Poetry Comprehension

Unit Design

for

Poetry Comprehension

3rd Grade

Developed by

Margaret Yurcak

Marvin L. Winans Academy of Performing Arts

Understanding by Design

Unit Design Worksheet

Unit Title:Poetry Comprehension / Subject: English Language Arts
Topic: Reading and Writing Poetry / Grade: Third / Name: Margaret Yurcak
Stage 1 - Desired Results
Established Goals:
Content Goals:
Literacy Goals (Common Core State Standards):
1)RF3.4Read with sufficient accuracy and fluency to support comprehension.
1)3F3.4.aRead grade-level prose and poetry orally with accuracy, appropriate rate, and expression.
2)W3.10Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
3)W3.4With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4)W3.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
5)W3.6With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
6)SL3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Understandings:
1)The students will understand how to read poetry with fluency and accuracy.
2)The students will understand that good writing takes support from others, time for research, generating an appropriate purpose and audience.
3)The students will understand that writing is done routinely over time and involves research, revision, and careful planning.
4)The students will understand the skills needed for successful poetry writing.
5)The students will understand how to publish poetry writing using technology resources.
6)The students will understand how recordings and visuals (pictures) of poetry can enhance comprehension of poetry. / Essential Questions:
1)What does comprehension look like in poetry?
2)How are the appropriate rate, expression, and accuracy different in a poem versus a fictional story?
3)To what extent can writing be improved? What makes your writing ready for publication?
4)How would writing and poetry be different if we did not have punctuation marks?
5)How would writing be different if authors did not type their writing when publishing?
6)How can the use of recording devices enhance comprehension of poetry?
Students will know
1)how to read poetry with appropriate fluency and accuracy.
2)that good writing takes support, time for research and generating the appropriate purpose and audience.
3)that writing takes time and needs to be done routinely and involve careful planning.
4)the skills needed for successful poetry writing.
5)how to publish poetry writing using technology resources.
6)how recordings and visuals (pictures) of poetry can enhance comprehension of poetry. / Students will be able to...
1)explain comprehension.
2)demonstrate appropriate rate, expression, and accuracy different in a poem versus a fictional story.
3)revise writing and demonstrate knowledge of when to publish.
4)explain the purpose of punctuation, figures of speech, and other skills needed to write poetry.
5)tell why writing is different if authors did not type their writing when publishing.
6)validate why the use of recording devices enhances comprehension of poetry.
Unit Enduring Understanding:
Students will understand how to fluently read and write poetry through the use of technology. / Unit Question:
What is poetry?
Stage 2 - Assessment Evidence
Performance Tasks:
Goal:Students will pretend that they are a storyteller presenting a poem on television for a children’s program. This poem will be third grade level Free Verse. Some examples of these authors include…
Frost, Robert “Stopping by Woods on a Snowy Evening.”
Field, Rachel. “Something Told the Wild Geese.”
Hughes, Langston. “Grandpa’s Stories.”
Jarrell, Randall. “A Bat Is Born.”
Giovanni, Nikki. “Knoxville, Tennessee.”
Merriam, Eve. “Weather.”
Soto, Gary. “Eating While Reading.”
Role: Storyteller on a Children’s TV show
Audience:Children
Situation:Students will create a children’s poem (similar to the author’s stated above) that they will read aloud while being videotaped.
Product: The students will create both a written children’s poem as well as a videotape recording of their reading.
Standards:The project will be graded on neatness, fluency, rate, stress, and evidence of having rehearsed and practiced (revision.)
Key Criteria:
The students will create their own rubric (which will be compared to the one I have below) so that they will take ownership of their own learning. This will be decided upon before drafts are written and videotaped.
4 / 3 / 2 / 1
Organization / Content is well organized. The student's work includes title, proper heading, and is set up in poem format (no paragraphs.) / Content is organized, but one of the following is missing: title or proper heading. Student did follow poem format (no paragraphs.) / Content shows a lack of organization. The poem format was not followed but heading and title are present. / Content is not organized. The poem is missing either a title or a proper heading. The poem is not in the correct form either. It is written as a paragraph or a story.
Evidence of Revision / Poem is typed, has no misspelled words, and rough drafts are present along with the final copy. / Poem is typed, but there are 1-2 errors either in grammar or spelling, rough draft is present. / Poem is not typed. There are 3-4 errors in either grammar or spelling. / Poem is not typed, drafts of poems are missing, and there are multiple errors.
Rate / The student reads at the perfect speed (not too slow or too fast, puts emphasis on appropriate words.) There is no stumbling over words. / The student reads at mostly appropriate speed, 1-2 lines seem rushed or too slow. There is little to no stumbling. / The student makes multiple errors. 3-4 lines seem either rushed or too slow. The student may stumble over words. / More than 4 errors in rate. The student stumbles over multiple words.
Use of Technology / Student’s poem is typed and recorded. / One form of technology is missing (recording or typed poem.) / There is no evidence of technology. Both typed poem and recording are missing.
Other Evidence:(journal entries, responses to poetry, oral readings, observations, conferences, final publishing/recording of poem)
Before
Brainstormideas about what poetry reading looks and sounds like. Ask questions about what poems children are familiar with.
Are poems read the same way as books?
The teacher can have students complete a KWL chart about poetry to answer some of the above questions.
Discuss prior knowledge of what poetry looks and sounds like. Should it be read fast? Slow? How do you know what to stress etc.?
Have students write a journal entry answering the above questions.
Share with students a well known poem on the Promethean Board. Have students do a “Think Pair Share” about what makes the poem well written (for example A Snowy Day by Robert Frost) Before the lesson think about or create a list of what makes a good poem (revising, reflecting, and researching /looking up unknown vocabulary.)
After discussing what a great poem looks like, have students create a rubric that they are willing to follow for poetry writing.
As a class, create a rubric of what an “A” paper looks like. Students will copy down and keep in their writing folder to refer to throughout the writing process.
Write in a journal about things to plan for a picnic (why is planning important?) What would happen if we did not carefully plan? Explain that planning is needed in writing as well.
Create a K-W-L chart of what students know about publishing. For example, what is publishing? How is it done? How will you know when you are ready to publish? Students should also create a rubric for an “A” paper. This way they take responsibility for their own learning.
Create a checklist or rubric of what is expected on an “A” recording (ex. Clear speech, pitch, stress, etc.) Students will refer to this as they work on their recordings of poetry. / During
Make observations and ask questions while students are reading in both guided reading groups and withpartners. Take note of fluency and ability to comprehend poetry.
As a daily assignment, have students practice reading poetry to a partner and drawing a picture of what the poem reminded them of.
Continue on with“Think Pair Share” activity during the lesson. During the pair and share, allow students to pair up with their working buddy and share theirideas about what makesagood poem. They may do a quick write to answer this question.
Have students begin to work on their own poem in their portfolio. This will be a rough draft that will requiredevelopment, and revising and editing from peers.
Students will conduct conferences with both their peers and the teacher to improve their writing.
Throughout the unit, have students create, revise, and edit drafts of poems in their portfolio. Both peers and teacher should hold conferences with students now as well as at the after stage.
Students will work on typing assignments that allow them time to practice keyboarding skills. This will be part of their daily assignments and can be incorporated in with other subjects such as spelling. They can practice typing drafts of poems.
Create “Mock recordings” where students will speak into a pretend microphone so they can practice and hear their pace, tome, and fluency. Teacher will make observations and help students to adjust accordingly. / After
Make observations and ask questions while students are reading in both guided reading groups and with partners. Take note of fluency and ability to comprehend poetry.
Students will present their poem to the class orally as a group (from guided reading.) They will be assessed on stress, appropriate rate, fluency, etc.
Come back to the KWL chart and complete the “L” portion. What can students add to their knowledge? What have they learned?
Students use created rubrics to publish their poetry. The poem should be shared with others either through a class read aloud, or added to a class library. Students should assess their own learning and teacher will conference with student about what went well and what still needs improvement.
Students will publish their writing by sharing with the class, adding their work to a class library, and self assessing their work. The teacher will conference with the students as well.
Conferences with students on their published poem. Students will also share their poem with the class and complete a self assessment.
Students will reference the writing rubric and publish their typed piece of poetry. They will then complete a self assessment.
Students will create/publish their finalized recording and will add it to a class listening center. Students will refer to the created rubrics and use it to self assess their work.
Describe the assessment/s and state the prompt if applicable. x F x S
What type of scoring tools will be used for evaluation?
□ Analytic rubric □ Checklist
□ Holistic rubric□ Answer Key
x Criterion rubric □ Other
Student Self-Assessment and Reflection:
Students will complete a self assessment survey page after they have completed their poetry unit.
Please Circle T for True and F for False.
1)I remembered to include a title and proper heading on my poem. T F
2)How many times did you revise and edit your poem? 1 2 3 or more
3)My poem is typed. T F
4)I practiced reading my poem on a recording device several times. T F
In a few sentences, give a summary of what you have learned during the poetry unit. This summary will be given to a younger student who may not know what you do!
In a few sentences, give a summary of what you have learned during the poetry unit. This summary will be given to a younger student who may not know what you do!
Editing/Revision Self-Assessment
Please answer the questions each time you revise and edit your poem.
1)I met with a partner who gave me some helpful suggestions. T F
2)I read my poem out loud after fixing any mistakes. T F
3)My teacher conference with me and I used his/her suggestions. T F
4)I gave my partner some helpful suggestions on his/her poem as well. T F
Stage 3 - Learning Plan
Differentiated Instruction:
C Level: Numbers 1-4 must be done totaling 30 points. Choose an additional two assignments to total 30 points. 60 points total will be earned.

1. Create vocabulary cards (10 points)
2. Practice Reading a class poem out loud with appropriate rate. (10 points)
3. In a paragraph, tell how poetry writing is different from a story that you would read. (10 points)
4. Draw a picture of images you saw while reading “Eating while Reading” (15 points)
5. Listen to “Grandpa’s Stories” on the computer and discuss with a partner. (15 points)
6. Draw a picture of images you saw while reading “Stopping by the Woods on a Snowy Evening.” (15 points)
7. Tell 2 characteristics of a Haiku poem. (15 points)

B Level: Number One is required for a total of 20 points. Choose one additional assignmentfor an additional 10 points. 30 points total will be earned.

1. In a Venn Diagram, compare a Free Verse Poem from those we read in class (see above) to a Haiku we read in class. (20 points)
2. Create a paragraph that explains how revising before publishing will change your writing. (10 points)
3. In a paragraph, write down what “A Bat is Born” meant to you. (10 points)

A Level: Complete all three activities for a total of 50 points.

1. Create your own free verse poem. (20 points)
2. Revise and publish your poem, making sure that it is typed. (10 points)
3. Pretend that you are a guest on a children’s television show. You will be reading your poem for the show. Record yourself reading your poem with appropriate rate. (20 points)

Learning Activities:
W: Where are we going? Why? What is expected?
Students will discover many different types of poetry such as haikus and free verse. They will learn how authors use poetry to express feelings. The final evaluation will be a created free verse poem that shows evidence of the writing process. This poem will also be recorded.
H: How will we hook/hold student interest?
Student interest will be kept through the use of choice activities and differentiated instruction. Students learn in various ways and the use of the computers, recording devices, various poems, pictures, and activities will surely keep students engaged and excited about learning and interpreting poetry.
E: How will we equip students for expected performances?
Students will have multiple chances for practice with poetry (reading, interpreting, and comparing) before they will be expected to create and publish their own. Along the way they will also be given multiple chances for conferencing both with their peers and the teacher.
R: How will we help students rethink and revise?
Early on in the unit, students will be given opportunity for reflection through journal entries. This will letthem see how they are growing as readers and writers of poetry. Students will also be given several days to revise and edit their poems. At this time they will be meeting with their peers and/or the teacher. Students will give and receive suggestions on their poetry. Students will also be given time to rehearse their recordings before the final one is turned in.
E: How will students self-evaluate and reflect on their thinking?
Students will complete a survey checklist that lets them make sure that all key components are met. They will also write a summary telling a student in another grade what they have learned during the poetry unit. This can then be compared to the “K” section of the K-W-L chart.
T: How will we tailor learning to varied needs, interests, styles:
Students will have the opportunity to show what they have learned by multiple means. They will demonstrate appropriate rate by recording themselves. Students will show comprehension through various journal responses and reflections. They will show knowledge of what a poem is and looks like through their own created free verse poem. Students will also have choices to fit different interests (intrapersonal as well as interpersonal.)
O: How will we organize and sequence the learning?
Although the activities can be adapted to fit a wide range of learners, the first week of activities will be level C and will become increasingly more challenging with each week. The final week will allow students to demonstrate full understanding and will be level A. This is where I will bring in the created rubrics. The students will be expected to turn in both a created poem that they have been videotaped reading for a children’s TV show.
Essential Vocabulary
Accuracy – the condition or quality of being true, correct, or exact; freedom from erroror defect; precision or exactness; correctness.
Accurately – free from erroror defect; consistent with a standard, rule, or model; precise; exact.
Appropriate– suitable or fitting for a particular purpose, person, occasion, etc
Audience – the persons reached by a book, radio or television broadcast, etc.;
Audio recordings – a recording of acoustic signals
Collaborate – to work, one with another; cooperate, as on a literary work.
Comprehension – capacity of the mind to perceive and understand; power to grasp ideas; ability to know.
Fluency– spoken or written with ease.
Free Verse–verse that does not follow a fixed metrical pattern.
Guidance– advice or counseling especially that provided for students choosing a course of study or preparing for a vocation.
Haiku–a major form of Japanese verse, written in 17 syllablesdivided into 3 lines of 5, 7, and 5 syllables, and employing highly evocative allusions and comparisons, often on the subject of natureor one of the seasons.
Keyboarding – a set of keys, usually arranged in tiers, for operating a typewriter, typesetting machine, computer terminal, or the like.
Orally – uttered by the mouth; spoken.
Organization– the act or process of organizing.
Peer– A classmate who is near your age.
Poetry–the artof rhythmical composition, written or spoken, for exciting pleasure by beautiful, imaginative, or elevated thoughts.
Public – of, pertaining to, or affecting a population or a communityas a whole
Prose –the ordinary form of spoken or written language, without metrical structure, as distinguished from poetry or verse.
Purpose– the reasonfor whichsomething exists or is done, made, used, etc.
Sufficient– adequate for the purpose; enough: sufficient proof; sufficient protection.
Technology – the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment, drawing upon such subjects as industrial arts, engineering, applied science, and pure science.
Sequencing the Learning
Monday / Tuesday / Wednesday / Thursday / Friday
Introduce vocabulary
Complete “K” portion of K-W-L chart on poetry.
Practice Reading “Stopping by the Woods on a Snowy Day”
Level C activities 60 points due Friday / Read a Haiku poem on Promethean Planet.
Guided Reading (with poetry)
Create Vocabulary Cards
Level C activities 60 points due Friday / Guided Reading (with poetry)
Tell how poetry is different from a story.
Level C activities 60 points due Friday / Read “Eating while Reading”
Guided Reading (with poetry)
Choice C activities
Level C activities 60 points due Friday / Guided Reading (with poetry)
In a journal, fill in “W” portion of K-W-L chart with information learned this week.
Choice C activities
Level C activities 60 points due today
Monday / Tuesday / Wednesday / Thursday / Friday
Guided Reading (with poetry)
Read another Haiku from Promethean Planet
Create a Venn Diagram that compares a Haiku to a Free Verse Poem.
Quiz a partner on poetry vocabulary
Choice B activities 30 points due by Friday. / Guided Reading (with poetry)
Discuss Writing Process with students
Brainstorm a list of possible poetry topics
Choice B activities 30 points due by Friday. / Read “A Bat is Born.”
Begin to draft your own Free Verse Poem
Choice B activities 30 points due by Friday. / Guided Reading (with poetry)
Continue work on your own Free Verse Poem
Choice B activity
Choice B activities 30 points due by Friday. / Peer-Edit/ Conference with students on written poems
Choice B activity
Choice B activities 30 points due by Friday.
Monday / Tuesday / Wednesday / Thursday / Friday
Guided Reading (with poetry)
Revision/Editing with a partner or teacher
Level A activities due Friday. / Practice typing your final copy of poem.
Revision/Editing with a partner or teacher
Practice reading your poem orally.
Level A activities due Friday. / Guided Reading (with poetry)
Continue revision and editing with a partner or teacher
Practice reading your poem orally. Make a mock recording.
Level A activities due Friday. / Guided Reading (with poetry)
Practice revising and editing your recorded poetry.
Level A activities due Friday. / Guided Reading (with poetry)
Publish your typed free verse poem.
Complete your published recording.
Complete “L” section of K-W-L chart that was begun at the beginning of the unit.
Level A activities due today.

UbD Unit Design Worksheet / Saginaw Valley State University1