Poetry Unit of Study 3 rd Grade

Poetry Unit of Study 3rd Grade Prepared Graduate Competency Implement the writing process successfully to plan, revise, and edit written work Apply st...
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Poetry Unit of Study 3rd Grade Prepared Graduate Competency Implement the writing process successfully to plan, revise, and edit written work Apply standard English conventions to effectively communicate with written language

Big Idea :

Writers understand that poetry creates an image in the reader’s mind.

Concept/Evidence Outcomes

1. A writing process is used to plan, draft, and write a variety of literary genres c.

Write descriptive poems using figurative language

Enduring Understandings

Writers understand how to use figurative language and word choice in poetry to create meaning. Writers understand that poetry has a unique form. Writers understand that poems create an image.

Possible Essential Questions

How does poetry differ from other forms of writing? How do words create visual images and meaning for the reader? How does looking at things through a poet’s eyes help my writing?

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Poetry Unit of Study 3rd Grade Standards

Colorado Academic Standards http://www.cde.state.co.us/scripts/allstandards/COStandards.asp?glid=5&stid2=6&gli d2=0 Standard: 3. Writing and Composition Concepts and skills students master: 1. A writing process is used to plan, draft, and write a variety of literary genres Evidence Outcomes Students can: c. Write descriptive poems using figurative language

21st century skills Big Idea/Enduring Understandings Essential Questions Learner Outcomes

Big Ideas: Writers understand that poetry creates an image in the reader’s mind. Enduring Understandings: Writers understand how to use figurative language and word choice in poetry to create meaning. Writers understand that poetry has a unique form. Writers understand that poems create an image. Essential Questions: How does poetry differ from other forms of writing? How do words create visual images and meaning for the reader? How does looking at things through a poet’s eyes help my writing? Learner Outcomes: Writers will understand the importance of language and word choice to convey ideas. Writers structure their poem in a form that helps convey the meaning. Writers look at ordinary things through a poet’s eyes.

Assessment: Assessment For and Of Learning

Formative assessment in the writer’s workshop is ongoing, based on the Teaching/Learning Cycle, and supports decision-making in standards-based education. Throughout the workshop there are opportunities to gather formative assessment data that show growth toward and movement beyond the standards. Regular monitoring is essential within a standards-based educational system. Monitoring Teachers maintain a daily monitoring system in order to build a growing body of evidence about each student’s growth as a writer. Teachers use the monitoring notes Page 2 of 5 Last Updated: 7/2012

Poetry Unit of Study 3rd Grade to develop instructional next steps in conjunction with the writing stages, grade level planning, standards and pacing guides. Teachers’ monitoring system includes: Collecting information about student reading and writing behaviors on a regular basis. Monitoring students’ independent practice to see how they are taking on the learning from whole group and small group instruction. Pay attention to what children can do without you and learn to record what you see. Monitoring student conversations to see how they are using talk to enhance, clarify, revise and/or extend meaning in writing. Supporting students through monitoring the goals they set. Students’ Self Assessment Teachers use student self-assessment information in order to reflect on student learning and inform teacher instruction. Students ask themselves questions and confer with each other throughout the writing process. Conferring Monitor students for: Their use of the writing process Their use of mentor texts to inform their personal writing decisions with guidance and support Notice the way they use language Stages of the Writer Connections: Immersion into the Unit (Done a few days before the unit begins.)

http://instruction.aurorak12.org/files/2010/06/Stages-of-a-Writer-6-3-10.pdf Immersion: Read a variety of poems to the children before starting this unit. Allow students to read and explore a variety of poems. Notice and name the features of poems with students. Teachers and students think about the techniques writers use to craft poems. Demonstrate your own process of crafting a poem (or multiple poems) – demonstrating some of the focuses from below.

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Poetry Unit of Study 3rd Grade Planning for Instruction:

Process Outcomes: Forming intentions Writers will: Look at ordinary things through a poet’s eyes; knowing the difference between a scientist’s observations and a poet’s observations Create a list of poetry topics Choose topics that will create strong images Attempt to use techniques from mentor poets

Product Outcomes: Writers will: Write with strong description Describe ordinary things in fresh new ways Use a variety of topics Use rhythm, form, line breaks, and language to create meaning Consider word choice Use figurative language to convey meaning

Audience Writers will: Consider audience and purpose when determining form Drafting Writers will: Use precise, deliberate word choice Craft with line breaks Create images through descriptive details Select only the details the reader needs Possibly include a pattern or repetition to support meaning Express ideas through sensory details or figurative language (which may include: simile, alliteration, or onomatopoeia) Revision Writers will reread to: Change line breaks to create a rhythm or effect Select only the clear and specific details the reader needs Replace vague words with more descriptive words

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Poetry Unit of Study 3rd Grade Proofreading Writers will: Check that learned high-frequency words are spelled correctly Check and corrects spellings of words using resources Use word solving-actions and word meaning to check spelling of unknown words Publishing Writers will: Publish selected poems Select the format for publishing the poem (Ex: card, poster, etc.)

References/Professional Resources: Calkins, L.M. & Parsons, S. (2003). Poetry: Powerful thoughts in tiny packages. New Hampshire: Heinemann. Heard, G. (1999). Awakening the heart: Exploring poetry in elementary and middle school. New Hampshire: Heinemann. Mooney, M.E. (2001). Text forms & features: A resource for intentional teaching. Katonah, NY: Richard C. Owens Publishers, Inc.

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