Best Book I Have Not Read

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Poetry UOS Fifth Grade Reading Day 2 March 31, 2010

Filed under: Poetry,reading workshop,units of study — bestbookihavenotread @ 9:52 am
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Reading Lesson 2: Immersing Ourselves in Poetry


• Chart paper to create “Comparing and Contrasting Poetry and Prose” graphic organizer (see end of this lesson)

• Teacher-selected poem for read aloud (see Reading Resources in Unit at a Glance)

• Overhead of example of familiar prose

• Student copies of a few poetry and prose examples

• Students’ “Poetry Pass” graphic organizers from Lesson 1

Intended Learning

• Students learn to verbalize differences and similarities between poetry and prose to deepen their understanding of poetry.

Big Ideas

• Understand elements of poetry, including word choice, rhythm, rhyme, imagery, metaphor, and visual design.


Point out how both poetry and prose “create imagery” or “paint a picture in readers’ minds” and touch readers’ emotions. Point out poetry just accomplishes it with less, yet more powerful language and word choice.


Review yesterday’s discoveries from the “Poetry Pass” by allowing students to look over their graphic organizers and briefly review the “Scan, Snippet” column to recall what they noticed about poetry. Tell them they will use what they noticed yesterday and their prior knowledge of poetry to record similarities and differences between poetry and prose.


Read aloud the poem you chose so students experience the words’ sound and rhythm. After the reading, ask them to think how this poem compares to prose. You may mention a particular piece of prose students are familiar with. Allow students to “Turn and Talk” to partners about their ideas.

Begin a “Comparing and Contrasting Poetry and Prose” graphic organizer (see end of this lesson) on chart paper.

Distribute and take a minute or two to study poetry and prose samples with the class, using samples the class has seen and read before. Think aloud about similarities and/or differences you notice.

Fill in the “Comparing and Contrasting Poetry and Prose” graphic organizer with ideas gathered from the poem and the overhead example of prose. For example, you might say “I noticed poetry has different line lengths, but in prose, the lines go until the end of the page.” Then write those ideas on the organizer.

Also model including ideas similar to both forms of writing, such as “I noticed the poem I read has figurative language such as a simile. We see figurative language in prose also.” Remind students a simile is when authors compare dissimilar two things using like or as. Then write this idea in the “Both” column.

Invite one or two students to share their ideas and add to the organizer. You will refer to the chart to elaborate on ideas presented throughout the lesson, so scaffold their responses to ensure all important ideas are reflected on the organizer, which include visual design of poetry, cadence, rhythm, author’s point

Active Engagement

Students “Turn and Talk” about other similarities and/or differences they notice in the two samples. Ask one or two student pairs to share their findings and record their information on the class organizer.


During independent reading, students copy the “Comparing and Contrasting Poetry and Prose” graphic organizer format into their reading notebooks. Pass out several poetry and prose selections to students to read and use their graphic organizers to chart and record other ideas that the group may not have highlighted.

Independent and Small Group Time

• Students read independently from poetry books and/or teacher-selected poems.

• Confer with individual students and/or provide small group instruction.


•Invite students to share similarities and differences they noticed between prose and poetry that the group did not notice or record earlier.

Comparing and Contrasting Poetry and Prose

Poetry Both Prose
Has line breaks Have similes Lines go to the end of the page.

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