examples
The topic of an artists work
Liking something because your friend likes it
Wanting to help a cause after hearing someone

speak about it
Copying someone elses work
Making something that is similar to something

someone else made, but with your own spin on it
16
What Inspires Jack? Graphic Organizer

Note: The * indicates additions to this chart made during Lesson 4. All other text is added during
Lesson 3.
What inspires Jack?
His dog (something he
cares about deeply)
How I know
Jack wrote about him.
My yellow dog followed me

everywhere
Page
46
*My Sky
*He wrote about him even
though he died, and it
probably made him feel
sad. (Note: this is not added
until after students have
read the poem My Sky on
pages 68-72 in Lesson 4)
*68-72
His own success in writing
He starts to let his teacher

hang his poems up and is
willing to share them with
others.
yes, you can type up what I

wrote about my dog Sky
49
His teacher
He spends a lot of time

writing back and forth to
his teacher. When she
encourages him, he writes
more.
and thank you for typing up

my secret poem
50
17
What Inspires Jack? Graphic Organizer

What inspires Jack?
Walter Dean Myers
How I know
Jack wrote poems that are

like his.
That one uses too many of

Walter Dean Myerss words.
and I liked what you put at
the top: inspired by Walter
Dean Myers
Other poems and

understanding poetry
Page
49
51
Jack says so.
They will know I was

inspired by Mr. Walter Dean
Myers.
51
Jack wrote poems that are

like other poems he
studied.
blue car blue car

splattered with mud
speeding down the road
71
and kept on going

in such a hurry
so fast
so many miles to go
*He wanted to share about
something sad that
happened to him
(Note: this is not added
until after students have
read the poem My Sky on
pages 68-72 in Lesson 4)
*He wrote a poem about his *My Sky

dog dying and then gave it
to his teacher.
*6872
18

Reading, Writing, and Emotion: Love That Dog,
Pages 6872


Ongoing Assessment
I can reflect in writing about my thoughts and feelings after reading My Sky.
I can infer why Jack wrote the poem My Sky.

I can respect the feelings of my classmates during a discussion of My Sky.

Agenda
Teaching Notes
1. Opening
In this lesson, students read the poem My Sky in the book Love That Dog by Sharon Creech. This
poem is likely to affect some students emotionally, because it details the death of Jacks dog. This lesson
is designed to help students cope with the strong emotions that reading and writing can illicit. For this
reason, the routines of the previous lessons where students read, summarized, and analyzed do not
carry over into this lesson. These routines will pick up again in Lesson 5 as students prepare for a
literary discussion of the text.

2. Work Time
A. Preparing to Read: Writing and Emotion (10
minutes)
B. Reading and Reflection: The Emotional Impact of
My Sky (15 minutes)
C. Rereading and Discussion: Why Did Jack Write My
Sky? (20 minutes)
A. Debrief and Revisiting Learning Targets (10
minutes)
4. Homework
A. Read and summarize pages 7386 and complete the
Love That Dog summary notes on page 5 of your
readers journal.
B. Optional: Think of a time you experienced a strong
feeling such as happiness, sadness, anger, or another
emotion. Write a poem about this experience in the
My Poems section of your poetry journal.
This lesson is intended to give teachers guidance on reading this section of the text with their students.
However, the needs of students should dictate how this lesson unfolds. It is important to support
students emotional needs as they read this section of the text; therefore, teachers should use their
professional judgment as they plan their instruction.
Some students may have read ahead of the class. Consider pulling these students aside in advance and
asking them not to tell the class about the events on s 6872 in the novel. Explain that it will be
important for everyone to learn about these events through the text first.
The beginning of this lesson helps to prepare students for the emotional nature of this section of the
text. Then, after the text is read aloud, they are given time to reflect and process their response to the
text in writing. (Some classes and/or students may require more or less time for written reflection.) To
protect students privacy and give the class a sense of emotional safety, these reflections are not shared
aloud. After students have time to reflect, they discuss the events outlined in the poem and consider why
the character Jack was moved to write this poem.
For most of this lesson, students work whole group or individually; however, there will be times when
they talk with a partner. Consider placing students with a partner they know and feel comfortable with.
Consider students who may find it particularly difficult to read about the death of a pet due to personal
circumstance and seek support of family members or a school counselor.
In advance: Post the learning targets and Discussion Norms anchor chart.

Lesson Vocabulary
Materials
reflect, infer, respect, emotion,

optional
Poetry journals (students own; from Unit 1)

What Inspires Jack? graphic organizer (answers, for teacher reference, from Lesson 3)
Discussion Norms anchor chart (begun in Unit 1, Lesson 1)
Discussion Norms anchor chart (with additions for teacher reference)

Opening

Remind students that they began considering what inspires Jack to write poetry in the previous lesson. Tell students that
today they read another poem written by Jack, called My Sky and infer why Jack wrote this poem.
If students have struggled with

respectful discussions in the past,
consider spending more time
discussing the third learning target
in this lesson. Reading stories that
illustrate respecting others feelings
or role playing can allow students to
have a clearer picture of this
learning target. Consider talking
with your school counselor for
additional support and guidance in
leading a discussion of this learning
target.
Call on a few volunteer students to read each of the learning targets aloud to the class:
* I can reflect in writing about my thoughts and feelings after reading My Sky.
* I can infer why Jack wrote the poem My Sky.
* I can respect the feelings of my classmates during a discussion of My Sky.
Underline the words reflect, infer, and respect. Ask students to turn to a partner and discuss the meaning of each of these
words. Cold call pairs to explain what each of these words means to them.
Point to the word respect and explain that this word will be especially important in todays lesson. Ask students:
* What does it mean to respect someones feelings?

Listen for students to suggest that this means:
That you listen without interruption when others are sharing their feelings
That you do not laugh or use sarcasm when someone is sharing how he or she feels.
Not asking insensitive questions when someone does not want to share his or her feelings.
Tell students that My Sky is a sad poem and that it will be important to respect the feelings of their classmates during this
lesson. Ask students to give specific examples of what respecting the feelings of others might look or sound like.

Work Time
A. Preparing to Read: Writing and Emotion (10 minutes)
Consider talking with your school

counselor for additional support
and guidance in leading the
discussion during this portion of the
lesson.
Ask students to get out their poetry journals and partner up.
Ask them to brainstorm and record words that describe powerful emotions on a new page in the Vivid Words and Phrases
section of their poetry journals.
After a minute or two, call on a few pairs to share the words they brainstormed and record them on the board or a piece of
chart paper.
Listen for words such as: happiness, sadness, fear, and anger. Under students list, write additional words used to describe
emotion, such as: frustration, anxiety, joy, excitement, contentment, grief, and confusion.
Briefly discuss the meaning of unfamiliar words with students and note words that have similar or opposite meanings.
Tell students that today they will read a poem written by Jack in the novel Love That Dog, called My Sky. Explain that this
is a powerfully emotional piece of writing. Go on to explain that it is emotional for two reasons, the first being that Jack is
describing an emotional experience. His emotion is captured in his writing of this poem. Explain that the second reason it is
an emotional piece of writing is because it is likely to evoke strong emotions from those who read it. Tell students that you
would like them to reflect on the following question in writing in the My Reflections section of their poetry journal:
* Describe a time you read something that made you feel a strong emotion. Why do you think writers write about
emotional experiences?
Give students 5 minutes for silent reflection.
Afterward, ask students if there are any volunteers who want to share their reflection with the group. If students do not offer
to share, consider sharing your own reflections on this question.
Remind students of their discussion and work with the term inspire in the previous lesson. Explain that writers can be
inspired by strong emotions. They may want to write about an emotional experience for a variety of reasons, including to
communicate an idea or to send a message to their readers, or even to help themselves understand or process an emotional
event in their lives.
Tell students that the author Sharon Creech was inspired to describe her character Jacks emotional experience in the poem
My Sky. Explain that she likely knew this poem would evoke strong emotions in her readers, too. Ask students to take a
moment to think about how they will respect the feelings of their classmates after reading this poem.

B. Reading and Reflection: The Emotional Impact of My Sky (15 minutes)
It is important to allow students

time to process the emotional
content of the poem My Sky. For
some students, this poem may
connect with their personal
experiences with death. For others,
it may be their first encounter with a
text that describes the death of a
beloved pet with such emotional
power.
Ask students to get out their copies of Love That Dog and turn to page 68. Read the poem My Sky aloud as students
follow along in their copies of the text.
Afterward, if necessary based on the needs of your class, reassure students that feelings of sadness after reading about the
death of a pet are natural. For some, these feelings may be quite strong due to life experience. Explain that writing often
helps people deal with strong emotions and that you would like students to take some time to reflect in writing. Let them
know their writing will not be shared unless they decide to share it privately, and that it will not be graded.
Introduce the following reflection question, emphasizing that whatever they choose to write in response to this question is
fine:
* What are you thinking or feeling after reading this poem?

The time needed for reflection will vary by class and individual. As students write, check in with students who may need
support.
C. Rereading and Discussion: Why Did Jack Write My Sky? (20 minutes)
Once students have reflected, discuss the following question as a class or have students discuss with their partner then share
out their thoughts:
* Why did Jack write My Sky?

Listen for students to make connections to the previous days lesson about the meaning of the word inspiration. Consider
prompting students with the following questions during the discussion:
Based on the needs of your

students, choose whether to have
students discuss the question Why
did Jack write My Sky? first as a
whole class or first as partners and
then whole group.
* On pages 7 and 13, Jack told his teacher, I dont want to write about that blue car that had miles to go before it slept and
Yes, I used to have a pet, and no I dont want to write about it. Now that you have read My Sky, what can you infer about
why he said these things?
* After reading My Sky, we know that Jack did end up writing about the blue car and his dog. What can you infer from the
novel about why he changed his mind?
After discussing the text, ask students to get out their readers notebooks and turn to pages 20-21 to the What Inspires
Jack? graphic organizer.

Ask students to talk with their partner about what can be added to their notes after todays lesson. Give pairs a few minutes
to discuss, and then call on students to share and record notes as a group. Listen for students to share comments and record
notes as a whole group. See sample notes in the What Inspires Jack? graphic organizer (completed for teacher
reference). Notes added during this lesson are indicated with an asterisk *.
A. Debriefing and Revisiting Learning Targets (10 minutes)

Gather students together to review the learning targets. Call on a few volunteers to read each of the learning targets aloud to
the class:
Consider giving students the

following sentence frames for
reflecting on the third learning
target of the lesson to ensure that
they focus on class performance
rather than individual classmates: I
think we respected each others
feelings today by _________. I
think we could respect each others
feelings more if we ________.
* I can reflect in writing about my thoughts and feelings after reading My Sky.
* I can infer why Jack wrote the poem My Sky.
* I can respect the feelings of my classmates during a discussion of My Sky.
Ask students to take a moment to think about their individual progress toward these targets. Ask them to give you a Fist to
Five based on their progress toward each.
Reread the third learning target and ask students to turn to a neighbor and discuss the following question:
* How did our class perform overall with this learning target?
Remind students that this question is not about how individuals performed, but rather the class as a whole.
Direct students attention to the posted Discussion Norms anchor chart. Ask:
* Is there anything we can add to our Discussion Norms anchor chart to help us remember to respect one anothers
feelings during discussions in the future?
Discuss students ideas for an additional norm, and then come to consensus with students about the norm that should be
added. See the Discussion Norms anchor chart (for teacher reference) for possibilities.
Discuss the homework for this lesson and explain the meaning of the term optional, as meaning students have the option, or
choice, to either do the second part of their homework or not for todays lesson.

Homework
Read and summarize pages 7386 and complete the Love That Dog summary notes on page 5 of your readers
notebook.
Optional: Think of a time you experienced a strong feeling such as happiness, sadness, anger, or another emotion. Write a
poem about this experience in the My Poems section of your poetry journal.

Discussion Norms Anchor Chart

Teacher Note: Suggested additions to this anchor chart for Lesson 4 are in bold print below.
Discussion Norms:
Everyone should contribute to the discussion, but take turns talking.

This means we should say things like, Do you have something to add? and Can you tell us
what youre thinking?
Everyone should show specific details or evidence from the text to support their thinking.
This means do things like pointing to specific pages, lines, or photographs and say things like,
Here is an example of what I am talking about.
Everyone should ask questions so we can understand one anothers ideas.

This means we say things like: Can you tell me more about that? and Can you say that another
way?
Everyone should respect the ideas and questions of others.

This means we use kind words, try not to interrupt, and say things like, I think your idea is
interesting, but I disagree because
Everyone should respect the feelings of others when discussing topics or texts that
contain strong emotion.
This means we listen without interruption when others are sharing their feelings,
that we do not laugh or use sarcasm, and that we do not ask insensitive questions
when someone does not want to share his or her feelings.
10

Preparing to Discuss a Literary Text: Gathering
and Organizing Evidence

Gathering and Organizing Evidence

I can prepare myself to participate in discussions. (SL.4.1a)
Ongoing Assessment
I can describe what inspired Jack, using evidence from Love That Dog.
Summary notes
I can prepare for a discussion about Love That Dog by using evidence from the text.

Preparing for a Literary Discussion note-catcher

Agenda
Teaching Notes
1. Opening
This is the third lesson in a four-lesson arc in which students explore the guiding question What
inspires writers to write poetry? based on their analysis of what inspires Jack.

2. Work Time
A. Rereading to Gather Evidence: Love That Dog, Pages
7386 (15 minutes)
B. Guided Practice: Preparing Evidence and Questions
for a Literary Discussion (15 minutes)
C. Independent Practice: Preparing Evidence and
Questions for a Literary Discussion (15 minutes)
4. Homework
A. Add notes from the first half of the book to your
Preparing for a Literary Discussion note-catcher on
page 22 of your readers notebook.
In this lesson students prepare for a discussion about the following question: What was Jacks biggest
inspiration? This question is altered from the question they considered in Lessons 3 and 4 (What
inspires Jack?). Of course there is no single correct answer to what Jacks biggest influence was, but
asking students to take a stand in this way provokes more authentic, rich, and engaging discussion of
the text. In this lesson students focus on selecting evidence from their notes and the text to support this
opinion and prepare them for a respectful debate of this question during the literary discussion in
Lesson 5.
Literary discussions provide students the opportunity to understand collectively and build on one
anothers ideas about a text. These talks provide a window on students thinking that can help teachers
figure out what students really know and what their misconceptions might be.
Students review their summaries written for Lesson 4 homework, and continue gathering evidence for
the focus question, What inspires Jack? Then they begin to prepare for a literary discussion that will
take place in Lesson 6.
In advance:
Preview Lesson 6 to get a clear sense of where this lesson sequence is heading.
Review: Fist to Five Checking for Understanding technique (see Appendix).

Lesson Vocabulary
Materials
inspiration, literary discussion

Preparing for a Literary Discussion note-catcher (from page 22 of the readers notebook; plus one for display)
What Inspires Jack? graphic organizer (answers, for teacher reference, from Lesson 3)
Preparing for a Literary Discussion note-catcher (example, for teacher modeling)
Opening

Remind students what they were expected to do for homework: Read and summarize pages 7386 and complete the Love
That Dog summary notes.

Invite students to get out their readers notebook and join their reading groups.
Ask them to turn to their Love That Dog summary notes on pages 2-5 in their readers notebooks. Invite them to share their
summary notes with their reading groups. Encourage them to revise their statements for clarity based on their conversation.
Cold call one or two groups to share their summary statements. Listen for summaries such as: Jack thinks his poem about
Sky will make the other kids sad, but tells his teacher its OK to post his poem on the board see the Love That Dog
summary notes (answers, for teacher reference).
Congratulate students on finishing the novel Love That Dog and ask them to discuss with their groups:
* What did you enjoy most about reading this book?

Call on a few groups to share then comment that they can looking forward to a deeper discussion of the text in this lesson
and the one that follows.
Focus students attention on the learning targets. Cold call on a student to read todays learning targets:
* I can describe what inspired Jack, using evidence from Love That Dog.
* I can prepare for a discussion about Love That Dog by using evidence from the text.

Opening (continued)
Ask:
* What question about Jack have we been trying to answer over the past several lessons?
Listen for responses such as: We have been trying to figure out what inspires Jack.
Direct students attention to the second learning target. Explain that over the next two lessons they will have a chance to
prepare for and discuss a new question related to the focus question:
* What was Jacks biggest inspiration?

Introduce the concept of a literary discussion by saying that readers and writers share their thinking with others and that it
helps build their understanding of a text by sharing their own thoughts as well as learning from what others say. Explain that
readers and writers in the real world talk all the time to expand their thinking about texts.
Work Time
A. Rereading to Gather Evidence: Love That Dog, Pages 7386 (15 minutes)
Explain to students that before they begin preparing for the discussion, they will be rereading pages 7386 in Love That Dog
to look for more evidence for the focus question:

Ask students to turn to the What Inspires Jack? graphic organizer on pages 20-21 in their readers notebooks. Ask:
* How have we been using this graphic organizer to help us think about what inspires Jack?
Listen for responses such as: We have been rereading the text looking for things that inspire Jack, then using the graphic
organizer to record how we know something inspires him and finding evidence from the text that supports our thinking.
If necessary, model rereading pages 73 and 74 looking for things that inspire Jack to write poetry and finding evidence in the
text that supports your thinking. See What Inspires Jack? graphic organizer (answers for teacher reference)
from Lesson 3.
Give students 10 minutes to work with their reading groups to reread the remainder of the book and identify things that
inspire Jack. Circulate to support students as needed, prompting if necessary with questions such as: Does that inspire
Jack? or How do you know this inspires Jack? or What evidence from the text supports your thinking?

After 10 minutes, give students specific positive feedback for ways you see them closely rereading and analyzing Love That
Dog.
B. Guided Practice: Preparing Evidence and Questions for a Literary Discussion (15 minutes)
Remind the class of the literary discussion question they will discuss in the next lesson:

Point out to students that they have been gathering evidence for things that inspired Jack to write. Explain that in order to
prepare for this discussion, they will choose one of those things and discuss why they think it was his biggest inspiration.
Refer to the second learning target for today:
* I can prepare for a discussion about Love That Dog by using evidence from the text.
Explain the importance of readers sharing specific evidence from texts in their discussions with others. Today students will
collect notes and prepare for the discussion. Tell them they will have the actual discussion in the next lesson.
When reviewing the graphic

organizers or recording forms,
consider using a document camera
to display the document to support
students who struggle with auditory
processing.
Providing models of expected work
supports all students, especially
challenged learners.
Display the Preparing for a Literary Discussion note-catcher from page 22 of their readers notebook and invite
students to open to it.
Point out that this page has different sections for recording notes. Indicate to students that for now, they will be taking notes
only on the first section (three-column chart) of the recording form, labeled Preparation. (The last two sections will be
saved for the literary discussion and for teacher feedback when the literary discussion is over.)
Briefly model how to fill in the graphic organizer. For this example, use Jacks teacher as his biggest inspiration. Be sure to
demonstrate:
Thinking aloud about why his teacher might be his biggest inspiration, using the What Inspires Jack? graphic organizer
completed in Work Time A and in Lessons 3 and 4, and the text.
Skimming Love That Dog for evidence that supports the discussion question.
As you model, invite students to help you add to the chart by asking questions such as: Why else might his teacher be his
biggest inspiration? or What evidence from the text supports your thinking? As students share, write notes on the notecatcher.

C. Independent Practice: Preparing Evidence and Questions for a Literary Discussion (15 minutes)
During Work Time C, you may want

to pull a small group of students to
support in finding evidence from
their notes. Some students will need
more guided practice before they
are ready for independent work.
Tell students that now they will have some time to prepare for the literary discussion on their own, doing what they just
practiced as a class.
Give students the following reminders:
1. They should only record in the first section of the Preparing for a Literary Discussion note-catcher. The second section,
My Literary Discussion Notes: Ideas and Questions, will be used during the literary discussion in the next lesson and
must be left blank until the class begins the discussion in the next lesson.
2. Before they begin, they should review their What Inspires Jack? graphic organizer to decide what his biggest inspiration
was.
Allow ELLs and other students to

use pictures and symbols as
necessary on their recording forms.
Give students 15 minutes to complete the first section of the Preparing for a Literary Discussion note-catcher. Confer with
the class as necessary, and remind them to use specific evidence from the text to support their thinking.
As students work independently, circulate and check in with them. Encourage students to choose just one thing that they
think most inspired him, reminding them that there is not one right answer to this question. To ensure that students use
specific evidence from Love That Dog, ask them questions such as: Where in the text did you find that evidence? or How
do you know that evidence helps answer our question, What inspires Jack? Encourage them to record page numbers with
their evidence so they can easily refer to it if needed during the literary discussion.

Focus students attention whole group. Invite them to use the Fist to Five Checking for Understanding technique to show
how confident they are in answering the discussion question, ranging from showing a fist if they are completely unsure of
what inspires Jack to showing five fingers if they can share several pieces of evidence supporting what inspires Jack. Be sure
to check in with students who show either a fist or one to two fingers before the discussion in Lesson 6.
Explain to students that they should finish any preparation notes on the Preparing for a Literary Discussion note-catcher for
homework and add any evidence from the first half of the book to their note-catcher that shows things that inspire Jack.
Remind students they will have their discussion in the next lesson.
Homework
Add notes from the first half of the book to your Preparing for a Literary Discussion note-catcher on page 22 of your readers
notebook.

Love That Dog:

Summary Notes
Dates/Pages
Summary Statement
May 14 (pp. 6872)
Jack writes a poem describing the

day Sky died, using lines inspired
by other poems and his
understanding of poetry.
Sky was chasing chasing

chasing with his feet going every
which way
I turned around and saw a blue
car blue car splattered with
mud speeding down the road
And Sky closed his eyes and he
never opened them again ever.
May 15-May 17
(pp. 73-74)
Jack thinks his poem about Sky will

make the other kids sad.
it might make them sad

I hope it doesnt make people
feel too sad
May 21-May 29
(pp. 75-79)
June 1-June 6
(pp. 80-85)
Jacks Love
That Dog poem
(pp. 86)
Jack is excited when he finds out

Walter Dean Myers is coming to his
school.
That was the best best BEST

news ever
Jack describes his favorite parts

and feelings about meeting Walter
Dean Myers.
all of the thoughts in my head

were buzzing
Jack writes a poem about Sky that

is very similar to a poem by Walter
Dean Myers.
Love that dog
Wow!
And when you read your poems

you had the best best BEST
voice
I said I love that dog

Hey there, Sky!
Preparing for a Literary Discussion Note-catcher

(Example, for Teacher Reference)
Teacher Note: This is an example of a possible student response. There is not one correct response to
the discussion question, however students should support their responses with reasons and evidence
from the novel.
Discussion Question: What was Jacks biggest inspiration?
Preparation: Look back in Love That Dog to find evidence that helps you answer the discussion
question.
What was Jacks

inspiration because
and thank you for typing up

my secret poem (p. 50)
His teacher
He spends so much time writing back

and forth to his teacher. When she
encourages him, he writes more.
Like how you did with the

blue-car things and readingthe-small-poems thing. On the
board typed up they look like
poems and the other kids are
looking at them and they
think they really are poems
and they are all saying Who
wrote that? (p. 24)
Yes you can type up what I
wrote about my yellow dog.
(p. 28)
Maybe you could put my
name on it. But only if you
want to. Only if you think it
looks good enough. (p. 38)
10
Preparing for a Literary Discussion Note-catcher

(Example, for Teacher Reference)
What was Jacks

inspiration because
He trusts her. He asks her to not post

his poems or put his name on his
poems, and she doesnt. That makes
him want to write more.
His teacher
He feels comfortable being honest
with her, and that makes him write
more.
Do you promise not to read it

out loud? Do you promise not
to put it on the board? (p. 4)
(But still dont tell anyone
who wrote them, okay?) (p.
11)
I dont want to write about
that blue car that had miles to
go before it slept. (p. 7)
I really really really did NOT
get the pasture poem you read
today. (p. 20)
11

Discussing a Literary Text: Love That Dog

Discussing a Literary Text:
Love That Dog
Long-Term Target Addressed (Based on NYSP12 ELA CCLS)

I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
Ongoing Assessment
I can describe what inspires Jack, using evidence from Love That Dog.
Preparing for a Literary Discussion note-catcher
I can effectively participate in a discussion about Love That Dog.
Literary Discussion recording form
a. I can prepare for the discussion by using evidence from Love That Dog.
Participation in literary discussion

c. I can ask questions so I am clear about what is being discussed.
d. I can ask questions on the topic being discussed.

Love That Dog
Agenda
Teaching Notes
1. Opening
This is the last lesson in a four-lesson arc in which students explore the guiding question What inspires
writers to write poetry? based on their analysis of what inspires Jack.

2. Work Time
A. Preparing for a Literary Discussion (10 minutes)
B. Conducting the Literary DiscussionRound 1 (20
minutes)
C. Conducting the Literary DiscussionRound 2 (20
minutes)
4. Homework
A. Review your Love That Dog: Summary notes for the
whole novel to prepare for the mid-unit assessment.
Reread any sections of the text that you do not
remember well to refresh your memory.
In this lesson students are asked use the notes they prepared in lesson 5 on the Preparing for a Literary
Discussion note-catcher to discuss the following question: What was Jacks biggest inspiration?
Students are asked to share their opinions respectfully on this question and provide evidence from the
text to support this opinion. Students are likely to have differing opinions on this question and this is
not only alright but desirable, as long as the discussion remains respectful and grounded in evidence
from the novel. These expectations are emphasized to students throughout the course of the lesson.
The literary discussion that takes place in this lesson is set up as a Fishbowl, in which half of the class
participates in a discussion while the other half observes to provide feedback. Then the groups switch
and repeat the process. The group that is observing will provide the group discussing feedback on their
use of the Discussion Norms first established in Unit 1. This allows students to engage with both the
content and the process of the discussion.
Literary discussions give students the opportunity to understand collectively and build on one anothers
ideas about a text. These talks provide a window on students thinking that can help teachers figure out
what students really know and what their misconceptions might be.
In advance:
Review the Fishbowl protocol (see Appendix).
Post Discussion Norms anchor chart (from Lesson 4).

Love That Dog
Lesson Vocabulary
Materials
effectively participate, literary

discussion
Discussion Norms anchor chart (begun in Unit 1, Lesson 1; added to in Lesson 4 of this unit)
Participating in a Literary Discussion anchor chart (new; teacher-created)
Preparing for a Literary Discussion note-catcher (from page 22 of the readers notebook)
Literary Discussion recording form (from page 23 of the readers notebook)
Sticky notes (three to four per student)
Literary Discussion Criteria checklist (for teacher reference)
Opening

Ask students to read the first learning target aloud with you.

* I can describe what inspires Jack, using evidence from Love That Dog.
Remind students that they have been thinking about what inspires Jack and forming an opinion about what they think was
his biggest inspiration. Explain that they are likely to have differing opinions on this and that this is OK, as long as they
support their opinions with reasons and evidence from the text. Ask students to turn to a partner and discuss the following:
* What does it sound like when people respectfully disagree about something?
After a few minutes of discussion, call on a few pairs to share. Listen for students to say that respectfully disagreeing sounds
like a nice tone of voice (not upset or sarcastic).
Tell students that this might sound something like paraphrasing what a person is saying and then explaining how your
opinion differs. Give students an example: So what you are saying is Robert Frost was a better poet than William Carlos
Williams, because his poems used rhyme. I disagree; I dont think using rhyme makes you a better poet. William Carlos
Williams didnt use rhyme, but he did lots of vivid imagery in his poems.

Love That Dog
Opening (continued)
Ask students to read the second learning target: I can effectively participate in a discussion about Love That Dog. Focus
students attention on the phrase effectively participate. Ask:
* What does it look or sound like to effectively participate with peers?

Listen for responses such as:
Wait my turn to speak, so I am heard.
Dont shout/speak too loudly.
Make sure everyone gets a turn to speak.
No one person does most/all of the speaking.
Use information from the text to support my ideas.
Add students ideas to the Discussion Norms anchor chart begun in Unit 1, Lesson 1.
Ask the students to read the second and third supporting targets for the target they just reviewed:
* I can ask questions so I am clear about what is being discussed.

* I can ask questions on the topic being discussed.
Ask students what they think is the difference between these two targets. Listen for things like: The first one is asking me to
make sure Im understanding what is being talked about by everyone during the discussion, and The second one is asking
me to ask questions during the discussion, not just listen to other people talk.
Again emphasize the importance of respectfully asking questions and respectful disagreement.

Love That Dog
Work Time
A. Preparing for a Literary Discussion (10 minutes)

Remind students that a literary discussion is a discussion that readers have in order to share their thinking with others, and
that it helps build their understanding of a text by giving them an opportunity to share their own thoughts as well as learn
from what others say.
Structured class discussion can help

ELLs process their thinking verbally
and learn from the thoughts of
others.
Explain that readers and writers in the real world talk all the time to expand their thinking about texts. While readers
discuss these big questions with one another, it is important for them to create a set of rules, or norms, that they will all
follow so everyones ideas can be heard and considered.
When reviewing the graphic

organizers or recording forms,
consider using a document camera
to display the document to support
students who struggle with auditory
processing.
Display the Participating in a Literary Discussion anchor chart. Briefly review the anchor chart with the class and
answer any clarifying questions.
Clearly post the focus question for discussion. Tell students that before they can participate in the literary discussion today,
they will spend a few minutes reviewing the notes they made on their Preparing for a Literary Discussion notecatcher on page 22 in their readers notebook in Lesson 5.
Give students 35 minutes to review their notes for the literary discussion.
Encourage students to agree or

disagree using thumbs-ups or
thumbs-down. This can help
students who struggle with language
to process what their peers are
saying.
Consider drawing visuals next to
each norm, giving ELLs another
access point to understand the text.

Love That Dog
B. Conducting the Literary DiscussionRound 1 (20 minutes)

Remind the class of the literary discussion question:
Provide sentence frames for

students to use as they participate in
the literary discussion: When I
saw/heard ____, I learned ____
and I wonder ____.

Transition students to a whole group meeting area. Remind them to bring their readers notebooks with the Preparing for a
Literary Discussion note-catcher and the Literary Discussion recording form on pages 22 and 23.
Explain that today they will talk to one another about what they have been reading. Explain that this will not be the same
kind of conversation that they might have on the playground or at other times during the day. Ask:
* Why might this conversation be different?

Listen for responses such as: Well have to be more formal with one another and talk like we would talk to an adult.
Ask the students to find the section of their Literary Discussion recording form labeled My Literary Discussion Notes: Ideas
and Questions. Tell them that this is where they will take notes during the discussionthey can jot down ideas or questions
here that they want to share, to help them remember their thinking as they wait for their turn to speak.
Ask students to find a partner. Invite partners to form an inner circle and an outer circle. Explain to students that those in
the inner circle will have their discussion first while the students in the outer circle observe. Then, the partners will switch
places so the other partners have a chance to have their discussion.
Distribute several sticky notes to each student in the outside circle to record observations of Discussion Norms. Be explicit
with students that they are recording evidence of the norms of the whole group, not individual students, and that these
comments should be kind, helpful, and specific, so that the group can improve their performance in future class discussions.
Briefly review the discussion norms and explain that students feedback should be based on these norms.
Provide a brief example of what students should write down on their sticky notes by saying something like: Pay attention to
the group you are observing and notice how they use the norms of a group discussion. You might write down something on
your sticky note such as: Most students used evidence from Love That Dog to support their thinking.
Direct students to begin the literary discussion. Use the Literary Discussion Criteria checklist (for teacher
reference) to monitor student progression toward the learning targets. Quickly redirect and support students as needed,
but avoid leading the conversation. Remind students that their questions and comments should be directed to one another,
not the teacher.

Love That Dog
C. Conducting the Literary DiscussionRound 2 (20 minutes)
Provide sentence frames for

students to use as they participate in
the literary discussion: When I
saw/heard ____, I learned ____
and I wonder ____.
Ask students to switch places with their partners so that those students who were sitting in the outside circle are now sitting
in the inside circle.
Again review the discussion norms and invite students to help you give feedback to the exiting group. Consider using the
following prompt:
* What are two things this group did really well?

* What is one thing they could work on next time?
Discuss strategies that might help the next group be more successful in this area.
Distribute several sticky notes to each student in the outside circle in order to record observations of discussion norms.
As you circulate and note which students are speaking and what ideas are being shared, make sure to record these
observations on sticky notes. Refer to these in future lessons.
Tell students who are seated in the inside of the circle that it is now their turn to discuss what they think Jacks biggest
inspiration was. Explain that they likely thought of new ideas or questions while listening to the first group. Give them a
moment to add notes to their Literary Discussion recording form in the My Literary Discussion Notes: Ideas and Questions.
Remind students seated on the outside circle to reread the Discussion Norms anchor chart and think about the norms they
will be focusing on as their peers discuss.
Direct students to begin their literary discussion. Again use the Literary Discussion Criteria checklist (for teacher reference)
to monitor student progression toward the learning targets. Quickly redirect and support students as needed, but avoid
leading the conversation. Remind students that their questions and comments should be directed to one another, not the
teacher.
At the end of the discussion, congratulate students for completing their first literary discussion and invite them to return to
their seats for the debrief.

Love That Dog
Read aloud the learning target: I can effectively participate in a discussion about Love That Dog. Ask students to give a
thumbs-up if they met the target or thumbs-down if they still need to work on the target.
Cold call on several students to share why they gave themselves a thumbs-up or thumbs-down. Prompt them to refer to the
Discussion Norms anchor chart as a way to support their self-assessment.
Review the homework, and inform students that in the following lesson, they will be asked to write a paragraph
summarizing the whole novel, Love That Dog.
Homework
Review your Love That Dog: Summary notes for the whole novel to prepare for the mid-unit assessment. Reread any
sections of the text that you do not remember well to refresh your memory.

Participating in a Literary Discussion Anchor Chart

Teacher Directions: Write the following on chart paper to create this anchor chart.
Participating in a Literary Discussion
Discussing a question about a text you are reading with your peers can help you understand what you
have read.
Think about the discussion question.
Revisit the text and gather evidence to support your thinking.
Gather in a circle on the floor with your Preparing for a Literary Discussion note-catcher and
Literary Discussion recording form.
Take turns sharing your thinking about the question. Be sure to reference the evidence you
gathered from the text and recorded on your note-catcher.
As you listen to the conversation, record any new ideas or questions you would like to share with
the group as you wait to speak.
Respond to others and build on their ideas.
Follow group discussion norms.
10
Literary Discussion Criteria Checklist

Teacher Directions: List each students name. Add any norms that your class has agreed upon. In
the columns, note how well each student demonstrates the norms and meets the learning targets
listed in the heading columns.
Learning target: I can effectively participate in a discussion about Love That Dog.
a. I can prepare for the discussion by using evidence from Love That Dog.
c. I can ask questions so I am clear about what is being discussed.
d. I can ask questions on the topic being discussed.
Students
name
Prepares
with
evidence
Follows
discussion
norms
Asks
questions to
clarify
understanding
Asks
questions
related to
topic
Teacher
comments
11

Mid-Unit Assessment: Writing a Summary of the
Full Novel Love That Dog


Ongoing Assessment
I can write a topic sentence supported by evidence from the text for my summary of Love That Dog.
Mid-Unit 2 Assessment: Writing a Summary of the Full

Novel Love That Dog
I can plan and write an informative paragraph that fully summarizes the novel Love That Dog.
Agenda
Teaching Notes
1. Opening
In this lesson, students take the Mid-Unit 2 Assessment. Students apply what they have learned about
reading literary texts and writing informative paragraphs by planning and writing a summary of the full
novel Love That Dog. Students prepared for this assessment during the first half of this unit by
engaging in a shared writing of an informative paragraph summarizing the first half of the book. It this
assessment, students will use their Love That Dog Summary notes in their readers notebooks (that they
collected during Units 1 and 2) to independently write an informational paragraph that summarizes the
entire novel.

2. Work Time
A. Mid-Unit 2 Assessment: Writing a Summary of the
Full Novel Love That Dog (45 minutes)
A. Reflecting on Learning Targets (5 minutes)
4. Homework
A. Continue reading your independent reading book.
Some students may benefit from having someone read the questions aloud to them. Again, make
Post: Quality Paragraphs anchor chart.

Lesson Vocabulary
Materials
Do not preview vocabulary for this

assessment lesson.

Mid-Unit 2 Assessment: Writing a Summary of the Full Novel Love That Dog (one per student)
Mid-Unit 2 Assessment: Writing a Summary of the Full Novel Love That Dog (sample student response, for teacher
reference)
Opening

Tell students that today they will complete the Mid-Unit 2 Assessment, in which they will do independently much of what
they have been practicing during the first half of the unit:

Plan an informative paragraph that summarizes Love That Dog.

Write an informative paragraph that fully summarizes the novel Love That Dog.
Remind students that they will need to refer to the text to address the prompt thoroughly. Explain that unlike previous
lessons where they were summarizing sections of the book, this assessment will require them to fully summarize the whole
novel. Encourage the students to do their best. Let them know that this is a chance to show what they know and how much
effort they are making to read carefully and identify important details in a literary text.
Direct students attention to the learning targets and ask them to read the targets silently to themselves:
* I can write a topic sentence supported by evidence from the text for my summary of Love That Dog.
* I can plan and write an informative paragraph that summarizes Love That Dog.
Focus students attention on the posted Quality Paragraphs anchor chart and review the components of quality
paragraphs with students.

Opening (continued)
Have students give a thumbs-up if they are clear on what they will be expected to do, a thumbs-sideways if they understand
part but not all of what to do, and a thumbs-down if they are very unsure about what they should do.
Address any clarifying questions before beginning the assessment.
Work Time
A. Mid-Unit 2 Assessment: Writing a Summary of the Full Novel Love That Dog (45 minutes)
Ask students to clear their desks and get out a pencil , their copy of Love That Dog, and their readers notes. Ask them
to turn to their Love That Dog summary notes on pages 2-5 of the readers notebook. Encourage students to review and
reference these notes to fully summarize the novel from beginning to end for their assessment.

for assessments, communicate with
about the practices of instruction in
use during this study as well as the
goals of the assessment.
Distribute the Mid-Unit 2 Assessment: Writing a Summary of the Full Novel Love That Dog.
Read the directions for the assessment aloud. Remind students that they should refer to the text and their notes when they
plan and write their summary.
Invite students to begin.
opportunity to analyze students behavior while they take an assessment. Document strategies that students use during the
assessment. For example, look for students who are annotating their text, using their graphic organizer to take notes before
answering questions, and referring to the text and their notes as they answer questions.
For some students, this assessment

might require more than the 30
minutes allotted. Consider
providing students time over
multiple days if necessary.
Collect students assessments.

To provide additional support for

ELLs, use a sentence frame like the
following: For the ____learning
target I would rate my progress as a
____ because ______. Consider
giving an example as well: For the
first learning target I would rate my
progress a 4 because I think my
topic sentence in my summary
clearly told the reader that my
paragraph was about what
happened in the novel.
Reread the learning targets to students. Then ask students to turn to the next blank page in the My Reflections section of
Tell students that just as they did after the End of Unit 1 Assessment, they are going to consider the learning targets as well
as the paragraph they wrote today, and then reflect on their progress in their journals.
Give the following prompt for students to consider and then respond to in their journals:
* Rate your performance toward each target using a Fist to Five. Give an explanation for each rating.
Collect students poetry journals. Review students reflections against the learning targets as formative assessment data
regarding their progress toward the learning targets.
Homework
Continue reading your independent reading book.

Note: In unit 3 students will begin to work on writing an expository essay as one part of their performance task. Their essay
will consist of three paragraphs. Be sure to return this assessment to students and review the results and your feedback on
the qualities of their paragraph before the start of Unit 3 so that students will be better prepared for this writing instruction.

Name:
Date:
Long-Term Learning Targets Assessed:

I can choose evidence from literary texts to support analysis, reflection, and research. (W.4.9)
Writing Prompt: After reading Love That Dog, write an informative paragraph summarizing the
book. Use at least three details from the text in your paragraph. Remember to address each of the
components of quality paragraphs that we have listed on the Quality Paragraphs anchor chart.
Part 1: Planning your writing: Use the graphic organizer on the next page to plan your writing.
Review and reference the novel Love That Dog and your Love That Dog summary notes in your
readers notebook.
Copyright 2013 by Expeditionary Learning, New York, NY. All

Rights Reserved.
Beginning of Novel
Topic Sentence
Middle of Novel
End of Novel

Rights Reserved.
Part 2: Summarizing the text: Now, use the graphic organizer you just completed to write an
informative paragraph responding to the prompt.
A quality response will:
Clearly introduce the topic
Develop the topic with facts, definitions, and details
Use linking words and phrases
End with a concluding statement
Be sure to check your paragraph for correct spelling, capitalization, and punctuation.

Rights Reserved.

Rights Reserved.
(Sample Student Response, for Teacher Reference)
Note: Student responses will vary, but should include the most major events from the novel and as
well as a paragraph with a topic sentence that introduces novel, supporting details that include most
major events in the novel, and a concluding statement. See the NYS 4-5 Rubric for Expository
Writing in the supporting materials for this lesson for further guidance on scoring this assessment.
a. I can introduce a topic clearly. (W.4.2a)
a. I can group supporting facts together about a topic in an informative/explanatory text. (W.4.2a)
b. I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
I can choose evidence from literary texts to support analysis, reflection, and research. (W.4.9)
Writing Prompt: After reading Love That Dog, write an informative paragraph summarizing the
book. Use at least three details from the text in your paragraph. Remember to address each of the
components of quality paragraphs that we have listed on the Quality Paragraphs anchor chart.
Part 1: Planning your writing: Use the graphic organizer on the next page to plan your writing.
Review and reference the novel Love That Dog and your Love That Dog summary notes in your
readers notebook.

Rights Reserved.
10
Beginning of Novel
Topic Sentence
In Love That Dog by
Sharon Creech, a boy
named Jack learns about
himself and poetry by
reading and writing
poems at school.
Jack doesnt know much

about poetry.
doesnt understand the
poems he reads in class
doesnt know why things
he writes could be called
poems
In the end, Jack learned
to write poetry by reading
and thinking about
poetry.
Middle of Novel
He starts to write poems
about his dog.
uses techniques he has
been learning about
becomes inspired by
poems he is reading,
especially ones by
Walter Dean Myers
End of Novel
He meets Walter Dean
Myers and writes a poem
about his dog that is
inspired by Walter Dean
Myerss poem Love That
Boy.
Was very excited to meet
Walter Dean Myers
Didnt want to show him
his poem Love That
Dog because he was
worried Walter Dean
Myers would be mad
Rights Reserved.
11
(Sample Student Response, for Teacher Reference)
Part 2: Summarizing the text: Now, use the graphic organizer you just completed to write an
informative paragraph responding to the prompt.
A quality response will:
Clearly introduce the topic
Develop the topic with facts, definitions, and details
Use linking words and phrases
End with a concluding statement
Be sure to check your paragraph for correct spelling, capitalization, and punctuation.
In Love That Dog by Sharon Creech, a boy named Jack learns about himself and poetry by reading
and writing poems at school. In the beginning, Jack does not know much about poetry. He does not
understand the poems he reads in class, and he does not know why the things he writes could be
called poems. Then, he begins writing poems about his dog. He uses techniques he learns from other
poems. Jack really enjoys the poems by Walter Dean Myers and writes a poem about his dog that is
inspired by him. Jack writes a letter to Walter Dean Myers inviting him to his school. Walter Dean
Myers comes to Jacks school, which Jack was very excited about. But he didnt want to show Walter
Dean Myers the poem about his dog because he was worried that Walter Dean Myers would be mad
because it was very similar to one of his poems. Jack did end up sharing it with Walter Dean Myers
when he wrote a letter thanking him for coming to his school. In the end, Jack learned to write poetry
by reading and thinking about poetry.

Rights Reserved.
12

CRITERIA
CCLS

topics or texts
reflection
COHE RENCE,
ORGA NIZATION, AND
the essay logically
preci se language
CONTRO L OF
to which the essay
the conventions of
W.2
R.19
W.2
W.9
R.19
W.2
L.1
L.2
1
0
3


and purpose

task and purpose

the text(s)

the text(s)
demonst rate little


from the text(s)


may be irrelevant


irrelevant

relevant evidence

variety

inconsistently
organization

task

organization

words and phrases

and phrases

and phrases

vocabulary

vocabulary

vocabulary

and task





statemen t

few errors

comprehensi on
comprehensi on

organization
W.2
L.3
L.6
SCORE
2
4

task
are minimal, making

unreliable
13



I can explain what a text says, using specific details from the text. (RI.4.1)
I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions).
(RL.4.5)
Ongoing Assessment
I can synthesize my understanding of the What Makes a Poem a Poem? by describing the characteristics
of poetry.
Poetry journal
I can choose a poet to study whose poems inspire me as a writer.

Agenda
Teaching Notes
1. Opening
This lesson serves as a transition between the first half of the module (reading and analyzing Love That
Dog) and the second half of the module (studying a poet and his/her poems).
A. Engaging the Reader: Revisiting What Makes a

Poem a Poem? (10 minutes)
2. Work Time
A. Introducing the Performance Task (10 minutes)
B. Reading New Poems to Select a Poet (25 minutes)
A. Selecting a Poet (10 minutes)
4. Homework
A. Look back in Love That Dog and reread the poem
from Unit 1 by your selected poet and review the
notes in your readers notebook about this poem.
B. Reread the poem from Unit 1 written by your
selected poet.
During the Closing, students choose a poet they wish to study for the remainder of the module. Students
will have the choice to select from the following poets: Robert Frost, Walter Dean Myers, and Valerie
Worth (Note: two other poets whose poems students read in Unit 1 William Carlos Williams and
Arnold Adoff will be used for whole class modeling purposes in Unit 3. Therefore, these two poets are
not provided as options for students to select).
It is important to allow students to make this choice as freely as possible, so they can connect with the
second guiding question for this module (What inspires writers to write poetry?). Students eventually
will write original poems inspired by the poet whom they choose to study. In subsequent lessons in
Units 2 and 3, students will work in small poet groups, base on the poet whom they have selected. If
there is just one student who selects a particular poet, use your professional judgment on the best
options for this student. (For example, guide this student to select another poet s/he enjoys equally;
have this student work with another poet group in future lessons but still focus on his or her own poet;
or have this meet with a teacher or instructional aid consistently for additional support throughout the
remainder of the module.)
During Work Time B, all students read a selection of new poems by the three selected poets, in order to
get more of a sense of each poets styles and techniques. They then choose a poet, and will closely read
and analyze just that one poets poem in Lesson 9. Preview Lesson 9 to envision this arc of instruction.
During Work Time B, students participate in a modified version of the Four Corners protocol. Instead of
using four corners, students will only select from three corners of the room: one corner for each of the
three poets offered as a choice for the performance task.
In advance:
Display the What Makes a Poem a Poem? anchor chart and Frayer ModelPoetry
Prepare the new Performance Task anchor chart.
Review: Milling to Music Checking for Understanding technique and the Four Corners protocol (see
Appendix).

Lesson Vocabulary
Materials
Structure, features, poetry, experience,

emotion, synthesize
What Makes a Poem a Poem? anchor chart (from Unit 1, Lesson 2)

Frayer ModelPoetry (from Lesson 3)
Performance Task anchor chart (new; teacher-created)
safety pin by Valerie Worth (one per student)
Lawrence Hamm, 19 Student Athlete by Walter Dean Myers (one per student):
A Patch of Old Snow by Robert Frost (one per student):
Opening
A. Engaging the Reader: Revisiting What Makes a Poem a Poem? (10 minutes)
Congratulate students on completing their reading of Love That Dog and the Mid-Unit 2 Assessment.
Explain to students that before they move into the next half of the unit, they will revisit the guiding question:

Display the What Makes a Poem a Poem? anchor chart (from Unit 1, Lesson 2) and the Frayer ModelPoetry
from Lesson 3. Tell students that they will use these charts to help them synthesize their understanding of what poetry is.
Ask students to read over the What Makes a Poem a Poem? anchor chart and the Frayer ModelPoetry. Ask students to turn
and talk with a partner about the following question:
* Based on our new learning, is there anything from the anchor chart that you would like to add to our Frayer Model?
Call on pairs and add student observations as necessary.
Point out that the characteristics on the Frayer Model have to do with the structure and features of poetry, and that there is
another really important aspect of poetry to explore: the meaning. Poets write poems to express something important; they
just choose poetry as their preferred way to share. Tell students that today, the class will be thinking about the meaning of
poems and how poems affect both the people who write them and the people who read them.

Opening (continued)
Remind students of Jacks poem My Sky. Invite students to turn and talk. Ask:
* Why did Jack write this poem?

Refocus students for a full group discussion. Ask them to think about Jacks poem and the other poems they have read and
discuss this question: What are some reasons poets write poems?
Cold call students to share what they talked about with their partner. Listen for responses such as: Poems can tell about
important things you experience and how you feel.
Invite students to turn to page 73 of Love That Dog and point out the following line: If you put it on the board and people
read it, it might make them sad.
Invite students to turn and talk. Ask:
* Based on what Jack says, what has he learned about poetry?

Cold call students to share what they talked about with their partner. Listen for responses such as: Poems can make you feel
things.
Explain that this is an important characteristic of poetrythat poets often write poems to share experiences and to make
their readers feel an emotion. Tell students that poets do this through the way they structure the poem and through the
words they choose to use in the poem.
Add the following characteristics to the Frayer ModelPoetry:
Shares a poets experience
Makes the reader feel an emotion

Opening (continued)

Direct students attention to the posted learning targets and have a volunteer read them aloud:

* I can synthesize my understanding of the What Makes a Poem a Poem? by describing the characteristics of poetry.
* I can choose a poet to study whose poems inspire me as a writer.
Underline the word synthesize and ask students to turn and talk to a partner what this word means.
Cold call students to share what they talked about with their partner. Listen for responses such as: It means to pull together
what we understand about something. Clarify the meaning as necessary.
Point out to students that they just synthesized their understanding of poetry when they added to the Frayer Model for the
word poetry.
Share with students that, like Jack, they will have a chance to read poems by a poet they are interested in, write poems using
techniques inspired by that poet, and read to learn more about that poets life. Tell students that they will begin doing this in
todays lesson.

Work Time
A. Introducing the Task (10 minutes)

Ask:
* Among the poets he studied, which poet did Jack connect with the most?
Listen for students to identify Walter Dean Myers.
Ask:
* How did Jack react when he discovered Walter Dean Myers?

Listen for responses such as: He wrote poems in the same style or using Walter Dean Myerss words, or He read a book
about him to learn more about him.
Remind students briefly of how to participate in the Milling to Music Checking for Understanding technique. Tell them they
will mill as they talk with various classmates about this question:
* Which poems or poets have you connected with during this module? Why?
Invite students to begin milling. Repeat xxx
Then refocus students whole group. Cold call students to share what they talked about with their partner.
Display the Performance Task anchor chart. Cold call one or more students to read the prompt. Build up the
excitement! Clarify for students that they will complete this performance task over the course of the module in three parts,
starting with selecting a poet and writing their own poem in this unit. Then in Unit 3 they will write their essay and read
their poems and essay for the Poets Performance. (Note: Each of these parts will be outlined further and added to the
anchor chart over the remainder of the module as students engage in the work preparing for the performance task).
Remind students that they have been writing poems throughout the module. These poems will help them write their original
poems for this performance task.
Tell students that during the rest of this lesson, they will read some more poems by the poets that they can choose to study.
Then they will select which poet they want to study for the remainder of the module.

B. Reading New Poems to Select a Poet (25 minutes)
To further support ELL students (or

all students) with visualizing the
poems, consider displaying the
following photographs for students
while they read the poems: a picture
of dirty snow melting on the grass
or sidewalk, a picture of a basket
ballplayer shooting a basket, and a
picture of a safety pin.
Explain to students that before they choose which poet they will study more deeply for their performance task, they will have
a chance to read another poem by the poets Robert Frost, Valerie Worth, and Walter Dean Myers.
Distribute all three of the poems to each student:
safety pin by Valerie Worth
Lawrence Hamm, 19 Student Athlete by Walter Dean Myers
A Patch of Old Snow by Robert Frost
Invite students to identify the poem safety pin by Valerie Worth. Ask:
Note that students are only reading

these poems for gist during this
section of the agenda, in order to
select a poet for study. In the
following lesson students will read
their selected poem more closely.
* Which poem from Unit 1 was written by Valerie Worth? Listen for students to say: Dog.
Ask:
* What do you remember about the poem Dog?

Listen for students to refer to elements from the What Makes a Poem a Poem? anchor chart such as:
It is free verse.
It doesnt rhyme or have a specific rhythm.
It uses words like heavy jaws and yawns to help us hear and see the dog that the poem is about.
Tell students to keep these elements in mind as they read the poem safety pin. Read safety pin aloud (to model fluent
reading) as students follow along silently.
Invite students to turn and talk with a partner. Ask:
* What is Valerie Worth describing in this poem?

* What did you like about it?
Cold call students to share what they talked about with their partner. Listen for responses such as: She is describing what a
safety pin looks like when it is closed and opened.

Repeat for the next two poems (Lawrence Hamm, 19 Student Athlete by Walter Dean Myers and A Patch of Old Snow by
Robert Frost).
Start by remembering the poem read by each author in Unit 1 (reread familiar poem if necessary).
Then read aloud the new poem as students follow along silently.
Then ask students what the author is describing in the poem.
Collect the poems (safety pin, Lawrence Hamm, 19 Student Athlete and A Patch of Old Snow) so they can be
distributed again in Lesson 9 (or have students place the poems in their folders).
A. Selecting a Poet (10 minutes)

Invite students to turn to the My Reflections section of their poetry journal.
Then, pose the following questions for students to consider and then write a responses to:
* Of the poets we have learned about during this module (Valerie Worth, Walter Dean Myers, and Robert Frost), which
poet are you inspired to study further? Explain your thinking.
Give students several minutes to think and write.
Then refocus students whole group. Use a modified Four Corners protocol as a way for students to share with their
classmates which poet they plan to study. Identify a corner in the classroom for each of the three poets, and ask the students
to move to the corresponding corner for the poet they just wrote about when you give the signal.
Once they are in their corresponding corners, invite students to turn and talk to a partner at their corner, asking students to
share:
* What inspires you to study this poet more?

Cold call students to share what they talked about with their partner. Listen for responses such as: I like the way this poets
words sound, or I connect to what this poet writes about.
Tell students that in order to begin their study, for homework they will look back in Love That Dog and reread the poem
from Unit 1 by their expert group poet, and they will look through their readers notebooks to review their notes about
this poem.

Homework
Look back in Love That Dog and reread the poem from Unit 1 by your selected poet and review the notes in your readers
notebook about this poem.
To further support students, let

them listen to an audio recording of
the new poem by their selected poet
in advance of this homework.
Reread the poem from Unit 1 written by your selected poet.

Performance Task Anchor Chart

Teacher Directions: Write the performance task description on a piece of chart paper in advance of
this lesson. Note that the parts of the performance task are added in subsequent lessons.
Performance Task
After reading poems from Robert Frost, Valerie Worth, and Walter Dean Myers, select one poet to
study who has inspired you to write poetry. Write a poem inspired by your poets style. Then write an
essay about the poet who inspired you, explaining who this poet is and how they she or he has
inspired you as a writer. Afterward, present your work in a Poets Performance by reading aloud a
selected poem by your poet, sharing your essay, and reading aloud your own inspired poem.
To be
added in
Lesson 10
To prepare for your performance task:
To be
added in
Unit 3,
Lesson 7
Part 2: Write an essay that:

Addresses the essay prompt: Write an essay about the poet who has inspired you,
explaining who this poet is and how she or he has inspired you as a writer
Has a body with biographical information about the poet and explains how this
person became a poet
Part 1: Write a poem inspired by your selected poet that includes:

Part 3: Select a poem by your poet to read aloud.
11
Selected Poems:
safety pin by Valerie Worth
safety pin
Closed, it sleeps
On its side
Quietly,
The silver
Image
Of some
Small fish;
Opened, it snaps
Its tail out
Like a thin
Shrimp, and looks
At the sharp
Point with a
Surprised eye.
From ALL THE SMALL POEMS AND FOURTEEN MORE Copyright 1987 by Valerie Worth. Illustrations by Natalie Babbitt. Reprinted by permission of
Henry Holt & Company, LLC. All Rights Reserved.
12
Selected Poems:
From Scholastic News, April 4, 2005. Copyright 2005 by Scholastic Inc. Reprinted by permission of Scholastic Inc.
Copyright Scholastic Inc. Used by permission and not subject to Creative Commons
license.
13
Selected Poems:
A Patch of Old Snow by Robert Frost
A Patch of Old Snow

Theres a patch of old snow in a corner
That I should have guessed
Was a blow-away paper the rain
Had brought to rest.
It is speckled with grime as if
Small print overspread it,
The news of a day Ive forgotten,
If I ever read it.
"A Patch of Old Snow" Mountain Interval. 1920.
14

Reading and Analyzing New Poems:
Selected Poets

Selected Poets

I can explain what a text says, using specific details from the text. (RI.4.1)
(RL.4.5)
I can explain the meaning of simple similes and metaphors in context. (L.4.5a)
Ongoing Assessment
I can explain how authors use vivid words and phrases to show their thoughts and feelings about a topic.
Close Read Questions and Notes: Analyzing a New Poem

by My Selected Poet
I can use literary terms to describe the characteristics of my selected poets poem.

Selected Poets
Agenda
Teaching Notes
1. Opening
This lesson has two purposes: First, it gives students additional practice analyzing poetry in advance of
the End of Unit 2 Assessment. Second, it supports students as they explore an additional work by their
selected poet.
A. Reviewing Learning Targets and Engaging the

Reader (10 minutes)
2. Work Time
A. Guided Practice: Poetry Analysis of The Great
Figure (10 minutes)
B. Group Practice: Analyzing a New Poem from
Selected Poets (30 minutes)
A. Sharing and Reflecting on Learning Targets (10
minutes)
4. Homework
A. Reread both poems by your selected poet (from today
and from Love That Dog). In your poetry journal in
the My Reflections section, respond to the following
questions: How are these poems similar and how are
they different? Which poem inspires you the most
and why?
B. In the My Poems section of your poetry journal,
brainstorm topics you might like to write a poem
about.
In Lesson 10, students will take part in a poetry workshop during which they will have an opportunity to
experiment with writing their own poems. They will use their analysis of their poets work and
knowledge of the characteristics of poetry to write a poem inspired by their poet, this inspired poem
will be read aloud by students during their performance task.
You may wish to extend this lesson (Lesson 9) by providing students with additional poems by their
poet so students can practice these skills further. This will also allow them to get a better feel for their
poets style and experiment with writing additional poems using this same style before the poetry
workshop in Lesson 10 See recommended text lists for addition poems by Robert Frost, Walter Dean
Myers, and Valerie Worth.
In this lesson, students begin working with their poet groups. These groups will be based on the poet
they selected (during Lesson 8) to study for the rest of the module. But groups should also be composed
of students whose skills and dispositions are complementary. Ideally, groups would consist of three
students, but could consist of two or four students as needed.
In Work Time A, students are introduced to a piece of artwork by Charles Demuth, I Saw a Figure 5 in
Gold, which was inspired by William Carlos Williams poem, The Great Figure. Consider
collaborating with your schools art specialist to have students create their own artwork inspired by the
poem they select to read by their poet for the performance task. This artwork could be added to
students presentation of their poems and essay during the performance task and could be an additional
assessment of NYS ELA CCSS standard RL.4.11.
During Work Time B, consider providing additional support for students who have selected Walter
Dean Myers as their poet. Myerss poem is more complex and may require additional scaffolding. This
could take the form of additional guided practice, strategic partnerships of proficient and struggling
readers, or partially completed Close Read Questions and Notes with additional prompts to support
students in reading the text.
In advance:

Selected Poets
Agenda

Post: Learning targets, What Makes a Poem a Poem? anchor chart, Close Readers Do These Things
anchor chart.
Review: Back-to-Back, Face-to-Face protocol and Fist to Five Checking for Understanding strategy
(see Appendix).
Lesson Vocabulary
Materials
structure, lines, verse, simile,

metaphor, imagery, onomatopoeia,
repetition, rhyme;
From The Great Figure: figure, tense,

unheeded, gong
From A Patch of Old Snow: speckled,
grime, overspread

The Great Figure by William Carlos Williams (one blank copy to display for teacher modeling)
Document camera
Close Read Questions and Notes: Analyzing The Great Figure by William Carlos Williams (for teacher modeling)
From safety pin: image
Dictionary (one for modeling and one per poet group)
From Lawrence Hamm, 19 Student

Athlete: egos, sacred, holy
Close Read Questions and Notes: Analyzing The Great Figure by William Carlos Williams (completed, for teacher
reference)
Image of I Saw the Figure 5 in Gold by Charles Demuth (one for display)
safety pin by Valerie Worth (from Lesson 8)
Lawrence Hamm, 19 Student Athlete by Walter Dean Myers (from Lesson 8)
A Patch of Old Snow by Robert Frost (from Lesson 8)
Close Read Questions and Notes: Analyzing a New Poem by My Selected Poet (from page 17-19 in the readers notebook)
Close Read Questions and Notes: Analyzing a New Poem by My Selected Poet (possible answers, for teacher reference)

Selected Poets
Opening
A. Reviewing Learning Targets and Engaging the Reader (10 minutes)

Direct students attention to the learning targets and ask them to read each target silently to themselves:
To further support ELLs or students

who struggle with oral language,
provide the prompt for discussion in
advance. Consider giving these
students a sentence frame similar to
the following: One vivid word or
phrase I recorded in my journal was
___________. It came from the
poem __________. It helped me
visualize ________.
* I can explain how authors use vivid words and phrases to show their thoughts and feelings about a topic.
* I can use literary terms to describe the characteristics of my selected poets poem.
Read both learning targets aloud to students. Tell students that today, they will read a new poem by the poet they have
selected to study. They will think about how their poets use the vivid words and phrases and the characteristics poetry in this
new poem.
Have students get back-to-back with a partner for a round of Back-to-Back, Face-to-Face. They should have their poetry
journals with them. Give students the following prompt, then signal them to face their partners and share:
* Share a vivid word or phrase you have collected from a poem you have read. What did this word or phrase help you
visualize?
Have students get back-to-back again for another round. Give students the following prompt, then signal them to face their
partners and share:
* Share an another vivid word or phrase you have collected from a poem you have read. What did this word or phrase help
you visualize?
Refocus students whole group. Invite a few students to share a few words or phrases with the whole group. Emphasize that
poets use vivid words and phrases to help their readers visualize the topic of the poem.
Ask students to take their seats. Draw students attention to the What Makes a Poem a Poem? anchor chart and
remind students what literary terms are. Review the meaning of the terms listed on the anchor chart: structure, lines, verse,
simile, metaphor, imagery, onomatopoeia, repetition, and rhyme.
Have students give a thumbs-up if they are clear on what they will be expected to do today, a thumbs-sideways if they
understand part but not all of what to do, and a thumbs-down if they are very unsure about what they should do. Address
any clarifying questions.

Selected Poets
Work Time
A. Guided Practice: Poetry Analysis of The Great Figure (10 minutes)

Draw students attention to the Close Readers Do These Things anchor chart. Review the strategies they have used
over the course of the module to better understand complex texts. Explain that today they will have an opportunity to use
these strategies more independently as they read a new poem from their selected poet. Explain that first they will practice
with you with a new poem by William Carlos Williams.
Guided practice allows for a gradual

release of responsibility to help
students move toward the
independent execution of learned
skills. This often requires a
combination of explicit modeling
and solicited student involvement
and response. Be sure to balance
these approaches based on the
needs of your students.
Display a copy of The Great Figure by William Carlos Williams using a document camera. Read the poem aloud
to students (remember to pause as punctuation indicates, as opposed to pausing after each line of the poem). Then display
the Close Read Questions and Notes: Analyzing The Great Figure by William Carlos Williams (for teacher
modeling) next to The Great Figure in preparation for modeling.
Ask students to turn to a partner and describe the gist of the poem: What is your initial sense of what this poem is mostly
about? What does it describe?
Cold call a few students to share their gist. Quickly model recording a gist statement in the first box of the Close Read
Questions and Notes.
Ask students to think about this question:
* Which words in this poem are unfamiliar to you?

Call on a few volunteers to point out potentially challenging words. Listen for students to identify figure, tense, unheeded, or
gong. Circle any words that students identify.
Read the second box of the Close Read Questions and Notes. Using context clues, morphology, or a dictionary, guide
students through determining the meanings of unfamiliar words. (For example, the term figure could be determined from
context; unheeded could be partially determined through morphology [un- means not] and the dictionary. The terms tense
and gong could be determined using both context and the dictionary.)
Use the Close Read Questions and Notes: Analyzing The Great Figure by William Carlos Williams
(completed, for teacher reference) to engage students in guided practice answering questions and as you take notes
while analyzing this new poem. As needed, refer students to the What Makes a Poem a Poem? anchor chart.
After they have analyzed The Great Figure, invite students to share the image this poem created in their minds. Tell them
that often, the images in poetry are so powerful that they inspire other artists.

Selected Poets
Specify that one artist, Charles Demuth (a friend of Williams), was inspired to create a painting based on the images of this
poem. Display the image of I Saw the Figure 5 in Gold by Charles Demuth. Have students turn to a partner and
discuss the following question:
* How was the image created by the poem in your mind similar to or different from this image?
After a few minutes of discussion, call on a few students to share their responses. Emphasize that poetry has the ability to
create powerful images in the minds of its readers, but these images are often different from reader to reader depending on
their life experiences and perspective. This is one of the amazing qualities of poems and artwork: its potential to be
interpreted in a variety of ways, all equally powerful.
B. Group Practice: Analyzing a New Poem from Selected Poets (30 minutes)
Tell students that now that they have had some practice reading and analyzing a poem by William Carlos Williams, they are
ready to read and analyze a new poem by their selected poet. Tell students that throughout this portion of the lesson, you
will be calling each poet group up to work with you. Explain that if they finish reading and analyzing their poems with their
poet group early, they can read silently from their book for independent reading.
Ask students to get out their readers notebooks and place them in their poet groups. Ask them to turn to the Close
Read Questions and Notes: Analyzing a New Poem by My Selected Poet on page 17-19 of their readers notebooks.
Distribute a dictionary to each group and ask students to locate their poem just for their selected poet (from Lesson 8):
either
safety pin by Valerie Worth,
An alternative to pulling groups by

poet is to confer with individual
groups or a combination of both.
For example, because of the
complexity of the poem Lawrence
Hamm, 19 Student Athlete, you
may pull these groups to work with
you for additional guided practice,
and then confer with individual
groups as needed afterward.
A Patch of Old Snow by Robert Frost, or

Lawrence Hamm, 19 Student Athlete by Walter Dean Myers.
Distribute a copy one of the following poems to each student, depending on their selected poet: safety pin, A Patch of
Old Snow, and Lawrence Hamm, 19 Student Athlete.
Prompt students to begin working with their groups. Give students about 5 minutes to get started. Then call groups over to
work with you by poet (for example, all poet groups who selected Walter Dean Myers). See the Close Read Questions and
Notes: Analyzing a New Poem by My Selected Poet (possible answers, for teacher reference) for each of the
selected poems.

Selected Poets
A. Sharing and Reflecting on Learning Targets (10 minutes)

Ask students to form new groups of three so that each member has a different selected poet. Ask students to bring their
poems and readers notebooks along for sharing.
Consider using a visual timer or

signal so that each student has an
equal opportunity to share.
Give student the following prompt for sharing: Take turns reading your poem aloud, giving your gist of the poem, and
sharing one vivid word or phrase and what it helped you visualize.
Give students 2 minutes each to share.
Ask students to take their seats and get out their poetry journals. Ask students to record at least one of the vivid words or
phrases in their journal in the Vivid Words and Phrases section.
Read the learning targets with students. Then ask them to give you a Fist to Five for their progress toward the targets.
Use students self-assessment of these targets as well as their Close Read Questions and Notes to determine which students
may need additional support with meeting RL.4.5 and L.4.5a in advance of the end of unit assessment in Lesson 12.
Share the homework with students. Tell them that tomorrow they will have an opportunity to write a poem inspired by the
poet they are studying. Build up the excitement!
Homework
Reread both poems by your selected poet (from today and from Love That Dog). In your poetry journal in the My
Reflections section, respond to the following questions: How are these poems similar and how are they different? Which
poem inspires you the most and why?
In the My Poems section of your poetry journal, brainstorm topics you might like to write a poem about.

The Great Figure

by William Carlos Williams
The Great Figure

Among the rain
and lights
I saw the figure 5
in gold
on a red
firetruck
moving
tense
unheeded
to gong clangs
siren howls
and wheels rumbling
through the dark city.
Public domain.
Close Read Questions and Notes:

Analyzing a The Great Figure by William Carlos Williams
(For Teacher Modeling)
My Selected Poet: William Carlos Williams
Title of His or Her Poem: The Great Figure
Directions:
Questions:
Read your poem once,

silently. Then read the poem
aloud with your group. Take
turns reading the poem
aloud, paying attention to
punctuation so that you
pause in the correct places.
Then answer the question
on the right.

their meaning in a
right.

Record your groups
thinking.
10

Analyzing a The Great Figure by William Carlos Williams
(For Teacher Modeling)
Directions:
Questions:

the right.

helped you visualize what
Explain how these words
helped you visualize the
poem.
What are three words or phrases that helped you visualize the poem
and why?

terms from the What Makes
a Poem a Poem? anchor
chart.
11

Analyzing The Great Figure by William Carlos Williams
My Selected Poet: William Carlos Williams
Title of His or Her Poem: The Great Figure
Directions:
Questions:

on the right.

This poem is about a fire truck driving through the city.
12

Directions:
Questions:

their meaning in a
right.

tenseshowing nervousness
unheedednoticed but ignored
gongloud sound such as a bell

Record your groups
thinking.
Knowing the meaning of the word tense helps me get a feel

for the emotion of the poem. Seeing a fire truck speed by at
night could put someone in a tense mood.
Knowing the meaning of the word unheeded confuses me a
little because the author obviously notices and pays
attention to the fire truck. Maybe he means the city is so
busy that a speeding fire truck is hardly noticed? Or maybe
its number is hardly noticed?
Knowing what the word gong means helps me better
imagine the loud bells of a fire truck.
13

Directions:
Questions:

the right.

Note to teachers: When modeling, sketch a drawing in this box on the
blank version of this note-catcher and think aloud for students as you
draw.
For example:
I imagine the author standing on a busy street corner on a dark,
rainy night. He is startled by the bright lights and sirens of a fire
truck speeding around the corner. The bright gold number 5 on the
side of the truck catches his attention.

poem.
What are three words or phrases that helped you visualize this poem
and why?
The word gold helps me visualize the shiny number 5 on
the fire truck.
The word howls helps me imagine how loud the sirens
would be.
The word rumbling helps me imagine the sound of tires
and the engine of the truck slowing down.

of this poem using literary
chart.
This poem is a free verse poem because it does not have any
regular rhythm or rhyme. It is one stanza created by 14 lines,
but it is really just one long sentence. It has lots of words
that help create imagery, such as rainy, lights, clang,
howl, and rumbling. Some of these words are also
examples of onomatopoeia. These words help the reader
imagine the sights and sounds of a fire truck heading off to
an emergency on a dark, rainy night in a busy city.
14
Image of I Saw the Figure 5 in Gold by Charles Demuth
Public Domain
15

Analyzing a New Poem by My Selected Poet
(Possible Answers for Teacher Reference)
My Selected Poet: Valerie Worth

Title of His or Her Poem: safety pin
Directions:
Questions:

on the right.

their meaning in a
right.
This poem describes a closed and open safety pin.
imageone thing that looks like another

Record your groups
thinking.
Knowing the meaning of image helps me understand that

the author is comparing a closed safety pin to a small fish.
16

Directions:
Questions:

the right.
Student sketch

poem.
and why?
The word silver helps me visualize the color of the safety
pin and the fish.
The word snaps helps me think about how a safety pin can
snap open when you press it.
The phrase surprised eye helps me visualize the hole at the
top of the safety pin and how it is like a wide-open eye.

chart.
This poem is a free verse poem because it does not rhyme or

have a regular rhythm. It has two stanzas with seven lines
each. It uses a metaphor in the first stanza to compare a
closed safety pin to a sleeping fish. In the second stanza it
uses a simile to compare the open safety pin to a shrimp. It
also uses a lot of vivid imagery to describe how the safety pin
looks when it is open and closed and how it moves when you
open it.
17

My Selected Poet: Walter Dean Myers
Title of His or Her Poem: Lawrence Hamm, 19 Student Athlete
Directions:
Questions:

on the right.

their meaning in a
right.
This poem is about a young man who loves to play

basketball. The poem describes how he feels when he plays.
egosoverconfidence or self-esteem
sacredhighly valued for religious reasons
holysomething that is specially recognized for religious
reasons

Record your groups
thinking.
Knowing what the word egos means helps me understand

how the narrator feels when he is beating his opponents.
Knowing the meaning of the words sacred and holy help
me understand that the narrator feels so strongly about
playing basketball that it is almost religious for him.
18

Directions:
Questions:

the right.
Student sketch

poem.
and why?
The phrase soar through space helps me visualize a
basketball player flying through the air as he is about to
dunk the ball.
The phrase painted lanes helps me visualize the paint on a
basketball court.
The word kiss helps me imagine the boys hand pressed
against the glass backboard.

chart.
This poem is one stanza and has 16 lines. Every other line of
the poem rhymes. The poem uses a metaphor to compare the
narrator to muscle and flight. There is a lot of imagery that
helps you visualize the sights and smells of a basketball
game.
19

(Possible Answers, for Teacher Reference)
My Selected Poet: Robert Frost
Title of His or Her Poem: A Patch of Old Snow
Directions:
Questions:

on the right.

their meaning in a
right.

Record your groups
thinking.
The narrator mistakes a patch of old snow for a piece of

paper.
grimedirt stuck to the surface of something

overspreadto spread over the top of something
Knowing the meaning of the word grime helps me
visualize the dirt sprinkled on top of the snow.
Knowing the meaning of the word overspread helps me
visualize the dirt spreading over the top of the snow.
20

(Possible Answers, for Teacher Reference)
Directions:
Questions:

the right.
Student sketch

helped you to visualize what
poem.
and why?
The phrase blown-away helped me visualize a piece of old
crumpled paper on the ground.
The word speckled helped me visualize the dirt sprinkled
over the top of the snow.
The phrase small print helped me imagine how the snow
could have looked like crumbled wet newspaper.

chart.
This poem has two stanzas with four lines each. Each stanza
has a set of rhyming words at the ends of the second and
fourth lines. The poet uses imagery by comparing the snow
to wet crumpled newspaper on the ground. Some vivid
phrases that help the reader imagine this are blown-away
and small print.
21

Poetry Workshop: Writing an Inspired Poem for the
Performance Task

Poetry Workshop:
Writing an Inspired Poem for the Performance Task

I can use the writing process to produce clear and coherent writing (with support). (W.4.4)
I can write a poem in response to a particular author or theme studied in class. (W.4.11)
Ongoing Assessment
I can plan a poem that includes characteristics of poetry used by the poet I am studying.
Writing a Poem: Planning graphic organizers
I can write a poem inspired by the poet I am studying.
Students poem drafts

Poetry Workshop:
Agenda
Teaching Notes
1. Opening
In this lesson, students have an opportunity to experiment with writing their own poems in a poetry
workshop. They use their analysis of their poets work and knowledge of the characteristics of poetry to
write an inspired poem as one part of their performance task.
A. Reviewing Learning Targets and Engaging the

Reader (10 minutes)
2. Work Time
A. Modeling: Writing an Inspired Poem (10 minutes)
B. Independent Practice: Writing an Inspired Poem
(30 minutes)
A. Sharing and Reflecting on Learning Targets (10
minutes)
4. Homework
A. Read the draft of your inspired poem aloud to a
friend or family member, or continue to work on
drafting your poem.
B. Continue reading your independent reading book.
This lesson begins with a mini lesson with a think-aloud by the teacher, who plans and shares a draft
poem. You can use the model poem in the supporting materials of this lesson to share with students
during Work Time A. Or consider developing your own model poem for this lesson, so that the thinkaloud in Work Time A feels more authentic. Students are likely to enjoy the experience of watching their
teacher share original writing with them.
During Work Time B, students plan and draft their poems. Then, in Lesson 11, students receive critique
and feedback on word choice for vivid imagery. If you feel that your students need more time to draft
their poems, consider giving them additional time after this lesson and before the critique in Lesson 11.
In advance:
Review Work Time A, Writing a Poem: Planning graphic organizer (completed, for teacher reference),
and model poem (for teacher reference) in the supporting materials
Also review Glass, Bugs, Mud in Checking for Understanding Techniques and Concentric Circles
protocol (see Appendix).
Post: Learning targets, Performance Task anchor chart, and What Makes a Poem a Poem? anchor
chart.

Poetry Workshop:
Lesson Vocabulary
Materials
includes, characteristics, inspired
Performance Task anchor chart (begun in Lesson 8)

Performance Task anchor chart (for teacher reference; from Lesson 8)
safety pin by Valerie Worth (from Lesson 8)
Lawrence Hamm, 19 Student Athlete by Walter Dean Myers (from Lesson 8)
A Patch of Old Snow by Robert Frost (from Lesson 8)
Writing a Poem: Planning graphic organizer (one per student and one to display)
Writing a Poem: Planning graphic organizer (completed, for teacher reference)
Document camera
Model poem (one to display)

Poetry Workshop:
Opening (continued)
A. Reviewing Learning Targets and Engaging the Reader (10 minutes)

Post the Performance Task anchor chart and read the prompt aloud to students. Tell them they will be focusing on
writing a poem inspired by the poems they have read by their selected poet. Add a subheading and bullet outlining this. See
the Performance Task anchor chart (for teacher reference) in the supporting materials of Lesson 8 for this current
lessons additions.
Consider modeling the Concentric

Circles protocol with a few students
from your class. This will help
students visualize how the protocol
works. It also gives additional
support to ELLs as well as students
who struggle with oral directions.
* I can plan a poem that includes characteristics of poetry used by the poet I am studying.
* I can write a poem inspired by the poet I am studying.
Read both learning targets aloud to students and underline the words includes, characteristics, and inspired. Ask:
* What is another word for includes?

Listen for students to suggest has.
* What does characteristics mean?

Listen for students to explain that this word means the qualities used to describe something. If necessary, give an example:
The characteristics of this classroom are
* What does the word inspired mean?

Listen for students to recall the Frayer Models for this word in Lesson 3.
Reread the targets to students and ask them to demonstrate the Glass, Bugs, Mud Checking for Understanding technique
(glass = eyes looking through hands making a frame, bugs = eyes looking through spread fingers, mud = hands covering
eyes) to show their understanding of the learning targets. Clarify as needed.
Remind students that part of their performance task is to read one of the poems they write aloud to a small audience. Have
them recall how Jack felt about sharing his poems initially, and explain that it is natural to feel a bit nervous about sharing
your work with an audience. Tell them that they will work up to formally presenting their poems by sharing their work with
partners throughout the rest of the module. Mention that they will also have an opportunity to receive some feedback about
their poems in the next lesson. Explain that the practice of kindly giving and receiving feedback helps writers to improve
their work. This is something that professional writers do, and the class will do this throughout the rest of the year.
Tell students that today they will learn a new protocol called Concentric Circles, and they will use this protocol to share their
work today. Explain that they will begin by sharing their homework. Ask students to get out their poetry journals.

Poetry Workshop:
Opening (continued)
Arrange students for a round of Concentric Circles. Students should bring their poetry journals with them. Have students
form two circles (an inside circle of students facing out, and the outside circle with students facing in) inside the other. Be
sure each student is facing a partner (consider having students high five their partner to check that everyone has someone;
if you have an odd number of students, form one triad). Explain that for this protocol, students will be sharing with the
partner directly across from them and then either the inside or the outside circle will be asked to move.
Consider modeling the Concentric

Circles protocol with a few students
from your class. This will help
students visualize how the protocol
works. It also gives additional
support to ELLs as well as students
who struggle with oral directions.
Have students practice moving. (Example: Inside circle, step two partners to your left. Outside circle, step two partners to
your right, etc.)
Give students their first prompt to discuss with the partner across from them:
* Share the topics you brainstormed for homework last night. What topics might you write a poem about today and why?
After students have shared, signal for students attention. Give them the signal to move and share with a new partner.
Continue until students have heard ideas from at least three of their classmates and have gotten the hang of the new
protocol.

Poetry Workshop:
Work Time
A. Modeling: Writing an Inspired Poem (10 minutes)

Ask students to take their seats. Explain that today they will plan and write a poem inspired by their selected poet and that
you would like to show them how they might go about planning a poem. Display a blank copy of the Writing a Poem:
Planning graphic organizer using the document camera, and tell students that you would like to show them how you
used this graphic organizer to help plan your poem.
Because students writing is likely to

differ slightly from their plans, be
sure to capture this in your
modeling. This will support
students in taking risks as writers
and making choices during the
drafting process based on
inspiration.
Begin modeling how to use the graphic organizer, using a think-aloud. See the Writing a Poem: Planning graphic
organizer (completed for teacher reference) in the supporting materials of this lesson. Be sure to include the
following in your modeling:
Deciding on a topic based on inspiration from William Carlos Williams
Brainstorming and listing ideas for word choice while referencing William Carlos Williams poems
Deciding to use free verse so that your poem sounds like a Williams poem
Deciding to use a simileemphasize that although the writing of the poets they are studying should inspire their poems,
they do not have to have all of the exact same characteristics
Referencing the What Makes a Poem a Poem? anchor chart as you plan other characteristics of your poem
Display a copy of your model poem and read it aloud to students. Ask students if they notice where your plans matched
your poem and where they changed slightly. Reassure students that this is acceptable, as writers often revise their work
throughout the writing process as they are inspired to do so.

Poetry Workshop:
B. Independent Practice: Writing an Inspired Poem (30 minutes)

Ask students to get out their poetry journals and the poem from their selected poet analyzed in Lesson 9:
Consider allowing students

additional time to draft their poems.
This additional time can be used as
an extension for students who write
quickly to write additional poems,
and for students who write more
slowly to take their time completing
several drafts.
safety pin by Valerie Worth,

A Patch of Old Snow by Robert Frost or
Place students with in their poet groups from Lesson 9 and distribute a copy of the Writing a Poem: Planning graphic
organizer to each student.
Explain that they may use their peers as support, but that they should be working on their own poem. Be sure to set
expectations for what quiet collaboration looks like and sounds like. If necessary, have a few students volunteer to model
quiet conversation for the class.
Prepare students for sharing at the end of the lesson: Tell them that they will use another round of the Concentric Circles
protocol to share their plans and draft poems. Explain that this will help them become comfortable with sharing their
writing with an audience, something they will be required to do during the Poets Performance, the performance task for the
module.
Invite students to begin planning, and to raise their hand for a quick conference with you when they are ready to move to
drafting.
As students plan their poems, circulate to support them by asking probing questions. As students finish their plans, confer
with them. For example, you might ask, Tell me how this was inspired by your selected poet? or prompt, Can explain how
this was inspired by your poet with specific examples from one of their poems or naming a specific characteristic of poetry
from our What Makes a Poem a Poem anchor chart?
Once students are ready to draft, have them write as many drafts as they like in the My Poems section of their poetry
journals.

Poetry Workshop:
A. Sharing and Reflecting on Learning Targets (10 minutes)

Capture students attention and ask them to prepare for sharing in another round of Concentric Circles. Tell them that they
will now share their first draft of their poems with a few partners. Emphasize the importance of supporting one another in
feeling safe in sharing their first drafts. Briefly discuss the importance of being respectful listeners.
Asking students to reflect on their

strengths and challenges in meeting
the learning targets helps them to
take responsibility for their own
learning. Practicing this type of
metacognitive reflection with
students allows them to become
more accurate in their selfassessments and better able to set
learning goals in the future.
Ask them to take a look at their poems and plans and silently think about the following prompt:
* What was writing this poem like for you? Did your draft differ from your plan? Why?
After 2 or 3 minutes of silent reflection time, ask students to gather their plans and drafts and arrange themselves for the
protocol.
Once students are arranged and facing a partner, ask them to read their poem aloud than answer the following question:
* How does your plan and poem match or differ and why?
After students have shared, signal for students attention. Give them the signal to move and share with a new partner and
ask them to read their poem aloud and answer the following question :
* How was writing this poem fun or challenging?

After concluding the protocol, consider asking a few volunteers to share their reflections with the whole group. Congratulate
students and comment that just like Jack, they may have been nervous to share their poems for the first time. Ask:
* What was it like to share your poem for the first time?
* Did you feel more like Jack at the start of the Love That Dog or more like he felt later in the novel, when he was more
comfortable?
Then review the homework.
Homework
Read your inspired poem aloud to a friend or family member, or continue to work on drafting your poem.

Writing a Poem:
Planning Graphic Organizer (Front)
Name:
Date:
Topic Ideas:
How is this inspired by the poet you are

studying?
My topic:
Vivid words and phrases I can use to
create imagery about my topic:

studying?
How will your poem sound (rhythm, rhyme, repetition, free verse)?
10
Writing a Poem:
Planning Graphic Organizer (Back)
Similes or metaphors I would like to use:

studying?
Other characteristics of poetry I may use:
What do you want your reader to experience while reading this poem?
11
Writing a Poem:
Planning Graphic Organizer (Front)
Teacher Note: The text containing a strikethrough indicates parts of the plan that were not included
in the draft poem. Be sure to reassure students that writers plans often change throughout the writing
process; this is something students are likely to experience as they draft their own poems.
Topic Ideas:

studying?
School bus
Apple pie
William Carlos Williams writes poems describing

everyday objects, and these are all ordinary,
everyday objects.
Leaves
Football
Deer
My topic: Leaves
Vivid words and phrases I can use to
create imagery about my topic:

studying?
Firm leaves
Neon bright
Crunching
Williams creates vivid images in his poems with

words such as glazed, tense, clanging, and
rumbling.
Crumbling
How will your poem sound (rhythm, rhyme, repetition, free verse)?
Free verse
12
Writing a Poem:
Planning Graphic Organizer (Back)
Similes or metaphors I would like to use:

studying?
I want to compare a maple tree to an old

man.
Neither of the poems I read by Williams has a

simile, but I would like to use one anyway.
Other characteristics of poetry I will use:
Short lines
One long sentence
Onomatopoeia for the sound of leaves crunching
What do you want your reader to experience while reading this poem?
My reader will picture leaves falling from an old maple tree with bright leaves on its branches and
crumbling leaves underneath.
13
Model Poem
Inspired by William Carlos Williams
The Aging of a Season

The maple in the yard
is like an old man
whose
firm leaves are
neon bright
on the branch
but down
at his feet
they grow dull
and crumble.
14

Poetry Workshop: Critiquing and Revising for Vivid
Imagery

Poetry Workshop:
Critiquing and Revising for Vivid Imagery

I can develop and strengthen my writing through planning, revising, and editing with guidance and support from peers and adults. (W4.5)
I can use the writing process to produce clear and coherent writing (with support). (W.4.4)
I can write a poem in response to a particular author or theme studied in class. (W.4.11)
Ongoing Assessment
I can give kind, helpful, and specific feedback on a classmates poem during a critique session.
Students revised poems
I can revise my inspired poem to include vivid imagery.

Poetry Workshop:
Agenda
Teaching Notes
1. Opening
This lesson builds on Lesson 10. Students again get to experiment with writing their own poems in a
poetry workshop. They use their analysis of their poets work and knowledge of the characteristics of
poetry to plan and write an inspired poem for their performance task.
A. Engaging the Writer and Reviewing Learning

Targets (5 minutes)
2. Work Time
A. Guided Practice: Peer Critique Protocol (10
minutes)
B. Independent Practice: Peer Critique Protocol (15
minutes)
C. Revising Poems (20 minutes)
A. Reflecting on the Learning Targets and Debriefing
(10 minutes)
4. Homework
A. Read your revised poem aloud to a friend or family
member and explain how the poem was inspired by
your selected poet.
In this lesson, students also participate in a simple critique session of their poems, focusing on use of
imagery. Critiques simulate the experiences students will have in the workplace and help build a culture
of achievement in your classroom. In order for students to feel safe in sharing their work and receiving
feedback, it is important to emphasize the importance of giving kind, helpful, and specific feedback, as
called for by the Peer Critique protocol.
As this is students first experience with critique for the year, be sure to maintain a climate of safety and
respect. Immediately intervene if students are hurtful in their words or tone. During the protocol, note
how students are (or are not) following the protocol, to share during the debrief of the lesson.
If a significant number of students are struggling, consider pausing the class and conducting a Fishbowl
protocol (see Appendix). For a Fishbowl protocol, one group of students models the critique session
while the class observes, then they continue with their own critique sessions. Or, based on the needs of
your students and if time permits, consider conducting a Fishbowl first, as additional modeling.
This lesson emphasizes use of vivid words and phrases to create imagery. Consider providing students
with thesauruses and explicit instruction for proper use of a thesaurus if needed.
For this lesson, students will need to be in groups that are different from their poet groups from Lessons
9 and 10. Create groups of two or three students who are studying different poets. Consider placing
struggling writers or ELLs with stronger writers.
In the beginning of this lesson students review vivid words and phrases from their poetry journals using
the protocol Give One, Get One, Move On, note that this protocol is also known as Go, Go, Mo.
You may wish to extend this lesson by providing students additional time to read works by their poet
and to experiment further with writing poems in their selected poets style.
In advance:
Review the Give One, Get One, Move On and Peer Critique protocols (see Appendix).
Post: Learning targets and the What Makes a Poem a Poem? anchor chart.

Poetry Workshop:
Lesson Vocabulary
Materials
critique, specific, feedback, revise

Peer Critique Protocol anchor chart (new; teacher created)
Vivid Words list (one per student and one to display)
Model poem (from Lesson 10)

Poetry Workshop:
Opening
A. Engaging the Writer and Reviewing Learning Targets (10 minutes)

Ask students to get out their poetry journals and open to the section Vivid Words and Phrases.
ELLs and students who struggle

with oral directions may benefit
from having sentence starters such
as: Do you have the word
______?
Tell them that they are going to play a game called Give One, Get One, Move On. Explain that this is a game with three
simple steps:
1. Share something with a partner.
2. Receive something from a partner.
3. Find a new partner and repeat.
Tell students that what they will share is a new vivid word from their poetry journals. They will record any these new vivid
words in their own poetry journals when a partner shares them. Explain that if they have no new vivid words to offer to their
partner, they will simply find a new partner.
Although the directions for this

protocol are simple, some students
may need additional modeling
and/or written directions.
Explain that the goal is to add as many new vivid words to their journals as possible in 5 minutes. If necessary, model with a
student:
* Do you have any new vivid words for me? Splattered! Great, I will record that in my journal. Do you have the word
rumbling? Oh, okay, thanks!
Gather students together and set a timer for 5 minutes and begin the Give One, Get One, Move On protocol.
After 5 minutes, gather students and focus them on the learning targets for the lesson. Read the learning targets aloud:
* I can give kind, helpful, and specific feedback on a classmates poem during a critique session..
* I can revise my inspired poem to include vivid imagery.
Define the words specific (detailed), feedback (information about something), critique (to review and give feedback about a
product), and revise (to change based on new information). Explain to students that in todays lesson they will give and
receive critique to improve the imagery in their poems using vivid words.

Poetry Workshop:
Work Time
A. Guided Practice: Peer Critique Protocol (10 minutes)
If needed, give students some

examples and non-examples of
kind, helpful, and specific feedback.
(Example: You may want to
consider using a vivid word such as
whoosh for the sound of the wind
blowing the leaves from the tree.
Non-example: You should add a
metaphor.)
Introduce the main components of a successful critique on the Peer Critique Protocol anchor chart.
Set up non-negotiables for the students before they begin this process. The following four points are crucial for success:
Be kind: Always treat others with dignity and respect. This means we never use words that hurt, including sarcasm.
Be specific: Focus on particular strengths and weaknesses, rather than making general comments like Its good or I like
it. Provide insight into why it is good or what, specifically, you like about it.
Be helpful: The goal is to contribute positively to the individual or the group, not simply to be heard. Echoing the thoughts
of others or cleverly pointing out irrelevant details wastes time.
Participate: Peer critique is a process to support each other, and your feedback is valued!
Explain to students that they are all going to practice giving kind, helpful, and specific feedback to you for a poem you have
written. Remind students that today they will practice giving feedback on one thing only: vivid words.
Distribute a copy of the Vivid Words list to each student. Ask students to take 1 minute to read over the list.
After a minute, explain that this list is a tool to help them brainstorm ideas for vivid words in their poems. Explain that the
list does not contain every vivid word in the dictionary, but that it should be helpful in giving them ideas. Go on to explain
that they should be selective when using the list. Tell students that too much of a good thing can be just as bad as none at all.
For example, a meal without any salt may be bland, but one with too much could be ruined. Explain that the same is true for
poems (and writing in general) with vivid wordsbut that just as with salt, determining how many to use is a matter of taste;
and because they are the chef, it will be up to them.
Review the directions for the Peer Critique protocol:
1. Author chooses area for focused feedback.
2. Listener restates choice of author: OK. I am going to give you feedback about
3. Author reads his or her writing.
4. Listener gives feedback: I like how you Would you consider
5. Author says: Thank you for My next step will be

Poetry Workshop:
Display your model poem (from Lesson 10) and read it aloud to students. Ask:
* Where do you think I could use another vivid word?

Ask students to turn to a partner and share their ideas. Remind students to use their Vivid Words list for ideas. Cold call a
few pairs to share with the class. As students share, remind them to be kind, helpful, and specific. For example, you may say,
Can you be more specific? Where do you think I should put that vivid word?
B. Independent Practice: Peer Critique Protocol (15 minutes)
Place students in their critique groups. Tell them they are going to listen to their partners read their draft poem and remind
them to give feedback that is kind, helpful, and specific.
Remind students that their feedback should be focused on words to create vivid imagery.
Point out two conversation stems on the Peer Critique Protocol anchor chart: I like how you ____ and Would you
consider ________?
Circulate and support groups as needed. As this is students first experience with critique for the year, be sure to maintain a
climate of safety and respect. Immediately intervene if students are hurtful in their words or tone. Note how students are (or
are not) following the protocol, to share during the debrief of the lesson. If a significant number of students are struggling,
consider pausing the class and conducting a Fishbowl protocol (see Appendix). For a Fishbowl protocol, one group of
students models the critique session, while the class observes, then they continue with their own critique sessions.
Consider writing additional

sentence starters or examples on the
board to help students be kind,
helpful, and specific in their
feedback:
I like how you use the word
_____.
I wonder if you would consider
the word ______ here instead of
the word ______.
Have you thought about
describing the color of the
______ in your poem?
Maybe you could add a line to
your poem about how the
_______ sounds.

Poetry Workshop:
C. Poetry Workshop (2o minutes)
To further support students, briefly

model adding feedback from the
guided practice to the model poem
before releasing students to revise
their work.
Place students back in their poet groups from Lesson 10. Give them time to incorporate their feedback and revise their
poems. Confer with students as they revise their work; provide assistance as needed.
Consider pulling a small invitational

group for guided practice in revising
their poems.
A. Reflecting on Learning Targets and Debriefing (10 minutes)

Ask students to reflect on their progress toward the learning targets in the My Reflections section of their poetry journals.
Give them the following prompt:
* What did you do to make progress on these learning targets today? What do you need to do to improve further?
Give students a few minutes to write a written reflection. Give the following prompts, calling on volunteers to share. Add
your own reflections to the conversation as well:
* Overall, what did our class do well during the peer critique?
* What could we work on next time?
* How did the critique help you improve the vivid imagery of your poem?
Congratulate students on their hard work and bravery as writers. It is difficult to share your work with others and get
feedback, yet they took on the challenge.
Homework
Read your revised poem aloud to a friend or family member and explain how the poem was inspired by your selected poet.

Peer Critique Protocol Anchor Chart

Teacher Directions: Copy the following text onto a large piece of chart paper for all students to see.
This protocol will be used throughout the remaining modules. Consider laminating this anchor chart
and keeping it in a more permanent space in the classroom.
Critique Protocol:
Be Kind: Treat others with dignity and respect. This means we never use words that are hurtful,
including sarcasm.
Be Specific: Focus on particular strengths and weaknesses, rather than making general comments
such as Its good or I like it. Provide insight into why it is good or what, specifically, you like
about it.
Be Helpful: The goal is to contribute positively to the individual or the group, not simply to be
heard. Echoing the thoughts of others or cleverly pointing out irrelevant details wastes time.
1.
2.
3.
4.
5.
Author chooses area for focused feedback.

Listener restates choice of author: OK. I am going to give you feedback about
Author reads his or her writing.
Listener gives feedback: I like how you Would you consider
Author says: Thank you for My next step will be
Vivid Words List

Sight
blurred
brilliant
cluttered
crooked
crowded
curved
dark
dazzling
dim
dingy
exhausted
faded
faint
gleaming
glistening
gloomy
glowing
grimy
hazy
lean
loose
messy
misty
narrow
packed
radiant
rigid
shadowy
shimmering
slender
smudged
sparkling
streaked
stretched
striped
twinkling
used
wide
worn
Sound
bang
blare
boom
buzz
chatter
clang
clink
crackle
crash
creak
explode
giggle
grate
growl
grumble
gurgle
hiss
howl
hum
jabber
murmur
peep
roar
rumble
rush
rustle
screech
shriek
sigh
slam
smash
snap
stammer
swish
thud
thunder
whimper
whir
yelp
Taste
appetizing
bitter
bittersweet
bland
burnt
buttery
creamy
crisp
delectable
delicious
flavorful
flavorless
fruity
hearty
hot
luscious
mellow
nauseating
oily
peppery
refreshing
ripe
rotten
salty
savory
scrumptious
sharp
sour
spicy
spoiled
stale
sugary
sweet
tangy
tasty
yummy
zesty
Touch
balmy
biting
bristly
bumpy
chilly
crisp
cuddly
damp
dusty
elastic
feathery
fleshy
fluffy
fuzzy
gooey
greasy
gritty
hairy
icy
leathery
limp
lumpy
moist
mushy
oily
powdery
prickly
rough
rubbery
sandy
scratchy
silky
slimy
slippery
spongy
sticky
tepid
velvety
woolly
Smell
acrid
aroma
aromatic
briny
burnt
earthy
fetid
fishy
fragrant
fresh
heady
moldy
musty
odor
odorous
old
perfumed
pungent
putrid
rancid
rank
reeking
rotten
savory
scented
sharp
sour
spicy
spoiled
stagnant
sweet
waft
whiff
10

End of Unit Assessment: Reading and Analyzing a
New Poem


I can make inferences using specific details from text. (RL.4.1)
I can explain the meaning of simple similes in context. (L.4.5a)
(RL.4.5)
Ongoing Assessment
I can explain the meaning of a new poem.
End of Unit 2 Assessment: Reading and Analyzing a New

Poem
I can explain the meaning of a simile or metaphor in a poem.

I can use literary terms to describe characteristics of poetry.
Agenda
Teaching Notes
1. Opening
In this assessment, students read a new poem, Metric Figure by William Carlos Williams, and answer
questions about the poems characteristics.

2. Work Time
A. End of Unit 2 Assessment: Reading and Analyzing a
New Poem (40 minutes)
For struggling readers or ELLs, consider giving more explicit instruction with the challenging
vocabulary of the poem (poplars, Phoebus, skims, gleam, clashing).
In advance: Post learning targets and What Makes a Poem a Poem? anchor chart.

4. Homework
A. Continue reading your book for independent reading.

Lesson Vocabulary
structure, lines, verse, simile,
metaphor, imagery, onomatopoeia,
repetition, rhyme; poplars,
Phoebus, skims, gleam, clashing
Materials
End of Unit 2 Assessment: Reading and Analyzing a New Poem (one per student)
End of Unit 2 Assessment: Reading and Analyzing a New Poem (answers, for teacher reference)
NYS 2-point Rubric: Writing from Sources/Short Response (for teacher reference)
Opening

Tell students that today they will complete the End of Unit 2 Assessment, in which they will do, on their own, much of what
they have been practicing when they read and analyzing poems.
* I can explain the meaning of a new poem.

* I can explain the meaning of a simile or metaphor in a poem.
* I can use literary terms to describe characteristics of poetry.
Remind students that they will need to use the literary terms they have learned in order to describe the characteristics of the
new poem that they will read today. Focus students attention on the posted What Makes a Poem a Poem? anchor
chart and review these terms: structure, lines, verse, simile, metaphor, imagery, onomatopoeia, repetition, and rhyme.
Have students give a thumbs-up if they are clear on what they will be expected to do today, a thumbs-sideways if they
understand part but not all of what to do, and a thumbs-down if they are very unsure about what they should do. Address
any clarifying questions before beginning the assessment.
Encourage students to do their best. Let them know that this is a chance to show what they know and how much effort they
are making to read carefully and identify and describe characteristics in a literary text.

Work Time
A. End of Unit 2 Assessment: Reading and Analyzing a New Poem (40 minutes)
Ask students to clear their desks and get out a pencil.

for assessments, communicate with
about the practices of instruction in
use during this study as well as the
goals of the assessment.
Distribute the End of Unit 2 Assessment: Reading and Analyzing a New Poem to each student.
Read the directions for the assessment aloud and remind students that they should refer to the text when answering
questions on the assessment.
Using the End of Unit 2 Assessment: Reading and Analyzing a New Poem (answers, for teacher reference),
read Metric Figure aloud for students and invite students to begin.
opportunity to analyze students behavior while taking an assessment. Document strategies that students use during the
assessment. For example, look for students who are annotating their text and rereading and referring to the text when
answering questions.
For some students, this assessment

might require more than the 40
minutes allotted. Consider
providing students additional time
if needed.
Collect students assessments.


Review the learning targets with students. Ask the students to turn to the first blank page in the My Reflections section of
Explain to students that they are going to consider the first two targets, along with their responses to the assessment
questions, and then they will reflect on their progress toward each target.
Pose the following questions for students to consider and then respond to in their journals:
* Which target do you feel the greatest mastery toward? Explain.

* What strategies most helped you meet the target(s)?
* Which target was the most challenging for you? Why?
Ask students to think about then independently write a response to each question.
Homework
Continue reading your book for independent reading.

Note: Be sure to return this assessment to students and review the results and your feedback prior Unit 3s Mid-Unit
Assessment.


Name:
Date:
Directions:
1. Listen as the following poem by William Carlos Williams is read aloud by your teacher.
2. Then reread the poem silently to yourself record the gist for question 1.
3. Then read the definitions of select words from the poem in the word bank below.
4. Reread the poem and use it to answer the assessment questions.
Metric Figure
There is a bird in the poplars!
It is the sun!
The leaves are little yellow fish
Swimming in the river.
The bird skims above them,
Day is on his wings.
Phoebus!
It is he that is making
The great gleam among the poplars!
It is his singing
Outshines the noise
Of leaves clashing in the wind.
Word Bank
poplarstypes of trees
Phoebusa Greek god of the sun, also known as Apollo
skimsglides over the top
gleama flash of light
clashingcoming together noisily
Metric Figure by William Carlos Williams is public domain.

1. What is the gist of this poem?
2. Which of the following excerpts from the poem is a metaphor?

a. The leaves are little yellow fish swimming in the river.
b. It is he that is making the great gleam among the poplars!
c. It is his singing outshines the noise of leaves clashing in the wind.
3. What is the writer comparing a bird to in the poem Metric Figure?
a. A fish
b. The sun
c. The wind
4. Which of the following excerpts from the poem best supports your answer to Question 2?
b. It is his singing outshines the noise of leaves clashing in the wind.
c. There is a bird in the poplars! It is the sun!

5. Which kinds of imagery are used in the poem Metric Figure?
a. Sound and touch
b. Smell and sight
c. Sight and sound
6. Select one of the following vivid words from Metric Figure and explain how this word helps the
reader imagine the bird and the poplar trees that the writer is describing in his poem.
7. Put a check mark next to any of the following literary terms that could be used to describe the poem
Metric Figure:
metaphors
free verse
imagery
onomatopoeia
rhyme
similes

8. Use the words you checked above to describe the poem Metric Figure.

I can make inferences using specific details from text. (RL.4.1)
I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts
of characters, settings, descriptions, dialogue, stage directions). (RL.4.5)
Directions:
1) Listen as the following poem by William Carlos Williams is read aloud by your teacher.
2) Then reread the poem silently to yourself for the gist.
3) Then read the definitions of select words from the poem in the word bank below.
4) Reread the poem and use it to answer the assessment questions.
Metric Figure
There is a bird in the poplars!
It is the sun!
The leaves are little yellow fish
Swimming in the river.
The bird skims above them,
Day is on his wings.
Phoebus!
It is he that is making
The great gleam among the poplars!
It is his singing
Outshines the noise
Of leaves clashing in the wind.
Word Bank
poplarstypes of trees
Phoebusa Greek god of the sun, also known as Apollo
Metric Figure by William Carlos Williams is public domain.
10

1. What is the gist of this poem? (RL.4.1)
Possible student response: This poem is about a yellow bird flying in the trees or
bushes.
Note: Use the 2pt rubric in the supporting materials of this lesson to score both
question 1 and question 8 of this assessment.
2. Which of the following excerpts from the poem is a metaphor? (RL.4.1 and L.4.5a)
b. It is he that is making the great gleam among the poplars!
c. It is his singing outshines the noise of leaves clashing in the wind.
3. What is the writer comparing a bird to in the poem Metric Figure? (RL.4.1 and L.4.5a)
a. A fish
b. The sun
c. The wind
4. Which of the following excerpts from the poem best supports your answer to Question 2? (RL.4.1
and L.4.5a)
b. It is his singing outshines the noise of leaves clashing in the wind.
c. There is a bird in the poplars! It is the sun!
5. Which kinds of imagery are used in the poem Metric Figure? (RL.4.1)
a. Sound and touch
b. Smell and sight
c. Sight and sound
11

6. Select one of the following vivid words from Metric Figure and explain how this word helps the
reader imagine the bird and the poplar trees that the writer is describing in his poem. (RL.4.1)
Possible Answer:
The word skims helps the reader imagine the bird flying over the top of the trees.
7. Put a check mark next to any of the following literary terms that could be used to describe the poem
Metric Figure: (RL.4.5)
metaphors
free verse
imagery
onomatopoeia
rhyme
similes
8. Use the words you checked above to describe the poem Metric Figure. (RL.4.1 and RL.4.5)
Possible Answer:
The poem Metric Figure is a free verse poem by William Carlos Williams. It uses
imagery and metaphor to describe a bird in poplar trees. Williams compares the bird to
the sun and leaves to fish using metaphors. He also uses imagery by describing how the
bird looks and how the leaves sound using words such as gleam and clashing.
Note: Use the 2pt rubric in the supporting materials of this lesson to score both
question 1 and question 8 of this assessment.
12
2-Point Rubric: Writing from Sources/Short Response1

(for Teacher Reference)
2-point Response
The features of a 2-point response are:

Valid inferences and/or claims from the text where required by the prompt
Evidence of analysis of the text where required by the prompt
Relevant facts, definitions, concrete details, and/or other information from the
text to develop response according to the requirements of the prompt
Sufficient number of facts, definitions, concrete details, and/or other
information from the text as required by the prompt
Complete sentences where errors do not impact readability
1-point Response

A mostly literal recounting of events or details from the text as required by the
prompt
Some relevant facts, definitions, concrete details, and/or other information
from the text to develop response according to the requirements of the
prompt
Incomplete sentences or bullets
0-point Response

A response that does not address any of the requirements of the prompt or is
totally inaccurate
No response (blank answer)
A response that is not written in English
A response that is unintelligible or indecipherable
From New York State Department of Education, October 6, 2012.
13

Overview

Researching a Selected Poet and Writing a Biographical Essay
Unit 3: Researching a Selected Poet and Writing a Biographical Essay

In this unit, students are introduced to biographies with the text A River of Words:
The Story of William Carlos Williams, by Jen Bryant. Students read this narrative
nonfiction text closely to build understanding about how William Carlos Williams
became inspired to write poetry. Students then closely read portions of the text to
gather additional information about Williams life. Next, students closely read
biographies about the poet they selected to study for part of the performance task.
Students are also introduced to biographical timelines and use these as an
additional source of information about their poets life. For the mid-unit
assessment, students will read a biography of another poet, answering textdependent questions to demonstrate their progress toward standards RI.4.1,
RI.4.2, and RI.4.3.
In the second half of this unit, students prepare for the performance task for this
module, the Poets Performance. In this three-part performance task, students focus
on a single poet, presenting a poem by that poet, writing a short essay about the
poet, and reading aloud an original poem inspired by their poet. The class learns to
write an essay by planning and writing a shared essay about poet William Carlos
Williams. Then students plan for their essays using notes gathered from the first
half of the unit, and complete a draft of the essay for the first part of the end of unit
assessment (RI.4.9 and W.4.2). Next, students engage in a round of critique and
feedback to improve their work and complete a revised draft for the second part of
the end of unit assessment (W.4.5). Finally, students read aloud their poems and
essay for the Poets Performance.

Reading and Answering Questions about Informational Text

This assessment centers on NYSP12 ELA CCLS standards RI.4.1, RI.4.2, and RI.4.3. For this assessment, students will read a
new biography about another poet. Students will answer text-dependent questions and write a short response to a focusing
question.
Part 1: Writing a Conclusion Paragraph;

This assessment centers on NYSP12 ELA CCLS standards RI.4.9 and W.4.2 e. In this first part of the two-part assessment,
students complete a concluding paragraph for their poet essay.
Part 2: Revising Poet Essays Based on Feedback
This assessment centers on NYSP12 ELA CCLS standards W.4.2 c and d, W.4.5, and L.4.2 a and d. In this part of the two-part
assessment, students revise their essay based on feedback from their peers and teacher on linking words, precise vocabulary,
and conventions.

Researching a Selected Poet and Writing a Biographical Essay
Content Connections
This module is designed to address English Language Arts standards as students read literature and informational texts about poets lives and what inspired their
writing. This module does not tie to New York State Social Studies or Science standards.
Texts
2. Jen Bryant, A River of Words: The Story of William Carlos Williams (Grand Rapids, MI: Eerdmans Books for Young Readers, 2008), ISBN: 978-0-8028-5302-8
(teacher copy only).
3. Robert Frost, Stopping by Woods on a Snowy Evening, The Pasture, and A Patch of Old Snow (no purchase necessary).
4. Valerie Worth, Dog and safety pin (no purchase necessary).
5. Walter Dean Myers, Love That Boy and Lawrence Hamm, 19, Student Athlete (no purchase necessary).
6. Dara Sharif, Finding Your Voice, in Scholastic News, April 4, 2005 (no purchase necessary).
7. Robert Frost (March 26, 1874 January 29, 1963). (American Reading Company, 2014) (no purchase necessary).
8. Valerie Worth (October 29, 1933 July 31, 1994). (American Reading Company, 2014) (no purchase necessary).
9. Nikki Giovanni (June 7, 1943 present). (American Reading Company, 2014) (no purchase necessary).

Unit-at-a-Glance
This unit is approximately 3 weeks or 15 sessions of instruction.
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 1
Introducing Biographies: A River

of Words
I can explain what a text says using

I can identify the text features of A River

of Words.

I can define the word biography.
I can determine the main idea using

Ongoing
Assessment
Anchor Charts &

Protocols
Gist recording form

chart
Exit ticket

anchor chart
I can determine the gist of A River of

Words.
I can summarize informational or

persuasive text. (RI.4.2)
Lesson 2
Reading Closely: Authors Note,

Part 1

Lesson 3
Reading Closely: Authors Note,

Part 2
I can determine the gist of the first

paragraph of the Authors Note in A
River of Words.
I can answer questions about the text in
order to gain a deeper understanding of
the life of William Carlos Williams.

I can determine the main idea of the

first paragraph of the Authors Note in A
River of Words.

I can determine the gist of the second

and third paragraphs of the Authors
Note in A River of Words.

I can answer questions about the text in

order to gain a deeper understanding of
the life of William Carlos Williams.
Close Reading Questions

and Notes: Authors Note
(answers for close reading
of paragraph 1 only))

anchor chart
Close Reading Questions

and Notes: Authors Note

anchor chart
Word Wall
What Makes a Poem a

Poem? anchor chart
I can determine the main idea of the

second paragraph of the Authors Note
in A River of Words.
I can identify words specific to poetry
and biographies about poets in the
second and third paragraph of the
Authors Note in A River of Words.

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Lesson 4
Reading Selected Biographies of

Poets, Part 1

I can determine the gist of my poets

biography.
Biography of Poet Gist

recording form

I can use evidence from my poets

biography to answer questions.
Biography of Poet textdependent questions

I can determine the main idea of an

excerpt of text.
Exit ticket

I can identify important events and

ideas about the life of my poet.
Homework: Further
Questions (from Lesson 4)

I can identify words specific to poetry

and biographies about poets )in my
selected poets biography).
Important Events and

Information note-catcher
I can use evidence from the Nikki

Giovanni biography to answer
questions.
Answering Questions about
a Biography
Anchor Charts &

Protocols
I can explain the main points in a

historical, scientific, or technical text,
using specific details in the text.
(RI.4.3)
Lesson 5
Reading Selected Biographies of

Poets, Part 2

(RI.4.3)
Lesson 6
Answering Questions about a
Biography


anchor chart
I can determine the main idea of an

excerpt of the Nikki Giovanni
biography.

(RI.4.3)

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Ongoing
Assessment
Anchor Charts &

Protocols
Lesson 7
Revisiting the Performance Task:

Analyzing a Model Essay and
Reading with Expression

I can analyze a model essay to identify

characteristics of a strong essay.
Students annotations on
the model essay

chart
I can read a poem aloud clearly and with

expression.
Observations of students
reading their inspired
poems

chart
I can collaborate with my peers to plan

an introduction for an essay about
William Carlos Williams that introduces
the topic.
Essay Prompt/Planner
graphic organizer
(Introduction and
Conclusion Plan completed)

chart
the model essay

chart
Poet Essay Prompt/Planner

graphic organizer (Body
Paragraph Plan completed)

anchor chart
I can speak clearly and at an

understandable pace. (L.4.4)
orally with accuracy, appropriate rate,
and expression. (RF.4.4)
Lesson 8
Planning the Essay: Introduction

and Conclusion

b. I can develop the topic with
facts, definitions, details, and
quotations.
e. I can construct a concluding
statement or section of an

anchor chart
I can collaborate with my peers to plan a

conclusion for an essay about William
Carlos Williams that describes how he
has inspired me.
I can plan an introduction for an essay
about my poet that introduces the topic.
I can plan a conclusion for an essay
about my poet that describes how she or
he has inspired me.
Lesson 9
Planning the Essay: Body

Paragraph

that convey ideas and information
clearly. (W.4.2)
quotations.
I can collaborate with my peers to plan

the biographical body paragraph for an
essay about William Carlos Williams
that uses facts and details.
I can plan the biographical body
paragraph for an essay about my poet
Concentric Circles protocol

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 10
Writing the Essay: Introduction
I can collaborate with my peers to write

an introduction for an essay about
William Carlos Williams that introduces
the topic.

quotations.

understandable pace. (L.4.4)
Ongoing
Assessment
Anchor Charts &

Protocols
the model essay

chart
Introduction to essay
I can write an introduction for an essay

about my poet that introduces the topic.
I can read a poem aloud clearly and with
expression.

orally with accuracy, appropriate rate,
and expression. (RF.4.4)
Lesson 11
Writing the Essay: Body

Paragraph

quotations.
Lesson 12
End of Unit Assessment, Part 1:

Writing a Conclusion Paragraph

e. I can construct a concluding
statement or section of an

the biographical body paragraph for an
essay about William Carlos Williams
Body paragraph of essay

chart
chart
I can write the biographical body

paragraph for an essay about my poet
I can be sure that my sentences are
written in my own words and not copied
from the biographies I read.
the concluding paragraph for an essay
about William Carlos Williams that
revisits the topic and wraps up the
essay.
End of Unit 3 Assessment,

Part 1: Writing a Conclusion
Paragraph

chart
I can write the concluding paragraph for

an essay about my poet that revisits the
topic and wraps up the essay.

Unit-at-a-Glance
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 13
Revising for Linking Words and

Vocabulary: Revising and
Critiquing to Improve Our Poet
Essays

I can use linking words to connect ideas

in my essay.
I can use linking words and phrases to

information (e.g., another, for
example, also, because). (W.4.2c)
I can give kind, helpful, and specific

feedback to my peers.
Ongoing
Assessment
Anchor Charts &

Protocols
Students annotated drafts
Peer Critique Protocol

anchor chart
Peer Critique protocol
I can use words specific to poetry and

biographies to inform my reader about
my poets life.
I can use precise, content-specific

explain about a topic. (W.4.2d)
I can use knowledge of language and
its conventions when writing,
speaking, reading, or listening. (L.4.3)
a. I can choose words and
phrases to convey ideas
precisely.

Unit-at-a-Glance
Ongoing
Assessment
Anchor Charts &

Protocols
I can use feedback from my teacher and

peers to revise my essay for
conventions, linking words, and words
specific to poetry and biographies.
Students annotated poet

essay drafts from End of
Unit 3 Assessment, Part 1.
Back-to-Back, Face-to-Face
protocol
I speak clearly, with expression, and at

an understandable pace when
presenting my work.
Students poems and essays
Lesson
Lesson Title
Long-Term Targets
Supporting Targets
Lesson 14

Revising Poet Essays Based on
Feedback

I can use linking words and phrases to
information (e.g., another, for
example, also, because).
End of Unit 3 Assessment,

Part 2: Revising Poet Essays
Based on Feedback
I can use precise, content-specific

explain about a topic.
I can develop and strengthen my
writing by planning, revising, and
editing with guidance and support
from peers and adults. (W.4.5)
I can use conventions to send a clear
message to my reader. (L.4.2)
I can use correct capitalization in my
writing. (L.4.2a)
I can spell grade-appropriate words
correctly. (L.4.2d)
I can use knowledge of language and
its conventions when writing,
speaking, reading, or listening. (L.4.3)
a. I can choose words and
phrases to convey ideas
precisely.
Lesson 15
Performance Task: Practicing

and Participating in a Poets
Performance

understandable pace. (SL.4.4)
Students read-aloud of
their poems and essays
I can give a positive comment after

listening to a classmates presentation.

Writing Biographical Essays and Inspiration Poem

Experts:
Invite a local poet to visit the classroom. Ask the poet to present her or his poetry and give students feedback on presenting their own poems.
Fieldwork:
Arrange for students to visit a family-friendly poetry reading or performance.
Service:
Have students present their poems and essays for younger students in the school or at a local community center or nursing home.
Consider collaborating with your schools art specialist to have students create their own artwork inspired by the poem they select to read for the performance task.
This artwork could be added to students presentation of their poems and essay during the performance task, the Poets Performance, at the end of Unit 3 and could be
an additional assessment of NYS ELA CCLS standard RL.4.11.


In this unit, students will receive various graphic organizers and additional texts. They will also reference their readers notebook and poetry journal from Units 1 and 2.
Consider having students keep these materials organized together in a folder.
Students are encouraged to continue independent reading; see the Unit 3 Recommended Texts list and the stand-alone document Foundational Reading and Language
Standards: Grades 35 Resources Package overview. See also Lesson 1 Teaching Notes.
Fluency Resource
In this unit, students continue to practice reading a poem from their selected poet aloud to prepare for part of their performance tasksee Fluency Resource in the
stand-alone document Foundational Reading and Language Standards: Grades 35 Resources Package.
10

Recommended Texts
Unit 3 focuses on biographies of poets and authors. The list below includes texts
with a range of Lexile text measures about this topic. This provides appropriate
independent reading for each student to help build content knowledge on this topic.
Note that districts and schools should consider their own community standards
when reviewing this list. Some texts in particular units or modules address
emotionally difficult content.
It is imperative that students read a high volume of texts at their reading level to
continue to build the academic vocabulary and fluency demanded by the CCLS.
categorized into three Lexile ranges that correspond to Common Core Bands:
below-grade band, within band, and above-grade band. Note, however, that
Lexile measures are just one indicator of text complexity, and teachers must use
their professional judgment and consider qualitative factors as well. For more
information, see the Appendix of the Common Core State Standards.
Grades 23: 420820L
Grades 45: 7401010L
Grades 68: 9251185L
Title
Text Type
Lexile Measure

Shel Silverstein
Molly Kolpin (author)
Biography
650
Who Was William Shakespeare?
Celeste Davidson Mannis (author)
Biography
690
Walt Whitman
Sheila Griffin Llanas (author)
Biography
700
Dav Pilkey
Kelli L. Hicks (author)
Biography
710
Title
Text Type
Lexile Measure
Lexile text measures within band level (7401010L)

Coming Home: From the Life of
Langston Hughes
Floyd Cooper (author)
Biography
770
Maya Angelou: Journey of the Heart
Jayne Pettit (author)
Biography
800*
Who Was Dr. Seuss?
Janet Pascal (author)
Biography
820
Emily Dickinson
Maurene Hinds (author)
Biography
830
Isabel Allenda: Recuerdos Para Un

Cuento (Memories for a Story)
Raquel Benatar (author)
Biography
840*
My Name Is Gabriela: The Life of

Gabriela Mistral (Me Llamo Gabriela:
La Vida de Gabriela Mistral)
Monica Brown (author)
Biography
860
My Papa Diego and Me: Memories
Guadalupe Rivera Marin (author),

Diego Rivera (illustrator)
Biography
900
My Name Is Gabito: The Life of Gabriel

Garcia Mrquez
Biography
910
The Abracadabra Kid: A Writers Life
Sid Fleischman (author)
Autobiography
940
Pablo Neruda: Poet of the People
Biography
970
Walt Whitman: Words for America
Barbara Kerley (author)
Biography
970

Title
Text Type
Lexile Measure
Lexile text measures above-grade band level (over 1010L)

Papa Is a Poet: A Story about Robert
Frost
Natalie S. Bober (author)
Biography
1010
Under the Royal Palms: A Childhood in

Cuba
Alma Flor Ada (author)
Autobiography
1070
Dave the Potter: Artist, Poet, Slave
Laban Carick Hill (author),

Bryan Collier (illustrator)
Biography
1100

Introducing Biographies: A River of Words

Introducing Biographies:
A River of Words

I can explain what a text says using specific details from the text. (RI.4.1)
I can make inferences using specific details from the text. (RI.4.1)
I can determine the main idea using specific details from the text. (RI.4.2)
I can summarize informational or persuasive text. (RI.4.2)
Ongoing Assessment
I can identify the text features of A River of Words.
Gist recording form
I can define the word biography.
Exit ticket
I can determine the gist of A River of Words.

A River of Words
Agenda
Teaching Notes
1. Opening
In the opening of this lesson, students review the guiding question: What inspires writers to write
poetry? They are re-introduced to this question by rereading The Red Wheelbarrow by William Carlos
Williams, rereading Jacks response in Love That Dog, and discussing what inspired Jacks response.

2. Work Time
A. Text Walk: A River of Words (15 minutes)
B. Read-aloud and Determining the Gist (20 minutes)
A. Revisiting the Guiding Question: What Inspired
William Carlos Williams? (10 minutes)
4. Homework
A. On a new page in the My Reflections section of
your poetry journal, reflect on the following
question: What has inspired you as a writer?
Students then read a biography about William Carlos Williams: A River of Words. The Work Time
portion of this lesson thus bridges the students previous readingthe novel and poetryto a new genre
of text on which they will focus during the first half of this unit: biography. Since only the teacher has a
copy of A River of Words, students do not read the text closely on their own. Instead, they listen as it is
read aloud and determine the gist. Students then circle back to the guiding question: What inspires
writers to write poetry? This launches students into a deeper study of biographies and the challenge of
inferring what has inspired their selected poet (whose poems they began reading during Unit 2).
In Lessons 2 and 3, students will closely read the Authors Note from A River of Words (provided in
Lesson 2 supporting materials) to learn more about Williams and the features of biographies, as well as
about how to refine the things close readers do. Then, in Lessons 3 and 4, students read a short
biography about their selected poet in preparation for writing the essay component of their performance
task.
Teachers must find a way to display the pages of the one copy of A River of Words so all students can
clearly see the text features during the Text Walk, and read the words and see the illustrations when
asked to determine the gist. Consider the best way to display the pages: perhaps on a document camera,
or inviting students to gather in a whole-group area of the classroom.
To support students in determining the gist, the text has been broken into parts that are outlined on the
Gist recording form (for teacher reference). The book itself has no page numbers, so it may help to go
through and use sticky notes or flags to mark each transition between sections. Note that on the Gist
recording form, students are only expected to determine the gist of each section of A River of Words.
Later, when students read of the Authors Note in this book, they will learn to determine the main idea
of informational text (through a close reading of the text).

A River of Words
Agenda

In Units 1 and 2 students worked in small groups for reading Love That Dog and various poems. In the
next three lessons, students will work with a partner while reading about William Carlos Williams.
These partnerships should be strategic. Place students together based on their needs, preferably with
struggling readers and proficient readers together.
In advance:
Prepare: William Carlos Williams anchor chart (a blank piece of chart paper with the title William
Carlos Williams at the top).
Find a separate time of the day to allow students to browse and select a book for independent reading
during this unit. Students will begin reading from this text for this lessons homework. In Unit 2,
students were allowed to continue reading from Unit recommended texts if they chose. But now in
Unit 3, students will be reading informational text and biographies; so be sure they select a new
independent reading book from the Unit 3 recommended text list as early in this unit as is feasible.
Reinforce organizational routines for students. If you used folders in Units 1 and 2 to organize
student materials, be sure these folders are organized and ready for new materials. If you did not use
folders in Units 1 and 2, consider using them for Unit 3; students need a place to keep their texts,
note-catchers, and graphic organizers for this unit. Students will need their readers notebooks,
poetry journals, Love That Dog text, and poems from Units 1 and 2. These materials may be kept
inside or alongside this folder.
Post: Learning targets and the Guiding Questions anchor chart.

A River of Words
Lesson Vocabulary
Materials
text features, biography, gist;

autobiography, synopsis, dedicate

Love That Dog (book; one per student and one to display and read aloud)
A River of Words (book; one for teacher read-aloud)
Document camera
Close Readers Do These Things anchor chart (begun in Unit 1, Lesson 2)
Gist recording form (one per student)
Gist recording form (for teacher reference)
William Carlos Williams anchor chart (new; teacher-created)
Poetry journals (students own; from Units 1 and 2)

A River of Words
Opening

Place students with their reading partners. Tell them that during the next few lessons, they will be working in pairs as
readers.
Because students will be familiar

with both of these poems, consider
choosing two strong readers to read
each aloud to the whole group
rather than reading them yourself.
Remind students of the second guiding question for the module on the Guiding Questions anchor chart: What inspires
writers to write poetry? Tell them that they will think about this question throughout this unit.
Ask students to get out their copies of the text Love That Dog and tell them that you would like to revisit what inspired
Jack to write his first poem.
Tell students to turn to page 1 of Love That Dog. Read pages 15 aloud as students read silently in their heads.
Ask students to take 12 minutes to discuss this question with their partner:
To engage all students in the

reading process, you could also
encourage them to whisper-read the
poems in pairs rather than reading
them aloud to the whole group.
* How do you think Jack was inspired to write his first poem about the blue car? What evidence in the text supports your
thinking?
Refocus students and invite volunteers to share their responses whole group. Listen for them to suggest that Jack may have
been inspired by reading William Carlos Williamss poem The Red Wheelbarrow because his poem about the blue car had
very similar characteristics.
Read The Red Wheelbarrow aloud as students follow along.
Then ask students:
* What do you think inspired William Carlos Williams to write his poem The Red Wheelbarrow?
Call on a few volunteers to share their thoughts; its fine if students dont have a solid response or theory. Point out that
other than the content of the poem, students currently dont have much that helps them infer what inspired Williams. Tell
them that in this unit, they will learn more about the poets they have selected and what may have inspired them as writers.

A River of Words
Opening (continued)


are asked questions.
* I can identify the text features of A River of Words.

* I can define the word biography.
* I can determine the gist of A River of Words.
Review with students the importance of learning targetsto help them know what they are expected to learn and do during a
lesson. Tell them that at the end of the lesson, they will share how they moved toward the learning targets.
Read aloud the first learning target and underline the words text features. Ask students to briefly discuss with their partner:
* What do you already know about text features?

Invite volunteers to share what they discussed whole group. Listen for students to explain that text features are things like
titles, table of contents, diagrams, charts, photographs with captions, and bulleted lists.
Next, ask students to chorally read aloud the second learning target with you and underline the word biography. Once again,
ask them to quickly discuss with their partner what they think this word means.
Cold call students to share what they discussed whole group. If students dont know what a biography is, invite a student to
look it up in a dictionary and read the definition aloud for the class. Point out to students that the word biography consists
of two parts, bio meaning life and graph meaning write.

throughout the lesson so students
can connect their learning with the
activity they are working on.
Invite students to read the third learning target with you. Underline the word gist. Ask students to briefly review gist with
their elbow partner.
Invite volunteers to share their responses whole group. Listen for students to explain that the gist is their initial
understanding of what the text is mostly about. Remind them that the gist is a preliminary pass at a text, and is a particularly
useful early step when trying to make sense of a complex text. Getting the gist is one of the things close readers do.

A River of Words
Work Time
A. Text Walk: A River of Words (15 minutes)

Show students the front and back cover of A River of Words. Select a student to read aloud the writing on the cover.
Ask them to take 1 or 2 minutes to discuss with their partner:
* What do you think the book is going to be about? Why do you think that?
Refocus students and invite volunteers to share their responses whole group. There are no right or wrong answers, but
because students have already read poems by William Carlos Williams, they should be able to explain that the book is about
the poet.
Point out that this text is a biography. Review the meaning of this academic vocabulary with students. Ask:
* Who can remember from our learning targets what a biography is?
Call on a volunteer to review the meaning of this word (an informational text about someones life).
At this stage, you might also distinguish between biographies and autobiographies (the story of someones life written by
that person himself/herself). Point out that the root auto in the word autobiography means self. Give students the following
example, if William Carlos Williams had written this book about his life, it would be an autobiography. Point out that A
River of Words is written by Jen Bryant, and therefore it is a biography about Williams.
Show students the inside front covers. If you have a dustcover on your book, read the words on the flap inside the front of
the book aloud. If possible, display this on a document camera so students can read along silently in their heads.
Ask students to discuss with their partner:
* What does this piece of writing tell us?

Cold call students to share their responses. Listen for them to explain that this tells the reader a little bit about William
Carlos Williams and gives us an idea of what the book is about. Tell students that this is often called the synopsis.
Point out the rest of the writing on the inside front cover. Ask students to identify what it is. Students should recognize this
as some of William Carlos Williamss poems.
Show them the inside back cover and again ask students to identify the writing. Listen for students to recognize the writing
as some more of William Carlos Williamss poems.
If you have a dustcover on your book, read the words on the back inside flap of the book aloud for the group. If possible,
display this on a document camera so students can read along silently in their heads.

A River of Words
* What does this piece of writing tell us?

Select volunteers to share their responses whole group. Listen for students to explain that it gives us information about the
author and illustrator of the book.
Flick through the first five or six pages of the book with the students, but dont read any of it. Ask students to discuss with
their partner:
* What do you see?

Cold call students to share their answers whole group. Listen for students to explain that they see a title page with
illustrations and all of the other pages contain writing with illustrations.
Turn to the timeline at the back of the book. Invite students to spend a few minutes looking at the pages and ask them:
* What is this and how do you think it might be useful for the reader?
Select volunteers to share their responses. Listen for students to explain that it is a timeline of both the events in William
Carlos Williamss life and important world events. It is useful for the reader because they can see when the most important
things happened in his life and what was going on in the world at the time.
Turn to the Authors Note and the Illustrators Note. Invite a student to read the titles. Explain that sometimes in a book, an
author and illustrator may write things they would like the reader to know about the book. For example, if a book is fiction,
but based on a real event, the author may explain that in the Authors Note.
Turn to the final two pages. Invite a student to read the Further Reading title. Explain that the author may have referred to
these books listed to help her write the story of William Carlos Williams, and if a reader is really interested in learning more
about him, they know where to look next.
Point out that the final page explains to whom the author has dedicated the book. Briefly explain that to dedicate means to
recognize someone special by making a special gift of your work, like dedicating a song to your mother on Mothers Day.
Tell students that this first exploration of these text features, and the closer reading of these features in later lessons, will
help them to understand this rich text more deeply. Explain that text features are generally helpful to readers in better
understanding a text and that they will use this strategy often throughout the year.

A River of Words
Focus students on the Close Readers Do These Things anchor chart. Add the following to the bottom of the chart:
Use text features to better understand the text: illustrations, synopsis, authors notes, timelines.
Note: Additional text features can be listed as examples on the anchor chart as students encounter them throughout the year.
B. Read-aloud and Determining the Gist (20 minutes)
Tell students that now that they have explored the book through their Text Walk, they will hear the whole text read aloud.
(Be sure that students can see the text as you read aloud so that they can read along and improve their fluency skills.) Read A
River of Words once through without stopping. Slowly flip through some pages of the text and point out the illustrations.
Remind them to pay close attention to these illustrations, as they will help them better understand the text.
Display and distribute the Gist recording form. Invite students to read silently in their heads as you read the headings of
the columns. Remind students that the gist is a readers first impression of what the text is mostly about.
Explain to students that you are going to read A River of Words aloud to them again and stop at strategic points so they can
write the gist of what you have just read.
Read aloud the text again. Stop at the first place suggested on the Gist recording form (for teacher reference). Ask
students to discuss with their partner:
* What was this section of the text mostly about?

Invite volunteers to share their responses. On the displayed Gist recording form, model how to record the gist (see Gist
recording form (for teacher reference) for an example response).
Invite students to record the gist of this part of the book on first box on their recording form.
Encouraging students to discuss

before they write can ensure that all
students have something to write
about and can provide them with
the confidence to do so.
Consider allowing students who
require additional support in
writing to record key words and
phrases for the gist rather than
writing in complete sentences.
To further support ELLs or other
struggling readers, consider giving a
sentence starter for the final
question on the Gist recording form:
This book is a biography
because________.
Continue reading the book, stopping at the strategic places suggested on the Gist recording form. Give students time to
discuss the gist, share with the whole group, and record the gist in the correct place on their form. You do not need to model
filling out the form each time.
Once students have written the gist of the final part of the text, invite students to discuss with their partner to synthesize
their learning about William Carlos Williams:
* What do you now know about William Carlos Williams? What are some key facts you would share with someone who
didnt know anything about him?

A River of Words
Select volunteers to share their responses. Record student ideas as bullet points on the William Carlos Williams anchor
chart. Refer to A River of Words when students give responses that are not accurate.
Afterwards, read the final question on the recording form (How does this text fit the definition of a biography?) aloud to
the class. If necessary, review the definition of a biography. Then ask students to write a response to this question
independently.
Collect students Gist recording forms for a formative assessment of their ability to determine the gist of informational text
during a read-aloud and their initial understanding of this genre of informational text.
10

A River of Words
A. Revisiting the Guiding Question: What Inspired William Carlos Williams? (10 minutes)
Reread the guiding question: What inspires writers to write poetry? Tell students that now that they have learned more
about William Carlos Williamss life, if will be easier to infer what inspired him to write poetry.
For students who may need more

support, consider providing a
sentence starter for the reflection on
the guiding question. For example,
William Carlos Williams was
inspired by ordinary things such as
__________.
Ask students to get out their poetry journals and turn to a fresh page in the My Reflections section. Ask them to respond
to the following prompt:
* After reading a biography of William Carlos Williams, what could you infer about what inspired him as a writer?
Give students a few minutes to respond in writing.
Partner students up to share their responses. After they have shared, ask for a few volunteers to share whole group. Listen
for students to suggest the following and go back to the text to point out evidence that support their responses. (See Part 2 of
the text indicated on the Gist recording form (for teacher reference)):
William Carlos Williams was inspired to write poems because of his teacher. Evidence from text: But when Mr. Abbott
read poetry to Willies English class, Willie did not feel hurried.
William Carlos Williams was inspired to write poems from hearing the poems of famous English writers. Evidence from
text: At first he imitated the famous English writers he had learned about in school.
William Carlos Williams was inspired to write poems from the things he saw everyday, like wheelbarrows. Evidence from
the text: I want to write about ordinary thingsplums, wheelbarrows, and weeds
Distribute the Homework: What Has Inspired You? handout. Read the question on the form for students:
* In Unit 2, you wrote your own poems. What has inspired you as a writer?
Tell students that, for homework, their task is to record their answers to this question on their handout.
Homework
On a new page in the My Reflections section of your poetry journal, reflect on the following question: What has inspired
you as a writer?
11

Gist Recording Form

Name:
Date:
Part
Gist (what the text is mostly about)
Part 1
Part 2
Part 3
Part 4
How does this text

fit the definition of
a biography? Give
an example from
the text.
13
Gist Recording Form

Part
Gist (what the text is mostly about)
Part 1
(Up to Sometimes, as
he listened to its perfect
tune, he fell asleep.)
Willie grew up in Rutherford, New Jersey, and liked to spend time outside
watching everything and listening to the river.
Part 2
(Up to and Willie
needed to earn a
living.)
Willie began to write poetry after enjoying listening to it at school. He

wrote a lot of poems about ordinary things and let his poems find their own
shape on the page.
Part 3
(Up to Every
afternoon, he returned
to his office where more
patients waited.)
Willie went to study medicine and after graduating returned home to set up
his own medical practice.
Part 4
(To the end of the
book.)
Even though he was a doctor, Willie continued to enjoy writing poems.
How does this text fit

the definition of a
biography? Give an
example from the text.
Possible Answer (examples from the text may vary): This book is a
biography because it is a story about the life of poet William Carlos
Williams. It tells about how he was inspired to write poetry and became a
doctor too.
14

Reading Closely: Authors Note, Part 1

Reading Closely:
Authors Note, Part 1

Ongoing Assessment
I can determine the gist of the first paragraph of the Authors Note in A River of Words.
Close Reading Questions and Notes: Authors Note

(answers for close reading of paragraph 1 only)
I can answer questions about the text in order to gain a deeper understanding of the life of William
Carlos Williams.
I can determine the main idea of the first paragraph of the Authors Note in A River of Words.
NYS Common Core ELA Curriculum G4:M1B:U3:L2 September 2014

Reading Closely:
Agenda
Teaching Notes
1. Opening
In this lesson, students closely read the Authors Note in A River of Words (provided in the supporting
materials, so each student can have his/her own copy). This is a complex text, so closely reading it will
ensure students learn more about William Carlos Williams, in particular his poetry style and how it is
unique. This will be important later on in shared writing sessions when students learn to extract
appropriate information from the narrative, Authors Note, and timeline in A River of Words to use in
their writing.

Targets: Rereading A River of Words (10 minutes)
2. Work Time
A. Finding the Gist: Authors Note, Paragraph 1 (10
minutes)
B. Close Reading: Authors Note, Paragraph 1 (30
minutes)
A. Debrief and Revisiting the Learning Targets (10
minutes)
4. Homework
A. Begin reading your independent reading book.
In this close reading, students practice skills they will be assessed on the mid-unit assessment (in
Lesson 6): answering questions using evidence from the text, making inferences from details, and
identifying the main idea.
The close reading process is meant to be discussion-based. You may invite students to work
independently or in pairs or small groups when thinking about different questions, but be sure to guide
the whole class in a discussion of each section of the text. Refer to the Close Reading Guide (for teacher
reference) for suggestions on how to guide students through the text and answers to the text-dependent
questions. Do not assign these questions to students to complete on their own as a worksheet.
The questions in the Close Reading Guide have been designed to encourage students to dig deeper in
order to improve their understanding of the texts meaning. They also teach students domain-specific
vocabulary relevant to biographies, which they can later use in writing about their selected poet.
In Lesson 3, after closely reading Paragraphs 2 and 3 of the Authors Note, students begin a Word Wall
of domain-specific vocabulary. This Word Wall is not begun in Lesson 2, since the first paragraph of the
Authors Note (the focus of this lesson) does not contain domain-specific vocabulary pertaining to
biographies.
At the start of this lesson, students read along silently as the teacher rereads A River of Words. While
students do not do a close read of this rich text, it is worth a second read in order to give students a
foundational understanding of the life of William Carlos Williams, which in turn will support them as
they closely read the Authors Note (a more complex text) later in the lesson.
In advance:
Familiarize yourself with the Authors Note (particularly Paragraph 1), and the Close Reading Guide.
Post: Learning targets.

Reading Closely:
Lesson Vocabulary
Materials
Authors Note; obstetrics, pediatrics,

house calls, Great Depression,
unemployed
A River of Words (book; one for the class)

Document camera
Authors Note: A River of Words (one per student)
Close Reading Questions and Notes: Authors Note (one per student)
Close Reading Guide: Authors Note (for teacher reference)
William Carlos Williams anchor chart (from Lesson 1)
Opening
A. Engaging the Reader and Reviewing Learning Targets: Rereading A River of Words (10 minutes)
Invite students to pair up with their same partner from Lesson 1.
Invite students to refer to their Gist

recording forms from the previous
lesson as they consider what they
learned about William Carlos
Williams.
Display A River of Words. Remind students that they read this text together in Lesson 1. Using a document camera,
reread the text straight through without stopping as students read along silently.
Remind students that in the previous lesson, they found the gist of A River of Words. Ask students to briefly review with
their partner:
* What kind of book is A River of Words?

Cold call students to share their responses. Listen for students to remember that it is a biography.
Ask them to discuss with their partner:
* What did you learn about William Carlos Williams in A River of Words?
Select volunteers to share their responses. Students may have any number of responses here. Refer to the text if you are
unsure about a response given.

Tell students that today they will read one of the text features they explored yesterday, the Authors Note at the back of the
book, to see if they can learn a bit more about William Carlos Williams and practice closely reading a biography. Remind
them that this will prepare them to read and learn about their selected poet.

Reading Closely:
Opening (continued)
* I can determine the gist of the first paragraph of the Authors Note in A River of Words.
* I can answer questions about the text in order to gain a deeper understanding of the life of William Carlos Williams.
* I can determine the main idea of the first paragraph of the Authors Note in A River of Words.
Read aloud the first learning target and underline the words Authors Note. Ask students:
* When exploring the text in the previous lesson, we saw the Authors Note. What is an Authors Note?
Cold call students to hear their responses. Listen for them to explain that an Authors Note contains things readers should
know about a book. For example, if a book is fiction, but based on a real event, the author may explain that in the Authors
Note.
Next, ask students to chorally read aloud the second learning target with you. Ask students:
* How do you think answering questions about a text can help you to better understand a topic?
Listen for students to suggest that answering questions about a text helps you read it more closely and think about it more
deeply.
Invite students to read the final learning target with you and underline the words main idea.
Tell students that the main idea is the point the author is trying to make.

Reading Closely:
Work Time
A. Finding the Gist: Authors Note, Paragraph 1 (10 minutes)

Display and distribute Authors Note: A River of Words.
Consider allowing struggling writers

to record key words instead of
complete sentences for the gist.
Read the Authors Note aloud all the way through without stopping as students read along silently in their heads.
Tell students that as this is a complex text with some challenging vocabulary, they will closely read it in sectionsthey will
closely read the first paragraph in this lesson and then closely read the next two paragraphs in the next lesson.
Distribute Close Reading Questions and Notes: Authors Note .
Tell students that today they will be reading only the first paragraph of the authors note. Point out on their Close Reading
Questions and Notes on the second page where there is a note that says STOP HERE. This indicates the end of the close
reading of paragraph 1. Tell students that in Lesson 3, they will continue their close reading, focusing on paragraph 2.
Continue to emphasize that one of the things close readers do is to work very slowly and deliberately through a complex
text.
Read the first direction. Tell students that the first thing they will do is reread the first paragraph to find the gist. Remind
them that the gist is their initial sense of what the text is mostly about.
Reread the first paragraph aloud for students. Ask them to discuss in pairs:
* There are some challenging words and phrases in this paragraph that we will work through later as we read the excerpt
closely, but what is the gist? What is your initial sense of what this paragraph is mostly about?
Select volunteers to share their responses whole group. Listen for students to explain that it is mostly about how William
Carlos Williams was a doctor who helped and took care of people. Note: The gist students suggest may vary; this is okay
since students will be coming to a more clear statement regarding the main idea of this paragraph after they have worked
with the paragraph much more extensively.
Invite students to write the gist on their Close Reading Questions and Notes sheet.

Reading Closely:
B. Close Reading: Authors Note, Paragraph 1 (30 minutes)

Using the Close Reading Guide: Authors Note, guide students through a close read of the first paragraph. Invite them
to record their answers on their Close Reading Questions and Notes sheet.
Encouraging students share with a

partner or whole group before
recording their answers can help
ensure all students understand the
answer and are ready to write.
Stop when you get to the note that indicates the end of the close reading of paragraph 1, STOP HERE: END OF LESSON 2.
A. Debriefing and Revisiting the Learning Targets (10 minutes)

Invite students to refer to their answers on the Close Reading Questions and Notes sheet and ask:
* What new things do you know about William Carlos Williams? What key facts did you learn that you would share with
someone who has only read his poems?
Cold call students to share their responses. Record student responses in bullet points on the William Carlos Williams
anchor chart. Refer to the Authors Note if students suggest incorrect information.
Reread the learning targets:
* I can determine the gist of the first paragraph of the Authors Note in A River of Words.
* I can answer questions about the text in order to gain a deeper understanding of the life of William Carlos Williams.
* I can determine the main idea of the first paragraph of the Authors Note in A River of Words.
Ask students and ask them to turn to a new neighbor (different from their partner) and discuss the following prompt:
* How did closely reading this paragraph help you who William Carlos Williams was?
Give students a few minutes to discuss this prompt, then cold call a few students to share their conversations. Listen for
students to mention that the close reading of this paragraph helped them understand the kind of person William Carlos
Williams was (generous and kind).
Homework
Begin reading your independent reading book.

Authors Note:
A River of Words
Jen Bryant, A River of Words 2008 Wm. B. Eerdmans Publishing Company, Grand Rapids, MI. Reprinted by permission of the publisher; all rights reserved.
Close Reading Questions and Notes:

Authors Note
Name:
Date:
Directions
Questions and Answers
Read the first paragraph

again silently.
1. What is the gist of the first paragraph?
Reread the first two

sentences of the text.
2. What did William Carlos Williams do as a doctor? Use evidence

from the text to support your answer.
3. How do the words in parentheses help you understand the
meaning of these last two sentences?
Reread the sentence

beginning with, Williams
made house calls
Underline the most
important part of the
sentence.
4. Why is that the most important part of the sentence?

Authors Note
Directions
Reread the rest of the text
starting from with During
the Great Depression

5. Based on the text, what can you infer happened during the Great
Depression? Use evidence from the text to support your answer.
6. How did William Carlos Williams help people during this time in
history?
7. What is the main idea of this paragraph?
STOP HERE
10

Authors Note
Directions
Reread the second

paragraph again silently.
8. What is the gist of the second paragraph?
Reread the third paragraph

again silently.
9. What is the gist of the third paragraph?
Reread the first sentence of

Paragraph 2. Underline the
most important part of the
sentence.
Read the next two sentences
of Paragraph 2 beginning
with, In his earliest
verses
10. In your own words, explain how William Carlos Williamss poetry
changed over time.
11

Authors Note
Directions
Reread the second

1. What is the gist of the second paragraph?

again silently.
2. What is the gist of the third paragraph?

sentence.
with, In his earliest
verses
3. In your own words, explain how William Carlos Williamss poetry

changed over time.
12

Authors Note
Directions
Reread the final two
sentences of Paragraph 2
beginning with, But
perhaps his most important
contribution

4. What are some everyday objects William Carlos Williams was
inspired by? Use evidence from the text to support your answer.
Reread The Red

Wheelbarrow by William
Carlos Williams:
So much depends
upon
a red wheel
barrow
glazed with rain
water
beside the white
chickens.
13

Authors Note
Directions
Reread the final sentence
beginning with, By
stripping away

5. In your own words, explain why he stripped away the unnecessary
details.
6. Underline the sentence that you think contains the main idea in
this paragraph.
14

Authors Note
LESSON 3: PARAGRAPH 1
Student Directions and
Questions
Read the first paragraph
again silently.
1. What is the gist of the
first paragraph?
Close Reading Guide (40 minutes with gist)

(10 minutes)
Read the first student direction aloud and invite students to read
along silently in their heads.
Invite students to read Question 1 with you and to discuss the

answer in pairs:
* What is the gist of the first paragraph? What is it mostly about?
Select students to share their responses whole group. Listen for

students to explain that the first paragraph is mostly about how
William Carlos Williams was a doctor who cared so much
about people that if they could not afford to pay him, he
let them pay with gifts other than money.
Invite students to record the gist in the appropriate place on their

answer sheet.
15

Authors Note
Questions
Reread the first two
sentences of the text.
2. What did William Carlos
Williams do as a doctor?
Use evidence from the
text to support your
answer.
3. How do the words in
parentheses help you
understand the meaning
of these last two
sentences?

(10 minutes)
Read the student direction aloud and invite students to read along
silently in their heads.

answer in pairs:
* What did William Carlos Williams do as a doctor? Use evidence
from the text to support your answer.
Cold call students to share their responses whole group. Listen for
students to call out this part of the text: He specialized in
pediatrics (care of children) and obstetrics (delivering
babies).
Invite students to record the answer on their answer sheet.

answer in pairs:
* How do the words in parentheses help you understand the
meaning of these last two sentences?
Invite students to record the answer on their answer sheet.
Select students to share the answers they recorded on their answer

sheet. Listen for students to explain that the words in
parentheses are the definitions of the words before.
16

Authors Note
Questions
Reread the sentence
beginning with, Williams
made house calls
Underline the most
sentence.
4. Why is that the most
sentence?

(10 minutes)
Invite students to underline the most important part of the sentence

as the direction requires.
Select volunteers to share which part of the sentence they

underlined. Listen for students to say that Williams made
house calls is the most important part of the sentence.
Explain what house calls are.

answer in pairs:
* Why is that the most important part of the sentence?
Cold call students to share their responses. Listen for students to

explain that it is the most important sentence because that part
explains what he did, while the rest of the sentence
provides details about how/when he did it.
Call out the commas in the sentence and explain how the commas
separate the most important information from the extra details.
17

Authors Note
Questions
Reread the rest of the text
starting from with During
the Great Depression
5. Based on the text, what
can you infer happened
during the Great
Depression? Use
evidence from the text to
support your answer.
6. How did William Carlos
Williams help people
during this time in
history?

(10 minutes)
Explain to students that the Great Depression occurred from 1929

to 1939.
Ask students to discuss Question 5 in pairs:

* Based on the text, what can you infer happened during the Great
Depression? Use evidence from the text to support your answer.
Select volunteers to share their responses whole group. Listen for

students to explain that: many adults were unemployed and
families could not afford to pay for the doctor. If necessary,
clarify the meaning of unemployed (not employed/not having a
paying job).
Invite students to record their answers on their answer sheet.
Read aloud Question 6 with students. Ask them to discuss the

answer in pairs:
7. What is the main idea of

this paragraph?
* How did William Carlos Williams help people during this time in
history? Use evidence from the text to support your answer.
Cold call students to share the answers they recorded whole group.
Listen for students to explain: When many adults were
unemployed and could not afford to pay, William helped
them anyway. And he would help them by accepting
other gifts like a scarf or a jar of jam instead of money.
18

Authors Note
Questions
Read aloud Question 7 with students. Ask them to discuss the

answer in pairs:
* What is the main idea of this paragraph? What point is the
author trying to make?
Select volunteers to share the answers they recorded whole group.

Listen for students to explain that the main idea is that: William
Carlos Williams was a doctor who cared for the sick even
when they couldnt pay him in money.
STOP HERE: END OF LESSON 2
19

Authors Note
Questions
Reread the second
second paragraph?
Close Reading Guide
Read the first student direction aloud and invite students to read
along silently in their heads.

answer in pairs:
* What is the gist of the second paragraph? What is it mostly
about?

again silently.
third paragraph?

students to explain that the second paragraph is mostly about how
William Carlos Williams started out writing poems in a
more traditional style, but then developed his own style
and wrote about everyday objects and people.

answer sheet.
Read the direction aloud and invite students to read along silently
in their heads.

answer in pairs:
* What is the gist of the third paragraph? What is it mostly about?

students to explain that the second paragraph is mostly about how
William Carlos Williams had a lot of his writing published
and is an influential American poet.

answer sheet.
20

Authors Note
Questions
sentence.
Close Reading Guide
Ask students if they know what despite means. If none of them

know, explain that despite means even though.
Invite students to underline the most important part of the sentence

as the direction requires.
Select volunteers to share which part of the sentence they

underlined. Listen for students to say that: Williams always
made time for poetry is the most important part of the
sentence.
Invite students to discuss the answer in pairs:

* Why is that the most important part of the sentence?

explain that it is the most important sentence because, like in the
first paragraph, that part explains what he did, while the rest
of the sentence provides additional details.
Call out the commas in the sentence and explain how the commas
separate the most important information from the extra details.
21

Authors Note
Questions
with In his earliest
verses
3. In your own words,
explain how William
Carlos Williamss poetry
changed over time.
Close Reading Guide
Make sure students recognize that verses means poetry, and explain
that grand topics it means important, complicated topics like love
and death.
Focus students on the word distinctive. Ask students to discuss in

pairs:
* If something is distinctive, what does that mean?
Select students to share their responses. Listen for students to

explain that if something is distinctive, it is unique or
different in some way. If they dont know the meaning of the
word, invite a student to look up the word in a dictionary and to
read the definition for the whole group.
Remind students that a stanza in poetry is a group of lines divided

by a space.

answer in pairs:
* In your own words, explain how William Carlos Williamss
poetry changed over time.

explain that in the beginning, he used more traditional
poetry methods, but he developed his own style.
22

Authors Note
Questions
Reread the final two
sentences of Paragraph 2
beginning with, But
perhaps his most important
contribution
4. What are some everyday
objects William Carlos
Williams was inspired
by? Use evidence from
the text to support your
answer.
Reread The Red
Wheelbarrow by William
Carlos Williams:
Close Reading Guide

answer in pairs:
* What are some everyday objects William Carlos Williams was
inspired by? Use evidence from the text to support your answer.
Cold call students to share their responses. Listen for them to

explain that he was inspired by fire trucks, cats, flowerpots, plums,
babies, construction workers, and refrigerators.
Ask students to discuss in pairs:

* Which poems by William Carlos William have you read about
ordinary things?

mention: The Great Figure and The Red Wheelbarrow.
So much depends
upon
Invite students to take turns whisper-reading The Red

Wheelbarrow on their Close Reading Questions and Notes sheet
with a partner.
a red wheel
barrow
Invite students to discuss in pairs:
glazed with rain

water
beside the white
chickens.
* Which elements of William Carlos Williamss distinctive style
can you see in The Red Wheelbarrow? Use evidence from the
Authors Note in your answer.
Select volunteers to share their responses. Listen for students to

explain that: There are short lines and brief stanzas in The
Red Wheelbarrow.
23

Authors Note
Questions
Reread the final sentence
beginning with, By
stripping away
5. In your own words,
explain why he stripped
away the unnecessary
details.
Close Reading Guide

* What does necessary mean?

students to explain that it means it is needed.

* How does adding the prefix un at the beginning of the word
6. Underline the sentence

that you think contains
the main idea in this
paragraph.
change the meaning?
Cold call students to share their responses whole group. Listen for
students to explain that the prefix un means not, so
unnecessary details are details that are not necessary.
Make it clear that William Carlos Williams removed unnecessary

details in his poetry.
Explain to students that when something is done with great

intensity, it is done with great strength and power, and that
perception is understanding or interpreting something through the
senses.

answer in pairs:
* In your own words, explain why he stripped away the
unnecessary details.
Invite students to record their answers on their answer sheets.
24

Authors Note
Questions
Close Reading Guide

students to explain something like he stripped away the
unnecessary details to see the object he was looking at
clearly for what it really was.

answer in pairs:
* Underline the sentence that you think contains the main idea in
this paragraph.
Remind students that the main idea is the point the author is trying
to make. Invite students to underline the sentence.
Cold call students to share their responses and ask them to justify
why they think that is the most important sentence. Listen for
students to explain that the most important sentence is the
one that begins with, But perhaps his most important
contribution to American poetry was his focus on
everyday objects because this sentence explains how
the poems of William Carlos Williams were different from
those of other poets.
25

Reading Closely: Authors Note, Part 2

Reading Closely:

Ongoing Assessment
I can determine the gist of the second and third paragraphs of the Authors Note in A River of Words.
Close Reading Questions and Notes: Authors Note
I can answer questions about the text in order to gain a deeper understanding of the life of William
Carlos Williams.
Word Wall
I can determine the main idea of the second paragraph of the Authors Note in A River of Words.
I can identify words specific to poetry and biographies about poets in the second and third paragraph of
the Authors Note in A River of Words.

Reading Closely:
Agenda
Teaching Notes
1. Opening
This lesson agenda follows a similar pattern to that of Lesson 2, yet in this lesson, students closely read
Paragraph 2 of the Authors Note.
A. Engaging the Reader: What Did We Learn about

William Carlos Williams? (5 minutes)
2. Work Time
A. Finding the Gist: Authors Note, Paragraphs 2 and 3
(10 minutes)
B. Close Reading: Authors Note, Paragraph 2 (30
minutes)
A. Beginning the Word Wall (10 minutes)
4. Homework
Note that in the beginning of the close reading for this lesson, students read both paragraphs 2 and 3 for
gist, and then continue by closely reading paragraph 2 only. Students do not spend a lot of time focusing
on Paragraph 3, since the content of that paragraph is not nearly as complex. However, students do
hone in on vocabulary specific to poetry and biographies about poets in Paragraph 3 during the Closing
of the lesson. The class then records these vocabulary words and their definitions to build a Word Wall,
which will be used in the lessons throughout this unit. Students will likely encounter these words when
reading biographies about poets. Some of these words will be specific to poetry (rhyme, verse, etc.), but
others will more general to biographies about poets (publish, renown, awarded, etc.). Later in the unit,
students will be asked to draw on this Word Wall when writing essays as part of their performance task.
To build the Word Wall, students select words from the biographies they read in this lesson and in
Lesson 5. But be sure to review the lesson vocabulary so you can help students determine which words
go on the Word Wall using the following criteria: 1) The word is particular to poetry or poets; 2) the
word is likely to be encountered in reading biographies about poets.
In Lesson 6, students will take the mid-unit assessment, answering questions about a biography of a
new poet. They must use evidence from the text to answer questions, make inferences, and find the
main idea. To identify any students requiring additional work on any of these skills before the
assessment, collect students completed Close Reading Questions and Notes: Authors Note the end of
this lesson. Briefly look through their work and find time to provide feedback and guidance in Lessons 4
and 5.
How you organize your Word Wall is up to you. Options include:
Use a part of your classroom wall; pin words and definitions recorded on strips of paper large enough
to be seen all around the classroom.
Use a piece of chart paper and record the words and definitions directly onto the paper.
Use a corner of your whiteboard for the duration of the unit.

Reading Closely:
Agenda

In advance:
Familiarize yourself with the Paragraphs 2 and 3 of the Authors Note and the Close Reading Guide.
Review lesson vocabulary and prepare the Word Wall.
Lesson Vocabulary
Materials
Authors Note; despite, grand topics,

distinctive, stanza, unnecessary,
intensity, perception, verses, rhyme,
stanzas, published, volumes.
Authors Note: A River of Words (from Lesson 2; one per student)

Document camera
Close Reading Questions and Notes: Authors Note (from Lesson 2; one per student)
Close Reading Guide: Authors Note (from Lesson 2; for teacher reference)
William Carlos Williams anchor chart (begun in Lesson 1)
Word Wall (see Teaching Notes above)
What Makes a Poem a Poem? anchor chart (begun in Unit 1, Lesson 2)

Reading Closely:
Opening
A. Engaging the Reader: What Did We Learn about William Carlos Williams? (5 minutes)
Invite students to pair up with the same partner they worked with in the previous lesson.
Consider inviting students to refer

to the gist they recorded in the
previous lesson as they consider
what they learned about William
Carlos Williams.
Have students get out their copies of the Authors Note: A River of Words and display a copy of your own with a
document camera. Ask them to read along silently as you read the first paragraph of the text aloud.
* What new information did you learn about William Carlos Williams from the first paragraph of the Authors Note?
Select volunteers to share their responses. Students may have any number of responses here. Encourage them to point out
where the information in they learned in the text.
Remind students that yesterday they determined the main idea of this paragraph after reading it closely.
* What was the main idea of the paragraph? What kind of person was William Carlos Williams?
Cold call students to share their responses. Listen for students to explain that he was a good man who helped the sick even
when they couldnt afford to pay him.

Reading Closely:
Opening (continued)

* I can determine the gist of the second and third paragraphs of the Authors Note in A River of Words.
* I can answer questions about the text in order to gain a deeper understanding of the meaning, structure and language.
* I can determine the main idea of the second paragraph of the Authors Note in A River of Words.
* I can identify words specific to poetry and biographies about poets in the second and third paragraph of the Authors
Note in A River of Words..
Read aloud the first learning target and ask students to turn to a neighbor and answer the following question:
* What is an Authors Note?

Cold call students to hear their responses. Listen for students to explain that an Authors Note contains things the reader
should know about the book. For example, if a book is fiction, but based on a real event, the author may explain that in the
Authors Note.
Next, ask students to chorally read aloud the second and third learning targets with you. Remind them that they had similar
learning targets in the last lesson when they closely read the first paragraph. Go on to explain that they will apply this
learning again by closely reading paragraph 2.
Then, read the fourth learning target and underline the phrase words related to poetry and biographies about poets. Ask
students:
* What do you think this phrase means? Can you think of an examples words specific to poetry and biographies about
poets?
Ask for volunteers to suggest ideas. Listen for students to mention that these are words like the ones the class recorded on
the What Makes a Poem a Poem anchor chart.
Explain to students that in this unit, they will read biographies of poets so they will encounter some of the same words
related to poetry and poets in these texts, but they will also learn new words that are specific to biographies about poets; they
will collect these words to use later during the essay component for their performance task.

Reading Closely:
Work Time
A. Finding the Gist: Authors Note, Paragraphs 2 and 3 (10 minutes)

Invite students to retrieve their Close Reading Questions and Notes: Authors Note from Lesson 2.

to record key words instead of
complete sentences for the gist.
Reread the Authors Note: A River of Words aloud all the way through without stopping as students read along silently in
their heads.
Remind students that this is a complex text with some challenging vocabulary, so they are closely reading it in sections.
Today they are going to focus on the second and third paragraphs.
Have students turn to the third page of their Close Reading Questions and Notes. Tell students that the first thing they will
do is reread the second and third paragraphs to find the gist. Remind them that, unlike determining the main idea of a
paragraph, which requires close reading, determining the gist is simply getting an initial sense of what the text is mostly
about.
Reread the second paragraph aloud for students. Ask them to discuss in pairs:
* There are some challenging words and phrases in this paragraph that we will work through later as we read the excerpt
closely, but what is the gist? What is your initial sense of what this second paragraph is mostly about?
Select volunteers to share their responses whole group. Listen for students to state something like that it is mostly about
William Carlos Williams style of poetry. Note: The gist that students suggest may vary; this is okay since students will be
revisiting the main idea of this paragraph after spending much more time working with paragraph 2.
Invite students to write the gist on their question sheet.
Repeat with the third paragraph. Listen for students to state something like that the third paragraph is mostly about how
William Carlos Williams had a lot of his writing published and is an influential American poet.

Reading Closely:
B. Close Reading: Authors Note, Paragraph 2 (30 minutes)

Guide students through a close read of the second paragraph using the Close Reading Guide: Authors Note, starting at
the note indicating the beginning of the close read of paragraph 2, LESSON 3: PARAGRAPH 2. Note that students read
both paragraphs 2 and 3 for gist, but then continue by closely reading paragraph 2 only. Invite them to record their answers
on their Close Reading Questions and Notes sheet.
Encouraging students to share with

a partner or whole group before
asking them to record their answers
can help them understand the
answer and have something to
write.
A. Beginning the Word Wall (10 minutes)

Remind students of one of the module guiding questions: What inspires writers to write poetry?

learning vocabulary from the Word
Wall, have them keep their own
word walls in the back of their
poetry journals. Students can write
the words, their definitions, and
include examples or pictures to help
them better understand the
meaning of the words.
* After reading these paragraphs, do you have any new ideas about what inspired William Carlos Williams to write
poetry?
Cold call students to share their responses. Listen for students to share the he was inspired by traditional English poets,
everyday objects such as fire trucks, cats, and flowerpots, and the lives of common people. (Clarify traditional English
poets if need be).
Invite students to refer to their answers on the Close Reading Questions and Notes sheet, and ask:
* What new things do you know about William Carlos Williams? What key facts did you find out about him that you would
share with someone who has never heard of him?
Cold call students to share their responses. Record student responses in bullet points on the William Carlos Williams
anchor chart. Refer to the Authors Note if students suggest incorrect information.
Invite students to refer to their answers on the Close Reading Questions and Notes sheet, and ask:
* What new words have we encountered and defined today?

Select students to share their responses and the meanings of the words.

Reading Closely:
Tell students that they are going to make a Word Wall of words related to poetry and biographies about poets. Explain that
these are words they will likely encounter again in their reading, and words they will likely use the essays they will write as
part of the performance task.
Briefly review the literary terms on the What Makes a Poem a Poem? anchor chart to give students some examples of
these types of words. Tell them that they may see some of these same words in the text, but that they will also see some new
words that are specific to biographies about poets.
Ask students to look again at Paragraphs 2 and 3 of the Authors Note. Ask them:
* Which of these words are about poetry or poets?

* Which of these words are we likely to see in biographies about other poets?
Select students to share their responses. Listen for students to suggest: verses, rhyme, stanzas, published, and volumes.
Students may suggest other words too, but focus them on the list provided here.
Record words and student-friendly definitions on a Word Wall (see Teaching Notes and materials list).
Homework

Note: Collect students completed Close Reading Questions and Notes: Authors Note and briefly look through their work to
identify any students requiring additional work on any of these skills before the mid-unit assessment (in Lesson 5). Find time
to provide feedback and guidance during Lessons 4 and 5.
There are no new supporting materials for this lesson.

Reading Selected Biographies of Poets, Part 1


I can explain the main points in a historical, scientific, or technical text, using specific details in the text. (RI.4.3)
Ongoing Assessment
I can determine the gist of my poets biography.
Biography of Poet Gist recording form
I can use evidence from my poets biography to answer questions.
Biography of Poet text-dependent questions
I can determine the main idea of an excerpt of text.
Exit ticket

Agenda
Teaching Notes
1. Opening
In this lesson, students are introduced to biographies of their selected poets. Students will work in a new
poet group of three or four, based on the poet they selected. (Depending on your class size, you may
have as many as three or four groups for a given poet). In these poet groups, students will read the
biography for gist and then answer text-dependent questions, giving them an opportunity to gain a
deeper understanding of the texts meaning.

2. Work Time
A. Finding the Gist: Biographies of Poets (10 minutes)
B. Biography of Poet Text-Dependent Questions (30
minutes)
A. Exit Ticket (5 minutes)
4. Homework
A. After reading your poets biography, record two
questions you now have about your poet.
If you have a single student in your class who was the only one to select a particular poet, place this
student in a group reading about a different poet. Students will still be able to support one another since
the task for each text is similar.
The Gist recording forms and text-dependent questions are specific for the biography of each poet;
however, the directions are the same for all students.
The Walter Dean Myers biography isnt paragraphed in the same way the other two are. Therefore, on
the Poetry Gist recording form: Walter Dean Myers, the text has been broken into sections. Consider
marking each section on the text to help students record the gist.
Most of the unfamiliar vocabulary in the biographies cannot be understood from context. Because
students read their biographies in groups (rather than during whole-group instruction guided by the
teacher in this lesson), definitions have been called out in the text-dependent questions when unfamiliar
vocabulary is necessary to understanding the text and answering the questions.
The lesson opens with a Carousel of Poets. Use the biographies of poets included in this lesson and the
poems by those poets that students studied in Unit 2 to create a gallery of nine resources. The purpose
of this carousel is to pique students interest in the lives of their poets prior to reading the biographies.
For more information, see the In advance section below.
In advance:
Make a list of which poet each student has selected and post this for students. This way if students
become confused at the end of the Carousel of Poets, you can guide them to which poet they chose.
On the Walter Dean Myers biography, mark sections of text according to the Poetry Gist recording
form: Walter Dean Myers.

Agenda

Prepare resources for the Carousel of Poets:
A picture of each poet (see Unit 1, Lesson 1)
A poem from each poet (see Unit 2, Lesson 8)
Part of each of the biographies of poetsa significant sentence about what inspired them to write
poetry, or about the poetry awards they received (see supporting materials)
Lesson Vocabulary
Materials
biography
Carousel of Poets resources (see Teaching Notes above)
Robert Frost: world-renowned, rural,

precise meters, conversation,
conversational style
Carousel of Poets note-catcher (one per student)

Biographies of selected poets
Robert Frost (March 26, 1874 January 29, 1963) (one per student in Robert Frost group(s))
Valerie Worth: on the side, free verse
Valerie Worth (October 29, 1933 July 31, 1994) (one per student in Valerie Worth group(s))
Walter Dean Myers: impediment,

diversity
Finding Your Voice (one per student in Walter Dean Myers group(s))
Biography of Poet Gist recording form (one pertaining to the selected poet per student)
Biography of Poet Gist recording form (answers, for teacher reference)
Biography of Poet Text-Dependent Questions (one pertaining to the selected poet per student)
Biography of Poet Text-Dependent Questions (answers, for teacher reference)
Exit ticket (one per student)
Homework: Further Questions (one per student)

Opening
A. Engaging the Reader: Carousel of Poets (10 minutes)

Focus students on the Carousel of Poets resources posted around the room.
Consider pairing up struggling

writers to orally process their
notices and likes rather than
requiring them to write. Or invite
struggling writers to record key
words and phrases rather than
sentences on their note-catcher.
Display and distribute Carousel of Poets note-catcher. Read through the headings on the note-catcher and explain that
students will record the name of the resource in the first column and their notices and/or likes in the second column.
Model this with one of the resources. Provide students with ideas of things they may like; for example, vivid words or rhyme.
Tell students that they should record a notice and/or like for each of the resources they visit.
Give students 5 minutes to circulate and make notes.
Refocus whole group and invite volunteers to share one of their notices/likes with the whole group.
Invite students to go and stand next to their selected poet poster.
Invite the poet group to discuss:
* Why are you inspired by this poets writing?

Select volunteers to share their response whole group.

Opening (continued)

Invite students to sit with their poet group (3-4 students per group based on their selected poet see Teaching Notes).
* I can determine the gist of my poets biography.

* I can use evidence from my poets biography to answer questions.
* I can determine the main idea of an excerpt of text.
Invite students to read the first learning target with you. Remind them that the gist is what the text is mostly about; so far in
this unit, they have found the gist of the narrative in A River of Words: the Authors Note.
Underline the word biography. Ask students to review the meaning of this word with an elbow partner:
* What is a biography?
Cold call students to share their responses. Listen for the definition of biography as the story of someones life written by
someone else.
Invite students to read the second learning target with you.
Tell students that today they will read biographies of their selected poets.
Invite them to read the third learning target with you and remind them that the main idea is the point the author is trying to
make.

Work Time
A. Finding the Gist: Biographies of Poets (10 minutes)

Place students in their poet groups (see Teaching Notes).

to record key words or bulleted
phrases instead of complete
sentences for the gist.
Distribute the biographies to the poet groups.

Robert Frost (March 26, 1874 January 29, 1963 (one per student in Robert Frost group(s))
Valerie Worth (October 29, 1933 July 31, 1994) (one per student in Valerie Worth group(s)), and
Also distribute the Biography of Poet Gist recording form to all groups.
Read through the directions at the top of the recording form aloud and invite students to read along silently.
Circulate to support students as they find the gist. Ask students:
* What is the paragraph mostly about?

Refer to the Biography of Poet Gist recording form (answers, for teacher reference) for each poets biography as
you circulate to guide students.
B. Biography of Poet Text-Dependent Questions (30 minutes)
Distribute Biography of Poet Text-Dependent Questions.
Tell students that they are now going to work in groups to dig deeper into their text by answering questions.
Read the directions at the top of the question sheets aloud (the directions are the same for each biography). Emphasize the
direction at the top of the column on the right that students are to use evidence from the text to support their answers.
Circulate to support groups in answering text-dependent questions. Frequently remind students to use evidence from the
text to support them in answering the questions.
Encouraging students to share with

a partner or whole group before
asking them to record their answers
can help to ensure that all students
understand the question and
meaning of the text being closely
read.
Refer to the Biography of Poet Text-Dependent Questions (answers, for teacher reference) for each poets
biography as you circulate to guide students.
Collect student work at the end of the allocated time for informal assessment. See Teaching Notes for more information.


Distribute the exit ticket. Tell students that they are going to list three important things they now know about their poets
life. Invite students to consider what three things they might tell someone who knows nothing about the poet to give them an
idea of his/her life story.
Consider grouping struggling

writers with you to orally list three
important things they now know
about their poets life.
Distribute Homework: Further Questions. Read the directions aloud for students.
Homework
After reading your poets biography, record two questions you now have about your poet.
To provide an extension for

students who are interested or need
further challenge, have students
conduct additional research on their
poet online (for Valerie Worth and
Walter Dean Myers) or by reading
an additional biography (Robert
Frost see Unit 3 Rec0mmended
text list).

Carousel of Poets Note-catcher

Name:
Date:
Directions: Record something you notice or something you like for each of the resources you visit.
Name of Resource
Notices or Likes
Carousel of Poets Note-catcher

Name of Resource
Notices or Likes
10
Robert Frost
(March 26, 1874 January 29, 1963)
By Jayson Fleischer. Copyright 2014 by the American Reading Company

Copyright American Reading Company 2014
11
Valerie Worth
(October 29, 1933 July 31, 1994)
By Jayson Fleischer and Megan Roszkowski. Copyright 2014 by the American Reading Company
Copyright American Reading Company 2014
12
Finding Your Voice

(Biography of Walter Dean Myers)
license.
13
Finding Your Voice

(Biography of Walter Dean Myers)
From Scholastic News, April 4, 2005. Copyright 2005 by Scholastic Inc. Reprinted by permission of Scholastic Inc.
license.
14
Biography of Poet Gist Recording Form:

Robert Frost
Name:
Date:
Directions:
1. Read the biography all the way through as a group. Decide who will read which paragraphs aloud
as the rest of the group follows along silently.
2. Work together as a group to find the gist of each paragraph.
3. Record the gist of each paragraph on your Biography of Poet Gist recording form.
Paragraph
Number
Gist (what is your initial sense of what the paragraph is mostly about?)
1.
2.
3.
4.
15
Biography of Poet Gist Recording Form:

Valerie Worth
Name:
Date:
Directions:
4. Read the biography all the way through as a group. Decide who will read which paragraphs aloud
as the rest of the group follows along silently.
Paragraph
Number
1.
2.
3.
4.
16
Biography of Poet Gist recording form:

Walter Dean Myers
Name:
Date:
Directions:
1. Read the biography all the way through as a group. Decide who will read which paragraphs aloud as the rest
of the group follows along silently.
Section
Gist (what is your initial sense of what this section is mostly about?)
1. Up to, it would
officially be
considered a
poem.
2. Giving Voice to
Many
3. Poetry Today
17
Biography of Poet Gist Recording Form: Robert Frost

Paragraph
Number
1.
Robert Frost was born in California in 1874 and had published his first
poem in his high school magazine. He got married, but never graduated
from college.
2.
He was inspired by the countryside and wrote many poems on the farm
that he and Elinor bought. They moved to England where he had a book
published, but headed back to the United States after World War I broke
out.
3.
When Frost was alive, poetry was changing from traditional poetry to
modern poetry. Frost was neither traditional nor modern.
4.
Frost won many awards and read a poem at the inauguration of

President John F. Kennedy. He died in 1962.
18
Biography of Poet Gist Recording Form: Valerie Worth

Paragraph
Number
1.
Valerie Worth was born and raised in Pennsylvania, but moved to

Tampa and then India. She returned to Pennsylvania to go to college, got
married, and wrote poetry as a hobby.
2.
Worth read some of her poems to a group that included author and
illustrator Natalie Babbitt. Natalie sent Valeries poems to her publisher,
and she and Valerie became such good friends that Natalie illustrated
Valeries first published book of poetry.
3.
Valerie Worth loved nature and wrote simple free-verse poems about
nature, ordinary events, and objects.
4.
Valerie and her husband had three children and published many books
that were illustrated by Natalie Babbitt. She received an award for her
poetry and died in 1994.
19
Biography of Poet Gist Recording Form: Walter Dean Myers

Section
4. Up to, it
would officially
be considered a
poem.
5. Giving Voice to
Many
6. Poetry Today
Gist (what is your initial sense of what this section is mostly about?)
Walter Dean Myers had difficulty speaking, but he found poetry
helped him to speak because the rhyme and rhythm helped him and
he chose words he could pronounce easily.
Walter Dean Myers grew up in Harlem in New York City and uses
poetry to show the beauty of the city.
Kids today understand poetry because of hip-hop. Poetry gives them

an appreciation of language.
20
Biography of Poet Text-Dependent Questions:

Robert Frost
Name:
Date:
Directions:
1. Read the questions carefully.
2. Refer to the text to find the answers.
3. Use evidence from the text in your answers.
Question
Answer (include evidence from the text)
1. The text says that Robert

Frost became a worldrenowned poet. Worldrenowned means famous
around the world, but
Robert Frosts didnt start
off famous. When did he
publish his first poem?
2. What caused Robert
Frost to believe that he
may have a career as a
successful poet?
3. Rural means in the

countryside rather than
in the town. What was
Robert Frost inspired by?
21

Robert Frost
Question
4. Why did Robert and

Elinor move to England?
5. The text says that

traditional poetry used
precise meters, which are
precise rhythms. In your
own words, explain how
poetry was changing at
the time of Robert Frost?
6. A conversation is when
people speak to each
other. So what do you
think a conversational
style might be in poetry?
7. How was Robert Frosts

poetry different?

the final paragraph
beginning with, In 1924,
Frost won ?
22

Valerie Worth
Name:
Date:
Directions:
Question
1. On the side means as a

hobby outside of work.
What did Valerie Worth
do on the side when she
worked at Yale University
Press?
2. How did meeting Natalie
Babbitt help Valerie
Worths poetry career?
3. What inspired Valerie

Worth?
23

Valerie Worth
Question
4. What did she write her

poetry about? Why?
5. Free verse means without

rhyming. How was her
poetry different from that
of many other poets at
the time?

the final paragraph
beginning with, Worth
and her husband had
three children ?
24

Walter Dean Myers
Name:
Date:
Directions:
Question
1. A speech impediment is a
when someone has
difficulty speaking. How
did poetry help Walter
Dean Myers with his
speech impediment?
2. When it says he used
poetry to give the
community, including
kids, a voice, what do
you think that means?
3. The text says, He uses

poetry to showcase the
diversity and beauty of
the city. Diversity is
when people or things are
different from each other.
Explain in your own
words what this sentence
means.
25

Walter Dean Myers
Question
4. How is Walter Dean

Myerss idea of beauty
different from that of
most people?
5. According to Walter Dean

Myers, what does poetry
give to kids?

the final paragraph with
the heading Poetry
Today?
26
Biography of Poet Text-Dependent Questions: Robert Frost

Question
1. The text says that Robert Frost became a

world-renowned poet. World-renowned
means famous around the world, but Robert
Frosts didnt start off famous. When did he
publish his first poem?
Frost published his first poem in his high

schools magazine in 1890.
2. What caused Robert Frost to believe that he

may have a career as a successful poet?
When he sold his first poem, My Butterfly:

An Elegy, in 1892 to the magazine The
Independent for $15.
3. Rural means in the countryside rather than

in the town. What was Robert Frost inspired
by?
He was deeply inspired by the countryside

and culture of the rural northeast.
4. Why did Robert and Elinor move to

England?
He hoped to have more luck with English

publishers.
5. The text says that traditional poetry used

precise meters, which are precise rhythms.
In your own words, explain how poetry was
changing at the time of Robert Frost?
It was changing from traditional to modern

poetry. Traditional uses rhyme, formal and
flowery language, and heavy themes like
love, beauty, or death. Modern uses free
verse, was simpler, and is about everyday
topics.
6. A conversation is when people speak to each

other. So what do you think a
conversational style might be in poetry?
A conversational style in poetry is a poem

that sounds like a conversation.
27
Biography of Poet Text-Dependent Questions: Robert Frost

Question
7. How was Robert Frosts poetry different?
He wasnt like traditional poets or modern

poets. He wrote in a conversational style
and his themes explored nature and daily
life.
8. What is the main idea of the final paragraph

beginning with, In 1924, Frost won ?
Robert Frost was a very successful poet and

won a lot awards for his poetry.
28
Biography of Poet Text-Dependent Questions: Valerie Worth

Question
1. On the side means as a

hobby outside of work.
What did Valerie Worth
do on the side when she
worked at Yale University
Press?
She wrote poetry on the side.
2. How did meeting Natalie

Babbitt help Valerie
Worths poetry career?
Natalie Babbitt offered to send Valeries poems to her

publisher. She also illustrated some of Valeries poetry
books.
3. What inspired Valerie

Worth?
Nature. She enjoyed being alone with nature and loved to

study the close details of weeds, flowers, and small animals.
She combined her love of poetry and nature in her own
poems.
4. What did she write her

poetry about? Why?
Everyday things. She wanted her poetry to show the magic

that can be found in nature and in ordinary events and
objects.
5. Free verse means without

rhyming. How was her
poetry different from that
of many other poets at
the time?
While many poets at the time were writing about their

lives, Worth focused her poetry on everyday things. Instead
of writing about important events from her own life, she
explored experiences that all children share.

the final paragraph
beginning with, Worth
and her husband had
three children ?
Valerie Worth was a very successful poet who published a

lot of books and won an award.
29
Biography of Poet Text-Dependent Questions: Walter Dean Myers

Question
1. A speech impediment is a when

someone has difficulty
speaking. How did poetry help
Walter Dean Myers with his
speech impediment?
He wrote words he could pronounce easily, and the

rhythm of poetry carried him through.
2. When it says he used poetry to

give the community, including
kids, a voice, what do you
think that means?
It means he used poetry to help people outside Harlem

understand what life is like for people, including
children, in Harlem.
3. The text says, He uses poetry

to showcase the diversity and
beauty of the city. Diversity is
when people or things are
different from each other.
Explain in your own words
what this sentence means.
He uses poetry to show the different types of people

and things in the city and how beautiful the city can be
as a result.
4. How is Walter Dean Myerss

idea of beauty different from
that of most people?
Most people describe the countryside as beautiful.

Walter Dean Myers thinks things in the city are
beautiful: The geometry of the buildings were very
comforting to me. The city is wonderful too.
5. According to Walter Dean

Myers, what does poetry give to
kids?
Poetry gives kids an appreciation of language.
6. What is the main idea of the

final paragraph with the
heading Poetry Today?
Poetry can help kids to do interesting and beautiful

things with language.
30
Exit Ticket
Name:
Date:
Directions: List three important things you now know about the life of your poet.
1.
2.
3.
31
Homework: Further Questions

Name:
Date:
Directions: Record two questions you now have about your poet.
1.
2.
32



Ongoing Assessment
I can identify important events and ideas about the life of my poet.
Homework: Further Questions (from Lesson 4)
I can identify words specific to poetry and biographies about poets )in my selected poets biography).
Important Events and Information note-catcher

Agenda
Teaching Notes
1. Opening
In this lesson, students continue building expertise about their selected poet. They identify the most
important events and information in their poets biography. Because this can be a complex thing for
students, it is first modeled with Paragraphs 1 and 2 of the William Carlos Williams text. Emphasize to
students that they are to look for and identify key events rather than additional details.
A. Engaging the Reader: Building Knowledge through

Reading (10 minutes)
2. Work Time
A. Identifying Important Events and Information (25
minutes)
B. Adding to the Word Wall (15 minutes)
A. Fact Share: Mix and Mingle (5 minutes)
4. Homework
Students also add words relating to poetry and biographies about poets to the Word Wall. These words
are selected by students from the texts they read, but teachers should guide students in determining
which words go on the Word Wall. Review the vocabulary listed in the Lesson Vocabulary section of this
lesson and help students select words for the Word Wall using the following criteria: 1) The word is
particular to poetry 2) the word is likely to be encountered in reading biographies of poets.
Lesson 6 includes the mid-unit assessment. In Lesson 4, you collected students work, so now be
prepared to provide feedback and guidance to those students who struggled with using evidence to
answer questions either with inferring from details in the text or with finding the main idea.
In advance:
Read the biographies and determine which information/events you would identify as the most
important so you are prepared to ask probing questions to guide to students.

Lesson Vocabulary
Materials
Robert Frost: renowned, successful,

inspired, graduated, traditional,
meters, rhyme, free verse, style,
publisher, career
Valerie Worth: free verse, celebrated,

author, collaboration, illustrated
Biographies of selected poets (from Lesson 4; one of their selected poet per student):
Walter Dean Myers: renowned, rhyme,

rhythm, language
Word Wall (begun in Lesson 3)

Authors Note: A River of Words (from Lesson 2; one per student)
Important Events and Information note-catcher (one per student and one to display)
Highlighters (one per student)
Index cards (for adding words to word wall; about 15)
Opening
A. Engaging the Reader: Building Knowledge through Reading (10 minutes)

Invite students to sit together in their poet groups.
Reviewing homework in the lesson

holds students accountable. It can
also highlight who isnt doing
homework regularly in order to
open dialogue about the importance
of doing homework in relation to
work in the lesson, and how to
ensure homework is completed.
Remind them that in the previous lesson, they read a biography of their selected poet. Ask students to discuss in groups:
* How did reading and answering questions about the biography help you build knowledge about the life of your poet?
Select volunteers to share their responses. Listen for students to explain that the biography contained important facts and
information that helped them build knowledge and an understanding of the life of their selected poet. Answering questions
about the biography encouraged them to read the text more closely in order to gain a greater understanding of the important
life events of the poet, particularly in relation to his or her writing.
Invite students to refer to the questions they should have recorded on their Homework: Further Questions (from Lesson 4)
to share those questions with their group.
Explain that the biographies of poets are brief and only outline the main events of their poets life, but when you begin to
learn about something or someone, it often raises questions that make you want to dig deeper and learn more. Emphasize
that later in the unit, students will be exploring more resources to learn more about their selected poet, so some of their
questions may be answered then.

Opening (continued)

To provide additional support for

students, give them an example
before asking them to discuss this
prompt with a partner. Example: I
think I will see the word publish in
my poets biography, because we
read his published poems in Love
That Dog.
* I can identify important events and ideas about the life of my poet.
* I can identify words specific to poetry and biographies about poets (in my selected poets biography).
Invite students to read the first learning target with you. Focus students attention on the William Carlos Williams
anchor chart and remind them that in the first three lessons of the unit, they practiced collecting important facts about the
life and poetry of William Carlos Williams on the anchor chart. Explain that now they will gather important facts about the
life of their poet.
Invite students to read the second learning target with you. Draw students attention to the Word Wall and ask students to
discuss with their group:
* Which words from our Word Wall do you think you may see in the biography of your poet, and why?
Cold call students to share their responses. Tell students that they will be adding to the Word Wall today because they will
focus on words related to poetry and biographies about poets in the biographies they began reading during Lesson 4.
For ELL students, consider

providing additional support with
the following sentence frame: I
think I will see the word _______
because _________.

Work Time
A. Identifying Important Events and Information (25 minutes)

Explain that students will now identify the information and events in their poets biography that are the most important.

to record the key information on
their note-catcher for a smaller
number of paragraphs. As long as
they have the information
underlined on their biographies,
they can refer to this later on when
they write.
Explain that they are to imagine they have only 30 seconds to tell someone who doesnt know anything about their poet the
most important things to give them a good idea of what happened in his or her life.
Model this, with the help of the class, with the Authors Note: A River of Words. Display a copy and invite students to
retrieve their copies of the Authors Note to help you.
Reread the first paragraph aloud and invite students to read silently in their heads. Ask students to discuss in groups:
* What do you think is the most important information in this paragraph? If you only had a short time to tell someone
about William Carlos Williams, which information in this paragraph would you pick out to share? Why?
Select volunteers to share their responses. Listen for students to identify the following:
He was a family doctor in New Jersey for more than 40 years.
During the Great Depression, when people couldnt afford to pay him, he helped them anyway.
Listen for students to explain that this information is the most important to pick out because it explains what he did for a job
and what he was like as a person. The other information in the paragraph includes less important details about how he did
his job.
Underline that important information on the displayed Authors Note.
Repeat with the next paragraph. Listen for students to identify the following: 1) he always made time for poetry, 2) he
developed his own distinctive style in which he used shorter lines, brief stanzas, and little or no punctuation, and 3) he
focused on everyday objects. Again, that information explains what anyone would need to know about his poetry, while the
other information includes less important details.
Display and distribute the Important Events and Information note-catcher. Model collecting those underlined facts
on the organizer.
Invite students to retrieve their biographies of selected poets from the previous lesson.
Explain that they are now going to work as a group to identify the most important information in their poets biographies.
Read the directions at the top of the Important Events and Information note-catcher aloud and invite students to read along


Circulate to provide feedback and guidance to those students who may need more support (based on the work you collected
in Lesson 4).
B. Adding to the Word Wall (15 minutes)
Remind students that in this unit they are reading biographies of poets and collecting words about poetry and poets on the
Word Wall about these biographies.
Distribute highlighters.

before highlighting words can help
to ensure all students understand
why those words meet the criteria.
Invite students to work in groups, reading one paragraph of their poets biographies at a time to discuss and highlight
vocabulary:
* Which of the words are we likely to see again in a biography of a poet?

Circulate to support groups as they work. Students may find it challenging to identify vocabulary particular to their poets
biography (world-renowned, traditional, style, illustrated, language) or words related to poetry in general, so ask guiding
questions:
* What makes that a word particular to biographies of poets?

* Is it about poetry or poets?
* Is it a biography word? Might I see this word in another biography? Why?
* What does it mean?
Refocus whole group. Invite groups to share out the vocabulary they have highlighted. If a highlighted word is not likely to
be found in another poets biography, guide students to understand this.
Record appropriate new poetry and biography words and student-friendly definitions on the Word Wall.
From the Robert Frost biography, listen for words such as: renowned, successful, inspired, graduated, traditional,
meters, rhyme, free verse, style, publisher, and career.
From the Valerie Worth biography, listen for: free verse, celebrated, author, collaboration, and illustrated.
From the Walter Dean Myers biography, listen for: renowned, rhyme, rhythm, and language.

A. Fact Share: Mix and Mingle (5 minutes)

Follow the directions for this Mix and Mingle activity:
Invite students to choose one piece of information they recorded about their poet on their Important Events and
Information note-catcher.
Play music and invite students to circulate around the room.
Stop the music after 30 seconds.
Invite students to share their information with the student standing closest to them.
Repeat until students have shared information with three or four students.
Homework

Important Events and Information Note-catcher

Name:
Date:
Directions:
1. Read the first paragraph of your poets biography as a group.
2. Discuss with your group which information you think is the most important and why.
3. When you all agree on what the most important information is, underline it on your biography.
4. Repeat with the next paragraphs, until you have worked your way through the whole biography.
5. Record the important events and information that you have underlined on the note-catcher below.
Important Events and Information
Important Events and Information Note-catcher

Important Events and Information
10

Mid-Unit Assessment: Answering Questions about
a Biography


Ongoing Assessment
I can use evidence from the Nikki Giovanni biography to answer questions.
Mid-Unit 3 Assessment: Answering Questions about a

Biography
I can determine the main idea of an excerpt of the Nikki Giovanni biography.

Agenda
Teaching Notes
1. Opening
This lesson is the mid-unit assessment. Students will work independently to find the gist and answer
questions about the text. They will be assessed on their mastery of using evidence to answer questions,
make inferences, and identify the main idea of an excerpt of text. Ensure the room is organized for
students to work independently.
A. Engaging the Reader: Revisiting the Guiding

Question (5 minutes)
2. Work Time
A. Mid-Unit Assessment: Answering Questions about a
Biography (45 minutes)
A. Back-to-Back, Face-to-Face (5 minutes)
4. Homework
A. Continue to practice reading aloud both your inspired
poem and the selected poem from your poet that
inspired you. .
The assessment text is about Nikki Giovanni, a poet and author who also was very involved in the civil
rights movement. After the assessment, you may wish to briefly discuss the civil rights movement in
order to give students the opportunity to ask questions provoked by the text and to ensure there are no
misconceptions about it.
Use the answer key provided and the Grade 4 2-point Short Response Rubric (found at
http://www.engageny.org/sites/default/files/resource/attachments/grade-4-ela-guide.pdf) to assess
student work. Be sure to review results of this assessment with students prior to Lesson 12 (End of Unit
Assessment, Part 1). Note that any students who struggle on this assessment may need additional
support during planning of their poet essay in Lessons 8 and 9 so they can gather the appropriate
biographical information for their essay.
In advance:
Read the mid-unit assessment text and questions to familiarize yourself with what is required of
students.
Lesson Vocabulary
Materials
Nikki Giovanni (assessment text; one per student)
Mid-Unit 3 Assessment: Answering Questions about a Biography (one per student)
Mid-Unit 3 Assessment: Answering Questions about a Biography (answers, for teacher reference)
Grade 4 2-Point Short Response Rubric (found at
http://www.engageny.org/sites/default/files/resource/attachments/grade-4-ela-guide.pdf)

Opening
A. Engaging the Reader: Revisiting the Guiding Question (5 minutes)

Remind students of the guiding question: What inspires writers to write poetry?
Consider inviting students to refer

to their poet biographies.
Ask students to discuss with an elbow partner:
* What inspired your poet to write poetry?

Cold call students to share their responses. Answers will vary depending on the poet.
Ask students to discuss with an elbow partner:
* How have the biographies you have read so far helped you answer this question for William Carlos Williams and your
selected poet?
Select volunteers to share their responses whole group. Listen for students to explain that the biographies often describe
directly how/why they started writing poetry and what inspired them.
* I can use evidence from the Nikki Giovanni biography to answer questions.
* I can determine the main idea of an excerpt of the Nikki Giovanni biography.
Invite students to read the first learning target with you. Explain that Nikki Giovanni is a poet. Remind students that they
have been using evidence from biographies to answer questions throughout the first half of the unit.
Invite students to read the second learning target with you. Remind them that the main idea is the point the author is trying
to make and that they have also been doing this with the biographies they have read throughout the first half of the unit.
Make it clear to students that this is an assessment, so students will be doing this independently rather than in groups, as
they did earlier in the unit. Emphasize that they have had plenty of practice with the biographies they have read.

are asked questions.

Work Time
A. Mid-Unit Assessment: Answering Questions about a Biography (45 minutes)

Distribute Nikki Giovanni (the assessment text) and Mid-Unit 3 Assessment: Answering Questions about a
Biography.
Ensure provisions for any special

assistance or allowances students
need.
Read through the directions at the top of the recording form aloud and invite students to read along silently.
Invite students to ask any questions about the directions and what they are expected to do.
Circulate to answer any questions students may have about the process, but avoid answering questions about the text or the
assessment questions.
Congratulate students on their persistence and hard work and collect the assessments. Grade using the Mid-Unit 3
Assessment: Answering Questions about a Biography (answers, for teacher reference) and the Grade 4 2Point Short Response Rubric.

A. Back-to-Back, Face-to-Face (5 minutes)

Remind students of the guiding question: What inspires writers to write poetry?
Invite students to pair up and sit back-to-back with their partner. Explain that you will ask a question and they will have 30
seconds to think about it before turning face-to-face with their partner to discuss the answer. They will then turn back-toback again for the next question.
Ask students the following questions for their Back-to-Back, Face-to-Face:
* What did Nikki Giovanni start writing poetry?

* What do you know about her poems?
* What does she say that much of her poetry is inspired by?
Homework
Continue to practice reading aloud both your inspired poem and the selected poem from your poet that inspired you. .
Note: Any students who struggle on this assessment may need additional support during planning of their poet essay in
Lessons 8 and 9 so they can gather the appropriate biographical information for their essay.

Nikki Giovanni
(Assessment Text)
Copyright 2014 by the American Reading Company
Copyright American Reading Company 2014.
Name:
Date:
Learning Targets Assessed
I can use evidence from the Nikki Giovanni biography to answer questions.
I can determine the main idea of an excerpt of the Nikki Giovanni biography.
Directions:
1. Read the text about Nikki Giovanni silently in your head carefully.
4. Where possible, use evidence from the text in your answers.
Question

first paragraph of the
text?

second paragraph of the
text?

third paragraph of the
text?
Question
Reread the first paragraph.
4. What else does Nikki
Giovanni do for work as
well as writing poetry?
Circle the correct answer
and record evidence from
answer.

a. A nurse
b. A college professor
c. A musician
d. A veterinarian
Evidence from the text:
Reread the second

paragraph.
5. How did poetry help
Nikki when her
grandmother died?
In the context of this
biography, inequality
means that white and black
people were not treated
equally. The aim of the civil
rights movement was to
make sure they were treated
equally under the law. With
this in mind, reread the
second paragraph and
answer the following
question:
a.
Nikki wrote novels to help her express her emotions about her
life experiences.
b.
Nikki didnt have much money.
c.
Nikki wrote poetry to help her express her emotions about her
life experiences.
d.
Nikki was a very good student who participated in a lot of clubs,

such as the student magazine and the civil rights group.

the second paragraph?
Question
7. What inspires Nikki

Giovannis poetry?
Reread the third paragraph.

Then reread the first
paragraph.
8. Which line from the first
paragraph helps you infer
why Giovanni was called
a Living Legend or a
National Treasure?
9. What is the main point

the author of the
biography makes about
Nikki Giovanni?
a. She is an African American poet who grew up in Cincinnati.

b. She is an African American poet who was famous during the civil
rights movement.
c. She is an African American poet who writes poems about her
emotions.
d. She is an African American poet who is well known for her
poetry about inequality.
10
Mid-Unit 3 Assessment: Answering Questions about a Biography

Long Term Learning Targets Assessed
I can explain the main points in a historical, scientific, or technical text, using specific details in the
text. (RI.4.3)
Question

first paragraph of the
text?
As well as a poet, Nikki Giovanni is a college professor who

was involved in the civil rights movement.

second paragraph of the
text?
She wrote poetry for comfort when her grandmother died

and her poetry celebrates African American history and
culture.

third paragraph of the
text?
Nikki Giovanni has written a lot of books for adults and

children and has won many awards.
11

Question
Reread the first
paragraph.
4. What else does Nikki
Giovanni do for work as
well as writing poetry?
Circle the correct answer
and record evidence from
answer.
Reread the second
paragraph.

a. A nurse
b. A college
professor
c. A musician
d. A veterinarian
Evidence from the text:
The text says, She is also a college

professor.
She found it comforting. The text says, When her

grandmother died just a few days later, Giovanni found
comfort in writing poetry.
5. How did poetry help

Nikki when her
grandmother died?
(RI.4.1)
12

Question
In the context of this
biography, inequality
means that white and
black people were not
treated equally. The aim
of the civil rights
movement was to make
sure they were treated
equally under the law.
With this in mind, reread
the second paragraph and
answer the following
question:

a.
Nikki wrote novels to help her express her emotions about her
life experiences.
b. Nikki didnt have much money.

c. Nikki wrote poetry to help her express her emotions
about her life experiences.
d. Nikki was a very good student who participated in a lot of clubs,
such as the student magazine and the civil rights group.

the second paragraph?
(RI.4.2)
7. What inspires Nikki
Giovannis poetry?
(RI.4.1)
The text says she is inspired by an interest in people.
13

Question
Reread the third
paragraph.

People liked her poetry for its strong voice and anger at
inequality.
Then reread the first

paragraph.
8. Which line from the first
paragraph helps you infer
why Giovanni was called
a Living Legend or a
National Treasure?
(RI.4.1)
9. What is the main point
the author of the
biography makes about
Nikki Giovanni? (RI.4.3)
a. She is an African American poet who grew up in Cincinnati.

b. She is an African American poet who was famous during the civil
rights movement.
c. She is an African American poet who writes poems about her
emotions.
d. She is an African American poet who is well known for
her poetry about inequality.
14

Revisiting the Performance Task: Analyzing a
Model Essay and Reading with Expression

Analyzing a Model Essay and Reading with Expression

I can speak clearly and at an understandable pace. (SL.4.4)
I can read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (RF.4.4)
Ongoing Assessment
I can analyze a model essay to identify characteristics of a strong essay.
Students annotations on the model essay
I can read a poem aloud clearly and with expression.
Observations of students reading their inspired poems

Agenda
Teaching Notes
1. Opening
This lesson signals a shift from reading and research about students selected poets to part 2 of their
performance task: an essay about their selected poet.

2. Work Time
A. Analyzing a Model Essay as a Reader (20 minutes)
B. Analyzing a Model Essay as a Writer (15 minutes)
C. Reading a Poem with Expression (10 minutes)
A. Revisiting Learning Targets and Preparing for
Homework (10 minutes)
4. Homework
In this lesson, students revisit the Performance Task anchor chart begun in Unit 2, Lesson 8. Before the
lesson, add parts 2 and 3 to the anchor chart (see supporting materials) and then cover those new parts
with another sheet of chart paper. Thus, students can focus on each part as they are addressed in the
lesson.
In this lesson, students read and analyze a model essay to determine its characteristics and with teacher
guidance answer the question: What makes a strong essay? This essay is about poet Arnold Adoff, a
poet whose poem Street Music students read during Unit 1 as they read Love That Dog. Since
students are already somewhat familiar with Adoff, they can more easily focus on the structure and
qualities that make it the model essay strong.. Note that during Work Time A, students analyze the
content of the essay; then during Work Time B, they analyze the craft.
A. On the Performance Task Poems sheet, copy both

your selected poem (the poem written by Robert
Frost, Walter Dean Myers, or Valerie Worth that
inspired you) and your original inspired poem.
As students analyze the model essay, they will share what they think makes it strong, referring to
specific examples from the model. Be sure to note what students articulate as features of a strong essay.
This will provide valuable formative assessment information for Lessons 812, when students will learn
how to plan and write their own essays based on the model essay.
B. Practice reading both of these poems aloud (to a

friend, family member, or in front of a mirror).
In Work Time C, you model reading a poem aloud clearly (with understandable pace and volume). Then
students practice reading their original inspired poems aloud clearly with a partner. They continue to
practice reading aloud clearly for an audience for homework. Then in Lesson 10, students will focus on
reading aloud with expression as well. Research shows that modeled fluent reading is a key component
to building students own fluency skills. Select a poem for modeling that students are familiar with: one
by one of the famous poets in the back of Love That Dog, or another poem that students all read at some
point in the module.

Agenda

Over the next several lessons, students are asked to read aloud their Selected Poem (the poem by their
selected poet,) as well as their Inspired Poem (their own original poems written in Unit 2, Lesson 9)
during class and for homework. If students are not able to complete this fluency practice at home, be
sure that they have time during your additional literacy block (or in other parts of the school day). This
practice will ensure that students are prepared to read these poems aloud during the Poets Performance
in Lesson 15. For more tips on supporting students with fluent reading, see the stand-alone Fluency
Resource in the Foundational Reading and Language Standards Resource Package for Grades 35.
Starting in the next lesson, students will work as a whole group to complete a shared essay about
William Carlos Williams; however, they will also begin planning and writing their own essays
individually. During Lessons 7-9, as they plan their essays, students should sit next in the same poet
groups they had during the first half of the unit. Then, beginning in Lesson 10, students will sit with a
partner from a different poet group for writing support. (This will let students support one another
without writing essays that are too similar.)
In advance:
Select a poem by a famous poet (from the back of Love That Dog) to model reading aloud clearly for
students for Work Time C.
Review the Annotating Text document and Thumb-O-Meter Checking for Understanding technique
(see Appendix).
Add Parts 2 and 3 to the Performance Task anchor chartsee the completed version in the
supporting materials. Then cover both new parts with a piece of paper.
Post: Learning targets, Performance Task anchor chart, Guiding Questions anchor chart.

Lesson Vocabulary
Materials
analyze, model, essay, characteristics,

clearly; anthology, shaped speech,
dramatic, multicultural
Performance Task anchor chart (begun in Unit 2, Lesson 8)

Performance Task anchor chart (completed, for teacher reference)
Model Essay: Inspired by Arnold Adoff (one per student and one to display)
Poetry journals (students own; from Units 1 and 2)
A poem by famous poet (from the back of Love That Dog; one copy for teacher modeling)
Performance Task Poems (one copy per students for homework)
Poems read by students in Unit 1 and Unit 2 (students own copies; for homework):
Robert Frost: Stopping by Woods on a Snowy Evening (in Love That Dog), The Pasture, or A Patch of Old Snow
(from Unit 2, Lesson 9)
Walter Dean Myers: Love That Boy or Lawrence Hamm, 19 Student Athlete (from Unit 2, Lesson 9)
Valerie Worth: Dog or safety pin (from Unit 2, Lesson 9)

Opening

Draw students attention to the Performance Task anchor chart. Ask a student volunteer to read the Performance Task
Prompt aloud to the class. Point out they have already completed part 1 of the performance taskwriting a poem inspired by
their selected poetand explain that today they will discuss part 2 and 3 of their performance task, writing an essay and
presenting their poems.
Next, read the learning targets aloud to students:
* I can analyze a model essay to identify characteristics of a strong essay.

* I can read a poem aloud clearly and with expression.
Clarify the meaning of the targets as needed; then explain that today students will examine a model essay to determine the
qualities of a strong essay to complete the next step for their performance task: writing an essay about the poet who inspired
them. Then you will read a poem to them with expression so they can think more about this part of the performance task.

Work Time
A. Analyzing a Model Essay as a Reader (20 minutes)
If students struggle to articulate the

gist of this essay, you may want to
spend more time closely reading the
essay before moving on to analyze
the essay for writers craft in Work
Time B. If necessary, write a series
of text-dependent questions that
help students to tackle more
challenging parts of the essay.
Invite students to sit with their poet group. Distribute a copy of the Model Essay: Inspired by Arnold Adoff to each
student. Ask them to listen and read silently along as you read the essay aloud.
Ask students to turn to their group and discuss the gist of the essay (their first impression of what the essay is mostly about).
After a few minutes, cold call a few students to share their ideas. Listen for students to say that the essay is about Arnold
Adoff and how his writing inspired the person who wrote the essay.
Next, tell students that they will now read the essay more closely. Draw their attention to the Close Readers Do These
Things anchor chart. Remind them of the strategies they have been practicing throughout the year. Explain that the
purpose of this particular close read will be to use this essay as a model for their own writing by determining the qualities of
a strong essay. Tell students that first they must be sure they understand what the essay is about.
Ask students to reread the essay aloud with their group, taking turns with each paragraph. Have them circle any words or
phrases they find confusing.
After 5 minutes, call on students to share unfamiliar words or confusing phrases in the text. Students may circle the
following vocabulary: anthology and shaped speech. Help students determine the meaning of unfamiliar or challenging
words and phrases through context or simply give them the meanings. For example:
Anthologys meaning can be determined from the context of the essay as a book featuring a collection of poems by
different authors. (Consider adding this word to the Word Wall). .
Shaped speech is defined in the text as words that run together or are broken apart.
Tell students that the next step will be to annotate the essay for what they notice about it..
Briefly model annotating in the notes section to the left of the Model Essay for students and ask them to annotate their
essays along with you. Be sure that this modeling shows students how to annotate, but allows them to do the most of the
thinking later when they are ask to do their own annotations for what they notice about the model. For example, you might
do the following:

Say, I notice this essay has three paragraphs, then number the paragraphs.
Say, I know that the first part of an essay is called an introduction, the middle is called the body, and the last part is
called the conclusion, then label each paragraph using these terms.
Reread the first paragraph, then think aloud: I notice this paragraph explains what the essay is about. Then add a note
next to the paragraph in box to the right of the essay This paragraph tells what the essay is about: Arnold Adoff is a poet
whose writing inspired the author of this essay.
Tell students to take about 4 or 5 minutes reread the body paragraph by whisper reading it aloud with their groups and then
discuss the following:
* What do you notice about the body paragraph?

Cold call a few students to share. Listen for students to notice that this paragraph describes Arnold Adoffs life and how he
became a poet. Have students annotate the essay by adding a notes next to this paragraph in the box to the right of the essay
with a description, This paragraph tells about the poets life and how he became a poet: Arnold Adoff was a poet who grew
up in the Bronx and began writing poems while spending time in jazz clubs.
Repeat with the concluding paragraph: Invite students to take 4 or 5 minutes to reread with their groups and then the
following:
* What do you notice about the conclusion?

Again, cold call a few students to share. Listen for students to notice that this paragraph describes how Arnold Adoffs poems
inspired the writer. Have students annotate writing in the box next to this paragraph a description similar to the following:
This paragraph explains how the poets poems inspired the author of the essay: The poem Street Music inspired the author
of the essay to write about everyday sounds.

B. Analyzing a Model Essay as a Writer (15 minutes)
At the end of Work Time B, students

may still have trouble articulating
what specifically makes the model
essay a strong essay. This is to be
expected, since the next several
lessons (Lessons 9-12) will provide
additional instruction on
explanatory writing. Use students
responses in this portion of the
agenda as a formative assessment to
guide your instruction in these
lessons.
Tell students that now that they have read the essay a little more closely and know what each paragraph is about, they are
ready to consider what makes it a strong essay.
Ask students to reread the essay and then discuss the following with their groups and annotate their notes in the boxes to the
right of the essay:
* What makes this an example of a strong essay? Be specific.

Give students a 1o minutes to discuss the prompt and add notes in the boxes to the right of the essay.
Cold call students to share. Prompt students to be specific and point out examples in the text. Record their ideas on your
copy of the Model Essay. Listen for students to suggest ideas that connect to the bullet points under Part 2 on the
Performance Task anchor chartsee Performance Task anchor chart (completed, for teacher reference) in the
supporting materials.
Draw students attention back to the Performance Task anchor chart and uncover Part 2. Then read each of the bullet points
under this part aloud and make connections to students listed ideas. For example: You said strong essays are interesting to
read; notice how this bullet point says introductions should engages the reader, or You mentioned that strong essays dont
have lots of mistakes; notice how this bullet point says our essays should be neat and have little or no errors in conventions.
Tell students that over the next few lessons, they will revisit each bullet under Step 2 of the Performance Task anchor chart
and further analyze the model essay so that they can learn how to write their own essays.
Collect students model essays with notes for a formative assessment of their understanding of explanatory writing (W.4.2).

Work Time
C. Reading a Poem with Clarity (10 minutes)
To further support students in

reading with expression, consider
allowing them to make recordings of
themselves reading their poems
aloud. Then they can play these
recordings back and listen for
expression in their own voice.
Focus students attention on the Performance Task anchor chart. Reread the last sentence of the prompt, Afterward,
present your work in a Poets Performance by reading aloud a selected poem by your poet, sharing your essay, and reading
aloud your own inspired poem aloud to students. Clarify for students that their Inspired Poems are the ones they wrote in
Unit 2 and that their Selected Poems are the poems by their selected poet (Robert Frost, Walter Dean Myers or Valerie
Worth) that inspired them to write their poem.
Tell students that in order to prepare for this Poets Performance they will have to practice reading their poems aloud. Then
uncover part 3 and read this portion of the anchor chart aloud to students.
Remind students that they have been practicing their fluent reading skills throughout the module when they read poems
from Love That Dog aloud. Point out to students that they will be expected to present their poems and essay
Read the first bullet under Part 3 on the anchor chart, Be sure to read clearly.
Underline the word clearly. Ask students:
* What does it mean to read something clearly?

Call on a volunteer to share ideas.. Listen for students to say something like: It means other people can understand you
when you read.
Consider revisiting the audio links

from Unit 1, Lesson 1 of William
Carlos Williams reading The Red
Wheelbarrow and Robert Frost
reading Stopping by Woods on a
Snowy Evening with students.
Hearing the authors of these poems
reading them aloud with expression
will further support students
understanding of this concept.
Tell students that today they will focus on this first bullet and that they will focus on the second bullet, Be sure to read with
expression in a later lesson.
Read the poem (from the back of Love That Dog) aloud to the class twiceonce slowly and clearly, and once quickly
and softly.
Ask students to discuss with their group:
* Which one was easier to understand? Why?

Select volunteers to share their responses. Listen for students to explain that your first reading was understandable because
you read slowly and clearly. Explain that poetry is often read at a slower pace than prose, and that reading slowly and clearly,
is important when reading a poem to an audience.
Tell students that it is now their turn to practice reading their poems aloud clearly.

Invite to get out their poetry journals and turn to the inspired poem they wrote for part 1 of the performance task. Ask
students to spend 5 minutes practicing reading their poem aloud slowly and clearly.
Circulate to provide students with guidance on how to improve their pace and volume as they read their poetry read aloud.
After 5 minutes, invite students to pair up to read their poem aloud to another student.
Circulate to note which students may need additional support reading aloud clearly.
10

A. Revisiting Learning Targets and Preparing for Homework (10 minutes)
Note any students who struggle in

articulating a response to the
guiding questions, as they may
require additional support during
the planning of their essays in
Lessons 8 and 9.
Reread the learning targets and ask students to use the Thumb-O-Meter Checking for Understanding technique to indicate
their progress toward these targets. Tell students they will have more time over the course of the next several lessons to
make further progress toward these targets.
Draw students attention to the Guiding Questions anchor chart and read the second guiding question:

Tell students that the essays they write will help them reflect on this question. Ask them to turn to a partner and discuss the
following:
* How did the poet you selected inspire you to write the poem you read at the beginning of the lesson?
Give students a few minutes to discuss with their groups. Circulate and listen to students responses to this question.
Discussion of this question will help students think about how they have been inspired by their selected poet. This will
support students in the planning of the essays in the next two lessons.
Distribute the Performance Task Poems sheet for homework. Clarify the homework as needed (you may need to review
the location of poems (students original poems should be in their poetry journals in the My Poems section and the poems
that inspired their original poem will either be located in the back of Love That Dog or as a loose sheet see Unit 2, Lesson
9).
Homework
On the Performance Task Poems sheet, copy both your selected poem (the poem written by Robert Frost, Walter Dean
Myers, or Valerie Worth that inspired you) and your original inspired poem.
Practice reading both of these poems aloud (to a friend, family member, or in front of a mirror)..
Note: Review Lessons 812 and determine where students may need more or less modeling or support based on their
performance in Work Time B.
11

Performance Task Anchor Chart

Teacher directions: Before the lesson, add parts 2 and 3 to the anchor chart. Then cover them up.
Performance Task
essay about the poet who inspired you, explaining who this poet is and how this poet has inspired you
as a writer. Afterward, present your work in a Poets Performance by reading aloud a selected poem by
your poet, sharing your essay, and reading aloud your own inspired poem.
There are 3 parts to your performance task, writing an inspired poem, writing an essay,
and presenting your poems and essay. To prepare
For Part 1: Write a poem inspired by your selected poet that includes:
For Part 2: Write an essay that does the following:
Addresses the essay prompt: Write an essay about the poet who has inspired you, explaining who
this poet is and how she or he has inspired you as a writer
Has a body paragraph with biographical information about the poet and explains how this person
became a poet
For Part 3: Practice reading aloud your Selected Poem and your Inspired Poem:
Be sure to read clearly.
Be sure to read with expression.
13
Model Essay:
Inspired by Arnold Adoff
Model Essay
Notes

Have you ever thought the sounds of the city were like music?
Arnold Adoff did. His poem Street Music describes the sounds you
hear in the city every day in a musical way. His vivid descriptions of
sound have inspired me to write my own poetry about the music of
my backyard.
Arnold Adoff is a poet and childrens author who was born on July
16, 1935 in the East Bronx in New York City. As a boy, he visited the
library often and loved to read. When he was a teenager, he spent a
lot of time listening to music in jazz clubs. This inspired him to start
writing poetry. After graduating from college, Arnold Adoff worked
as a teacher and counselor in Harlem. In 1960, he married another
childrens author named Virginia Hamilton, and they had two
children. In 1968, he published his first anthology with a collection of
poems by African American writers. As a poet, he became known for
his unique style of shaped speech poetry. This kind of poetry has
words that run together or are broken apart. An example of this style
is his poem Street Music. Over the years, he has published over 30
books. He has also been awarded the National Council of Teachers of
English Award for Excellence in Poetry for Children.
Arnold Adoffs poem Street Music describes the sounds of a city
street like music. He uses lots of vivid words like grinding,
slamming, and screeching. His use of vivid imagery to describe the
sounds of the city made me feel like I was on a noisy city block.
Reading his poem inspired me to write about the sounds I hear every
day in my backyard. Like the birds chirping, the garbage truck
beeping, and dogs barking. I hope the imagery in my poem is as fun
to read as Arnold Adoffs Street Music.
Written by Expeditionary Learning for Instructional Purposes.
Sources:http://www.harpercollins.com/authors/11714/Arnold_Adoff/index.aspx?authorID=11714, http://www.orrt.org/adoff/,
http://ebma.camp8.org/Default.aspx?pageId=865852, http://www.ohiocenterforthebook.org/OhioAuthors/AdoffArnold.aspx.
14
Performance Task Poems

Name:
Date:
Directions: Locate your original inspired poem and the selected poem (by Robert Frost, Walter
Dean Myers, or Valerie Worth) that your own writing was inspired by. Copy the selected poem into
the My Selected Poem box below. Then recopy your original poem into the My Inspired Poem box
on the second page of this sheet. Be sure to use neat handwriting.
My Selected Poem
Poem Title:
Poem Author:
15
Performance Task Poems

My Inspired Poem
Poem Title:
16

Planning the Essay: Introduction and Conclusion


e. I can construct a concluding statement or section of an informative/explanatory text.
Ongoing Assessment
I can collaborate with my peers to plan an introduction for an essay about William Carlos Williams that
introduces the topic.
Essay Prompt/Planner graphic organizer (Introduction

and Conclusion Plan completed)
I can collaborate with my peers to plan a conclusion for an essay about William Carlos Williams that
describes how he has inspired me.
I can plan an introduction for an essay about my poet that introduces the topic.
I can plan a conclusion for an essay about my poet that describes how she or he has inspired me.

Agenda
Teaching Notes
1. Opening
In this lesson, students begin to plan their essays about their selected poet. They plan the introduction
and conclusion together, because these two paragraphs are both about how the poet inspired them.

2. Work Time
A. Shared Planning: Introduction and Conclusion of the
William Carlos Williams Essay (20 minutes)
B. Planning: Introduction and Conclusion of Selected
Poet Essay (20 minutes)
A. Revisiting the Learning Targets (5 minutes)
4. Homework
A. Practice reading your Selected Poem and your
Inspired Poem aloud clearly (to a friend, family
member, or in front of a mirror).
Students first participate in shared planning of an essay about William Carlos Williams. You will model
using the graphic organizer and the thinking process behind planning an introduction and conclusion.
Students move on to plan the introduction and conclusion of their essay about their own poet. (They will
plan their body paragraph in Lesson 9.)
If your students need additional support or a slower pace for shared and independent planning,
consider dividing this lesson into two segments. If you do this, make the first segment both shared
planning and then independent planning of the introduction (so students move seamlessly from the
teacher modeling to their application). Then the second segment (perhaps the following day) would
focus on both the teacher modeling and independent planning of the conclusion.
This pattern of shared writing (about William Carlos Williams) followed by students independent
writing of essays about their selected poets will repeat across lessons up through Lesson 12 (the End of
Unit 3 Assessment, Part 1). You will model the planning process in Lessons 8 and 9, and then model
writing the introduction, body, and concluding paragraphs in Lessons 10, 11, and 12. The End of Unit
Assessment, Part 1, is based on students independent writing of the conclusion of their own essay about
their selected poet. This pattern of shared writing followed by independent application allows for
explicit and scaffolded writing instruction that meets all aspects of W.4.2. Later, in Module 4, students
will be expected to write another expository essay with fewer scaffolds to demonstrate a full mastery of
W.4.2.
The Performance Task rubric is introduced in this lesson. Students read through the parts of the rubric
pertaining to the introduction and conclusion to understand what is expected of their work. These parts
of the rubric are linked very closely to the lessons learning targets.
In advance:
Review: Mix and Mingle and Fist to Five Checking for Understanding techniques (see Appendix).
Select music for the Mix and Mingle that can be played softly in the background without distracting
students from the read-aloud of their poems. Consider using music without lyrics, such as classical or
jazz.

Lesson Vocabulary
Materials
criteria
Performance Task anchor chart (from Lesson 7)

Performance Task rubric (one per student and one to display)
Model Essay: Inspired by Arnold Adoff (from Lesson 7; one new blank copy per student and one new blank copy for
teacher modeling)
Annotated Model Essay: Inspired by Arnold Adoff (for teacher reference)
Document camera
Poet Essay Prompt/Planner graphic organizer (one per student and one to display)
Poet Essay Prompt/Planner graphic organizer: William Carlos Williams example (completed, for teacher reference)
Biographies of selected poets (from Lesson 4; one of their selected poet per student):
Important Events and Information note-catcher (begun in Lesson 5; one per student)

Opening

Remind students that for homework they were asked to select a poem by their poet that most inspires them. Draw students
attention to the Performance Task anchor chart and read the third part aloud:
Structured activities such as Mix

and Mingle can ensure all students
have a chance to talk.
3. Select a poem by your poet to read aloud.

Tell them now that they have selected a poem for their performance task, they will practice reading this poem aloud clearly
and with expression, as they practiced in the previous lesson.
Mix and Mingle:
Play music on a soft volume.
Invite students to move around the room with their chosen poem.
Stop the music after 30 seconds.
Invite students to share their poem and the reason it inspired them with the person closest to them.
Repeat until students have shared their poem with three people.
On the Performance Task anchor chart, draw students attention to the second part of the task:
Part 2: Write an essay that:
Addresses the essay prompt: Write an essay about the poet who has inspired you, explaining who this poet is and how
they have inspired you as a writer
Introducing a rubric before students

write can help ensure that they are
aware of what is expected of their
writing and give them clear criteria
to refer to.
Has a body paragraph with biographical information about the poet and explains how this person became a poet
Tell students that today they will plan the introduction and conclusion of their essays. Read aloud the bullet points related to
introductions and conclusions on the Performance Task anchor chart.

Opening (continued)
* I can collaborate with my peers to plan an introduction for an essay about William Carlos Williams that introduces the
topic.
* I can collaborate with my peers to plan a conclusion for an essay about William Carlos Williams that describes how he
has inspired me.
* I can plan an introduction for an essay about my poet that introduces the topic.
* I can plan a conclusion for an essay about my poet that describes how he has inspired me.
Invite students to read the first and second learning targets with you. Remind students of the model essay they read about
Arnold Adoff in the previous lesson and explain that they will use this essay as a model for how to write an introduction and
conclusion for their essays. Explain that they will begin the lesson by working together as a whole group to plan the
introduction and conclusion of an essay about William Carlos Williams, then they will plan the introduction and conclusion
for their own essay.
Display and distribute the Performance Task rubric and explain that student essays and their presentation during the
Poets Performance will be assessed using this rubric. Show students the essay portion of the rubric as well as the
presentation portion of the rubric. Point out the column headed Criteria. Explain that criteria are what students need to
include in their essay and presentation. Point out that these criteria are written as learning targets. Go on to explain that
just like the learning targets students have used during lessons, these learning targets tell them what they will learn in order
to write their essay and present their poems.
Point out the columns to the right of the Criteria heading, Meets,, Partially Meets, and Does Not Meet. Explain that
each of these columns describe the criteria for students to meet (partially meet or do not meet) a particular learning target.
Then focus students on the first row under the Ideas and Evidence heading in the essay portion of the rubric. Invite them
to read the criteria aloud with you.
Then focus students on the content of the Meets column and invite them to read the criteria in that column aloud with you.
Tell them this is what is expected of their introductions, so when planning their introduction, they must keep this in mind.
Focus students on third row of the Ideas and Evidence heading. Invite them to read the criteria aloud with you.
Once again, focus students on the content of the Meets column and invite them to read the criteria in that column aloud
with you.
Tell them this is what is expected of their conclusion, so when planning their conclusion, they must keep this in mind.

Work Time
A. Shared Planning: Introduction and Conclusion of the William Carlos Williams Essay (20 minutes)
Invite students to sit in the poet groups they sat in for the work they did on their selected poet biographies.
Modeling the thinking process and

how to fill in a graphic organizer can
help ensure that students can work
independently.
Select a student to reread the essay prompt for the whole group at the top of the organizer.
Distribute a new blank copy of the Model Essay: Inspired by Arnold Adoff (from Lesson 7) and display a copy using
a document camera. Invite a volunteer to reread the introductory paragraph.
Remind students that in the previous lesson, they noticed that this essays introduction engaged the reader and introduced
the topic. Record the following note in the box to the right of the introduction see the Annotated Model Essay:
Inspired by Arnold Adoff (for teacher reference) and ask students to copy these notes no their copies as well:
Introduction:
Engages the reader and introduces the topic
Ask students to answer the following question after rereading the paragraph silently to themselves and then holding up
figures to indicate their answers:
* Which sentence in the introduction paragraph introduces the topic of the essay: Sentence 1, 2, 3 or 4?
Look for students to hold up four fingers, indicating the last sentence of the paragraph: His vivid descriptions of sound have
inspired me to write my own poetry about the music of my backyard. Read this sentence aloud and then underline this
sentence in the model and ask students to do the same in their own copies. Point out how this sentence begins to address the
essay prompt by clearly stating the topic: a poet that inspired you. Have students underline this phrase in the essay prompt
at the top of the model.
Next, ask students to turn to a partner in their poet groups and discuss the following question:
* How does this introduction engage the reader?

Cold call pairs and listen for students to suggest it engages the reader with a question. Point out that the author also gave
specific examples from the poets writing. Writing a strong essay with a strong introduction can be tricky, so you will help
them by giving them a planner and practicing planning an introduction for an essay about William Carlos Williams as a
class.
Display the Poet Essay Prompt/Planner graphic organizer.
Focus students on the questions in the first box of the essay planner; select a student to read them aloud to the class.
Then point out how these questions were answered in the Model Essay: Inspired by Arnold Adoff.

Remind students that to practice the planning process before they plan their own essays, they will work together as a class to
plan an essay about William Carlos Williams.
Tell students that strong writers use details and examples in their writing. Explain that they can do this by using their notes
from their biography reading, as well as their selected poem.
Tell students that the poem that you have selected by William Carlos Williams is The Great Figure. Display and reread this
poem aloud.
Then remind students that the other source they will draw on when writing their introduction for the William Carlos
Williams essay will be the William Carlos Williams anchor chart where the class took their notes from his biography.
Focus students on the essay planner and ask them to discuss the prompt in the box for the introduction paragraph plan.
* What might we write to answer this first prompt: Who is the poet that inspired you most as a writer and why?
Select volunteers to share their responses whole group. Listen for students to explain that it would be something like:
William Carlos Williams inspired me to write about ordinary things.
Record a response on the displayed organizer. See Poet Essay Prompt/Planner graphic organizer: William Carlos
Williams example (completed, for teacher reference).
Focus students on the second prompt in the introduction box of the organizer, Ideas for introducing the topic to my reader.
Ask students each of the following questions with their group. After each question cold call students to share their ideas.
Record appropriate ideas on the displayed organizer. See Poet Essay Prompt/Planner graphic organizer: William Carlos
Williams example (completed, for teacher reference):
* What ideas do you have for how you might introduce the idea of writing about ordinary things?
* What ordinary things did William Carlos Williams write about?
* What specific example could we include here from our selected poem?
Invite students to reread the concluding paragraph on the Model Essay: Inspired by Arnold Adoff and follow a similar
process for planning the conclusion as they just did for the introduction. Be sure to do the following:
Revisit the bullet for a conclusion from the Performance Task anchor chart and the criteria for conclusion on the
Performance Task Rubric.
Reread the conclusion of the Model Essay: Inspired by Arnold Adoff.

Annotate next to this paragraph with a note explaining that strong conclusions, Revisit the topic and wrap the essay (see
the Annotated Model Essay: Inspired by Arnold Adoff (for teacher reference)
Point out how specific examples from the selected poem are used in the model.
Use the box for planning a conclusion on the Poet Essay Prompt/Planner to co-construct a plan for the William Carlos
Williams essay conclusionsee the Poet Essay Prompt/Planner graphic organizer: William Carlos Williams example
(completed, for teacher reference).
B. Planning: Introduction and Conclusion of Selected Poet Essay (20 minutes)
Explain that students will do exactly the same thing to plan the introduction and conclusion of the essay about their selected
poet.
Distribute a Poet Essay Prompt/Planner graphic organizer to each student.
Invite students to retrieve the biography of their selected poet (from Lesson 4):
Robert Frost (March 26, 1874 January 29, 1963)

their ideas before writing can help
them hear the ideas of others and
determine if their ideas are the
strongest in answering the question.
This can result in a stronger piece of
writing for all students.
Valerie Worth (October 29, 1933 July 31, 1994) or

Finding Your Voice.
Also ask them to get out their Important Events and Information note-catcher, as well as their Performance Task
Poems (from Lesson 7 homework). Explain that students must refer to these resources to plan their introduction and
conclusion. Remind them to use specific examples from their selected poem when explaining how this poet inspired them.
Encourage students to discuss their ideas with other students in their group before they record them to ensure their ideas
are strong.
Circulate to support students in completing their organizers. Ask guiding questions:
* What about your poets writing inspired you?

* How did that inspire you to write your poem?
* How might you introduce that idea?
* What specific examples can you use from your selected poem?

A. Revisiting the Learning Targets (5 minutes)

Invite students to refer to the learning targets. Ask them to spend a couple of minutes thinking about:
Revisiting learning targets can

enable students to recognize how far
they have come in one lesson and
how much they have learned.
* How well do you think you have done at achieving the learning targets?
Read through the first learning target again. Invite students to show a Fist to Five for how well they think they achieved that
targeta fist being not at all and a five being very well.
Repeat with the remaining targets.
Homework
Practice reading your Selected Poem and your Inspired Poem aloud clearly (to a friend, family member, or in front of a
mirror).

Performance Task Rubric:

Poet Essay and Poetry Performance
Performance Task
essay about the poet who inspired you, explaining who this poet is and how this poet has inspired you
as a writer. Afterward, present your work in a Poets Performance by reading aloud a selected poem by
your poet, sharing your essay, and reading aloud your own inspired poem.
POET ESSAY
Criteria
Meets
Partially Meets
Does Not Meet
Ideas and Evidence

I can write an
introduction in my
essay that states my
topic clearly. (W.4.2a)
My introduction clearly
introduces my poet.
My introduction
somewhat clearly
introduces my poet.
My introduction does
not clearly introduce
my poet.
I can use accurate facts

and details about the
life of my poet in my
essay. (W.4.2b)
I included specific facts

about my poets life.
I included some facts

about my poets life.
I did not include any

facts about my poet.
I can develop a
conclusion that revisits
the topic and wraps up
the essay. (W.4.2e)
My conclusion explains
how I was inspired by
my poet using specific
details.
My conclusion explains
how I was inspired by
my poet, but has no
specific details.
My conclusion does not

explain how I was
inspired by my poet.
I included at least three

linking words to
connect ideas in my
essay.
I included two linking

words to connect ideas
in my essay.
I included one linking

word to connect ideas
in my essay.
Organization
I can use linking words
to connect ideas in my
essay (W.4.2c)
11
Performance Task Rubric:

Poet Essay and Poetry Performance
Criteria
Meets
Partially Meets
Does Not Meet
I used at least four of

our poetry and
biography words in my
essay to inform my
reader about my poets
life.
I used two or three of

our poetry and
essay to inform my
life.
I used fewer than two

of our poetry and
essay to inform my
life.
I have correct spelling,

capitalization, and
punctuation in my
writing.
I have some mistakes

with my spelling,
capitalization, and/or
my punctuation.
I have many mistakes

with my spelling,
capitalization, and
punctuation.
I sometimes speak
clearly; I speak too
quickly or slowly in
some parts; my listener
has some difficulty
understanding parts of
my presentation.
My words are not clear;

I speak to quickly or
slowly; my listener
cannot understand
what I am presenting.
Word Choice
I can use words specific
to poetry and
biographies to inform
my reader about my
poets life. (W.4.2d,
L.4.3)
Conventions
I can use conventions
so my writing is clear
and understandable.
(L.4.2a, L.4.2c, L.4.2d,
L.4.3b)
POETRY PERFORMANCE
Speaking and Listening
I can speak clearly and
at an understandable
pace. (SL.4.4)
I speak clearly, with

expression, and at a
just right pace so my
listener can understand
my presentation.
12
Annotated Model Essay: Inspired by Arnold Adoff

Teacher Directions: For use in Lessons 8-12. Read the notes in the column on the right.
Parentheses indicate the lessons in which notes are added.
Model Essay
Notes

Have you ever thought the sounds of the city were like
music? Arnold Adoff did. His poem Street Music
describes the sounds you hear in the city every day in a
musical way. His vivid descriptions of sound have inspired
me to write my own poetry about the music of my
backyard.
Arnold Adoff is a poet and childrens author who was

born on July 16, 1935 in the East Bronx in New York City.
As a boy, he visited the library often and loved to read.
When he was a teenager, he spent a lot of time listening to
music in jazz clubs. This inspired him to start writing
poetry. After graduating from college, Arnold Adoff worked
as a teacher and counselor in Harlem. In 1960, he married
another childrens author named Virginia Hamilton, and
they had two children. In 1968, he published his first
anthology with a collection of poems by African American
writers. As a poet, he became known for his unique style of
shaped speech poetry. This kind of poetry has words that
run together or are broken apart. An example of this style
is his poem Street Music. Over the years, he has
published over 30 books. He has also been awarded the
National Council of Teachers of English Award for
Excellence in Poetry for Children.
Introduction (Lesson 8)
Engages the reader and introduces
the topic (Lesson 8)
Opens with a question to engage the
reader (Lesson 10)
Introduces the poet (Lesson 10)
Explains how the Adoffs poems
inspired the author (Lesson 10)
Body (All notes below added in Lesson
9)
Has biographical information about
the poet and explains how this
person became a poet
Where and when he was born
What made him start writing poetry
His jobs/career
Facts about family
His style of poetry
When first he first published
Awards he received
Events listed in chronological order
(Lesson 11)
13
Annotated Model Essay: Inspired by Arnold Adoff

Model Essay
Notes
Arnold Adoffs poem Street Music describes the

sounds of a city street like music. He uses lots of vivid
words like grinding, slamming, and screeching. His use of
vivid imagery to describe the sounds of the city made me
feel like I was on a noisy city block. Reading his poem
inspired me to write about the sounds I hear every day in
my backyard. Like the birds chirping, the garbage truck
beeping, and dogs barking. I hope the imagery in my poem
is as fun to read as Arnold Adoffs Street Music.
Conclusion (Lesson 8)
Has a conclusion that revisits the
topic and wraps up the essay
(Lesson 8)
Revisits poem in intro (Lesson 12)
Quotes words used in the poem
(Lesson 12)
Describes how the poem inspired the
author (Lesson 12)
Leaves the reader with a final thought
(Lesson 12)
14
Poet Essay Prompt/Planner Graphic Organizer

Essay prompt:
Write an essay about a poet who has inspired you as a writer. Explain who this poet is and how this
poet has inspired you.
Include:
An introduction paragraph that introduces the topic: the poet who has inspired you most.
A body paragraph that describes the poets life and the role that poetry played.
A conclusion that explains how you were inspired by this poets writing.
Introduction Paragraph Plan:
Who is the poet that inspired you most as a writer and why?
Ideas for introducing the topic to my reader:
15

Body Paragraph Plan:
Describe this poets life and the role that poetry played. Include the following:
When and where this poet lived:
Possible inspiration for becoming a writer:
What is special or unique about this poets style of writing?:
Major events in this poets life (at least four):
16

Conclusion Paragraph Plan:
How were you inspired by this poets poetry?
Examples from poems:
17
Poet Essay Prompt/Planner Graphic Organizer:

William Carlos Williams Example
Essay prompt:
Write an essay about a poet who has inspired you as a writer. Explain who this poet is and how this
poet has inspired you.
Include:
An introduction paragraph that introduces the topic: the poet who has inspired you most
A body paragraph that describes the poets life and the role that poetry played
A conclusion that explains how you were inspired by this poets writing
Introduction Paragraph Plan: Completed in Lesson 8
Who is the poet that inspired you most as a writer and why?
William Carlos Williams inspired me to write about ordinary things.
Ideas for introducing the topic to my reader:
Get my reader to think about walking down the street and seeing ordinary things
Give examples of ordinary things he wrote about: wheelbarrow and a fire truck
18

Body Paragraph Plan: To be completed in Lesson 9
Describe this poets life and the role that poetry played. Include the following:
When and where this poet lived:
Sept. 17, 1883March 4, 1963 in Rutherford, New Jersey
Possible inspiration for becoming a writer:
He was inspired by English poets he read about in school.
What is special or unique about this poets style of writing?:
He wrote about everyday objects with vivid imagery in free verse.
Major events in this poets life (at least four):
1902Goes to school to become a doctor

1909Publishes his first poems (only four copies sell)
1910Starts his medical practice
1912Marries Florence Herman (has two kids)
Published 48 books, mostly poetry
Won National Book Award and Pulitzer Prize
19

Conclusion Paragraph Plan: Completed in Lesson 8

How were you inspired by this poets poetry?
He inspired me to write about everyday objects with vivid imagery.
Examples from poems:
The Great Figure was about a fire truck.
Vivid words from this poem: gold, red, clangs, howls, rumbling.
20

Planning the Essay: Body Paragraph

Planning the Essay:
Body Paragraph

Ongoing Assessment
I can collaborate with my peers to plan the biographical body paragraph for an essay about William
Carlos Williams that uses facts and details.
I can plan the biographical body paragraph for an essay about my poet that uses facts and details.
Poet Essay Prompt/Planner graphic organizer (Body

Paragraph Plan completed)

Planning the Essay:
Body Paragraph
Agenda
Teaching Notes
1. Opening
In this lesson, students continue to plan their essays. They plan the body paragraph, which is the
paragraph that includes biographical information about their selected poet.

2. Work Time
A. Shared Planning: Biographical Body Paragraph of
the William Carlos Williams Essay (20 minutes)
B. Planning: Biographical Body Paragraph of Selected
A. Sharing New Information About Poets: Concentric
Circles (10 minutes)
4. Homework
A. Continue to practice reading aloud your selected
poem as well your inspired poem. Be sure to read
with expression.
As in the previous lesson, students begin by doing shared planning for an essay about William Carlos
Williams. You again model using the graphic organizer and the thinking process, this time regarding
planning the body paragraph. Students then move on to plan the body paragraph of their own essay \
sitting with their poet groups for support.
To ensure students have all of the information about their poet that they need to write a biographical
body paragraph, they also read a timeline of their poets life. This is first modeled with William Carlos
Williams, based on the timeline at the back of A River of Words. Then, students are given timelines of
their own poets to collect any additional facts and information they might want to include in their body
paragraph.
Throughout this lesson, students refer to the rubric to be sure their plans will help them meet the
assessment standards.
In advance:
Review: Concentric Circles protocol (see Appendix).

Planning the Essay:
Body Paragraph
Lesson Vocabulary
Materials
Performance Task rubric (from Lesson 8; one per student and one for display)
Model Essay: Inspired by Arnold Adoff (from Lesson 7; students own copies and one for modeling)
Annotated Model Essay: Inspired by Arnold Adoff (for teacher reference; from Lesson 8)
Document camera
Poet Essay Prompt/Planner graphic organizer: William Carlos Williams (begun during teacher modeling in Lesson 8; one
for display)
Poet Essay Prompt/Planner graphic organizer: William Carlos Williams example (completed, for teacher reference; from
Lesson 8)
Biographical timelines of selected poets:
Robert Frost (one per student in the Robert Frost poet group(s))
Walter Dean Myers (one per student in the Walter Dean Myers poet group(s))
Valerie Worth (one per student in the Valerie Worth poet group(s))
Important Events and Information note-catcher (begun in Lesson 5; one per student)
Poet Essay Prompt/Planner graphic organizer (begun in Lesson 8; students own)

Planning the Essay:
Body Paragraph
Opening

Draw students attention to the Performance Task anchor chart. Reread the Part 2 on the anchor chart and explain that
today students will learn about writing the body paragraph for their essays.
Introducing a rubric before students

write can help ensure that they are
aware of what is expected of their
writing and give them clear criteria
to refer to.
* I can collaborate with my peers to plan the biographical body paragraph for an essay about William Carlos Williams that
uses facts and details.
* I can plan the biographical body paragraph for an essay about my poet that uses facts and details.
Invite students to read the first learning target with you. Ask students to discuss with their group:
* What is a biographical body paragraph? What is a biography?

* Think back to that paragraph in the Model Essay: Inspired by Arnold Adoff. What is the purpose of that paragraph?
Cold call students to share their responses. Listen for them to explain that a biography is the story of someones life, so a
biographical body paragraph is a paragraph that tells the story of someones life.
Explain that they will begin by working together whole group to plan the biographical body paragraph of an essay about
William Carlos Williams.
Invite students to read the second learning target with you. Explain that once they have practiced planning a biographical
body paragraph about William Carlos Williams, they are going to apply that learning to plan their own biographical body
paragraphs about their poet.
Invite students to retrieve the Performance Task rubric and remind them that their essays will be assessed using this
rubric.
Focus students on the second row under the Ideas heading about accurate facts, details, and quotations. Invite them to
read the criteria aloud with you.
Explain to students that this is what is expected of their biographical body paragraphs, so when planning, they need to keep
this in mind.

Planning the Essay:
Body Paragraph
Work Time
A. Shared Planning: Body Paragraph of the William Carlos Williams Essay (20 minutes)
Invite students to sit in their poet groups.
Inviting students to identify criteria

for their writing from a model, and
then recording that criteria,
provides a clear point of reference to
use during the writing process.
Invite students to retrieve the Model Essay: Inspired by Arnold Adoff. Display your own copy used for modeling (in
Lesson 8) with a document camera. Remind them that in the previous lesson they planned the introduction and
conclusion for an essay about William Carlos Williams and also for their own poet.
Tell students that, in this lesson, they will plan the biographical body paragraph of their essay. Remind students and record
on the next to the body paragraph on the Model Essay see the Annotated Model Essay Inspired by Arnold Adoff
(from Lesson 8):
Body Paragraph:
Contains biographical information about the poet and explains how this person became a poet
Modeling the thinking process and

how/what to record on the
recording form can help ensure
students know what is expected of
their independent work.
Invite students to read the body paragraph of the model essay silently, as you read it aloud. Ask students to discuss with
their group:
* What information has been included in the biography? Why?

Select volunteers to share their responses. Show students how to annotate this information beside the body of the Model
Essay: Inspired by Arnold Adoff. Listen for students to explain that only key information about his life has been included
and record the following next to the body paragraph on the model:
Has biographical information about the poet and explains how this person became a poet
His jobs/career
Facts about family
His style of poetry
Awards he received Display the Poet Essay Prompt/Planner graphic organizer: William Carlos Williams.
Focus students on the questions in the Body Paragraph Plan of the essay planner and select a student to read them aloud
whole group. Point out that the model essay includes all the information listed in the prompts for the body paragraph.

Planning the Essay:
Body Paragraph
Remind students that to practice the planning process before they plan their own essays, they are going to work together as a
class to continue to plan an essay about William Carlos Williams.
Ask:
* When and where did William Carlos Williams live?

Focus students on the William Carlos Williams anchor chart. This information should be recorded on the anchor chart
so students can answer the question.
Record a response on the displayed organizer. See Poet Essay Prompt/Planner graphic organizer: William Carlos
Williams example (completed, for teacher reference).
Repeat with the next two questions, all of the answers of which should be recorded on the anchor chart.
Focus students on the final direction in the Body Paragraph Plan box:
* Major events in this poets life (at least four)

Explain that to make sure they know all of the major events in William Carlos Williams life, students will look at another
resource in A River of Wordsthe timeline (one of the text features they explored in Lesson 1).
Display the timeline at the back of the text. Read through each event for the students and ask them whether they think it is a
major event or not, and why/why not. Refer to the list of major events from the Arnold Adoff model essay, recorded on the
Performance Task anchor chart during the opening of the lesson, as criteria for the kinds of major events students should
look for. Record any events that students suggest as major on the William Carlos Williams anchor chart.
Model how to improve the information already recorded on the William Carlos Williams anchor chart by adding dates from
the timeline.
Ask students to discuss in their poet groups:
* Thinking about the major events included in the body paragraph in the Model Essay: Inspired by Arnold Adoff, and the
new information we have recorded about William Carlos Williams, what are at least four major events in Williamss life?
Cold call students to share their responses. Record a response on the displayed organizer. See Poet Essay Prompt/Planner
graphic organizer: William Carlos Williams example (completed, for teacher reference).

Planning the Essay:
Body Paragraph
B. Independent Planning: The Body Paragraph of Selected Poet Essay (25 minutes)
Share with students that now they will do exactly the same thing to plan the body paragraph of the essay about their selected
poet.

Distribute the biographical timelines of selected poets.

Invite students to retrieve the Important Events and Information note-catcher started in Lesson 5 and remind them
to read each event on the timeline and determine as a group which are the most important to record on their note-catchers.
Allocate 15 minutes for students to do this. Circulate to assist in collecting information from the timeline.
At the end of the time limit, refocus whole group.
Invite students to retrieve their Poet Essay Prompt/Planner graphic organizer, which they started in the previous
lesson.
Remind students of how you filled out the William Carlos Williams essay planner as a class. Encourage them to discuss their
ideas with other students in their group before they record them to ensure their ideas are strong.
Circulate to support students in completing their organizers. Remind them to refer to the criteria on the rubric concerning
key information/events in the Model Essay: Inspired by Arnold Adoff. Ask guiding questions:
* Why have you chosen that information/event? Why is it important? Why is it more important than this event?
* Where did you find that information?

Planning the Essay:
Body Paragraph
A. Sharing New Information About Poets: Concentric Circles (10 minutes)

Invite students to choose one new important event they learned about in the life of their poet from reading the timelines in
this lesson.
Follow the Concentric Circles protocol to invite students to share the important event they have chosen with three or four
people.
Homework
Continue to practice reading aloud your selected poem as well your inspired poem. Be sure to read with expression.

Biographical Timelines of Selected Poets:

Robert Frost
1874
Robert Lee Frost is born on March 26 in San Francisco, California.
1885
Roberts father dies, and his family moves to Lawrence, Massachusetts.
1894
Robert has his first poem published: My Butterfly: An Elegy.
1895
Robert takes a job as a newspaper reporter. He marries Elinor Miriam White.
1896
Roberts first child, Elliot, is born.
1897
Robert enters Harvard College, but does not graduate.
1900
His son Elliot dies of cholera. Robert moves his family to be a farmer in New Hampshire.
1907
Roberts sixth and last child, Elinor, is born. She dies within days of her birth.
1912
The Frost family moves to England. Robert continues to write poetry and farm.
1913
Roberts first book of poems, A Boys Will, is published.
1915
As World War I begins, Robert relocates his family to Franconia, New Hampshire.
1916
The Road Not Taken, one of Robert Frosts most famous poems, is published.
1917
Robert becomes a professor of English at Amherst College.
1923
His poem Stopping by Woods on a Snowy Evening is published.
1924
Robert Frost receives his first Pulitzer Prize.
1943
He receives his fourth and final Pulitzer.
1950
The United States Senate adopts a resolution honoring Robert.
1961
John F. Kennedy invites Robert to read at his presidential inauguration.
1963
Robert Frost dies on January 29 in Boston.
Sources: http://www.frostfriends.org/chronology.html and http://robertfrostfarm.org/chronology.html.
10

Walter Dean Myers
19371940
On August 12, 1937, Walter Milton Myers is born in Martinsburg, West Virginia.
When Water is 2, his mother dies and he is adopted and moves to Harlem. (He later
changes his middle name to Dean to honor his adoptive parents.)
19401950
Walter struggles in school due to a speech impediment, but loves to read and visits the
library often. He hides his books in a paper bag so his classmates will not tease him.
He begins writing his own poems and stories in fifth grade so he will not be
embarrassed when reading aloud.
19501960
Walter drops out of high school at 17 to join the army. Before he leaves, one of his
teachers encourages him to continue writing, telling Walter, Its what you do.
19601970
He marries Joyce Smith in 1960. They have two children, but divorce in 1970.
In 1969, he wins a competition and publishes his first picture book called Where Does
the Day Go?
19701980
In 1973, he marries Constance Brendel and they have a son.

Walter publishes several more picture books for children as well as novels for teens.
19801990
In 1984, Walter graduates from Empire State College. He continues to write poetry,
short stories, and novels for children and teens.
19902000
In 1994, Walter is recognized for his contributions to young adult literature with a
Margret A. Edwards Award.
In 1999, he writes his most famous novel to date, Monster. The novel wins various
awards, including a Newbery Honor and the Coretta Scott King Award.
2000
Present
In 2012, Walter Dean Myers is appointed as Library of Congress National

Ambassador for Young Peoples Literature.
Walter Dean Myers currently lives in Jersey City, New Jersey. He continues to write
and work with his son Christopher, an artist who has created illustrations for several
of Walters books of poetry.
Sources: http://comminfo.rutgers.edu/professional-development/childlit/myers.html , http://www.scholastic.com/teachers/contributor/walter-dean-myers and

https://www.randomhouse.com/kids/catalog/author.pperl?authorid=21712&view=sml_sptlght and http://www.librarypoint.org/walter_dean_myers.
11

Valerie Worth
19331940
Valerie Worth was born in Philadelphia, Pennsylvania, in 1933 and lived in

Swarthmore, Pennsylvania, where her father, a biologist, taught.
19401950
In 1947, she moved to Florida for four years and then India for a year for her father to
study malaria.
19501960
The family moves back to Swarthmore, Pennsylvania, and Valerie attends

Swarthmore College.
She graduates in 1955 and soon marries George Bahlke.
19601970
Valerie has three children, a son and two daughters, and the family settles in Clinton,
New York.
She begins meeting with a writing group at Kirkland College and meets Natalie
Babbitt, an illustrator, and the two soon begin to collaborate.
19701980
In 1972, Valerie publishes her first book of poems illustrated by Natalie Babbitt, Small
Poems.
She publishes three additional volumes of her small poems.
19801990
She goes on to publish additional books, including two books for young adults: Gypsy
Gold (1983) and Fox Hill (1986).
19901994
In 1991, the National Council of Teachers of English honors her with the Poetry Award for
Excellence in Poetry for Children.
In 1994, Valerie Worth dies from cancer.
Sources: http://www.nytimes.com/1994/08/03/obituaries/valerie-worth-60-is-dead-a-novelist-for-young-readers.html,
http://us.macmillan.com/author/valerieworth, and http://www.ncte.org/library/nctefiles/about/awards/worth.pdf.
Sources: http://www.frostfriends.org/chronology.html and http://robertfrostfarm.org/chronology.html.
12

Writing the Essay: Introduction

Writing the Essay
Introduction

I can read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (RF.4.4)
Ongoing Assessment
I can collaborate with my peers to write an introduction for an essay about William Carlos Williams that
introduces the topic.

Introduction to essay
I can write an introduction for an essay about my poet that introduces the topic.
I can read a poem aloud clearly and with expression.

Writing the Essay
Introduction
Agenda
Teaching Notes
1. Opening
In this lesson, students begin to write their essays. They use the planning organizer they have been
developing over the past couple of lessons to help them write the introduction of their essay. Similar to
Lessons 8 and 9, students again start with shared writing of an essay about William Carlos Williams as a
whole group in which you facilitate whole-group thinking and writing. For teacher reference, an
example of what this essay might look like is included in the supporting materials .

B. Engaging the Reader: Rereading the Introduction of
the Model Essay (5 minutes)
2. Work Time
A. Shared Writing: The Introduction of the William
Carlos Williams Essay (15 minutes)
B. Independent Writing: The Introduction of Selected
A. Reading a Poem Clearly and with Expression (15
minutes)
4. Homework
A. Read your selected poem as well as your inspired
poem aloud to a friend or family member. Be sure to
read them clearly and with expression. Ask your
friend or family member to tell you if your readaloud was easy to understand.
After this shared writing students will move on to write the introduction of their own essay (about their
selected poet) independently, but with peer support. Starting in this lesson and continuing for the
remainder of the unit, students will work with a writing partner who has selected a different poet. This
way, students can support each other through the writing process without writing identical essays.
Students will write their body paragraph in Lesson 11. Then Lesson 12 will be the first part of the end of
unit assessment, in which students will write their conclusion.
It is important that students write on every other line, leaving one blank line between each line of
writing so they have space to add new thinking during the revision process in Lesson 13.
In the Closing, students build on Lesson 7, specifically by learning about reading with expression. First
they listen to you read a with a clear and understandable, but monotone voice. Then they listen to a
reading of the same poem in a clear and expressive voice, giving them a strong example and nonexample of reading with expression. Then students practice reading both their selected poems and their
inspired poems, focusing on reading slowly and clearly and with expression.
At the end of this unit (Lesson 15), students participate in a Poets Performance to celebrate their
learning. Consider inviting parents or other adults from the school to share in the celebration of
students learning. If you choose to do this, prepare and send out this invitation after Lesson 10 or 11, to
allow for planning of this event.
In advance: Prepare a poem to read aloud in the Closing. (Use the same poem you used in Lesson 7 to
demonstrate reading with expression.)

Writing the Essay
Introduction
Lesson Vocabulary
Materials
Performance Task rubric (from Lesson 8; one per student and one to display)
Model Essay: Inspired by Arnold Adoff (from Lesson 7; one per student)
Poet Essay Prompt/Planner graphic organizer: William Carlos Williams (begun during teacher modeling in Lesson 8; one
for display)
Chart paper (blank piece for writing shared essay)
William Carlos Williams example shared essay (for teacher reference)
Lined paper (two pieces per student)
Poet Essay Prompt/Planner graphic organizer (from Lessons 8 and 9; students own)
A poem by famous poet (from the back of Love That Dog; from Lesson 7; one copy used as a read-aloud to demonstrate
expression)
Opening

today students will learn how to write an introduction for their essays.
* I can collaborate with my peers to write an introduction for an essay about William Carlos Williams that introduces the
topic.
* I can write an introduction for an essay about my poet that introduces the topic.
Invite students to read the first learning target with you. Explain that they will begin the lesson by working together as a
whole group to write the introduction of the essay about William Carlos Williams.

Writing the Essay
Introduction
Opening (continued)
Invite students to read the second learning target with you. Explain that once they have practiced writing an introduction
about William Carlos Williams, they will apply that learning to write their own introductions.
Invite students to retrieve the Performance Task rubric, reminding them that student essays will be assessed using this
rubric.
Focus students on the first row under the Ideas and Evidence heading. Invite them to read the criteria aloud with you.
Then focus students on the content of the Meets column. Invite them to read the criteria in that column aloud with you.
Remind students that this is what is expected of their introductions, so they need to keep this in mind when writing.
B. Engaging the Reader: Rereading the Introduction of the Model Essay (5 minutes)
Invite students to retrieve their Model Essay: Inspired by Arnold Adoff (from Lesson 8) and display a copy of
your own from modeling in Lessons 8 and 9. Explain that in this lesson, students will use their planning organizers to write
the introduction to their essay, so they will begin by rereading the introduction of the model essay to get an idea of what
their essay should be like.
Revisiting the model can help

students remember what will be
required of their writing.
Place students with their new writing partner from a different poet group (see teaching notes above) and tell students that
while they will be writing their own essays in the next several lessons, they can support one another in these partnerships
while they write..
Select a student to read the introduction aloud while the rest of the group reads along silently.
* How does the author of the model open the essay and introduce the topic?
Select students to share their responses. Show them how to annotate this information beside the introduction of the Model
Essay: Inspired by Arnold Adoff see the Annotated Model Essay: Inspired by Arnold Adoff (for teacher
reference; from Lesson 8). Listen for them to suggest the following and ask them to annotate their own Model Essay:
Inspired by Arnold Adoff:
Opens with a question to engage the reader
Introduces the poet
Explains how the Adoffs poems inspired the author

Writing the Essay
Introduction
Opening (continued)
Ask students:
* How does opening with a question engage the reader?

Call on volunteers to share their responses. Listen for students to explain that the question gets the reader wondering about
the sounds of the city street (the subject of Adoffs poem).
Ask students:
* How does the author of the essay introduce the poet?

Select students to share their responses. Listen for students to explain that the author is introduced by describing one of his
poems.
Finally, ask students:
* Which sentence explains how Adoff inspired the author of the essay?
Listen for students to point out the following sentence in the introduction of the essay, His vivid descriptions of sound have
inspired me to write my own poetry about the music of my backyard.

Writing the Essay
Introduction
Work Time
A. Shared Writing: The Introduction of the William Carlos Williams Essay (15 minutes)
Display the completed Poet Essay Prompt/Planner graphic organizer: William Carlos Williams. Focus students
on the first box about planning the introduction and remind them of what they, as a whole group, recorded in it in Lesson 8.
Modeling the thinking and writing

process can help ensure that
students can work independently.
Invite students to discuss with their partner how they could organize the information on the planner into an introductory
paragraph. Ask:
* How can you organize this information into sentences that introduce the topic?
* How can we make it sound really interesting so the reader wants to keep reading?
Select students to share their ideas. Write up the ideas on the board. Invite students to vote by raising a hand to select which
ideas they think are the best to use in the introduction. Write the introduction on chart paper under the heading William
Carlos Williams Shared Essay. See the William Carlos Williams example shared essay (for teacher reference)
for an example.
B. Independent Writing: The Introduction of Selected Poet Essay (20 minutes)
Explain that students are going to do exactly the same thing to write the introduction of the essay about their selected poet.
Distribute lined paper. Emphasize that students are to write on every other line, leaving one blank line between each line
of writing for revisions.
Invite students to refer to the Introduction Paragraph Plan box at the top of their completed Poet Essay Prompt/Planner
graphic organizer.
Encourage students to discuss their ideas with their partner before they record them to ensure their ideas are strong.

Circulate to support students in writing their introductions. Ask probing questions:
* Have you introduced your poet?

* Have you explained how that poet has inspired you?
* Is the introduction engaging?
* How can you make it more engaging so the reader immediately wants to read on?

Writing the Essay
Introduction
A. Reading a Poem Clearly and with Expression (15 minutes)

Reread the third learning target aloud for students:

Underline the word expression. Ask students if they see another word (a root word) in this word. Listen for them to notice
the root word express. Ask:
* What does the express mean (as in to express yourself)?

Call on a volunteer to share their definition of this word. Listen for students to say something like: It means to tell how you
feel about something. Then ask:
* What do you think it means to read something with expression?

Listen for students to say that it means to read something with feeling or to show your feelings as you read. Tell students that
poets are often asked to read their poems aloud to allow readers to understand the feelings in the poem. Tell students that
you would like them to listen and read along silently as you read aloud a poem by a famous poet (as used in Lesson 7)
twice.
Tell them you will read it once without much expression and another time with plenty of expression. Ask them to listen to
both closely and without interruption so that afterward they can describe the difference between the two readings. Ask them
to read along with you silently as you read the poems.
Read your selected poem aloud twice, once without expression and once with (remember to pause as punctuation indicates,
not at the ends of lines).
Ask students to turn to a partner and take a minute to describe the difference between the two readings.
Cold call a few pairs to share. Listen for students to note tone, feeling, emotion, and volume of your voice as well as emphasis
on particular words and pausing for punctuation. If students do not mention these aspects of expression, be sure to point
them out and model with a line from the poem.
Tell students that it is now their turn to practice reading with expression. They will have a few minutes to practice reading
their inspired poem quietly to themselves first, then they will practice reading with expression to a partner.
Give students a few minutes to practice reading their poems, then place them with a partner and ask them to take turns
reading their poems clearly and with expression.

Writing the Essay
Introduction
Homework
Read your selected poem as well as your inspired poem aloud to a friend or family member. Be sure to read them clearly and
with expression. Ask your friend or family member to tell you if your read-aloud was easy to understand.

William Carlos Williams Example Shared Essay

Teacher Note: This shared essay planned in Lessons 8 and 9 and written with the class in Lessons
10-12, is likely to have a variety of outcomes. This is an example of a one possible outcome. Other
outcomes are acceptable as long as they meet the criteria for the poet essay on the Performance Task
Rubric.
What Would Williams Do?
As you walk down the street, you see many ordinary things that you may not think twice about. A
wheelbarrow or a fire truck might not seem like interesting things to write a poem about, but they can
be. I was inspired to write about ordinary things after reading the poetry of William Carlos Williams.
He was a writer who noticed the ordinary things and wrote poetry about them.
William Carlos Williams was born on September 17, 1883 in Rutherford, New Jersey. He started to
write poetry as a teenager. He was inspired by the famous English writers he learned about in school.
But Williams decided that he wanted to write poems about things he saw every day and did not want
to worry about rhythm and rhyme. So he wrote free-verse poems about wheelbarrows, fire trucks, and
other ordinary things. William Carlos Williams loved poetry, but he needed to earn a living, too. He
decided to go to school to become a doctor. While he was in school, he published his first book of
poems, but it only sold four copies. After finishing school, he started working as a doctor. Then he
married Florence Herman and had two children. Williams worked hard as a doctor, but he never
stopped writing poetry. Throughout his life, he published 48 of books of poetry and prose. He was
also was awarded the National Book Award and a Pulitzer Prize. He died on March 4, 1963.
The poems of William Carlos Williams are very simple but use vivid imagery. One of my favorite
poems by him is about a fire truck. It is called The Great Figure. I like the way it only has a few
words, but the words that he chose, like gold, red, clangs, howls, and rumbling, create a
picture in your mind. His vivid poems about ordinary things have inspired me to write my own poems
about the things I see every day.
10

Writing the Essay: Body Paragraph

Writing the Essay:
Body Paragraph

Ongoing Assessment
I can collaborate with my peers to write the biographical body paragraph for an essay about William
Carlos Williams that uses facts and details.
Body paragraph of essay
I can write the biographical body paragraph for an essay about my poet that uses facts and details.
I can be sure that my sentences are written in my own words and not copied from the biographies I
read.

Writing the Essay:
Body Paragraph
Agenda
Teaching Notes
1. Opening
This lesson is similar in structure to the previous lesson. Students use the planning organizer they have
been using over the past couple of lessons to write the biographical body paragraph of their essay. As
with the planning lessons, they begin with shared writing of an essay about William Carlos Williams in
which you facilitate whole-group thinking and writing. They then move on to independently write the
body paragraph of their essay about their own poet.

B. Engaging the Reader: Rereading the Body Paragraph
of the Model Essay (5 minutes)
2. Work Time
A. Shared Writing: Body Paragraph of the William
Carlos Williams Essay (15 minutes)
B. Independent Writing: Body Paragraph of Selected
A. Sharing Essays (5 minutes)
4. Homework
Place students next to their writing partner from Lesson 10 (who has selected a different poet). This
way, students can support each other through the writing process without writing identical essays.
Remind students to write on every other line, leaving one blank line between each line of writing to use
during the revision process.
The next lesson is the End of Unit 3 Assessment, in which students write the conclusion of their essay.
In advance:
Post the Performance Task anchor chart and the learning targets.
A. If necessary, catch up on your writing tasks from the

past few lessons.

Writing the Essay:
Body Paragraph
Lesson Vocabulary
Materials
chronological order

Document camera
Poet Essay Prompt/Planner graphic organizer: William Carlos Williams (begun in Lesson 8; one to display)
William Carlos Williams shared essay (begun in Lesson 10)
William Carlos Williams example shared essay (for teacher reference; from Lesson 10)
Selected poet essay (begun in Lesson 10; students own)
Poet Essay Prompt/Planner graphic organizer (from Lesson 8, completed in Lesson 9; students own)

Writing the Essay:
Body Paragraph
Opening

today students will learn how to write a body paragraph for their essays.
Revisiting the content of a rubric

before students write can help
ensure that they are aware of what
is expected of their writing and give
them clear criteria to refer to.
* I can collaborate with my peers to write the biographical body paragraph for an essay about William Carlos Williams that
uses facts and details.
* I can write the biographical body paragraph for an essay about my poet that uses facts and details.
* I can be sure that my sentences are written in my own words and not copied from the biographies I read.
Invite students to read the first learning target with you. Explain that they will begin by working together as a whole group to
write the body paragraph of the essay about William Carlos Williams.
Invite students to read the second learning target with you. Explain that as they have done in previous lessons, once they
have practiced writing a biographical body paragraph about William Carlos Williams, they will apply that learning to write
their own body paragraphs for their selected poets.
Invite students to read the third learning target. Then ask:
* In your own words, what does this learning target mean?

Listen for students to explain that they cannot copy sentences from the biographies they read about their poets.
Invite students to retrieve the Performance Task rubric and remind them that their essays will be assessed using this
rubric.
Focus students on the second row under the Ideas and Evidence heading. Invite them to read the criteria aloud with you.
Remind students that this is what is expected of their body paragraphs, so they should keep these criteria in mind as they
write.

Writing the Essay:
Body Paragraph
Opening (continued)
B. Engaging the Reader: Rereading the Body Paragraph of the Model Essay (5 minutes)
Invite students to retrieve their Model Essay: Inspired by Arnold Adoff and display a copy of your own using a
document camera. Explain that, like in the previous lesson, students will now use their planning organizers to write the
biographical body paragraph of their essay, so they will begin by rereading the body paragraph of the model essay to get an
idea of what is required of them.

Invite students to sit with their partners from Lesson 10.

Read the body paragraph aloud while the rest of the class reads along silently.
* What facts and details did the author of the model essay include? Why?
Select students to share their responses. Students already discussed this in Lesson 9 when planning their body paragraph
and the list of criteria was recorded in the margin of their model essay, but this is a good reminder to get them thinking
about the body paragraph again. Review the annotations about the facts and details included in the body paragraph that
were recorded by the class in Lesson 9:
Has biographical information about the poet and explains how this person became a poet
His jobs/career
Facts about family
His style of poetry
Remind students that because this is only a short paragraph, the writer has only included the most important events and
details about the poet, particularly events pertaining to the poets career in poetry. Emphasize that the events are listed in
chronological order. Ask students to discuss with their poet group:
* What does chronological order mean? Why did the author of the model record the events in chronological order?

Writing the Essay:
Body Paragraph
Opening (continued)
Cold call students to share their responses. Listen for them to explain that chronological order means the order in which the
events happened and the author recorded them in chronological order because a life story would be confusing and difficult
to understand if it were out of order. Tell students that the prefix of this word chron- means time and the root logical
means according to the rules, so when put together this word means something that follows the rules of time. So in this
paragraph students will have to be sure that the events in their paragraphs are in order from earliest to latest in time.
Add Events listed in chronological order next to the body paragraph on your displayed copy of the model essay about
Arnold Adoff. Ask students to add this note to their copies of the model as well.
Work Time
A. Shared Writing: Body Paragraph of the William Carlos Williams Essay (15 minutes)
Display the completed Poet Essay Prompt/Planner graphic organizer: William Carlos Williams. Focus students
on the second box about planning the body paragraph and remind them of the important events and information in the life
of William Carlos Williams that they, as a whole group, chose to record in it in Lesson 9.

students can work independently.
Ask students to discuss with their partner how they could organize the information on the planner into a body paragraph.
Point out that when writing a biographic paragraph, it may be tempting to copy sentences directly from the biographies they
read. Explain that this is something called plagiarism, and it is actually against the law. Explain that this is to protect writers
so that others do not take credit for their work. Tell students that some facts used in their essay will be the same as those in
the biographies, but these facts should be written in their own words. Then ask students:
* Who can remember the qualities of a good paragraph? (If necessary, review the Quality Paragraphs anchor chart
from Unit 1.)
* What should the first sentence of our paragraph, the topic sentence, be?
* What are the supporting details we can add in chronological order?
* What should our concluding sentence be?
Have students discuss each question briefly with their partner, then call students to share their ideas. Help students
construct original sentences. Record the body paragraph on the William Carlos Williams shared essay underneath the
introduction. See the William Carlos Williams example shared essay (for teacher reference) from Lesson 10 for
an example.

Writing the Essay:
Body Paragraph
B. Independent Writing: Body Paragraph of Selected Poet Essay (30 minutes)

Explain that students are going to do exactly the same thing to write the biographical body paragraph of the essay about
their selected poet.

Invite students to retrieve their selected poet essay that they started in the previous lesson. Emphasize that students are
to write on every other line, leaving one blank line between each line of writing for revisions.
Invite students to refer to the Body Paragraph Plan box on their own completed Poet Essay Prompt/Planner graphic
organizer.
Encourage students to discuss their ideas with their partner before they record them to ensure their ideas are strong.
Circulate to support students in writing their introductions. Ask probing questions to guide students thinking:
* What will your topic sentence be?

* Have you organized the events you collected on your planning sheet in chronological order? How can you add these as
supporting details for your paragraph?
* How will you add this detail to your writing using your own words?
* Have you included the important information about when he/she started writing poetry and what inspired them?
* How will you conclude your paragraph?

Writing the Essay:
Body Paragraph
A. Sharing Essays (5 minutes)

Invite students to pair up with a new partner from a different poet group to read their essays aloud.
Give students a few minutes to discuss the following question:
* Even though you have written about different poets, what is similar about the kinds of information and events you have
both recorded in your biographical body paragraphs?
Select volunteers to share their responses whole group. Listen for students to explain that they have both included the most
important eventsthe same kinds of information they listed next to the body paragraph of the Model Essay: Inspired by
Arnold Adoff.
Tell students that tomorrow they will learn to write a concluding paragraph for their essay by working as a class on the
William Carlos William shared essay, and then they can demonstrate their ability to write a concluding paragraph for their
own essay for the first part of the End of Unit 3 Assessment. Tell students that their practice analyzing the model essay,
writing a shared essay as a class, and writing quality paragraphs has prepared them for this assessment.
Homework
If necessary, catch up on your writing tasks from the past few lessons.
Note: Collect students essays and read them to ensure that students have not intentionally or unintentionally plagiarized
their biographies. This can be especially challenging for students when writing biographical texts. If you notice plagiarized
information in a students essay, note the student and be sure to work with him or her in the next lesson to translate this
information into the students own words. Students need coaching on how to paraphrase effectively. If many students in
your class seem to be struggling with paraphrasing, consider sharing a model of strong student work by a class member
who has effectively paraphrased.

End of Unit Assessment, Part 1: Writing a
Conclusion Paragraph


e. I can construct a concluding statement or section of an informative/explanatory text.
Ongoing Assessment
I can collaborate with my peers to write the concluding paragraph for an essay about William Carlos
Williams that revisits the topic and wraps up the essay.
End of Unit 3 Assessment, Part 1: Writing a Conclusion

Paragraph
I can write the concluding paragraph for an essay about my poet that revisits the topic and wraps up
the essay.

Agenda
Teaching Notes
1. Opening
In this lesson, students complete Part 1 of the end of unit assessment, in which they write the conclusion
of their essay about their selected poet. As in previous lessons, students have an opportunity first to
practice by working as a whole group in writing a conclusion to the William Carlos Williams essay.

B. Engaging the Reader (5 minutes)
2. Work Time
A. Shared Writing: Concluding Paragraph of the
William Carlos Williams Essay (15 minutes)
B. End of Unit 3 Assessment, Part 1: Writing a
Conclusion Paragraph (30 minutes)
4. Homework: None
Continue to remind students to just write on every other line.

To assess student work, use the row of the Performance Task rubric specifically about the conclusion: I
can develop a conclusion that revisits the topic and wraps up the essay (W.4.2e). In the next lesson,
students will need their clean, original copies to add revision notes based on W.4.2 c and d (linking
words and precise vocabulary). Therefore, be sure to make copies of students essays at the end of this
lesson before providing feedback. This will let students continue working during Lesson 13 while you
have more time to evaluate and give feedback on their photocopied version.
In Lesson 14, for the End of Unit 3 Assessment, Part 2, students will be assessed on W.4.2 c and d
(linking words and precise vocabulary) as well as W.4.5 (revising and editing with guidance from peers
and adults) and L.4.2 a and d (correct spelling and capitalization). They will use their notes from Lesson
13 to revise for linking words and precise vocabulary, but they will also need to edit for spelling and
capitalization. To prepare students for this editing, annotate the copies of students essays that you
collect in Lesson 12 for misspelled words and capitalization mistakes. Consider circling misspelled
words and underlining capitalization mistakes. Then, students will use their notes from Lesson 13 and
your notes on conventions to complete Part 2 of the assessment.
In advance:
Post the Performance Task anchor chart and the learning targets.

Lesson Vocabulary
Materials
wrap up

Document camera
End of Unit 3 Assessment, Part 1: Writing a Conclusion Paragraph prompt (one per student)
Poet Essay Prompt/Planner graphic organizer: William Carlos Williams (from Lesson 8; one to display)
William Carlos Williams example shared essay (from Lesson 10; for teacher reference)
Selected poet essay (begun in Lesson 10; students own)
Poet Essay Prompt/Planner graphic organizer (from Lesson 8, completed in Lesson 9; one per student)

Opening

Draw students attention to the Performance Task anchor chart. Reread the second step on the anchor chart and
explain that today students will learn how to write the conclusion paragraph for their essays.
Revisiting the content of a rubric

before students write can help
ensure that they are aware of what
is expected of their writing and give
them clear criteria to refer to.
* I can collaborate with my peers to write the concluding paragraph for an essay about William Carlos Williams that revisits
the topic and wraps up the essay.
* I can write the concluding paragraph for an essay about my poet that revisits the topic and wraps up the essay.
Invite students to read the first learning target with you. Ask students to discuss with their poet group:
* What does it mean by wrap up the essay?

Select volunteers to share their responses. Listen for students to explain that to wrap up means to bring to a close, so the
reader recognizes that the essay is finished.
Explain that they are going to begin the lesson by working together as a whole group to write the concluding paragraph of
the essay about William Carlos Williams.
Invite students to read the second learning target with you. Explain that once they have practiced writing a concluding
paragraph about William Carlos Williams, they are going to apply that learning to write their own concluding paragraphs for
their selected poets.
Invite students to retrieve the Performance Task rubric. Remind them that their essays will be assessed using this
rubric.
Focus students on the third row under the Ideas and Evidence heading. Invite them to read the criteria aloud with you.
Remind students that this is what is expected of their concluding paragraphs, so they should keep these criteria in mind as
they work.

Opening (continued)
B. Engaging the Reader (5 minutes)

Invite students to sit with their writing partner and retrieve their Model Essay: Inspired by Arnold Adoff. Display
your own copy using a document camera. Explain that like in the previous lesson, students will now use their planning
organizers to write the concluding paragraph of their essay, so will reread the concluding paragraph of the model essay to get
an idea of what is required of them.

Select a student to read the concluding paragraph aloud while the rest of the group read along silently.
* How did the author of the model conclude the essay? How they did they tie together the introduction and body
paragraphs?
Select students to share their responses. As students share, record in the following in margin of the displayed Model Essay:
Inspired by Arnold Adoff see the Annotated Model Essay: Inspired by Arnold Adoff (for teacher reference):
Revisits the poem in introduction
Quotes words used in the poem that inspired the author of the essay
Describes how the poem inspired the author of the essay
Explain to students that the author of the model has ensured the concluding paragraph brings the essay to a close. Ask
students:
* How does the author signal that this is the end of the essay?
Select volunteers to share their responses. Listen for students to explain that the author closes the essay by leaving the
reader with a though about of how the authors poem might inspire others just like Arnold Adoffs poem inspired the author.
Record in the margin of the displayed Model Essay: Inspired by Arnold Adoff. Have students annotate their copies as well:
Leaves the reader with a final thought

Work Time
A. Shared Writing: Concluding Paragraph of the William Carlos Williams Essay (15 minutes)
Invite students to sit in the poet groups they sat in for the work they did on their selected poet biographies.

students work independently.
Display and distribute the End of Unit 3 Assessment, Part 1: Writing a Concluding Paragraph prompt. Invite
students to read it along with you as you read it aloud.
Explain that first students will practice this with a shared writing of a concluding paragraph for the William Carlos Williams
essay. Display the completed Poet Essay Prompt/Planner graphic organizer: William Carlos Williams.
Focus students on the final box about planning the concluding paragraph and remind them that what they decided should be
written in the final paragraph.
Ask students to discuss in their group how they could organize the information on the planner into a concluding paragraph.
Ask students:
* How can you organize this information into sentences?

* How can you close the essay?
Select students to share their ideas. Record the body paragraph on the William Carlos Williams shared essay
underneath the body paragraph. See the William Carlos Williams example shared essay (from Lesson 10) for an
example.

B. End of Unit Assessment, Part 1: Writing a Concluding Paragraph (30 minutes)

Tell students they now get to write the concluding paragraph of the essay about their selected poet in the same way they
wrote the conclusion for the William Carlos Williams essay as a whole group.
Ensure appropriate provisions for

students requiring additional
assistance during assessments.
Invite students to retrieve their selected poet essay as students may wish to refer to this as they write their conclusions.
Emphasize again that students are to write on every other line on the End of Unit 3 Assessment prompt form, leaving one
blank line between each line of writing for revisions.
Remind students that as this is an assessment, they are not to speak to anyone. They are to work independently.
Address any clarifying questions, and remind students to refer to the Concluding Paragraph Plan box on their completed
Poet Essay Prompt/Planner graphic organizer.
Invite students to begin. Circulate to support those who have questions.
If students finish their assessment early, ask them to get out their poetry journals and write a poem or read from their book
for independent reading.
Collect students work at the end of the allocated time to assess using the appropriate row of the Performance Task rubric
(see Teaching Notes).


Refocus students whole group and invite them to reread the learning targets chorally.
Revisiting learning targets can give

students an opportunity to measure
how far they have come since the
beginning of the lesson.
Ask students to show how well they think they have achieved the learning targets by using the Fist to Five Checking for
Understanding technique: a fist is not very well and five fingers is very well.
Make a note of those students who dont feel they have achieved the learning target, or who have fewer than three fingers in
the air for additional information when evaluating the assessment.
Homework
None.
Note: Type up a copy of the William Carlos Williams shared essay; students will need a copy of it for Lesson 13. Also, make
copies of students own selected poet essays after this lesson. This will allow you to give students back their original essays
for revisions in Lesson 13, while you note misspelled words and mistakes in capitalization on the copies. Students will use
these notes to edit their essays for these conventions in Lesson 14.

End of Unit 3 Assessment, Part 1:

Name:
Date:
Learning target assessed:
I can write the concluding paragraph for an essay about my poet that revisits the topic and wraps
up the essay.
Directions:
In this assessment, you will write a concluding paragraph for your essay about your selected poet that
revisits the topic and wraps up the essay. Be sure to write in complete sentences. Include the
components of a quality paragraph and check your work for errors before turning in your assessment.
10

Revising for Linking Words and Vocabulary:
Revising and Critiquing to Improve Our Poet Essays


c. I can use linking words and phrases to connect ideas within categories of information (e.g., another, for example, also, because).
d. I can use precise, content-specific language/vocabulary to inform or explain about a topic.
I can use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.4.3)
Ongoing Assessment
I can use linking words to connect ideas in my essay.
Students annotated drafts
I can give kind, helpful, and specific feedback to my peers.

I can use words specific to poetry and biographies to inform my reader about my poets life.

Agenda
1.
Opening
2.
Work Time
A. Linking Words Mini Lesson (15 minutes)
B. Annotating Drafts for Linking Word Revisions (15
minutes)
C. Peer Critique and Annotating for Vocabulary
Revisions (20 minutes)
3.

D. Exit Ticket (5 minutes)
4.
Homework
Teaching Notes
In this lesson, students learn about using linking words to connect ideas in their essays and improve
essay readability and then go on to do peer critique session, where they give each other feedback on the
use of domain-specific vocabulary related to poetry and biographies. If students struggle with
identification and use of linking words in Work Time A, consider extending this time and completing
and adding the peer critique in Work Time B as a follow-up lesson.
Critiques help build a culture of achievement and simulate the experiences students will have in college
and careers. If students struggled with peer critique in Unit 2, consider breaking this lesson into two,
with more time modeling expectations before the critique and debriefing students performances after.
Students will need their draft essays from the End of Unit 3 Assessment, Part 1 (Lesson 12). As noted in
Lesson 1, be sure you made copies (for assessment purposes) before you return students original drafts
that they will keep working on during this lesson.
During Work Time, students highlight vocabulary particular to poetry and biographies, as well as
linking words and phrases. This materials list suggests green and yellow highlighters (one per student);
but any two different color highlighters or color pencils will do.
If your district has printed lessons for you in black and white, you will notice that these words are
bolded, it may be helpful to view one supporting material from this lesson in color: the William Carlos
Williams sample essay (for teacher reference). Go to EngageNY.org or
commoncoresuccess.elschools.org and search for fourth grade, Module 1B, Unit 3 Lesson 13.
For additional work on with language standards during revisions students essays, see the Show the Rule
TM resource in the stand-alone document, Foundational Reading and Language Standards Resource
Package for Grades 3-5.
In advance:
Type a copy of the William Carlos Williams shared essay, finished in Lesson 12. Be sure that this
typed copy is double-spaced so you can model how to make annotations.
Prepare on chart paper the Critique Protocol anchor chart (see supporting materials).
Review: Glass, Bugs, Mud in Checking for Understanding Techniques and Peer Critique protocol (see
Appendix).

Lesson Vocabulary
Materials
linking, specific, revision, critique,

feedback, chronology
Document camera
Common Linking Words list (one per student)
Yellow highlighter (one per student)
William Carlos Williams sample essay (for teacher reference; see Teaching Notes above)
Selected poet essay drafts (students original copies; from Lessons 10-12 including the End of Unit 3 Assessment)
Word Wall (from Lesson 3)
Green highlighters (one per student)
Peer Critique Protocol anchor chart (from Unit 2, Lesson 11)
Peer Critique Feedback recording form (one per student)
Poetry journals (students own)

Opening

Post and read aloud the learning targets:
* I can use linking words to connect ideas in my essay.

* I can give kind, helpful, and specific feedback to my peers.
* I can use words specific to poetry and biographies to inform my reader about my poets life.
Ask students:
* What is familiar about these learning targets?

Listen for students to recall that they have had the second learning target before when critiquing a vivid word choice in Unit
2, Lesson 11, and that they have been collecting words related to poetry and biographies on the Word Wall.
Ask:
* What is new or unfamiliar in these learning targets?

Listen for students to point out the term linking words. Explain that linking words refer to words helping readers connect or
link one idea to another in a text. Tell students they will learn more about these words and see examples in the lesson.
Ask students to get out their Performance Task rubric and display a copy of your own using the document camera.
Point out the second learning target on their rubric in the section titled Organization and the third learning target in the
Word Choice section. Explain that today they will learn about linking words and receive critique on their use of poetry and
poet biography words.
Using the Glass, Bugs, Mud Checking for Understanding technique, ask students to indicate their understanding of these
targets.

Work Time
A. Linking Words Mini Lesson (15 minutes)
To provide additional support, give

students a typed copy of the William
Carlos Williams shared essay so
they can practice annotating and
revising on their own papers during
the mini lesson.
Place students with their writing partners from previous lessons. Ask them to take a few minutes to discuss the following
question with their partner:
* What are some examples of linking words?

Cold call a few pairs to share. Listen for students to mention words such as: and, or, and but. Confirm that these words
are linking words that often link parts of a sentence, or can be used to combine two sentences. If necessary, write a few
examples on the board (I like apples and bananas. Would you like to go to the park, or would you like to go to the pool?).
Explain to students that linking words can also be used to connect ideas within a paragraph between sentences and help the
writing flow more smoothly when reading. Go on to explain that there are quite a few linking words that can do this.
Distribute a copy of the Common Linking Words list to each student and display a copy of your own. Review each
category on the list and explain that together the class will look for examples in their William Carlos Williams shared
essay. Display the shared essay and tell students that you will read it aloud to them. Explain that you want them to raise
their hands each time they hear you read a linking word or phrase.
Read the essay once through slowly without stopping and notice when students raise their hands. Point out a sentence that
uses a linking word as a conjunction (connecting ideas within a single sentence) and explain that you are looking for linking
words or phrases that connect ideas in two different sentences or within a paragraph. Point out an example of this within the
essay and highlight it with a yellow highlighter. Explain how this linking word or phrase connects the ideas between
sentences or within the paragraph. For example:
To further support students in using

linking words, consider extending
this mini lesson to include
additional guided practice. For
example, you could prepare
sentence strips with sentences from
the William Carlos Williams shared
essay with their linking words
removed, as well as strips with
linking words. Students could then
practice adding appropriate linking
words to connect different sentences
from the text.
I see the word but here and in this sentence, But Williams decided that he wanted to write poems about things he saw
every day and did not want to worry about rhythm and rhyme, and I think it is a linking word. It links the idea about
Williams wanting to write about everyday things to the sentence before it: He was inspired by the famous English writers
he learned about in school.
Ask students to turn to a partner and point out where they see another linking word used to connect ideas in two different
sentences. Remind them to use their Common Linking Words list for help. After a minute, cold call a few pairs to share
where they spotted a linking word or phrase that connects ideas within a paragraph. (For guidance, see the William Carlos
Williams sample essay in the supporting materials.) Highlight these examples as you call on students, or ask students to
come up and highlight these examples.

Students likely will notice linking words related to chronology that are commonly used in biographies to explain what
happens over time. Emphasize that different kinds of linking words have different purposes and review the categories on the
Common Linking Words list. It is not important that students understand how to use every type of linking word, but
emphasize those they are likely to use the most in the Shows Chronology and Gives Examples categories.
Select a few sentences in the William Carlos Williams shared essay to model how to annotate for revisions to linking words.
For example, note if the same linking word, like after, is used multiple times and circle it. Ask students to give suggestions
for another linking word that show chronology to replace one of these. Or ask students to help you select a sentence that
would benefit from adding a linking word and ask for their suggestions of which word would be an appropriate addition. For
example, between the sentences After finishing school he started working as a doctor and He married Florence Herman
and had two children, the linking word then could be added: After school, he began his medical practice. Then he
married Florence Herman and had two children. Use a caret to indicate where the word then could be added.
B. Annotating Drafts for Linking Word Revisions (15 minutes)
Once students have a general understanding of linking words, how they are used, and how to annotate for their revision or
addition, distribute their original selected poet essay drafts from the End of Unit 3 Assessment, Part 1. Explain that you
made copies and are working on giving them feedbackthis is why there are no grades or annotations on their drafts.
Ask students to work with their partner using the Common Linking Words list to highlight the linking words in their drafts,
but not to annotate for revisions yet.
Circulate and support students as needed. Note students who have too few or too many linking words highlighted in their
drafts. These students are likely to need additional support in the next step of the agenda.
Once students are finished highlighting, ask them to look at their drafts and notice if there are very few or very many linking
words highlighted. This may mean that they have writing that sounds choppy (too few) or repetitive (too many).
Ask students to whisper-read their drafts aloud and think about how their draft sounds as is, then to consider adding,
changing, or even deleting some linking words. Give students 5 minutes to read their essays.
Next, remind students how to annotate for revisions by pointing out your notes on the William Carlos Williams shared essay.
Explain to students that since they skipped lines when they wrote the drafts, you would like them to write notes about what
they will add or change in a given part of their essay on these blank lines. When they have a sentence they would like to add
or change, they can make a note above on the blank line. Explain that this will allow them to easily reread their drafts and
note changes at the same time without erasing or crossing things out.
If your students need further

support before releasing them to
annotate after highlighting, ask for
volunteers to display their drafts for
class feedback on use of linking
words. As a class, help them
annotate where linking words could
be added or changed.
As an alternative to independent
whisper-reading, students can read
their essay to their writing partners
for feedback.
To further support students,
consider pulling a small invitational
groups for additional guided
practice with annotations and
revisions.

Ask students to work with their writing partners using the Common Linking Words list and annotate their own drafts for
revisions of linking words. Support students you observed who had too few or many highlighted words, or students who
struggled with finding linking words in the mini lesson.
C. Peer Critique and Annotating for Vocabulary Revisions (20 minutes)
Tell students that now they will begin their peer critique session and focus on other types of words commonly found in
biographies about poets and use these in their essays. Briefly review the words on the Word Wall (begun in Lesson 3).
Collect yellow highlighters and distribute a green highlighter to students. Ask them to take 5 minutes to highlight any
words from the poet biography Word Wall that they currently have in their essays using the green highlighter.
Ask students to recall their experience with peer critique in Unit 2, Lesson 11. Ask students to discuss each of the following
questions briefly with a partner, then call on students to share with the whole class:
* How did critique help you as a writer?

* What was difficult about it?
* What should we keep in mind this time as we use it?
Review the main components of a successful critique on the Peer Critique Protocol anchor chart (see Teaching Notes
and supporting materials of this lesson for guidance on preparing this anchor chart).
Remind students that the following four points are crucial for success:
Be kind: Always treat others with dignity and respect. This means we never use words that are hurtful, including sarcasm.
Be specific: Focus on particular strengths and weaknesses, rather than making general comments such as Its good or I
like it. Provide insight into why it is good or what, specifically, you like about it.
Be helpful: The goal is to contribute positively to the individual or the group, not simply to be heard. Echoing the thoughts
of others or cleverly pointing out irrelevant details wastes time.
If needed, give students examples

and non-examples of kind, helpful,
and specific feedback. Example:
You may want to consider using the
term free verse here to describe
Valerie Worths poem. Nonexample: You should add a poetry
word here.
You may consider modeling with the
model paragraph from the William
Carlos Williams shared essay if you
feel your students need more
practice with peer critique before
working with a partner.
Consider writing additional
sentence starters or examples on the
board to help students be kind,
helpful, and specific in their
feedback:
I like how you use the poetry
word _____ here.
Have you thought adding the
biography word _______ here?

Tell students that today they will listen to their partners read their essay drafts. Tell them they will focus their feedback using
the Word Choice section of the Performance Task rubric. Explain that today their feedback will focus only on this section
of the rubric. Review the criteria for Meets on the rubric. Students will focus on using domain-specific vocabulary from the
Word Wall.
If students are using a computer to

word process, they will still make
revisions on a printed copy of their
drafts until they are ready to
complete a second draft in Lesson
10.
Remind students that for this feedback to be helpful, they should focus only on this specific area. Pointing out misspelled
words or incorrect punctuation will not be helpful at this point in the writing process. That will be saved for final editing.
Distribute the Peer Critique Feedback recording form. Explain to students that this is where they will record their
partners feedback on their work and their next steps.
Have students read the directions then restate in their own words to a partner:
1. Author and Listener: Review area rubric for critique focus.
2. Author: Reads his or her work.
3. Listener: Gives feedback based on rubric criteria: I like how you ______. You might consider ____________.
4. Author: Records feedback.
5. Author: Says: Thank you for ________. My next step will be ____________________.
6. Switch roles and repeat.
7. Annotate your work for revisions.
Address any clarifying questions, and then have students begin.
Circulate to support students with the critique process, helping them to follow the protocol and focus their feedback using
the Word Choice portion of the Performance Task rubric.


Gather students. Ask them to get out their poetry journals and turn to the My Reflections section. Ask them to record
todays learning targets and respond to the following prompt on a fresh page in their journals:
Review students poetry journals as

an exit ticket and read their
reflections for formative assessment
toward the learning targets.
* Did you meet the learning targets? What is your evidence?

* How do you think the class did with giving kind, helpful, and specific feedback? What is your evidence?
Collect students poetry journals and review homework.
Homework

Note: Be sure to finish editing notes on students first drafts (which you collected and photocopied at the end of Lesson 12).
Students will complete the End of Unit 3 Assessment, Part 2 during Lesson 14. They will incorporate peer feedback on word
choice in this lesson as well as your feedback and editing notes from the End of Unit 3 Assessment, Part 1 to complete their
final drafts.

Common Linking Words List

Name:
Date:
Directions: Think about the ideas you are writing about and decide if they need a linking word or
phrase that
Adds an Idea
Compares or
Contrasts
Shows Chronology
(Time)
Gives Examples
or Reasons
Shows Cause
and Effect
also
and
another
too
but
however
like
similarly
unlike
after
afterward
during
following
later
soon after
then
when
while
one
a second
another
for this reason
finally
because
for
since
so
11
William Carlos Williams Sample Essay

Note: The bolded words below are examples of words that would be highlighted during this lesson.
Yellow highlights indicate linking words that are used to connect ideas across sentences and within
a paragraph; green highlights indicate vocabulary specific to poetry and poet biographies.
As you walk down the street, you see many ordinary things that you may not think twice about. A
wheelbarrow or a fire truck might not seem like interesting things to write a poem about, but they can
be. I was inspired to write about ordinary things after reading the poetry of William Carlos Williams.
He was a writer who noticed the ordinary things and wrote poetry about them.
William Carlos Williams was born on September 17, 1883 in Rutherford, New Jersey. He started to
write poetry as a teenager. He was inspired by the famous English writers he learned about in school.
But Williams decided that he wanted to write poems about things he saw every day and did not want
to worry about rhythm and rhyme. So he wrote free-verse poems about wheelbarrows, fire trucks,
and other ordinary things. William Carlos Williams loved poetry, but he needed to earn a living, too.
He decided to go to school to become a doctor. While he was in school, he published his first book of
poems, but it only sold four copies. After finishing school, he started working as a doctor. Then he
married Florence Herman and had two children. Williams worked hard as a doctor, but he never
stopped writing poetry. Throughout his life, he published 48 of books of poetry and prose. He was
also was awarded the National Book Award and a Pulitzer Prize. He died on March 4, 1963.
The poems of William Carlos Williams are very simple but use vivid imagery. One of my favorite
poems by him is about a fire truck. It is called The Great Figure. I like the way it only has a few
words, but the words that he chose, like gold, red, clangs, howls, and rumbling, create a
picture in your mind. His vivid poems about ordinary things have inspired me to write my own
poems about the things I see every day.
12
Peer Critique Feedback Recording Form

Teacher directions: Make enough copies so each student in your class can have a recording form.
Cut in half along the dotted lines below.
-----------------------------------------------------------------------------------------------------------------------Name:
Date:
Partner:
Focus of critique:
My partner liked
My partner suggested
My next step(s)
-----------------------------------------------------------------------------------------------------------------------Name:
Date:
Partner:
Focus of critique:
My partner liked
My partner suggested
My next step(s)
13

End of Unit Assessment, Part 2: Revising Poet
Essays Based on Feedback

Revising Poet Essays Based on Feedback

c. I can use linking words and phrases to connect ideas within categories of information (e.g., another, for example, also, because).
d. I can use precise, content-specific language/vocabulary to inform or explain about a topic.
I can develop and strengthen my writing by planning, revising, and editing with guidance and support from peers and adults. (W.4.5)
I can use conventions to send a clear message to my reader. (L.4.2)
a. I can use correct capitalization in my writing.
d. I can spell grade-appropriate words correctly.
I can use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.4.3)
Supporting Learning Target
Ongoing Assessment
I can use feedback from my teacher and peers to revise my essay for conventions, linking words, and
words specific to poetry and biographies.
Students annotated poet essay drafts from End of Unit 3

Assessment, Part 1.
End of Unit 3 Assessment, Part 2: Revising Poet Essays
Based on Feedback

Agenda
Teaching Notes
1. Opening
In this lesson, students complete Part 2 of the End of Unit 3 Assessment to revise their poet essay to
incorporate feedback on conventions (spelling and capitalization), linking words, and domain-specific
vocabulary from both their teacher and peers.
A. Reviewing the Learning Target (5 minutes)

2. Work Time
A. Annotating for Conventions (10 minutes)
B. End of Unit 3 Assessment, Part 2: Revising Poet
Essays Based on Feedback (40 minutes)
A. Preparing for a Poets Performance (5 minutes)
4. Homework
A. Prepare for your Poets Performance by bringing
home your Performance Task Poem sheet and your
Performance Task Poet Essay sheets. Practice
reading each of the following aloud to a friend,
family member or a mirror, in order: your selected
poem, your poet essay, and your inspired poem. Be
sure to read with clarity and expression.
In Work Time A, students are shown how to read the teachers feedback and editing notes from the End
of Unit 3 Assessment, Part 1: Writing a Conclusion Paragraph and annotate their original drafts to
correct spelling and capitalization. To prepare for modeling this, write a sentence on the board (or
interactive white board) with both spelling and capitalization mistakes (for example, i was really
enspired by william carlos williams poem the red wheelbarrow). Circle spelling mistakes and double
underline capitalization errors.
Also for Work Time A, use a computer connected to a projector and the internet, or an interactive
whiteboard, to model using an online dictionary to correct spelling. Students often struggle with finding
the spellings of severely misspelled words using conventional dictionaries; however, if the technology is
not available for students to use online dictionaries or spell check, consider adding more time for a mini
lesson on how to correctly use a print dictionary to correct spelling.
If you would prefer that students word process their final copy of their essay, allow additional time or
break this assessment up over several days.
In advance:
Be sure to have students copies of the essay the End of Unit 3 Assessment Part 1: Writing a
Conclusion Paragraph (from Lesson 12) with your edits for spelling and capitalization prepared
before this lesson.
Prepare an example sentence for modeling (see Work Time A).
Prepare an internet-connected computer with a projector or interactive whiteboard with an online
dictionary cued up.
Reserve a computer lab or mobile computers or tablets for online dictionary use.
Ensure that you have enough copies of the Performance Task Poet Essay sheets on hand for students
and additional on hand.
Review Back-to-Back, Face-to-Face protocol (see Appendix).
Post learning target.

Lesson Vocabulary
Materials
conventions, capitalization, linking

words
Internet-connected computer with projector (or a class set of conventional dictionaries)
Annotated essay drafts (from Lesson 13; students own)
Essay drafts with teacher feedback (from Lesson 12; with teacher feedback on conventions; see Teaching Notes)
End of Unit 3 Assessment, Part 2: Revising Poet Essays Based on Feedback
Performance Task Poet Essay sheets (one set per student)
NYS Grades 45 Rubric for Expository Writing (for teacher reference)
Opening
A. Reviewing the Learning Target (10 minutes)

Post and read aloud the learning target:
* I can use feedback from my teacher and peers to revise my essay for conventions, linking words, and words specific to
poetry and biographies.
Ask students to get with a partner for Back-to-Back, Face-to-Face. For each of the following prompts, give them some think
time, and then signal them to turn face-to-face to discuss. Once they have had a minute to discuss, signal students to get
back-to-back and ask for a few to share their responses. Repeat the protocol until students have discussed all three prompts:
* What are conventions? Listen for students to mention spelling, capitalization, and punctuation. Let them know that
your feedback on their drafts from Lesson 12 is related to spelling and capitalization only, and that the class will be
discussing this more before the assessment.
* What are some examples of linking words? Listen for students to mention words from the Common Linking Words list
(from Lesson 13), particularly words related to chronology.
* Use your own words to describe what this target means. Listen for students to mention that this means they will rewrite
their essays based on the annotations from the previous lesson as well as new feedback from you about their conventions.
Ask students to get out their Performance Task rubric, and remind them that their essays will be evaluated by reviewing
the criteria for each section of the rubric. Tell students that today their revisions will focus on the last three targets in the
essay portion of the rubric (linking words, vocabulary, and conventions).

Work Time
A. Annotating for Conventions (10 minutes)

Tell students that before they revise their drafts for the End of Unit 3 Assessment, Part 2, they need to review and annotate
those drafts based on your comments from the End of Unit 3 Assessment, Part 1. Explain that you have added notes to a
copy of their drafts to help them edit for correcting spelling and capitalization. Explain that you have circled misspelled
words and have double-underlined mistakes related to capitalization.
Write an example sentence on the board to show students what your feedback will look like and model annotating for
correcting conventions mistakes. For example:
Write: i was really enspired by william carlos williams poem the red wheelbarrow.
Review rules for capitalization with students (beginning of a sentence and proper nouns).
Then, using an internet-connected computer with projector, demonstrate how to look up misspelled words using
an online dictionary: Type in the misspelled word and read through the definitions of the suggested correct spellings to
find the right spelling for their word. Model writing the correct spelling above the misspelled word.
B. End of Unit 3 Assessment, Part 2: Revising Poet Essays Based on Feedback (40 minutes)
After modeling, ask students to get out their annotated essay drafts and distribute students copies of the essay drafts
with teacher feedback from the End of Unit 3 Assessment, Part 1 in Lesson 12. .
Distribute the End of Unit 3 Assessment, Part 2: Revising Poet Essays Based on Feedback and review the
directions with students. Then distribute Performance Task Poet Essay sheets to students and explain that they should
write the final copy of their poet essay on these sheets (Note: students may need additional copies, have extras on hand, see
teaching notes above).
If you wish to have students word

process their final drafts, consider
allowing them several days to
complete this assessment.
Then have students move to sit at their internet-connected computers to begin their assessment.
During the assessment, circulate to observe students. Note if they are annotating their original drafts to incorporate your
feedback, using the online dictionary to correct their spelling, and referencing their annotated drafts as they revise and
complete the final copy of their essays.
If students finish early, ask them to read from their independent reading book for this unit.

A. Preparing for a Poets Performance (5 minutes)

Congratulate students on their hard work completing their essays. Tell them that tomorrow they will have an opportunity to
share their essays and the poems they have been practicing reading aloud in a Poets Performance in the next lesson.
Review the final learning target on the Performance Task rubric in the Poetry Performance section, and tell students that
they can practice and present their work in the next lesson to meet this final learning target for the performance task.
Collect students copies of their final poet essays on the Performance Task Poet Essay sheets, as well as their Performance
Task Poems (from Lesson 7 homework) to make copies for assessment purposes. Be sure to redistribute the originals before
the end of the day, so that students can complete their homework.
Review homework.
Homework
Prepare for your Poets Performance by bringing home your Performance Task Poem sheet and your Performance Task Poet
Essay sheets. Practice reading each of the following aloud to a friend, family member or a mirror, in order: your selected
poem, your poet essay, and your inspired poem. Be sure to read with clarity and expression.
Note: To evaluate students essays, use the NYS Grades 45 Rubric for Expository Writing (for teacher reference).

End of Unit 3 Assessment, Part 2:

Name:
Date:
Learning target assessed:
I can use feedback from my teacher and peers to revise my essay for conventions, linking words, and
words specific to poetry and biographies. (W.4.2 c, d; W.4.5; L.4.2 a, d; L.4.3a)
Directions: Complete the following steps to revise your poet essays and complete a final copy.
1. Read the copy of your essay draft with teacher feedback from Part 1 of the assessment and notice
teacher feedback on capitalization and spelling.
2. Annotate your original draft (with peer critique feedback) to correct your conventions mistakes
(capitalization and spelling). Use the online dictionary to find the correct spelling of misspelled
words.
3. Revise your draft based on your notes on linking words, poetry and biography words, and
conventions corrections. Be sure that it is near and easy to read (there is no need to skip lines this
time).
4. If you finish revising your essay early, silently read from your independent reading book.
Performance Task Poet Essay

Directions: Revise your poet essay draft based on your notes on linking words, poetry and biography
words, and conventions corrections. Be sure that it is near and easy to read (there is no need to skip
lines this time).
10

CRITERIA
CCLS

topics or texts
reflection
COHE RENCE,
ORGA NIZATION, AND
the essay logically
preci se language
CONTRO L OF
to which the essay
the conventions of
W.2
R.19
W.2
W.9
R.19
3


and purpose

task and purpose

the text(s)

the text(s)
demonst rate little


from the text(s)


may be irrelevant


irrelevant

relevant evidence

variety

inconsistently
organization

task

organization

organization
W.2
L.3
L.6
W.2
L.1
L.2
SCORE
2
4
1
0

task

words and phrases

and phrases

and phrases

vocabulary

vocabulary

vocabulary

and task





statemen t

few errors

comprehensi on
comprehensi on
are minimal, making

unreliable
11

Performance Task: Practicing and Participating in
a Poets Performance

Performance Task:
Practicing and Participating in a Poets Performance
Long-Term Target Addressed (Based on NYSP12 ELA CCLS)

Ongoing Assessment
I speak clearly, with expression, and at an understandable pace when presenting my work.
Students poems and essays
I can give a positive comment after listening to a classmates presentation.
Students read-aloud of their poems and essays

Performance Task:
Agenda
Teaching Notes
1. Opening
In this lesson students synthesize and celebrate their learning from the module by participating in a
Poets Performance where they first read their selected poem, then present their poet essay, and finally
read their inspired poem.

2. Work Time
A. Practicing and Preparing for the Performance (10
minutes)
B. Poets Performance (30 minutes)
To celebrate students learning, consider creating a festive mood in the classroom for the Poets
Performance. Soft music, maybe some sparkling cider, perhaps a banner congratulating the writers on
their hard work. You may consider inviting parents or other adults from the school to share in the
celebration of students learning.
During Work Time B, students will need to be in groups of three. To the extent possible, create groups of
students who have not already seen each others work (i.e., not with their writing partners in Unit 3 or in
the same poet groups from Unit 2). Ideally, each group would include presentations on all three, or at
least two, of the poets.

4. Homework: None.
In Advance: Prepare a poem to read aloud in the Closing. (Use the same poem you used in Lessons 7
and 10 to demonstrate reading with clarity and expression.)
Lesson Vocabulary
Materials
clearly, expression, understandable

pace, positive comment
Performance Task rubric (from Lesson 8; one to display)

A poem by famous poet (from the back of Love That Dog; one copy for teacher modeling; same as Lesson 7 and 10)
Students Performance Task Poet Essay sheets (with revised essay; from Lesson 14)
Students Performance Task Poems sheet (with students selected and inspired poems; from Lesson 7 homework)
Poetry journals (students own)

Performance Task:
Opening

Tell students that today they will celebrate their work as poets and essay writers with a Poets Performance. Remark on all
the reading, research, and writing they have done to learn about poetry, poets, and poem and essay writing. Congratulate
them for their progress, hard work, and creativity.
Share with them that during the Poets Performance, they will have an opportunity to listen to their classmates present their
work in small groups, but before they begin, they will have some time to practice presenting their poems and essays.
Read the learning targets aloud to students:
* I speak clearly, with expression, and at an understandable pace when presenting my work.
* I can give a positive comment after listening to a classmates presentation.
Display the Performance Task rubric and point out that the first learning target for this lesson is actually the same as the
last learning target on their rubric.
Discuss the meanings of the words clearly, expression, and understandable pace with students. Briefly model reading a
poem by famous poet (from the back of Love That Dog; same as Lesson 7 and 10) with this learning target in mind. Have
students comment on what they noticed about your performance. Remind students that they have been practicing this
learning target with the reading of their poems since Lesson 7 and that today they will practice with their essays before the
Poets Performance.
Reread the second learning target. Remind students that they have also been practicing giving kind and helpful feedback to
their writing partners, but today they will only focus on what they think the writer did well in their work and presentation.
Explain the meaning of the phrase positive comment and remind them that comments that are specific and kind will be
more meaningful than comments such as, This is good. Tell students that after they listen to a classmates work, they will
share the positive comment.

Performance Task:
Work Time
A. Practicing and Preparing for the Performance (10 minutes)

Distribute Students Performance Task Poet Essay sheets (with revised essay; from Lesson 14) and Students Performance
Task Poems sheet (with students selected and inspired poems; from Lesson 7 homework).
Ask students to reread all of their materials in the following order: selected poem, poet essay, then inspired poem. Tell them
that they should first do this silently, then whisper-read everything once.
Next, have students get with their writing partner and practice presenting to each other. Encourage students to give kind,
helpful, and specific feedback related to the final learning target on the rubric.
B. Poets Performance (30 minutes)
Place students in their groups for the performance. Point out the presentation directions written on the board and review
and clarify as necessary:
1. Greet each of your group members with a handshake or high-five.
2. Decide who will present first, second, and third.
3. First presenter presents.
4. Group members give the presenter a positive comment related to their performance.
5. Repeat Steps 3 and 4 with remaining group members.
6. Thank and congratulate one another on a good performance.
Once students are clear on the performance directions, ask them to begin. Circulate and observe performances. Add your
own positive comments after presentations.

Performance Task:

Gather students whole group and ask them to bring their poetry journals. Ask them to open to a blank page in the My
Reflections section of their journals.
Give students the following reflection prompts to respond to in writing:
* What did you enjoy most about this model?

* What was a challenge for you?
* What did you learn about yourself as a writer?
Give students 5 or more minutes to reflect in writing. Then ask for a few volunteers to share out one of their responses with
the whole group. Congratulate your class on their hard work growing as readers and writers, and perhaps share some of your
own reflections.
Homework
None.

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Grade 4: Module 1B:

GRADE 4: MODULE 1B: OVERVIEW

Guiding Questions and Big Ideas

NYS Common Core ELA Curriculum G4:M1B: Overview June 2014

GRADE 4: MODULE 1B: OVERVIEW

CCS Standards: ReadingLiterature

Long-Term Learning Targets

I can summarize a story, drama, or poem.

RL.4.3. Describe in depth a character, setting, or event in a story or drama,

RL.4.11 Recognize, interpret, and make connections in narratives, poetry, and

I can make inferences using specific details from text.

I can describe the differences in structure of poems, drama, and prose.

NYS Common Core ELA Curriculum G4:M1B: Overview June 2014

GRADE 4: MODULE 1B: OVERVIEW

CCS Standards: ReadingInformational Text

Long-Term Learning Targets

RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific,

CCS Standards: Reading Foundational Skills

Long-Term Learning Targets

RF.4.4. Read with sufficient accuracy and fluency to support comprehension.

I can read fourth-grade-level texts accurately and fluently to make meaning.

I can make inferences using specific details from the text.

I can summarize informational or persuasive text.

I can read fourth-grade-level texts with fluency.

NYS Common Core ELA Curriculum G4:M1B: Overview June 2014

GRADE 4: MODULE 1B: OVERVIEW

CCS Standards: Writing

Long-Term Learning Targets

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas

I can write informative/explanatory texts that convey ideas and information

Introduce a topic clearly and group related information in paragraphs and

a. I can introduce a topic clearly.

Develop the topic with facts, definitions, concrete details, quotations, or

a. I can use text, formatting, illustrations, and multimedia to support my topic.

Use precise language and domain-specific vocabulary to inform about or

Provide a concluding statement or section related to the information or

a. I can group supporting facts together about a topic in an

I can produce writing that is appropriate to task, purpose, and audience.

W.4.8. Recall relevant information from experiences or gather relevant

I can document what I learn about a topic by taking notes.

NYS Common Core ELA Curriculum G4:M1B: Overview June 2014

GRADE 4: MODULE 1B: OVERVIEW

CCS Standards: Writing

Long-Term Learning Targets

W.4.9. Draw evidence from literary or informational texts to support analysis,

I can choose evidence from literary or informational texts to support analysis,

Apply grade 4 reading standards to literature (e.g., Describe in depth a

a. Describe in depth a character, setting, or event in a story or drama, drawing

CCS Standards: Speaking & Listening

Long-Term Learning Targets

SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in

I can effectively engage in discussions with diverse partners about fourth-grade

Come to discussions prepared, having read or studied required material;

a. I can prepare myself to participate in discussions.

SL.4.4. Report on a topic or text, tell a story, or recount an experience in an

I can report on a topic or text using organized facts and details.

NYS Common Core ELA Curriculum G4:M1B: Overview June 2014

GRADE 4: MODULE 1B: OVERVIEW

CCS Standards: Language

Long-Term Learning Targets

L.4.2. Demonstrate command of the conventions of standard English

I can use conventions to send a clear message to my reader.

a. Use correct capitalization.