Poetry Grade by Grade

Kinder

First

Second

Third

Fourth

Fifth

Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding

TEKS	K.7 Students are expected to respond to rhythm and rhyme in poetry through identifying a regular beat and similarities in word sounds.	1.8 Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry.	2. 7 Students are expected to describe how rhyme, rhythm, and repetition interact to create images in poetry.	3.6 Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse). 3.18 B  write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).	4.4 Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse). 4. 16 B  write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).	5.4 Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.
Focus	Students will be able to identify the PATTERNS in poetry.	Students will be able to interpret and comprehend poetry.	Students will be able to interpret and comprehend poetry.	Students will be able to interpret and comprehend poetry.	Students will be able to interpret and comprehend poetry.	Students will be able to interpret and comprehend poetry.
Topics	- Repetition of words - Repetition of phrases - Rhyming: repetition of sound	-By making illustrations of mental images -By looking at comparisons: metaphors and similes -By looking at meaning: punctuation and white space	-By making illustrations of mental images using specific words- “palabras de color”/”words that give color” -By looking at comparisons: metaphors and similes -By looking at meaning: punctuation and white space	-By making illustrations of mental images using specific words- “palabras de color”/”words that give color” -By looking at meaning: title, topic, theme, message, big idea, story -By looking at the poems style: movement, personification	-By looking at meaning of comparisons: metaphors and similes -By looking at meaning of the way the poem was written: personification, specific words -By looking at the purpose of poem	-By looking for at the purpose and voice of the poem -By looking at different style of poems: list poem, circle poem, tanka, diamonte, cinquain, haiku, acrostic -By looking at meaning and intent of comparisons: metaphors and similes -By looking at meaning of the way the poem was written: personification, specific words -By doing a author’s study -By making connections: responding, understanding everyone’s response is different