Unit Plan Overview- Alex Dhaenens Unit: Poetry 2nd Grade

Stage 1- Desired Results Connections to Context: Students will come across poetry for the rest of their life and need to understand aspects of it starting at an early age. Students have already written some basic poetry in 2nd grade and will continue to build on that knowledge. Students have read books involving poetry such as Dr. Seuss, and other common childrens books.
(How does this fit with students experiences, the school goals, and the larger societal issues?)

Transfer Students will be able to independently use their learning to Students will be able to read and understand simple poetry. Students will be able to write/create a poem of their own. Students will be able to recognize poetry when they hear or read it (in commercials, on cards, in the Bible, in books, etc.)
(What kinds of long-term independent accomplishments are desired?)

Established Goals Practices reading and comprehension skills, handwriting, and writing skills. Encourages and pushes students to use creativity.
CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (What content standards and program- or missionrelated 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)

Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that Students will keep considering o How to express themselves through poetry. Understand that poetry is a type of writing that can be o How to write different types of poetry. used for personal expression of all kinds (happy, sad, o How they can continue to use poetry throughout wondering, thoughtful, etc.). school and their lives. Understand different components of poetry o What authors or songwriters are saying through o Alliteration their poems. o Exaggeration o Simile (What thought-provoking questions will foster inquiry, meaningo Onomatopoeia
making and transfer?) (What specically do you want students to understand? What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Students will know Students will be skilled at Students will exhibit Specific components of poetry Using components of poetry. Commitment to write poems o Alliteration o Alliteration of their own using their best o Exaggeration o Exaggeration work. o Simile o Simile Appreciation of others poetry o Onomatopoeia o Onomatopoeia and messages. Poetry comes in many different Identifying different components Appropriate and respectful forms. of poetry. collaboration with peers. Be able to read and comprehend (What facts and basic concepts should (What values and commitments and basic poetry. students know and be attitudes should students acquire or Writing basic poetry
able to recall?) wrestle with?) (What discrete skills and processes should students be able to use?)

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

Evaluative Criteria During each lesson on a component of poetry, a worksheet will be given to evaluate and build on their understanding of that specific component. They will then apply what they learned to a poem using that component. A final assessment will be the grading of a poetry book (made up of the different poems each student wrote) and a quiz on the components learned.

Stage 2- Evidence Students will show their learning by PERFORMANCE TASK(S):

Students will demonstrate their understanding on worksheets done during class on the components of poetry. Students will also demonstrate their understanding by writing a poem for each of the components of poetry learned (an exaggeration poem, a onomatopoeia poem, etc.) -Students will hand in worksheets and their final poetry book made up of their poems written. -Students will be given a chance to read their poems to other students in the class and in front of the entire class. (How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

(What criteria will be used in each assessment to evaluate attainment of the desired results?) (Regardless of the format of the assessment, what qualities are most important?) Forming a deep enough understanding of the different components of poetry taught so that they may apply it to write poems of their own.

OTHER EVIDENCE: Reading though students poems, looking at worksheets, and talking/ questioning students about their understanding.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Stage 3- Learning Plan Give verbal Yes of NO quiz to students to find out if students have already learned or heard of the components of poetry I will be teaching. 1. Do you know what the word alliteration means? If yes, write one. 2. Do you know what an exaggeration is? If yes, write one or the definition. 3. Have you ever heard the word onomatopoeia? 4. Do you know what a simile is? If yes, write one. 5. Write down two words that rhyme.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each learning event build?) AcquisitionBeing able to identify different parts/components of poetry. MeaningApply learning about different parts of poetry to a worksheet. Transfer-

Learning Events Student success at transfer, meaning, and acquisition depends upon their participation in these learning events Interactive lessons on different components of poetry (ex. Alliteration, rhyming, etc. T.B.D.) Reading of poems out loud that use the specific components taught about. Worksheets practicing the use of the components and recognizing them in a sentence. Applying what they have learned to create their own poem. Final product will be rewritten and cut out decorated and hung up.

Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?) Check for understanding verbally through asking questions. Checking for correct answers on worksheets. Check for proper use of component in final poem.

Being able to create a poem of

(How will students monitor their

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

their own with the components learned during lessons.

own progress toward acquisition, meaning, and transfer?) Ask questions if they do not understand. Correct mistakes made on worksheet Star the multiple means of representation; underline the multiple means of action and expression; circle the multiple means of engagement (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?) (What are potential rough spots and student misunderstandings?)

Misuse of component on worksheets and in final poem. Spelling and grammar errors on worksheet and poems.
(How will students get the feedback they need? Verbally from Mrs. Pott and myself. Written on worksheets and poem drafts.

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