Literacy: Poetry Unit

Name: Andrew Knox Grade Level: 2nd 1. Describe your target area for guided lead teaching:

My target area will be the development of poetry, in other words poetry writing, writing. The understanding of poetry for composition. A blend of both comprehension and writing where students learn to read, write, and enjoy poetry. The main target is writing because the final product will be shown through students written work.

2. List the main Common Core State Standard(s) that this unit will work toward.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem. W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

3. List a small set of well chosen objectives for the unit. Label each objective with a number so
you can easily list the objective(s) for each day in the table below.

1. Given a wide range of diverse poetry presented in a variety of ways with developmental
strategies students will be able to write and recite their own poems with corresponding images which will be published in a class poetry book.

4. Provide a rationale for why your overall goals and your specific objectives are important and
worthwhile content or skills to learn, and how they are relevant to your students lives. There are many reasons why understanding and being able to compose poetry is worthwhile to students. One is that poetry helps students to learn to make connections to what theyre reading. Reading poetry can be a source of comfort. When students read or hear poems about things to which they can relate, they realize that they are not alone in this world with their ideas. They make personal connections to what theyre reading, a skill they can carry over into other kinds of reading theyll do in school. Also, when students are making personal connections or interpreting a poem through their thoughts, there are no right or wrong answers, which is freeing to students and may encourage shy students to speak up more; improving another skill. Another worthwhile reason is that poetry is a good outlet for students. When students write poetry, they can release emotions for which they have no other outlet. Young children may feel the need to express their thoughts a lot, and poetry is a great medium for doing so in an unrestricting manner. Poetry is a forgotten tool in the classroom and I believe that it may help students in many facets as well as introducing them to something they are not accustomed to.

5. List the main assessment(s) you will use to determine if your students meet your unit objectives
for the unit.

The main assessment I will use to determine if my students met my unit objectives will be the poem that each student puts together for the class poetry book. The poem will have to be formatted in one of the formats learned during the unit which is how the students will be graded. Each student will also recite their poem in front of the class on publishing day. The students who do not feel comfortable reciting their poem in front of the whole class will be able to recite it in front of a group of peers of their choosing with an instructor observing. Every student will recite a poem. Their written work will be measure by if they include either detail under a specific topic or rhymes available.

6. Indicate with an asterisk (*) which lessons will require your explicit attention in planning and
teaching to develop the core practice you identified for your professional learning. The core practice I identified was assessing. I would like to use effective assessment practices in the forms of reflection/critique and portfolios/publishing.

7. Describe what you will do to provide differentiated instruction in one area (content, processes
or products), and explain how that choice appropriately meets some of your students learning needs: Instruction will be differentiated in both the product and processes especially for the final product. For the final product students will have the choice of the type of poem they will write as well as how long it is. They will learn many different types and formats which will enable them to make a selection about how they would like to compose their own. Each students capability will be different so I expect their products to be on a different level. The students levels are measured by previous writing samples. The freedom to write whatever they want will encourage students to write more so short work should not be a problem. The process will be differentiated similar to the product. Students will brainstorm ideas of what they want to write about. After they select a topic they may write as they please. Students will be able to work together allowing them to feed off of each other for ideas or may they work alone which allows them to really focus on what they want to do. The ideal of choice is very important when it comes to differentiating instruction. Choice and freedom is also important when writing, especially poetry, therefore a lot of freedom will be given to the students in completion of the product. List the following for each lesson Lesson Focus/Topic Objective # that is the focus of this lesson Instructional Format (e.g., mini-lesson followed by a group activity) Ongoing Assessment: what will you look for as you teach, and how will you use that information to plan your next lesson? Teaching Notes: jot down topics, resources or tasks you want to make sure you incorporate into your lesson as you develop your plans such as introducing centers that day, or making sure you provide an anchor chart on predictions, or what you will focus on to develop your core practice I want to make sure students get that rhymes deal with sounds and note letters.

Day 1: Introduce/Review Rhyming Words

Early Morning Downtime:

Observations during whole group discussion where

Objective: Students will be able to write, say, and identify rhyming words.

Students will be read two poems: My mother (Quatrain, pg. 42, Oh, Such) Happy Birthday to you. (Triplet, pg. 58, Laughing Out Loud)

physical anecdotal notes of each student will be taken on how they are able to develop rhymes. Rhyming word chart each student will create and fill out.

Words rhyme because of the rime and not because of the onset or vowel. For example, cat and ball have the same vowel but do not rhyme.

Lesson: Students will be read two poems. A Mouse in her room (Triplet, pg. 62 Laughing Out Loud) Held Up and Robbed (Limerick, pg. 22 Looniest Limericks) Whole Group Activity: Students will be read poems that contain rhymes. Whole Group Activity: Students will be asked to pay close attention to the words at the end of each line. Whole Group Activity: Class will discuss patterns in the words we heard Whole Group Activity: Explain rhymes Whole Group Activity: Rhyming Activity: Roll A Rhyme Individual Activity: Students will complete

rhyming words chart worksheet. Day 2: Creating Triplets Objective: Students will be able to write a triplet. Early Morning Downtime: Students will be read two poems: Accident (Quatrain, pg. 86, Oh, Such..) Wrapped Up His Wife (Limerick, pg. 10, Looniest Limericks) Lesson: Students will be read two Triplets: At the top of my voice (pg. 27, Surprises) Rainy Days (written by me) Whole Group Activity: Review and discuss rhyming words with students. Whole Group Activity: Explain to students that we will be writing a Triplet. Whole Group Activity: Discuss poems we have read that were Triplets. Whole Group Activity: Model a Triplet and how to develop one. Whole Group Activity: Develop a Triplet. Discuss the different strategies in creating one. Individual Activity: Observations during whole group discussion where mental anecdotal notes students will be taken for recording later. Monitoring the room while students work and taking anecdotal notes on students ability to develop cohesive rhyming lines. Developed Triplet in their poetry folder. Students may access poem books in the class to help them develop or give them ideas for their triplets Dont want students being overwhelmed trying to think of rhyming lines. Last words rhyme not the whole sentence.

Students will create their own triplets. Partnered Activity: Students will share their triplets with a partner. Individual Activity: Students will store Triplets in their poetry folder (given to them at the end of writing this day). Early Morning Downtime: Students will be read two poems: Time to play (pg. 12, Pass it on. Plans (Quatrain, pg. 10, Surprises) Lesson: Students will be read two poems initially: My sister Laura (Quatrain, pg. 66, Oh, Such) Careless Zookeeper (Limerick, pg. 38, Loonie Limericks) Whole Group Activity: Show students a Halloween art piece I drew. Discuss the imagery and details we see in the picture. Whole Group Activity: Read the poem I wrote relating to the picture (Unsuccessful Halloween) Whole Group Activity:

Day 3 (HALLOWEEN!): Descriptions and Descriptions with pictures. Objective: Students will be able to use and identify descriptive words. Students will be able to draw a picture to complement a text.

Observations during whole group discussion and sharing. Specifically descriptions of looks, smells, feeling, and sound. Assess students ability and effort while brainstorming ideas. Assess students effort when personifying an object drawing a picture. I want to see that students are actually working and developing some type of art.

Convey that when Students describe things based on how they feel it looks, feels, or smells etc etc. All of their descriptions are completely their thoughts about how something is. Focus on detail. Students should include as much detail in the picture or as many things as they can.

Pick out the descriptive words we heard in the poem (feelings, look, smells, etc.) Whole Group Activity: Make the connection between the picture and the poem. Whole Group Activity: Brainstorm some descriptive words (especially about Halloween) Individual Activity: Students will draw or color available Halloween pictures and write a Triplet about it. Individual Activity: Students will store work in their poetry folder.

Day 4: Quatrains Objective: Students will be able to write a Quatrain.

Early Morning Downtime: Students will be read two poems: A Fat Man (Limerick, pg. 10, Looniest Limericks) The Reason a like Chocolate (Open form, pg. 11, Pass it on.) Lesson: Students will be read three poems: In August (Quatrain, pg. 48, Surprises) Many an

Observations during whole group discussion where mental anecdotal notes students will be taken for recording later. Monitoring the room while students work and taking anecdotal notes on students development of their lines. Developed Quatrain in their poetry folder.

Ounce (Limerick, pg. 33, Looniest Limericks) Stinky Diapers (Quatrain, written by me)

Whole Group Activity: Reflect on what a Triplet is. Whole Group Activity: Introduce a Quatrain. Talk about some poems we read that were Quatrains. Compare it too Triplets (similarities and differences). Whole Group Activity: Model developing a Quatrain in two different forms (AABB and ABAB). Whole Group Activity: Develop examples both types of Quatrains as a class. Individual Activity: Students will create a Quatrain in both formats. Whole Group Activity: Some students will share their Quatrains aloud. Individual Activity: Students will store work in their poetry folder.

Day 5: Limericks Objective:

Early Morning Downtime:

Observations during whole group discussion where

Students will be able to write Limericks.

Students will be read two poems: Out with a grasshopper (Limerick, pg. 23, Looniest Limericks) I can (Free Write, pg. 19, Pass it on.) Lesson: Students will be read two poems: Atlas (Limerick, pg. 48, Looniest Limericks) The walking around (Limerick, pg. 63, Looniest Limericks) Whole Group Activity: Discuss the Limericks we have read. Whole Group Activity: Talk about things we noticed in Limericks (the use of descriptions in them.) Whole Group Activity: Limerick creating/modeling activity as a class. Whole Group Activity: Students will write their own Limericks. Mini Group Activity: Students will share their Limericks in small groups. Individual Activity: Students will store work in their poetry folder.

mental anecdotal notes students will be taken for recording later. Monitoring the room while students work and taking anecdotal notes on students development of Limericks. Developed Limerick in their poetry folder.

Day 6: Brainstorming poem ideas and free write poems Objective: Students will brainstorm ideas for a poem to write for their publishing. Students will learn about poems with no format.

Early Morning Downtime: Students will be read two poems: Snored & Snored (Limerick, pg 47, Looniest Limericks) A young lady named Flo (Limerick, pg. 102, Looniest Limericks) Lesson: Students will be read two poems: Wait Little Joe (Free Write, pg. 2, Pass it on.) My old house (Free write, written by me) Superhero (Free write, written by me) Whole Group Activity: Talk about my free write poems. All poems do not have to have a format or rhyme. You can also express feelings. Whole Group Activity: Show students my poetry notebook where I have my poem ideas listed. Show them that I have the poems I completed crossed off. Whole Group Activity: As a class model how students can brainstorm ideas

Observations during whole group discussion and sharing. Monitoring the room while students work. Assess students ability and effort while brainstorming ideas. I want to see that students are in the process of developing a list of ideas. I will be taking notes on who may need further help with ideas.

Students to know that poems can be about anything they want it to be about.

Individual Activity: Students will brainstorm ideas about topics for poems. Individual Activity: Students will freely write any type a poem they want from their brainstormed ideas. Individual Activity: Students will store work in their poetry folder.

Day 7: Poem Writing Workshop Objective: Students will write rough drafts for published poem.

Early Morning Downtime: Students who want to share written poem from their folder can share. Lesson: Whole Group Activity: Read a poem RECENTLY written by me. Show that I crossed it off my list. Whole Group Activity: Discuss the Final Publishing Project and what students are to do. Individual Activity: Students will select a poem from their brainstormed ideas or maybe even a new topic to write about for their publishing. They also will select a style or format. Individual Activity: Students will work on rough drafts of their

Assess students ability and effort while writing. I want to see that each student is at least trying to write. They may not have complete ideas of what they want to write trying is the emphasis.

Guide students writing through writing conferences: Does this relate to your topic? How will you describe this? What is something else you can rhyme with this word? What other descriptive words can you use (some students tend to keep using the same word like pretty)? Tell me something about your topic.. you may include that.

poems. Individual Activity: Students will store work in their poetry folder.

Day 8: Poem Writing Workshop Objective: Students will work on their poem. Students will get feedback on their writing from teachers for revision

Early Morning Downtime: Students who want to share written poem from their folder can share. Lesson: Whole Group Activity: Students will be read another poem written by me. Whole Group Activity: Discuss how students are coming along so far. What are they writing about? Whole Group Activity: Explain the procedures of the writing conferences with the teacher. Individual Activity: Students will continue to work on their poems Partnered Activity (with Mrs. Bell and I): Help students to revise and edit their poems in one on one writing conferences. See how their poems are coming along. Individual Activity: Students will store work in their poetry folder.

Assess students ability and effort while writing. I want to see that each student is at least trying to write. Thought should be more complete about what they want to write but again working and progression is the emphasis. The writing conferences will help them develop their writing if they are struggling.

Guide students writing through writing conferences.

Day 9: Poem Revise and Edit Objective: Students will continue working on poems for publishing. Students will revise and edit their poems.

Assess students ability and effort while writing. I want to see that each student is at least trying to write. Thoughts should be complete and students should be revising at almost at completion. Does it fit the format they have chosen? Are the rhymes correct? Are students staying on topic?

Guide students writing through writing conferences.

Day 10: Poem Completions, Publishing, and Recitals Objective: Students will complete and recite their poems.

Early Morning Downtime: Students who want to share written poem from their folder can share. Lesson: Whole Group Activity: Students will recite complete poems. I will do mine first. Individual Activity: Students will complete poem. Putting the finishing touch (A PICTURE!). Whole Group Activity: Students will recite the poems they wrote.

Assess students published work by analyzing their piece in comparison with the objectives of the unit and the types of poems we have learned about and the one they decided to compose themselves.

Make sure students speak loudly and expressive when reciting their poems. Demonstrate.

********STUDENTS KNOW THAT DURING ALL DOWN TIMES THEY SHOULD BE PRACTICNG WHATEVER WE ARE DOING IN WRITING AT THE TIME IN THEIR JOURNALS, WE OBSERVE********* (This allows students to get more practice at what we are doing. For example, if a student finishes math really fast. He/She is to write in their

journal using whatever concepts we are doing in writing at the time.)

Date:10/22/2012 Objective(s) for todays lesson: After doing a read aloud of a rhyming picture book, students will learn how to identify, say and write rhyming words by engaging in rhyming exercises and matching rhyming words during independent work. Rationale: Students need to learn about phonics, they need to learn the skills to help them connect sounds in words they see but do not know. Great readers have many skills to help them decode unfamiliar words. The ability to identify rhyming words can help students read more easily and efficiently. Materials & supplies needed:

Rhyme Charts Worksheet

Ball Laughing Out Loud Poetry Book Oh, Such Foolishness Poetry Book Procedures and approximate time allocated for each event Introduction to the lesson (What will I say to help children
understand the purpose of the lesson? How will I help them make connections to prior lessons or experiences in and out of school? How will I motivate them to become engaged in the lesson and understand its real world purpose? How will I make explicit behavior expectations and other issues related to classroom management?) (5 minutes) Read students two poems A mouse in her room and Held Up & Robbed. Then move on to the introduction of the lesson. Class we have been reading quite a bit of poetry lately, would you agree? It seems that you have been really enjoying them the poems we are reading on a daily basis. I am really impressed as to how engaged you are when poetry is being read. I want you to continue to be very attentive and interested in our reading selections. So, What are some things you like about the poems we have read so far? What are some similarities that you guys have noticed in all of the poems we have read? Well I have a surprise for you. We are about to begin a poetry unit. In this unit I will be teaching you guys about some different types of poems and how to write them. Then you will be able to write your own poems anytime you want. During free write you will now be able to write poems in your journals as poems are another great way to express yourself. Exciting right? Shortly, I will read you another poem and I want you guys to pay close attention to the words at the end of each line. At the end of each line are some special sounding words. When you learn what these words are used for it will help you become even better readers and writings because you guys are already wonderful. After the poem is read we will discuss the things that you guys observed and thought about. I expect all of you to be sitting in ready position and actively listening to the poem being. Remember that we must be respectful, responsible, and make right choices. What would be the respectful thing to do at this time? What would be the responsible thing to do? What are some right choices?

Academic, Social and/or Linguistic Support during each event

Particular students will need reminders of how to sit or to pay attention (Larry, Malayia, Jaydin, and VaSanti). Positive compliments will be given to others (I really really like how ___ is sitting). This often corrects the students that are not doing as they are suppose to be in the group reading setting.

OUTLINE of key events during the lesson (Include specific details

about how I will work on developing and improving my core practice

and attend to other instructional issues such as beginning and ending activities; what discussion questions I will use; how I will help children understand behavior expectations during the lesson; when/how I will distribute supplies and materials) (20-30 minutes)

I will begin by introducing the poems by naming the title and the author? Students will be asked what they think the poem is about based on the title. What are your predictions? What types of images come to mind when you hear the title? At the conclusion of the poem students will be asked we will discuss if the students predictions and images were correct? We also will discuss what patterns they heard especially at the end of the each line. After students give their ideas I will introduce the concept of rhyme. Describe rhyming words as words that have the same vowel sounds. Model a few words that rhyme and why. Example, cat and hat. Sound out the words so that students can hear the like sounds. Do a brief activity where students are asked to touch their nose when I say and they hear two words that rhyme. After the brief lesson students will be asked to return form a circle for further instruction for our activity. I will explain the Roll A Rhyme activity. In the activity students sit in a big circle. One student starts off with the ball. They will say a word and roll the ball to another student who will say a word that rhymes with the previous word. That student will come up with a word and will roll the ball to a different student. That student will come up with a word that rhymes with the previous word. This process will continue until every student has had a turn.

Some students may be afraid to share their ideas even though their thoughts are usually beneficial. I have to encourage them to say something (You look like you have something good to contribute, lets hear it). Some students will have to be kept on task by asking them questions. If they are not kept at attention their minds tend to wander off. Faith and Isaac specifcally will need extra reinforcement to make sure they are paying attention. Their attention is often loss. Engaging them in simple task like saying what they liked about the poems can keep them focused.

Students will have to be assisted in forming a circle. It gets pretty hectic in our class when we have to do things like this that involves everyone moving at the same time. Students will have to be shown how to roll the ball. There are some that will roll the ball super fast which could possibly injure someone.

Closing summary for the lesson (How will I bring closure to the
lesson and actively involve children in reflecting on their experiences? How will I help them make connections to prior lessons or prepare for future experiences? What kind of feedback do I want from them at this time?) (10 minutes)

Upon completion of activity students will be asked to return to their seats. A worksheet will be passed out to each student. I will explain the directions as follows: You are to write at least four rhyming words on the given line for each word on the worksheet. Students will be given individual time to work. I will monitor the room as students work and take notes. As a class we will then talk about why rhymes makes poetry sound better and gives it a rhythm. Transition to next learning activity Students will be asked to pass their papers to the front. Will be asked to make sure both their names and dates are written on the paper. Upon students handing in papers students will be in ready position and waiting for further instruction.

To aid them with coming up with rhyming words students will be asked to think about the poetry we had been reading. What were some of the rhymes they heard in the poems? Can they relate to these words? Isaac will need help coming up with words that rhyme because he struggles with his sound letter recognition. I will have to sit with him and guide him through some of the sounds as I usually do.

Assessment (How will I gauge the students learning as I implement the

lesson plan and once the lesson is completed? Specifically, what will I look for? How will I use what I am learning to inform my next steps?)

Reinforce students getting prepared for next activity by targeting students who are doing a good job of making the right choice. (Great job ___ on getting ready for Science). We have to make transitions fast to cut down on unused time. Academic, Social, and/or Linguistic Support during assessment

What I want from this lesson is not that students are able to just identify words that rhyme but why they rhyme. I want students to enhance the students phonemic awareness. Not only will students know how to rhyme with ease they will understand why the words rhyme as they will be able to connect the vowel sounds. I want them to really be thinking about what makes these words sound alike. To assess them I will gauge their thoughts and abilities when dealing with rhyming words. Are they able to verbalize why the words are similar? What are they focusing on when thinking about or creating rhyming words? If students appear to be thinking about sounds and vowels I know that the picture is clear to them for why words rhyme. If students focus more on the whole word I know I need to focus my instruction and their learning on rime schemes. I will assess them based on the worksheet that they turn in. Reflection After teaching each lesson, write a Book Club Blog Posting discussing the following: What students learned and which students struggled with the lesson. What are alternate reads of your students performance or products? What did you learn about your students literacy practices that extend beyond your objectives? When and how will you re-teach the material to students who need additional support? If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students learning? What did you learn so far about implementing your core practice and what do you need to do to continue your professional learning?

Date:10/23/2012 Objective(s) for todays lesson: Students will be able to identify rhymes and create their own lines ending with rhymes. Materials & supplies needed: The Worst Morning Ever! Triplet By Andrew Knox Surprises Poetry Book

Board Dry erase markers Pencil Paper

Procedures and approximate time allocated for each event Introduction to the lesson (What will I say to help children
understand the purpose of the lesson? How will I help them make connections to prior lessons or experiences in and out of school? How will I motivate them to become engaged in the lesson and understand its real world purpose? How will I make explicit behavior expectations and other issues related to classroom management?) ( 5 minutes)

Academic, Social and/or Linguistic Support during each event

I will start the lesson off by letting the students know they did a wonderful job with the rhyming lesson. I was so impressed that I went home and bragged to both my brother and my best friend. I told them that all of you guys were very smart. Now, Do you recall the poems that we read yesterday? What was special about that poem? What did we do yesterday that related to that poem? Today I am going to read another poem to you guys. This poem also has some rhymes in it. Guess what? This poem is written by someone special. ME! Again, I want you to pay attention to some of the rhyming words you guys hear. I also want you to pay attention to some of the sentences as well as how I read it. After I finish reading I want you to tell me some of those words you heard. OUTLINE of key events during the lesson (Include specific details
about how I will work on developing and improving my core practice and attend to other instructional issues such as beginning and ending activities; what discussion questions I will use; how I will help children understand behavior expectations during the lesson; when/how I will distribute supplies and materials) (20-30 minutes)

Particular students will need reminders of how to sit or to pay attention. Positive compliments will be given to others (I really really like how ___ is sitting). This often corrects the students that are not doing as they are suppose to be in the group reading setting.

I will read my poem The Worst Morning Ever! I will be sure to read the poem with plenty of feeling. I want to show the students that this how you should read especially when you are reading your own works. After the poem is read I will call on students to tell me rhyming words that they heard. This reinforces the knowledge from the previous day. Next, using the list of rhyming words we came up with the previous day we will develop lines using those rhyming words as practice. I will model the first line creation. For example, Out ran the cat, because he was afraid of the ___. I will say, Hmmm, what can fit right here that makes sense and rhymes. Oh, Bat! Then we will try again with another sentence. When modeling is done students will be asked to their seats in preparation for the next part of the lesson. As a class we will practice developing three rhyming lines. The three lines will be more structured under a topic allowing the students to jus fill in the blanks towards the beginning of the modeling but by the end of the modeling I hope that the class will be able to create three lines on their own. For example, like the above example, students when initially receive the example the room is bright, because of the shining

Some students will have to be kept on task by asking them questions. If they are not kept at attention their minds tend to wander off. Some students (Faith and Isaac) will be called on to participate. It is the only way to keep particular students engaged.

____. Here at first, the lines are given to them. By the last example I want students to develop their own three lines. I will then introduce this as a Triplet once the students have learned how to create the lines. Following modeling and guided practice of creating three rhyming lines students will be given the directions to work on developing their own Triplets. The Triplets do not have to be extravagant and long. I just want to see that the students gave effort in creating their own Triplets. I expect the students to be working diligently to create their Triplets. When the students are finish they will be given the directions to work with a partner. With a partner the students will read their Triplets to each other. I will monitor the room to see how the students are coming along with their creation. Guided help will be there by Mrs. Bell and I if the students need a little help. Closing summary for the lesson (How will I bring closure to the
lesson and actively involve children in reflecting on their experiences? How will I help them make connections to prior lessons or prepare for future experiences? What kind of feedback do I want from them at this time?) (10 minutes)

Students (Faith and Isaac) will have to be aided in writing their sentences. Both struggle with forming complete thoughts although they may understand concepts. We have to guide their thinking in the right direction based on whatever they chose to write about.

After the completion of their lines students will be allowed to share the rhyming lines that they came up with in front of the class. This allows me to see how students did with the task. It also gives other students ideas. It is a learning experience for both the class and I Transition to next learning activity Students will be asked to make sure both their names and dates are written on the paper. Students will be asked to put their papers in their poetry folder as they are handed out. Upon students handing in papers students will be in ready position and we will use flash cards to compute rhyming words while transitioning.

Students have to be encouraged to speak loudly (VaSanti and Tristana; They love to share but never speak loud enough). They tend to use very soft voices in front of the class when they both are capable of using a strong reading voice. Demonstrating how to read in front of the class will be beneficial for this. Reinforce students getting prepared for next activity by targeting students who are doing a good job of making the right choice. (Great job ___ on getting ready for Science). Academic, Social, and/or Linguistic Support during assessment

Assessment (How will I gauge the students learning as I implement the

lesson plan and once the lesson is completed? Specifically, what will I look for? How will I use what I am learning to inform my next steps?)

The information acquired and used today by students is similar to the previous day. I am still looking to see that students are able to just identify words that rhyme but why they rhyme. Students phonemic awareness has improved. The understanding for why words rhyme should be there. I still want thinking about what makes these words sound alike. To assess them I will gauge their thoughts and abilities when dealing with rhyming words. Are they able to verbalize why the words are similar? What are they focusing on when thinking about or creating rhyming words? Flash card word sorts will be used as a method to see of the students picked up on rhymes. Students will see the words on cards on the board and will have to match them. This allows them to see the words at the same time as listening to

the sounds. If students appear to be thinking about sounds and vowels still I know that the picture is clear to them for why words rhyme. Now it will be in the form of adding them to couplets. The skill of adding the rhymes to lines could change how they think about rhyming. Do the words still rhyme? Are the sounds any different because of the line they are in? If students focus more on the whole word I know I need to focus my instruction and their learning on ending sounds. The assessment will come from the written work that that turn in. Reflection After teaching each lesson, write a Book Club Blog Posting discussing the following: What students learned and which students struggled with the lesson. What are alternate reads of your students performance or products? What did you learn about your students literacy practices that extend beyond your objectives? When and how will you re-teach the material to students who need additional support? If you were to teach this same lesson again, what would you do differently and how do you think the changes would improve students learning? What did you learn so far about implementing your core practice and what do you need to do to continue your professional learning? Part D: Make a Unit Assessment Plan: Whole Class I will be assessing students at the end based on their final project. At the end of the unit each student will turn in a poem which will be published in a school poetry book. There will be a rubric developed to compare the students work with formats we have learned. The things I will look for in their poems must correlate with my objective of Given a wide range of diverse poetry presented in a variety of ways with developmental strategies students will be able to write and recite their own poetry which will be published in a class poetry book. The first assessment from the objective will be when students recite their poems. Students will be graded on their enthusiasm when reading their own special poem. I feel that since the students wrote the poems they will be enthusiastic when sharing them. My class is already good at this so I do not believe this will be a problem. Students will next be assessed on their completion of the poem. If students completed a poem to be published in the book then they have met another part of the objective. The last part of the objective I will assess is the poetry part. I will assess students on if they used any of the newly acquired information in their poems. Did students use some rhymes in their poems? Were they very descriptive? The description can also be shown by the picture. Did they describe the poem in detail by the picture they drew? I may also refer to the early writes traits when assessing the students. To know that students understood the concepts I want students to be in between traits 3-5. Trait 2 will also be acceptable for my two students who struggle with writing in general. Hopefully, by the end of the unit I have a one hundred percent success rate. I want every student to come out of the unit learning something new as well as having fun doing an activity they can now do on their own. I know after the unit students will begin to write poems during free write in their journals which will be a pleasure to see.