PublisherMary D. Smith, M.S. Ed.
EditorEric Migliaccio
IllustratorMark Mason
Cover ArtistBrenda DiAntonis
Editor in ChiefIna Massler Levin, M.A.
Creative DirectorKaren J. Goldfluss, M.S. Ed.
Art Production ManagerKevin Barnes
Art CoordinatorRenée Christine Yates
ImagingRosa C. See
Author
Susan Mackey Collins, M. Ed.
Teacher Created Resources, Inc.6421 Industry Way
Westminster, CA 92683www.teachercreated.com
ISBN: 978-1-4206-9051-4© 2008 Teacher Created Resources, Inc.
Made in U.S.A.
The classroom teacher may reproduce copies of materials in this book for classroom use only. Reproduction of any part for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher.
#9051 Genre Series: Poetry � ©Teacher Created Resources, Inc.
Introduction . . . . . . . . . . . . . . . . . .4
Meeting Standards . . . . . . . . . . . . . .5
Define and RecognizeWhat Is Poetry? . . . . . . . . . . . . . . . . .6Name That Poem . . . . . . . . . . . . . . . .7
Poetry! Poetry! . . . . . . . . . . . . . . . . .8Getting Right with Rhythm . . . . . . . . . .9Everyday Poetry . . . . . . . . . . . . . . . 10Looking for It . . . . . . . . . . . . . . . . . 11Reading Out Loud . . . . . . . . . . . . . . 12Different Types of Poems . . . . . . . . . . 13Highlight It . . . . . . . . . . . . . . . . . . 14The Defining Words . . . . . . . . . . . . . 15Saying Lots with a Little . . . . . . . . . . . 16
Clap Happy . . . . . . . . . . . . . . . . . . 17
Vocabulary DevelopmentBlooming with Understanding . . . . . . . . 18Tricks of the Trade . . . . . . . . . . . . . . 19Onomato Whata? . . . . . . . . . . . . . . . 20Now Hear This . . . . . . . . . . . . . . . . 21Words That Rhyme . . . . . . . . . . . . . . 22The Buzz on Rhyme . . . . . . . . . . . . . 23Reading with Expression . . . . . . . . . . . 25Poetry Paragraphs . . . . . . . . . . . . . . 26
Reading StrategiesWhere’s It Set? . . . . . . . . . . . . . . . . 27Somewhere Up High . . . . . . . . . . . . . 28Where Can You Set It? . . . . . . . . . . . . 29Using Clues to Understand . . . . . . . . . . 30Using Word Clues . . . . . . . . . . . . . . 32Pictures of Understanding . . . . . . . . . . 33Picture Clues and Vocabulary . . . . . . . . 34Predicting the Poem . . . . . . . . . . . . . 35Making Predictions . . . . . . . . . . . . . . 36Reading for Understanding . . . . . . . . . . 37Comprehension with Poetry . . . . . . . . . 38Do You Understand It? . . . . . . . . . . . . 39Why Write It? . . . . . . . . . . . . . . . . 40The Author’s Purpose . . . . . . . . . . . . 41
Summarizing What You’ve Read . . . . . . . 42More with Summary . . . . . . . . . . . . . 43Choral Reading . . . . . . . . . . . . . . . . 44Reading for Details . . . . . . . . . . . . . . 45Splish, Splash, Details . . . . . . . . . . . . 46Paying Attention to Detail . . . . . . . . . . 47Details Aren’t So Scary . . . . . . . . . . . 48Sequence of Events . . . . . . . . . . . . . . 49In Order . . . . . . . . . . . . . . . . . . . . 50
Putting It All Together . . . . . . . . . . . . 51
Writing SkillsFill It In . . . . . . . . . . . . . . . . . . . . 52Writing Details . . . . . . . . . . . . . . . . 53Practice Writing Details . . . . . . . . . . . 54Adding the Details . . . . . . . . . . . . . . 55
Narrative Poems . . . . . . . . . . . . . . . 56More with Narratives . . . . . . . . . . . . . 57
Understanding Narrative Poetry . . . . . . . 59Down on the Farm . . . . . . . . . . . . . . 60Acrostic Poems . . . . . . . . . . . . . . . . 62More with Acrostic Poems . . . . . . . . . . 63Writing a Cinquain . . . . . . . . . . . . . . 64Writing with Similes . . . . . . . . . . . . . 65More with Similes . . . . . . . . . . . . . . 66Similes with Familiar Characters. . . . . . . 67Writing with Metaphors . . . . . . . . . . . 68More with Metaphors . . . . . . . . . . . . 69Metaphor Magic . . . . . . . . . . . . . . . 70Writing a Summary . . . . . . . . . . . . . . 71Summing It All Up . . . . . . . . . . . . . . 72Who Are You Writing For? . . . . . . . . . . 73Who’s It For? . . . . . . . . . . . . . . . . . 74What Happens Next? . . . . . . . . . . . . . 75Predict It . . . . . . . . . . . . . . . . . . . 76Getting Ready to Write . . . . . . . . . . . . 77Prewriting Skills . . . . . . . . . . . . . . . 78Writing a Poem . . . . . . . . . . . . . . . . 79
Edit It . . . . . . . . . . . . . . . . . . . . . 82Edit with a Mouse . . . . . . . . . . . . . . 83
Table of Contents
©Teacher Created Resources, Inc. � #9051 Genre Series: Poetry
Grammar ConnectionsBe a Punctuation Star . . . . . . . . . . . . 84
The Question Mark . . . . . . . . . . . . . . 85
When You’re Happy and You Know It! . . . 86
Leaping Leprechauns! . . . . . . . . . . . 87
Dino-punctuation . . . . . . . . . . . . . . . 88
Capitalizing Titles . . . . . . . . . . . . . . 89
A Forest of Titles . . . . . . . . . . . . . . . 90
Choosing a Title . . . . . . . . . . . . . . . 92
Recognizing Double Consonants . . . . . . . 93
Y That Ending? . . . . . . . . . . . . . . . . 94
Ending in “ing” or “ed” . . . . . . . . . . . 95
Singular and Plural . . . . . . . . . . . . . . 96
Learning about Plurals . . . . . . . . . . . . 97
Verbs at Play . . . . . . . . . . . . . . . . . 98
Guessing the Verbs . . . . . . . . . . . . . . 99
Nouns Are Everything You See . . . . . . 100
Nonsense Nouns . . . . . . . . . . . . . . 101
Super Speller . . . . . . . . . . . . . . . . 102
Speller Up! . . . . . . . . . . . . . . . . . 103
Get Those Misspelled Words to Leave . . . 104
Fairy Easy Spelling . . . . . . . . . . . . . 105
Nothing’s Right! . . . . . . . . . . . . . . 106
Test Practice and AssessmentWhat Do You Know? . . . . . . . . . . . . 107
Imagery . . . . . . . . . . . . . . . . . . . 108
Understanding Poetry . . . . . . . . . . . 109
True or False . . . . . . . . . . . . . . . . 110
Complete the Paragraph . . . . . . . . . . 111
Leapin’ Learnin’ . . . . . . . . . . . . . . 112
Blast Off! . . . . . . . . . . . . . . . . . . 114
Poetry Facts of the Rainbow . . . . . . . . 115
Figurative Language . . . . . . . . . . . . 116
Fill in the Circle . . . . . . . . . . . . . . 117
Rhyme It Up! . . . . . . . . . . . . . . . . 118
Find That Match . . . . . . . . . . . . . . 120
Write What You’ve Learned . . . . . . . . 121
Understanding the Poem . . . . . . . . . . 122
Culminating ProjectsMaking Things Grow . . . . . . . . . . . . 123
Don’t Leaf It Alone . . . . . . . . . . . . . 124
Rocking Poetry . . . . . . . . . . . . . . . 126
Weather Watch . . . . . . . . . . . . . . . 128
A Rainbow of Color . . . . . . . . . . . . 131
Letter Book . . . . . . . . . . . . . . . . . 132
What Is in the Water? . . . . . . . . . . . 136
Finish the Poem . . . . . . . . . . . . . . 137
Imagine That . . . . . . . . . . . . . . . . 138
Poetry Café . . . . . . . . . . . . . . . . . 139
Paper-Plate Faces . . . . . . . . . . . . . . 140
Writing a Cinquain . . . . . . . . . . . . . 141
Shape Poems . . . . . . . . . . . . . . . . 142
What’s It Going to Be? . . . . . . . . . . . 143
Three-Line Poetry . . . . . . . . . . . . . 144
Guess Who? . . . . . . . . . . . . . . . . 145
Graphic OrganizersWhat Am I Going to Write About?. . . . . 146
Nature Topics . . . . . . . . . . . . . . . . 147
Spider Webs . . . . . . . . . . . . . . . . 148
Using Your Senses . . . . . . . . . . . . . 149
Senses Matrix . . . . . . . . . . . . . . . . 150
Freeform Clustering . . . . . . . . . . . . 152
Weather Poems . . . . . . . . . . . . . . . 155
Book of Poetry . . . . . . . . . . . . . . . 156
Words to Use in Poetry . . . . . . . . . . . 157
Poetry Word Bank . . . . . . . . . . . . . 158
Write What You Know . . . . . . . . . . . 160
Happy and Sad . . . . . . . . . . . . . . . 163
Brainstorming . . . . . . . . . . . . . . . 164
Compare and Contrast . . . . . . . . . . . 166
Different and Alike . . . . . . . . . . . . . 167
Making a Venn Diagram . . . . . . . . . . 168
Answer Key . . . . . . . . . . . . . . . . 169
Bibliography . . . . . . . . . . . . . . . . 176
Table of Contents (cont.)
#9051 Genre Series: Poetry � ©Teacher Created Resources, Inc.
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What Is Poetry?Poetry is a special type of writing that is usually written in verse. Writing that is written in paragraphs is called prose. Because poetry is not written into paragraphs, it is usually shorter in length than many other types of writing. Another special feature of poetry is that poems often rhyme; however, they do not have to rhyme. A poem does have a flow to the words as you read it. In poetry, this flow is called rhythm.
A good poet will express emotions with his writing. Sometimes you may read a poem that makes you laugh; sometimes you may read a poem that makes you cry. No topic is off limits in a poem. A great example of poetry is a song. Have you ever sung along with a song on the radio? A song is a poem with music added to it.
Directions: Complete each statement.
1. Poetry is usually written in _____________________________________________ .
2. Writing that is written in paragraphs is called ______________________________ .
3. Poems often ________________________________ , but they do not have to rhyme.
4. The flow of a poem is also called ________________________________________ .
5. A good poet will express __________________________________ with his poems.
6. A poem can be about any ______________________________________________ .
7. A great example of poetry is a __________________________________________ .
8. A song is a poem with _______________________________________ added to it.
©Teacher Created Resources, Inc. � #9051 Genre Series: Poetry
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Name That PoemPoetry is a special genre of writing. There is a rhythm to each line that is written, and each line is referred to as a verse. In poetry, the lines, or verses, are often organized into small groups called stanzas. Many times, the different stanzas will even rhyme. Poetry often expresses emotion but may use very few words to do so.
Directions: Read each example below. If the example could be part of a poem, color the smiling face yellow. If the example could not be part of a poem, color the frowning face blue.
1. Some of us can jump.
Some of us can wink.
Some of us can run,
But all of us can think.
3. When I turn eight, I hope I can get a puppy for my birthday. If I get a puppy, I will name the puppy Trouble.
I think Trouble will be a great name whether my dog is a girl dog or a boy dog. But I hope the dog won’t really be any trouble at all!
2. Yesterday I went to the doctor because I didn’t feel very well. He told me to drink more orange juice.
4. I like pink.I like brown.I can see a funny clown.
I like blue.I like red.I can jump upon my bed.
#9051 Genre Series: Poetry � ©Teacher Created Resources, Inc.
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Poetry! Poetry!Poetry is a special genre of writing. A genre is a type or style of writing. Poetry has many special qualities that make it different from other types of writing. Poems are usually filled with emotion. The writer chooses his or her words carefully because many poems are shorter in length than regular stories.
One quality of a poem is its rhythm. A poem has a rhythm, like music does. Think about a nursery rhyme you said when you were little. Do you remember how much fun it was to say? This is because it has rhythm.
In the box below, write the name of a nursery rhyme you remember. Be ready to share the name of your special poem with the class.
Most poems also have rhyme. Rhyme is when two words share the same ending sound. For example, the words cow and wow have the same sound, so they are rhyming words.
These are just some of the reasons poetry is such a special genre of writing.
Directions: One special quality of many poems is rhyme. Look at the list of words below and see if you can think of at least two more words that rhyme with the word that is written. Write the rhyming words on the lines provided.
1. dog ___________________________ ___________________________
2. tree ___________________________ ___________________________
3. cat ___________________________ ___________________________
4. sun ___________________________ ___________________________
5. boy ___________________________ ___________________________
6. ball ___________________________ ___________________________
7. bug ___________________________ ___________________________
8. clown ___________________________ ___________________________
©Teacher Created Resources, Inc. 9 #9051 Genre Series: Poetry
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Getting Right with RhythmPoetry is special writing because it has a definite rhythm. When you read poetry, you can hear the rhythm of the words. Most people understand rhythm because they have heard rhythm in a song. Rhythm is the flow or beat. In poetry, the words create a special type of rhythm. This rhythm is caused by a pattern or repetition of sounds.
Directions: One way to understand rhythm is to understand it is a pattern. To understand the idea of a pattern, complete each word or picture pattern below.
1. I have a little locket,
I keep it in my ______________________ .
2. ________
3. ________ _________
4. ________ _________
5. Draw a pattern of your own. Leave your pattern unfinished. See if a friend can complete the pattern you have drawn.