Megan Hinton

READ 3226-090
IMB
Central Focus:
1 points
Subject: Poetry (4th Grade)

Understanding poetry and finding specific text evidence

to support answers to questions is a necessary step to
becoming a good reader.
.

Essential Standard/Common Core Objective:

1 point

CCSS.ELA-Literacy.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.
CCSS.ELA-Literacy.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, Date submitted:
settings, descriptions, dialogue, stage directions)
when writing or speaking about a text.
CCSS.ELA-LITERACY.RL.4.7
Make connections between the text of a story or
drama and a visual or oral presentation of the text,
identifying where each version reflects specific
descriptions and directions in the text
3.H.2.1 Explain change over time through historical
narratives. (events, people and places)

Date taught: 10/30/2015

Daily Lesson Objective:

5 points (must have all three parts)

Performance: Students will be able to finding specific text evidence to support answers to questions.
Conditions: Students must complete this activity individually and in small groups
Criteria: Students must include at least 2 pieces of text supporting evidence. They must receive 16 out 20 points
to pass this assignment. They must also complete the Inference Graphic Organizer. The student will be expected
to include unique, personalized events.
Academic Language Demand (Language Function and
Vocabulary):
2 points

Prior Knowledge:

Megan Hinton
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Students must be able to determine the theme of a poem, and also be able to summarize the plot.

Activity

1. Focus and Review

10 points

Description

Poetry Reading Strategies

Preview the poem by reading the title and paying attention to
the poems form: shape on the page, stanzas, number of lines
and ending punctuation.
Read poem aloud several times to hear rhyme, rhythm, and the
overall sound of the poem. This makes it easier to understand
the poem.
Visualize the images by paying close attention to strong verbs,
and comparisons in poem. Do the images remind you of
anything? Let the comparisons paint a picture in your head.
Clarify words and phrases by allowing yourself to find the
meaning of words or phrases that stand out, are repeated, or
you do not understand the meaning. Use dictionary, context
clues, teacher or peer.
Evaluate the poems theme by asking what message is the poet
trying to send or help you understand? Does it relate to your
life in any way?

2. Statement of Objective
for Student
10 points

Today we are going to look at finding specific text evidence to

support answers to questions is a necessary step to becoming a good
reader.
When students enter the room today, they find a poem on their desks.
We haven't done much with poetry as I usually save it for the end of
the year, but since this poem is about Ruby and it's fairly easy to
understand, I decided to include it in the various presentations that
we've been analyzing.
As they wait for everyone to come in and be settled, I have the
students read the poem to themselves a few times. Once everyone
comes in, we can begin.

3. Teacher Input
10 points

I ask the students what form of Ruby they are looking at and they all
said a poem. Then, I asked them to turn to their shoulder partner and
explain how they knew it was a poem. I then have partners share out
the things they've heard and inevitably, comes up the discussion of
rhyming. This prompts me to ask, "Do all poems have to rhyme?"
They all knew that they don't which is good.
We talk about how poems have to say what they want to say in a short
space so a poem about Ruby would probably have a much smaller
focus than say the book or the movie.

Megan Hinton
READ 3226-090
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4. Guided Practice
10 points

As class we will reread the poem again. The students will be given a
few minutes to come up with one word to represent the central idea of
the poem.
A couple students will be called on and asked to share their word,
which will be written on the board.
As class we will take the popular theme and find text supporting
evidence, at least 2 examples that we will then place in our Inference
Graphic Organizer
The students will now be split in groups to find text supporting
evidence of their groups theme.
While circulating around the classroom and provide some assistance
on the Inference Graphic Organizer I will be asking the following
questions:
Can you paraphrase the poem?
Who is the speaker (persona) in the poem? How would you
describe this persona?
What is the speakers tone? Which words reveal this tone? Is
the poem ironic?
What heavily connotative words are used? What words have
unusual or special meanings? Are any words or phrases
repeated? If so, why? Which words do you need to look up?
What images does the poet use? How do the images relate to
one another? Do these images form a unified pattern (a motif)
throughout the poem?
What figures of speech are used? How do they contribute to
the tone and meaning of the poem?
Are there any symbols? What do they mean? Are they
universal symbols or do they arise from the context of this
poem?
What is the theme (the central idea) of this poem? Can you
state it in a single sentence?
How important is the role of sound effects, such as rhyme and
rhythm? How do they affect tone and meaning?
How important is the contribution of form, such as rhyme
scheme and line arrangement? How does form influence the
overall effect of the poem?
Along with the questions
In their Readers Response Journals, students will the chart
and then begin to fill it out based on the word they chose for
the poems theme, they will need supporting evidence from
each of the 5 stanzas.

5. Independent Practice
10 points

So, after reading the poem through a few times with my students, I
allow them to fill in more details in their Inference Graphic Organizer
before we begin to look at some text dependent questions to

Megan Hinton
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accompany the poem.
After students complete their books, I hand out the questions and
allow the students to work on the text dependent questions. This
process is a bit daunting for my kiddos who are used to finding text
evidence in a longer text and who are not used to reading between the
lines. I let them struggle through it though knowing that we're going
to go over the answers at the end.
After students have all finished answering their three questions, I ask
them to choose the question that they are most UNSURE of and move
to a corner of the room I indicate for each number. Once the students
are standing in the correct spot, I allow them to partner up with
someone in their space.
With their partner, I want students to strengthen the answer they
chose. Now, the students are strengthening their weakest answers.
This will give them one answer they KNOW is right on their own and
one they got right in collaboration.
The students have some choices while they work. They can each have
the same answer that they constructed together, or they can have
different answers that they arrived to with coaching from each other.
It doesn't matter which option they choose as the skill of
collaboration, compromise and constructive coaching/ feedback are all
as important as answering the question itself.

6. Assessment Methods of
all objectives/skills:
10 points

7. Closure
10 points

Students will answer and turn in the 3 Text Dependent Questions with
the question circled that they want to be graded. Also, the students
will show me their Inference Graphic Organizers having an example
of text evidence from each stanza of the poem in their Reader
Response Journals just to verify completion
__/6 possible points TDQ
__/10 possible points for IGO
__/4 possible points for Poem annotations
After about 10 minutes of reworking answers, I gather the students
back together and ask for volunteers to share their answers under the
ELMO. Students listening will give a final rating (2 fingers for all
correct, 1 finger for missing a part and 0 fingers for nothing correct).

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At the end of class, I ask students to circle the question they want me
to grade. It should represent their strongest work. I also ask them to
star the question they worked on with someone else. I am going to
grade all 3 questions. The students will also turn in their Readers
Response Journals.

8. Assessment Results of
all objectives/skills:
10 points

Question 1: 21/21 Answered the question correctly

Question 2: 13/21 Answered the question correctly
03/21 Answered the question incorrectly
05/21 Didnt answer the question given
Question 3: 15/21 Answered the question correctly
04/21 Answered the question incorrectly
02/21 Didnt answer the question given
Based on the objective and being assessed 62% of the students met the
given standards.

Targeted Students Modifications/Accommodations:

Students at a lower reading level or students will

disabilities will work in a small group together and
with the teacher to complete the independent
practice.

Student/Small Group Modifications/Accommodations

4 points

Walk around the room; since the students are already

in small groups I will walk around asking text
specific questions not only to ensure that they are
able to understand what they are reading, but are able
to find specific text evidence

Materials/Technology:
1 point

White Board
Dry Erase Markers
Pencil
Ruby Showed the Way Poem
Readers Response Journals
Inference Graphic Organizer

CT signature: ________________________ Date: ______ US signature: ___________________Date: ____