Understanding by Design

Unit 2 – Go the Distance

Unit Title: Go the Distance Grade Level(s): 6th

grade

Subject/Topic Area(s): Reading and Language Arts

Key Words: poetry, inferring, organizational patterns

Designed By: Julie Giordano, Lindsay

Heatwole, Catherine Jackson, Hanna

Poist

Time Frame: 7 weeks

School District: Wicomico

Unit Description (including curricular context and unit goals):

This unit not only has students learning about the poetic elements but also various

organizational patterns of a text through the theme of space. Students read about

various accounts where people who set a purpose, strived for success, and reached

their goal.

Suggested Texts

Short Works:

“Hatchet” p. 29 (Theme 1)

“Passage to Freedom” p.52 (Theme 1)

“Climb or Die” p. 74 (Theme 1)

“The True Confessions of Charlotte Doyle” p. 97 (Theme 1)

“Good Hotdog” p. 121 (Theme 1)

“Losing Livie” p. 123 (Theme 1)

“Child Riot” p. 132 (Theme 1)

“Family Photo” p. 133 (Theme 1)

“Oranges” p. 126 (Theme 1)

“Adventures on Mars” p. 548 (Theme 6)

“Little Brother, Big Idea” p. 566 (Theme 6)

“Franklin R. Chang-Diaz” p. 574 (Theme 6)

“Courage in the News” p. 46 (Theme 1)

“Battling Everest” p.90 (Theme 1)

“Rosa Parks My Story” p. 116B (Theme 1)

“Child Rest” p. 132 (Theme 1)

Extended Works

Understanding by Design

Stage 1: Desired Results

What content standards are addressed?

1.C.1.a Read familiar text at a rate that is conversational and consistent

1.C.2.b Demonstrate appropriate use of phrasing

1.D.3.a Use context to determine the meanings of words (above grade-level words used

in context & words with multiple meanings)

1.E.3.g. Periodically paraphrase important ideas or information

1.E.4.a Identify and explain the main idea from the text or a portion of the text

1.E.4.b Identify and explain information already directly stated in the text

1.E.4.d Draw inferences and/or conclusions and make generalizations

1.E.4.e Confirm, refute, or make predictions and form new ideas

1.E.4.f Connect the text to prior knowledge or personal experience

2.A.1.a Read, use and identify the characteristics of primary and secondary sources of

academic information such as textbooks, trade books, reference and research materials,

periodicals, editorials, speeches, interview, articles, non-print materials, and online

materials, other appropriate content-specific texts

2.A.1.b Read, use, and identify the characteristics of workplace and other real-world

documents such as sets of directions, science investigations, atlases, posters, flyers, forms,

instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements,

other functional documents.

2.A.3.a Analyze organizational patterns of the texts (sequential order)

2.A.3.b Analyze the contribution of the organizational pattern to clarify or reinforce

meaning and support the author’s purpose and/or argument

2.A.4.c State and support main ideas and messages

2.A.4.d Summarize or paraphrase

2.A.4.e. Identify and explain information not related to the main idea

2.A.4.g. Synthesize ideas from text

3.A.2.a. Identify and explain how organizational aids such as the titles of the book, story,

poem, or play, titles of chapters, subtitles, subheadings contribute to meaning

3.A.3.a Identify & distinguish among types of grade-appropriate narrative such as short

stories, folklore, realistic fiction, science fiction, historical fiction, fantasy, essays,

biographies, autobiographies, personal narratives, plays, and lyric and narrative poetry

3.A.4.a Use structural features to distinguish among types of poems such as haiku,

form/shape poetry, etc.

3.A.4.b Analyze language and structural features to determine meaning

3.A.4.c Analyze sound elements of poetry that contribute to meaning

3.A.3.d Analyze other poetic elements such as setting, mood, tone, etc., that contribute to

meaning

3.A.6.b Analyze similar themes across multiple texts

3.A.6.c. Paraphrase the text or a portion of the text

3.A.6.d. Summarize the text or a portion of the text

3.A.6.e. Identify and explain personal connections to the text

3.A.7.a Analyze specific words and phrases that contribute to meaning

3.A.7.b Analyze words and phrases that create tone

3.A.7.c Identify and explain figurative language that contributes to meaning

3.A.7.d Analyze how sensory language contributes to meaning

3.A.7.e Analyze how repetition and exaggeration contribute to meaning

3.A.8.b Identify and explain questions left unanswered by the text

What enduring understandings are desired

(and what misunderstandings will be addressed) Note: Should address essential question? Exploring new opportunities requires resolve, strength of mind, purpose, and courage.

Humans adapt to a variety of environments.

Courage is shown in different ways in different situations.

Survival is often dependent on creativity and ingenuity.

A passion for the unknown and exploration can lead to scientific discovery.

Cooperation and determination can lead to personal growth as well as scientific discovery.

Good readers check for understandings and use appropriate strategies to clarify meaning.

What essential questions will guide this unit and focus teaching/learning? Why do some people have the resolve, strength of mind, and courage to explore new

opportunities and some do not?

What is courage?

In what kinds of situations might a person need courage?

What personal strengths enhance one’s chance for survival?

How do surroundings affect one’s survival?

Why do people seek out challenges?

What is the value of exploring the unknown?

How does reading help me gain greater insight about the opportunities that are presented in

my life?

What topical questions will guide this unit and focus teaching/learning? How do I know if I understand what I read? What do I do if I didn’t understand the text?

How does identifying the main idea of a text help me to understand what I read?

How do analyzing poetic elements facilitate understanding and interpretation?

Why should we make judgments while we read?

How do specific words create tone within a given text?

Why should a reader make inferences and/or draw conclusions?

What key knowledge and skills will students acquire as a result of this unit? Knowledge of:

Main Idea

Details of the text (directly stated)

Draw conclusions

Poetic Elements

Tone

Generalizations

Judgments

Skills:

Identify main idea

Identify and explain information directly stated in the text

Draw Conclusions

Make Generalizations

Analyze the elements of poetry

Analyze word phrases that create tone

Understanding by Design

Stage 2: Acceptable Evidence of Understanding

What evidence will show that students understand?

Performance Tasks*

The Poet’s Society of America is holding its monthly contest for young poetry lovers, like

you. This month’s contest is to create a poster that accurately represents your understanding

of poetry. Tone is this month’s poetry topic. Your task is to select one of the poems from the

list provided by your teacher and create a poster that includes the following: your name, the

poem’s title, the poet’s name, and a copy of the poem or, if it’s a long poem, a stanza. Then,

explain what the tone of the poem is. Next, highlight words and phrases that help create the

tone. Finally, decorate your poster with colors, illustrations, sketches, and drawings of your

choice that help illustrate the tone.

Make sure your poster is neatly and completely done. Good luck!

Poems to be used: Poem by Langston Hughes pg. 124

Sundays by Paul Janeczko pg. 129

Additional poetry may be found at the following links:

http://www.storyit.com/Classics/JustPoems/index.htm

http://famouspoetsandpoems.com/

http://www.poetryfoundation.org/

See Appendix A for example template

*Complete a Performance Task Blueprint for each task (next page).

Other Evidence (quizzes, tests, prompts, observations, dialogues, work samples, etc.): See Standardized Test Preparation Workbook to select appropriate selections and

questions relating to the knowledge and skills of the unit

See Collection Resource workbooks to identify appropriate selection assessments

Use questions in the textbook.

See journal suggestions offered for each selection.

See side margins of teacher’s edition for good discussions of the skills throughout

reading selections.

Story Maps

Graphic Organizers

Student Self-Assessment:

In a warm-up or for a journal topic, have the kids write about the performance task. Have

them explain what they liked about the task, didn’t like about the task, and how/why it could

be changed. Ask students to include an evaluation of how well the performance task

demonstrated their understanding of the skills/standards of the unit.

Performance Task Blueprint

Task Title: Tone Poster Approximate Time Frame: 3-5 days

What desired understandings/content standards will be assessed through this task?

Analyze words and phrases that create tone

What criteria are implied in the standard(s) understanding(s) regardless of the task

specifics?

Time Management

Higher Order Thinking

Transfer of learning

Independent Task completion

Through what authentic performance task will students demonstrate understanding?

The Poet’s Society of America is holding its monthly contest for young

poetry lovers, like you. This month’s contest is to create a poster that

accurately represents your understanding of poetry. Tone is this month’s

poetry topic. Your task is to select one of the poems from the list provided

by your teacher and create a poster that includes the following: your name,

the poem’s title, the poet’s name, and a copy of the poem or, if it’s a long

poem, a stanza. Then, explain what the tone of the poem is. Next, highlight

words and phrases that help create the tone. Finally, decorate your poster

with colors, illustrations, sketches, and drawings of your choice that help

illustrate the tone.

Make sure your poster is neatly and completely done. Good luck!

See Appendix A for example template

What student products/performances will provide evidence of desired understandings?

Product: Tone Poster

Performance: Create a poster that

successfully portrays the tone of a chosen

poem. Students must also decorate the

poster with illustrations that support the

tone.

By what criteria will student products/performances be evaluated?

3 2 1 0

Ap

pea

ran

ce

The tone poster page

looks awesome! It is has

a creative background

that matches the tone of

the poem. It may include

tone appropriate

drawings, illustrations,

and sketches. Very eye

catching, neat, and

complete.

The poster looks

good.

The poster looks ok. The poster is boring

looking or extremely

messy.

Con

ten

t It

ems

The tone poster has your

name, the title of the

poem, the author’s name,

and a copy of the poem

or an excerpt (printed or

handwritten).

The tone of the poem is

identified in “The tone of

the poem is _____.”

The page is missing

an item or parts of an

item or some

information is not

correct.

The page is missing

items or parts of an

item or some

information is not

correct.

The page is missing

most of the items.

It’s very incomplete.

Ch

oic

e

Exp

lan

ati

on

The student gives a great

explanation why the

selected tone is a good

choice for this poem and

includes sufficient words

and phrases from the

poem that create the tone.

The student gives a

good explanation

why the selected

tone is a good choice

for this poem and

includes some words

and phrases from the

poem that create the

tone.

The student gives a

weak explanation

why the selected tone

is a good choice for

this poem and/or

includes very few

words and phrases

from the poem that

create the tone.

The student gives no

explanation why the

selected tone is a

good choice for this

poem and/or

includes no words

and phrases from the

poem that create the

tone.

Understanding by Design

Stage 3: Plan Learning Experiences and Instruction

1. Introduction to Poetry Activity This is an exercise in making poetry relevant. First, do not say the word “poetry” because many students shut down at the thought of listening to or especially writing poetry. A Beatles' song/poem such as “All You Need Is Love” really works well (http://www.yidio.com/music/The+Beatles/All+You+Need+Is+Love/g-15104/3527190, see the Wiki space for a direct connection). Play the song for the students and have them listen for the lyrics. It may be helpful to pass out the lyrics for the students to read while they are listening to the song (Appendix A). Tell them that you will be asking them to tell you what the lyrics mean and why they believe the song writer named the song, “All You Need is Love.”After the song has played, let students discuss the meaning among their groups and then give them a chance to share with the class. The neat thing about such an "old" song is that some of them will recognize it and you will then have a group of students who will further want to prove their musical savvy by telling you what it is all about, and analysis is what you're after in the first place. An example of a student response and background information about the song is included in the appendix (Appendix B). Assign students to bring in their favorite (school appropriate) song and their interpretation of the meanings of the lyrics. Allow students to share their song and their interpretations of the lyrics. Incorporate the words poetry during this stage. Tell the students that they have interpreted poetry after all of the students have participated.

2. Poetic elements broken down by skill: a. Tone- To introduce tone students should first read the four poems “Oranges,”

“Losing Livie,” “Family Photo” and “Good Hotdogs”. Teach students that tone is

the manner in which a poet makes his statement; it reflects his attitude toward

his subject. Determine the tone of each poem and write that word on an index

card. Put students into four groups and pass out the cards with the word that

describes the tone. Pass out a different color marker to each group as well. Have

students discuss in their group which “tone word” would fit best with each

poem. Hold a class discussion. Have four pieces of chart paper around the room

with the title of each poem at the top. Have the groups walk to the piece of chart

paper and write the tone word that matched with their poem. Underneath the

tone word have students write a word or a phrase from that poem that conveys

the tone of the poem. Have students rotate around until each group has had a

chance to identify a word or phrase that helps convey the tone of each poem.

Discuss the work when students get back to their seats.

b. Literal vs. Figurative Meaning- This activity is to assess students on the meaning of words and phrases in poetry. First, the teacher should read “Courage” by Anne Sexton aloud to the students (Appendix C). Students should close their eyes while the teacher reads and visualize lines in the poem in their minds. After the reading is finished, pass copies of the poem to all students or post a copy on the board or document camera. Have students illustrate a picture that would represent the meaning of the poem. In their picture they should include phrases from the poem that really stood out to them.

The People, Yes pg. 131 (recommended text for teaching literal and figurative meanings)

c. Mood- To begin teaching mood, read the poem “Winter Garden”. On the white board, write down the feelings that the author creates within the students. Then, read the poem “Spring Garden”. Draw a line to separate the two poems on the board. Write down the feelings that are created within the students after the second poem is read. An alternative option is to have students illustrate a picture while you read the poems aloud. Compare the feelings that the two poems create within the students. Discuss the words and lines that were used to create the mood in the poems. (Appendix D)

d. Repetition- Repetition of a sound, syllable, word, phrase, line, stanza, or metrical

pattern is a basic unifying device in all poetry. Repetition of ending sounds

causes rhyme, repetition of beginning sounds causes alliteration and so on. Read

the poem “Poem” by Langston Hughes pg. 124. Reread the poem to the

students leaving off the last line in the poem. Ask students why they think the

author repeated the first line in the poem at the end of the poem. Discuss the

significance of repetition in that poem.

“The Pasture” by Robert Frost pg. 125 (alternative text)

e. Alliteration- A great lesson that focuses on alliteration is the “Headline Poem Assignment” which can be found at http://www.readwritethink.org/lessons/lesson_view.asp?id=81. This lesson actively engages students to use alliteration in their own writing.

“My Own Man” pg. 130 is a great poem for teaching alliteration. Have students highlight examples of the alliteration in the poem in their books with highlight tape.

f. Rhyme and Rhyme Scheme- Teach that rhyme scheme is the pattern in which sounds in which lines of poetry end. Each new sound in a poem is assigned a different letter. If a sound repeats, it is assigned the same letter as the line in which the same sound appeared. Then you just put all the letters together and that becomes your rhyme scheme.

For example:

Jack and Jill went up the hill. A

To see their friend Dill. A

Jack tripped, Jill stumbled,

But they were both humbled. B

This poem has an AABB rhyme scheme as the same sounds exist in lines 1-2 and

in lines 3-4. If each line ended in different sounds, the poem would have an

ABCD rhyme scheme. Have students map out a few rhyme schemes. Once they

get good, discuss how the poem's rhyme scheme contributes to the overall

meaning of the poem. You may also have students analyze holiday songs and

poems. Have students find the rhyme and rhyme scheme in these poems.

g. Haiku- Teach that Haiku’s have seventeen syllables, arranged in three lines of 5, 7 and 5 and they are usually about nature or the seasons. Post an example of a Haiku on the board.

Line 1: 5 syllables Line 2: 7 syllables Line 3: 5 syllables

Clouds float slowly by Fluffy, lumpy, cotton balls Silver, gray, and white

Clouds float slow/ly by Fluf/fy, lump/y, cot/ton balls Sil/ver, gray, and white

Model how to count the syllables in each line. Have students clap with you while

you are reading the poem aloud. Have students count the syllables in each line of

“Family Style” pg. 128. Ask whether “Family Style” is about nature. Discuss the

features that make that poem a Haiku. Then, have students create their own

Haiku. First, establish a mood. To do so, use visual imagery (post images of

nature such as a sunset, waterfall, animals in the wild) and/or music, and when the

students seem to have some glorious scene in their mind, challenge them to record

it in seventeen syllables. Do not break the mood until their poetry is complete.

After their poetry is complete, you may have students recopy their poetry and

illustrate it, decorating the room with their images of beauty.

h. Setting- Have students read the poem Sundays by Paul Janeczko pg. 129. Have students determine the setting of the poem. Have students find the setting words or phrases in the poem that creates the mood of the poem.

i. Onomatopoeia- List a few of examples onomatopoetic words: bam, bang, bing,

boom, buzz, crackle, clang, clatter. Have students brainstorm more

onomatopoetic words in groups and then share with the class. Use two or more

onomatopoeic words to write a chant or short song that will help them

remember the definition of onomatopoeia. They should use three-to-five

examples of onomatopoeia in the poem. For the final copy, illustrate the poem,

and emphasize the onomatopoeia examples. Students may perform their chants

or short songs for the class.

“Child Rest” pg. 132 (poem that includes onomatopoeia in the text

book)

Additional poetry to included in lessons may be found at the following links:

http://www.storyit.com/Classics/JustPoems/index.htm

http://famouspoetsandpoems.com/

http://www.poetryfoundation.org/

3. Summarizing - Have students read pages 29- 33 in the story “Hatchet” pg. 29.

Student may take notes on the summarizing graphic organizer (Appendix E).

Have students summarize that section of the story. You may post questions on

the board to guide students in the right direction. Remind students to leave out

information that is not supporting the main idea.

“Courage in the News” pg. 46 (alternate text)

4. Paraphrasing- Have students read a section of the text of any selection and retell

it in their words. Give students a matching game where on one side of the paper

there are quotes from movies and then on the other side the quotes have been

paraphrased. Have students match them up.

5. Making Judgments- Mini Lesson “Target Skill Making Judgments” pg. 63

“Passage to Freedom” pg. 52

6. Inferring- Inferring has been introduced in unit one, but should continually be practiced

throughout the entire year. One way to review the skill is have students use inferring

cards. Click on the following link to use cards or generate ideas for your own cards.

http://reading.ecb.org/downloads/in_lp_MrsPActivity.pdf. Have students read “Climb

or Die” p. 74 (Theme 1). One organizer that could be used while reading this story

focuses on character inferences. (See Appendix F)

These stories also serve as excellent texts to teach the sequence of events. a. “Rosa Parks My Story” p.116 B b. Leveled Readers: “I Double Dare You” (BL),

“Underground Rescue” (OL), “Hurricane Music” (AL), “Double Trouble” (LS)

7. Generalizations- Making generalizations is also a skill that has been introduced

in unit one. In this unit, students will identify generalizations and discuss specific

examples. Students will also incorporate the idea that facts also get interpreted to

make generalizations. Have students read “The True Confessions of Charlotte

Doyle” p. 97 either as a complete read-through or in various sections. The

following link provides some lesson activities to do with the story either during

after the reading selection: http://math-and-reading-help-for

kids.org/teaching_reading_generalizing_skills_grade_6.html.

8. Cause and Effect- Cause and effect is an organizational pattern that is hit upon in

this unit. Because it has been mentioned at the beginning of the year, it is just

necessary to review the skill and the transition words. A great website for various

cause & effect resources is http://languagearts.pppst.com/cause-effect.html.

Once the transition words have been reviewed, some general practice

for cause and effect can be found at:

http://www.reallygoodstuff.com/pdfs/154216.pdf. Another practice worksheet is

attached (see Appendix G). The recommended text to use for cause & effect is

“Adventures on Mars” p. 548 (Theme 6). After students read the story, see if they

can identify various examples of cause & effect throughout the story by

completing the Cause & Effect Chart (see Appendix H).

a. Leveled Readers: “At Home in Space” (BL), Mars Mysteries of the Red Planet” (OL), “Galileo Messenger of Modern Science” (AL), “Living in Space” (LS)

9. Organizational Patterns- Another organizational pattern that is referred to in this

unit is problem & solution. Because this organizational pattern has been

discussed in the previous unit, only a brief review is necessary before reading the

selected text. It is suggested to build background knowledge of becoming an

astronaut. A good website for students to explore about this topic is

http://spaceflight.nasa.gov/outreach/jobsinfo/astronaut101.html. This provides

information plus personal accounts from real astronauts. It is also suggested to

read “The Training of an Astronaut” p. 572 before reading the main text. Once

students have completed the building background, have them read “Franklin R.

Chang Diaz” p. 574. (Theme 6). As students read text, have them complete the

Problem & Solution Chart (see Appendix I). To extend this skill to higher degree

of thinking, have students complete a BCR that has students think about another

way to organize this information.

a. “Battling Everest” p. 90 (Theme 1) b. Leveled Readers: “Eileen Collins: First Woman

Commander in Space” (BL), “The Inventive Mind of Jules Verne” (OL), “Lifeboat in Space” (AL), “Space Commander: Eileen Collins” (LS)

10. Main Idea- Main idea has been touched upon in the previous unit, but there are

many ways to present the skill of main idea using various techniques. Instead of

asking students the typical question, “What is the main idea”, have the students

come up with a new title for the text or determine the most important idea in a

specific paragraph of the article. The suggested text to review this skill is “Little

Brother Big Idea” p.566.

a. Battling Everest p. 90 (Theme 1)

All You Need Is Love

Author: John Lennon; Lead vocal: John Lennon

Love, Love, Love.

Love, Love, Love.

Love, Love, Love.

There's nothing you can do that can't be done.

Nothing you can sing that can't be sung.

Nothing you can say but you can learn how to play the game.

It's easy.

Nothing you can make that can't be made.

No one you can save that can't be saved.

Nothing you can do but you can learn how to be you in time.

It's easy.

All you need is love.

All you need is love.

All you need is love, love.

Love is all you need.

All you need is love.

All you need is love.

All you need is love, love.

Love is all you need.

Nothing you can know that isn't known.

Nothing you can see that isn't shown.

Nowhere you can be that isn't where you're meant to be.

It's easy.

All you need is love.

All you need is love.

All you need is love, love.

Love is all you need.

All you need is love (Paul: All together, now!)

A

All you need is love. (Everybody!)

All you need is love, love.

Love is all you need (love is all you need).

Yee-hai!

Oh yeah!

She loves you, yeah yeah yeah.

She loves you, yeah yeah yeah.

“All You Need Is Love” by The Beatles

Background Information and Lyrics Example of a response from a student I see it as such: There's nothing you can do that can't be done, nothing you can sing that can't be sung... all you need is love. It means more than just "you can do anything" It means, "you can do anything, but anyone can do it. So, that doesn't make you special. You can sing anything , but so can everyone else. So, that doesn't get you by. All you Need is Love because that is what makes every one of us special." Information about the song The Beatles “All You Need is Love” Appeared on the “Yellow Submarine” album and as single. The song was written in 1967 after the Beatles were approached by the BBC to write a song for a global television project entitle 'our world'; a part of the Canadian Expo. The BBC wanted the Beatles to write a song that would go out live to 26 different countries and stipulated that the song should be easy to understand by different nationalities. The Beatles knew the one thing that could be understood in any language was love. The recording of all you need is love on the yellow submarine album is taken from the rehearsal sessions. Although all the Beatles set to work on the project it was John Lennon who came up with the idea and lyrics for all you need is love, and the rest of the Beatles thought that the song portrayed exactly the message that the Beatles wanted to give out to the world.

B

Courage by Anne Sexton

It is in the small things we see it. The child's first step, as awesome as an earthquake. The first time you rode a bike, wallowing up the sidewalk. The first spanking when your heart went on a journey all alone. When they called you crybaby or poor or fatty or crazy and made you into an alien, you drank their acid and concealed it. Later, if you faced the death of bombs and bullets you did not do it with a banner, you did it with only a hat to comver your heart. You did not fondle the weakness inside you though it was there. Your courage was a small coal that you kept swallowing. If your buddy saved you and died himself in so doing, then his courage was not courage, it was love; love as simple as shaving soap. Later, if you have endured a great despair, then you did it alone, getting a transfusion from the fire, picking the scabs off your heart, then wringing it out like a sock. Next, my kinsman, you powdered your sorrow, you gave it a back rub and then you covered it with a blanket and after it had slept a while it woke to the wings of the roses and was transformed. Later, when you face old age and its natural conclusion your courage will still be shown in the little ways, each spring will be a sword you'll sharpen, those you love will live in a fever of love, and you'll bargain with the calendar and at the last moment when death opens the back door you'll put on your carpet slippers and stride out.

C

Examples of Opposite Mood Scene

Poetry

Example of gloomy mood: Winter Garden Stark naked flower stalks Stand shivering in the wind. The cheerless sun hides its black light Behind bleak, angry clouds, While trees vainly try To catch their escaping leaves. Carpets of grass turn brown, Blending morosely with the dreary day. Winter seems the death of life forever. (poetry devices used: alliteration, personification, enjambement, caesura, oxymoron, metaphor, hyperbole) Example of cheerful mood: Spring Garden Stunningly dressed flower stalks Stand shimmering in the breeze. The cheerful sun hides playfully Behind white, fluffy, cotton-ball clouds, While trees whisper secrets To their rustling leaves. Carpets of grass greenly glow Blending joyfully with the day. Spring brings life to death.

D

Chain of Events

Event 1

Event 2

Event 3

Event 4

E

Your name:______________________________ Poem’s title:______________________________ Author’s name:__________________________

The tone of the poem is__________________________________

Explain your reasons why this tone word is a good choice for this

poem.__________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Your poem goes here: You may highlight the words and phrases

that create the tone:

You may design the background that

matches the tone of the poem

including colors, illustrations,

sketches, etc. anywhere on the poster.

F

G

Problem & Solution Chart

H

Directions: List story problems in column one, and the solution to the problem in column two

Problem Solution

I