Poetry Unit of Study 5 th Grade

Transcription

1 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 to stimulate the reader s thoughts and view a larger message. Concept/Evidence Outcomes 1. The recursive writing process contributes to the creative and unique literary genres for a variety of audiences and purposes b. Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length). Enduring Understandings Writers understand the deliberate role of poetic technique and figurative language to create meaning. Writers understand the form of poetry controls the pace and the style of reading. Writers understand that poems create an intense emotion. Possible Essential Questions How do words create visual images and meaning for the reader? How do my poetic decisions impact the meaning or interpretation of my poem? How does poetry help me understand and connect to others? Page 1 of 5

2 Standards New P-12 Academic Standards d2=0 Standard: 3. Writing & Composition Concepts and skill students master: 1. The recursive writing process contributes to the creative and unique literary genres for a variety of audiences and purposes b. Write poems using poetic techniques (alliteration, onomatopoeia); figurative language (simile, metaphor); and graphic elements (capital letters, line length). 21 st century skills Big Ideas/Enduring Understandings Essential Questions Learner Outcomes Standard: 4. Research and Reasoning Concepts and skills students master: 2. Identifying and evaluating concepts and ideas have implications and consequences Big Idea: Writers understand that poetry creates an image to stimulate the reader s thoughts and view a larger message. Enduring Understandings: Writers understand the deliberate role of poetic technique and figurative language to create meaning. Writers understand the form of poetry controls the pace and the style of reading. Writers understand that poems create an intense emotion. Essential Questions: How do words create visual images and meaning for the reader? How do my poetic decisions impact the meaning or interpretation of my poem? How does poetry help me understand and connect to others? Learner Outcomes: Writers will understand the importance of language and word choice to convey and ideas. Writers form poems using graphic elements (capital letters, line length). 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. Page 2 of 5

3 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 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. Student s 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.) Immersion: Allow students to read and explore several poems and compilations of poems. Teachers and students think about the poetic craft other writers use. Demonstrate your own process of crafting a poem (or multiple poems) make sure you are demonstrating some of the focuses from below. Planning for Instruction: Process Outcomes: Forming intentions Look at ordinary things through a poet s eyes Create a list of poetry topics/ideas to explore Product Outcomes: Write with strong feeling Describe ordinary things in fresh new ways Use topics that matter Page 3 of 5

4 Choose topics that connect to strong Use techniques from mentor poets selectively Audience Consider audience and purpose when determining form Use rhythm, form, line breaks, and language to create meaning Use precise words Use figurative language to convey meaning Drafting Use precise, deliberate word choice Use graphic elements such as capital letters and line length to support meaning Create images to convey strong Select only the details the reader needs Possibly include a pattern or repetition to support meaning Use poetic technique(alliteration, onomatopoeia) to create interest Use sensory details, or figurative language ( simile, metaphor, personification) to create images 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 precise words Add voice to help convey strong Proofreading Check that learned high-frequency Page 4 of 5

5 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 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. Page 5 of 5