Grade+2+Unit+7+Archive


 * Unit 7- Poetry**


 * Timeframe:** until End of Year


 * Big Ideas:**

Reading


 * Essential Learning:**

Reading poetry with fluency and expression.


 * Proficiency:**

Students will name attributes that makes a poem a poem such as rhyming, rhythm, line breaks, repetition and will be able to read the poem with fluency and expression (to include use of line breaks, phrasing) Purpose: adds music to poem or emphasizes a main idea. || ang || Writing
 * **Lesson** || **Intended Learning** ||
 * 1:Becoming Familiar with the Genre of Poetry || Start noticing what poetry has in it ||
 * 2: Becoming Familiar with the Music of Poetry || Practice orally reading poems and listening to the music and rhythm of them ||
 * 3: Paying Attention to Line Breaks || Using line breaks to know how to read the "ebb and flow" of the poem. Use line breaks to read the "music" of the poem: rhythm. ||
 * 4: Developing Fluency by Marking Text || Use marks such as / //L S to guide how to read the poem aloud.// ||
 * 5: Responding to Poetry || Use a structured response to ask specific question about poetry such as : What did you notice? What questions do you have? Why did you choose this poem? ||
 * 6: Using Visualization to Understand Poetry || Visualize and sketch what they visualize. ||
 * 7: Align Visual Images with Poets' Words || Mark with sticky notes to show words/lines that create visual images. (See organizer) ||
 * 8: Using Specific Words to Visualize || Notice and mark words that create strong images. ||
 * 9: Exploring Visual Images Through the Genre of Haiku || Mark words & sketch visualized images. ||
 * 10: Responding to Poetry Through Art || Select a poem, visualize, create artwork, mount the poem with the art. ||
 * 11: Use Sensory Details to Visualize || Today, when students read poems, ask them to look for places poets ask them to use their senses of hearing, touch, smell, or taste. When they find examples, ask them to bring them to the group to share. ||
 * 12: Seeing the World in Surprising Ways || Thinking about ordinary objects in new ways: bees inside the pencil sharpener. Ceiling is the sky for the classroom. (analogies) ||
 * 13: Recognizing Poets' Tools - Repetition || Recognizing repetion in poetry & creating a chart.
 * 14: Recognizing Poets' Tools - Pattern || Pay attention to a poem's pattern to hear the music of the poem. ||
 * 15: Exploring the voice of poetry: odes || Ode: a poem written to or about object, people, or places poets especially love. Note: consider changing independent work time to think about the attributes of an ode: To whom is the poem written? etc.
 * 16: Understanding the Tools of Poetry: Similes || Students find examples of similes: using "as" or "like" to compare. Example: Quiet as a mouse. ||
 * 17: Understanding the Tools of Poetry: Metaphors || Metaphor is a comparison without using "like" or "as." Example: Clouds are elephants. ||
 * 18: Understanding the Tools of Poetry: Sustaining a Metaphor || Looking at a metaphor that is continued throughout a poem. ||
 * 19: Understanding the Tools of Poetry: Personification || Poet pretends an animal or object is a person. ||
 * 20: Creating Anthologies and Preparing to Perform || Students create an anthology of 10 poems. They will select one to perform as well as one of their own. Note: Plan for anthology in lesson 1: ||

Unit 2 Personal Narrative
 * Archive**

Unit 4 Nonfiction - All About

Unit 7 Archive
 * Essential Learning:**

Reading poetry with fluency and expression.


 * Proficiency:**

Students will name attributes that makes a poem a poem and will be able to read the poem with fluency and expression to include tone, phrasing, and expression.


 * Assessment:**

Present a nonfiction paragraph and a poem (similar in length) about the same topic. Ask, " Which one is a poem? What makes it a poem? Tell me as much as you can."

Now I'm going to give you a poem to read out loud. First read it silently to yourself and think about how it should sound when it is read out loud. (Pause while student reads silently.) Are there any words you don't know? Now read it the way you think this poem should sound.

Notes:
 * Appropriate tone (including rate)
 * Phrasing (the dimension of the movement of poetry) (/ = short pause; = long pause)
 * General expression (prosody) Use voice as a tool. Use proper expression for dialogue.

Poem for comparison:

Three poems for fluency:


 * High: "Boa Constrictor" by Shel Silverstein (p.44 Where the Sidewalk Ends)**

//Tone: Lighthearted// //Phrasing: Stop/pause at the end of each line// //Expression: "Not read in robot voice." Appropriate intonation.// //Use of punctuation.//


 * Medium: "For Sale" by Shel Silverstein (p.52 Where the Sidewalk Ends)**

//Tone: Enunciation. "Commanding" like an auctioneer. Pleading.// //Phrasing: Stop/pause at the end of each line// //Expression:// //"Not read in robot voice." Appropriate intonation.// //Use of punctuation.//


 * Low Crickets: by Valerie Worth p. 41 all the small poems and fourteen more**

//Tone: Quiet. "Whispers" Soft. Solemn.// //Phrasing: Stop/pause at the end of each line.// //Expression:// //"Not read in robot voice." Appropriate intonation.// //Use of punctuation.//


 * **Date** || **Step 1**
 * Collect & Chart Data** || **Step 2**
 * Analyze Strengths**
 * & Obstacles** || **Step 3**
 * Establish Goals:**
 * Set, Review, Revise** || **Step 4**
 * Select**
 * Instructional Strategies** || **Step 5**
 * Determine**
 * Results Indicators** || **Next Steps** ||
 * 4/27 ||  ||   ||   || We defined terms for each of three poems to be used for the pre-assessment. ||   || Revisit rate. Listen to poems and score. ||
 * 4/20 ||  ||   ||   ||   ||   || We wrote the pre-assessment. Select poems and refine. Administer and bring data to the next meeting. ||
 * 4/13 || FIELD TRIP ||  ||   ||   ||   ||
 * 4/6 ||  ||   ||   ||   ||   || Select some possible poems for the pre-assessment. Next time we will analyze them to consider how they will be read. ||
 * 3/24 ||  ||   ||   ||   ||   || Finish intended learnings. Choose essential learnings and write definition of proficiency. ||