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Grade 3 • Cluster 7 • Module 1 • Getting Started
TEKS 3.10(D) • S2
How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
Grade 3 • Cluster 7 • Module 1 • Meet My Week
TEKS 3.10(D) • S2-S3
STUDENT WORKBOOK
Meet My Week
Entering the Experience: Reading Poems That Inspire
Why This Matters to Me
A poem can communicate a big idea using fewer words, deliberate lines, sound, imagery, and carefully chosen language. You will notice how words are arranged into lines and stanzas and what emotion and experience a poem communicates.
Essential Question
How can words, dreams, and acts of service inspire people to make a positive difference?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 3 • Cluster 7 • Module 1 • Meet My Week
TEKS 3.10(D) • S27
I Can
I can point to a poem’s lines and stanzas and explain the layout.
I can name a feeling the poem communicates and show where.
I can explain the big idea of each poem.
I can write a four-line stanza that communicates a feeling or idea.
I Will
I will notice how a poem arranges words into lines and stanzas.
I will identify the emotion and experience a poem communicates.
I will explain the big idea a poem asks me to carry away.
I will write a short poem stanza of my own.
The I Can I want to reach first, and why
Grade 3 • Cluster 7 • Module 1 • Meet My Week
TEKS 3.10(D) • S10-S14
My Week at a Glance
What I learn
What I read
What I make
LEAVES: L, Lines and Layout, and E, Emotion and Experience.
Two Low stamina poems: “A Dream Can Grow” and “What Will You Give?”
A Poem Parts Detective recording sheet, an original four-line stanza, a turn-and-teach explanation, and an exit ticket.
Where We Are Going
I will move from noticing how a poem is built to writing a four-line stanza of my own, then teach a partner.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with the Poem Parts Detective recording sheet, my original four-line stanza, a turn-and-teach explanation, and the exit ticket.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I meet Dr. King and President Kennedy and read the two poems.
Reveal
Day 1
I learn Lines and Layout and Emotion and Experience.
Attempt
Day 2
I play Poem Parts Detective with a partner.
Discuss
Day 3
I talk about how layout and emotion work as a team.
Use
Day 3
I write my own four-line stanza.
Award
Day 4
I recognize evidence of my poetry learning.
Target
Day 4
I name what I still find challenging or wonder about.
Explain/Educate
Day 5
I teach a LEAVES element to a partner.
Grade 3 • Cluster 7 • Module 1 • Meet My Week
TEKS 3.10(D) • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
3.10(D):
I can explain how the poet’s words contribute to meaning.
3.12(B):
I can write a poem stanza using deliberate lines and craft.
3.8(A):
I can name the poem’s big idea, not only its topic.
Call and Response
Read this together as a class before we start.
Teacher asks: "How does a poem use its lines, layout, and emotion to communicate a big idea?"
Class answers: "The way a poem is arranged is part of what it means!"
One TEKS I want to practice today
Grade 3 • Cluster 7 • Module 1 • Get Ready
TEKS 3.10(D) • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I can read a short text aloud, notice where a line ends, identify a feeling word, and write complete words in my notebook.
A connection I can make
Remember It!
One idea I remember
Grade 3 • Cluster 7 • Module 1 • Get Ready
TEKS 3.10(D) • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! Do not treat a poem as a paragraph. Rhyme is one tool, not the goal. A feeling needs a word or line to support it. This poetry task is not essay writing.
Where This Fits in My Writing
I will compose one four-line stanza about hope or service. Deliberate lines connect to Lines and Layout, one clear feeling or idea connects to Emotion and Experience, and two rhyming line endings connect to Echo and Sound.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the two poems in Read and Interact as often as you want.
Part 1: Poem Words
Tell what each word means in your own words.
Word
What it means
line
stanza
line break
white space
Part 2: The Shape
Look at “A Dream Can Grow” before you read it. How many stanzas are there? How many lines are in each stanza?
How can words, dreams, and acts of service inspire people to make a positive difference?
My first thinking
Part 6: Two Lines of My Own
Write two lines about something you hope for or a way you like to help others.
My two lines
Grade 3 • Cluster 7 • Module 1 • Words I Need
TEKS 3.10(D) • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Before we begin, preview some words we will use to talk about poems. Poets and readers use precise words to describe how a poem is built and what it makes us feel.
Word
Say it
What it means
Sentence frame
poem
POH-um
writing arranged in lines that often uses sound and images
This poem makes me feel ___.
line
LYN
one row of words in a poem
This line says ___.
word choice
WURD choys
the exact words a writer picks
The poet’s word choice shows ___.
feeling
FEE-ling
an emotion the words carry
One feeling in this poem is ___.
hope
HOHP
the belief that something good can happen
The poem shows hope when ___.
give
GIV
to offer help, time, or kindness
The poem asks what I can give by ___.
share
SHAIR
to give or pass something to others
A dream can grow when we share ___.
voice
VOYS
who is speaking in the poem
The voice in this poem sounds ___.
Use one Tier 1 word in a sentence
Grade 3 • Cluster 7 • Module 1 • Words I Need
TEKS 3.10(D) • S37
Words I Need: Tier 2, academic words
These words help you describe how a poem is built and what it makes you feel. Say each word, then use it in the frame.
Word
Say it
What it means
Sentence frame
layout
LAY-owt
the way a poem’s words and lines are arranged on the page
The layout shows ___.
stanza
STAN-zuh
a group of lines set apart in a poem, like a paragraph
This stanza is about ___.
line break
LYN brayk
the point where one line of a poem ends and the next begins
The line break makes me pause at ___.
emotion
ih-MOH-shun
a strong feeling
The emotion in this stanza is ___.
experience
ik-SPEER-ee-ens
something that happens to or is felt by the speaker
The experience in this poem is ___.
rhyme
RYM
words that end with the same sound
These words rhyme: ___ and ___.
theme
THEEM
the big idea a poem communicates
The theme of this poem is ___.
significance
sig-NIF-ih-kens
why the poem matters beyond the words
The significance of this poem is ___.
Use one Tier 2 word in a sentence
Grade 3 • Cluster 7 • Module 1 • Words I Need
TEKS 3.10(D) • S38
Words I Need: Tier 3, passage words
These words connect to the history and ideas behind our two poems.
Word
Say it
What it means
Sentence frame
dream
DREEM
a hope or goal for a better future
Dr. King’s dream was ___.
service
SUR-vis
helping others and the community
Service means ___.
inspire
in-SPYR
to fill someone with the urge to do something good
The poem inspires me to ___.
civil rights
SIV-uhl ryts
rights that protect equal treatment for all people
Civil rights means ___.
Peace Corps
PEES kor
a service organization whose volunteers help communities
Read a poem the way a poet builds one. First notice the shape: lines, stanzas, line breaks, and white space. Then notice the feeling or lived experience the words communicate.
Letter
Element
Exact Framework Wording
L
Lines and Layout
how the poem is arranged into lines and stanzas
E
Emotion and Experience
what feeling and lived experience the poem communicates
A
Artistic Language
imagery, metaphor, personification, symbol
V
Voice
who is speaking; the speaker
E
Echo and Sound
rhyme, rhythm, repetition
S
Significance
why the poem matters, what to carry away
L: look at the lines and stanzas. E: name the emotion and experience. Read the poem aloud and point to evidence. Carry the big idea into an original stanza.
This module concentrates on L, Lines and Layout, and E, Emotion and Experience. Later modules add Artistic Language, Voice, Echo and Sound, and Significance.
Core Reading Routine
Notice
Ask
Evidence
Lines and Layout
How is the poem arranged?
Lines, stanzas, line breaks, white space.
Emotion and Experience
What feeling or experience does the poem communicate?
A word or line that creates the feeling.
Big Idea
What does the poem ask the reader to carry away?
A statement about hope or service.
Say it: The poet arranged ___, and the feeling I notice is ___ because of the words ___. The big idea of the poem is ___.
Student follows directions or repeats information exactly as taught with little independent thinking.
Level 2 • Orange
Emergent
Student begins trying ideas independently but may be uncertain or inconsistent.
Level 3 • Yellow
Visible
Student connects ideas directly to evidence in the poem.
Level 4 • Green
Independent
Student combines evidence with personal response, applying understanding to the student’s own writing.
Level 5 • Blue
Reflective
Student connects the poem’s idea to the world, morals, lessons, or broader life understanding.
The progression is Recall, naming lines, stanzas, and one feeling; Skill, sorting poem features; Strategic, explaining how layout helps feeling; and Extended, writing an original stanza and explaining its layout and feeling.
A thinking level I understand
Grade 3 • Cluster 7 • Module 1 • Read & Interact
TEKS 3.10(D) • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
TRACKS Legend
Letter
Category
Definition and Examples
Required Pastel Color
T
Time
Age, era, dates, cultural details, or historical details. Often adjectives.
Pastel Green
R
Reactions
Reactions, solutions, resolutions, or effects. Often verbs/adverbs.
Pastel Purple
A
Actions
Actions, problems, conflicts, or causes. Often verbs/adverbs.
Pastel Yellow
C
Character, Concept, Creature
Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns.
Pastel Yellow
K
Key Knowledge
All other important info needed for the passage's meaning not in another TRACKS category (background knowledge).
Pastel Orange
S
Scenery / Setting
Setting characteristics acknowledged/measured through the five senses.
Pastel Green
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Connect It to Our World
Words can carry hope, and small acts of service can help a community. As you read, notice how a poem invites people to make a positive difference.
Background I Need
“A Dream Can Grow” connects to Dr. Martin Luther King Jr. and hope for a better future, the March on Washington, and the “I Have a Dream” speech. “What Will You Give?” connects to President John F. Kennedy and serving others, his 1961 inauguration, and the Peace Corps. The leaders and events are real. The poems use a speaker’s voice to communicate feeling and experience rather than to report facts.
Words I dotted while reading
Grade 3 • Cluster 7 • Module 1 • Read & Interact
TEKS 3.10(D) • S47-S49
A Dream Can Grow
Poem. Low Stamina. The numbers are line numbers. Use them to cite lines and stanzas.
1A dream can start inside your heart,
2A tiny hope, a little start.
3It may begin as just one thought,
4A wish for all the good we sought.
5A voice can speak, a child can hear,
6And suddenly the dream feels near.
7One hopeful word can travel through,
8Until another dreams it too.
9A dream can grow from friend to friend,
10Its hopeful journey does not end.
11It moves through classrooms, homes, and towns,
12And lifts our hearts when we feel down.
13When children listen, hope can shine,
14Your dream can someday join with mine.
15Together we can help it grow,
16By sharing kindness as we go.
17The future waits for what we do,
18For dreams need helping hands there too.
19One voice may start with words to show,
20But many hearts can help it grow.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 1 • Read & Interact
TEKS 3.10(D) • S47-S49
What Will You Give?
Poem. Low Stamina. The numbers are line numbers. Use them to cite lines and stanzas.
1I have two hands that I can share,
2To lift, to carry, help, and care.
3They may be small, but they can do
4A thoughtful thing for me and you.
5I have two feet that I can use,
6To walk toward someone I might choose.
7If someone needs a friend today,
8My feet can help me lead the way.
9I have a voice that can be kind,
10And help a worried friend unwind.
11It can say, “Come and sit with me,”
12Or, “I can help. What could it be?”
13I do not need to lead a crowd,
14Or speak through microphones out loud.
15A helping heart can start to live,
16When I begin with, “What can I give?”
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 1 • Read & Interact
TEKS 3.10(D) • S48-S49
Annotate: A Dream Can Grow
Look for the four-line stanzas, line endings such as heart / start and grow / show, and words that carry hope, like “hope can shine” and “lifts our hearts when we feel down.”
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
Mark a line or stanza for layout. Mark a word or line for emotion and experience. If I cannot say why I marked it, I should not mark it.
One layout choice and one feeling word in “A Dream Can Grow”
Grade 3 • Cluster 7 • Module 1 • Read & Interact
TEKS 3.10(D) • S44,S48-S49
Annotate: What Will You Give?
Look for the short stanzas built on “I have...”, the question in the title, and words that show service, like “help and care” and “A helping heart can start to live.”
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
STOP & THINK
What experience does the speaker describe? Which words show service?
My thinking
Grade 3 • Cluster 7 • Module 1 • Read & Interact
TEKS 3.10(D) • S48-S49
My Prompt Marking Notes
LEAVES helps you read a poem. This module concentrates on L and E.
Shape
Word
Question I ask myself
L
Lines and Layout
how the poem is arranged into lines and stanzas
E
Emotion and Experience
what feeling and lived experience the poem communicates
Read the question aloud. Point to the poem it names. Then find the words and lines that answer it.
How does a poem use its lines, layout, and emotion to communicate a big idea?
The poet arranged ___, and the feeling I notice is ___ because of the words ___.
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail
STUDENT WORKBOOK
Day 1: Gather + Reveal
How a poem is built
1. Gather: Two Big Ideas
This week you will study two big ideas. One poem connects to Dr. Martin Luther King Jr. and hope for a better future. The other connects to President John F. Kennedy and serving others. A poem uses a speaker’s voice, feeling, and carefully chosen words to help you experience an idea.
2. Reveal: Lines and Layout
Look at “A Dream Can Grow” before you think about meaning. The poet created short lines and four-line stanzas. That is Lines and Layout.
Before reading for meaning, look at the shape. How many stanzas are there? How long are the lines? The poet arranged the words on purpose.
How many stanzas I see, and why the poet put white space between them
3. Reveal: Emotion and Experience
A poem communicates a feeling or experience. As you reread, listen for the feeling the words carry.
Listen again for the layout and the feeling. This poem asks a question with its title. What experience does the speaker describe?
The experience the speaker describes
5. My Day 1 Noticing
Prompt
My Response
One thing I notice about how a poem is arranged on the page is...
One feeling in “A Dream Can Grow” is...
One idea in “What Will You Give?” is...
The poet arranged ___, and the feeling I notice is ___ because of the words ___.
Grade 3 • Cluster 7 • Module 1 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
STUDENT WORKBOOK
Day 2: Attempt
POEM PARTS DETECTIVE
✂ Cut out these cards (sheet 1 of 2)
Cut on the dashed lines. Keep the Lines and Layout and Emotion and Experience cards at the top. A card may belong with both. Decide where each evidence card belongs. Every decision must include a reason. The Day 2 sort table has every evidence card. Store all cards in your Practice Pocket.
LINES AND LAYOUT
EMOTION AND EXPERIENCE
four-line stanzas
short purposeful lines
line breaks
white space between stanzas
Grade 3 • Cluster 7 • Module 1 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
Self-Check (back of cards) (sheet 1 of 2)
This page prints on the back of the card page. Flip an evidence card over to check its best placement.
EMOTION AND EXPERIENCE what feeling and lived experience the poem communicates
LINES AND LAYOUT how the poem is arranged into lines and stanzas
Lines and Layout
Lines and Layout
Lines and Layout
Lines and Layout
Grade 3 • Cluster 7 • Module 1 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
STUDENT WORKBOOK
Day 2: Attempt
POEM PARTS DETECTIVE
✂ Cut out these cards (sheet 2 of 2)
Cut on the dashed lines. Keep the Lines and Layout and Emotion and Experience cards at the top. A card may belong with both. Decide where each evidence card belongs. Every decision must include a reason. The Day 2 sort table has every evidence card. Store all cards in your Practice Pocket.
a hopeful feeling
the experience of a dream growing
the feeling of wanting to help
rhyme at the end of lines
a question in the title
Grade 3 • Cluster 7 • Module 1 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
Self-Check (back of cards) (sheet 2 of 2)
This page prints on the back of the card page. Flip an evidence card over to check its best placement.
Emotion and Experience
Emotion and Experience
Both
Emotion and Experience
Lines and Layout
Grade 3 • Cluster 7 • Module 1 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail
STUDENT WORKBOOK
Day 2: Attempt
Poem Parts Detective
Your goal is not speed. Your goal is evidence from the poems. With your partner, decide whether each card is mostly about Lines and Layout, mostly about Emotion and Experience, or could belong with both. Every decision must include a reason.
Evidence Card
Best Placement
My Reason
four-line stanzas
short purposeful lines
line breaks
white space between stanzas
a hopeful feeling
the experience of a dream growing
the feeling of wanting to help
rhyme at the end of lines
a question in the title
Point to the Exact Line
Choose one idea from “A Dream Can Grow” and one idea from “What Will You Give?” Point to the exact line and explain the feeling it creates.
“A Dream Can Grow”: line number, the line, and the feeling
“What Will You Give?”: line number, the line, and the feeling
Grade 3 • Cluster 7 • Module 1 • Day 3 • DISCUSS + USE
TEKS 3.10(D) • S50
ELPS today: 4(C)(ii) Write using content-area vocabulary; 4(D)(iii) Write using a variety of grade-appropriate connecting words; 4(F)(i) Write to narrate, describe, explain, respond, or persuade with detail in the content areas
STUDENT WORKBOOK
Day 3: Discuss + Use
Layout and emotion work as a team
Question
My thinking
Can a rhyme belong to both Layout and Emotion? How?
How does the white space between stanzas change the way you read a poem?
What emotion does “A Dream Can Grow” communicate? Identify one way the layout helps that feeling.
What emotion or attitude does “What Will You Give?” communicate? Identify one feature that makes it look or sound like a poem.
The big idea of each poem, not only its topic
Grade 3 • Cluster 7 • Module 1 • Day 3 • DISCUSS + USE
TEKS 3.10(D) • S50
Use: Write My Stanza
Your job today is to use what you learned without a partner. Choose one idea, hope or service, and write one four-line stanza about it. Arrange the words in deliberate lines. Try to end at least two lines with rhyming words, and choose words that help the reader feel the idea.
I am writing a poem, not sentences. Where will my lines end? Which two lines can rhyme? Which words will help my reader feel the idea?
My idea: hope or service
Line 1
Line 2
Line 3
Line 4
Keep your idea simple and true. A poem does not have to be long to be powerful.
Grade 3 • Cluster 7 • Module 1 • Day 4 • AWARD + TARGET
TEKS 3.10(D) • S50
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 4(C)(ii) Write using content-area vocabulary; 4(D)(iii) Write using a variety of grade-appropriate connecting words; 4(F)(i) Write to narrate, describe, explain, respond, or persuade with detail in the content areas
STUDENT WORKBOOK
Day 4: Award + Target
Evidence of my learning
An award does not mean giving yourself a prize. It means recognizing evidence of your own learning. Find something specific, like “I can explain why a poet uses separate lines” or “I can name a feeling in a poem and point to the words.”
Something I understand well about Lines and Layout is...
Something I understand well about Emotion and Experience is...
Target: What Comes Next?
Strong learners notice confusion instead of hiding it. A challenge gives you information about what to practice next.
Something I still find challenging, or something I am curious about, is...
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 4(C)(ii) Write using content-area vocabulary; 4(D)(iii) Write using a variety of grade-appropriate connecting words; 4(F)(i) Write to narrate, describe, explain, respond, or persuade with detail in the content areas
STUDENT WORKBOOK
Day 5: Explain/Educate
Turn and Teach
Today you become the teacher. If you can explain an idea clearly enough for another student to understand it, you are showing a deeper level of learning.
Partner
Teaching Task
Sentence Stem
Partner A
Teach Lines and Layout using “A Dream Can Grow.”
One thing a poet does with layout is... An example from “A Dream Can Grow” is...
Partner B
Teach Emotion and Experience using “What Will You Give?”
One feeling this poem communicates is... An example from “What Will You Give?” is...
Both partners
Switch roles with another pair and explain the evidence.
The poet arranged ___, and the feeling I notice is ___ because of the words ___.
My part: I am Partner ___. What I will teach:
What my partner taught me
A poem carries a big idea in a shape readers can see and hear. Lines and layout show it; emotion and experience make readers feel it.
One thing I notice about how a poem is arranged on the page is...
One feeling in “A Dream Can Grow” is...
One idea in “What Will You Give?” is...
One line or word that supports my thinking is...
How does a poem use its lines, layout, and emotion to communicate a big idea?
Grade 3 • Cluster 7 • Module 1 • Write More
TEKS 3.10(D) • S62-S63
STUDENT WORKBOOK
Write More
Plan, draft, revise, edit, and share
My Writing Assignment
Write a short poem, one or two four-line stanzas, about hope or about giving and service.
Read the question aloud. Point to the poem it names. Then find the words and lines that answer it.
Choose one idea, hope or service, and write one four-line stanza about it. Arrange your words in deliberate lines, try to rhyme at least two line endings, and choose words that help the reader feel your idea.
My Plan
Step 1, The Idea: Name the one feeling or idea the poem will communicate.
Step 2, The Layout: Plan four lines per stanza and where each line ends.
Step 3, The Words: Choose words that help the reader feel the idea.
Step 4, Read Aloud: Read the poem aloud and listen for the feeling.
Words and images that carry the feeling
Where my lines will break and which endings might rhyme
Echo and Sound
Rhyme is one tool, not the goal. Choose two line endings and listen for a rhyme.
My rhyming word pairs
Grade 3 • Cluster 7 • Module 1 • Write More
TEKS 3.10(D) • S71
My Draft
Arrange words in deliberate lines and choose words that help the reader feel the idea.
Draft, page 1
A line I want to keep
Grade 3 • Cluster 7 • Module 1 • Write More
TEKS 3.10(D) • S72
Revise, Edit, and Share
Revise
Edit
My improved line
Share
Read your poem to a partner. Your partner names one feeling and one layout choice noticed.
The feeling and layout choice my partner noticed
Grade 3 • Cluster 7 • Module 1 • Write More
TEKS 3.10(D) • S51-S53,S64
Before I Turn It In
Read each line. Check it when I can show it in my work.
Part
I can show...
Check
Layout
Four deliberate lines and clear stanza shape.
Feeling or Idea
One clear feeling or idea is communicated.
Word Choice
Chosen words help the reader feel or picture the idea.
Rhyme Attempt
At least two line endings rhyme or nearly rhyme.
Study the Samples
Read the three stanzas. Notice what improves from Low to Medium to High.
Choose one idea, hope or service, and write one four-line stanza about it.
Low I want to help people. Helping is good. I like to be nice. The end. What is working: the student names the idea of service. What needs improvement: arrange the words into four purposeful lines, add rhyme at two line endings, and choose words that help the reader picture the helping.
Medium I can help my friends today, / I can help in a kind way. / Helping people makes me glad, / It is good and not bad. What is working: four lines with rhyme that name the idea of service. What needs improvement: replace the filler line with a word choice that shows the feeling or a small, specific action.
High My two hands are small but true, / They reach to help the way hands do. / A little kindness, freely given, / Can grow like hope and make things liven. Why it works: Lines and Layout, four deliberate lines with rhyme at each pair. Emotion and Experience, service, kindness, and growth. The layout and the emotion work together.
How can words, dreams, and acts of service inspire people to make a positive difference?
The answer Words can carry hope from person to person, dreams can grow when people share kindness, and ordinary acts of service can help others. “A Dream Can Grow” shows that one hopeful word can travel through until another dreams it too. “What Will You Give?” shows that two hands, two feet, and a kind voice can begin a helping heart. Together, the poems show that deliberate words, shared dreams, and small acts of service can inspire people to make a positive difference.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Choose the other idea, hope or service. Write a new four-line stanza and read it aloud.
Choose one card to talk about with someone at home. Each one ends in a conversation, not a worksheet.
Read a Poem Aloud Find a short poem, song, or rhyme. Read it aloud together and point to where each line ends. Ask: What feeling does it give us, and which words create that feeling?
Family member signature: ____________________
Two Lines of Our Own Together, write two rhyming lines about something you hope for or a way you like to help others. Ask: How do the words sound when read aloud?
Family member signature: ____________________
Poem or Story? Talk about the difference between a poem and a story, and why poets arrange words into lines and stanzas. Ask: Which of our two poems did you like more, and what feeling did it give you?
Family member signature: ____________________
My Family Conversation Notes
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
Date
What I did (for example exit ticket, short answer, rubric)
My score
My next goal
Why This Helps Me
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
The most useful word I learned
The poem feature I can find fastest
My Poem Stanza
I arrange my lines on purpose so my reader can feel my idea.
A note to my future writer self
My Proud Moment This Week
Grade 3 • Cluster 7 • Module 2 • Getting Started
TEKS 3.10(D) • S2
How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
Grade 3 • Cluster 7 • Module 2 • Meet My Week
TEKS 3.10(D) • S2-S3
STUDENT WORKBOOK
Meet My Week
Whose Voice? Emotion, Experience, and the Speaker
Why This Matters to Me
This week the two poems return at Medium stamina. You will listen for who seems to be speaking, what that speaker notices and remembers, and how the speaker's perspective shapes the emotion and experience the reader shares.
Essential Question
How can words, dreams, and acts of service inspire people to make a positive difference?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 3 • Cluster 7 • Module 2 • Meet My Week
TEKS 3.10(D) • S27
I Can
I can point to a poem's lines and stanzas and explain the layout.
I can name a feeling the poem communicates and show where.
I can explain the big idea of each poem.
I can write a four-line stanza that communicates a feeling or idea.
I Will
I will notice how a poem arranges words into lines and stanzas.
I will identify the emotion and experience a poem communicates.
I will explain the big idea a poem asks me to carry away.
I will write a short poem stanza of my own.
The I Can I want to reach first, and why
Grade 3 • Cluster 7 • Module 2 • Meet My Week
TEKS 3.10(D) • S10-S14
My Week at a Glance
What I learn
What I read
What I make
LEAVES: E, Emotion and Experience, and V, Voice.
Two Medium stamina poems: "A Dream Can Grow" and "What Will You Give?"
A Poem Parts Detective recording sheet, an original four-line stanza in a chosen speaker's voice, a turn-and-teach explanation, and an exit ticket.
Where We Are Going
I will move from noticing who is speaking in a poem to writing a four-line stanza in a chosen speaker's voice, then teach a partner.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with the Poem Parts Detective recording sheet, my original four-line stanza, a turn-and-teach explanation, and the exit ticket.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I reread the longer poems and meet the speakers.
Reveal
Day 1
I learn Emotion and Experience and Voice.
Attempt
Day 2
I play Whose Voice? with a partner.
Discuss
Day 3
I talk about how changing the voice changes the feeling.
Use
Day 3
I write a four-line stanza in a chosen speaker's voice.
Award
Day 4
I recognize evidence of my poetry learning.
Target
Day 4
I name what I still find challenging or wonder about.
Explain/Educate
Day 5
I teach a LEAVES element to a partner.
Grade 3 • Cluster 7 • Module 2 • Meet My Week
TEKS 3.10(D) • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
3.10(D):
I can explain how the poet's words contribute to meaning.
3.12(B):
I can write a poem stanza using deliberate lines and craft.
Call and Response
Read this together as a class before we start.
Teacher asks: "How does a poem's voice, who is speaking, shape the emotion and experience the reader feels?"
Class answers: "Perspective controls what you see, know, hear, and feel!"
One TEKS I want to practice today
Grade 3 • Cluster 7 • Module 2 • Get Ready
TEKS 3.10(D) • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I can read a short text aloud, notice where a line ends, identify a feeling word, and write complete words in my notebook.
A connection I can make
Remember It!
One idea I remember
Grade 3 • Cluster 7 • Module 2 • Get Ready
TEKS 3.10(D) • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! Do not treat a poem as a paragraph. Do not require perfect rhyme over meaning. A feeling needs a word or line to support it. Do not turn this poetry task into essay writing.
Where This Fits in My Writing
I will compose one four-line stanza in a chosen speaker's voice about hope or service. Deliberate lines connect to Lines and Layout, one clear feeling or idea connects to Emotion and Experience, a consistent speaker connects to Voice, and two rhyming line endings connect to Echo and Sound.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the two poems in Read and Interact as often as you want.
Part 1: Poem Words
Tell what each word means in your own words.
Word
What it means
voice
speaker
emotion
experience
Part 2: The Speaker
Read "A Dream Can Grow" again. Who seems to be speaking? What does that speaker notice and feel?
Who seems to be speaking and what that speaker feels
How can words, dreams, and acts of service inspire people to make a positive difference?
My first thinking
Part 6: Two Lines of My Own
Write two lines in a chosen speaker's voice about something you hope for or a way you like to help others.
My two lines
Grade 3 • Cluster 7 • Module 2 • Words I Need
TEKS 3.10(D) • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Before we begin, preview some words we will use to talk about poems. Poets and readers use precise words to describe how a poem is built and what it makes us feel.
Word
Say it
What it means
Sentence frame
poem
POH-um
writing arranged in lines that often uses sound and images
This poem makes me feel ___.
line
LYN
one row of words in a poem
This line says ___.
word choice
WURD choys
the exact words a writer picks
The poet's word choice shows ___.
feeling
FEE-ling
an emotion the words carry
One feeling in this poem is ___.
hope
HOHP
the belief that something good can happen
The poem shows hope when ___.
give
GIV
to offer help, time, or kindness
The poem asks what I can give by ___.
share
SHAIR
to give or pass something to others
A dream can grow when we share ___.
voice
VOYS
who is speaking in the poem
The voice in this poem sounds ___.
Use one Tier 1 word in a sentence
Grade 3 • Cluster 7 • Module 2 • Words I Need
TEKS 3.10(D) • S37
Words I Need: Tier 2, academic words
These words help you describe how a poem is built and what it makes you feel. Say each word, then use it in the frame.
Word
Say it
What it means
Sentence frame
layout
LAY-owt
the way a poem's words and lines are arranged on the page
The layout shows ___.
stanza
STAN-zuh
a group of lines set apart in a poem, like a paragraph
This stanza is about ___.
line break
LYN brayk
the point where one line of a poem ends and the next begins
The line break makes me pause at ___.
emotion
ih-MOH-shun
a strong feeling
The emotion in this stanza is ___.
experience
ik-SPEER-ee-ens
something that happens to or is felt by the speaker
The experience in this poem is ___.
rhyme
RYM
words that end with the same sound
These words rhyme: ___ and ___.
theme
THEEM
the big idea a poem communicates
The theme of this poem is ___.
significance
sig-NIF-ih-kens
why the poem matters beyond the words
The significance of this poem is ___.
Use one Tier 2 word in a sentence
Grade 3 • Cluster 7 • Module 2 • Words I Need
TEKS 3.10(D) • S38
Words I Need: Tier 3, passage words
These words connect to the history and ideas behind our two poems.
Word
Say it
What it means
Sentence frame
dream
DREEM
a hope or goal for a better future
Dr. King's dream was ___.
service
SUR-vis
helping others and the community
Service means ___.
inspire
in-SPYR
to fill someone with the urge to do something good
The poem inspires me to ___.
civil rights
SIV-uhl ryts
rights that protect equal treatment for all people
Civil rights means ___.
Peace Corps
PEES kor
a service organization whose volunteers help communities
Read a poem the way a poet builds one. First notice the shape: lines, stanzas, line breaks, and white space. Then notice who is speaking, what that speaker experiences, and what feeling the voice creates.
Letter
Element
Exact Framework Wording
L
Lines and Layout
how the poem is arranged into lines and stanzas
E
Emotion and Experience
what feeling and lived experience the poem communicates
A
Artistic Language
imagery, metaphor, personification, symbol
V
Voice
who is speaking; the speaker
E
Echo and Sound
rhyme, rhythm, repetition
S
Significance
why the poem matters, what to carry away
L: look at the lines and stanzas. E: name the emotion and experience. Read the poem aloud and point to evidence. Carry the big idea into an original stanza.
This module concentrates on E, Emotion and Experience, and V, Voice. Lines and Layout remains a support for every close reading. Later modules add Artistic Language, Echo and Sound, and Significance.
Core Reading Routine
Notice
Ask
Evidence
Lines and Layout
How is the poem arranged?
Lines, stanzas, line breaks, white space.
Emotion and Experience
What feeling or experience does the poem communicate?
A word or line that creates the feeling.
Big Idea
What does the poem ask the reader to carry away?
A statement about hope or service.
Say it: The speaker in this poem is... I know because... One feeling this voice creates is...
How the speaker's voice shapes the feeling in one poem
Student follows directions or repeats information exactly as taught with little independent thinking.
Level 2 • Orange
Emergent
Student begins trying ideas independently but may be uncertain or inconsistent.
Level 3 • Yellow
Visible
Student connects ideas directly to evidence in the poem.
Level 4 • Green
Independent
Student combines evidence with personal response, applying understanding to the student's own writing.
Level 5 • Blue
Reflective
Student connects the poem's idea to the world, morals, lessons, or broader life understanding.
The progression is Recall, naming lines, stanzas, and one feeling; Skill, sorting poem features; Strategic, explaining how layout helps feeling; and Extended, writing an original stanza and explaining its layout and feeling.
A thinking level I understand
Grade 3 • Cluster 7 • Module 2 • Read & Interact
TEKS 3.10(D) • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
TRACKS Legend
Letter
Category
Definition and Examples
Required Pastel Color
T
Time
Age, era, dates, cultural details, or historical details. Often adjectives.
Pastel Green
R
Reactions
Reactions, solutions, resolutions, or effects. Often verbs/adverbs.
Pastel Purple
A
Actions
Actions, problems, conflicts, or causes. Often verbs/adverbs.
Pastel Yellow
C
Character, Concept, Creature
Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns.
Pastel Yellow
K
Key Knowledge
All other important info needed for the passage's meaning not in another TRACKS category (background knowledge).
Pastel Orange
S
Scenery / Setting
Setting characteristics acknowledged/measured through the five senses.
Pastel Green
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Connect It to Our World
Words can carry hope, and small acts of service can help a community. As you read, notice how a poem invites people to make a positive difference.
Background I Need
"A Dream Can Grow" connects to Dr. Martin Luther King Jr. and hope for a better future, the March on Washington, and the "I Have a Dream" speech. "What Will You Give?" connects to President John F. Kennedy and serving others, his 1961 inauguration, and the Peace Corps. The leaders and events are real. The poems use a speaker's voice to communicate feeling and experience rather than to report facts.
Words I dotted while reading
Grade 3 • Cluster 7 • Module 2 • Read & Interact
TEKS 3.10(D) • S47-S49
A Dream Can Grow
Poem. Medium Stamina. The numbers are line numbers. Use them to cite lines and stanzas.
1I did not make the dream that day,
2I heard it spoken far away.
3A steady voice rose strong and clear,
4And somehow brought the future near.
5I stood beside my mama there,
6With summer sunshine everywhere.
7She held my hand among the crowd,
8While hopeful words were spoken loud.
9I looked at Mama's shining eyes,
10And saw the tears that made me wise.
11"Why are you crying?" I asked her there.
12"For dreams like this," she said, "we care."
13I thought a dream belonged to one,
14Then disappeared when night was done.
15But this one traveled through the air,
16And somehow everyone could share.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 2 • Read & Interact
TEKS 3.10(D) • S47-S49
A Dream Can Grow (continued)
Poem. Medium Stamina. The numbers are line numbers. Use them to cite lines and stanzas.
17It moved through voices, row by row,
18And planted hope so it could grow.
19It traveled into hearts like mine,
20A little spark, a little shine.
21I carry it into school each day,
22In how I work and how I play.
23I carry it when I choose to see
24A child who needs a friend in me.
25I carry it when I stop and hear
26The words of someone standing near.
27I carry it when I choose what's right,
28And help another heart feel light.
29A dream grows stronger when we share,
30Through thoughtful words and acts of care.
31Dr. King spoke hope for us to see,
32And now that dream is part of me.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 2 • Read & Interact
TEKS 3.10(D) • S47-S49
What Will You Give?
Poem. Medium Stamina. The numbers are line numbers. Use them to cite lines and stanzas.
1Grandpa says our country's more
2Than flags that wave or buildings soar.
3A country lives in what we do,
4In helping hands like mine and you.
5Hands can teach and hands can grow,
6Hands can build and hands can sow.
7Hands can carry, clean, and share,
8And show another person care.
9Grandpa remembers winter air,
10And thousands gathered everywhere.
11He heard a president explain
12That service could become our aim.
13He heard a challenge spoken clear,
14A call for citizens to hear.
15Don't only wonder what you'll get;
16Ask what you can contribute yet.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 2 • Read & Interact
TEKS 3.10(D) • S47-S49
What Will You Give? (continued)
Poem. Medium Stamina. The numbers are line numbers. Use them to cite lines and stanzas.
17My hands are smaller than his then,
18But small hands help again and again.
19They may not travel lands afar,
20But still can help right where they are.
21They gather food and plant a seed,
22They help a friend who has a need.
23They open doors and pick things up,
24They pour a neighbor's empty cup.
25They wave hello to someone new,
26Or help a classmate make it through.
27No famous speech is needed when
28Two helping hands can help a friend.
29I look at mine and start to see
30How useful little hands can be.
31Ten fingers ready, strong and true,
32What good can these two hands now do?
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 2 • Read & Interact
TEKS 3.10(D) • S48-S49
Annotate: A Dream Can Grow
Look for the four-line stanzas, line endings such as day / away and clear / near, and words that carry hope, like "somehow brought the future near" and "planted hope so it could grow."
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
Mark a line or stanza for Emotion and Experience. Mark words that tell you who is speaking for Voice. If I cannot say why I marked it, I should not mark it.
One feeling and one clue about the speaker in "A Dream Can Grow"
Grade 3 • Cluster 7 • Module 2 • Read & Interact
TEKS 3.10(D) • S44,S48-S49
Annotate: A Dream Can Grow (continued)
Look for how the child speaker carries the dream into daily choices: school, friendship, listening, and helping.
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
STOP & THINK
Who seems to be speaking? What does that speaker notice, remember, and feel?
My thinking
Grade 3 • Cluster 7 • Module 2 • Read & Interact
TEKS 3.10(D) • S48-S49
My Prompt Marking Notes
LEAVES helps you read a poem. This module concentrates on E and V.
Shape
Word
Question I ask myself
E
Emotion and Experience
what feeling and lived experience the poem communicates
V
Voice
who is speaking; the speaker
Read the question aloud. Point to the poem it names. Then find the words and lines that answer it.
How does a poem's voice, who is speaking, shape the emotion and experience the reader feels?
The speaker in this poem is... I know because... One feeling this voice creates is...
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail
STUDENT WORKBOOK
Day 1: Gather + Reveal
Who is speaking?
1. Gather: Two Speakers
Last week you read short versions. This week the experiences return with more detail. The same idea can sound very different depending on who is speaking. A poem's voice shapes the emotion and experience you feel.
2. Reveal: Emotion and Experience
In "A Dream Can Grow," a child stands beside Mama at Dr. Martin Luther King Jr.'s speech and carries the dream into everyday choices. Notice whether each detail is a thought, action, or feeling, and what Mama's words help the child understand.
A poem communicates a feeling or experience. Listen for the child beside Mama. What does the child notice, remember, and feel?
The speaker in "A Dream Can Grow" is...
One feeling the child's voice creates is...
3. Reveal: Voice
Voice answers a simple question: Who seems to be speaking? In "What Will You Give?" a granddaughter hears Grandpa recall President John F. Kennedy's call to serve. Ask how learning through Grandpa's memory differs from standing beside Mama.
The speaker in "What Will You Give?" is...
The speaker in this poem is... I know because... One feeling this voice creates is...
Grade 3 • Cluster 7 • Module 2 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
STUDENT WORKBOOK
Day 2: Attempt
WHOSE VOICE?
✂ Cut out these cards (sheet 1 of 2)
Cut on the dashed lines. Five Voice Cards name the speakers: the MLK child, Mama, the JFK granddaughter, Grandpa, and the poetic speaker. Keep the Emotion and Experience and Voice cards at the top. Match each evidence card to the speaker whose voice it best represents, then name the feeling it carries. Every decision must include a reason. Store all cards in your Practice Pocket.
EMOTION AND EXPERIENCE
VOICE
"I stood beside my mama there"
"I looked at Mama's shining eyes"
"Grandpa remembers winter air"
"He heard a president explain"
"I carry it into school each day"
"My hands are smaller than his then"
Grade 3 • Cluster 7 • Module 2 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
Self-Check (back of cards) (sheet 1 of 2)
This page prints on the back of the card page. Flip an evidence card over to check its best placement.
VOICE who is speaking; the speaker
EMOTION AND EXPERIENCE what feeling and lived experience the poem communicates
Voice
Voice
Voice
Voice
Voice
Voice
Grade 3 • Cluster 7 • Module 2 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
STUDENT WORKBOOK
Day 2: Attempt
WHOSE VOICE?
✂ Cut out these cards (sheet 2 of 2)
Cut on the dashed lines. Five Voice Cards name the speakers: the MLK child, Mama, the JFK granddaughter, Grandpa, and the poetic speaker. Keep the Emotion and Experience and Voice cards at the top. Match each evidence card to the speaker whose voice it best represents, then name the feeling it carries. Every decision must include a reason. Store all cards in your Practice Pocket.
a hopeful, growing feeling
the feeling of wanting to help
the MLK child
Mama
the JFK granddaughter
Grandpa
the poetic speaker
Grade 3 • Cluster 7 • Module 2 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
Self-Check (back of cards) (sheet 2 of 2)
This page prints on the back of the card page. Flip an evidence card over to check its best placement.
Emotion and Experience
Emotion and Experience
Voice Card
Voice Card
Voice Card
Voice Card
Voice Card
Grade 3 • Cluster 7 • Module 2 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail
STUDENT WORKBOOK
Day 2: Attempt
Whose Voice?
Match each clue to the speaker whose voice it best represents, then name the feeling it carries. Placing a card is not enough. Every decision needs a reason about what that speaker knows, notices, remembers, or feels.
Evidence Card
Best Placement
My Reason
"With Mama's hand in mine"
a hopeful, growing feeling
"Grandpa remembers"
the experience of watching a speech
the words "I" and "my" throughout
the feeling of wanting to help
a question the speaker asks
Challenge Round
Imagine someone hearing an inspiring message about helping others. Describe it as a child, as an adult remembering it years later, and as a poet.
As a child:
As an adult remembering:
As a poet:
Grade 3 • Cluster 7 • Module 2 • Day 3 • DISCUSS + USE
TEKS 3.10(D) • S50
ELPS today: 4(C)(ii) Write using content-area vocabulary; 4(D)(iii) Write using a variety of grade-appropriate connecting words; 4(F)(i) Write to narrate, describe, explain, respond, or persuade with detail in the content areas
STUDENT WORKBOOK
Day 3: Discuss + Use
Voice changes what you receive
When the perspective changes, does the event change? No. Does what the speaker notices change? Yes. Perspective changes what the speaker knows, remembers, feels, and chooses to tell you.
Question
My thinking
Whose voice tells "A Dream Can Grow," and how does that voice shape the emotion?
Whose voice tells "What Will You Give?," and what emotion or experience does the speaker share?
If Mama were the speaker of the MLK poem, what might she notice that the child did not?
If Grandpa spoke the whole JFK poem himself, what would change about what you receive?
The child's voice helps us feel... The granddaughter's voice helps us feel...
Grade 3 • Cluster 7 • Module 2 • Day 3 • DISCUSS + USE
TEKS 3.10(D) • S50
Use: Write My Stanza
Choose a child at an important event or a grandparent remembering one. Write a four-line stanza in that speaker's voice about hope or service, showing what the speaker notices and feels.
I am writing a poem, not sentences. Where will my lines end? Which two lines can rhyme? Changing the speaker should change more than "I" and "he." Ask what this person would notice, know, remember, and feel, then choose words that sound like that person.
My speaker: child or grandparent
Line 1
Line 2
Line 3
Line 4
Keep your idea simple and true. A poem does not have to be long to be powerful.
Grade 3 • Cluster 7 • Module 2 • Day 4 • AWARD + TARGET
TEKS 3.10(D) • S50
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 4(C)(ii) Write using content-area vocabulary; 4(D)(iii) Write using a variety of grade-appropriate connecting words; 4(F)(i) Write to narrate, describe, explain, respond, or persuade with detail in the content areas
STUDENT WORKBOOK
Day 4: Award + Target
Evidence of my learning
An award does not mean giving yourself a prize. It means recognizing evidence of your learning. Find something specific. You can say, "I kept one speaker's voice all the way through," or, "I showed a feeling instead of naming it."
Something I did well with Emotion and Experience is...
Something I did well with Voice is...
Target: What Comes Next?
Strong learners notice confusion instead of hiding it. A challenge gives you information about what to practice next. Your target might be keeping one perspective, showing rather than telling emotion, or creating a distinctive voice.
Something I still find challenging, or something I am curious about, is...
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 4(C)(ii) Write using content-area vocabulary; 4(D)(iii) Write using a variety of grade-appropriate connecting words; 4(F)(i) Write to narrate, describe, explain, respond, or persuade with detail in the content areas
STUDENT WORKBOOK
Day 5: Explain/Educate
Turn and Teach
Today you become the teacher. If you can explain an idea clearly enough for another student to understand it, you are showing deeper learning. Use the poem, name the speaker, and explain the feeling that voice creates.
Partner
Teaching Task
Sentence Stem
Partner A
Teach Voice or Emotion and Experience using "A Dream Can Grow."
The speaker in this poem is... I know because... One feeling this voice creates is...
Partner B
Teach Voice or Emotion and Experience using "What Will You Give?"
The speaker in this poem is... An example from the poem is... The feeling I notice is...
Both partners
Switch with another pair and explain the evidence.
If ___ had told this instead, the reader would probably learn more about ___ because ___.
My part: I am Partner ___. What I will teach:
What my partner taught me
A poem's voice shapes the emotion and experience a reader shares by controlling what the reader sees, knows, hears, and feels.
One thing I notice about how a poem is arranged on the page is...
One feeling in "A Dream Can Grow" is...
One idea in "What Will You Give?" is...
One line or word that supports my thinking is...
How does a poem's voice, who is speaking, shape the emotion and experience the reader feels?
Module Closure
This week you learned to listen for who is speaking in a poem. You noticed how the speaker's perspective shapes the emotion and experience a reader shares. You wrote a stanza in a chosen speaker's voice. Poems carry big ideas in a shape you can see and hear.
My Answer to the Essential Question
How can words, dreams, and acts of service inspire people to make a positive difference?
My answer now that I have read both poems
Grade 3 • Cluster 7 • Module 2 • Write More
TEKS 3.10(D) • S62-S63
STUDENT WORKBOOK
Write More
Plan, draft, revise, edit, and share
My Writing Assignment
Choose a child at an important event or a grandparent remembering one. Write a short poem in that speaker's voice about hope or about giving and service.
Read the question aloud. Point to the poem it names. Then find the words and lines that answer it.
Choose a child at an important event or a grandparent remembering one. Write a four-line stanza in that speaker's voice about hope or service, showing what the speaker notices and feels.
My Plan
Step 1: The Idea Name the one feeling or idea the poem will communicate.
Step 2: The Layout Plan four lines per stanza and where each line ends.
Step 3: The Words Choose words that help the reader feel the idea.
Step 4: Read Aloud Read the poem aloud and listen for the feeling.
Words and images that carry the feeling
Where my lines will break and which endings might rhyme
Echo and Sound
Rhyme is one tool, not the goal. Choose two line endings and listen for a rhyme.
My rhyming word pairs
Grade 3 • Cluster 7 • Module 2 • Write More
TEKS 3.10(D) • S71
My Draft
Arrange words in deliberate lines and choose words that help the reader feel the idea. Keep one speaker's voice throughout.
Draft, page 1
A line I want to keep
Grade 3 • Cluster 7 • Module 2 • Write More
TEKS 3.10(D) • S72
Revise, Edit, and Share
Revise
Edit
My improved line
Share
Read your poem to a partner. Your partner names one feeling and one layout choice noticed.
The feeling and layout choice my partner noticed
Grade 3 • Cluster 7 • Module 2 • Write More
TEKS 3.10(D) • S51-S53,S64
Before I Turn It In
Read each line. Check it when I can show it in my work.
Part
I can show...
Check
Layout
Four deliberate lines and clear stanza shape.
Feeling or Idea
One clear feeling or idea is communicated.
Word Choice
Chosen words help the reader feel or picture the idea.
Rhyme Attempt
At least two line endings rhyme or nearly rhyme.
Study the Samples
Read the three stanzas. Notice what improves from Low to Medium to High.
Choose one idea, hope or service, and write one four-line stanza about it in a chosen speaker's voice.
Low I want to help people. Helping is good. I like to be nice. The end. What is working: the student names the idea of service. What needs improvement: arrange the words into four purposeful lines, add rhyme at two line endings, and choose words that help the reader picture the helping.
Medium I can help my friends today, / I can help in a kind way. / Helping people makes me glad, / It is good and not bad. What is working: four lines with rhyme that name the idea of service. What needs improvement: replace the filler line with a word choice that shows the feeling or a small, specific action.
High My two hands are small but true, / They reach to help the way hands do. / A little kindness, freely given, / Can grow like hope and make things liven. Why it works: Lines and Layout, four deliberate lines with rhyme at each pair. Emotion and Experience, service, kindness, and growth. The layout and the emotion work together.
How can words, dreams, and acts of service inspire people to make a positive difference?
The answer Words can carry hope from person to person, dreams can grow when people share kindness, and ordinary acts of service can help others. "A Dream Can Grow" shows that one hopeful word can travel through until another dreams it too. "What Will You Give?" shows that two hands, two feet, and a kind voice can begin a helping heart. Together, the poems show that deliberate words, shared dreams, and small acts of service can inspire people to make a positive difference.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Choose the other speaker, child or grandparent. Write a new four-line stanza in that voice and read it aloud.
Hope or service: Choose the same idea, hope or service, and write two short stanzas that arrange the lines differently, one with rhyme and one without. Explain how changing the layout changed the feeling.
Choose the same idea, hope or service.
Write two short stanzas that arrange the lines differently, one with rhyme and one without.
Explain how changing the layout changed the feeling.
Compare how the two poems communicate related ideas.
Explain what each poem's layout allows the poet to do.
How changing the layout changed the feeling
My Poem Shape
Draw the shape of one poem. Label a line, a stanza, a line break, and the white space.
Choose one card to talk about with someone at home. Each one ends in a conversation, not a worksheet.
Read a Poem Aloud Find a short poem, song, or rhyme. Read it aloud together and point to where each line ends. Ask: What feeling does it give us, and which words create that feeling?
Family member signature: ____________________
Two Lines of Our Own Together, write two rhyming lines about something you hope for or a way you like to help others. Ask: How do the words sound when read aloud?
Family member signature: ____________________
Who Is the Speaker? Talk about a poem or a song you know. Who seems to be speaking? What does that person notice and feel? Ask: If you were telling this poem, what words would you choose?
Family member signature: ____________________
My Family Conversation Notes
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
Date
What I did (for example exit ticket, short answer, rubric)
My score
My next goal
Why This Helps Me
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
The most useful word I learned
The poem feature I can find fastest
My Poem Stanza
I arrange my lines on purpose and keep one speaker's voice so my reader can feel my idea.
A note to my future writer self
My Proud Moment This Week
Grade 3 • Cluster 7 • Module 3 • Getting Started
TEKS 3.10(D) • S2
How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
Grade 3 • Cluster 7 • Module 3 • Meet My Week
TEKS 3.10(D) • S2-S3
STUDENT WORKBOOK
Meet My Week
The Moment That Stays: Artistic Language and Sound
Why This Matters to Me
A poet can make an important idea stay with the reader through images, comparisons, repetition, rhythm, and carefully chosen words. The two poems return, longer and richer. Because you already know the ideas, you can look for something deeper: how a poet makes an idea memorable.
Essential Question
How can words, dreams, and acts of service inspire people to make a positive difference?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 3 • Cluster 7 • Module 3 • Meet My Week
TEKS 3.10(D) • S27
I Can
I can find an image, comparison, or repetition in a poem and point to it.
I can explain what a craft move accomplishes: “The poet uses ___ to ___.”
I can write two four-line stanzas using image, repetition, and comparison.
I can explain the big idea each poem makes memorable.
I Will
I will identify artistic language in a poem: imagery, metaphor, personification, and symbol.
I will identify echo and sound in a poem: rhyme, rhythm, and repetition.
I will explain why a poet chose a craft move, not just name it.
I will write rhyming stanzas that use image, repetition, and comparison.
The I Can I want to reach first, and why
Grade 3 • Cluster 7 • Module 3 • Meet My Week
TEKS 3.10(D) • S10-S14
My Week at a Glance
What I learn
What I read
What I make
LEAVES: A, Artistic Language, and E, Echo and Sound.
Two High stamina poems: “A Dream Can Grow” and “What Will You Give?”
A Poetry Craft Lab recording, a two-stanza poem, a Craft Ladder reflection, and a Craft Expert turn-and-teach explanation.
Where We Are Going
I will move from naming a poet’s craft to explaining why the poet used it, then use craft on purpose in my own stanzas.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with the Poetry Craft Lab recording sheet, my two-stanza poem, the Craft Ladder, a Craft Expert turn-and-teach, and the exit ticket.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I reread the two poems in their richest versions.
Reveal
Day 1
I learn Artistic Language and Echo and Sound.
Attempt
Day 2
I match Craft to Example to Effect in the Poetry Craft Lab.
Discuss
Day 3
I explain why a craft move works.
Use
Day 3
I write two four-line stanzas with image, repetition, and comparison.
Award
Day 4
I award myself for a craft decision I made on purpose.
Target
Day 4
I name one technique to make stronger.
Explain/Educate
Day 5
I become a Craft Expert and teach a partner.
Grade 3 • Cluster 7 • Module 3 • Meet My Week
TEKS 3.10(D) • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
3.10(D):
TEKS says: describe how the author’s use of language contributes to meaning.
How I say it: I can describe how the author’s use of language contributes to meaning.
3.12(B):
TEKS says: compose informational texts, including poetry, using genre characteristics and craft.
How I say it: I can compose poetry using genre characteristics and craft.
3.8(A):
TEKS says: infer the theme of a work, distinguishing theme from topic.
How I say it: I can infer the theme of a work, distinguishing theme from topic.
Call and Response
Read this together as a class before we start.
Teacher asks: "How can a poet use artistic language and sound to make an important idea stay with the reader?"
Class answers: "Craft makes meaning stay!"
One TEKS I want to practice today
Grade 3 • Cluster 7 • Module 3 • Get Ready
TEKS 3.10(D) • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I can read a grade-level poem and notice its lines and stanzas. I can listen for a repeated word, rhyme, rhythm, or word picture. I can write a complete sentence, use the DOT routine, and I know a poem’s words can create images, sounds, feelings, and ideas.
A connection I can make
Remember It!
One idea I remember
Grade 3 • Cluster 7 • Module 3 • Get Ready
TEKS 3.10(D) • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! Naming a device is not enough; explain its effect. Do not chop sentences into short lines with no craft. A comparison is not only “like” or “as”; a metaphor can compare without “like,” such as a dream as a lantern. Repetition is not a mistake; a poet repeats on purpose to emphasize.
Where This Fits in My Writing
Reading like a poet prepares you to write like a poet. You study imagery, comparison, repetition, rhyme, and rhythm in the two poems, then use image, repetition, and comparison on purpose in two original four-line stanzas.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the two poems in Read and Interact as often as you want.
Part 1: Craft Words
Tell what each craft word means in your own words.
Craft word
What it means
imagery
metaphor
personification
repetition
Part 2: Repeated Words
Read: “Carry it kindly, carry it far, / Carry it brightly like a star.” Point to the repeated words. What does the repetition make stronger?
A poet can make an important idea stay with the reader through images, comparisons, repetition, rhythm, and carefully chosen words. DOT any word you are unsure about, then use the LEAVES anchor chart to make your thinking visible.
Letter
Element
What to Notice
L
Lines and Layout
how the poem is arranged into lines and stanzas
E
Emotion and Experience
what feeling and lived experience the poem communicates
A
Artistic Language
imagery, metaphor, personification, symbol
V
Voice
who is speaking; the speaker
E
Echo and Sound
rhyme, rhythm, repetition
S
Significance
why the poem matters, what to carry away
Craft to Effect Chart
Craft
Effect
imagery
helps the reader picture something
metaphor
compares one idea to another
personification
gives a nonhuman idea human qualities
symbol
represents a larger idea
repetition
emphasizes an idea and makes it memorable
rhyme and rhythm
create sound and movement that strengthen feeling
Do not just name the craft. Ask why: The poet uses ___ to ___.
Student follows directions or repeats information exactly as taught with little independent thinking.
Level 2 • Orange
Emergent
Student begins trying ideas independently but may be uncertain or inconsistent.
Level 3 • Yellow
Visible
Student connects ideas directly to evidence in the poem.
Level 4 • Green
Independent
Student combines evidence with personal response, applying understanding to original writing.
Level 5 • Blue
Reflective
Student connects the poem’s idea to the world, morals, lessons, or broader life understanding.
The Progression of Thinking
The progression is Recall, Skill, Strategic, and Extended: I can point to a craft move in the poem, match a craft move to its effect, explain why the poet used a craft move, and use image, repetition, and comparison on purpose.
Level
Student Thinking
Thinking Focus
Recall
I can point to a craft move in the poem.
Name an image, comparison, rhyme, or repetition.
Skill
I can match a craft move to its effect.
Place a Craft to Effect card and explain why.
Strategic
I can explain why the poet used a craft move.
Connect craft to the idea or feeling.
Extended
I can use image, repetition, and comparison on purpose.
Compose two four-line stanzas with deliberate craft.
Grade 3 • Cluster 7 • Module 3 • Read & Interact
TEKS 3.10(D) • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
TRACKS Legend
Letter
Category
Definition and Examples
Required Pastel Color
T
Time
Age, era, dates, cultural details, or historical details. Often adjectives.
Pastel Green
R
Reactions
Reactions, solutions, resolutions, or effects. Often verbs/adverbs.
Pastel Purple
A
Actions
Actions, problems, conflicts, or causes. Often verbs/adverbs.
Pastel Yellow
C
Character, Concept, Creature
Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns.
Pastel Yellow
K
Key Knowledge
All other important info needed for the passage's meaning not in another TRACKS category (background knowledge).
Pastel Orange
S
Scenery / Setting
Setting characteristics acknowledged/measured through the five senses.
Pastel Green
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Connect It to Our World
A dream can travel through our choices, and an invitation to serve can begin nearby. Words become meaningful when people carry them into action. How can hope, service, and cooperation help people make a positive difference?
Background I Need
“A Dream Can Grow” connects to Dr. Martin Luther King Jr. and the idea of hope, the March on Washington and the “I Have a Dream” speech. “What Will You Give?” connects to President John F. Kennedy and the idea of serving others, his 1961 inauguration and the Peace Corps. This week the poems return in their High stamina versions, rich with artistic language and sound. The leaders and events are real; the poems use craft to make the ideas memorable.
Words I dotted while reading
Grade 3 • Cluster 7 • Module 3 • Read & Interact
TEKS 3.10(D) • S47-S49
A Dream Can Grow
Poem. High Stamina. The numbers are line numbers. DOT any word you are unsure about.
1A dream has neither feet nor shoes,
2Yet somehow finds the roads we choose.
3It has no wings with which to fly,
4Yet still can rise into the sky.
5A dream has neither hands nor face,
6Yet reaches people place to place.
7It has no mouth, yet somehow grows
8A voice wherever courage flows.
9I heard that voice one summer day,
10As sunlight warmed the bright pathway.
11So many voices settled low,
12Then one strong voice began to grow.
13It rolled like rivers through the crowd,
14At first so calm, and then so proud.
15It carried hope from row to row,
16Like water helping gardens grow.
17Hope moved forward, strong and bright,
18A little lantern filled with light.
19From speaker's words to Mama's ear,
20From Mama's heart to mine drew near.
21I watched her listen, still and deep,
22To promises our hearts could keep.
23I watched the faces all around,
24As hope seemed planted in the ground.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 3 • Read & Interact
TEKS 3.10(D) • S47-S49
What Will You Give?
Poem. High Stamina. The numbers are line numbers. DOT any word you are unsure about.
1No envelope came through the door,
2No ribbon lay across the floor.
3No stamp announced what it would be,
4Yet an invitation traveled free.
5It crossed the cold of winter air,
6And reached the people gathered there.
7A voice sent out a simple word:
8To serve, and thousands stood and heard.
9Do something good. Give what you can.
10Reach out your heart. Extend your hand.
11Don't wait for others to begin;
12Look for a place where you fit in.
13Grandpa stood among the crowd,
14And heard the message spoken loud.
15Not “Be important,” “Gain a name,”
16Or “Work so others know your fame.”
17Instead the challenge seemed to say,
18“Find how to serve somebody today.”
19Participate, contribute, share;
20Look all around and notice care.
21Soon other hands would answer too,
22And choose important work to do.
23Young volunteers crossed seas so wide,
24To work with communities side by side.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 3 • Read & Interact
TEKS 3.10(D) • S47-S49
A Dream Can Grow (continued)
Poem. High Stamina. The numbers are line numbers. DOT any word you are unsure about.
25Then something happened deep in me;
26The dream became what I could see.
27It wasn't only words I'd heard,
28It lived beyond each spoken word.
29Carry it kindly, carry it far,
30Carry it brightly like a star.
31Carry it into school each day,
32And let your choices light the way.
33Carry it when a child stands near,
34But somehow feels alone with fear.
35Carry it when a voice is small,
36And make some room to hear its call.
37A dream has neither feet nor shoes,
38But we have paths that we can choose.
39A dream has neither hands to give,
40But through our hands a dream can live.
41A dream has neither voice nor song,
42Until our voices help along.
43So speak with hope and walk with care,
44And help the dream keep traveling there.
45Hope moves onward, strong and true,
46From older hearts to children new.
47Sometimes a dream can cross the years,
48Because we carry what we hear.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 3 • Read & Interact
TEKS 3.10(D) • S47-S49
What Will You Give? (continued)
Poem. High Stamina. The numbers are line numbers. DOT any word you are unsure about.
25Some people taught, while others learned,
26And through cooperation friendship burned.
27They shared their talents, time, and skill,
28But listened to another's will.
29Across new borders, roads, and lands,
30The invitation changed more hands.
31“Give something good. Learn something new.
32Build something side by side with you.”
33The years moved on; the seasons flew,
34And Grandpa's dark hair silver grew.
35That winter morning slipped away,
36But still its message lives today.
37It crossed our little kitchen space,
38Through Grandpa's words and smiling face.
39He told the story; I sat still,
40And wondered where I could fulfill.
41I looked at hands that held my pen,
42Then slowly looked at them again.
43Could ordinary hands like these
44Bring someone comfort, help, or ease?
45They could pick litter from the ground,
46Or welcome someone new in town.
47They could collect or plant or share,
48And show a lonely person care.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 3 • Read & Interact
TEKS 3.10(D) • S47-S49
What Will You Give? (continued)
Poem. High Stamina. The numbers are line numbers. DOT any word you are unsure about.
49The invitation still rings true:
50There always may be work to do.
51Sometimes it starts not far away,
52But three short desks from yours today.
53So when I wonder where to start,
54I'll look nearby and use my heart.
55The invitation asks of me:
56“What will your contribution be?”
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 3 • Read & Interact
TEKS 3.10(D) • S48-S49
Annotate: A Dream Can Grow
Look for personification (“A dream has neither feet nor shoes”), the lantern as a picture and symbol of hope, hope “like water helping gardens grow,” and the repeated “Carry it.”
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
Mark an image, a comparison, and a repeated word. If I cannot say what the craft does, I keep looking.
One craft move in “A Dream Can Grow”: The poet uses ___ to ___.
Grade 3 • Cluster 7 • Module 3 • Read & Interact
TEKS 3.10(D) • S44,S48-S49
Annotate: What Will You Give?
Look for the unseen invitation that travels with no envelope, ordinary hands as a symbol of service, and the repeated calls to give and serve.
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
STOP & THINK
Where does the invitation travel? What do the ordinary hands stand for?
My thinking
Grade 3 • Cluster 7 • Module 3 • Read & Interact
TEKS 3.10(D) • S48-S49
My Prompt Marking Notes
This module concentrates on A, Artistic Language, and E, Echo and Sound.
Shape
Word
Question I ask myself
A
Artistic Language
imagery, metaphor, personification, symbol
E
Echo and Sound
rhyme, rhythm, repetition
Read it aloud. Plan one image, one repetition, and one comparison: The poet uses ___ to ___.
How can a poet use artistic language and sound to make an important idea stay with the reader?
The poet uses ___, and the effect is ___, because ___.
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail
STUDENT WORKBOOK
Day 1: Gather + Reveal
What craft makes an idea stay with us?
1. Gather: Longer Text, Deeper Thinking
We already know what these poems are about. This week that is an advantage. You can look for something deeper: how the poet makes the idea stay with us. A poet uses artistic language, images, comparisons, and word choices, and sound, rhyme, rhythm, and repetition, to make an idea memorable.
Listen for one word picture and one repeated word. The poet chose them on purpose.
2. Reveal: The Poet’s Craft
Craft
What It Does
Imagery
paints a picture
Metaphor
compares
Personification
gives human qualities
Repetition and rhyme
create sound
Ask always: Why did the poet use it?
What picture does “a little lantern filled with light” create in your mind?
Read the High version of “A Dream Can Grow.” Pause at the craft. Then reread both poems and listen for sound: the repetition of “Carry it” and the repeated calls to give and serve.
LEAVES
What I Notice in “A Dream Can Grow”
What I Notice in “What Will You Give?”
A, Artistic Language
E, Echo and Sound
Why did the poet use that craft move? Complete the frame in your head: The poet uses ___ to ___.
The craft I noticed first, and the words that show it
The poet says a dream has neither feet nor shoes, yet somehow finds the roads we choose. That gives a human quality to an idea, personification. Notice hope pictured as a lantern of light, and hope like water helping gardens grow.
What is the poet comparing, and why?
4. Listen for Sound
Poets repeat words on purpose. Listen: Carry it kindly, carry it far, carry it brightly like a star. The repeated Carry it makes the idea stronger and easier to remember.
One image I found (line number and words)
One repeated word or line I found
The poet uses ___ to ___.
Grade 3 • Cluster 7 • Module 3 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
STUDENT WORKBOOK
Day 2: Attempt
POETRY CRAFT LAB
✂ Cut out these cards (sheet 1 of 2)
Cut on the dashed lines. Match each Craft card to its Example card and to its Effect card. Then explain: The poet uses ___ to ___. Store all cards in your Practice Pocket.
imagery
metaphor or symbol
personification
repetition
rhyme and rhythm
helps the reader picture something
represents a larger idea
gives a nonhuman idea human qualities
Grade 3 • Cluster 7 • Module 3 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
Self-Check (back of cards) (sheet 1 of 2)
This page prints on the back of the card page. Flip an example card over to check its craft and effect.
metaphor or symbol represents a larger idea
imagery helps the reader picture something
repetition emphasizes an idea
personification gives a nonhuman idea human qualities
helps the reader picture something imagery
rhyme and rhythm creates sound and movement
gives a nonhuman idea human qualities personification
represents a larger idea metaphor or symbol
Grade 3 • Cluster 7 • Module 3 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
STUDENT WORKBOOK
Day 2: Attempt
POETRY CRAFT LAB
✂ Cut out these cards (sheet 2 of 2)
Cut on the dashed lines. Match each Craft card to its Example card and to its Effect card. Then explain: The poet uses ___ to ___. Store all cards in your Practice Pocket.
emphasizes an idea
creates sound and movement
“No envelope came through the door”
hope as “a little lantern filled with light”
a dream that finds roads and rises into the sky
“Carry it” and the repeated calls to “Give” and “serve”
paired line endings and a steady beat
Grade 3 • Cluster 7 • Module 3 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
Self-Check (back of cards) (sheet 2 of 2)
This page prints on the back of the card page. Flip an example card over to check its craft and effect.
creates sound and movement rhyme and rhythm
emphasizes an idea repetition
metaphor or symbol: represents a larger idea
imagery: helps the reader picture something
repetition: emphasizes an idea
personification: gives a nonhuman idea human qualities
rhyme and rhythm: creates sound and movement
Grade 3 • Cluster 7 • Module 3 • Day 2 • ATTEMPT
TEKS 3.10(D) • S50
ELPS today: 3(E) Share information in cooperative learning interactions
STUDENT WORKBOOK
Day 2: Attempt
Poetry Craft Lab
Match each Craft to an Example in the poems and to its Effect. Today do not merely name poetic devices. The more important question is: Why did the poet use it? If you say, This is repetition, ask yourself, So what?
Craft Card
Example from a poem
Effect Card
imagery
metaphor or symbol
personification
repetition
rhyme and rhythm
Response pattern: The poet uses ___ to emphasize, create, or show ___. Model: The poet uses the image of a lantern to show that hope gives light we can carry to others.
Our best match: The poet uses ___ to ___.
A second match and why the poet used it
Grade 3 • Cluster 7 • Module 3 • Day 3 • DISCUSS + USE
TEKS 3.10(D) • S50
ELPS today: 4(F)(i) Write to narrate, describe, explain, respond, or persuade with detail in the content areas
STUDENT WORKBOOK
Day 3: Discuss + Use
Why does the craft work?
Question
My thinking
Which poetic techniques were easiest to identify? Which were hardest?
What happens when a poet repeats something?
Why might a poet compare hope to a light or a seed rather than simply saying, “Hope is important”?
A poet does not add craft for decoration. Each image, comparison, and repetition helps an idea stay with the reader.
The big idea each poem makes memorable
Grade 3 • Cluster 7 • Module 3 • Day 3 • DISCUSS + USE
TEKS 3.10(D) • S50
Use: Write Two Stanzas (Try It On Your Own!)
Choose one idea, hope or service. Write two four-line rhyming stanzas with one image, one repetition, one metaphor or comparison, and clear emotion. Use craft on purpose. Poetry should make every word work harder.
Which image will I paint? What will I repeat? What will I compare? Plan the craft before you fill the page.
Stanza 1
Stanza 2
When you finish, read it aloud and listen for the craft you built in.
Grade 3 • Cluster 7 • Module 3 • Day 4 • AWARD + TARGET
TEKS 3.10(D) • S50
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 4(C)(ii) Write using content-area vocabulary
STUDENT WORKBOOK
Day 4: Award + Target
What craft can I control?
Today we are not asking only, Did I finish? We are asking, What craft can I control? Award yourself for a craft decision you made on purpose.
Craft Ladder
I can teach it
I can do it
I am developing it
This is my target
I can identify artistic language: image, comparison, personification.
I can explain what the artistic language accomplishes.
I can create purposeful repetition.
I can create rhyme or rhythm.
I can write a poem whose craft matches my idea.
I award myself for the craft move ___, and the evidence in my poem is ___.
My target is to make ___ stronger. I will do this by ___.
Something this module makes me wonder about is ___.
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 3(E) Share information in cooperative learning interactions; 4(C)(ii) Write using content-area vocabulary
STUDENT WORKBOOK
Day 5: Explain/Educate
Craft Expert Turn-and-Teach
You have ninety seconds to turn your partner into an expert. Afterward, your partner teaches the idea back. If your partner can teach it back accurately, you succeeded as a teacher.
My craft (circle one): imagery, metaphor, personification, repetition, rhyme, rhythm, symbol, or purposeful word choice.
Complete each sentence. You may use either poem, but point to the words and explain the effect.
One image or word picture I noticed is
One repeated word or line is
The poet used it to
The big idea this craft makes memorable is
How can a poet use artistic language and sound to make an important idea stay with the reader?
Grade 3 • Cluster 7 • Module 3 • Write More
TEKS 3.10(D) • S62-S63
STUDENT WORKBOOK
Write More
Plan, draft, revise, edit, and share
My Writing Assignment
This week you learned two LEAVES elements: Artistic Language and Echo and Sound. Now use them in your own poem. Write a short poem, two or three four-line stanzas, about hope or service that uses at least one image, one repetition, and one comparison on purpose.
Read it aloud. Plan one image, one repetition, and one comparison: The poet uses ___ to ___.
Choose one idea, hope or service, and write two four-line rhyming stanzas that include one image, one repetition, one metaphor or comparison, and clear emotion.
My Plan
Step 1, The Idea: Choose hope or service. Name the one feeling or idea your poem will make memorable.
Step 2, The Image and Comparison: Plan one picture and one comparison for that idea.
Step 3, The Sound: Choose a word or line to repeat, and plan your rhymes.
Read your poem aloud and listen for the craft.
Success check: my poem communicates one clear feeling or idea, and I can explain why I used each craft move.
One word picture (image) and one comparison for my idea, hope or service
The word or line I will repeat
Echo and Sound
Choose a word or line to repeat, and plan your rhymes. At least two lines in each stanza end with rhyming words.
Starters I may use: Carry it, carry it, ___. Hope is like ___.
Grade 3 • Cluster 7 • Module 3 • Write More
TEKS 3.10(D) • S71
My Draft
Stanza 1 and Stanza 2. Use craft on purpose. Do not simply chop sentences into short lines.
Draft, page 1
A line with craft I want to keep
Grade 3 • Cluster 7 • Module 3 • Write More
TEKS 3.10(D) • S72
Revise, Edit, and Share
Revise
Edit
My stronger image or comparison
Share
Read your poem to a partner. Your partner names one craft move and explains its effect.
The craft move and effect my partner named
Grade 3 • Cluster 7 • Module 3 • Write More
TEKS 3.10(D) • S51-S53,S64
Before I Turn It In
Read each line. Check it when I can show it in my work.
Part
I can show...
Check
Image
Specific word picture helps the reader see.
Repetition
Repeated word or line is purposeful.
Comparison
Comparison deepens the idea.
Sound
Rhyme and rhythm strengthen feeling.
Meaning
Clear emotion or idea stays with the reader.
Study the Samples
Read the three poems. Notice what improves from Low to Medium to High.
Choose one idea, hope or service, and write two four-line rhyming stanzas that include one image, one repetition, one metaphor or comparison, and clear emotion.
Low Hope is good. I like hope. Helping is nice. Be nice to people. The end. What is working: the student names the idea of hope and helping. What needs improvement: arrange two four-line stanzas and add one image, one repeated line, and one comparison so the idea comes alive.
Medium Hope can grow, hope can grow, / Like a little seed we sow. / Helping hands can help it, too, / Kind and gentle, strong and true. / We can share it every day, / We can share it on our way. / Hope will grow if we are kind, / A brighter world is what we'll find. What is working: two four-line stanzas, rhyme, a repeated line, and a comparison. What needs improvement: replace the general ending with one specific picture so the reader can see the brighter world.
High A dream is a lantern, a lantern of light, / Carried by hands through the dark of the night. / Carry it, carry it, pass it along, / A small steady flame growing braver and strong. / Hope has no feet, yet it travels so far, / From one caring hand to a hope-lighted star. / Carry it, carry it, help the flame grow, / And light up the path for the ones we don't know. Why it works: the poem makes the idea of shared hope stay with the reader through image, comparison, and sound.
How can words, dreams, and acts of service inspire people to make a positive difference?
The answer Words can carry hope and invite people to serve. In “A Dream Can Grow,” a dream travels through voices, images, repetition, and choices that make room for others. In “What Will You Give?” an invitation to serve moves through generations and becomes nearby acts of care. Dreams and words inspire a positive difference when people carry them into choices, cooperation, and service.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Write a short poem, two or three four-line stanzas, about hope or service that uses at least one image, one repetition, and one comparison on purpose.
Choose one card to talk about with someone at home. Each one ends in a conversation, not a worksheet.
Find the Picture Read a short poem or song together. Point to one line that paints a picture. Ask: What do you see, and which words made you see it?
Family member signature: ____________________
Say It Again Find a repeated word or line in a song. Say it together the way the singer does. Ask: Why does repeating it make it stronger?
Family member signature: ____________________
Write a Craft Line Choose hope or service. Write one line with an image, one repeated line, and one comparison. Read it aloud to a family member. Ask: Which picture did my words paint?
Family member signature: ____________________
My Family Conversation Notes
What did I teach? What did my family member remember?
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
Date
What I did (for example exit ticket, short answer, rubric)
My score
My next goal
Why This Helps Me
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.
I can keep this page with my other work. It shows how my thinking grew.
The most useful word I learned
The craft move I can find fastest
My Craft Move
Craft makes meaning stay. Images show it, comparisons deepen it, and sound helps us remember it.
A note to my future writer self
My Proud Moment This Week
Grade 3 • Cluster 7 • Module 4 • Getting Started
TEKS 3.12(B) • S2
How to Use My Workbook
This book holds my reading, thinking, writing, and reflection for this module.
My Name and My Goal for This Module
Pocket Practice: keep your game cards in a folder or envelope while you work on this module.
Grade 3 • Cluster 7 • Module 4 • Meet My Week
TEKS 3.12(B) • S2-S3
STUDENT WORKBOOK
Meet My Week
Meaning and Significance: Bringing All of LEAVES Together
Why This Matters to Me
This is the capstone. I will bring together all six LEAVES elements to read and write the way a poet works, turning an experience into meaning that lasts.
Essential Question
How does a poet turn an experience into something meaningful for other people?
My Week Tracker
Check off each day after you finish that day's work.
My First Thinking
Grade 3 • Cluster 7 • Module 4 • Meet My Week
TEKS 3.12(B) • S27
I Can
I can find and explain all six LEAVES elements in a poem.
I can state a poem's significance in my own words.
I can write a poem that uses the LEAVES tools on purpose.
I can explain how words, dreams, and service can inspire people to make a positive difference.
I Will
I will analyze all six LEAVES elements in a poem.
I will explain the significance of a poem: why it matters and what a reader should carry away.
I will write an original poem that uses lines, emotion, artistic language, voice, sound, and significance.
I will answer the cluster's overarching question with evidence from the poems.
The I Can I want to reach first, and why
Grade 3 • Cluster 7 • Module 4 • Meet My Week
TEKS 3.12(B) • S10-S14
My Week at a Glance
What I learn
What I read
What I make
How a poet uses all six LEAVES elements to turn an experience into meaning.
Two Very High stamina poems: "A Dream Can Grow" and "What Will You Give?"
Station responses, an original poem, a self-assessment, and a Poet Teach-Out.
Where We Are Going
I will name every LEAVES element, gather evidence, explain how the elements work together, and write an original poem with a clear significance.
I'll Know I've Got It When...
Check Myself
How I Will Show What I Know
I will show what I know with station responses, an original poem, a self-assessment, and a Poet Teach-Out.
My GRADUATE Learning Path
Stage
Day
What I do
Gather
Day 1
I read the richest poems and notice all six LEAVES elements.
Reveal
Day 1
I see how every element works together.
Attempt
Day 2
I gather evidence for each LEAVES element at stations.
Discuss
Day 3
I discuss significance and why the poem matters.
Use
Day 3
I write an original poem using all six LEAVES elements.
Award
Day 4
I find evidence of each element in my own poem.
Target
Day 4
I choose one revision to make my poem stronger.
Explain/Educate
Day 5
I teach my poem in a Poet Teach-Out.
Grade 3 • Cluster 7 • Module 4 • Meet My Week
TEKS 3.12(B) • S2-S3
Say It Together!
These are the exact TEKS this module teaches. Read the code, then say the job in your own words.
3.10(D):
TEKS says: describe how the author's use of language contributes to meaning.
How I say it: I explain how the poet's words, images, voice, and sound create meaning.
3.8(A):
TEKS says: infer the theme of a work, distinguishing theme from topic.
How I say it: I explain the big idea and what a reader should carry away, not only the topic.
3.12(B):
TEKS says: compose informational texts, including poetry, using genre characteristics and craft.
How I say it: I write a poem that uses lines, emotion, artistic language, voice, sound, and significance on purpose.
Call and Response
Read this together as a class before we start.
Teacher asks: "What six elements does a poet use to turn an experience into meaning?"
Class answers: "Lines, Emotion, Artistic language, Voice, Echo and sound, Significance! LEAVES!"
One TEKS I want to practice today
Grade 3 • Cluster 7 • Module 4 • Get Ready
TEKS 3.12(B) • S28-S29
STUDENT WORKBOOK
Get Ready
Before I begin
Before We Begin: What Do I Already Know?
I already know how to read a poem and notice lines and stanzas. I can recognize imagery, metaphor, personification, symbol, rhyme, rhythm, and repetition. I can identify who is speaking and write a complete stanza with a clear idea.
A connection I can make
Remember It!
One idea I remember
Grade 3 • Cluster 7 • Module 4 • Get Ready
TEKS 3.12(B) • S32-S34
Ready Check
Watch Out! Common Mix-Up Watch out! Significance is not a summary. Do not accept "This poem is about hope" as significance. Ask: Why does the poem matter, and what should a reader carry away?
Where This Fits in My Writing
This module is the capstone. I will bring together every LEAVES element to write an original poem that turns an idea into meaning.
This shows my teacher what I already know. It is not for a grade. Work on your own. You may reread the two poems in Read and Interact as often as you want.
Part 1: Prompt Analysis
Read the prompt. Notice the LEAVES element or elements it asks about. Circle the key idea.
How does a poet turn an experience into something meaningful for other people?
Part 2: Thesis (Central Idea)
Write one sentence that answers the prompt above. Use the topic, use the charge, and add your own answer.
Reason: A poem uses lines, emotion, artistic language, voice, sound, and significance to create meaning. Choose one LEAVES element. Copy one line from a poem that shows that element. Then explain in one sentence why it helps the reader.
The sentence I copied from the passage
Why it proves the reason
Part 6: Passage-Based Paragraph
Write three or four sentences that answer the prompt from Part 1. Use your thesis (central idea), one reason, and one piece of evidence.
My paragraph
Grade 3 • Cluster 7 • Module 4 • Words I Need
TEKS 3.12(B) • S36
STUDENT WORKBOOK
Words I Need
Tier 1, everyday words
Say each word. Then use one word in a sentence about our poems.
Word
Say it
What it means
Sentence frame
meaning
MEE-ning
What a poem is really about.
The meaning of this poem is ______.
matter
MAT-er
To be important.
This poem matters because ______.
carry
KAIR-ee
To hold and keep something.
I will carry ______ from this poem.
whole
HOLE
All the parts together.
The whole poem shows ______.
choose
CHOOZ
To pick on purpose.
The poet chose ______ to show ______.
idea
eye-DEE-uh
A thought a poem communicates.
The big idea is ______.
share
SHAIR
To give or pass something to others.
A dream can grow when we share ______.
serve
SURV
To help others and the community.
The poem shows serving when ______.
Use one Tier 1 word in a sentence
Grade 3 • Cluster 7 • Module 4 • Words I Need
TEKS 3.12(B) • S37
Words I Need: Tier 2, academic words
These thinking words help me understand prompts and explain answers. Say each word, then use it with a partner.
Word
Say it
What it means
Sentence frame
significance
sig-NIF-ih-kunss
Why the poem matters and what to carry away.
The significance of this poem is ______.
theme
THEEM
The big idea a poem communicates.
The theme of this poem is ______.
synthesize
SIN-thuh-size
To bring many parts together into one whole.
I synthesize the elements by ______.
perspective
per-SPEK-tiv
The point of view of the speaker.
From this perspective, ______.
imagery
IM-ij-ree
Words that help the reader picture something.
The imagery here makes me see ______.
voice
VOYS
Who seems to be speaking in a poem.
The voice in this poem sounds ______.
purposeful
PUR-pus-ful
Done on purpose, for a reason.
The poet's purposeful choice was ______.
reflect
rih-FLEKT
To think carefully about meaning.
The poem makes me reflect on ______.
Use one Tier 2 word in a sentence
Grade 3 • Cluster 7 • Module 4 • Words I Need
TEKS 3.12(B) • S38
Words I Need: Tier 3, passage words
These words connect to the history and ideas behind our two poems.
Word
Say it
What it means
Sentence frame
dream
DREEM
A hope or goal for a better future.
Dr. King's dream was ______.
service
SUR-vis
Helping others and the community.
Service means ______.
legacy
LEG-uh-see
Something handed down from the past.
Dr. King's legacy is ______.
citizen
SIT-uh-zuhn
A member of a community or country.
A citizen can help by ______.
generation
jen-uh-RAY-shun
People living during the same time.
A dream can cross from one generation to ______.
contribution
kon-truh-BYOO-shun
Something helpful a person gives.
My contribution can be ______.
community
kuh-MYOO-nuh-tee
A group of people who live or work together.
I can help my community by ______.
inspire
in-SPYR
To fill someone with the urge to do something good.
Point to layout, emotion, image, voice, sound, and significance.
Skill
Gather evidence for each element.
Place evidence with the element it best shows.
Strategic
Explain how the elements work together and state the significance.
Show how craft creates meaning worth carrying away.
Extended
Write an original poem using all six LEAVES elements.
Compose a full-LEAVES poem with a clear significance.
The Difference Between WHY and HOW
Prompt type
What it asks me to do
Example
WHY
Explain a reason, a purpose, or why something matters.
How does a poet turn an experience into something meaningful for other people?
HOW
Analyze how parts work together or how something happens.
Why does the poem matter, and what should a reader carry away?
Significance is not a summary. It is why the poem matters and what a reader should carry away. A topic names what the poem is about; significance names why it matters.
A LEAVES task I want to try
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S39,S44,S48-S49
STUDENT WORKBOOK
Read & Interact
Read with a purpose
Dot, Discover, Drop
DOT: Place a small dot above any unfamiliar word. DISCOVER: Find the pronunciation or the meaning. DROP: Erase the dot once the word is understood.
TRACKS Legend
Letter
Category
Definition and Examples
Required Pastel Color
T
Time
Age, era, dates, cultural details, or historical details. Often adjectives.
Pastel Green
R
Reactions
Reactions, solutions, resolutions, or effects. Often verbs/adverbs.
Pastel Purple
A
Actions
Actions, problems, conflicts, or causes. Often verbs/adverbs.
Pastel Yellow
C
Character, Concept, Creature
Names of characters/people/animals, or major concepts as the central idea. Often nouns/proper nouns.
Pastel Yellow
K
Key Knowledge
All other important info needed for the passage's meaning not in another TRACKS category (background knowledge).
Pastel Orange
S
Scenery / Setting
Setting characteristics acknowledged/measured through the five senses.
Pastel Green
TRACKS marks evidence in the passage. Highlight the smallest meaningful phrase. The shapes Circle, Box, and Triangle are used only to analyze the prompt.
Connect It to Our World
"A Dream Can Grow" helps us consider how hope and a vision for the future can travel from one person to another. "What Will You Give?" helps us consider how an idea about service can move from words into action.
Background I Need
"A Dream Can Grow" connects to Dr. Martin Luther King Jr. and the idea of hope. "What Will You Give?" connects to President John F. Kennedy and the idea of serving others. This week the poems return in their Very High stamina versions, the longest and richest of the cluster.
Words I dotted while reading
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
A Dream Can Grow
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
1I used to think that dreams came late,
2When nighttime closed the garden gate.
3They filled our minds while we were still,
4Then disappeared beyond the hill.
5But underneath an August sky,
6I learned some dreams will never die.
7With Mama's hand wrapped tight in mine,
8I saw a different dream begin to shine.
9Around us thousands filled the space,
10Each person with a hopeful face.
11Their different footsteps found one place,
12Their many stories shared one space.
13The crowd grew quiet, row by row,
14As one strong voice began to flow.
15Across the steps and shining pool,
16Its steady rhythm stayed strong and cool.
17The words moved over heads that day,
18Like summer wind that finds its way.
19They crossed the crowd from near to far,
20Like rays that travel from a star.
21I did not understand each phrase;
22Some words felt like a winding maze.
23I was a child, still learning how
24The past could meet the future now.
25But I understood the word called hope,
26A steady thread, a shining rope.
27I understood that children too
28Could dream of what the world might do.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
A Dream Can Grow (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
29I understood my mama's tears,
30Her hopes that traveled through the years.
31“I want this dream for you,” she said,
32And those few words stayed in my head.
33The future once had seemed to me
34A place that someday I would see.
35But now I knew each choice we make
36Can help decide the path we take.
37One thoughtful word, one caring deed,
38Can sometimes be a tiny seed.
39And seeds, when given sun and rain,
40Can rise from ordinary plain.
41The dream traveled. The dream grew.
42It moved from him to me and you.
43From microphone to listening ear,
44It crossed the distance year by year.
45It traveled home through stories told,
46Through younger hearts and people old.
47It entered classrooms, homes, and streets,
48And lived wherever kindness meets.
49It travels when we make some room
50For someone waiting near the room.
51It travels when we choose to hear
52A softer voice that others fear.
53A dream can be a planted seed
54That grows through every caring deed.
55But seeds need soil, rain, and light,
56Just as our dreams need what is right.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
A Dream Can Grow (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
57A dream can be a lantern bright,
58That helps us find our way at night.
59But someone's hands must hold it high,
60And guard its flame beneath the sky.
61A dream can be a song we know,
62Whose melody continues so.
63One voice may start the opening tune,
64Then many voices join it soon.
65The dream traveled. The dream travels still.
66It crosses every road and hill.
67It asks each generation new,
68“What will you carry? What will you do?”
69That afternoon I thought I'd see
70A moment made for history.
71I didn't know that history
72Would quietly ask something of me.
73“Carry this hope. Protect its light.
74Add your own voice for what is right.
75Choose kindness when the choice is yours.
76Help open someone's waiting doors.”
77The little child I was that day
78Has grown and changed along the way.
79Yet still I feel the summer sun,
80And hear the words when day is done.
81I hear the crowd grow calm once more,
82I see the water near the shore.
83I feel my mama's hand in mine,
84And see that hopeful lantern shine.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
A Dream Can Grow (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
85If someone asks where dreams can go,
86I think by now I surely know.
87They travel farther when we share,
88And grow through ordinary care.
89They live not only in a speech,
90But in the lives that speeches reach.
91They travel through the things we do,
92From one old dream to something new.
93And now, although the years move on,
94The dream has never truly gone.
95For while we choose to carry through,
96The dream still travels, me to you.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
What Will You Give?
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
1Grandpa keeps history tucked away,
2Inside the stories he can say.
3Not under glass, not locked from sight,
4But held in memories warm and bright.
5One memory starts with winter snow,
6With frozen streets and winds that blow.
7A waiting crowd, a morning chill,
8A nation's capital standing still.
9A president prepared to speak,
10While thousands listened, strong and meek.
11Grandpa remembers words that day,
12But more, the question they seemed to say.
13Not only, “What can come to me?” But,
14“What can my contribution be?”
15Not only, “What am I receiving?” But,
16“How can service show believing?”
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
What Will You Give? (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
17Give time when time is what they need.
18Give effort through a thoughtful deed.
19Give talent, patience, heart, and care;
20Give something useful you can share.
21Give hands to work that should be done.
22Give encouragement to someone.
23Give thought to problems you can mend,
24And give your listening to a friend.
25Grandpa says words can travel far,
26Like light that leaves a distant star.
27Once people hear and choose to move,
28Their actions help the message prove.
29The challenge left that winter place,
30And traveled on at steady pace.
31Into communities it sped,
32Through helping hands and hearts it led.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
What Will You Give? (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
33Serve, said the memory passing through.
34Serve, through the useful things you do.
35Serve, when another needs your hand.
36Serve, where you live or in another land.
37The Peace Corps carried service wide,
38Across the oceans' changing tide.
39Young volunteers went forth to share,
40But also learned from people there.
41They entered classrooms, farms, and towns,
42Across new roads and unfamiliar grounds.
43They brought their knowledge, work, and skill,
44But listened first to others' will.
45For service should not proudly say,
46“I know what's best; now step away.”
47True service stands beside a friend,
48And asks how both can reach the end.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
What Will You Give? (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
49It says, “You matter. I can see.
50Perhaps you also can teach me.”
51It builds a bridge from shore to shore,
52Where each side gives and learns some more.
53Grandpa says bridges work both ways;
54That's why their strength can last for days.
55One side may teach, one side may learn,
56Then both can give when roles return.
57The years rolled onward, fast and free;
58The young man Grandpa used to be
59Became the man across from me,
60Still holding pieces of history.
61The microphone was far away.
62No crowd surrounded us that day.
63Just Grandpa, me, my notebook there,
64And afternoon light in the air.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
What Will You Give? (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
65Yet somehow through that quiet room,
66The old invitation seemed to bloom.
67It crossed the table, warm and clear,
68And landed somewhere very near.
69What will you give? the question said.
70It seemed to circle in my head.
71I looked at hands that held my pen,
72Then looked at both of them again.
73These are not hands the world would know;
74No cameras follow where they go.
75They're ordinary, young and small,
76And sometimes drop my bouncing ball.
77They sharpen pencils, carry books,
78Turn pages filled with tales and looks.
79They tie my shoes and pack my things,
80And reach for cookies Grandma brings.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
What Will You Give? (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
81Grandpa laughed when I told him so,
82But then he said,
83“You ought to know: The world is often helped each day
84By ordinary hands that find a way.”
85My hands can gather, plant, and clean.
86They can help keep our schoolyard green.
87They can lift boxes, books, or chairs,
88And lighten someone else's cares.
89They can pull out an empty seat,
90And welcome someone I might meet.
91They can collect what others need,
92And turn good thoughts into a deed.
93They can help younger readers grow,
94By sharing words that I now know.
95They can transform a thought one day,
96“Someone should help”, to “I'll find a way.”
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
What Will You Give? (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
97Perhaps that's how communities grow,
98Not through one giant act we show,
99But many people choosing to
100Find one worthwhile and helpful thing to do.
101A country feels enormous still,
102With every city, road, and hill.
103A child seems tiny next to all,
104One little voice can feel so small.
105But Grandpa helped me understand
106A country isn't only land.
107It's neighborhoods and people too,
108And what those people choose to do.
109A neighborhood is people near,
110Who share their work from year to year.
111And every person gets to choose
112The kind of hands and heart they'll use.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
What Will You Give? (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
113The question then seems close to me,
114No longer huge or hard to see: Who needs some help?
115Where can I start?
116What can I offer from my heart?
117The famous speech has long been done.
118The winter snow has met the sun.
119The waiting crowd went home that day,
120Yet powerful questions sometimes stay.
121They travel farther than we know,
122From voice to voice as years may go.
123From president to citizen,
124Then grandfather to child again.
125One day perhaps I'll tell someone
126About the question that begun
127Before I ever came to be,
128Yet found its way somehow to me.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S47-S49
What Will You Give? (continued)
Poem. Very High Stamina. Read every stanza. Use the LEAVES framework.
129Today I have a voice and hands,
130A little time and simple plans.
131I have some choices I can make,
132And helpful actions I can take.
133So first, before I wait to see
134What everyone will do for me,
135I'll look around and choose to live
136By asking this: What will I give?
137And once I know where I can start,
138I'll use my hands, my time, my heart.
139For service grows when we begin,
140We change the world by helping in.
My marks
A phrase I want to remember
My Words: One new word I learned today:
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S48-S49
Annotate: A Dream Can Grow
Look for the poem’s stanzas and how the speaker’s memory of the dream travels and grows.
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
Mark the LEAVES element you notice. Point to the exact words.
My best TRACKS phrase and why I chose it
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S44,S48-S49
Annotate: A Dream Can Grow (continued)
Look for the poem’s stanzas and how the speaker’s memory of the dream travels and grows.
TRACKS mark
Color label
What I found (paragraph number and words)
T: Time
Pastel Green
R: Reactions
Pastel Purple
A: Actions
Pastel Yellow
C: Character, Concept, Creature
Pastel Yellow
K: Key Knowledge
Pastel Orange
S: Scenery / Setting
Pastel Green
STOP & THINK
Which element works hardest in this stanza to create meaning?
My thinking
Grade 3 • Cluster 7 • Module 4 • Read & Interact
TEKS 3.12(B) • S48-S49
My Prompt Marking Notes
The LEAVES framework gives me six elements to find in every poem. I can use the letters to slow down and notice each one.
Shape
Word
Question I ask myself
L
Lines and Layout
How has the poet arranged words, lines, and stanzas?
E
Emotion and Experience
What experience or emotion is being communicated?
A
Artistic Language
What imagery, metaphor, or comparison creates meaning?
V
Voice
Who seems to be speaking, and how does that perspective influence the poem?
E
Echo and Sound
How do rhyme, rhythm, repetition, and sounds strengthen the poem?
S
Significance
Why does the poem matter? What should a reader carry away?
Read the prompt. Notice the LEAVES element it asks about.
How does a poet turn an experience into something meaningful for other people?
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 3(E) Share information in cooperative learning interactions LEAVES Evidence Quest station teams; 4(C)(ii) Write using content-area vocabulary; 4(F)(i) Write to narrate, describe, explain, respond, or persuade...
STUDENT WORKBOOK
Day 1: Gather + Reveal
The same poems, greatest depth
Our Question for Today
What happens when we read the richest versions of our poems and notice all six LEAVES elements together?
1. Gather: The Same Poems, Greatest Depth
You have met these poems three times. This week you will read the longest and richest versions. The poem is longer because there is more thinking available to us.
2. Significance
Significance means why a poem matters and what a reader should carry away. It is not a summary. It is not the topic.
In "A Dream Can Grow," what should a reader carry away?
In "What Will You Give?," what should a reader carry away?
Use the LEAVES framework to connect all six elements across both poems.
The layout is ______, and it helps the reader ______.
The feeling is ______ because the poet writes ______.
The image or comparison makes me see ______.
The speaker is ______, so the perspective feels ______.
The rhyme, rhythm, or repetition emphasizes ______.
The poem matters because ______; a reader should carry away ______.
Grade 3 • Cluster 7 • Module 4 • Day 2 • ATTEMPT
TEKS 3.12(B) • S50
STUDENT WORKBOOK
Day 2: Attempt
LEAVES Evidence Quest
✂ Cut out these cards
Read the station question. Find the evidence in the poem. Explain why it matters. Teams earn up to 3 points per station.
SIGNIFICANCE
CRAFT
EVIDENCE
Name one LEAVES element in "A Dream Can Grow" and point to the words.
Name one LEAVES element in "What Will You Give?" and point to the words.
What is the significance of "A Dream Can Grow"?
What is the significance of "What Will You Give?"?
How do the two poems work together?
Grade 3 • Cluster 7 • Module 4 • Day 2 • ATTEMPT
TEKS 3.12(B) • S50
Self-Check
Flip a card over to check your answer. Keep the cards in Pocket Practice when you finish.
CRAFT the LEAVES tools the poet uses on purpose.
SIGNIFICANCE why the poem matters and what to carry away.
L: four-line stanzas arrange the growing idea; E: hope and Mama's tears; A: seed, lantern, song images.
EVIDENCE the exact words from the poem that prove it.
Hope is passed on; each new person can choose to carry it.
V: Grandpa's voice and the granddaughter's voice; E: repeated "Give" and "Serve"; S: a call to serve becomes personal.
Words, dreams, and thoughtful choices can inspire people to make a positive difference.
A call to serve becomes a personal question a student can answer.
Grade 3 • Cluster 7 • Module 4 • Day 2 . ATTEMPT
TEKS 3.12(B) • S50
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 3(E) Share information in cooperative learning interactions LEAVES Evidence Quest station teams; 4(C)(ii) Write using content-area vocabulary; 4(F)(i) Write to narrate, describe, explain, respond, or persuade...
STUDENT WORKBOOK
Day 2: Attempt
LEAVES Evidence Quest
Our Question for Today: Can I find and explain evidence for every LEAVES element?
1. LEAVES Evidence Quest
At each station, find the evidence, then explain it. Evidence without explanation is unfinished thinking.
Your team earns up to 3 points per station: 1 point for an accurate answer, 1 point for textual evidence from a poem, and 1 point for a clear explanation.
Round
1
2
3
4
5
6
My partner
My point
Station Recording Sheet
L: Lines and Layout. How are the stanzas and line breaks arranged? What does the layout do?
E: Emotion and Experience. What is the strongest feeling, and which words create it?
Grade 3 • Cluster 7 • Module 4 • Day 2 . ATTEMPT
TEKS 3.12(B) • S50
Station Recording Sheet, continued
A: Artistic Language. Find one image, comparison, or personification. Explain its effect.
V: Voice. Who is speaking? Give a clue from the poem.
E: Echo and Sound. Find repetition, rhyme, or rhythm. What does it emphasize?
S: Significance. Complete: This poem matters because ______. A reader should carry away ______.
Grade 3 • Cluster 7 • Module 4 • Day 3 . DISCUSS + USE
TEKS 3.12(B) • S50
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 3(E) Share information in cooperative learning interactions LEAVES Evidence Quest station teams; 4(C)(ii) Write using content-area vocabulary; 4(F)(i) Write to narrate, describe, explain, respond, or persuade...
STUDENT WORKBOOK
Day 3: Discuss + Use
I explain my thinking, then write my own poem
Our Question for Today
Why does knowing significance matter more than naming a topic?
1. Discuss Significance
Question
My thinking
Which LEAVES element was easiest to prove at the stations?
Which required the most interpretation?
Why does Significance require deeper thinking than identifying a rhyme?
How did your understanding change because you read longer, richer poems?
Significance is not a summary. It is why the poem matters and what a reader should carry away.
My significance statement for "A Dream Can Grow"
My significance statement for "What Will You Give?"
Grade 3 • Cluster 7 • Module 4 • Day 3 . DISCUSS + USE
TEKS 3.12(B) • S50
2. Write a Full-LEAVES Poem
Choose one idea: hope, helping, service, friendship, inclusion, community, responsibility, or making a positive difference. Write a rhyming poem of at least three four-line stanzas.
LEAVES Element
What My Poem Needs
Lines and Layout
Deliberate four-line stanzas.
Emotion and Experience
A clear, honest feeling.
Artistic Language
At least one image and one comparison.
Voice
A clear, consistent speaker.
Echo and Sound
Rhyme, rhythm, or purposeful repetition.
Significance
An ending that shows why the idea matters.
Planning My Poem
Step 1: Idea and Voice. Name your idea and your speaker.
My idea and my speaker's voice
Step 2: Craft. Plan one image, one comparison, and one repetition.
My image, my comparison, and my repeated word or line
Step 3: Significance. Write the carry-away idea your poem will build toward.
What I want my reader to carry away
Grade 3 • Cluster 7 • Module 4 • Day 3 . DISCUSS + USE
TEKS 3.12(B) • S50
My Original Full-LEAVES Poem
Make every word work harder. When you finish, a reader should be able to say what you want them to carry away.
My poem
Embedded Check
Grade 3 • Cluster 7 • Module 4 • Day 3 . DISCUSS + USE
TEKS 3.12(B) • S50
3. My Personal Connection
Connect a memory or experience to one of the poems. Tell which detail made you think of it.
My connection and the detail that made me think of it
Retell how "A Dream Can Grow" and "What Will You Give?" show that words, dreams, and service can inspire people.
My retelling
Tell one way the two poems' ideas are connected.
My comparison
Grade 3 • Cluster 7 • Module 4 • Day 4 . AWARD + TARGET
TEKS 3.12(B) • S50
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 3(E) Share information in cooperative learning interactions LEAVES Evidence Quest station teams; 4(C)(ii) Write using content-area vocabulary; 4(F)(i) Write to narrate, describe, explain, respond, or persuade...
STUDENT WORKBOOK
Day 4: Award + Target
I notice evidence of my growth
Our Question for Today
What did my brain learn to do this week that it could not do before?
1. Full-LEAVES Self-Assessment
Mark where each LEAVES element appears in your own poem.
LEAVES Element
Evidence in My Poem
L: Lines and Layout
E: Emotion and Experience
A: Artistic Language
V: Voice
E: Echo and Sound
S: Significance
2. Award the Best Parts
I am especially proud of ______ because ______.
My award sentence
Grade 3 • Cluster 7 • Module 4 • Day 4 . AWARD + TARGET
TEKS 3.12(B) • S50
3. Target My Next Step
Strong writers identify the one change that will create the greatest improvement, then revise.
Before I consider this finished, I will improve ______ by ______.
My target sentence
4. My Revision
Revise the one part you targeted. Write the improved version below.
ELPS today: 2(E) Use comprehensible language to explain information orally with increasing specificity and detail; 3(E) Share information in cooperative learning interactions LEAVES Evidence Quest station teams; 4(C)(ii) Write using content-area vocabulary; 4(F)(i) Write to narrate, describe, explain, respond, or persuade...
STUDENT WORKBOOK
Day 5: Explain/Educate
I teach someone else
Our Question for Today
How would I teach someone else what makes a poem meaningful?
1. Poet Teach-Out
Explain how every LEAVES element works in your original poem. Use the sentence starters below.
"I arranged my poem this way because..."
"The emotion I wanted the reader to feel was..."
"One example of artistic language is..."
"My speaker's voice sounds..."
"I created echo or sound by..."
"The significance of my poem is..."
My partner noticed this LEAVES element and its effect
2. Final Cluster Closure
How can words, dreams, and acts of service inspire people to make a positive difference?
One idea from this cluster that I will carry with me is...
My carry-away idea
Writing Process Poem
Read each line after your teacher, army chant style.
Read with prosody, leave some tracks. Shape the prompt and answer back. Write the thesis (central idea), then convince, show them proof called evidence. Bring together, signals find, from the text and from my mind! Relate it to all who read. Let my writing meet a need!
This week I can find and explain all six LEAVES elements in two poems, state each poem's significance, write an original poem that uses the LEAVES tools on purpose, and answer the cluster's overarching question with a reason.
1. One LEAVES element I can find in "A Dream Can Grow" is...
2. One LEAVES element I can find in "What Will You Give?" is...
3. The significance of "A Dream Can Grow" is...
4. The significance of "What Will You Give?" is...
5. How can words, dreams, and acts of service inspire people to make a positive difference?
Grade 3 • Cluster 7 • Module 4 • Write More
TEKS 3.12(B) • S62-S63
STUDENT WORKBOOK
Write More
Plan, draft, revise, edit, and share
My Writing Assignment
Write an original poem for this prompt:
Read the prompt. Notice the LEAVES element it asks about.
Choose one idea you care about: hope, helping, service, friendship, inclusion, community, responsibility, or making a positive difference. Write an original rhyming poem of at least three four-line stanzas that uses all six LEAVES elements and ends with a clear significance.
My Plan
Choose your idea and your speaker's voice.
Plan one image and one comparison.
Plan a repeated word or line and your rhymes.
Write the ending you want the reader to carry away.
Two possible reasons from the passage
The stronger reason is...
Color Words I Can Use
Thesis (central idea) and reasons, Green. Evidence, Yellow. Explanation, Red or Pink. Reflective thinking, Blue.
My thesis (central idea) starter
Grade 3 • Cluster 7 • Module 4 • Write More
TEKS 3.12(B) • S71
My Draft
Use my shaped prompt and my plan. Write a clear response.
Draft, page 1
A sentence I want to keep
Grade 3 • Cluster 7 • Module 4 • Write More
TEKS 3.12(B) • S72
Revise, Edit, and Share
Revise
Edit
My improved sentence
Share
Choose one: read to a partner, share in author's chair, join a gallery walk, or add your prompt to a class booklet.
My sharing plan
Grade 3 • Cluster 7 • Module 4 • Write More
TEKS 3.12(B) • S51-S53,S64
Before I Turn It In
Read each line. Check it when I can show it in my work.
Part
I can show...
Check
LEAVES elements
My poem uses all six LEAVES elements on purpose.
Layout and Sound
My poem has four-line stanzas and purposeful rhyme, rhythm, or repetition.
Voice and Emotion
My poem has a clear speaker and an honest feeling.
Significance
My ending clearly states what a reader should carry away.
Study the Samples
Read the three responses to this prompt. Notice what improves from Low to Medium to High.
Write an original poem using all six LEAVES elements.
Low Hope is nice. Helping is good. Be kind to people. Dr. King and JFK were important. The end. What is missing: This is written as sentences, not stanzas. There is no clear image, voice, sound, or significance.
Medium A dream can grow when we are kind,
A helping hand is what we find.
We share our hope with everyone,
Until the caring work is done.
So give your time and give your heart,
A little help is a good start.
When people care, the world feels bright,
And kindness fills it up with light. What needs improvement: Add a clear speaker's voice and one ending line that names what a reader should carry away.
High I am a small pair of helping hands,
I plant a hope like tiny lands.
Carry it, carry it, near and far,
A quiet light, a steady star.
My grandpa says the world is wide,
But kindness travels side by side.
So I will give what I can give,
And show a kinder way to live.
A dream can grow from me to you,
In every caring thing we do.
Here is the gift I hope you keep:
Small hands plant hope the whole world reaps. Why it works: Three four-line stanzas bring all six LEAVES elements together: deliberate layout, honest emotion, artistic language, a clear first-person voice, purposeful repetition and rhyme, and a stated significance.
How does a poet turn an experience into something meaningful for other people?
The answer A poet uses every LEAVES tool: Lines and Layout, Emotion and Experience, Artistic Language, Voice, Echo and Sound, and Significance, so that an idea becomes something a reader can feel, understand, and carry away.
My Final Thinking (in my own words)
What Changed in My Thinking?
At first I thought...
Now I think...
Try It Another Way
Choose a different idea from the writing task. Plan all six LEAVES elements for that idea. Tell what a reader should carry away.
Push your thinking further: Write a second short poem on the same idea from a different speaker's voice, then explain which version carries the significance more powerfully.
Write a second short poem on the same idea from a different speaker's voice.
Revise one stanza three ways: strengthen the image, the sound, and the significance.
Prepare a one-minute Poet Teach-Out explaining how every LEAVES element works in your poem.
My poet's challenge work
My Poet's Challenge
Write your second poem or revised stanza in the box below.
Choose one card to talk about with someone at home. End with a conversation, not a worksheet. You may use any language you speak at home.
Why It Matters Read a favorite short poem or song together. Ask what it is really about and why it might matter to someone. That question is Significance. Ask them: what makes a poem worth remembering?
Family member signature: ____________________
One Idea, Your Way Choose one idea your family cares about, such as kindness, hope, or helping. Together, say it in one poetic line using a picture or a comparison. Read it aloud and enjoy how it sounds. Ask them: if you wrote one poem this year, what idea would you want a reader to carry away?
Family member signature: ____________________
Carry Away After you share a poem, ask, "What do you want a reader to carry away from this?" That question is the heart of Significance. Ask them: how is saying something in a poem different from saying it in a plain sentence?
Family member signature: ____________________
My Family Conversation Notes
What did I share? What did my family member notice about the poem? Write what happened.
Every time I get a score or a grade on my work in this module, I write it here. This can be an exit ticket, a short answer, or a rubric score from my teacher.
Date
What I did (for example exit ticket, short answer, rubric)
My score
My next goal
Why This Helps Me
This chart shows how my scores change over the whole module, not just on one day.
Add a new row every time I get feedback, a score, or a grade on my work.