Third Grade UbD unit Final by 6nSg47

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									                                    Third Grade UbD Unit

                                  UbD Unit Plan
                                        Unit Cover Page

Unit Title: Poetry                                                           Grade Level: 3rd

Subject/Topic: ELA/Figurative Language in Poetry

Key Words: onomatopoeia, alliteration, simile, metaphor, personification,
hyperbole, stanza, rhyme, and repetition

Designed by: Beverly Chapman, Lynn Underwood, and Roberta Kinard
Time Frame: 18 days

School District: Newberry County                        School:

Brief Summary of Unit (including curricular context and unit goals):

In this poetry unit students will distinguish among the devices of figurative language
(including simile, metaphor, personification, and hyperbole) and sound devices
(including onomatopoeia and alliteration). Students will also recognize the characteristics
of poetry (including stanza, rhyme, and repetition). This unit will consist of activities
involving shared reading of poetry, choral readings, think alouds, creative performance of
poems, and author’s craft discussions.

Unit Design Status:                               Completed template pages – Stages 1, 2, and 3

   Completed blueprint for each performance task                            Completed rubrics

  Directions to students                                                X Materials and resources listed

   Suggested accommodations                                                 Suggested Extensions

Status:   Initial Draft (date:      )                           Revised draft (date:     )
   Peer Reviewed               Content reviewed           Field Tested     Validated         Anchored

                        Stage 1- Identify Desired Results

Established Goals:
Standard and Indicators:
Standard 3-1: The student will read and comprehend a variety of literary texts in print
and nonprint formats.
3-1.4 Distinguish among devices of figurative language (including simile, metaphor,
       personification, and hyperbole) and sound devices (including onomatopoeia and
3-1.6 Analyze the effect of the author’s craft (for example word choice and sentence
       structure) on the meaning of a given literary text.
3-1.7 Create responses to literary texts through a variety of methods (for example,
       writing creative dramatics, and the visual and performing arts).
3-1.9 Recognize the characteristics of poetry (including stanza, rhyme, and repetition).

What essential questions will be considered?        What understandings are desired?

   1. What is the difference between             Students will understand ……
      literal and figurative language?            Poets use a variety of devices to
   2. What are the different types of               make poetry more enjoyable.
      figurative language (simile,                Poetry is distinguished from other
      metaphor, personification,                    genres by rhyme, repetition, and
      hyperbole)? What are sound                    stanzas.
      devices (onomatopoeia and                   Figurative language is not to be
      alliteration)?                                taken literally but to enrich word
   3. What are rhymes, repetitions, and             meaning and make writing more
      stanzas?                                      vivid. (author’s craft)
   4. What did the author do to make the          Author’s craft affects the meaning
      writing interesting and enjoyable?            in poems.

What key knowledge and skills will students acquire as a result of this unit?
Students will know…                        Students will be able to…
      Key terms-simile, metaphor,             Identify figures of speech and
         hyperbole, onomatopoeia,                 sound devices such as
         alliteration, stanza, rhyme, and         onomatopoeia, alliteration, simile,
         repetition.                              metaphor, personification, and
      Figurative language states ideas in        hyperbole.
         vivid and imaginative ways.           Communicate understanding of
         (author’s craft)                         figurative language through creative
      Poetry is distinguished from other         dramatics and independent
         genres by rhyme, repetition, and         recognition.
         stanzas.                              Recognize rhyme, repetition, and
                                                  stanzas in poetry.

                 Stage 2- Determine Acceptable Evidence
What evidence will show that students understand?

                                      Performance Tasks:
Poetry Post-Its –Students will list various examples of figurative language (from shared
reading) on post-its for a class display.
Creative Dramatics – Students will “perform” a poem containing figurative language.
Illustrations – Students will illustrate a figure of speech found in shared poetry.

What other evidence needs to be collected in light of Stage 1 Desired Results?

                                       Other Evidence
                (e.g., tests, quizzes, prompts, work samples, observations)

Observation – The teacher observes students’ post- it display.
Observation – The teacher observes student performances.
Quiz- Key terms
Observation – The teacher observes students’ illustrations/explanations.
Anecdotal Records –The teacher observes student discussions during “Poetry in a Pot” to
provide information for future instruction.
Rubric-The teacher will use for overall performance.

                       Student Self–Assessment and Reflection

   1. What is your favorite figure of speech? Why?
   2. What is your favorite poem we have read? What part of the author’s craft added
      to your enjoyment?
   3. Where does the unit rank on the engage-o-meter?

           Stage 2- Determine Acceptable Evidence (continued)

Assessment Task Blueprint
What understandings or goals will be assessed through this task?
  Students will identify examples of onomatopoeia, alliterations similes, metaphors,
  personification, hyperbole, rhyme, repetition, and stanzas. Students will understand
  the effect of author’s craft on poetry.

What criteria are implied in the standards and     What qualities must student work demonstrate
understandings regardless of the task specifics?        to signify that standards were met?
   Students will understand the effects              Accuracy in identification and the
   and/or use of author’s craft.                     ability to explain illustrations

Through what authentic performance task will students demonstrate understanding?
Task Overview:
Students will have learned figures of speech and sound devices. Students are asked to
distinguish poetry from other genres by the conventions of rhyme, repetition, and stanzas.
Also students will understand the effect of the author’s craft on the meaning of a given

What student products and performances will provide evidence of desired understandings?
Post-it Display
Illustrations of Figures of Speech
Creative Performances of Poems

By what criteria will student products and performances be evaluated?

      Figures of speech and sound devices are correctly identified.
      Effective explanations of illustrations are given.
      Creative performances reflect understanding of author’s craft.

              Stage 3- Plan Learning Experiences

       WHERETO and WOW Design Qualities
What sequence of teaching and learning experiences will equip students to
engage with, develop, and demonstrate the desired understandings? Use the
following sheet to list the key teaching and learning activities in sequence.
Code each entry with the appropriate initials of the WHERETO elements.

1. Hook – Read Aloud –“Llama” by Brod Bagert. (H)
2. Brainstorm – “What do you know about poetry?” Introduce rubric.(W)
    (Affiliation, Organization of Knowledge, and Clear and Compelling
    Product Standards)
3. Introduce rhyme, repetition, and stanzas (W) (Content and Substance)
4. Present essential question 1. (W) (Content and Substance)
5. Introduce similes- read aloud and think aloud. (see resources) (W)
6. Distribute individual poems containing similes to students. Give students
    post-it notes to record similes they find. Post on display board. (see
    resources) (E) (Product Focus and Affirmation of Performance)
7. Introduce metaphors. Read aloud (see resources) Choose a metaphor
    from the poems and illustrate it. (E) (Choice)
8. Define personification. Chorally read “April Rain Song” by Langston
    Hughes –identify examples of personification. (see resources) Go on a
    “personification walk”. Write down five things you notice – i.e. clouds,
    sky, leaves, etc. Choose one and make a list of how your subject seems
    human. (E) (Authenticity and Novelty and Variety)
9. Define hyperbole. Share examples of hyperboles. Read the poem “Sarah
    Cynthia Sylvia Stout Would Not Take The Garbage Out” by Shel
    Silverstein. Create a T chart of hyperboles. Students will work as
    partners to determine the literal meanings of hyperboles. (see resources)
    (E) (Product Focus)
10. Define and give examples of onomatopoeia. Partners “perform” poem –
    “Cafeteria”. One partner acts out onomatopoeia words while other
    partner reads other text. (T) (Novelty and Variety and Protection from
    Adverse Consequences for Initial Failures)
11. Teacher defines and provides examples of alliteration. Give out copies of
    poems containing alliteration and have students highlight examples of
    alliteration. Students will create their own alliterations using their names,
    i.e. Lucky Lucy licks a lollipop. (E) (Choice and Novelty and Variety)
12. Give out examples of poems containing more than one figure of speech.
    Have students label each figure of speech. (E, O, R) (Content and
13. In your journal, answer “What is your favorite figure of speech? Why?
    (E) (Choice and Protection from Adverse Consequences for Initial

14. “Poetry in a Pot” (group discussion) - Pull a question from a pot about
    figures of speech in poetry and answer. Teacher will observe and keep
    anecdotal records. (E, T) (Novelty and Variety and Protection from
    Adverse Consequences)
15. Students explore figurative language with videos: See (H, E, T) (Novelty and Variety)
16. Students collect and illustrate favorite poems used in unit- i.e. create their
    own personal poetry booklets. (O, E) (Choice)
17. Complete an engage-o-meter on the poetry unit. (R, E) (Clear and
    Compelling Product Standards)

             Monday                     Tuesday                   Wednesday                   Thursday                     Friday
      1.   Hook-Read aloud –      4. Present essential        7. Introduce metaphors.    8. Define                 9. Define and share
           “Llama”                   question #1.                Use metaphor poem          personification.          examples of hyperboles.
      2.   Brainstorm –“What do   5. Introduce similes-          from resources.            Chorally read “April      Read-aloud “Sarah
                                                                                                                      Cynthia Sylvia Stout
           you know about            read aloud and              Choose a metaphor          Rain Song”. Identify
                                                                                                                      Would Not Take The
           poetry”?                  think aloud. (See           from poem and              examples of               Garbage Out”. Create a
      3.   Introduce rhyme,          resources)                  illustrate it.             personification. Go       t-chart. Students will
           stanzas, and           6. Students use                                           on a personification      work as partners to
           repetition-shared         post-its to record                                     walk.                     determine the literal
           reading.                  similes they find.                                                               meanings of hyperboles.
                                                                                                                      See resources.

      10. Define and give         11. Teacher defines and     12. Give out examples      13. Journal writing-      14. Poetry in a Pot-group
          examples of               provides examples of          of poems                   “What is your             discussion. Pull a
          onomatopoeia.             alliteration. Give out        containing more            favorite figure of        question about
                                                                                                                       figures of speech and
          Partners perform          copies of poems               than one figure of         speech? Why?
                                                                                                                                                Consider the WHERETO elements.

          poem “Cafeteria”-         containing alliteration       speech. Students

          See resources.            and have students             label (initial) each
                                    highlight examples of         one.
                                    alliteration. Students
                                    will create their own
                                    alliterations using
                                    their names.

      15. Discovering Language    16. Students collect and    17. Continue personal
          Arts: Figurative            illustrate poems for        poetry books.
          Language Streamline         personal poetry         18. Complete an
          video.                      books.                       engage-o-meter on
                                                                                                                                                                                 Stage 3- Plan Learning Experiences (continued)

Poem used for introduction

        A Real Poem

       By Brod Bagert

 Llama llama llama llama
 Llama llama llama llama.

 Llama llama llama llama
 Llama llama llama llama.


Mo oooo    oooo

  Llama llama llama llama
     Llama llama llama.

                     Simile Poems

            Sadness is as happy as laughter.
            You might cry because it hurts.
           You might laugh because it hurts.
                But I know one thing,
           Laughter is laughter and sadness
                      Is sadness.
They can show the same things like hurting and gladness.


                 Hockey is like reading
           You get into it and then you never
                       want to stop
        You feel like you’re in a different world.
                  Hockey is like school
            You have to do your work and
       you have to practice or you will get an “F”
                   Hockey is like math
        You get stronger and before you know it.
                    You’re getting an
                  You’re scoring goals.
                       Now that’s


               Playing the piano is like
                  A bird soaring in the
            When you play the keys it is like
             Flying your fingers across the
                  The notes are like
            Clouds drifting through the sky.

                         3 - 10

My mind is as brave
   as a warrior
   of the night.

   It’s ready to
 take on anything
   that comes to

    It can take
   on any dream,
 and always follow

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                        Metaphor Poems

                       My Life Is a Dream

                        My life is a dream,
                        like a tiger waking
                      up from her deep sleep.
                           My life is like
                              a dream,
                               it’s all
                              the trees
                             the night,
                          moaning moon
                            up the sky.

                     Metaphor for a Family

              My family lives inside a medicine chest:
        Dad is the super-size band aid, strong and powerful
                 but not always effective in a crisis.
                  Mom is the middle-size tweezer,
                 which picks and pokes and pinches.
        David is the single small aspirin on the third shelf,
                         sometimes ignored.
  Muffin, the sheep dog, is a round cotton ball, stained and dirty,
 that pops off the shelf and bounces in my way as I open the door.
And I am the wood and glue which hold us all together with my love.

                              3 - 12
                                   Personification Poems

                                     April Rain Song
                                   By: Langston Hughes

Let the rain kiss you.
Let the rain beat upon your head with silver liquid drops.
Let the rain sing you a lullaby.

The rain makes still pools on the sidewalk.
The rain makes running pools in the gutter.
The rain plays a little sleep song on our roof at night----
And I love the rain.

Students may insert their own ideas of personification in the following poem.

Let the rain_____________you.
Let the rain beat upon your head with ______ ________ drops.
Let the rain _______ you a _____________.

The rain makes still pools on the sidewalk.
The rain makes running pools in the gutter.
The rain ____ _____ _____ ____ ____ on our roof at night------
And I love the rain.

                                        The Train
                                    By: Emily Dickinson

                                I like to see it lap the miles,
                                   And lick the valleys up,
                               And stop to feed itself at tanks;
                                 And then, prodigious, step

                                Around a pile of mountains,
                                   And, supercilious, peer
                              In shanties by the sides of roads;
                                   And then a quarry pare

               To fit its sides and crawl between, complaining all the while
                                   In horrid, hooting stanza;
                                  Then chase itself down hill

                                 And neigh like Boanerges;
                              Then, punctual as a start its own,
                                Stop-docile and omnipotent-
                                       A stable door

                                            3 - 13
                                                Hyperbole Poem
                                   SARAH CYNTHIA SYLVIA STOUT
                                 WOULD NOT TAKE THE GARBAGE OUT

Sarah Cynthia Sylvia Stout
Would not take the garbage out!
She'd scour the pots and scrape the pans,
Candy the yams and spice the hams,
And though her daddy would scream and shout,
She simply would not take the garbage out.
And so it piled up to the ceilings:
Coffee grounds, potato peelings,
Brown bananas, rotten peas,
Chunks of sour cottage cheese.
It filled the can, it covered the floor,
It cracked the window and blocked the door
With bacon rinds and chicken bones,
Drippy ends of ice cream cones,
Prune pits, peach pits, orange peel,
Gloppy glumps of cold oatmeal,
Pizza crusts and withered greens,
Soggy beans and tangerines,
Crusts of black burned buttered toast,
Gristly bits of beefy roasts. . .
The garbage rolled on down the hall,
It raised the roof, it broke the wall. . .
Greasy napkins, cookie crumbs,
Globs of gooey bubble gum,
Cellophane from green baloney,
Rubbery blubbery macaroni,
Peanut butter, caked and dry,
Curdled milk and crusts of pie,
Moldy melons, dried-up mustard,
Eggshells mixed with lemon custard,
Cold french fried and rancid meat,
Yellow lumps of Cream of Wheat.
At last the garbage reached so high
That it finally touched the sky.
And all the neighbors moved away,
And none of her friends would come to play.
And finally Sarah Cynthia Stout said,
"OK, I'll take the garbage out!"
But then, of course, it was too late. . .
The garbage reached across the state,
From New York to the Golden Gate.
And there, in the garbage she did hate,
Poor Sarah met an awful fate,
That I cannot now relate
Because the hour is much too late.
But children, remember Sarah Stout
And always take the garbage out! Shel Silverstein, 1974

Examples of hyperboles in the poem: It piled up to the ceiling. It covered the floor. It blocked the door. It went
down the hall. It raised the roof. At last the garbage reached so high finally it touched the sky. All the neighbors
moved away. None of her friends would come out to play. The garbage reached across the state.

                                                        3 - 14
  Onomatopoeia Poems

          Went the food
           Clap! Clap!
        Goes the teacher.
      Went the plastic bag.
        Munch! Munch!
         Go the students.
        Went the straws.
     Is what half of the kids
     In the room are doing.
         the candy bars.

          Pizza Parlor

   Goes the dough in the air.
 Goes the sauce on the dough.
 Goes the cheese on the sauce.
Goes the pepperoni on the cheese.
   Goes the pizza as it cooks.

             3 - 15
           Alliteration Poems

               Caring Cats

         Caring cats cascade off
            Laughing llamas
         Underneath yelling yaks
         Yelling at roaming rats.


                 Rain races.
            Ripping like wind.
              Its restless rage
Rattles like rocks ripping through the air.

             Wind Whistles

     Wind whistles through the air,
While talking turtles shiver like sea horses
        While everyone is asleep.

                  3 - 16
Name _______________________Date________________________

Hyperbole                       What does this hyperbole
                                really mean?

1. I was so tired I                  1.
   could have slept                  _______________________________
   for a year.                       _______________________________

2. I ate so much I                   2.
   could have burst.                 _______________________________
3. He talked until he
   was blue in the                   3.
   face.                             _______________________________
4. I’m so hungry I
   could eat a horse.                4.
5. The man was so                    _______________________________
   cold he turned
   blue.                             5.

         UbD Unit: Using Figurative Language in Poetry

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                                 Scoring Rubric

      Name _______________________________Date ___________________

    Score             20                 15                10                 5
               Demonstrates      Demonstrates a    Demonstrates a     Demonstrates a
                an excellent            good              fair               poor
               understanding      understanding     understanding      understanding
                of figurative      of figurative     of figurative      of figurative
                  language           language          language           language
               Demonstrates       Demonstrates     Demonstrates a      Demonstrates
                  excellent             good       fair knowledge     poor knowledge
               knowledge of       knowledge of         of poetry         of poetry
              poetry elements    poetry elements       elements           elements
               Completes all        Completes      Completes few       Completes no
               activities with   some activities    activities with       activities
                  accuracy        with accuracy        accuracy
                 Recites all      Recites poetry   Recites poetry     Recites poetry
                poetry with         with some          with poor      with no fluency
                   fluency            fluency           fluency
               Works well in     Works fairly in    Works poorly      Does not work
                cooperative        cooperative      in cooperative        with
                    group              group             group         cooperative

                                                           Final Score ___________

Teacher comments:





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