Unit 3

I can identify the different parts of a poem (line, stanza, stanza break), and identify figurative language (rhyme, alliteration, repetition, similes, metaphors, onomatopoeia, personification, and anaphora).  I can also demonstrate my knowledge of 1st person and 3rd person in a poem of my own.  

I will create a variety of poems (haiku, limerick, acrostic, hyperbole, cinquain).  I will use my knowledge of figurative language, structure, and rhythm. 

Lesson 1

Little Red Riding Hood & the Wolf

Stanza, Stanza Break, Line, Rhyme

Use the colors below to color code the poem.





Listen to Roald Dahl's "Little Red Riding Hood"

Color code the poem to show each part

Discuss the elements of the poem

I can identify the parts of a poem and I will discuss the parts of the poem.

Lesson 2

Ask Aden / Wishes

Repetition & Alliteration

Use the colors below to color code the poem.






Listen to poems and color code the parts

Identify repetition and alliteration

Create a poem like "Ask Aden" and "Wishes"

I can identify the figurative languages of repetition and alliteration.

Lesson 3

My First Memory

Points of View & Memory Poem

Identify 1st person vs 3rd person

Listen to the free verse poem "My First Memory"

Plan your own memory poem with sensory details

I can identify the different between 1st person and 3rd person.  I will plan my memory free verse poem.

Lesson 4



Use the colors below to color code the poem.






Listen to the poem "Harlem" and color code the parts

I can identify similes

Create a simile-rich poem in response to "What happens when your teeth aren't brushed?"

I can use my knowledge of similes to create a poem in response to the question "What happens when your teeth aren't brushed?"

Lesson 5


Figurative Language

Listen to Harlem articles

Paraphrase an article

Present your article to the class

I can identify the most important information from my article and paraphrase it.

Lesson 6

Why We Play Basketball

Varying Tones for Different Audiences

Listen to the poem from Why We Play Basketball

I understand the difference between literal and figurative

I will draft my memory poem

I understand the difference between figurative language and literal language.

Lesson 7

I Hear America Singing

Varying Tones for Different Audiences

I hear america singing

by walt whitman

I hear America singing, the varied carols I hear,

Those of mechanics, each one singing his as it should be

          blithe and strong

The carpenter singing his as he measures his plank or beam,

The mason singing his as he makes ready for work, or leaves

          off work,

The boatman singing what belongs to him in his boat, the

          deckhand singing on the steamboat deck,

The shoemaker singing as he sits on his bench, the hatter

          singing as he stands,

The wood-cutter's song, the ploughboy's on his way in the

          morning, or at noon intermission or at sundown,

The delicious singing of the mother, or of the young wife at

          work, or of the girl sewing or washing,

Each singing what belongs to him or her and to none else,

The day what belongs to the day - at night the party of

          young fellows, robust, friendly,

Singing with open mouths their strong melodious songs.

Listen to "I Hear America Singing" and identify metaphors

Plan a poem about our school

Create a poem titled "I Hear My School Singing"

I understand the meaning behind metaphors and how to use them.

Lesson 8

From "She Had Some Horses"

Understanding Metaphors

She had some horses.
She had horses whoere bodies of sand.
She had horses who were maps drawn of blood.
She had horses who were skins of ocean water.
She had horses who were the blue air of sky.
She had horses who were fur and teeth.
She had horses who were clay and would break.
She had horses who were splintered red cliff.
She had some horses.
She had horses who danced in their mothers' arms.
She had horses who thought they were the sun and
their bodies shone and burned like stars.
She had horses who waltzed nightly on the moon.
She had horses who were much too shy, and kept quiet
in stalls of their own making.
She had some horses.
She had horses who called themselves, "horse."
She had horses who called themselves, "spirit", and
            kept their voices secret and to themselves
She had hoses who had no names. She had horses
who had books of names.
She had some horses.
She had some horses she loved.
She had some horses she hated.
These were the same horses.

Use the colors below to color code the poem.






Listen to "She Had Some Horses" and identify metaphors

Discuss in depth metaphors and additional figurative language

Color code the figurative language in the poem

I can identify metaphors and additional figurative language used throughout the unit.

Lesson 9

From "She Had Some Horses"

Understanding Anaphoras

Songs with anaphoras

Discuss possible figurative language from horse poem

Discuss what anaphoras are and why writers use them

Draft an anaphora poem

I can identify and use an anaphora in my poem.

Lesson 10

Words Free As Confetti

Understanding Alliterations

Come, words, come in your every color.

I'll toss you in storm or breeze.

I'll say, say, say you,

Taste you sweet as plump plums,

bitter as old lemons,

I'll sniff you, words, warm

as almonds or tart as apple-red,

fell you green

and soft as new grass, 

lightweight as dandelion plumes,

or thorngray as cactus,

heavy as black cement,

cold blue as icicles,

warm as abuelita's yellow lap.

I'll hear you, words, loud as searoar's

Purple crash, hushed

as gatitos curled in sleep,

as the last goldlullaby.

I'll see you long and dark as tunnels,

bright as raindbows,

playful as cestnutwind.

I'll watch you, words, rise and dance and spin.

I'll say, say, say you

in English,

in Spanish,

I'll find you.

Hold you.

Toss You.

I'm free too.

I say yo soy libre,

I am free

free, free,

free as confetti

Use the colors below to color code the poem.






Listen to the poem "Words Free As Confetti" page 98-99

Create an alliteration poem p100

Identify the similes and the senses that are used p102-103

I can identify and create my own alliterations.  I understand how similes can be used to enhance sensory details.

Lesson 11


Creating Metaphors


The fog comes

on little cat feet.

It sits looking

over harbor and city

on silent haunches

and then moves on.

Listen to the poem "Fog" page 113

Create a metaphor list p114

Create an extended metaphor poem


I can identify and create my own metaphors.  I understand how metaphors can be used to enhance details.

Lesson 12

Casey At The Bat

Summarizing Stanzas and Identify Different Poetic Devices

Casey At The Bat

by Ernest Lawrence Thayer

The outlook wasn't brilliant for the Mudville nine that day:

The score stood four to two, with but one inning more to play,

And then when Cooney died at first, and Barrows did the same,

A sickly silence fell upon the patrons of the game.

A straggling few got up to go in deep despair. The rest

Clung to the hope which springs eternal in the human breast;

They thought, "If only Casey could but get a whack at that--

We'd put up even money now, with Casey at the bat."

But Flynn preceded Casey, as did also Jimmy Blake,

And the former was a hoodoo, while the latter was a cake;

So upon the stricken multitude grim melancholy sat,

For there seemed but little chance of Casey getting to the bat.

But Flynn let drive a single, to the wonderment of all,

And Blake, the much despised, tore the cover off the ball;

And when the dust had lifted, and men saw what had occurred,

There was Jimmy safe at second and Flynn a-hugging third.

Then from five thousand throats and more there rose a lusty yell;

It rumbled through the valley, it rattled in the dell;

It pounded on the mountain and recoiled upon the flat,

For Casey, mighty Casey, was advancing to the bat.

There was ease in Casey's manner as he stepped into his place;

There was pride in Casey's bearing and a smile lit Casey's face.

And when, responding to the cheers, he lightly doffed his hat,

No stranger in the crowd could doubt 'twas Casey at the bat.

Ten thousand eyes were on him as he rubbed his hands with dirt;

Five thousand tongues applauded when he wiped them on his shirt;

Then while the writhing pitcher ground the ball into his hip,

Defiance flashed in Casey's eye, a sneer curled Casey's lip.

And now the leather-covered sphere came hurtling through the air,

And Casey stood a-watching it in haughty grandeur there.

Close by the sturdy batsman the ball unheeded sped--

"That ain't my style," said Casey. "Strike one!" the umpire said.

From the benches, black with people, there went up a muffled roar,

Like the beating of the storm-waves on a stern and distant shore;

"Kill him! Kill the umpire!" shouted someone on the stand;

And it's likely they'd have killed him had not Casey raised his hand.

With a smile of Christian charity great Casey's visage shone;

He stilled the rising tumult; he bade the game go on;

He signaled to the pitcher, and once more the dun sphere flew;

But Casey still ignored it and the umpire said, "Strike two!"

"Fraud!" cried the maddened thousands, and echo answered "Fraud!"

But one scornful look from Casey and the audience was awed.

They saw his face grow stern and cold, they saw his muscles strain,

And they knew that Casey wouldn't let that ball go by again.

The sneer is gone from Casey's lip, his teeth are clenched in hate,

He pounds with cruel violence his bat upon the plate;

And now the pitcher holds the ball, and now he lets it go,

And now the air is shattered by the force of Casey's blow.

Oh, somewhere in this favoured land the sun is shining bright,

The band is playing somewhere, and somewhere hearts are light;

And somewhere men are laughing, and somewhere children shout,

But there is no joy in Mudville --- mighty Casey has struck out.

Use the colors below to color code the poem.







Listen to the poem "Casey at the Bat" p 121-123

I can color code the poem

I can summarize different stanzas throughout the poem

I can identify the structure of a poem.  I can identify different figurative language.  I can summarize different stanzas.

Lesson 13


Introducing Poem Creations for Poetry Slam


5 lines
Noun, adjectives, verbs, phrase, noun synonym


10 lines
About you
Answering questions


At least 8 lines,
Begin each line with a preposition


3 lines
Syllables - 5, 7, 5

5W Poem

5 lines
Who, What, When, Where, Why


3 lines,
2 lines of verbs
Phrase describing

Go over each poem so you understand

Choose 4 poem types, create rough draft

Create a final product and artwork to share the poem

I understand the 8 different types of poems.  I can create a poem and include figurative language within my poem.

Lesson 14


Interpreting a Passage

A poet should learn with his eyes
the forms of leaves
he should know how to make
people laugh when they are together
he should get to see
what they are really like
he should know about oceans and mountain
in themselves
and the sun and the moon and the stars
his mind should enter into the seasons
he should go
among many people
in many places
and learn their languages

Listen to the poem Kavikanthabharana

p 137

Identify both figurative and literal meaning of lines

Think of ways your knew knowledge of poetry could help you write poetry

I understand that my new knowledge of figurative language and poetry can help me to understand other's writing and create my own creative poems.

Vanessa Sawyer - vsawyer@usd353.com

Millie Angleton - mangleton@usd353.com

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