Unit Topic ______Imagery in Poetry________________________ Subject(s) ____Language Arts_______________________________

Grade(s)/Learning Group: _______3rd_____________________________ Designer’ Name ___Amy Oliver________________________

STAGE 1 – DESIRED RESULTS
Unit Title: Established Goals/Content Standards:
RL.3.10 – By the end of the year, read and comprehend literature, including stories, dramas, and
Imagery in Poetry poetry, at the high end of the grades 2-3 text complexity band independently and proficiently
SL.3.1 – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and
expressing their own clearly
RI.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
RI.3.2 – Determine the main idea of a text; recount the key details and explain how they support the
main idea

Meaning
Understandings: Essential Questions:
Students will understand that… Why is word choice important in poetry?
All poems have a purpose How can the poem be visualized?
Poetry is read different than other forms of literature. Where can we find poetry in our daily lives?
Poetry exists all around us. How is poetry read differently than other types of stories?
Poetry allows the writer to express moods and feelings.
Acquisition
Students’ Knowledge: Students’ Performance Objectives:
What is the purpose of a poem? I can read aloud.
How is poetry read differently than other forms of literature? I can demonstrate the imagery of the poem assigned.
Where else is poetry found? I can use imagery to write a poem.
How does poetry express moods and feelings?

STAGE 2 – ASSESSMENT EVIDENCE
Pre-Assessment: Other Evidence:
Group discussion of the imagery used in the poem, Casey The students will perform the poem skit to the audience of
at Bat. Where does the poem take place? the rest of the class.

Performance Tasks:
Students will discuss their assigned poem in groups.
They will assign roles to act out the poem.
- Students will choose roles as per their abilities. Those students unable to perform a task will be given another one
more in line with their abilities. Teacher will check roles assigned for ability level.
Each group member will read aloud the poem, one or two per day, through the unit.
- Students unable to read the poem aloud to their group will read it to the teacher or one of their classmates.
The class will answer the question of what is the imagery of the performed skit and the actors will be the expert.
Students will write their own poem using imagery.
Students will peer edit the poems.

Formative Assessments:
Students will perform the poem skit to the rest of the groups.
The audience members will answer the question of what is the imagery of the skit and the actors will be the experts.
Students will peer edit the poems so that they can help their peers make a better poem.

Summative Assessment:
Students will write a poem using imagery.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1
Unit Topic ______Imagery in Poetry________________________ Subject(s) ____Language Arts_______________________________

Grade(s)/Learning Group: _______3rd_____________________________ Designer’ Name ___Amy Oliver________________________

STAGE 3 – LEARNING PLAN
Summary of Learning Activities:
W: Students will demonstrate what the imagery of the assigned poem is.
H: Students will be hooked by playing YouTube video of an 11 year old boy reciting Casey at Bat.
E: I will engage the students by having them perform a skit of the assigned poem.
R: I will revise the unit as needed determined by the progress of the formative assessments.
E: Students will evaluate their audience’s comprehension of the poem in a question/answer session after the
performance.
T: I will tailor the organization and/or roles of each group as needed to modify the assignment.
O: The unit is organized to engage the students in reflective assessment of the poem and how to move the text from
words to action. Students will then write their own poem using imagery.
ESSENTIAL VOCABULARY

Imagery – How the words create pictures in the readers’ or audience members’ minds.
Characters – Who is in the poem?
Theme – What is the lesson or message of the poem?
Setting – Where does the poem take place?
Mood – What the feeling the reader experiences as the poem is read?
Author’s Purpose – What is the author’s purpose: entertain, persuade, or inform?

Football
I Want To Play
The Weather Is LEARNING Perfect SEQUENCE Football is a sport,
Lisa and Day
Dennis,1:
Choose for Your Sports
Running for those who are tough.
went to the park,
A. Students will discuss imagery and what it means. Go over It's not
essential
easy, vocabulary.
Where they met, Let's
B. Students willturn
watchoff our
A Funny video
a video of games,
Exercise
a studentPoem in for Kids school
another but recite
rather Casey
quite rough.
at Bat.
Jenny and Mark.1) Students and runwilloutside.
discuss the imagery of Casey at Bat.
Lisa wanted to play, From so many sports,
a fun sport like2:tennis.we may choose The weather is perfect for It offers,
Day running. and decide. it's share of bruises and
We have no A. racquets,
Students will be groupedI think intoI'll5 go
that or 6formembers
a jog. and given one poem to build into a skit.
pain,
explained frowning 1) Dennis.
Groups
Baseball,will be assigned
soccer, by the
Except I'm a little bit tired, teacher and organized
Whentoyou include a range of learners from slower to
get hit,
How about baseball? faster.
and These groups
basketball will
are be
fun, designed so that each learner will be successful
Jenny proposed, 2) Students willso maybe I'll just walk the dog. it can feel like a train.
Let's grab some decide what roles need to be created to perform the skit.
friends,
We have no gloves, 3) Students
and playwill assign roles within their for
groups of who will performeachwhat
inBut
thehe sun.seems too hyper role in the skit.
Mark shyly exposed. Protecting other,
4) One or two students
walking. will read the poem aloud to the rest of their group.
with the art of the block.
Dennis yelled,
Let's playDays
basketball In baseball,He youlooks
will kind
be, of hard to control. In the huddle,
3 through 5: around.
running So maybe I'll leave him at home,
instead. keep your eyes on the
A. Students Whenwill take
you andturns
hit goreading
the the assigned
for a leisurely
ball, stroll. poem aloud daily, one or two per day.
We don't have a net, clock.
B. Students will create a
it's a beautiful sound.background for their poem.
Lisa laughed as she said.
Mark asked But all of my socks are too dirty,
Daythem,
6: and pass
all of the
my ball,
shoes are untied.
Coaches yell out,
can we play A. soccer? In soccer, you
Students will perform their skitI'll to
sitthe
on rest of the groups.intricate plays,
Jenny said, B. Audience using your So feet,maybe the front
To gain
members will ask any questions they might have
porch. thenhard earned
answer theyards,
question of what is the
forgot theimagery
ball in my Drink lots of
locker. water, there's so many ways.
of the performed Or skit.
maybe I'll just stay inside.
So they all stood there, and watch out for the heat.
thinking which sport to play, It's all about the endzone,
Days 7 through 10: I see that my kitten is purring,
It was certainly,
A. Students basketball,
In will writeand the best
a poem usingsound,imagery.
wants to curl up on my lap. how far and how near,
a beautiful day. is awill
swish, The
B. Students peerItedit the poems for understandability and closer
general you get, rules.
writing
Then they noticed, Making ten inwouldn't a row,
be right to prevent her
your opponents gain fear.
Other kids begin to run, from getting her afternoon nap.
is a wonderful wish.
It looked like tag,
It's comfortable here on the sofa. Football revolves,
Not a sport but still fun. Whatever sports,
My pillows are cozy and deep. around the whole team,
you decideThe to play,
weather is perfect for A win is the sole purpose,
by anitapoems.com Enjoy them with friends,
running. and ultimate dream.
each and
Source: Understanding every
by Design,
So that'sday.why
Unit Design I'mPlanning
going Template
to sleep.(Wiggins/McTighe 2005) 2
by anitapoems.com
by anitapoems.com
--Kenn Nesbitt
Unit Topic ______Imagery in Poetry________________________ Subject(s) ____Language Arts_______________________________

Grade(s)/Learning Group: _______3rd_____________________________ Designer’ Name ___Amy Oliver________________________

Sources:
Casey at the Bat (Favorite Poem Project) (YouTube)

https://www.youtube.com/watch?v=13_bVaphCPo

Sports Poems (- For All You Sports Fans)

http://www.anitapoems.com/sports-poems.html

Kenn Nesbitt's Poetry for Kids - The Weather Is Perfect for Running - A Funny
Exercise Poem for Kids (Kenn Nesbitt's Poetry for Kids - The Weather Is Perfect
for Running - A Funny Exercise Poem for Kids)

http://www.poetry4kids.com/poem-723.html#.VmdNNrgrKM8

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3