Poetry Unit Goals. For. Kindergarten to 8 th Grade Students

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1 For Kindergarten to 8 th Grade Students

2 Table of Contents Preface... 1 Poetry Unit Goals Kindergarten to 1 st Grade Class st to 3 rd Grade Class th to 6 th Grade Class th to 8 th Grade Class... 5

3 Preface Our Kindergarten through 8 th grade students will dive into the Poetry Unit. We start off every year with poetry because it is a great way to inspire kids to read and write. Also, poems can also be a tricky task for many students. Grasping the concept of figurative language is important for reading comprehension and stronger writing. We see poetry as the building block to our other unit studies and we plan on giving our students a great start to a new school year. Please see the unit goals for our Poetry Unit. As we kick off our Poetry Unit, the kindergarteners and 1 st graders will dive into nursery rhymes, acrostics, and haiku a three line poem. They will practice reading fluency and expression, and will also write their own poems. Our older students, 2 nd grade through 8 th grade, will tackle a new Pack of Poems, ranging from contemporary poets like Bruce Lansky and Susan Moger and classic poets like Robert Frost and Wallace Stevens and Emily Dickinson. Our students from Kindergarten to 8 th grade are organized into 4 classes: Kindergarten to 1 st grade 1 st to 3 rd grade 4 th to 6 th grade 6 th to 8 th grade Bridges believes a multi-aged environment creates a positive learning experience for students. With our combination classes, students get to interact with students from different grade levels. Our students are inspired by the work of others and can inspire others too. In other words, the younger students observe and model after the older students while the older students are role models for the younger students. Because Bridges offers a multi-aged environment, we purposely set forth unit goals which could be attained by the different grade levels in the same class. For instance, the unit goals for our kindergarten though 1st grade classes would be age appropriate for our kindergarteners and 1st grade students. The unit goals for our 4th through 6th grade classes would be age-appropriate for 4th, 5th and 6th graders. The goals we have incorporated into our units are aligned to the standards outlined in the California Department of Education Content Standards for Language Arts. We have also added study skills which are important tools for learning the process for reading and writing. Bridges believes that the goals we have set for each unit are both challenging and relevant to today s academic arena. What is taught at Bridges will apply at school and will help shape your child into a lifetime learner. It must be noted that even though our goals are the same across the multi-aged classes, our expectations vary for each grade level, as well as according to each individual students skill level. Specifically, even though a 4th grader may be learning the same skills as a 6th grader who is in the same class, we expect that the 6th grader will produce a quality of work that shows more depth, knowledge, and mastery than the 4th grader. At the same time, if a student chooses to stay at Bridges over several years, our expectations for that student will go higher and we will encourage that student to go deeper with each goal. For example, in 4th grade, the student may have written three sentence commentaries for the stories he read. But in 5th grade, we will encourage the same student to write a six sentence commentary which relates the story to a current event. In all our classes, we want to challenge all students to excel at their own pace, but at the same time rise to the expectations of our unit goals. We believe that the multi-aged classroom allows for this. Our students will grow in their knowledge of reading and writing, in their long-term experience and consistent practice of each skill, and ultimately they will develop their confidence and love of reading and writing

4 Kindergarten to 1 st Grade Class Decoding and Word Recognition Identifies spelling patterns when reading Utilizes syllabication rules when reading (e.g., vowel-consonant-vowel=su/per; vowel-consonant/consonantvowel=sup/per). Begins to read aloud fluently and accurately and with appropriate intonation and expression Vocabulary and Concept Development Identifies the parts of speech Applies study skills for weekly vocabulary and sight word quizzes Uses new words in oral and in written expression Reading, Comprehension Identifies the difference between realistic and fantasy Visualizes the meaning of each line in a poem Recalls the important details of the poem Identifies the beginning, middle and end of the poem Identifies mood/tone Understands the connection to other texts and real world situations Identifies and applies the Process for writing poetry Understands the 5 senses and uses sensory detail words in oral and written expression Utilizes power sentences Understands how to use poetic devices rhyme, alliteration, onomatopoeia Self corrects grammar and writing conventions Writes in complete sentences - 2 -

5 1 st to 3 rd Grade Class Vocabulary Development Decodes unknown words correctly using syllabication and blending rules Uses context clues to determine word meaning Increases in the number of higher level vocabulary words Identifies the part of speech for new vocabulary words Learns new words in the relationship to word associations Uses new words and phrases in written expression Uses new words and phrases in oral expression Understands and uses word choice to create tone Recalls and retains comprehensive vocabulary words for long term use Identifies the parts of speech Reading Comprehension Paraphrases the main idea or theme of a poem Identifies the speaker and the speaker s attitude Understands the difference between literal/figurative language Identifies poet s purpose Utilizes RSTW Method to chunk reading and make observations Applies the ideas of the text to new situations by making personal connections Understands its connection to other texts and real world situations Draws mental pictures and symbols to represent the text s underlying themes and ideas that relate to the real world Uses poetic devices and figurative language similes, alliteration, onomatopoeia Exhibits originality Generates ideas with ease and autonomy Uses various sentence structures to create flow and pacing Self-monitors and self-corrects grammar and writing conventions Exhibits strong decoding skills and applies spelling rules Exhibits understanding of the structure of a poem - 3 -

6 4 th to 6th Grade Class Vocabulary Development Decodes unknown words correctly using syllabication and blending rules Self-monitors unknown words and phrases Uses context clues to determine word meaning Use common word origins, roots and affixes to determine word meaning Increases in the number of higher level vocabulary words Identifies the part of speech for new vocabulary words Learns new words in the relationship to synonyms, antonyms, word associations Identifies multiple meanings and figurative language Uses new words and phrases in written expression Uses new words and phrases in oral expression Understands and uses word choice to create tone, shades of meaning, or mood Recalls and retains comprehensive vocabulary words for long term use Reading Comprehension Paraphrases the main idea or theme of a poem Identifies the speaker and the speaker s attitude Identifies the poet s use of poetic devices Understands the difference between literal/figurative language Identifies the different forms of poetry (ballad, lyric, couplet, epic, ode, sonnet) Asks relevant questions in order to identify poet s purpose and themes Examines the poet s techniques and can explain why it is used Utilizes RSTW Method to chunk reading and make observations and interpretations Understands difference between paraphrase and analyzing connotation Applies the ideas of the text to new situations by making personal connections Understands its connection to other texts and real world situations Draws mental pictures and symbols to represent the text s underlying themes and ideas that relate to the real world Articulates ideas that are original, unique and display higher level thinking Uses poetic devices and figurative language to add complexity and connotative meaning to the poem Exhibits higher level thinking and originality Generates ideas with ease and autonomy Uses precise, concrete and active word choice to create mood/tone Uses various sentence structures to create flow and pacing Utilizes sensory detail writing and figurative language to add color and vivacity to writing No two sentences start with the same word Self-monitors and self-corrects grammar and writing conventions Exhibits strong decoding skills and applies spelling rules - 4 -

7 6 th to 8 th Grade Class Vocabulary Development Decodes unknown words correctly using syllabication and blending rules Self-monitors unknown words and phrases Uses context clues to determine word meaning Use common word origins, roots and affixes to determine word meaning Increases in the number of higher level vocabulary words, specifically geared for SAT Preparation Identifies the part of speech for new vocabulary words Learns new words in the relationship to synonyms, antonyms, word associations Identifies multiple meanings and figurative language Uses new words and phrases in written expression Uses new words and phrases in oral expression Understands and uses word choice to create tone, shades of meaning, or mood Recalls and retains comprehensive vocabulary words for long term use Reading Comprehension Paraphrases the main idea or theme of a poem Identifies the speaker and the speaker s attitude Identifies the poet s use of literary devices Understands the difference between literal/figurative language Identifies the different forms of poetry (ballad, lyric, couplet, epic, ode, sonnet) Asks relevant questions in order to identify poet s purpose and themes Analyzes the poem and explains how it reflects the heritage, tradition, culture, attitudes, and values of the poet Examines the poet s techniques and can explain why it is used Utilizes RSTW Method to chunk reading and make observations and interpretations Understands difference between paraphrase and analyzing connotation Applies the ideas of the text to new situations by making personal connections Understands its connection to other texts and real world situations Draws mental pictures and symbols to represent the text s underlying themes and ideas that relate to the real world Articulates ideas that are original, unique and display higher level thinking Uses poetic devices and figurative language to add complexity and connotative meaning to the poem Exhibits higher level thinking and originality Generates ideas with ease and autonomy Uses precise, concrete and active word choice to create mood/tone Uses various sentence structures to create flow and pacing Utilizes sensory detail writing and figurative language to add color and vivacity to writing No two sentences start with the same word Self-monitors and self-corrects grammar and writing conventions Exhibits strong decoding skills and applies spelling rules - 5 -

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