Name: Jessica Reid Subject: ELA Grade Level: 2

STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind) What will students know, understand and be able to do?

1. OUTCOMES Main Outcomes:

CC2.4 Write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in clear and complete sentences and paragraphs of at least six sentences. (not in this exact lesson but in preparation for it)

CC2.2 Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details.

Additional Outcomes: CP2.8 Create art works using a variety of visual art concepts (e.g., secondary

colours), forms (e.g., collage, drawing, painting, sculpture, mobile, traditional art), and media (e.g., paper, found objects, paint, crayons).

Outcome: PE2.7 Explore and demonstrate rhythmical movement with smooth transitions between movements in: self-created patterns, responsive patterns, involving relationships with objects and others, established dances.

DR2.3 Identify physical representations as constructed models of real things. USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and

actions influence health and well-being.

2. CONCEPT (BIG IDEA)(Attached to this Unit Plan)

3. QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS)

STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)How will students & teachers know if the learning outcome has been achieved?

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Poetry Introduction Unit

ESSENTIAL QUESTION(S)

What power (impact) do words have on me and on others?

Outcomes (Students need to know)What a student is expected to know, understand and be able to do.

Indicators (Students are able to do)

Ways that students demonstrate their learning of an outcome; think

‘verb’; tells the story of outcome.

Main Outcomes:CC2.4 Write stories, poems, friendly letters, reports, and observations using appropriate and relevant details in clear and complete sentences and paragraphs of at least six sentences. (not in this exact lesson but in preparation for it)

CC2.2 Use a variety of ways to represent understanding and to communicate ideas, procedures, stories, and feelings in a clear manner with essential details.

Additional Outcomes:CP2.8 Create art works using a variety of visual art concepts (e.g., secondary colours), forms (e.g., collage, drawing, painting, sculpture, mobile, traditional art), and media (e.g., paper, found objects, paint, crayons).

PE2.7 Explore and demonstrate rhythmical movement with smooth transitions between movements in: self-created patterns, responsive patterns, involving relationships with objects and others, established dances.DR2.3 Identify physical representations as constructed models of real things.

USC2.1 Demonstrate a basic understanding of how thoughts, feelings, and actions influence health and well-being.

CC2.4. a. Employ a writing process (e.g., planning, drafting, and “fixing up”).CC2.4. c. Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and communicate meaning when writing.

CC2.2. a. Design a visual representation (e.g., a picture, puppetry, a chart, a model, physical movement, a concrete graph, a pictographic, a demonstration, an advertisement for a toy) to demonstrate understanding.

CP2.8. g. Classify different kinds of shapes using own words (e.g., rounded, lumpy, square) and apply to own work.CP2.8. k. Describe and represent the position of objects relative to other objects (e.g., space and size).

PE2.7. c. Replicate, 2

smoothly, a series of four to six movements in a sequence led by others.PE2.7. g. Explore and create rhythmical movement sequences (locomotor, non-locomotor, and manipulative) with and without music.

DR2.3. b. Locate the local community on a map of Saskatchewan and Canada, and the community’s relative location on a globe.

USC2.1. a. Develop a common understanding and use of respectful language to talk about thoughts, feelings, and actions (e.g., emotions, ideas, behaviours, choices, reactions, control).USC2.1. c. Investigate and illustrate how particular thoughts (e.g., “I am good at …”, “I can’t do …as good as she can.” ) make one feel.USC2.1. d. Examine various ways to appropriately share thoughts, feelings, and actions.USC2.1. e. Provide examples of how one can help others to understand self by sharing thoughts and feelings.

Teacher Resources Student Resources

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Poetry For Kids (http://www.kathimitchell.com/poemtypes.html)Poetry4Kids (http://www.poetry4kids.com/lessons/poetry-writing-lessons/) Young Writers (https://www.youngwriters.co.uk/glossary-poetry-types) Buzzle. These Types of Poems Will Surely Generate Kids' Interest in Poetry (http://www.buzzle.com/articles/types-of-poems-for-kids.html) The Pen and The Pad (http://penandthepad.com/types-poetry-kids-8593552.html) Pinterest Saskatchewan Curriculum (https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp?view=indicators&lang=en&subj=english_language_arts&level=2)

Explore Poetry by Andi DiehnWorld Poetry: “Evidence of Life” by Paula JohansonConcrete Poetry by Valerie BoddenPoetry Matters: Writing a Poem from the Inside Out by Ralph J. FletcherPoetry for Young People: The Seasons by Robert CrockettPoetry in Motion by Alice AlfonsiPizza, Pigs and Poetry: How to write a poem by Jack PrelutskyLeap into Poetry: more ABCs of poetry by Avis HarleyFly with Poetry: an ABC of poetry by Avis HarleyPoetry Speaks to Children by Elise PaschenOtto the Owl Who Loves Poetry by Vern KouskyAnimal Poetry by Robert HillCatch Your Breath by Laura SalasThe Book of Fairy Poetry by Michael HagueThe Death of the Hat by Paul JaneczkoWham! It’s a Poetry Jam by Sara HolbrookChanges by Charlotte ZolotowBringing Back the Buffalo by Saskatchewan Writer’s GuildTime for Poetry by May Hill ArcuthnotMy Teacher Dances on the Desk by Eugene GagloanoChicken Scratches by George ShannonA Crossing of Zebras by Marjorie MaddoxGo! Poetry in Motion by Dee LillegardShape Me a Rhyme: Nature’s Form in Poetry by Jane YolenR is for Rhyme by Judy YoungHumorous Poetry for Children by William Cole

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Walking on Earth and Touching the Sky by Red Cloud Indian SchoolThe Sky Painter by Margarita EngleFresh Delicious by Irene LathamThe Water Critters by George HeldIn the Spin of Things by Rebecca DotlichFor the Children by Rita Joe

Community ResourcesN/A

STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION What are the learning experiences for all students to achieve outcomes? What will the learning environment look like? What will the students do?

Other:

Poetry Type Posters hung around the room – these posters would explain the poem type and the organization/structure of it.

Poet Tree Bulletin Board (similar to below) that will display students’ poems.

Unit Plan At-A-Glance

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Lessons Overview MaterialsPre-

Assessment

Essential Question: What power (impact) do words have on me and on others? Pre-assessment – Yes,

No Cards Ask:

What is poetry? Can poems be about

anything or is there a certain topic?

Do you know what a syllable is?

Do all poems rhyme? Are there different

types of poems? Do you know any

types of poetry? Are you a poet?

Yes, No Cards (formative, pre-assessment tool)

1Poetry

Introduction

Lesson

Talking Circle Read 10 different poems

to the students and ask them to give a thumbs up if they think it is a poem and a thumbs down if they think it isn’t. This will show the students the diversity of poetry. (Thumbs Up/Thumbs Down Formative Assessment)

Explain that all 10 were poems – poems are all around us.

Poetry is - words written to create a response of thought and feelings from the reader. This means that poetry is a group of words that make the reader feel a certain way or think a certain thing.

Create a Poetry Is… Chart including: ALL Poems have:

words, title, lines,

Chart Paper Colourful Markers Talking Stick Different Styles of poems to read:

Twinkle, Twinkle, Little Star The Days of the Month Little White Lily How the Leaves Came Down Five Little Chickens Four Seasons Weather What is Pink? Concrete Poem The Little Plant

I’m Very Happy to be Me by M. Lirette (http://mrsliretteslearningdetectives.com)

I’m Very Happy to be Me Handout Coloring supplies

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ideas or feelings, a beginning and end

SOME Poems have: rhythm, rhyme, repetition, stanzas (free verse do not)

Read I’m Very Happy to Be Me by M. Lirette to the students.

Discuss the poem as a class – focus on how the words of the poem can impact someone or the ideas that are portrayed. (Observe students – Formative Assessment)

Students discuss with peers how they are going to fill the blanks in the poem.

Students then write their own I’m Very Happy to Be Me poems. (Check over students poems – Formative Assessment)

Illustrate poems Author’s Chair – 3-4

students read their poems.

2 Colour Poems

Talking Circle Read poem Black aloud. Discuss the poem with

students: focus on the words used and the impact they have on the students. (Formative – observe student participation)

Review the ‘Poetry Is…’ Chart. Name characteristics of poetry and ask if they are present in the poem Black. Students must answer with a thumbs up or thumbs down

Black Colour Poem (http://www.kidspot.com.au/things-to-do/activities/how-to-write-poetry-colour-poems)

Poetry Is… Chart Paper Colour Poem Blank Handout Talking Stick Colouring supplies

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(Thumbs Up/Thumbs Down – Formative Assessment)

Write a colour poem as a class using the correct format.

Students independently write their own colour poems (Check students poems for correct structure, completion, and creativity – Formative Assessment)

Author’s Chair – 3-4 students read their colour poems.

3Sensory

Poem

Review the 5 senses (10-15-word summarization of one of the 5 senses – Formative Assessment).

Talking Circle Read Popcorn aloud. Discuss the poem with

students – focus on the words used and the impact that they have on students.

Review the ‘Poetry Is…’ Chart and discuss the characteristics of poetry that are found in Popcorn. Students use Yes, No Cards to answer whether they believe the certain characteristic was found in Popcorn. (Yes, No Cards – Formative Assessment)

Write a sensory poem as a class using the correct format.

Students independently write their own sensory poems. (Review student’s poems for proper structure,

Popcorn Sensory Poem Poetry Is… Chart Paper Sensory Flashcards Sensory Poem Blank Handout Talking Stick

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creativity, and completion – Formative Assessment)

Author’s Chair – 3-4 students read their poems aloud.

4Concrete

Poems

Draw the concrete poem on the board in the shape of a snowman. Make sure to cover it up so students do not see it.

Talking Circle Read Snowman to the

students. Ask students for

predictions about what they think the poem could be about. Prompt them so that someone eventually mentions a snowman. Show students the concrete poem that is in the shape of a snowman.

Discuss the poem with students – focus on the words used and the impact that they have on students. (Observe and record student participation -Formative Assessment)

Review the ‘Poetry Is…’ Chart and discuss the characteristics of poetry that are found in Snowman. Quiz students with Thumbs Up/Thumbs Down to see which characteristics they believe are in Snowman. (Thumbs Up/Thumbs Down – Formative Assessment)

Students must answer a question in order to

Snowman Concrete Poem (http://www.poetry4kids.com/news/how-to-write-a-concrete-poem/)

Poetry Is… Chart Paper Concrete Poem Blank Handout Talking Stick

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return to their desks from the gathering rug. (Verbal Questioning – Formative Assessment)

Write a concrete poem as a class using the correct format.

Students independently write their own concrete poems. (Check students’ poems for completion, proper structure, proper shape, and completion – Formative Assessment)

Author’s Chair – 3-4 students read their poems aloud and show the corresponding shapes.

5Movement Free Verse Poems

Day #1 Read Zoo Animals to the

students while they replicate the animal actions in the poem.

Discuss the poem with students while focusing on the words used and the impact they can have on the reader.

Review the ‘Poetry Is…’ Chart and discuss the characteristics of poetry that are found in Zoo Animals.

Brainstorm a list of action words as a class.

Create a free verse poem about movement with the students.

Students independently write their own free verse poems.

Day#2 During a physical

education class, students will recite their

ZOO ANIMALS Poem Poetry Is… Chart Paper Free Verse Poem Blank Handout

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movement poems while their peers replicate the moves.

6Canada’s

150th Choice Poem

Show students videos that have been submitted to (http://www.heresmycanada.ca/) that show how Canadians see Canada.

Explain that Canada has a birthday coming up in July – Canada will be turning 150 years old.

Show students the Canada PowerPoint. Make sure to explain

that Canada is a country. Saskatchewan is a province inside of Canada. Regina is a city inside of Saskatchewan which is inside of Canada.

Read Happy Birthday Canada and Being Canadian.

In groups, the students create lists of ideas/thoughts/feelings about what the poems say about Canada.

Review the ‘Poetry Is…’ Chart and discuss the characteristics of poetry that are found in the two poems. Use Thumbs Up/Thumbs Down to see which characteristics students think are in the two poems. (Thumbs Up/Thumbs Down – Formative Assessment)

Discuss the poems with

Happy Birthday Canada by Joan Adams Burchell (http://alongpoetryroad.com/our_canada_2poems.html)

Being Canadian by Nurain Lakhani (https://ismailimail.wordpress.com/2016/03/03/poem-being-canadian-by-nurain-lakhani-11-years-old/)

Canada PowerPoint Video Camera

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students while focusing on the words used and the impact they can have on the reader. (Formative - observe student participation)

Students create either a free verse, concrete or sensory poem about Canada. (Check student poems for creativity, connections to Canada, correct Structure, and completion – Summative Assessment)

With parental consent, students will be videotaped reading their poems and then they will be entered into the contest at: http://www.heresmycanada.ca/

7Acrostic Poems

Read The Feelings Book by Lynda Madison

Talking Circle - discuss feelings that one can have. (Formative – keep track of student participation, if a student is not contributing, take time late in the day to discuss feelings with them).

Read Afraid to the students and write the acrostic poem on the board so students can see its structure.

Discuss the poem with students while focusing on the words used and the impact they can have on the reader. (Formative - observe student participation in the

Afraid Acrostic Poem Poetry Is… Chart Paper The Feelings Book by Lynda Madison Acrostic Poem Blank Handout Talking Stick

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discussion) Review the ‘Poetry Is…’

Chart and discuss the characteristics of poetry that are found in Afraid. (Formative – question students about characteristics displayed in the acrostic poem).

Write an acrostic poem as a class.

Students write their own acrostic poems about how they are feeling. (Formative - Review students’ poems for creativity, incorporation of feelings, and proper structure).

Author’s Chair

8Rhyming Couplets

Read three rhyming couplets to the students and ask what they notice about each – try to get them to notice the rhyming. (Formative – observe the characteristics that students notice about the poems, this will serve as a way to see what characteristics need more time).

Discuss words used in the poems and how it can impact the reader.

Review the ‘Poetry Is…’ Chart and discuss the characteristics of poetry that are found in the three couplets.

Refresh students’ memory about rhyming with a whole-class rhyming activity.

Play and Summer couplets (http://www.kidspot.com.au/things-to-do/activities/how-to-write-poetry-couplet-poems) & Honk Honk (http://examples.yourdictionary.com/examples-of-rhyming-couplets.html)

Poetry Is… Chart Paper Rhyming Couplets Blank Handout

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(Formative – observe which students understand rhyming and which need more help).

Write one or two rhyming couplets as a class.

Students write their own rhyming couplets. (Formative – collect student poems and check for correct rhyming, structure, and creativity).

Author’s Chair

9Pyramid

Poems

Read S, a pyramid poem, to the students and show them the distinct shape of the poem.

Discuss words used in the poem and how it can impact the reader. (Formative – notice which students contribute, for those who do not, take time to see their opinions later).

Review the ‘Poetry Is…’ Chart and discuss the characteristics of poetry that are found in the pyramid poem. (Formative – take notes about which characteristics students notice about the poem).

Teach a mini-lesson with a worksheet on verbs, nouns, and adjectives. The length of this depends on student understanding. (Formative – collect the worksheets and check for understanding).

Write a pyramid poem as a class using the correct

S pyramid poem (file:///C:/Users/daniel/Downloads/FREEBIEPoetryWriting%20(1).pdf)

Poetry Is… Chart Paper Verb, noun, adjective worksheet/activity

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structure. Students write their own

pyramid poems. (Formative – collect pyramid poems and check for proper shape, structure, and creativity).

Author’s Chair

10Limerick

Poems

Read Old Man to the class and ask if they notice the rhyming. (Formative – ask students to write down two sets of rhyming words on a piece of paper and hand them in).

Give a mini-lesson on the rhyming pattern using coloured magnets (blue, blue, red, red, blue). (Formative – observe students and gauge their understanding of rhyming from the magnet activity).

Discuss words used in the poem and how it can impact the reader.

Review the ‘Poetry Is…’ Chart and discuss the characteristics of poetry that are found in the limerick. (Formative - give each student a sticky note to write the characteristics that they see in the poem).

Students complete a rhyming worksheet if necessary. (Formative – collect the rhyming worksheets to check for understanding).

Complete a limerick as a class.

Students then create their own limericks.

Old Man limerick by Edward Lear Poetry Is… Chart Paper Limerick Poem Blank Handout Red and blue magnets Rhyming Pattern worksheet/activity

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(Formative – collect the students’ limericks and check for proper form, rhyme, and creativity).

Author’s Chair

11Narrative Poems

Refresh students on elements that are found in a story. (Formative – students write down three elements of a story on a sheet of paper and hand it in).

Read Crocodile on the Loose.

Relate the narrative poem to a story. (Formative – ask students to do a Think-Pair-Share about the similarities between the poem and a story).

Review the ‘Poetry Is…’ Chart and discuss the characteristics of poetry that are found in the narrative poem.

Write a narrative poem as a class.

Students then write their own narrative poems. (Formative – students’ poems will be submitted and checked for creativity, incorporation of story elements, and form).

Author’s Chair

Crocodile on the Loose by Mrs. Prejna (http://betterlesson.com/lesson/resource/2971225/narrative-poetry-poster-pdf?from=resource_title)

Poetry Is… Chart Paper Narrative Poem Blank Handout

12Haiku Poems

Read two haikus to the students – give them a worksheet to list similarities/differences between the two poems. (Formative – collect the worksheets to see how students can see

Beaches (http://itsabouttimeteachers.blogspot.ca/2012/05/using-poetry-in-classroom-part-7-poetry.html) & Spring is in the Air (http://www.dltk-holidays.com/spring/poem/mguenther-springisintheair.htm)

Haiku Poem Blank Handouts16

similarities and differences between two poems of the same type).

Discuss words used in the poem and how it can impact the reader. (Formative – use sticky notes to keep track of the students who participate in the class discussion).

Review the ‘Poetry Is…’ Chart and discuss the characteristics of poetry that are found in the haiku poems. (Formative – observe which students are familiar with the characteristics of poetry and can relate them to haiku poems).

Syllable Activity (Formative – observe which students can visibly understand what a syllable is).

Create a haiku as a class. Individual haiku writing.

(Formative – collect students’ haiku poems and check for proper syllables, form, creativity, and relation to nature).

Compare/Contrast Worksheet Syllable Activity

Closing Lesson

Celebration of Learning Students are given

the choice between the two final projects

1. Write two poems of choice and present one to the class.

2. Write two poems of choice and illustrate one.

Students will later hand in both poems and either present

Talking Stick

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one of their poems to the class or hand in the illustration. (Summative – presentations, illustrations, and poems will be marked).

Talking Circle about the feelings or ideas that one can get or have due to reading poetry.

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