| In this unit students read a variety of poetry which includes a wide range of poetic devices. In the first concept, Readers Discover the Elements of Poetry; readers learn strategies that help them determine the form, length, structure, style and mood of a poem. Students will ask, “What kind of poem am I reading?” They will see that a poem may tell a story, give an opinion, ask a question, or come from various genres. They will use their exploration of poetry to think about how poets play with words, structure and sound to create meaning. Readers will learn to notice the craft moves of poets including rhyme, rhythm, repetition, imagery and use strategies to understand how these literary devices impact the poem’s main idea. In the second concept, Readers Fit Text Together to Understand Poetry; readers use their knowledge of the way poetry is written to think about how all the pieces or stanzas fit together to share the poet’s message. Readers will reread to think about how the first stanza fits with the next as they proceed through a poem. Readers will use the poet’s words to piece together the big ideas of the poem and learn that every poem has a theme. In the third concept, Readers Use Poetry to Think about Life; readers learn strategies for reflecting on the poet’s message in relation to the reader’s own life. Readers will learn to connect with and carry lines of poetry with them. Readers will hold onto valuable life messages learn from the poems they have read by learning lines of poetry by heart that will be shared at a poetry reading unit celebration. The building of these concepts and the students’ proficiency of strategy use hinges on teachers utilizing; read aloud with accountable talk, mini-lessons, guided reading and strategy groups, one on one conferences, and partner conferences. |
| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 6. Assess how point of view or purpose shapes the content and style of a text. RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.3.10.By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Reading: Foundational Skills Fluency
RF.3.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.1a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.3.1c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d. Explain their own ideas and understanding in light of the discussion. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners. Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE) © CAST, 2013 |
| Concept I: Readers discover the elements of poetry. Session 1 Readers read and reread poetry paying attention to the poem’s characteristics. Session 2 Readers notice the rhyme and rhythm of a poem. Session 3 Readers pause to notice literary devices. Session 4 Readers notice the poem’s mood by paying attention to the words and feelings. Session 5 Readers determine the main idea of a poem. Session 6 Readers use all their strategies to determine the meaning of unfamiliar words in poetry. Concept II Readers fit text together to understand poetry Session 7 Readers fit each stanza together by asking, “How does this part fit with this next part?” Session 8 Readers think about how all the pieces fit together to determine a poem’s big ideas. Session 9 Readers fit the words of the poet together to create mental images. Session 10 Readers pay attention to the last lines of the poem to determine the poet’s message. Session 11 Readers use the ideas and images of a poem to determine the theme. Session 12 Readers compare and contrast the themes in poetry Concept III Readers use poetry to think about life Session 13 Readers are reflective about life after reading a poem. Session 14 Readers connect with and carry lines of poetry with them throughout their life. Session 15 Readers carry the messages from poetry into the reading of other texts. Session 16 Readers hold onto valuable life messages by knowing lines of poetry by heart. Session 17 Readers celebrate by sharing the poetry that will stay close to their heart. | - Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
- Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.
- Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.
- Calkins, L. & Tolan K. (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, Book 1: Building a Reading Life. Portsmouth, NH: Heinemann.
- Calkins, L. (2011). A Curricular Plan for the Reading Workshop, Grade 3. Portsmouth, NH: Heinemann.
- Heard, G. (1999). Awaking the Heart: Exploring Poetry in Elementary and Middle School. . Portsmouth, NH: Heinemann.
- Atwell. N. (2006) Naming the World: A Year of Poems and Lessons. . Portsmouth, NH: Heinemann.
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