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Grade 3 · unit review

Review: Read a Poem, a Script and a Narrator

Apply interpret a figure of speech, recognize poem structure, use a stage direction, tell narration from dialogue using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Line: The moon was like a silver plate. Layout: two lines, one group. Direction: [frowns]. Narration: Lea watched it. Which kind of expression is the supplied figurative line?
Need a hint?
  • Like can signal a simile.
  • A metaphor does not mean an object literally transforms.
2. Line: The moon was like a silver plate. Layout: two lines, one group. Direction: [frowns]. Narration: Lea watched it. What form is shown in the supplied poem layout?
Need a hint?
  • A blank line can divide stanzas.
  • Four lines can form one stanza or two groups.
3. Line: The moon was like a silver plate. Layout: two lines, one group. Direction: [frowns]. Narration: Lea watched it. What does the supplied bracketed script instruction ask an actor to do?
Need a hint?
  • Read [whispers] as a direction.
  • Do not make the actor say the brackets aloud.
4. Line: The moon was like a silver plate. Layout: two lines, one group. Direction: [frowns]. Narration: Lea watched it. What perspective is the narration sample written in?
Need a hint?
  • Dialogue I is not automatically narrator I.
  • Check the designated sample rather than the whole scene.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Write a four-line original poem in two two-line stanzas, including a simile and personification. Turn one line into a speaker-labeled script line and add a bracketed pause. Explain the differences among poem layout, dialogue and narration. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Identify what is being compared or given an action. Explain the shared quality instead of treating the figurative line as a factual event.
  • Use the explicitly supplied line and blank-line information to count groups. Do not count sentences instead of lines.
  • Read the bracketed phrase as an acting instruction. Distinguish movement, voice, face and timing.
  • Inspect the sample marked narration. If it is instead only a speaker-labeled line, recognize that there is no narration sample.
Compare with a model response

My poem is: The moon is like a silver plate; / I wait beside the open gate. // The wind whispers through the tree; / A lamp keeps company with me. A blank line makes two two-line stanzas. Like a silver plate is a simile; wind whispers is personification. Script: JO: I can see the gate. [Pauses.] A speaker label identifies dialogue; the bracketed pause is acted rather than spoken.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.