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Unit #4: Poetry: Big Thoughts in Small Packages
Unit #4: Poetry: Big Thoughts in Small Packages
Essential Questions:
Essential Questions:
How can writer's see with poet's eyes?
How can writers experiment with language and sound to create meaning?
How can writers try structures on for size?
Priority Standards:
Priority Standards:
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Know and apply grade-level phonics and word analysis skills in decoding words.
Read with sufficient accuracy and fluency to support comprehension.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Demonstrate understanding of word relationships and nuances in word meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).
Supporting Standards:
Supporting Standards:
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Recall information from experiences or gather information from provided sources to answer a question.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
ELA Learning Expectations:
ELA Learning Expectations:
Curiosity-The desire to know more about the world.
Openness-The willingness to consider ways of being and thinking in the world.
Engagement-A sense of investment and involvement in learning.
Creativity-The ability to use novel approaches for generating, investigating and representing ideas.
Persistence-The ability to sustain interest in and attention to short-and long-term projects.
Responsibility-The ability to take ownership of one's actions and understand the consequences of those actions for oneself and others.
Flexibility-The ability to adapt to situations, expectations, or demands.
Metacognition-The ability to reflect on ones own thinking as well as on the individual and cultural process used to construct knowledge.
National Council of Teachers of English & National Writing Project (2011)
Concepts & Skills:
Concepts & Skills:
Students will be able to:
Bend I: Seeing with Poets' Eyes
look at things with poets' eyes: to look at things with their hearts and minds
try different ways of breaking up their lines and rereading the poem aloud until it sounds just right
write about things that matter to them: jot down and write topics with a big idea, or a big feeling then find the small moment, image, or object that matches that big idea or feeling
sift through their jotted ideas to make decisions on writing topics that contain strong feelings and concrete details
edit their poems by reviewing each word and using what they know about spelling patterns to make corrections
Bend II: Delving Deeper: Experimenting with Language and Sound to Create Meaning
make careful word choices to exactly and honestly match what they are trying to say
use repetition to create patterns with the words, sounds and lines that give their poems music and make the meaning more clear
write thinking about the mood they want the poem to convey-Ask: "Does the mood match the meaning?"
use comparisons to clarify feelings and ideas: compare an object or a feeling to something else
stretch out a comparison by including actions that go along with it
Bend III: Trying Structures on for Size
study the different structures used by poets and experiment with using them in their own writing
study a mentor text through a poets' eyes noticing and naming the structural details they see
choose a structure for their poem that will convey the thoughts and feelings they want the reader to think and feel.
practice using different voices or points of view while writing their poems
revise their poems to make them even better by finding places to "show not tell"
edit their poems by reading them aloud, listening for places where the words and lines do not sound right, then go back and rewrite them-Ask: "Does this sound right?"
celebrate their work by publishing and sharing their poems using different methods and audiences (CCS W.2.6 using a variety of different digital tools to publish writing)
Instructional Strategies:
Instructional Strategies:
Writer's Workshop to include a daily mini lesson (15 min.), writing time and share. Writing time will include small group work, individual conferences, peer editing/revising.
Mini-lesson will include anchor texts and provided strategy notes to develop writing anchor charts.
Options for publishing throughout the unit.
Opportunities to share and celebrate.
Assessments:
Assessments:
On Demand Performance Assessment-Beginning of Unit
On Demand Performance Assessment-End of Unit
Checklist/Rubric
Resources:
Resources:
Lucy Calkins Writing Units of Study- Grade 2
Mentor Texts Old Elm Speaks: Tree Poems by Kristine O'Connell George
Writing Checklist/Rubric
Writing Folders-two pocket
Writer's Tools: variety of paper, revisions strips, post its, scissors, tape, staplers, highlighters, extra pencils
On-line resources for a list of other recommended poetry books.
On-line resources for anchor charts and examples of student work
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