Integrated Literacy Week Plan Overview

(Grade 2)

Description of the ‘big idea’ or curricular theme that integrates the week plan:
Using poems, students will be examining how poets and visual artists use
words and images to communicate ideas about the world around them. Students
will be reflecting on new vocabulary in poems, poetic devices and rhyming
scheme in language, as well as, composition and process in visual arts.

List of curriculum expectations for the week:

Language – Reading
2.2 recognize simple organizational patterns in texts of different types, and
explain, initially with support and direction, how the patterns help readers
understand the texts
2.3 identify some text features and explain how they help readers understand
texts
Visual Arts
D1.2 demonstrate an understanding of composition, using principles of design to
create narrative art works or art works on a theme or topic.
D2.4 identify and document their strengths, their interests, and areas for
improvement as creators of art

List of learning outcomes/goals for the week:

Language
1. Identify different poetic devices and demonstrate how they are used in
poems to depict meaning.
Art
1. Understand and apply the principles of design, specifically line.
2. Apply their understanding of the different poems through an art piece.
3. Able to reflect on their art piece, and orally communicate their strengths
and areas of improvement throughout their process.

Description of summative (assessment of learning) assessment strategies for the

week:
Language
Oral Presentation (Conference) – Students will be asked to participate in a mini
conference with the teacher. They will be given one poem by the same other
authors and in similar styles as the one discussed in class. This poem will either
be read by the teacher or in some type of audio format. Once the poem is read,
the learner will be asked to explain new vocabulary, pick out different poetic
devices and label the rhyming scheme. A check list will be used to help asses
these speaking points.

After this is complete, students will attempt to make connections about the
meaning or understanding of the poem in front of them.
Visual Art
Performance Task – To go along with one of the poems, students will create a
masterpiece that visually reflects the feelings or emotions described in the work.
They may use any medium, however, the piece must be made only of lines.
Students will be assessed on the process (trying new things, confidence, taking
on new responsibilities) and the final product (technical quality of implementing
the elements of design, specifically line, inventive use of an idea, and how well it
connects to their chosen poem.

Oral Presentation (One on one Conference with the teacher) – Students will be
assessed on how well they communicate their strengths, and areas of
improvement in relation to the process or product of their art piece.
Integrated Literacy Week Plan Schedule:
*Prior to the first lesson, choose 4 to 7 poems, depending on length. Make copies and create a booklet for each student, this way
they can underline and mark up the poems as the week progresses. Make note of any new poetry vocabulary students might not
be familiar with.

Day Lesson Topic
1 Introducing Vocabulary
Poem Read Aloud
2 Poetic Devices
3 Review Poetic Devices
Learning Outcomes / Goals
Apply active listening behaviours
while the poems are being read.
Understand and apply new
vocabulary and find examples
within the poetry.
Apply active listening behaviours
while the poems are being read.
Identify the different poetic devices
in the poetry.
Apply active listening behaviors
while the chart is being modeled.
Identify poetic devices in the
poems and orally communicate
how they help to create meaning in
the poems.
Instructional Strategies Assessment Strategies
Model how to read poetry with tone and Assessment For …
diction. Observe each students active
Stop at new vocabulary words and listening behaviour / skills.
demonstrate a ‘Think Aloud’. For example:
“Hmmm I wonder what the word rainbow Observe students participation
means? Well I know rain is what happens with underlining new vocabulary.
when water falls from the sky and a bow is
a half circle shape, maybe its kind of like
light that makes a bow when it stops
raining.”
Model underlining the example with a pre
determined colour code for each new term.
Ask the students to do the same with their
packet.
Model different poetic devices, line breaks, Assessment As…
rhythm, simile, metaphor, imagery, Observe each students active
alliteration, throughout the different poems. listening behaviour / skills.
Stop at new poetic devices and
demonstrate a ‘Think Aloud’. For example, Observe students participation
“I know this is a simile because the author with underlining poetic devices.
is using like or as to compare two different
objects.
Model underlining the example. Ask the
students to do the same with their packet.
Remind the students about the poetic Assessment As …
devices learned the day previously. Observe reflection period about
Model filling out a chart with the following the poetic devices discussed the
headings: What we notice (example from previous day.
the text), Why did the poet do that?
(reasoning), Name it (the poetic device), Assessment Of…
for one of the poems. Exit Ticket (half filled chart) that
Fill out the chart with another poem as a they begun in this class, with their
Shared Reading lesson. modeled and shared responses.
Day Lesson Topic Learning Outcomes Instructional Strategies Assessment Strategies
3 Cont’d Present Visual Arts Activity Apply active listening behaviour Model different lines and how they could Assessment Of …
during the demonstration of line possibly demonstrate feelings or moods in Students will hand in their
as a principle of design. connection with the poems read in class. experimentation with feeling
and line as an Exit Ticket.

Reflect feelings using different Give the students a feeling or mood on a

4 Cont’d Review of Poetic
Devices
Plan / Implement Visual Arts
Activity
styles of lines and colour.
Identify poetic devices in the
poems and communicate through
written format how they help to
create understanding.
Identify an appropriate feeling that
matches one of the poems
discussed in class.
Show evidence of a plan and
begin the artistic process.
piece of paper, ask them to use line to
explain that feeling on the flip side as an
independent activity.
Students will be placed in groups (based on
ability) to fill out their own chart through
Guided Reading on 2 or three of the
poems. A mini lesson will take place
reviewing the content learned the previous
day.
They will then be asked to fill out the chart
with the remaining poems in an
Independent Reading session.
Students will choose a poem they would
like to work with and pair it with a feeling.
They will begin to work with their art piece
using any medium they choose.
Assessment As …
Observe student ability during
the Guided Reading session.
Observe students participation
when they are asked to
complete the chart
independently.
Assessment Of …
Students will hand finished
chart as an Exit Ticket.
Assessment As…
Checking in with each student
and what feeling they have
chosen to depict in relation to
a poem.

Begin observing student

5 Implement Visual Art Activity
Visual Art Conference
Reflect upon strengths and areas
of improvement throughout the art
process.
Orally communicate the process /
findings in a mini conference.
process with their art.
Students will continue to work on their art Assessment As …
piece. Continue observing student
process throughout their work
Learners are expected to be reflecting on period.
their strengths and areas of improvement
throughout their process. Assessment Of…
Assessing student process,
The teacher will conference with each strengths, and areas of
student to determine their process and talk improvement during the
about their final product. conference with a checklist.
Students will hand in their final
product for assessment.
 Lesson Plan – (Day 3)
Date Curriculum Areas Grade Level
Language: Oral Communication, Reading & Arts: Visual Arts 2

Curriculum Expectations
Language
2.2 recognize simple organizational patterns in texts of different types, and explain, initially with
support and direction, how the patterns help readers understand the texts
2.3 identify some text features and explain how they help readers understand texts

Arts
D1.2 demonstrate an understanding of composition, using principles of design to create
narrative art works or art works on a theme or topic.

Learning Goals:
1. Identify poetic devices in the poems and orally communicate how they help to create meaning
in the poems.
2. Demonstrate an understanding of the elements of design and how they can connect with
poetry.
Materials (Resources): Assessment Strategies:
 4 – 7 poems depending on length, could Language
include “Why Does Everybody Gotta Be So Observe how well students recall the different poetic
Cruel” by Jaymie Gerard and “Masks” by Shel devices discussed the previous day.
Silverstein
 Poetic Devices Chart (Exit Slip) Observe responses to open ended questions that get them
 Visual Art Exit Slip to participate in discussion.
 Crayons, Markers, Pencil Crayons
Observe fluency of students during the choral reading
session.

Exit Ticket that demonstrates the students understanding

of poetic devices (half completed chart)

Visual Art
Exit Ticket will demonstrate that students can match the
different poems with appropriate feelings.

Differentiated Instructional Strategies:

Enrichment: Students, who show that they fully understand different poetic devices from the
previous class, will complete the Shared Reading exercise independently. They will read the
remaining poems on their own and complete the graphic organizer.

Flexible Groupings: Students, who are still struggling with identifying the poetic devices to the
content of the poems after our Shared Reading experience, will be retaught in smaller groups
throughout the remainder of the week in Guided Reading groups.

Comprehension Skills: Students, with only moderate comprehension skills and are therefore
struggling with author meaning and understanding, will be asked to choose from other poems at
varied readings levels to continue practicing. This will be done after the Shared Reading, in Guided
Reading groups.
 Lesson Plan Continued

Time MINDS ON (Beginning):

1. Remind the students about the poetic devices covered in class the previous day.
Depending on the poems used, possible poetry tools could include but are not limited, to
line breaks, rhythm, simile, metaphor, imagery, and alliteration. Go through each poetic
device and recall their definitions and meanings.
2. Introduce the graphic organizer to the students. Describe the following section, What we
Notice (example from the text), Why did the poet do that? (reasoning for the poetic
device being there), Name It (the poetic device).
Activity (Middle)
1. Modeled Reading: Read “Why Does Everybody Gotta Be So Cruel” by Jaymie Gerard to
the students. As you go through the story stop and demonstrate a ‘Think Aloud’. For
example:
 Peter called Petunia a pickled poopy pie, “Oh I think I have found an alliteration! I
know this because the last three words in this line all begin with the sound ‘p’.” “I
think the author chose to add this to her poem because the p is a very strong or
harsh sound. It makes me feel very sad for Petunia for being called those names.”
2. Once the thought has been demonstrated, add the information to the large chart while
explaining the steps to the class. For example:
 “I noticed pickled poopy pie. I am going to add this to the ‘What we Notice’ section in
my chart as evidence from the text. Next, I am going to write down why I think the
author chose to use this device in the box ‘Why did the poet do that?’. I remember
saying it was because the p is a very strong or harsh sound. It makes me feel very
sad for Petunia for being called those names. Finally, I am going to place what
poetic device it is in the section called ‘Name It’, which was alliteration.
3. Shared Reading: Chorally read “Masks” by Shel Silverstein once through as a class. On
the second time reading, stop the students after different poetic devices as modeled
previously. For example:
 She had blue skin. And so did he. Teacher: “Hmmm I wonder what poetic device I
see here.” Student: “I think it could be line break!” Teacher: “Why do you think
that?” Student: “Well, the lines are shorter then the last poem we read.” Teacher: “I
wonder why Mr. Silverstein chose to use line break here.” Student: “Maybe it is to
get the reader to read slower and think about what they are reading.”
4. Once the student demonstrates their thinking, break down their thoughts into the chart
as a class (each student should have their own copy), following the same steps above
in step 2.
5. Show the students different types of lines and how they could possibly demonstrate
different feelings or emotions. For example:
 “When I think of the feeling anger, I think of a read sharp pointy line.” Proceed to
draw on chart paper and label with anger beside the line.
 “Or when I think of sadness, I want my line to be blue with very long curves.
Proceed to draw on chart paper and label with sadness beside the line. Continue
with other feelings or emotions.
6. Give the students pieces of paper with one feeling or emotion listed on the back. Ask
them to draw lines that they feel connect with that mood. This will serve as their exit
ticket that demonstrates their learning in Visual Art. (To make another curriculum
expectation, music could be used to demonstrate a feeling. Have the students draw a
line about how the music makes them feel and label it.

Consolidation (End)
1. Students will hand in their half completed chart and visual art exit slip as a consolidation
activity and to demonstrate their learning throughout the day.
Name: ______________________________________

Poetic Devices in Connection with Author’s Purpose Chart

What we notice? Name it Why did the poet do that?

(quote/ rewording of text) (tell me what poetic device it is) (why the author chose this device)

Modeled Example:

Shared Example:

Guided Example:

Guided Example:

Independent Example:

Independent Example:
 Visual Art Exit Slips
My Feeling is … Name: __________________

Anger

My Feeling is … Name: __________________

Sadness

My Feeling is … Name: __________________

Happiness

My Feeling is … Name: __________________

Excitement

My Feeling is … Name: __________________

Anxiety

My Feeling is … Name: __________________

Fear

My Feeling is … Name: __________________

Shock