Destiny Kennis Poetry Unit Third Grade Iowa Core Standard: W.3.3.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Continuum of Literacy Learning Goals: Read with accuracy, fluency, and phrasing in unison with others and in solo parts. Bring personal experiences and background knowledge to deciding how to use the voice during choral reading or readers' theater. Analyze characters for preparation for reading their voice aloud. Comment on how layout contributes to the meaning and effectiveness of text. Understand poetry as a unique way to communicate about and describe feelings, sensory images, ideas, and stories. Understand that poems to not have to rhyme. Use white space and line breaks to communicate the meaning and tone of the poem. Select topics that have strong meaning. Choose a title that communicates the meaning of a poem. Purpose: To expose third grade students in my class to free-verse poetry that is developmentally appropriate and emotionally accessible to them. They will also develop skills so that they are able to write poems based on their own real or imagined experiences. It is my hope that this unit will help foster feelings of appreciation toward reading and writing poetry. Mentor Texts: Honey, I Love by Eloise Greenfield You Read to Me, Ill Read to You by Mary Ann Hobberman Love That Dog by Sharon Creech Near the Window Tree by Karla Kushkin A Pizza the Size of the Sun by Jack Prelutsky The Missing Piece by Shel Silverstein Wham! Its a Poetry Jam by Sara Holbrook

Daily Plans: Day One: Language Experience Approach (expanded lesson) Topic: What is poetry? Resources: Love That Dog A Pizza a Size of the Sun, "Eyeballs for Sale!" Honey, I Love, "I Look Pretty." ELMO Writing journals Large paper Markers Teacher Actions: Lead discussion based on student ideas of what poetry is or is not. Read aloud some of Love That Dog and display text on EMLO or overhead and talk with students about the features of the poems within the book and explain what "free verse" is and how poets use it to convey experiences. Read "Eyeballs for Sale!" and "I Look Pretty." Show how poetry can be silly or serious. What words did the authors use so show how they were feeling during the poem? What words put images in your head? Can we make a list of words that are good at creating imagery and emotion? Write them down and post to add to poetry reference wall. Ask about some serious or silly topics students might want to write about and write them down on chart paper for reference. Begin discussion about what makes poetry. Work with class to create reference chart on poetry characteristics. Make sure to include: Imagery - author uses words to create pictures when you read. Point of View - has a speaker who is talking in the poem. Structure - has different parts: line, stanza, breaks, couplets, title. Big Idea - has a message. Sound - can have rhyming words, rhythm, and repetition. Remind that rhythm is the beat of the poem when reading (like a song) and that rhyme is when words' ending sound the same. Repetition is when words or phrases are repeated in the poem. Mood & Tone - expresses feelings of writer, creates feelings in reader.

http://pinterest.com/pin/238690848970809789/ was guide.

Student Actions: Participate in discussion. Take notes and write response to text in writing journals. Each come up with one topic, serious or silly, to add to the topic list. Think about what feelings the poet is trying to say. Write some feelings in your writing journal that you might want to publicly or privately write about. Differentiation: Provide for large print handouts for hard of seeing. Write down ideas and notes in journals for those who need it. Possibly use an audio-recorder for the student to take notes themselves if they have fine motor difficulties but could work the buttons on a recorder. Assessment: Check writing journals for note-taking and contribution to topic and reference sheets. Day Two: Interactive Writing Topic: Poetry as a Group Effort Resources: Love That Dog You Read to Me, I'll Read to You, "Introduction" and "I Like." Wham! It's a Poetry Jam, "All My Fault" Color-coded printouts of poems for students. Large paper Markers Teacher Actions: Continue reading Love That Dog. Ask students what they think is happening with the main character and if he thinks about poetry the same as he did the day before. Read "Introduction" and "All My Fault" together. Show the highlighted text features and read poems using the call and response method with me as the leader. Me, them, together, etc. Group students in pairs and have them read "I Like" individually and then as a call and response activity. Go back to previous writing of how Jack has changed in thinking. In a different color, can we right how WE have changed in thinking? Student Actions: Participate in discussions, listen respectfully, follow along while reading poems and attempt to respond during appropriate parts. Work with partner to read-a-loud poem. Potentially share performance after practicing. Differentiation: Provide for large print copies of text, extra time as needed, and give further assistance as needed to showcase difference between spoken parts of the poems.

Assessment: Informal checklist to mark whether students are participating and working together as pairs. Walk around and listen to each group for a short amount of time to track student thinking. Day Three: Power Writing Topic: Time to Try Resources: o Love That Dog o A Pizza the Size of the Sun, "My Mother Makes Me Chicken." o Writing Journals o Large Paper o Markers o Poem topics o Hat Teacher Actions: Finish reading Love That Dog. Start group discussion simply asking what the students thought of the book. What questions do they have? How does Jack feel about poetry now? Write down student answers on paper. Talk about what "power writing" is. Ask students for topic then have one student keep time while I write a poem as fast as I can about that topic. Pick topic from a hat. Have students power write a poem on that topic in their writing journals. Do three times. Finish activity by reading "My Mother Makes Me Chicken." Student Actions: Pay attention, participate in discussion. Power write in journals. Differentiation: Provide for more time as needed for power writing. Write for students as needed or provide a recorder for students who can speak but not write. Assessment: Check writing journals for three power poems and editing. Day Four: Generative Writing Topic: Refining Your Poems Resources: o Previous activity's student poems o Writing Journals o The Missing Piece o Large Paper o Markers Teacher Actions: Read The Missing Piece to class. Ask class how long that the students thought Shel Silverstein took to write the poem. Do they think he did it

in one try or do they think that he had to write and re-write many times? Work with class and write down list of things that people can do to make their writing better. Direct them to do so with their power poems from the previous day. Student Actions: Read previous day's poems. Edit for spelling and grammatical errors. Add or subtract content as needed. Consider changing layout of poem to encourage people to say it how you'd like. Spacing, capitol letters, punctuation, etc. (prosody). Write new poem as a second draft and compare the two. Give your poem a title. Write a short sentence or two on what you changed and why as well as why/what you named you poem. Differentiation: Provide for reading and writing assistance. If a student is finding the work too easy I would ask if it was possible for them to combine the three poems into one in a way that made sense. Assessment: Check writing journals for editing of power poems, new drafts, and reflective statement. Day Five: Writing Models Topic: Poems With a Little Structure Resources: o Near the Window Tree pg. 14-19 o Writing Journals o Large Paper o Markers Teacher Actions: Read the inspiration and actual poems from the book Near the Window Tree and talk about how we can use the author's poems as a kind of guide for our own poetry. Discuss with class and write down their ideas about the format of the author's poems and what students could do to write in a similar way. Write poem in front of students using a similar format and talk through each step and explain what I'm thinking. Group students into poetry clubs to work and discuss individual poems. Student Actions: Think about the poetry as it is read. Contribute to discussion. Write! Refer back to topic list from a few days ago. Add topics as desired and choose one to write a longer poem about. Try to simulate format of the Window Tree's format. Edit poem for spelling errors and give it an appropriate title. Share poem with poetry club and provide for kind but honest feedback. Do final edit of poem and read out loud in small groups. Each group can pick a poem or two that they think the rest of the class should hear.

Differentiation: Work one-on-one to help student with writing and editing poem as needed. Group together students with a mentor from an older grade to work on writing/editing work. If a student is making advanced progress I would ask them to go through additional poetry books and ask them to pick out one they like that is different and write a short reflection about that poem. Instead of a book talk it could be a "poem talk." Assessment: See next page.

Group Rubric Grade your team members honestly and fairly. Use a scale of 0-5. 0 = Not Completed, 1 = Poor 2 = Fair 3 = Okay 4 = Good 5 = Excellent Name Discuss Write Share Useful Feedback *give examples* Edit

How did the team work together? What comments do you have? What kind of poem would you like to write next?

Day Six: Independent Writing Prompts Topic: So You Think You Can Write? Resources: o Honey, I Love title poem. o Writing Journals o Student Self-Assessment Form o "I Am" or other poem worksheet if needed. Teacher Actions: Read Honey, I Love poem. Lead short discussion on student thoughts about the poem. Create an anchor chart with class on what they think are the basic steps of writing a poem. Provide extended amount of writing time for students. Display a rubric of how they will be evaluated. Student Actions: Think and reflect. Write a poem on the things they love using descriptive words and thoughtful format. Edit poem for spelling and other errors. Give poem a title. For editing and review students may work with partners approved of by me. Must show first draft of poem before editing with peer starts. Differentiation: Provide writing, editing assistance as needed. Use audio-recording or other devices instead of writing if need be. If the open-ended writing is too difficult, provide worksheet for them to fill out and then transfer to writing journal. If student finishes the assignment, they may work with a computer and post the poem to electronically draft and post the poem to the classroom blog. Poetry Rubric Student Name Rough Draft Editing Final Draft Title Descriptive Details