Poetry: Analysis & Composition Two-Week Unit

Grade 3 Language Arts by Tara Montague

Spring 2020

Source: ClipArtKey.com

Days 1-4: Analysis

Hollins University Education Department Lesson Plan Format

Lesson Title

Poetry: Analysis

Grade Level

3rd

Curricular Areas

Language Arts

Time

4 days (2 hours each day)

Materials/Resources Teacher Materials: Computer; SmartBoard or projection screen; document camera; PowerPoints for each day; I Need a New Butt! (Dawn McMillan) and In the Land of Milk and Honey (Joyce Carol Thomas) for Monday “What do we notice about poetry?” discussion; poems for Gallery Walk Student Materials: Week 30 Morning Work; Weeks 30-32 KAP; Week 30 Vocabulary cloze; “Grandpa Dropped His Glasses” pre-test (on paper); SmartPal with “What’s Going On?” graphic organizer; “Dragon of Grindly Grun” analysis sheet; Poetry: Day 1 exit slip; synonym/antonym/homophone sort; “What’s Going On???” graphic organizer; Poems for “What’s Going On???” pair work; Gallery Walk graphic organizer; Gallery walk reflection; materials for illustrating I’m Just No Good at Rhyming by Chris Harris is also a great compilation of silly poems for sharing during down time or if anyone needs inspiration! NOTE: While the “Grandpa Dropped His Glasses” pre-test is taken on paper, the post test is taken electronically.

Technology Used Computer; PowerPoint, SmartBoard, document camera, PowerSchool S.O.L. English 3.5: The student will read and demonstrate comprehension of fictional texts, literary

nonfiction, and poetry. Specific Objective

TSW differentiate between prose and poetry and identify the parts of a poem: line, speaker, stanza, rhyme by labeling the parts of a poem or identifying the presence and quantity of those parts. TSW recognize the purpose of a poems (to paint a picture in the reader’s mind), analyze the poem’s descriptive language to determine its content, and describe the poem’s content in their own words. TSW apply their poetry analysis skills to evaluate various types of poetry to determine the purpose, analyze their parts, and evaluate their contents.

Bloom’s Taxonomy Levels

Applying: TSW apply knowledge of phonetic strategies to expand vocabulary and determine the meaning of new words. TSW apply reading strategies to monitor comprehension throughout the reading process. Analyzing: TSW use the KAP strategy to find textual evidence and examine/answer reading comprehension questions. TSW analyze a real-life problem, determine the PAWS behavior that is not being shown. TSW deconstruct a variety of poems to examine the common elements of poetry. TSW classify word pairs based on their relationship. TSW compare prose and poetry, identify the differences and similarities between them. TSW examine a piece of poetry and describe how many lines and stanzas it has. TSW analyze poems to determine what the poem is describing. Evaluating: TSW choose strategies about what the student presented in the PAWS scenario will do differently based on their evaluation of what the student needs to do. TSW evaluate a variety of poetry styles and genres to describe their parts and their content, determine how they are different from other styles and genres, and classify them based on their content and layout. TSW reflect and evaluate their Gallery Walk experience.

Activities included to address Multiple Intelligences

Verbal-Linguistic: verbal discussions and written activities for MW, KAP, spiral review, lessons, and independent practice. Kinesthetic: Gallery walk; vocabulary charades Interpersonal: Think-Pair-Share; partner work; class discussion; Kid Co-Teachers; Visual-Spatial: “Which word is pictured?” vocabulary activity; graphic organizers; gallery walk; illustrating poems; Logical: Synonym/antonym/homophone sort; classifying and deconstructing poems Intrapersonal: Self-monitoring/metacognition while reading; independent work

Musical: Play music during independent work and gallery walk Naturalistic: Nature poems are one of the poem genres analyzed in the Gallery Walk.

Differentiation of Instruction Advanced: TSW work in pairs or small groups to assist and provide appropriate scaffolding for each other. While circulating and checking for understanding, TTW provide more challenging inquiry as appropriate. Average: TSW work in pairs or small groups to assist and provide appropriate scaffolding for each other. Struggling: TTW assist students who struggle with reading by providing support and reading aloud many of the questions and pieces of text. TTW assist students who struggle with writing; support will be provided to meet their OT needs. TSW work in pairs or small groups to assist each other.

Warm-up or Focus Activity

Days 1-4: TTW introduce today’s lesson by briefly describing the agenda and objectives for the day’s activities. Two students (Kid Co-Teachers) will work collaboratively to review the morning work with the class using the KAP strategy to find textual evidence. Students will receive feedback from the student co-teachers and teacher based on answers. TTW go over questions with the whole class and give feedback as needed. TSW use the KAP strategy to complete a reading question and receive feedback. TTW go over question with the whole class and give feedback as needed.

Direct Teaching/Modeling

Day 1: TTW use the Frayer model to introduce new vocabulary words. TTW gather students on the carpet to read and discuss In the Land of Milk and Honey and I Need a New Butt! using the “What Do We Notice About Poems?” graphic organizer. TTW model and do a think-aloud about how to complete the organizer, and the class will fill it out together. Day 2: TTW model and do a think-aloud about how to identify the parts of a poem and how to differentiate between stories and poetry. Day 3: TTW model and do a think-aloud about how to find descriptive language in “A Sad and Lonely Cyclops,” “A Battle in the Sky,” and “Scale.”. Day 4: TTW model and do a think-aloud about how to correctly participate in the Gallery Walk and fill out the accompanying worksheet to analyze a variety of poetry styles and genres.

Check for Understanding

Days 2-4: TTW give feedback during SmartPals spiral review (see Guided Practice for details). Day 1: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What PAWS is not being shown? Q: What can this student change about their behavior? Q: What are some synonyms/antonyms for this word? Q: What do you notice about this poem that is different from stories you’ve read/the other poem? Q: Does this poem rhyme? Q: Do all poems rhyme? Q: Why doesn’t this poem use punctuation? Q: What do you know about poetry? Day 2: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What PAWS is not being shown? Q: What can this student change about their behavior? Q: Which word is pictured? Q: How are these words related? Q: What are the parts to a story? Q: What are the parts to a poem? Q: How are poems and stories different? Q: How many lines/stanzas does this poem have? Q: Do all poems rhyme? Q: Who is the speaker in this poem? Q: Name a pair of rhyming words in this poem. Q: How can we make this poem look good for our poetry book? Q: Point to a (line/stanza/rhyme/speaker) in this poem. Day 3: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What PAWS is not being shown? Q: What can this student change about their behavior? Q: Which word am I acting out? Q: What are the parts to a poem?

Q: How are poems and stories different? Q: How many lines/stanzas does this poem have? Q: Do all poems rhyme? Q: Who is the speaker in this poem? Q: Name a pair of rhyming words in this poem. Q: Point to a (line/stanza/rhyme/speaker) in this poem. Q: What is going on in this poem? How do you know? Q: How can we make this poem look good for our poetry book? Q: Which words/lines paint a picture in the readers’ minds? Day 4: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What PAWS is not being shown? Q: What can this student change about their behavior? Q: Which word am I/are they acting out? Q: Point to a (line/stanza/rhyme/speaker) in this poem. Q: What is going on in this poem? How do you know? Q: Which words/lines paint a picture in the readers’ minds? Q: What kind of poem is this? Q: What is unique about this poem? Q: How is this poem different/the same as the other poem(s)? Q: What did you like/dislike about the poetry walk? Q: What was your favorite poem? Why? Q: How can we make this poem look good for our poetry book?

Guided Practice Days 2-4: TSW complete a daily SmartPal review to reinforce vocabulary, PAWS expectations, word analysis, and poetry concepts

-The PAWS question reinforces the PBIS system implemented at Glen Cove. TSW evaluate a real-life problem that has occurred in the third grade and evaluate the PAWS behavior that is not being shown. TSW then have the opportunity to offer strategies, advice, and suggestions about what the fiction student presented in the scenario will do differently. TSW turn and talk to share their advice with their shoulder partner and select students will have the opportunity to share with the whole class. -Five vocabulary words (rapid, vast, version, jostle, cherish) are taught weekly to students using the Frayer model. Students review meanings during the daily review using pictures (Day 2) or charades (Days 3/4). TSW be presented with a picture/charade and they must determine the word meaning that is depicted. TTW give feedback and TSW self-correct if necessary.

Day 1: TTW gather students together to read and compare two poems. TTW assist the class in collaboratively filling out the “What do we notice about poetry?” graphic organizer. Day 2: TTW read directions and model the first question how to complete the Poem Annotation. TSW answer the first question, discuss it as a class, and receive specific teacher feedback about answers. Day 3: TTW read directions and model the first question how to complete the Language Analysis sheet. TSW answer the first question, discuss it as a class, and receive specific teacher feedback about answers. Day 4: TTW read directions and model the first question how to complete the Gallery Walk and fill out the graphic organizer. TSW answer the first question, discuss it as a class, and receive specific teacher feedback about answers.

Independent Practice

Day 2: After the PAWS and vocabulary review, TSW review synonyms/antonyms/homophones by completing a sort. TSW complete the Poem Annotation sheet for “The Dragon of Grindly Grun” independently, utilizing their accommodations if necessary. Day 3: After the PAWS and vocabulary review, TSW review the elements of poetry by identifying and labeling the parts of “My Puppy Punched Me in the Eye” on their SmartPal. TSW complete the “What’s Going On?” sheet for various poems in pairs, utilizing their accommodations if necessary. Day 4: After the PAWS and vocabulary review, TSW complete a graphic organizer about the parts of a poem and descriptive language in “Love That Boy.” TSW complete the Poetry Gallery Walk in pairs or small groups, filling out the Gallery Walk graphic organizer as they go along, and utilizing their accommodations if necessary.

Accommodations

TTW support the decoding of text, offer visual pictures to connect to meaning to assist students with representation. TTW build fluency with gradual levels of support for practice and performance to assist students with action and expression.

TTW minimize threats and distractions by recruiting student interest. TTW foster collaboration and increase engagement through think-pair-share. TTW facilitate personal coping skills and strategies by examining scenarios. All of the above accommodations correlate to accommodations as described on IEPs of students who are ELL or labeled as SPED. The accommodations are part of Universal Lesson Design to accommodate all learners.

Closure

Day 1: After the carpet meeting, TSW complete the “Poetry: Day 1” Exit Slip. Day 2: TTW ask students to identify the parts of a poem displayed on the PowerPoint. Day 3: TTW call students to the carpet to discuss the day’s content and talk about tomorrow’s Gallery Walk. Day 4: TSW complete the Gallery Walk Reflection.

Evaluation/Assessment

Day 1: TSW take the “Grandpa Dropped His Glasses” pre-test to assess their understanding of poetry analysis and elements of poetry. TTW use the results of this test to guide instructional decision-making for the remainder of the unit. TTW use the “What do we notice about poetry?” discussion, graphic organizer, and exit slips as formative assessment tools to gauge student understanding about and interest in poetry. Day 2: TTW use SmartPals review and sort to formatively assess student understanding of vocabulary, synonyms, antonyms, and homophones. TTW assess student understanding of poetry elements by asking questions throughout the lesson. TTW circulate to monitor student progress throughout independent practice to assist as needed and to ensure that students understand the activity and content. TTW use the “Dragon of Grindly Grun” Poem Analysis sheet and the the Parts of a Poem exit slip to assess student understanding of the day’s content. Day 3: TTW use the SmartPals review to assess student understanding of vocabulary and the parts of a poem. TTW circulate to monitor student progress throughout independent practice to assist as needed and to ensure that students understand the activity and content. TTW assess student understanding of poetry comprehension by asking questions throughout the lesson. TTW use the “What’s going on???” graphic organizer and the closure discussion to assess student understanding of the day’s content. Day 4: TTW use the SmartPals review to assess student understanding of vocabulary, parts of a poem, and poem comprehension. TTW circulate to monitor student progress throughout Gallery Walk to assist as needed and to ensure that students understand the activity and content. TTW use the Gallery Walk graphic organizer and the Gallery Walk exit slip to assess student engagement and understanding of the differences between various types of poems.

Source KAP and SmartPals review designed by Stephanie Doyle.

Days 5-10: Composition

Hollins University

Education Department Lesson Plan Format

Lesson Title

Poetry: Composition

Grade Level

3rd

Curricular Areas

Language Arts

Time

6 days (2 hours each day)

Materials/Resources Teacher Materials: Computer, SmartBoard or projection screen; document camera, PowerPoints for each day, student laptop(s) or tablet(s) with camera and internet access; three-hole punch; Box o’ Stuff for inspiriting students to write (includes everyday items writing prompts, items from nature, pictures of topics, etc.) Student Materials: Colorful Crayons comprehension test (on PerSchool); (Week 31 Morning Work; Weeks 30-32 KAP; Week 31 Vocabulary Cloze sheets; SmartPal with “What’s Going On?” graphic organizer; Buddy Bio graphic organizer; Poetry Book Project Directions/Helpful Hints/Rubrics; Mrs. M’s Poetry Diner Menu; graphic organizers for other kinds of poems (5 Senses, Cinquain, Diamante, Haiku, Acrostic, Bio Poem, Free Verse, “I am…” poem, Concrete); Cover Page Template; writing paper with space for illustrations; two-pocket folder with prongs for holding poems; “What’s going on???” graphic organizers for Poetry Book; materials for illustrating; Week 30/31 Vocabulary Quiz (on paper); “Grandpa Dropped His Glasses” post-test (on PowerSchool); Poetry Book self-evaluation NOTE: The actual Colorful Crayons and the Grandpa Dropped His Glasses post-test would be taken electronically on PowerSchool. The link included in the attached materials are links to PDF copies.

Technology Used Computer, PowerPoint, SmartBoard, document camera, FlipGrid, Chatterpix. PowerSchool; class website

S.O.L. English 3.8: The student will write in a variety of forms to include narrative, descriptive, opinion, and expository.

Secondary S.O.L.s

English 3.1: The student will use effective communication skills in a variety of settings. English 3.2: The student will give oral presentations. English 3.5: The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and poetry. English 3.9: The student will edit writing for capitalization, punctuation, spelling, and Standard English.

Specific Objective

TSW apply their analysis skills to evaluate various aspects of poetry to determine what kind of poetry it represents and its purpose. TSW apply their knowledge of poetry structure, genres, and language to create their own poetry. TSW use oral communication skills to effective present their poetry to their peers by speaking at an appropriate volume, speaking clearly, rehearsing before presentation, and making eye contact with the audience.

Bloom’s Taxonomy Levels

Applying: TSW apply knowledge of phonetic strategies to expand vocabulary and determine the meaning of new words. TSW apply reading strategies to monitor comprehension throughout the reading process. TSW predict plot events while reading. Analyzing: TSW use the KAP strategy to find textual evidence and examine/answer reading comprehension questions. TSW analyze a real-life problem, determine the PAWS behavior that is not being shown. TSW examine a piece of poetry and describe how many lines and stanzas it has. TSW analyze poems to determine what the poem is describing. Evaluating: TSW choose strategies about what the student presented in the PAWS scenario will do differently based on their evaluation of what the student needs to do. TSW defend conclusions about text with textual evidence. TSW evaluate a variety of poetry styles and genres to describe their parts and their content, determine how they are different from other styles and genres, and classify them based on their content and layout. Creating: TSW compose poems of a variety of styles/genres about a variety of topics using their knowledge of poetry elements and styles/genres. TSW prepare and produce a FlipGrid presentation of their biographical/autobiographical poem using their best oral presentation skills.

Activities included to address Multiple Intelligences

Verbal-Linguistic: verbal discussions and written activities for MW, KAP, spiral review, lessons, and independent practice; FlipGrid presentation Kinesthetic: Vocabulary charades Interpersonal: Think-Pair-Share; partner work; class discussion; Kid Co-Teachers; partner work; Poetry Partners Visual-Spatial: “Which word is pictured?” vocabulary activity; graphic organizers; gallery walk; illustrating poems; Logical: Classifying and deconstructing poems Intrapersonal: Self-monitoring/metacognition while reading and writing; independent work Musical: Play music during independent work and poetry presentations. Naturalistic: Nature poems included in poem analysis and creation; box o’ stuff contains items from nature such as leaves and rocks; nature poems are a genre available to students for inclusion in their poetry books.

Differentiation of Instruction

Advanced: TSW work in pairs or small groups to assist and provide appropriate scaffolding for each other. While circulating and checking for understanding, TTW provide more challenging inquiry as appropriate. Mrs. M’s Poetry Diner Menu has a variety of difficulty levels and learning styles to allow students to work at their ability levels and demonstrate their strengths. It also provides multiple more challenging additions to the poetry book project. Average: TSW work in pairs or small groups to assist and provide appropriate scaffolding for each other. Mrs. M’s Poetry Diner Menu has a variety of difficulty levels and learning styles to allow students to work at their ability levels and demonstrate their strengths. Struggling: TTW assist students who struggle with reading by providing support and reading aloud many of the questions and pieces of text. TTW assist students who struggle with writing; support will be provided to meet their OT needs. TSW work in pairs or small groups to assist each other. Mrs. M’s Poetry Diner Menu has a variety of difficulty levels and learning styles to allow students to work at their ability levels and demonstrate their strengths.

Warm-up or Focus Activity

Days 1-6: TTW introduce today’s lesson by briefly describing the agenda for the day’s activities. Two students (Kid Co-Teachers) will work collaboratively to review the morning work with the class using the KAP strategy to find textual evidence. Students will receive feedback from the student co-teachers and teacher based on answers. TSW use the KAP strategy to complete a reading question and receive feedback. TTW go over question with the whole class and give feedback as needed.

Direct Teaching/Modeling Day 1: TTW discuss, do a think-aloud, and model the 6 steps to writing poetry. Day 2: TTW use the Frayer model to introduce new vocabulary words. TTW introduce, model, and explain expectations and procedures for Poetry Book project. TTW introduce and model the proper usage of the Box o’ Stuff. Day 4: TTW model the procedure for recording autobiographical poems on FlipGrid. Day 6: TTW model the expectations for appropriate audience behavior during the virtual poetry slam.

Check for Understanding

Days 2-5: TTW circulate and give feedback during SmartPals spiral review (see Guided Practice for details) and Poetry Book Project. Day 1: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What are the 6 steps to writing poetry? Q: Why do line breaks matter in poetry? Q: How can we make this poem look good for our poetry book? Q: What did we learn about this week? What was your favorite part? Day 2: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What PAWS is not being shown? Q: What can this student change about their behavior? Q: What are some synonyms/antonyms for this word? Q: What is the purpose of a poetry partner? Q: How can we make this poem look good for our poetry book? Q: What are the 6 steps to writing good poetry? Day 3: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What PAWS is not being shown? Q: What can this student change about their behavior? Q: Which word is pictured? Q: What are the parts to a poem?

Q: How are poems and stories different? Q: How many lines/stanzas does this poem have? Q: Do all poems rhyme? Q: Who is the speaker in this poem? Q: Name a pair of rhyming words in this poem. Q: Point to a (line/stanza/rhyme/speaker) in this poem. Q: What is going on in this poem? How do you know? Q: How can we make this poem look good for our poetry book? Day 4: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What PAWS is not being shown? Q: What can this student change about their behavior? Q: Which word am I acting out? Q: What are the parts to a poem? Q: How are poems and stories different? Q: How many lines/stanzas does this poem have? Q: Do all poems rhyme? Q: Who is the speaker in this poem? Q: Name a pair of rhyming words in this poem. Q: Point to a (line/stanza/rhyme/speaker) in this poem. Q: What is going on in this poem? How do you know? Q: How can we make this poem look good for our poetry book? Q: How can we be good public speakers? Q: How can we have good volume, organization, intention, clarity, and eye contact while speaking? Day 5: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What PAWS is not being shown? Q: What can this student change about their behavior? Q: Which word is being acted out? Q: What are the parts to a poem? Q: How are poems and stories different? Q: How many lines/stanzas does this poem have? Q: Do all poems rhyme? Q: Who is the speaker in this poem? Q: Name a pair of rhyming words in this poem. Q: Point to a (line/stanza/rhyme/speaker) in this poem. Q: What is going on in this poem? How do you know? Q: How can we make this poem look good for our poetry book? Q: Is your poetry book done? Did you look at the list? Day 6: Q: Where can we find the answer in the text? Q: How do we know this answer is correct? Q: What is the next step in to finding our answer? Q: What are the parts to a poem? Q: How are poems and stories different? Q: How many lines/stanzas does this poem have? Q: Do all poems rhyme? Q: Who is the speaker in this poem? Q: Name a pair of rhyming words in this poem. Q: Point to a (line/stanza/rhyme/speaker) in this poem. Q: What is going on in this poem? How do you know? Q: How can we make this poem look good for our poetry book? Q: What did you enjoy about our poetry unit? Q: Did you do your best work on your book and your presentation?

Guided Practice

Days 2-4: TSW complete a daily SmartPal review to reinforce vocabulary, PAWS expectations, poetry elements, and poetry comprehension.

-The PAWS question reinforces the PBIS system implemented at Glen Cove. TSW evaluate a real-life problem that has occurred in the third grade and evaluate the PAWS behavior that is not being shown. TSW then have the opportunity to offer strategies, advice, and suggestions about what the fiction student presented in the scenario will do differently. TSW turn and talk to share their advice with their shoulder partner and select students will have the opportunity to share with the whole class.

-Five vocabulary words (quench, eliminated, conceal, persist, clasp) are taught weekly to students using the Frayer model. Students review meanings of these words as well as last week’s words (rapid, vast, version, jostle, cherish) during the daily review using pictures (Day 2) or charades (Days 3/4). TSW be presented with a picture/charade and they must determine the word meaning that is depicted. TTW give feedback and TSW self-correct if necessary.

Day 1: TTW model and do a think-aloud about how to complete a biographical poem about a partner using the “Bio Poem” format of poetry.

Independent Practice Day 1: TSW work with a partner to complete the Buddy Bio Poem.

Days 2-5: TTW supply resources and graphic organizers for writing poems. TSW work independently or with a partner to write poems and assemble their Poetry Books: Day 2: Main Dishes (Autobiographical/Biographical Poems) Day 3: Appetizers (Poetry Analysis) Day 4: Side Dishes (Writing and illustrating poetry in a variety of styles) Day 5: Dessert (Extra poems and illustrations), Design the cover, and assemble. Days 4-5: Using the student laptops, TSW record one of their autobiographical poems and upload it to FlipGrid with teacher assistance as needed. Day 6: TSW demonstrate proper audience behavior when listening to their peers’ autobiographical poems.

Accommodations TTW support the decoding of text, offer visual pictures to connect to meaning to assist students with representation. TTW build fluency with gradual levels of support for practice and performance to assist students with action and expression. TTW minimize threats and distractions by recruiting student interest. TTW foster collaboration and increase engagement through think-pair-share. TTW facilitate personal coping skills and strategies by examining scenarios. All of the above accommodations correlate to accommodations as described on IEPs of students who are ELL or labeled as SPED. The accommodations are part of Universal Lesson Design to accommodate all learners.

Closure

Day 1: TTW call students to the carpet to check for understanding of poetry elements/writing, discuss the week’s activities, and talk to them about next week’s poetry book project. Days 2-4: TTW call students to the carpet to discuss progress on Poetry Books, answer questions, address concerns, and troubleshoot as needed. Day 5: TSW complete the Poetry Book Reflection exit slip Day 6: TTW call students to the carpet to discuss the poetry unit as a whole and to receive feedback.

Evaluation/Assessment

Day 1: TSW take the “Colorful Crayons” comprehension test. This test is not directly related to the poetry unit, but is a formative assessment used to assess their comprehension skills. It was already planned for this week before my two-week unit was incorporated. TTW assess student understanding of the poetry writing process by asking questions to check for understanding during the lesson. TTW the closure discussion as a formative assessment to assess student understanding about the week’s content and the upcoming poetry writing process. Day 2: TTW use the SmartPals review to assess student understanding of vocabulary and the parts of a poem. TTW assess student understanding of the Poetry Book project procedures and expectations by asking questions throughout the introduction to the project. TTW circulate around the room during the poetry writing process to assess student engagement and understanding of expectations and the poetry writing process. TTW use the closing discussion about Poetry Book progress to assess student progress and understanding. Day 3: TTW use the SmartPals review to assess student understanding of vocabulary, the parts of a poem, and poem comprehension. TTW circulate around the room during the poetry writing process to assess student engagement and understanding of expectations and the poetry writing process. TTW use the closing discussion about Poetry Book progress to assess student progress and understanding. Day 4: TTW use the SmartPals review to assess student understanding of vocabulary, the parts of a poem, and poem comprehension. TTW circulate around the room during the poetry writing process to assess student engagement and understanding of expectations and the poetry writing process. Using the student laptops, TSW record one of their autobiographical poems and upload it to FlipGrid with teacher assistance as needed.

TTW use the closing discussion about Poetry Book progress to assess student progress and understanding. Day 5: TTW use the SmartPals review to assess student understanding of vocabulary, the parts of a poem, and poem comprehension. TTW circulate around the room during the poetry writing process to assess student engagement and understanding of expectations and the poetry writing process. Using the student laptops, TSW record one of their autobiographical poems and upload it to FlipGrid with teacher assistance as needed. TTW post the link to this FlipGrid on the class website. TTW use the Poetry Book Reflection exit slip to assess student engagement, student understanding of poetry writing, and instructional effectiveness. Day 6: TSW take a vocabulary quiz to assess their understanding and comprehension of capitalization, punctuation, and the past two weeks’ vocabulary words in context. TSW take the “Grandpa Dropped His Glasses” post-test on PowerSchool to assess their understanding of poetry analysis and elements of poetry. TTW use the results of this test to gauge student progress and evaluate instruction effectiveness. TTW use the students’ FlipGrid recordings to assess their oral presentation skills. TTW use the Poetry Books to assess student understanding of the unit’s content (poetry analysis, comprehension, and writing).

Source KAP and SmartPals spiral review designed by Stephanie Doyle Poetry Writing Graphic Organizers Designed by: Presto Plans (Haiku, Cinquain, Diamante, Bio Poem, Acrostic, Concrete); Mrs. Renz’ Class (5 Senses); One Extra Degree (I am…)