3rd Grade Poetry Unit-Rieth

Unit Title: Poetry Exchange Grade Level(s): 3
SubjectTo!ic "reas: Language "rts

#ey $ords: !oetry% &igurative language% oral !resentation
''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''''
(esigned )y: )ridget *ieth Ti+e ,ra+e: - .ee/s
School (istrict: East Grand *a!ids School: )reton (o.ns
)rie& Su++ary o& Unit .ith Theoretical ,ra+e:
This unit begins by drawing students into an exploration of poetry. Students have the
chance to deconstruct poetry into its component parts and then reconstruct text in formats
meant to be shared with others to convey images, meaning, and mood. This whole to part
and back again model is based on a psycholinguistic model of teaching where making
meaning within the context of authentic text will be emphasized. (Goodman !!"# The
reading, writing, and speaking of poetry, along with the listening to poetry within a
community of learners also reflects the social constructivist example of multimodal
discourse. (Gee !!$#
%nstruction design is based wholly on the transactive school of thought, wherein
learning takes place as the student interacts with text, constructs meaning, and builds
schema. Students will begin the exploration by socially constructing a definition of poetry,
this based on &ygotsky's statement that learning is dialogic in nature. (&ygotsky !("#
Students are given the opportunity to converse in small and large groups, and then to
internally dialogue by writing )ournal reflections of their understandings. *ext, knowledge
of the discrete components of poetry is built through upfront concept learning with guided
and independent practice in comprehension and application to follow, reflecting cognitive
theorist belief that meaning is dependent on students' schema as they interact with text.
(+earson !!,#
%n the next stage, students will apply their growing understandings of poetry as they
choose and prepare a poem for performance, employing oratory techni-ues to
communicate their own understandings of their chosen text, in the manner of .osenblatt's
.eader .esponse theory. (.osenblatt /$$0# 1 final social constructivist tool, peer feedback,
will be employed to refine and solidify student understandings.
2/$$, 1S34 and Grant 5iggins 6 7ay 8cTighe page
Poetry Unit
Established Goals:
00SS1EL"2Literacy1*L1313
.efer to parts of stories, dramas, and !oe+s when writing or speaking about a text, use
terms such as chapter, scene, stan4a9 describe how each successive part builds on earlier
sections.
00SS1EL"2Literacy1*,131-1b
.ead grade:level prose and !oetry orally with accuracy, appropriate rate, and expression
on successive readings.
;y the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades /:< text complexity band independently and
proficiently.
00SS1EL"2Literacy1SL1313
3reate engaging audio recordings of stories or !oe+s that demonstrate fluid reading at an
understandable pace9 add visual displays when appropriate to emphasize or enhance
certain facts or details.
00SS1EL"2Literacy1L13131a
3hoose words and phrases for effect.
00SS1EL"2Literacy1L1313
4emonstrate understanding of figurative language, word relationships and nuances in word
meanings.
$hat understandings are desired7
Students will understand that:
+oetry is a uni-ue way to communicate about and describe feelings, sensory images,
events, or ideas.
5hite space and line breaks serve a purpose in poetry
There are different kinds of poems, and not all of them rhyme
=igurative and literal language can be used to communicate ideas in different ways
The way a poem is presented orally can contribute to the audience's understanding
of the meaning of the poem
Stage 1: Identify Desired Results
$hat essential 8uestions .ill be considered7
5hat is poetry and how is it different than prose>
?ow does a poem's shape affect the way we read and understand it>
5hat are some forms of poetry we can use to express ourselves, and how are they
suited to our different purposes>
%n what ways can writers use figurative language to convey images and ideas>
5hat techni-ues can a speaker@performer use to connect with an audience in
powerful ways>
$hat /ey /no.ledge and s/ills .ill students ac8uire as a result o& this unit7
Students will know.
9ocabulary:
poetry, prose, figurative, literal, stanza, rhythm, rhyme, line break, figurative language,
simile, metaphor, alliteration
The meaning of the following oral presentation termsA criteria, accuracy, physical
presence, voice and articulation, dramatic interpretation, evidence of understanding
Students will be able to:
=ind and explain examples of figurative language in poetry
Bse figurative language to create original poetry
4iscuss own interpretation of selected poems
Crally present published poems and original poetry using voice and performance techni-ues
to convey meaning
Dvaluate other students' oral presentations
.eflect on and evaluate own oral performance

2/$$, 1S34 and Grant 5iggins 6 7ay 8cTighe page /
$hat evidence .ill sho. that students understand7
Performance Tasks (Summary in G.R.A.S.P.S. form):
:ou .ill be ta/ing !art in a 3
rd
grade Poetry Exchange1 ,irst% you .ill
de+onstrate your understanding o& di&&erent ty!es o& !oetry by .riting and
sub+itting a selection o& original .or/1 :our !oe+s +ust de+onstrate
/no.ledge o& the &igurative language devices you have learned1 :ou .ill then
!re!are and !er&or+ a !oe+ selected &ro+ the Exchange "nthology1 :our
!er&or+ance .ill be recorded and sent to the Exchange class &or judging1 The
!er&or+ance .ill be judged on accuracy% !hysical !resence% voice and
articulation% dra+atic inter!retation% and evidence o& understanding1 ;ext% you
.ill serve as a judge% scoring the Exchange class< !er&or+ances in return1
,inally% .e .ill celebrate .ith a class Poetry Party .here you .ill !er&or+ your
selected !er&or+ance !oe+ and share one o& your selected original .or/s1

=ther Evidence (8ui44es% tests% !ro+!ts% observations% dialogues% .or/ sa+!les%
etc1):
Student constructed booklet of figurative language devices@characteristics of poetry
Euiz on poetry vocabulary
3heck:ins on poetry portfolio in progress
3onference with teacher and writing partner on selected performance poem
Teacher and peer feedback on poetry performance rehearsals
Dxit tickets, verbal check:ins, teacher observation throughout
;ote: =ormal evaluations will include &ocabulary -uiz, rubric assessed original and
collected poetry portfolio, and teacher and self:evaluated performance. See appendices 1
and ; for all assessment tools.
Student Sel&2"ssess+ent and *e&lection:
Self:evaluation of performance recording
+ost:unit written reflection with prompts
2/$$, 1S34 and Grant 5iggins 6 7ay 8cTighe page <
Stage 2: Determine acceptable evidence
Use a list or the calendar1 )e sure to consider the $1>1E1*1E1T1=1 ele+ents1
Lesson organi4ation and se8uence are chosen to o!ti+i4e learning o!!ortunities1
8onday Tuesday 5ednesday Thursday =riday

Unit Launch
5hat is +oetry>
Dxploration and
4iscussion
S81.T ;oard
collaborative
writing:individual
)ournal writing
%ntroduce +oetry
Dxchange pro)ect
(show selected
video clips of
+oetry Cut Foud#
3onstruct
3haracteristics of
+oetry (3C+#
folded booklets
(assistance
provided for
manual dexterity
needs#
4efine and record
PoetryProse
$>ET

/
4efine and record
*hy+e *hyth+
3C+ booklet
Share engaging
examples
=ind and read
rhyming and non:
rhyming poems:
discuss
(8ulti:level
poetry materials
provided to
match students'
reading skills#
Select to add to
poetry portfolio
(can hand or
machine copy,
according to
preferences and
needs#
E>T

<
4efine and record
?oodSha!e
Stan4a
Line )rea/
3C+ booklet
Share engaging
examples
=ind and read
mood poems:
discuss
(8ulti:level
poetry materials
provided to
match students'
reading skills#
Select to add to
poetry portfolio
(can hand or
machine copy,
according to
preferences and
needs#
4raft
st
poem:
stanza, mood,
rhyme or no
rhyme:small
group support as
needed
E>T

,
4efine and record
Si+ile?eta!hor
3C+ booklet
Share engaging
examples
=ind and read
simile@metaphor
poems:discuss
(8ulti:level
poetry materials
provided to match
students' reading
skills#
Select to add to
poetry portfolio
(can hand or
machine copy,
according to
preferences and
needs#
E>T

0
4efine and record
,igurativeLiteral
3C+ booklet
Dxamine
previously shared
poems, identifying
examples of
figurative and
literal language
(model, then
release to
students#
4raft Simile and
8etaphor poem
(scaffolding
templates
provided for those
whose literacy
skills re-uire
assistance#
E*T

"
Cral +erformance
Skills
&iew video poetry
recitations

G
1ccuracy,
physical
presence, voice
and articulation

%ntro and discuss

(
Dvidence of
understanding,
dramatic
interpretation
%ntro and discuss

!
"lliteration
3C+ booklet
Share engaging
examples

$
H4ressI .ehearsal
+erformance
+oem
Students evaluate
each other's
Stage 3: Plan learning experiences and instruction
%ntro Dvaluation
Tool:accuracy%
!hysical
!resence% voice
and articulation%
evidence o&
understanding%
dra+atic
inter!retation
$>E
first < criteria.
&iew select
+oetry Cut Foud
videos to model
evidence of each.
Bsing blank
evaluation tool,
guide students in
shared evaluation
of other select
poem videos,
using these <
criteria only.
Students work in
pairs@small
groups to support
all learners.
$ET
last / criteria and
accuracy scoring.
&iew select
+oetry Cut Foud
videos to model
evidence of each.
Bsing blank
evaluation tool,
guide students in
shared evaluation
of other select
poem videos,
using these /
criteria only.
Students work in
pairs@small
groups to support
all learners.
Students work to
select their
individual
performance
poems:computer
printed copy
added to
portfolio: discuss
interpretations
(8ulti:level
poetry materials
provided to
match students'
reading skills#
;egin guided
practice of
performance
poem (model,
select high ability
students to
practice with
teacher in front
of group, release
to partner
practice#
E*E@T
4raft 1lliteration
poem (scaffolding
templates
provided for those
whose literacy
skills re-uire
assistance#
+ractice
performance
poem (partner
practice#
3onferences:
performance
notes
E*E@T
performances in
small groups
Teacher provides
written feedback
based on " criteria
?omeworkA
.D?D1.SDJ
E*E@

.ecord

/
3C+ &ocabulary

<
&iew self:video

,
.eview graded

0
&iew all Dxchange
performance
poems using
i+ads: student
recorder positions
available for tech
advanced
students
(Submit to
exchange class#
Teacher
generates written
evaluation of
performance
poem
E@T
Euiz
(accommodated
or modified -uiz
version available
for %D+ needs.
.ead aloud
assistance
available to
support literacy
needs#
.evise, Ddit
< self:written
poems for poetry
portfolio
E@*T
and criti-ue
3ompare to
teacher
evaluation
.evise, Ddit
< self:written
poems
E@*
3C+ -uizzes
+ublishing:< self:
written poems,
technology
publishing choices
available
according to
preference and
needs.(+ortfolio
submitted to
teacher for
assessment#
Dxtension:write
additional poetry
for inclusion in
portfolio
E@*T
videos together
3onduct general
discussion and
revisit the
evaluation tool
$>E*E@
"
&iew and
evaluate subset
of Dxchange
poems using i+ads
(model first, then
students will
evaluate a small
set of videos#
EE@
G
=inish evaluating
Dxchange poems,
discuss
Submit feedback
E@*
(
&iew Dxchange
=eedback and
discuss@compare
to self:criti-ue
7ournal:write a
self:reflection
about own
performance
(prompts#
*E@
!
+oetry +arty
+rep:create
decorations,
individually select
poems, practice.
$>EE@T
/$
Poetry Party
(0elebrationA)
Students will
perform chosen
poem and read
one of their
original works.
5rite unit self:
reflection
(prompts#
$E@T
2/$$, 1S34 and Grant 5iggins 6 7ay 8cTighe page "
Poetry Exchange Unit Launch ((ay 5)
Dstimated Fesson TimeA !$ minutes
=vervie.:
Students will
begin an immersive study of poetry by creating definitions and beginning
understandings of poetry and prose
take a first look at the end of unit performance task
begin construction of a learning tool (3haracteristics of +oetry booklet#
State;ational Standards:
.efer to parts of stories, dramas, and !oe+s when writing or speaking about a text, use
terms such as chapter, scene, stan4a9 describe how each successive part builds on earlier
sections.
Student =bjectives:
events, or ideas.
5hite space and line breaks serve a purpose in poetry
There are different kinds of poems, and not all of them rhyme
*esources: See 1ppendix 1 for
8entor +oem ideas
+erformance Task 4escription
Sample 3haracteristics of +oetry ;ooklet
Bnstructional Plan:
Preparation
Students will needA
writing )ournals and pencils
glue sticks, markers, scissors
Teacher will have prepared S81.T board slidesA
. all , mentor poems displayed on the same slide
/. blank slide
<. +erformance Task description
4ocument camera on
Farge white construction paper, staplers
8odel Characteristics of Poetry booklet
, short printed mentor poems
+rinted half sheets of performance task description for each student
+oetry Cut Foud videos cued up
Those 5inter Sundays httpA@@www.youtube.com@watch>vKks%7.$(z<0%
(stop at A,0#
Song of the +owers httpA@@www.youtube.com@watch>vKazL%5p3c*c
Dgo httpA@@www.youtube.com@watch>vKD<F*EDita-1
The ?eaven of 1nimals httpA@@www.youtube.com@watch>vK,b8,dfMkSNw
Instruction and Activities
+art (0:/$ minutes#
Gather students in a setting which will allow peer and full group discussion with a
view of the pro)ection system. Gain students' attention and say Hwhat do you notice about
the following pieces of text> +lease think silently, and we will talk in partners after % have
read all ,.I 4isplay poems one by one as you read them aloud. ;e sure selection is diverse
in perspective and includes figurative language as well as rhyming and non:rhyming poems.
3onduct a Turn and Talk with shoulder buddies to share what they noticed. 8ost
students will identify the texts as poems. +robe as to why students name these texts as
poems. 4isplay all , poems on the S81.T ;oard slide and discuss the similarities and
differences between the different selections. =inally, advance to blank slide and write the
word P=ET*: in the middle. %nvite students to respond to the -uestion H5hat is poetry>I
3ollect responses to create a web of ideas around the word. %f there is time, sort ideas into
groups perhaps categories will emerge such as shape, topic, language, mood, etc.
?ave students return to desks and engage in a 0 minute write in their writing
)ournals about what poetry is to them. 5hen time is up, have students share with desk
partners, afterward allowing time to add any new understandings or ideas they hear.
+art / (<$ minutes#
%ntroduce the performance task, handout half sheets, display, on S81.T board and
readA
rd
,inally% .e .ill celebrate .ith a class Poetry Party .here you .ill !er&or+
either your selected !er&or+ance !oe+ or one o& your selected original .or/s1
%nvite students to work with a desk partner to identify words or ideas they are not
sure about in the description by underlining or circling words on their copies. 4iscuss and
circle or underline identified words and phrases on the S81.T board, then invite anyone
who thinks they might know something about a circled word or phrase to share their
thinking. .ecord these thoughts around the perimeter of the text. ;D SB.D TC S1&D T?%S
SF%4D 5%T? T?D 81.MB+ as you will use it later to go back and track learning with students
%nvite students to the carpet and show a selection of +oetry Cut Foud videos. 1llow
students simply to watch and respond in conversations. 1fter videos, return to the
performance task description and ask students to add any new understandings or ideas they
gained from watching the videos. 4C *CT expound on the assignment or HcoverI the
details with them. Students will uncover details as they progress through the unit. ?ave
students glue the half sheet into their writing notebooks under their reflection on poetry.
3onsider printing off large version of the task description or writing it on chart paper to
hang on a classroom wall throughout the unit.
+art < (,$ minutes#
Start the next section by sharing the H%n order to meet our poetry task challenge,
we'll need to start by learning things about the different characteristics of poems.I Dlicit a
definition of characteristics. 4isplay model 3C+ booklet that you have prepared. 4istribute
large white paper and model for and guide students in folding and cutting the paper to
make booklets. (Bse a student's paper that will need extra help in folding due to dexterity
issues.# The se-uence is hot dog fold, hamburger fold, hamburger fold. Staple twice along
left side of booklet where book binding would be, and then use scissors to cut free any
attached pages.
*ext model and guide adding a title and student name to the cover, and adding the
headings for the first / pagesA !oetry% !rose
1sk for a class definition of !oetry. 1fter sharing verbally, ask a student to look up
the word in a class dictionary. 3ome to an agreement on the definition of poetry and model
writing this on the
st
page of the 3C+ as students do the same. Bnderneath, model writing
a /:, line example of poetry. Students may choose to use teacher model, or generate their
own.
*ext ask if anyone knows what the word prose means. =ollow similar steps to
construct and record a definition and example of !rose.
5rap up with Hexit ticket activityI (see below.#
Web Resources: see above for Noutube links for +oetry Cut Foud performance videos
Cautions and Comments:
1s a launch, this lesson takes a large chunk out of a daily language arts block. %f you cannot
dedicate the full !$ minutes all at once, you can chunk it into parts :< over the course of
your day.
There are multiple opportunities for flexibility and differentiation in this lesson, so do
make changes as students' needs dictate. =or example, while constructing the word
definitions for the 3C+ booklet, you could type these in a document, and then -uickly print
out copies for students to cut and paste onto their pages rather than copy by hand. The
poetry selected as mentor poems should reflect your students' culture and experience.
Student Assessment/Reflections:
1s an exit ticket, students will )ot down one thing they learned from today's launch and a
-uestion they have about poetry.
=ral Per&or+ance S/ills ((ay C)
Dstimated Fesson TimeA ,0 minutes
=vervie.:
Students will
;egin thinking about their poem oral presentation
take a first look at the oral presentation evaluation tool
begin an analysis of the -ualities of oral presentation
00SS1EL"2Literacy1*,131-1b
.ead grade:level prose and !oetry orally with accuracy, appropriate rate, and expression
on successive readings.
Student =bjectives:
events, or ideas.
The way a poem is presented orally can contribute to the audience's understanding
of the meaning of the poem
*esources: See 1ppendix 1 for 7udging Sheet
Bnstructional Plan:
Preparation
Students will needA
5riting )ournals and pencils
+rinted copies of 7udging Sheet
Teacher will needA
3hart paper and markers C. S81.T ;oard slide
+oetry Cut Foud videos cued up
Those 5inter Sundays httpA@@www.youtube.com@watch>vKks%7.$(z<0%
(stop at A,0#
Song of the +owers httpA@@www.youtube.com@watch>vKazL%5p3c*c
Dgo httpA@@www.youtube.com@watch>vKD<F*EDita-1
The ?eaven of 1nimals httpA@@www.youtube.com@watch>vK,b8,dfMkSNw
+art (0:/$ minutes#
;ringing their writing notebooks and a pencil, have students gather in a setting
which will allow peer and full group discussion with a view of the pro)ection system. Gain
students' attention and play of +oetry Cut Foud performance videos. 1fterward, say
Hwhen someone is performing a poem out loud, what do you think makes their performance
great> +lease )ot down a few ideas in your )ournal, and in a moment we will share our
thinking with each other.I
1fter a few moments, conduct a Turn and Talk with shoulder buddies to share their
thinking. Fisten carefully for age appropriate forms of any of the followingA accuracy,
physical presence, voice and articulation, dramatic interpretation, evidence of
understanding. 7ot down a few things that you hear, then gather the class's attention back
and reflect back to them H% heard you saying LLLLLLLLLLLLLLLLLLLLI writing those things
on chart paper or a S81.T ;oard slide. 4iscuss student thought surrounding these ideas,
adding any new criteria to the list.
4istribute copies of the Dvaluation Tool, explaining that these are the things )udges
of +oetry Cut Foud look for when they are evaluating performances. Talk about what
evaluating means. ?ave students look over the sheets and discuss anything that looks
familiar. Dxplain that the class will concentrate on the first < criteria today, and the last /
criteria and accuracy scoring tomorrow.
+ost the first < criteria across the boardA accuracy, physical presence, voice and
articulation. Guide class in exploring the meanings and implications of these words. Dx:
1ccurate means correct, no mistakes, on target, good aim. 5rite brainstormed words
around the criteria words to help build a definition. 5hat would accuracy look like in
reciting a poem> %nvite students to recite a short poem with weak accuracy, average
accuracy, and outstanding accuracy for demonstration. 5ork through list of words
together, giving students time to share in pairs and trios as the class processes the
meanings. .efer back and forth from the shared definition building to the Dvaluation tool.
3ome up with a symbol that can be added by each criterion as a reminder for what they
mean. =or example, the accuracy symbol can be a target. Subse-uent printings of the
evaluation tool should have the symbols included, and an anchor chart with the definitions
can stay posted on the wall throughout the unit.
*CTDA =or guidance in formulating useful definitions and to see the detailed rubric
designed for high school students by the +oetry Cut Foud organization, click hereA
httpA@@www.poetryoutloud.org@competition@)udge:preparation
To practice noticing the first < criteria, play one of the +oetry Cut Foud videos,
asking students to try rating the performances with lots of partner talk and group
discussion after consideration of each. +lay the same video over with each criterion as
students try applying their new knowledge.
Web Resources: see above
Teacher observation at the last section of the lesson will focus on detecting
evidence that students understand the meanings of the criteria. 1re they applying is
correctly> 1re their conversations showing understanding that is firm or tentative> Students
who seem shaky on the terms can be pulled into a small group re:teaching later in the day.
9ocabulary Dui4$riters $or/sho! ((ay 5@)
Dstimated Fesson TimeA ,0:"$ minutes
=vervie.:
Students will
Take an assessment to check understanding of characteristics of poetry
vocabulary
.evisit first drafts of earlier original poems
Bse established writers workshop procedures to revise poems, working toward
publication for poetry portfolio
00SS1EL"2Literacy1L1313
4emonstrate understanding of figurative language, word relationships and nuances in word
meanings.
00SS1EL"2Literacy1L13131a
3hoose words and phrases for effect.
Student =bjectives:
events, or ideas.
=igurative and literal language can be used to communicate ideas in different ways
*esources: See 1ppendix 1 for 3C+ Euiz
Bnstructional Plan:
Preparation
Students will needA
writing )ournals, poem drafts from week and /, and pencils
3C+ ;ooklets
final drafting paper
poetry portfolio folders
Teacher will have prepared copies of the 3haracteristics of +oetry Euiz
=irst administer the 3C+ Euiz. These will be scored by the teacher and returned on
day ,. Darly finishers can read from a selection of poetry books while waiting.
5hen all students are finished, move class into writers workshop mode, by gathering
on the carpet for a launching mini lesson. ;egin by asking students to talk about what
revising is about in writing. (This should be a review conversation.# 1fter they have shared
sufficiently to prepare for the task at hand, model revising a teacher drafted poem from
earlier in the unit, or one drafted specifically for this lesson. Cn the S81.T ;oard or chart
paper, model the steps of re:reading the draft and checking goals by looking at the
corresponding 3C+ booklet page. =or example if the draft is for a simile, re:read the simile
page and check to see if there are correctly used similes in the draft. Dnlist the class as
your Hwriting partnerI and ask them to help you look through and make final decisions
about line breaks, stanzas, and wording.
Touch ;.%D=FN on editing needsA capital letters, punctuation, alignment on the
paper (and choosing the right side of the paper on which to start.# 4emonstrate with model
poem.
%nvite those with lingering -uestions to stay on the carpet and talk with you, and
those who are ready to move into solo or partner work, depending on their needs. 1fter
consulting on the lingering -uestions, the teacher will spend the rest of the time moving
through the workshop, sitting beside students in conference.
Cautions and Comments:
The 3C+ Euiz can be modified in cooperation with the .esource teacher to fit student's
individual %D+ needs.
3C+ Euiz will be scored and added to the final unit grade.
"!!endix "2Lesson *esources
?entor Poe+ ideas
?ere are some titles to help get started, but one should choose poems that fit a
particular group's cultural backgrounds, experiences, and reading skills.
Title 1uthor
5ho ?as Seen the 5ind> 3hristina Georgina .osetti
=og 3arl Sandburg
%,Too, Sing 1merica Fangston ?ughes
Dletelephony Faura D. .ichards
=ireflies 8ary 1nn ?oberman
+oliteness 1.1. 8ilne
Fittle Snail ?ilda 3onkling
0haracteristics o& Poetry boo/let:
Each !age .ill contain the class constructed de&inition o& the ter+% and an
exa+!le o& that characteristic1 Sho.n belo. are the cover and individual !ages .aiting
&or de&inition and exa+!le1
Performance Task Description:
rd
,inally% .e .ill celebrate .ith a class Poetry Party .here you .ill !er&or+
either your selected !er&or+ance !oe+ or one o& your selected original .or/s1
Name ________________________________________________Class ________Date ____________
Characteristics of Poetry Quiz
Write the correct vocabulary word that describes each sample below.
Poetry Prose *hy+e Si+ile ?eta!hor "lliteration
9ocabulary $ord Exa+!le
She was like a tornado on the basketball court.
% have eaten
the plums
that were in
the icebox
and which
you were probably
saving
for breakfast
(from This Is ust To Say by 5illiam 3arlos 5illiams#
;oggis, and ;unce, and ;ean
Cne short, one fat, one lean.
?e was a locomotive running down the center of the field.
Great green globs of greasy grimy gopher guts
8y life is perfect. % have a bowl full of seeds, a cozy pile of wood
shavings, and room to run. %'m never leaving here.
(from 8emoirs of a ?amster by 4evin Scillian#
Complete the sentences with the correct word:
,igurative Literal Stan4a *hyth+ Line brea/
Sometimes an authors words mean just what they say. For example, The boy rode his bie a!ross
town." This is !alled ________________________ lan#ua#e.
Sometimes an authors words really mean somethin# else. For example, $t was rainin# !ats and
do#s%" This is !alled ________________________ lan#ua#e.
&ne se!tion o' a poem is !alled a ________________________. $t is similar to a para#raph in prose
writin#.
The beat o' a poem is sometimes !alled the ________________________.
Poetry Exchange Judging Sheet
Name o' student ____________________________________________________
Title o' poem ____________________________________________________
Performance udge
(ea )*era#e +x!ellent
,hysi!al
,resen!e
-
Sti'' or ner*ous. no eye !onta!t with
audien!e. appears un!om'ortable
/
0ody lan#ua#e and eye !onta!t are
at times unsure, at times !on'ident
1
,oised. body lan#ua#e and eye
!onta!t re*eal stron# sta#e presen!e
2oi!e and
)rti!ulation
-
3ard to hear. too slow or too 'ast,
sin#son#", words
mispronoun!ed
/
Clear, ade4uate intonation, e*en
pa!in#
1
2ery !lear, !risp,
ex!ellent rhythm and pa!e, sill'ul
use o' *olume and intonation
Dramati!
$nterpretation
-
,oem is o*ershadowed by too many
distra!tin# #estures, 'a!ial
expressions, a!!ents. a!tin# out o'
poem. inappropriate tone
/
,oem is neither o*erwhelmed nor
impro*ed by style o' deli*ery
1
Style o' deli*ery shows ownership
o' poem. all #estures and
mo*ements 'eel essential to poems
su!!ess
+*iden!e o'
5nderstandin#
-
Does not !ommuni!ate the meanin#
o' poem
/
Satis'a!torily !ommuni!ates
meanin# o' poem
1
6aster'ully interprets poem 'or
audien!e, su!!ess'ully re*eals
poems meanin#
&*erall
,er'orman!e
-
$ne''e!ti*e or inappropriate
re!itation. does disser*i!e to poem
/
)de4uate re!itation. la!s
meanin#'ul impa!t on audien!e
1
$nspired per'orman!e shows #rasp o'
re!itation sills and enhan!es
audien!es experien!e o' the poem
!otal Performance Score """""""""" #1$ possible%
&ccuracy udge
$na!!ura!ies in!lude7
Chan#in# words8Corre!t words but out o' order minus - point
Sippin# a line minus - point
Needs a prompt minus / points
Sippin# a stan9a minus 1 points
!otal Deductions """""""""" #subtract from 1'%
!otal &ccuracy Score """""""""" #1' possible%
!otal Performance Score """""""""" #1$ possible%
Student (inal Score """""""""" #2$ possible%
udge)s *ame """""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""
"!!endix ;2"dditional "ssess+ent Tools
=ormal evaluations in this unit include a &ocabulary -uiz, rubric assessed original poetry,
and teacher and self:evaluated performance. The vocabulary -uiz is included in 1ppendix 1, and
can be scored on a $ point scale, with one point earned for each correct answer. The 7udging
Sheet from 1ppendix 1 will serve as the evaluation tool for both teacher and self:evaluated poetry
performance, with points earned as delineated on the scoring sheet. %ncluded here are the student
reflection and the poetry portfolio assessment rubric.
Poetry Exchange Self Reflection
Name _____________________________________________________________ Date ___________
+pen your ,riting noteboo- to t.e first ,riting you did about ,.at poetry is/ Reread your entry
and t.in- about t.e t.ings you -no, no, about poetry/
How has your thinking changed since you wrote the first journal entry?
_________________________
___________________________________________________________________________
___________________________________________________________________________
__________________
What are some of the new things you learned in the Poetry Exchange unit?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________
What was your favorite part of this unit and why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________
What was the most challenging part of this unit and why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________
If you started this unit again what would you do differently?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________
Poetry Portfolio Rubric
Student Name7
________________________________________
Date7
__________________________
C)T+:&;< - / 1 =
Colle!ted ,oems
re4uired >=?
;hyme8;hythm
Shape86ood
Simile86etaphor
,er'orman!e
,oem >)ny?
Three !olle!ted
poems were
missin#7
Two o' the
!olle!ted poems
are missin#7
&ne o' the
!olle!ted poems
is missin#7
The boo
in!ludes all =
re4uired !olle!ted
poems.
= Colle!ted
,oems Content @
)!!ura!y
&ne poem
displays
!hara!teristi!
a!!urately.
Two poems
display
!hara!teristi!
a!!urately.
Three poems
display
!hara!teristi!
a!!urately.
)ll poems display
!hara!teristi!
a!!urately.
1 &ri#inal ,oems
Content @
)!!ura!y
6ood
Simile86etaphor
)lliteration
&ne poem
displays
!hara!teristi!
a!!urately.
Two poems
display
!hara!teristi!
a!!urately.
)ll poems display
!hara!teristi!
a!!urately.
5se o' Class
Time
Did not use !lass
time to 'o!us on
the proje!t &;
o'ten distra!ted
others.
5sed some o' the
time well durin#
ea!h !lass period.
There was some
'o!us on #ettin#
the proje!t done
but o!!asionally
distra!ted others.
5sed time well
durin# ea!h !lass
period. 5sually
'o!used on
#ettin# the
proje!t done and
ne*er distra!ted
others.
5sed time well
durin# ea!h !lass
period. Fo!used
on #ettin# the
proje!t done.
Ne*er distra!ted
others.
0est +''ort ,ut minimal
e''ort into
!ompletion o'
this proje!t.
,ut some e''ort
into !ompletion
o' this proje!t.
,ut 'airly #ood
e''ort into
!ompletion o'
this proje!t.
,ut my best e''ort
into the
!ompletion o' this
proje!t.
&ccuracy lines are scored double/
T&T)A ,&$NTS _________________ >/B possible?
Comments7
"!!endix 0:*e&erences
Gee, 7.+. (!!$#. Social lin!uistics and literacies: Ideolo!y in discourses" FondonA
=almer +ress
Goodman, M. (!!"#. #n readin!. +ortsmouth, *?A ?einemann.
*ational Dndowment for the 1rts, +oetry =oundation. (/$<#. Poetry out loud
$ud!e%s !uide. .etrieved from
httpA@@www.poetryoutloud.org@uploads@fl@f,0<f<(da@+CFLTGO/$/$<:
/$,O/$DvaluationO/$Sheet.pdf
+earson, +. 4., 6 3amperell, M. (!!,#. 3omprehension of text structures. %n .. ;.
.uddell, 8. .. .uddell, 6 ?. Singer (Dds.#, Theoretical models and processes of
readin! (,th ed.#. 8ahwah, *7A Drlbaum.
.egniers, ;., 6 8oore, D., 6 5hite, 8., 6 3arr, 7. (Dds.#. (!((#. Sin! a son! of
popcorn. *NA Scholastic %nc.
.osenblatt, F. (/$$0#. &a'in! meanin! with te(ts: Selected essays. +ortsmouth, *?A
?einemann.
Scillian, 4. (/$<#. &emoirs of a hamster. 1nn 1rborA Sleeping ;ear +ress
They%re poets and they 'now it: A collection of )* timeless poems. *NA Scholastic,
%nc.
&ygotsky, F., 6 Mozulin, 1. (!("#. Thou!ht and lan!ua!e+ revised edition"
;ostonA 8%T +ress
1n Dvaluation of the Bnit +lan1 +lease write a self:evaluation of the unit plan as you
have written it. ?ow well do you think your unit plan reflects the knowledge you
have gained from your work this semester> ?ow would you like to refine the unit in
the future> Dvaluate your own personal efforts in constructing this unit plan.
Cverall, % am pleased with this unit plan, as % do believe it reflects my learning this
semester, both in the completeness of the plan, and the careful consideration of all steps
of the Bnderstanding by 4esign model. 1s % mentioned in my Fearning Fog at the beginning
of class, % am used to starting at the end target when designing instruction, but have not
previously worked at such a detailed level, often addressing some pieces as we proceed
through the learning. Mnowing that this unit would be evaluated, % spent many, many hours
in its construction, and % am concerned that in the typical school year, % will not normally
have the time to be able to create such comprehensive plans. That said, % do really
appreciate the completeness of the unit, and believe that % would be very prepared as a
teacher to flex as necessary with such a strong framework in place. +erhaps a realistic goal
is to begin by creating a handful of units such as this, adding to the cannon each year.
% began this work thinking that % would refine an existing unit, and two surprising
things happened along the way. =irst, % discarded or completely redesigned most of the
tools and lesson work that % had previously used, creating completely new assessment tools
along the way. % also carefully considered the deeper understandings % hope to build in
students and am much more satisfied with this version. The second thing that happened
was a bit of a )olt. =our weeks into class, and well into my design process, % learned that %
would be changing rooms, grade levels, and content areas next fall. Since the standards %
chose to design this unit were specific to third grade, % was at first devastated by the loss
of a great deal of effort. The fifth grade standards, on initial inspection, do not match up
easily to the goals written in this unit. Cn the other hand, some of the vocabulary and,
especially, the performance )udging criteria are more suited to older grades (% knew %
would be working to scaffold these concepts#, so % plan to try rewriting this unit with 0
th

grade standards, as % am far too fond of the performance task and overall design to discard
it or give it away.
Dmploying an optimistic viewpoint, % am looking at the timing of my Bb4 learning as
fortuitous, as % am now starting from scratch in both language arts and social studies. 5hile
% know % will have to take on unit planning as % am able, the framework % have learned will
be a big help in ensuring -uality design.

3rd Grade Poetry Unit-Rieth

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Unit Title: Poetry Exchange Grade Level(s): 3

SubjectTo!ic "reas: Language "rts

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