Quarter 1 Learning Targets
Module 1 Poetry, Poets, and Becoming Writers
Guiding Questions and Big Ideas
Poetry has characteristics that are unique and distinct from prose.
Writers draw inspiration from many places, including the work of other writers and their own lives.
Unit 1: Reading and Analyzing Poetry: Love That Dog and Famous Poems
Instructional Focus:
■ Launch independent reading, vocabulary logs, and collaborative discussion norms.
■ Read literary text Love That Dog to analyze what happened and how the main character felt about it.
■ Closely read famous poems in the back of Love That Dog to determine a theme, to identify the characteristics of poetry, and to write a summary of the poem.
■ Compare poetry to prose using the characteristics of poetry.
■ Continue reading Love That Dog and analyzing the famous poems for characteristics of poetry.
■ Prepare for and practice a text-based discussion about where you can see evidence of Jack being inspired by other poetry in his work.
■ Prepare for and participate in a text-based discussion about how Jack’s feelings toward poetry have changed since the beginning of Love That Dog.
CCS Standards Assessed:
■ RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.10, RI.4.1, RI.4.10, W.4.8, W.4.9, W.4.9a, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, L.4.4 Assessments and Performance Task
■ Mid-Unit 1 Assessment: Summarizing a Poem and Comparing Prose and Poetry (RL.4.1, RL.4.2, RL.4.5, RL.4.10, and W.4.9a)
■ End of Unit 1 Assessment: Analyzing Changes in Jack’s Character (RL.4.1, RL.4.3, RL.4.10, W.4.9a, SL.4.1a–c)
Unit 2: Writing to Inform: What Inspires Writers to Write Poetry?
Instructional Focus:
■ Finish reading Love That Dog.
■ Take notes to answer the question: What inspires Jack to write poetry, and where can you see evidence of this in his poetry?
■ Read biographies about famous poets thinking about what inspired these writers to write poetry, and where you can see evidence of this in their poetry.
■ Analyze model essay.
■ Write an informative essay about what inspired a poet to write poetry and where you can see evidence of this in his or her poetry.
■ Revise and edit work.
CCS Standards Assessed
■ RL.4.1, RL.4.3, RL.4.4, RL.4.10, RI.4.1, RI.4.3, RI.4.4, RI.4.10, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2e, W.4.4, W.4.5, W.4.10, SL.4.1, L.4.1, L.4.1f, L.4.2, L.4.2b, L.4.4, L.4.4a, L.4.4b, L.4.4c Assessments and Performance Task
■ Mid-Unit 2 Assessment: Informative Paragraph: What Inspires Jack? (RL.4.1, RL.4.3, W.4.2, W.4.10)
■ End of Unit 2 Assessment: Revising a Literary Essay (W.4.2a, W.4.5, L.4.1f, and L.4.2b)
Unit 3: Writing to Inform: Overcoming Learning Challenges -Reading
Instructional Focus
■ Write original poems.
■ Revise poems for word and phrase choice, and punctuation for effect.
■ Analyze model presentation.
■ Create poetry presentation.
■ Choose visuals to support their presentations.
■ Reading fluency practice.
CCS Standards Assessed
■ RL.4.5, RF.4.3, RF.4.4, RF.4.4a, RF.4.4b, RF.4.4c, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.4, W.4.5, SL.4.4, SL.4.5, L.4.1, L.4.1f, L.4.3, L.4.3a, L.4.3b, L.4.3c Assessments and Performance Task
■ Mid-Unit 3 Assessment: Revising a Poem (W.4.4, L.4.3a–c)
■ End of Unit 3 Assessment: Reading a New Poem Aloud for Fluency (RF.4.3, RF.4.4a–c)
■ Final Performance Task: Poetry Presentation (SL.4.4, SL.4.5)