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Krista DeVries Unit Plan Overview

Unit: Aspects of Poetry Stage 1- Desired Results Connections to Context: Transfer The students have read Doctor Seuss Students will be able to independently use their learning to before. As they enter third grade, have a deeper understanding of poetry and the meaning behind it. they will be working more with poetry They will be able to read poetry while identifying rhymes, alliterations, regular beats, and repeated and reading different types of lines. literature.
(What kinds of long-term independent accomplishments are desired?) (How does this fit with students experiences, the school goals, and the larger societal issues?)

Established Goals CCS RL 2.4: Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a poem (What specically do you want students to understand? or song. What inferences should they make?) NHA Objectives: MT: Literary Response and Analysis

Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that Students will keep considering words and phrases can supply meaning in a how words and phrases supply rhythm and literary work meaning in a poem, song, or other literary work how they might express their responses to life thru poetry

(What thought-provoking questions will foster inquiry, meaning- making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Krista DeVries
Students will know - Describe how authors use literary devices (e.g. sensory words) what rhymes, alliterations, - Describe the base of rhyme, rhythm, regular beats, and repeated and alliteration in poetry and stories lines are in poetry 21st Century Skills - How to use flip cameras
(What facts and basic concepts should students know and be able to recall?) (What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)- for example 21st century skills, core competencies- will this unit address? Include source and identifying number)

Students will be skilled at reading, and interpreting poetry identifying regular beats, alliterations, rhymes and repeated lines

Students will exhibit purpose in literacy personal understandings/meanings of poems

(What discrete skills and processes should students be able to use?)

(What values and commitments and attitudes should students acquire or wrestle with?)

Stage 2- Evidence Evaluative Criteria Students will show their learning by PERFORMANCE TASK(S): Using every skill (rhymes, alliterations, regular beats, and repeated poetry) in class activities Poems will be read daily in class and students will identify the used skills in the poems

(What criteria will be used in each assessment to evaluate attainment of the (How will students demonstrate their understanding- meaning-making and transfer- through complex desired results?) performance?) (Regardless of the format of the OTHER EVIDENCE: assessment, what qualities are most Worksheets throughout the lessons. important?)

Pieces of poem handed in periodically Group work (project where they match up rhymes together)

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Krista DeVries
Stage 3- Learning Plan

Pre-assessment- due: 3. 28/29


(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)

For our first step of pre-assessment, I will have a poster that is blank other than Poetry written across the top. I will explain to students that in a few weeks I will be teaching them about poetry and would like to know what they already know about it. I will be sure to tell them that it is OK if they dont know anything about it because we will be learning about it in a few weeks. At the beginning of every lesson we will talk about everything we have learned and each day we will write on the poster (different color per day) something new we learned. This poster will be a good visual for students to see their progress through the unit plan. I will also hand out a short quiz. This quiz will ask simple yes or no questions asking them if they know what poetry is and what the four subtopics we will be focusing on are. For the ELL students, I will read the questions out loud, but tell them that if they do not understand then they should mark no. I will be sure to make it clear to the students that it is OK if they mark no because they will learn what everything is by the end of the lessons.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Krista DeVries
(Toward which goal does each learning event build?) Acquisition Lessons 1-3

Learning Events

Progress Monitoring

Student success at transfer, meaning, and acquisition depends upon their (How will you monitor students participation in these learning events progress toward acquisition, meaning, and transfer during lesson Lesson 1: Rhyming- students will move around the classroom and learn to identify events?) rhyming words with the class and on their own. They will be both in their seats, and at Meaning I will be using a final rubric to record the back carpet for three short activities which will mostly be done as a class. Lesson 2, lesson 4, and lesson the students 5. Lesson 2: Regular beats and repeated lines- students will use their rhythm and beat to progress/understandings. There will follow a poem. They will also use math skills to count each syllable. They will also be small assignments throughout the Transfer participate in chanting with the class. time and also a final reading project Lessons 1-5. for the students that will be graded. Lesson 3: Alliteration- Students will be creative and artistic. They will draw an animal of their choice and then write an alliteration with it ex. outstanding octopus. (Letter people?) (How will students monitor their Lesson 4: Review- students will play a game where they will review what was learned own progress toward acquisition, from the previous lessons. They will be able to move, draw, visualize, and write. There meaning, and transfer?) will be five different stations and will move to different stations after 10 minutes. The students will be able to monitor their Different groups will be assigned to different games- harder games for students who own progress based on feedback given have an easier time with the concept. Each group will be able to do two games. One from their worksheets and lesson work. They will also be able to monitor their game will be a rhyme-matching game, another will be an alliteration game where they progress by their ability to contribute to will think of an object that matches a country and writing a sentence, another will be a class discussion. board game that has a baseball theme (schools reading theme of the year) that will ask them questions, another where they will be given a shape and they have to write a short poem about it, and the last one will be where they are given a poem and they (What are potential rough spots and need to identify any repeated lines, rhymes, and alliterations. student misunderstandings?) Lesson 5: Video Recording- Students will be separated into small groups and given a The ELL students will struggle with this poem. They will record their group reading the poem on a flip camera. They can read the most since they are not as the poem all together, or each student can read a line- they chose! When the students familiar with the language. Teaching the students how to develop their are not recording their reading, they are to decide what they think the message of the own meaning from poems will also poem is.
be difficult to teach.

(How will students get the feedback they need?) I will daily hand back assignments with feedback written for the students. They will also get their rubrics back the following week after the unit plan is done. Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Krista DeVries

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum