An ancient proverb says, “A picture is worth a thousand words.” What we see in the picture can be very different from what others see. What words would.

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An ancient proverb says, “A picture is worth a thousand words.” What we see in the picture can be very different from what others see. What words would you use to describe what is happening in this picture? Use your imagination and experience to guess what the story is about or to describe what is happening. Setting the Tone: Journal Writing

Purpose 4 What are you learning? –Understand stanza, rhyme scheme, and end rhyme 4 Why are you learning this? –To understand how to group the parts of a poem, so it will be easier to read and comprehend.

Grammar: Combining Sentences 1.Combining with details: The turtle slept. It slept soundly. It was a baby turtle. It slept on a log. The log was floating. The baby turtle slept soundly on a floating log. 3. Combining with coordination: Compound sentence (joined by and, but, or) We didn’t see the show, but we caught our ride. 2.Combining with coordination: Compound subject and verb (joined by and) My teacher painted chairs. I also painted chairs. My teacher and I painted chairs. My teacher heard a sound. She looked up. My teacher heard a sound and looked up. 4. Combining with subordination: The rain poured. We sat in it like ducks. When the rain poured, we sat in it like ducks.

POETRY  A type of literature that expresses ideas, feelings, or tells a story in a specific form (usually using lines and stanzas)

RHYME SCHEME: Words that sound alike because they share the same ending vowel and consonant sounds. 4 A rhyme scheme is a pattern of rhyme (usually end rhyme, but not always). Crafting the Lesson (Me)

END RHYME 4 A word at the end of one line rhymes with a word at the end of another line 4 Use the letters of the alphabet to represent sounds to be able to visually “see” the pattern. Crafting the Lesson (Me) EXAMPLE: Hector the Collector Collected bits of string. a Collected dolls with broken heads And rusty bells that would not ring. a

REFRAIN 4 A sound, word, phrase or line repeated regularly in a poem. “Quoth the raven, ‘Nevermore.’” Crafting the Lesson (Me)

4 Stanza is a unified group of lines in poetry. Stanza 1 Crafting the Lesson (Me) My weekend was like any other, I went to a movie with Mother.

4 Read the poem, “Can You Imagine.” 4 Use the letters of the alphabet to represent sounds to be able to visually “see” the pattern. Crafting the Lesson (We) C an Y ou I magine? Rafts that don’t float Castles without moats. A ladder without a rung Michael Jordan without a tongue Soda without bubbles Bart Simpson without troubles Elephants without trunks Summer camp without bunks Birds without feathers Days without weather A clock without time A poem that doesn’t rhyme. - Libby Shapira

4 Read the poem, “Can You Imagine.” 4 Use the letters of the alphabet to represent sounds to be able to visually “see” the pattern. Crafting the Lesson (We) C an Y ou I magine? Rafts that don’t floata Castles without moats.a A ladder without a rungb Michael Jordan without a tongueb Soda without bubblesc Bart Simpson without troublesc Elephants without trunksd Summer camp without bunksd Birds without featherse Days without weathere A clock without timef A poem that doesn’t rhyme.f - Libby Shapira Stanza 1 Stanza 2 Stanza 3 Stanza 4 Stanza 5 Stanza 6

Composing Meaning (Two) 4 With a partner, read the poem, “Useless Time.” 4 Use a yellow marker to highlight the end rhyme words. 4 Use the letters of the alphabet to represent different sounds. 4 On the left side of the paper, put a number beside each stanza, beginning with 1. 4 Exchange papers with your neighbors. Discuss whether or not the students put the labels in the correct place. 4 If they labeled the poem incorrectly, use an orange marker to make the corrections. 4 Give the pair back their papers.

Composing Meaning (You) 4 Read the poem, “Risin’ High.” 4 Underline the end rhyme words, label each line, and number the stanzas.

MIRP: 4 You will read for 20 minutes and write down the “who, did what, when, where, and why”. Be sure to include specific information. 4 Then you will use the information to write a summary. 4 Teacher conferences with 5 students.

Reflecting: 4 What is the end rhyme of a poem? 4 How do you determine the number of stanzas in a poem?