Shelby Johnson Poetry Unit: 3rd grade

Writing Unit Overview Enduring Understandings (Big Idea): There is a variety of genres of poetry and poetic techniques. All poetry has a purpose and writers make meaningful decisions regarding form when writing poetry. Writers of poetry use the writing process.

Essential Questions: What do poets include about their lives in their poems? What are some poetic techniques that poems often share? How do poets use language to enhance their poetry? How is the form different from other types of writing? How is the writing process applied to poetry?

Probable Objectives: Students will browse multiple texts and mark favorite poems. Students will participate in a shared poetry writing. Students will recognize poetic techniques. Students will write poems that display features that have been taught. Students will discuss and practice ways to emphasize poem writing.

Differentiation of Instruction: I will group students in groups of mixed ability. This way, students can help each other when needed. I will model forms of poetry with the class. This well help students who are struggling to understand the concept. I will keep the charts we create up in the classroom for students to look at if need guidance.

Students who finish early may mark favorite poems in the poetry books and copy into their writing journals. They may draft more poetry, using brainstormed ideas as a starting point.

Culturally Responsive Instruction (if applicable): We have no ELL students. Students will have created lists that express their interests. These may be used as reference when creating their own poems. Students are encouraged to write about their families, feelings, or any theme of their choice. As we share our poems, students will be able to learn new things about their classmates.

Curriculum that your classroom teacher uses: none, uses Discovering Genres: Poetry as a resource

** Make sure to attach any rubric(s) you will use for assessment

Poetry
Characteristics
Content and Ideas

4
Content of poem is clearly related to the topic. Engages reader immediately and continuously. Ideas are very well focused and detail is powerful.

3
Content of poem relates to the topic. Engages reader. Ideas are focused and clear to the reader with sufficient detail. Poem follows appropriate format with minimal errors.

2
Content of poem relates to the topic only minimally. Partially engages reader. Focus is not clear and ideas are not well developed. Poem follows appropriate format with multiple errors.

1
Content of this poem does not relate to the topic. Reader is not engaged. No clear focus or development.

Organization Poem clearly follows appropriate format. Poem does not follow appropriate format.

Voice and Style

Vivid and expressive Exceptional emotion and style

Some vivid language and expression.

Attempts vivid language and expression. Lack of emotion and style. Lack of conventions are distracting. Put in some time and effort in the writing process but left out steps.

No vivid language and expression. No emotion or style. Lack of conventions make writing unable to read. Put in only a little time and effort to the writing process and left out more steps. Did not conference with anyone.

Conventions

Evidence of emotion and style Conventions Only a few contribute to the lapses of effectiveness of conventions. the writing. Put in time and effort in writing process. Conferenced with the teacher and worked hard on the poem. Put in enough time and effort to the writing process. Conferenced with the teacher.

Writing Process