Assignment 3- Unit Plan

By: Tracey Wetzel

For my unit plan, I chose to focus on third grade language arts.
For the past three years, I have taught third grade, and I am most
familiar with the Common Core curriculum for grade three. A big focus
will be placed on Common Core ELA standard RL3.5. This standard
states: students will refer to parts of stories, dramas, and poems
when writing or speaking about a text, using terms such as chapter,
scene, and stanza; describe how each successive part builds on earlier
sections. This unit will center on poetry, and take place during the
language arts block, and will integrate both reading and writing. The
setting will be in a blended classroom with third grade students of all
abilities.

Day 1
The teacher will begin by calling the students to the carpet, and
charting what the class knows about poetry. The teacher will then read
the poem, Messy Room, by Shel Silverstein. After listening to the poem,
the students will be able to add to the poetry chart. Back at their seats,
the students will view a BrainPopjr video on Poems. This interactive site
also includes a quiz, and games. The teacher may choose to go
through a few of these before moving on. Then, each student will be
given a figurative language booklet. These booklets include six pages

with six figurative language headings: Simile, Metaphor, Alliteration,

Hyperbole, Personification, and Onomatopoeia. Under each heading is
a space for the students to write a definition, give an example, and
draw a picture. The students will take notes in their booklets as the
teacher reviews each figurative language in a Power Point. At this point
in the unit, students will only be responsible for writing the definition.
As a closing to this lesson, the teacher will call out sentences that
include one of the types of figurative language learned, and students
will think-pair-share with a partner to determine the figurative
language used.
Day 2
Extended Lesson Plan:
Common Core Standards:
RL3.5. Refer to parts of stories, dramas, and poems when
writing or speaking about a text, using terms such as chapter,
scene, and stanza; describe how each successive part builds
on earlier sections.
RL3.4. Determine the meaning of words and phrases as they
are used in a text.
Background: Yesterday,studentsweregivenanintroductiontopoetryandfigurative
language.Theywrotedefinitionsforsixdifferenttypesoffigurativelanguagesina
booklet.Today,theywillcompletethebookletsbyreviewingsixdifferentpoems.
Participants/Grouping: This is a blended class of third grade
students on all levels (below, on, and above). Today, the lesson will be
a whole group activity.
Motivation or Warm Up: The students will be asked to recall what
they learned yesterday about figurative language and poetry. They will

be given the chance to think-pair-share with a partner, and then share

their ideas with the class. The teacher will review each type of
figurative language using the Power Point from the previous day.
Lesson and/or Activity
Students will use their poetry packets as they walk around the room
and read different poems to write examples of figurative language.
Each poem includes one of the six types of figurative languages
learned. The students will also have a place to draw a picture of each
example. They may work with a partner to do this if they choose to.
Once all students have completes the poetry walk they will join back
together as a class, where the teacher will read and go over each of
the poems.
Assessment:
At the end of the lesson, the students will take a figurative language quiz. The quiz is
shown below:

Name:__________________________
______________

Date:

Figurative Language Quiz

Spongebob Squarepants swims in the sea is an example of

a. alliteration
b. metaphor
c. simile
d. onomatopoeia
Jim is so light! He is a feather! is an example of
a. alliteration
b. metaphor
c. simile
d. onomatopoeia

Jim is as light as a feather! is an example of

a. alliteration
b. metaphor
c. simile

d. onomatopoeia
The basketball hoop went swoosh! is an example of
a. alliteration
b. metaphor
c. simile
d. onomatopoeia

The t.v. shouted is an example of

a. onomatopoeia
b. hyperbole
c. personification
d. alliteration

Our new house cost a bazillion dollars is an example of

a. onomatopoeia
b. hyperbole
c. personification
d. alliteration
Read the poem Field Trip to the Zoo. Next, find 3 types of figurative
language in the poem. Give evidence from the poem to show each type of
figurative language.

Field Trip to the Zoo

Have you ever gone to the zoo?
Youll see brown cows that moo and blue cockatoos that coo!
Have you ever gone to the zoo?
Youll hear amber pandas go CRUNCH CRUNCH CRUNCH
As they munch on their bamboo lunch!
Have you ever been to the zoo?
Youll feel the fuzzy fur on the lovely llamas at the petting zoo!

Have you ever been to the zoo?

Youll smell all of the animals-PHEW!
Have you ever been the zoo?
It can be as quiet as a mouse there
It can also be as loud as a big angry bear!
Have you ever been to the zoo?
The zoo is a giant fish tank that people look in
Except the creatures at which we look have no scales or fins!

An example of ______________________________is
_________________________________________________________
________________________________

An example of ______________________________is
_________________________________________________________
________________________________

An example of ______________________________is
_________________________________________________________
________________________________

Extension:
As a follow up activity to this lesson, the students can participate in an
I Have/Who Has card activity the next day during their word work
time. In this activity, each student will be given a card with either a
metaphor or simile on it. For example, the first card says, I have a
simile about a kind boy. Then another student will say, I have he was
as sweet as pie. Who has a metaphor about someone with a lot to do?
This will continue until students have had a turn to read their card.
Depending on the number of students, some students may have two
cars to read.

Day 3
The students will begin by reading and analyzing poems in their
reading groups based on their reading level. (The students were
previously placed into three reading groups.) In each group, the
students will read a poem, highlight the figurative language, and
complete a poem analysis worksheet. After reading groups, the
students will begin writing their first poem, a cinquain. The teacher will
call the students to the carpet, read a few cinquain poems to the class,
and then write the formula for writing one on the board. The class will
practice writing a cinquain poem together, before they are dismissed
to their desks to write their own poem. To help them remember the
formula for writing a cinquain, students will be given an organizer with
each step explained. Students will be required to include at least one
type of figurative language in their poem. As a closing to the lesson,
students will be given the opportunity to share their poems with the
class.
Day 4 (Includes use of Web 2.0 Tool)
Students will begin by practicing their typing skills, and typing their
cinquain poems. These typed poems will then be displayed on a
background in which they will draw a picture that goes along with the
poem. Once the typed poem and drawing are put together,
students will practice their speaking skills by creating a

podcast reading their poem. This helps support Common Core ELA
standard SL3.5: Create engaging audio recordings of stories or poems
that demonstrate fluid reading at an understandable pace; add visual
displays when appropriate to emphasize or enhance certain facts or
details. Students will be able to practice their speaking skills, as well
as experiment with a new technology. This podcast will then be played
during the enrichment fair for the parents to view.
Day 5
On this final day of the unit, students will begin the lesson by listening
to clips of different current pop songs. Each clip includes a simile or
metaphor, and the students have to identify it. The songs include:
Shine Bright Like a Diamond by Rihanna, Im Like a Bird by Nelly
Furtado, Titanium by David Guetta, and many more. The teacher will
then display the poem, Sick of Peanut Butter, and together the class
will answer questions and analyze the poem. At the end of the lesson,
the students will take a final poetry unit quiz to assess their knowledge
of all five days.
This unit will increase student knowledge of poetry and figurative
language. Students will have the opportunity to analyze poems in
reading groups, as well as write their own cinquain poem, and create a
podcast. A unit assessment will be given out at the end of the unit.
Below is the unit assessment.

Name _________________________
Poetry and Figurative Language Quiz
Matching
Word Bank:

rhyme scheme simile

cinquain
repetition
metaphor
couplet
triplet
stanza
personification
hyperbole
line
Haiku
Tanka
Diamante
Acrostic
Ballad Bio
Poem quatrain
Limerick
alliteration
Onomatopoeia

______________________ 1. This form of poetry tells a story. It is usually

composed of four-line stanzas in which the 2nd and 4th lines rhyme.
______________________ 2. This is a poem similar to a cinquain. The text
forms the shape of a diamond.
______________________ 3. A ______________makes a comparison
between two unlike things, using like or as.
______________________ 4. the repetition of a consonant sound at the
beginning of words
______________________ 5. This is a pattern of rhyme between lines of a
poem or song. It is usually referred to by using letters to indicate which lines
rhyme (AABB, ABAB, etc.)
______________________ 6. a deliberate exaggeration
______________________ 7. a phrase, line, or group of lines that is
repeated throughout a poem, usually after every stanza
______________________ 8. gives human characteristics and qualities to
nonhuman things like animals and objects.
______________________ 9. This poem that is written about a person
follows a pattern and has 11 lines.
______________________ 10. words which imitate the sounds that it makes

______________________ 11. a form of poetry that is an unrhymed

Japanese poem of 5 lines that has a 5,7,5,7,7 syllable pattern
______________________ 12. This form of poetry is created by having the
first letter of each line spell a special word.
______________________ 13. a poem of three lines. Most often all three
lines are rhymed.
______________________ 14. makes a comparison between two unlike
things, without using like or as.
______________________ 15. This form of poetry comes from Japan and
has 17 syllables. It uses a 5,7,5 syllable pattern
______________________ 16. This form of poetry is a humorous, 5 line
poem. The 1st, 2nd and 5th lines rhyme, and the 3rd and 4th lines rhyme. Lines
1, 2 and 5 have three stressed syllables.
______________________ 17. A ___________ is a fixed number of lines of
verse forming a unit of a poem. This is similar to the lines that form a
paragraph in narrative writing.
______________________ 18. a four-line poem that rhymes
______________________ 19. This is a poem of 5 lines that do not rhyme.
Each line has different rules. For example, the 2nd line is made with two
describing words.
______________________ 20. The single line of words in a poem is a
called the_____________. Usually poems will have at least two of them.
______________________ 21. a two-lined pair of rhymed lines.