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Poetry Unit Outline
4th Grade
Common Core Standards:
4. RL.2- Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
4.RL.5- Explain major differences between poems, drama, and prose, and refer to
the structural elements of poems and drama when writing or speaking about a text
4.RL.10- By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, in the grades 4-5 text complexity band proficiently, with
scaffolding as needed at the high end of the range
4.L.1- Demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.
4.L.2- Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
4.L.5- Demonstrate understanding of figurative language, word relationships, and
nuances in word meaning.
4.L.6- Acquire and use accurately grade-appropriate general academic and domain-
specific words and phrases, including those that signal precise actions, emotions, or
states of being.
Read aloud: Love that Dog and Hate that Cat throughout the poetry unit!
Day one: Introduce poetry unit by discussing what poetry is and how it affects our
daily lives. Complete KWL chart. Read and present different types of poetry.
Introduce the read aloud book “Love that Dog” by Sharon Creech. Complete “What
Poetry is” worksheet.
Day two: Begin by reading examples of name poems. Introduce the elements of the
name poem. Model writing a name poem. Have the students complete a name poem.
Have the students illustrate their name poem.
Day three: Begin by reading and showing examples of five senses poems.
Introduce the elements of a five senses poem. Model writing a five senses poem.
Have the students complete a five senses poem.
Day four: Read/ present concrete poems. Have the students write a concrete
poem.
Day five: Go into the computer lab and have the student’s type up their two poems
that they have completed so far. Explain the “Color my World” poem. Have the
students complete the poem on the online website.
Day six: Begin by reading examples of Haiku poems. Introduce the elements of
haiku poem. Review syllables within a word. Also, discuss how this creates rhythm
within the poem. Model how to write a Haiku poem. Have the students write a
Haiku poem.
Day seven: Begin by reading examples of Blues poems. Introduce the elements of
Blues poems. Model how to write a Blues poem and have the students complete
their own poem.
Day eight: Each student will put together a poetry book and recite/share poetry
aloud to the class. Wrap up the unit with explain what they learned from poetry.
Poetry Unit- Lesson #1
Objective: After this lesson, the students will be able to identify how
poetry is a part of their lives. Students will also be able to
identify the elements that make up good poetry.
Materials: Writing journals, pencils, white board, poetry examples, music
Procedure: - Let’s do some poetry!!
- How do you feel about poetry?
- Ask students to explain what poetry is>
- Read the poem with is poetry by Eleanor Farjeon
- Ask students what part of poetry plays in their lives
(Pledges, rhymes, riddles, chants, music)
- Poetry portray some sort of emotion for the readers,
poetry is suppose to really make you think about the
meaning of the poem and visualize it; there is no right
answer it is all how you interpret it
- As a class, read the description worksheet of what is
poetry aloud
- Have the students write their own three- word
description of poetry - As a class create a K-W-L chart
Have a big piece of paper and break it in to three
columns
Give the students two post-its; one for what they
know and one for what they want to know - Introduce the criteria for good poetry and present
posters on the wall with the K-W-L - Read and present a few poems to demonstrate the
different types of poetry - Give the students an overview of the unit over the
next few weeks we will read/write several types of
poetry - Introduce the book, “love that dog” by Sharon Creech.
This book will be read during read aloud time
throughout the unit to help further our understanding
of poetry - Explain that tomorrow we will be writing name poems
- If there is still time, have the students read some
examples of poetry with a partner
Lesson #1 Poetry Examples
What is Poetry?
By: Eleanor Fargeon
What is Poetry? Who Knows?
Not the rose, but the scent of the rose;
Not the sky, but the light in the sky;
Not the fly, but the gleam of the fly;
Not the sea, but the sound of the sea;
Not myself, but what makes me
See, hear, and feel something that prose
Cannot: and what it is, who knows?
Poem can make us smile
My Brand-New Bathing Suit
By: Sandra Gilbert Brug
I bought a brand-new bathing suit
With daisies on the straps
I wore it at the beach today
To jump the great white caps.
A humpback wave washed over me
And swooshed me all about
It stole my brand-new bathing suit
And now………
I can’t come out!
Poems create images
Eagle Flight
By: Georgia Heard
Eagle gliding in the sky
Circling, circling way up high
Wind is whistling through your wings,
You’re a graceful kite with no strings
Poems express feeling and emotion
My father
By: Mary Ann Hoberman
My father doesn’t live with us.
It doesn’t help to make a fuss,
But still I feel unhappy, plus
I miss him
My father doesn’t live with me.
He’s got another family;
He moved away when I was three.
I miss him
I am always happy on the day
He visits and we talk and play;
But after he has gone away
I miss him
Criteria for Well Written Poetry
1. Language is interesting and surprising by
using careful word choices
2. Rhythm makes words sing through rhyme,
alliteration, repetition and other sound
elements
3. Meaningful and engaging subjects that
speak to us
4. Structure is used to help convey the
subject of mood
Poetry Unit- Lesson #2
Objective: After this lesson, the students will be able to identify a name
poem its elements and the important of structure in a poem.
Students will be able to write their own name poem.
Materials: Writing journals, pencils, white board, poetry examples,
posters
Procedure: - Review the criteria for good poetry
- Say, “today our focus is on structure. Structure is used
to help convey subject and feeling.
- Explain that we will look at different forms of poem
structures throughout this unit such as name poems,
five senses poem, haiku poem, couplets, concrete poems
and I am poem
- Today we are looking at name poems
- Introduce name poems
o Ask the students what a name poem is?
o Describe the elements of the name poem
A name poem is one in which each letter of a
person’s name is used as the initial letter for
one line of the poem. This type of poem is not
a rhyme
Name poems use the name as the title and list
it vertically in all capital letters.
Read the example of a name poem with the
class (ELIZABETH) p. 5
- Model writing a name poem and post it in the classroom
- Brainstorm ideas of interesting words and phrases as
you model
- Have the students write their own name poems
- Ask the students to share their poems with their table
group
- Have the students turn in their poems and review with
comments
- Explain that tomorrow we will be working with the five
sense poem
Elements of a Name Poem
1) A name poem is one in which each letter of a person’s name is
used as the initial letter for one line of the poem. This type of
poem is not a rhyme
2) Name poems use the name as the title and list it vertically in all
capital letters
Poetry Unit- Lesson #3
Objective: After this lesson, the students will be able to identify how to
write a five senses poem. Students will also be able to
identify the elements of a five-sense poem.
Materials: Writing journals, pencils, white board, poetry examples
Procedure: - Review the criteria for good poetry
- Let’s review the elements of the name poem
- Today we are working with a five senses poem, we are
going to work on language and making our language
interesting by using careful word choices
- Introduce five sense poem
o Ask the students what a five senses poem is?
o Describe the elements of the five senses poem
3) A five-senses poem uses your senses to study or
investigate a subject. The focus of this poem is on
similes.
4) Similes are comparisons between two things using like
or as.
5) Give examples of similes and have the students produce
a large list of similes
6) Directions for the five senses poem:
o Line one: tell what color an emotion of
idea looks like to you
o Line two: tell what the emotion or idea
taste like
o Line three: tell what the emotion or
idea sounds like
o Line four: tell what emotion or idea
smells like
o Line five: tell what the emotion or idea
looks like
o Line six: tell how the emotion or idea
makes you feel
7) Read examples of poems
- Model writing a five sense poem and post is in the
classroom
- Brainstorm ideas or emotions for us to focus on
- Have the students write their own five senses poems
- Ask the students to share their poems with their table
group.
- Have the students turn in their poems and review with
comments
- Explain that tomorrow we will be working with the color
my world poem and typing our poems in the computer
lab
Elements of a Five-Senses Poem
This poem focuses on similes or comparison of two unlike things
using the words “like” or “as”
o Line one: Tell what color an emotion of idea looks like to you
o Line two: Tell what the emotion or idea taste like
o Line three: Tell what the emotion or idea sounds like
o Line four: Tell what emotion or idea smells like
o Line five: Tell what the emotion or idea looks like
o Line six: Tell how the emotion or idea makes you feel
Poetry Unit- Lesson #4
Objective: After this lesson, the students will be able to identify the
elements of concrete poems. They will be able to choose
words to set the tone and interest within their concrete
poem.
Materials: Writing journals, pencils, white board, poetry examples
Procedure: - Review the criteria for good poetry review all the
previous poems and have the students state the
elements of each
- Explain the elements of a concrete poem
o Shape like its topic (an object)
o Words and phrases used describe the object or
relate to the object
- Remind students that the topic we choose will
determine the structure of our poem freeing us to
focus on the other criteria of good poetry writing
- In poetry, the words we choose will determine the tone,
meaningfulness and whether we capture our audience.
To help us meet this challenge we will be focusing on
creating interesting. Surprising language through our
four different tools; onomatopoeia, simile, and
alliteration
- Review each of these language tools
- Read examples of concrete/shape poems
- Point out the elements, and how these poems capture
the essence of the object written about
- Model how to construct a poem using the language tools
- Have the students write their own concrete poem on a
topic of their choice using the following guidelines
o Trace the chosen shape
o Brainstorm descriptive words about the object
for each of the language tools
o Choose words carefully to fit the characteristics
you have chosen and words that have the most
impact and meaning to us the author and to our
readers
- Monitor the students as they are working
Elements of a Concrete Poem
1. Shaped like its topic (an object)
2. Words and phrases used describe the object or relate to the
object
Examples of Concrete Poetry
Triangle
I
Am
A very
Special
Shape I have
Three points and
Three lines straight.
Look through my words
And you will see, the shape
That I am meant to be. I’m just
Not words caught in a tangle. Look
Close to see a small triangle. My angles
Add to one hundred and eighty degrees, you
Learn that at school with your abc’s. Practice your
Math and you will see, some other fine examples of me.
Poetry Unit- Lesson #5
Objective: After this lesson, the students will be able to identify how to
write a color my world poem and understand the elements
Materials: Writing journals, pencils, white board, poetry examples,
computers
Procedure: - Review the criteria for good poetry
- Let’s review the elements of the five sense poem
- Introduce color my world poem, today we are going to
work on making our poem meaningful and engaging to us
o Describe the elements of the color my world poem
o Line 1: Name a color
o Line 2-4: name three things that are that color
o Line 5-7: name three things that sound like that
color
o Line 8-10: name three things that taste like that
color
o Line 11-13: name three things that feel like that
color
o Line 14: name that color
- Read examples of poems
- Model writing a color my world poem and post is in the
classroom
- Brainstorm ideas or emotions for us to focus on
- Have the students write their own color my world
poems
- When the students finish show them how to copy and
paste into a word document to tweak in word
- If the students finish their poem have them type up
the other two poems that they have written so far
- Explain that tomorrow we will be working with the haiku
poem
Elements of a Color My World Poem:
1) Line 1: Name a color
2) Line 2-4: Name three things that are that color
3) Line 5-7: Name three things that sound like that color
4) Line 8-10: Name three things that taste like that color
5) Line 11-13: Name three things that feel like that color
6) Line 14: Name that color
Poetry Unit- Lesson #6
Objective: After this lesson, the students will be able to identify the
elements of Haiku poetry. They will also be able to identify
how word choice can create rhythm within a poem. Finally,
students will be able to produce their own Haiku Poetry.
Materials: Writing journals, pencils, white board, poetry examples,
computers
Procedure: - Review the criteria for good poetry
- Let’s review the elements of the color my world poem
- Introduce the Haiku poem
o Describe the elements of the Haiku poem
o 5-7-5 syllables (review syllables within a word)
o Usually about nature
o Usually about a single event, emotion or moment
o Read examples of poems
- Today we are focusing our criteria on rhythm- discuss
how the 5-7-5 syllables create rhythm within the poem.
- Read examples of Haiku poems and point out Haiku
elements and rhythm
- Give the students a copy of the Haiku hand out and
discuss
- Explain to the students that as a class you are going to
write a Haiku poem
o Brainstorm descriptive words about the four
seasons
o Develop a poem using the words
- Have the students write their own Haiku poems using
the brainstorming, drafting and rereading/revising
- Monitor the students as they are working
Elements of a Haiku Poem
1) 5-7-5 syllables
2) Usually about nature
3) Usually about a single event, emotion, or moment
Examples of Haiku Poems
Take the butterfly;
Nature words to produce him
Why doesn’t he last?
By: David McCord
Little knowing
The tree will soon be cut down
Birds are building their nests in it
By: Issa
Sweet Smells fill the air
Flowers blooming everywhere
Babes born here and there
By: Ashley Daniel
Brisk spring and fall air
New colors glance in my hair
As I watch in awe.
By: Tracie Fowler
Season brainstorm ideas:
Winter: cold, sadness, hunger, tranquility or peace, snow, ice, dead
tree, leafless
Summer: warmth, vibrancy, love, anger, sky beaches, heat
Autumn: decay, jealously, saying goodbye, loss, regret, and mystery,
falling leaves, shadows, and autumn colors
Spring: love, blooming, youth, new plants, warm rains
Poetry Unit- Lesson #7
Objective: After this lesson, the students will be able to identify the
elements of Blues poems. They will also be able to identify
how word choice can create emotion within a poem. Finally,
students will be able to produce their Blues poem.
Materials: Writing journals, pencils, white board, poetry examples,
computers
Procedure: - Review the criteria for good poetry
- Let’s review the elements of the Haiku poem
- Introduce the Blues poems
- Explain the elements of a Blues poem
- Read examples of Blues poems and point out elements
- Explain and guide the students through writing a class
wide Blues poem
o Select a topic
o Brainstorm ideas
o Use at least one language tool that was discussed in
this unit
- Have the students write their own Blues poems
- Have the students share the poems and complete the
peer editing process
- Have the students revise their work
Poetry Unit- Lesson #8
Objective: After this lesson, the students will be able read and recite a
chosen piece of poetry fluently. They will also be able to
respond to another students poetry and reflect upon and
discuss its meanings
Materials: Writing journals, pencils, white board, computers, KWL
chart have the students fill in the learned column
Procedure: - Review that the beginning of our unit we asked them
what they learned about poetry - Today we will wrap up our poetry unit by typing up our
poems and creating our poetry books - Have the students type up all their poems and create
a poetry book - Have the students put together their poetry book - Have the students practice reading their poems
fluently - Have the students pick out their favorite poem and
share it with their partner o Pair up and then pair up with another group
Four language tools to create interest/surprise
within our poetry
1. Onomatopoeia
2. Simile
3. Metaphor
4. Alliteration
Language tool #1
Onomatopoeia
1) Onomatopoeia- is a word or a grouping of words that imitates
that sound it is describing
a. Examples; animal noises like oink, meow, or suggesting its
source object, such as boom, zoom, clang, buzz, zap, bang
Marching Band
By: Lee Emmett
Boom! Boom!
Bang the drum
Ta-diddy-ta!
Here they come
Pah! Pah!
Trombone grand
Bright silver sound
In marching back
Ting! Ting!
Triangle ring
Sharp and high
Sound in sky
Wrreee! Wree!
Whistle blow
Majorette
Leads the row
Wah! Wah!
Bagpipes moan
Wheel around and head for home
Language tool #2
Simile
Simile- A figure of speech comparing two unlike things, often
introduced with the word “like” or “as”
Examples:
1) John ran as fast as a speeding bullet
2) She is graceful like a cat
Forest
By: unknown
Forest are…
Silent as midnight
Loud as a busy freeway
Comforting as a feather bed
Language tool #3
Metaphor
Simile- A comparison between two unlike things without using the
words “like”, “as” or “than”
Examples:
1) My friend is a treasure
2) Henry is a calculator
Language tool #4
Alliteration
Alliteration- the repeated occurrence of a constants sound at the
beginning of several words in the same phrase. Consonance is the
repetition of the same constant in a strong of words, not the sound as
is in alliteration.
Examples:
1) Peter Piper picked a peak of pickled peppers
2) She sells seashells by the seashore
Dewdrops Dancing Down Daisies
By: Paul Mc Cann
Don’t delay dawns disarming display.
Dusk demands daylight.
Dewdrops dwell delicately
Drawing dazzling delight.
Dewdrops dilute daises domain.
Distinguished debutantes. Diamonds defray delivered
Daylights distilled daisy dance
