Archive+K+Poetry

1:35-2:15 Ruth Christiansen Kelly Breen Emma Mighan
 * Kindergarten**

Archive Unit 2 Reading Learning About Books Archive Unit 3


 * Unit 4: Poetry**


 * Timeframe:**

1. Accessing Pictures: Show students an object; have them describe it. Hide it. Ask them to describe how it looks in their mind. 2. Visualizing: Revisit Cat's Colors without showing pictures. Ask students to say what they are visualizing. 3. Using Five Senses: Read the Lion's Tale to notice the five senses. Fill in a chart. 4. Practice Visualizing: Read a poem called "Cats." Visualize. Turn and talk. 5. Revisiting My Five Senses: Comparing two texts: Desert is My Mother; Lion's Tale. Discuss how they use their five senses. 6. Visualizing: Introduce Cookie's Week (repeat what is in lesson 2). 7. Creating Sensory Images: This House is Made of Mud to show the language of imagery. 8. Reading Poems: Read poems out loud to feel the rhythm of the language. (Teacher models first.) 9. Using the Strategy of Visualization: Read Cookie's Week without showing the pictures. Notice whether students are able to visualize & understand the story w/o seeing the pictures. 10. Visualizing Rabbits: Using White Rabbit's Color book to practice visualizing. (Repeat of week 2). 11. Making More Rabbits: Re-read the story and visualize without pictures. 12. Making Umbrellas: Read the poem "Umbrellas" and talk about what students see in their minds. 13. Naming our Mentors: "Connect poets' names to things poets try to view themselves as." Notice what poets use to convey their messages. 14. Making More Umbrellas: Use markers to draw the pictures in their minds. 15. Reading Together: Celebration!


 * Essential Learning:** Visualizing


 * Proficiency:** Students will define visualizing as creating a picture in my mind and will be able to draw a picture of their visualization of a poem and describe it orally.

See a picture in their head and be able to draw a picture of what they are seeing.


 * Pre-Assessment:** After reading the poem //There Once Was A Queen// students will draw a picture of their visualization. (Teachers will not define visualization until Lesson 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** ||
 * **Date** || **Step 1
 * ||  ||   || Ruth: Final 8/23
 * ||  ||   || Ruth: Final 8/23
 * ||  ||   || Ruth: Final 8/23
 * ||  ||   || Ruth: Final 8/23
 * ||  ||   || Ruth: Final 8/23

Kelly: Final 2/16 ||  ||   || Many knew the definition of visualization but didn't have a picture that matched the poem. (Zoom, zoom, zoom: Visualized the rocket but not the moon.) || 4-0 3-3 2-5 1-11 0-4
 * 2/23 ||  ||   || Ruth:

Goal: 10/23 will be P+

Kelly: 4-0 3-0 2-1 1-8 0-7

Goal: 9/16 will be P+

Emma: 4 3 2 1-2 0-3 Goal: 2 will be P+ by the end. || One student describes an object hidden in a bag, while the other students visualize what is inside.

Rhyme: Close your eyes and visualize. (Hopefully this will help them remember to create the picture in their mind.) ||  ||   ||
 * 2/2 ||  ||   ||   ||   ||   || Define proficiency. Design pre-assessment making sure it matches the definition of proficiency. Also - go over results for unit 3. ||