unit plan template u of a/rdc middle years program part 1

Unit Plan Template U of A/RDC Middle Years Program

Template created by: Middle Years Instructor Team at Red Deer College (2013) Adapted from: McTighe, J. & Wiggins, G. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: ASCD.

Part 1 - Logistics

Unit Title/Essential Question: Poetry “How does poetry connect to our everyday lives?”

Instructional Designers: Halli Conway & Noemi Violato

Subject Area: Language Arts 5

Grade: 5

Curriculum Strand(s): 1.1 Discover and Explore 1.2 Clarify and Extend 2.2 Respond to Texts 2.3 Understand Forms, Elements and Techniques 4.1 Enhance and Improve 5.1 Respect Others and Strengthen Community

Duration: (days, class periods or weeks) 11 Classes

Rationale: How does this unit fit into the subject curriculum? Why have you grouped the chosen set of outcomes together? How is the unit plan content developmentally responsive, taking into account the interests, abilities and diversities of students? At what time of year would you offer this unit and why? This poetry unit gives students the opportunity to not only read, write, and respond to poetry, but also gives them a chance to express

creatively, channel emotions and responses in a potentially novel format, and to gain exposure to an often under-appreciated genre of

literature. Students will be given their own voice and choice to write about topics which are of interest to them and allow them to express

themselves at a writing level which is appropriate for them. The student notebook will act as a portfolio of all the work students do within the

unit. It is a record of their continued participation, thoughtful consideration to assignments given in class, and is a structured way to hold

students accountable.

This unit would be done in the spring as poetry encompasses many literary techniques, which would need to be learnt prior to beginning this

unit. There are several activities which would require students to go outside and explore and this would be much more appropriate to do in

the spring where the earth is uncovered.

This unit is developmentally appropriate because it will allow students to being to express themselves in a novel manner. As students at this

age may start to recognize their feelings and emotions more, poetry can become and outlet to express themselves in. Poetry will also allow

students to write at a level that suits them best. This unit will expose students to pieces of work that they could easily create as well as pieces

of work that will serve as inspiration towards their writing.

Part 2 – Desired Results



Learning Outcomes: General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

Specific outcomes:

-use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts

-search for further ideas and information from others and from oral, print and other media texts to extend understanding

General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts.

Specific outcomes:

-comprehend new ideas and information by responding personally, taking notes and discussing ideas with others

-experience oral, print and other media texts from a variety of cultural traditions and genres, such as historical fiction, myths, biographies, poetry, news reports and guest speakers

-describe and discuss new places, times, characters and events encountered in oral, print and other media texts

-write or represent the meaning of texts in different forms

-alter sentences and word choices to enhance meaning and to create mood and special effects

-identify examples of apt word choice and imagery that create particular effects

General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.

Specific Outcomes:

-revise to add and organize details that support and clarify intended meaning

-apply word processing skills and use publishing programs to organize information



-use capital letters, appropriately, in titles, headings and subheadings in own writing

General Outcome 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others.

Specific Outcomes:

- compare own and others’ responses to ideas and experiences related to oral, print and other media texts

Cross-curricular competencies: Identify and describe how students will develop at least 2 competencies as part of this project. This poetry unit will encompass health outcomes, as well as intertwining science into the unit. Students will be modeling health outcomes such as how to understand and express their feelings. They will be translating these feelings and emotions into their poems that they create. They will also be modeling positive interactions with their classmates when they share and work together collaboratively. Relationship Choices Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in order to establish and maintain healthy interactions. R–5.1 recognize that presenting feelings may mask underlying feelings; e.g., anger can mask frustration, hurt R–5.4 practise effective communication skills; e.g., active listening, perception checks Students will be inquiring about their world around them through observation and investigation. By gathering information by exploring outside they can use these observations and displaying it in their poetry. Students will: 5–2 Recognize the importance of accuracy in observation and measurement; and, with guidance, apply suitable methods to record, compile, interpret and evaluate observations and measurements. Reflect and Interpret · communicate with group members to share and evaluate ideas, and assess progress · record observations and measurements accurately, using a chart format where appropriate. Computer resources may be used for record keeping and for display and interpretation of data

Knowledge: What knowledge will students acquire as a result of this unit? Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical details, important events or people, sequence and timelines, etc.

Skills: What should students be able to do? What behaviors will they exhibit? Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret), communication skills (listening, speaking, writing), study skills (note taking), interpersonal, group skills, research, inquiry, investigation skills, etc.

Students will know…

Students will be able to…



Vocabulary and definitions: -Poetry -Imagery -Rhyming: couplets, triplets, quatrains -Haiku: Line one has 5 syllables, line 2 has 7 syllables and line three has 5 syllables. -Ballads -Alliteration

- Effectively communicate and express emotions through text. - Create text using figurative and descriptive language. - Interpret and understanding meaning behind different text. - Reflect upon the quality of their work. - Effectively brainstorm and communicate in groups as well as

individually. - Recognize different formats of poetry. - Draw inspiration from their world for their writing. - Gather and organize information.

Part 3 – Assessment Evidence

Performance Task: What authentic, relevant task will allow students to show what they`ve learned during the unit? In the space below, describe the scenario or situation (in paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real-life situation. Include all elements of GRASPS, including success criteria (based on learner outcomes). Attach your performance task rubric to your unit plan.

G - Goal What should students accomplish by completing this task?

As a literary analysis you will be investigating, analyzing, evaluating, and reflecting upon several different types of poetry. You will discover what poetry is, what are some different forms of poetry, what can we express through poetry, and how to write your very own poems. You will use your poetry notebooks to record all your thoughts and findings including your reflections, brainstorming, poetic forms, rough drafts, and copies of your final drafts which will be typed in the computer lab. I will be collecting your poetry notebooks at the end of each investigation session to make sure your research is on track. Make sure all your work is neatly organized and easy to read!

R – Role What role (perspective) will students be taking?

A – Audience Who is the relevant audience?

S – Situation The context or challenge provided to the student

P – Product, Performance What will the student create?



S – Success criteria What do they need to include/do/show?

Other Evidence: How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

Students will do a reading and writing genre study of poetry including the reading of several poems of different poetic structure, responding to poetry both individually and in groups, and writing and sharing poetry. Each week, students will read and write poems centered on a different theme. Students will brainstorm and write poems within different poetic structures each week. A record of student reflections, brainstorming, and poem drafts will be kept in a poetry notebook. Informal Assessments:

Notebook checks- informally check to see that students have been working.

Pair Share—Students who have written several rough drafts will be able to share their poems with other students.

Self-Checks—To be turned in before the final poem is turned in.

Part 4 – Learning Plan

What teaching and learning experiences will you use to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in Part 3? What will the sequence of instruction be for this unit?

Introductory Activity How will you engage students and generate interest at the beginning of the unit? Describe your ‘anticipatory set’. This poetry unit will begin with a “Games Day”. This activity will have students playing common children games which incorporate rhymes and poetry into the play. Students will spend the lesson playing games such as stella-ella-ola, jump rope rhyming games, clapping games, and ring-around-the-rosie. Students will not be told until after the have played the games that all of them integrate poetry in some way. Students will be active, engaged and excited to learn more about poetry.

Lesson # Learning Outcome (Curriculum)

Activities (Instruction)

Assessment (FOR/OF/AS)

Resources / Materials (equipment, textbooks, technology, multimedia, etc.)

1) What is poetry?

General Outcome 1: Students will listen, speak, read, write, view

-Begin class by discussing with students what poetry is to them.

-Check student -Pencil -Poetry Notebook



and represent to explore thoughts, ideas, feelings and experiences. Specific outcomes: -use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts -search for further ideas and information from others and from oral, print and other media texts to extend understanding General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts. Specific outcomes: -comprehend new ideas and information by responding personally, taking notes and discussing ideas with others -experience oral, print and other media texts from a variety of cultural traditions and genres, such as historical fiction, myths, biographies, poetry, news reports and guest speakers -describe and discuss new places, times, characters and events encountered in oral, print and other media texts

- Explain to students that poetry can be used to capture an emotion or a moment in time. -Hand out a copy of “Something Told The Wild Geese” to each student. Have them read this to themselves silently. -Next read the poem out loud to the students. - Finally show the students to YouTube video of the poem. -Have students jot down ideas of what they think this moment in time this poem is trying to capture. -Discuss as a class what the moment this poem was trying to capture. -Have students pictorially depict the poem in their notebooks. -Allow the students the last five minutes in class to take a “Gallery Walk” as look at other student’s pictures, noting similarities and differences.

notebooks to make sure

they have taken notes

on their ideas about the

poem.

-Check notebooks to

make sure students

have created a pictorial

depiction of the poem.

-Informally keep track

of active listening and

attending to the task.

-Copies of “Something Told The Wild Geese” by Rachel Lyman Field - Song of “Something Told The Wild Geese” http://www.youtube.com/watch?v=z6LXtrejT4w

http://www.youtube.com/watch?v=z6LXtrejT4w

http://www.youtube.com/watch?v=z6LXtrejT4w



General Outcome 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. Specific Outcomes: - compare own and others’ responses to ideas and experiences related to oral, print and other media texts

2) Imagery General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. Specific outcomes: -use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts -search for further ideas and information from others and from oral, print and other media texts to extend understanding. General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts. Specific outcomes: -comprehend new ideas and information by responding personally, taking notes and

-Begin lesson by reading “T’was The Night Before Christmas” students. Have them focus on the pictures that are coming up in their minds. -In their poetry notebooks have students jot down notes or draw images that came to mind while you were reading the poem. -Explain to students that this poem uses imagery to create pictures in our minds. Imagery uses language which appeals to all of our senses. - On the board show students an example of how a boring sentence can be turned into something more exciting. “He fell down” into “He fell down like an old tree falling in a storm” -In their notebooks have students take the sentences “He was angry”, “It was cold”, and “the cookies smelt good” and use imagery to make them more interesting. -If students finish early, have the pictorially depict these sentences.

-Check notebooks to

make sure students

have completed the

imagery task.




-Copy of “T’was The Night Before Christmas” by Clement Clark Moore -Pencils -Poetry Notebooks -Whiteboard



discussing ideas with others -alter sentences and word choices to enhance meaning and to create mood and special effects -identify examples of apt word choice and imagery that create particular effects

3) Rhyming General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. Specific outcomes: -use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts. Specific outcomes: -comprehend new ideas and information by responding personally, taking notes and discussing ideas with others -alter sentences and word choices to enhance meaning and to create mood and special effects -identify examples of apt word choice and imagery that create

-Begin class with a stuffed cat. -Have students look at the cat and write down in their notebooks as many words as they can think of that rhyme with cat. -Have students come up to the white board and write down their rhyming words. -Explain to students what makes a word rhyme. -Explain to students that it is very common in poetry to have rhyming words. -Have students write in their notebooks the three different types of rhyming poems and their patterns. (Couplets are made up of two lines whose last words rhyme; Triplets are made up of three lines. The rhyming pattern can be AAA or ABA; Quatrains are made up of four lines. The rhyming pattern can be AABB or ABAB.) -Come up with an example of a triplet as a class. (What a fine day To go out to play In the month of May.) -Give students the remainder of

-Check notebooks to

make sure students

have completed the

rhyming poems.




-Self-check: Rhyming

Poems

-Stuffed cat -Poetry notebooks -Pencils -Whiteboard



particular effects General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. Specific Outcomes: -revise to add and organize details that support and clarify intended meaning

class to work on their own triplets and quatrains. -Remind them that they will be typing up their good copies next class. -When completed, have students fill out the “Self-check: Rhyming Poems” and glue them into their notebooks.

4) Computer Lab

General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. Specific Outcomes: -apply word processing skills and use publishing programs to organize information -use capital letters, appropriately, in titles, headings and subheadings in own writing

-Begin class in the computer lab. -Remind students that last class they were writing their own rhyming poems and that today they will be typing up their good copies. -Have students type up their triplets and quatrains from last class and print them off. -They will be glued into their notebooks.

- The typed rhyming

poems will be a portion

of students final poetry

booklet they create.

-Poetry Notebooks -Computer lab

5) Haiku Poetry

General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. Specific outcomes: -use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts -search for further ideas and

-Begin lesson by reading the students an example of a Haiku. Explain to students that a Haiku is an ancient form of Japanese poetry that often presents to seemingly different images in unique and surprising ways. Snow melts.

Suddenly, the village is full of

children (Written by Issa. Translated by

Bruce Lansky. Copyright 1999 by Bruce

Lansky, reprinted with his permission)

-To allow students to begin

-Check student


they have completed

their five observations.

-Informally keep track of active listening and attending to the task.

-Poetry notebooks -Pencils -Students will need outdoor gear (i.e. coats, hats, mittens) http://www.gigglepoetry.com/poetryclass/Haiku.html (web resource with examples of haiku and the observation activity chosen for this lesson)

http://www.gigglepoetry.com/poetryclass/Haiku.html

http://www.gigglepoetry.com/poetryclass/Haiku.html



information from others and from oral, print and other media texts to extend understanding General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts. Specific outcomes: -comprehend new ideas and information by responding personally, taking notes and discussing ideas with others -experience oral, print and other media texts from a variety of cultural traditions and genres, such as historical fiction, myths, biographies, poetry, news reports and guest speakers -alter sentences and word choices to enhance meaning and to create mood and special effects

brainstorm about writing their own

Haiku’s, take them outside to

collect 5 different observations

about their world. Have each

student record their observations

in their poetry notebooks.

-Have students return to class and

briefly go over that a haiku is a

traditional Japanese poem, three

lines in length, which has five

syllables in the first line, seven in

the second, and five in the third.

State that for our purposes, it will

be more important to just write a

three-line poem. As a challenge,

students may try to create their

poem in the traditional standard.

- Using two of your own

observations form a haiku.

-Give students any remaining time

to work on their own haiku poem.

6) Haiku cont.

General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. Specific outcomes: -use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and

-This lesson students will continue to brainstorm ideas about nature as well as finishing their own haikus. - Begin class by reading the Haiku Green and speckled legs, Hop on logs and lily pads Splash in cool water. Have students guess what animal this poem is about.

-Check student


they have completed

their Haiku poems with

the proper formatting.




-Self-check: Haiku

-Poetry notebooks

-Pencils

-Self-check: Haiku Poems



those encountered in oral, print and other media texts -search for further ideas and information from others and from oral, print and other media texts to extend understanding General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts. Specific outcomes: -comprehend new ideas and information by responding personally, taking notes and discussing ideas with others -describe and discuss new places, times, characters and events encountered in oral, print and other media texts -alter sentences and word choices to enhance meaning and to create mood and special effects General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. Specific Outcomes: -revise to add and organize details that support and clarify intended meaning General Outcome 5: Students will listen, speak, read, write, view

-Read students a second poem In a pouch I grow, On a southern continent Strange creatures I know. Have the students guess what animal this poem is about. -After you have discussed the two poems with the class have them partner up and read what they have for their haikus so far. Does their partner know what aspect of nature they are talking about? If not have them change their poem so it is more descriptive. If it already is, have the partner give them another aspect of nature to write about. Give them the reaming class time to work on their poems. -Remind them that they will be typing up their good copies next class. -When completed, have students fill out the “Self-check: Haiku Poems” and glue them into their notebooks.

Poems



and represent to respect, support and collaborate with others. Specific Outcomes: - compare own and others’ responses to ideas and experiences related to oral, print and other media texts

7) Computer Lab


-Begin class in the computer lab. -Remind students that last class they were writing their own haiku poems and that today they will be typing up their good copies. -Have students type up their poems from last class and print them off. -They will be glued into their notebooks.

- The typed haiku

poems will be a portion

of students’ final poetry



8) Writing Ballads

General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. Specific outcomes: -use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts -search for further ideas and information from others and from oral, print and other media texts to extend understanding

-Begin class by asking students if a song can be a poem. Give students time write down their thoughts in their poetry notebooks, followed by a group discussion. -Begin playing “Cat’s in the Cradle”

and ask students to listen and

make mental observations.

-After students have listened to the

song, discuss with them that a part

of the song repeats and it tells a

story.

-Explain to students that this class

they will be writing a ballad which

is a poem that may be sung or

-Check off of student

notebooks to ensure

they have brainstormed

ideas.

-Check notebooks for

the work completed on

their ballads.

-Informal circulation to see that students are on task.

-Recording of “Cat’s in the

Cradle” by Harry Chapin

http://www.youtube.com/

watch?v=KUwjNBjqR-

c&feature=kp

-Poetry notebooks

-Pencils

-Copies of “Cat’s in the Cradle” lyrics

http://www.youtube.com/watch?v=KUwjNBjqR-c&feature=kp





General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts. Specific outcomes: -comprehend new ideas and information by responding personally, taking notes and discussing ideas with others -experience oral, print and other media texts from a variety of cultural traditions and genres, such as historical fiction, myths, biographies, poetry, news reports and guest speakers -describe and discuss new places, times, characters and events encountered in oral, print and other media texts -write or represent the meaning of texts in different forms General Outcome 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. Specific Outcomes: - compare own and others’ responses to ideas and experiences related to oral, print and other media texts

spoken, and generally it tells a

story. Student ballads will have

two verses, and one refrain (like

the chorus of a song).

-Model how to brainstorm an idea.

(My story is about the time I scored

a goal in soccer.) Demonstrate

thinking of a two-line refrain.

Think aloud about what the verses

will be about.

-Have students brainstorm with

shoulder partners a couple of

stories that they might tell using

this poetic structure. Have them

jot down ideas in their notebooks.

-Have students start writing.

Explain to them that they may find

it helpful to first write the refrain,

and then start the verses.

-Give students the remainder of

class time to work on their ballads.

9) Alliteration

General Outcome 1: Students will listen, speak, read, write, view and represent to explore

-Begin class with the phrase “Peter

Piper picked a peck of pickled

peppers!” written on the board.

-Poetry notebooks

-Informal circulation

-Alliterations Worksheet

-Whiteboard

-Poetry Notebooks



thoughts, ideas, feelings and experiences. Specific outcomes: -use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts. Specific outcomes: -comprehend new ideas and information by responding personally, taking notes and discussing ideas with others -write or represent the meaning of texts in different forms -alter sentences and word choices to enhance meaning and to create mood and special effects General Outcome 4: Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. Specific Outcomes: -revise to add and organize details that support and clarify intended meaning

Have students try to say the phrase

three times fast.

-Explain to students that

alliteration is a device that a writer

uses to grab attention, emphasize,

and sometimes write tongue

twisters. Alliterations repeat one

letter of the alphabet as their

beginning sound.

-Ask students what are some

common alliterations that they are

familiar with.

- Hand out alliteration worksheet.

-Create one example of alliteration

together with students.

-Give students the remainder of

class independently on their

alliteration worksheet. While

students are working on their

alliterations have them keep in

mind the ballads they are writing

and encourage them to write

alliteration for them.

-If students finish early have them

continue to work on their ballad

and to incorporate alliteration at

least once into it.

-Have students paste their

worksheets into their notebooks.

-Pencils

-Glue sticks

10) Ballads General Outcome 1: Students will -This will be students’ final class to -Poetry notebooks -Smartphone’s



cont. listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. Specific outcomes: -use talk, notes, personal writing and representing to explore relationships among own ideas and experiences, those of others and those encountered in oral, print and other media texts -search for further ideas and information from others and from oral, print and other media texts to extend understanding General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print, and other media texts. Specific outcomes: -comprehend new ideas and information by responding personally, taking notes and discussing ideas with others -experience oral, print and other media texts from a variety of cultural traditions and genres, such as historical fiction, myths, biographies, poetry, news reports and guest speakers -describe and discuss new places, times, characters and events encountered in oral, print and

finish the rough copies of their ballads. -Begin class by partnering up students with and discussing their favourite song. Have the students look up the lyrics on their smartphones or other devices and try to figure out what the story of the song is. -Have a class discussion talking about a few of the songs students picked and what the stories within them were. -Give students the remainder of class to work on their ballads. -Remind them that they will be typing up their good copies next class. -When completed, have students fill out the “Self-check: Ballads” and glue them into their notebooks.

-Informal circulation - Self-check: Ballads

-poetry notebooks -pencils - Self-check: Ballads



other media texts -write or represent the meaning of texts in different forms General Outcome 5: Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. Specific Outcomes: - compare own and others’ responses to ideas and experiences related to oral, print and other media texts

11) Computer Lab


-Begin class in the computer lab. -Remind students that last class they were writing their own ballads and that today they will be typing up their good copies. -Have students type up their poems from last class and print them off. -They will be glued into their notebooks.

- The typed ballads will

be a portion of

students’ final poetry



Appendix - Resources

What resources could you potentially use to enhance the unit and broaden the student experience and understanding about your topic? Consider audio, visual, technology, literature and community.

Audio songs, music, sounds, sound effects

Harry Chapin, Cat’s in the Cradle

Visual movies, videos, posters, pictures, artwork

Stuffed cat



Technology websites, webquests, wikis, interactive games, Web 2.0 tools

ipads, smartphones, computer for good copies, Walther, B. (2014). Funny poetry for children. [online] Retrieved from: http://www.gigglepoetry.com/poetryclass/Haiku.html [Accessed: 5 Mar 2014].

Literature novels, stories, poems, news articles, advertisements, textbooks,

“Something Told The Wild Geese” by Rachel Lyman Field “T’was The Night Before Christmas” by Clement Clark Moore Snow melts.

Suddenly, the village

is full of children (Written by Issa. Translated by Bruce Lansky. Copyright 1999 by Bruce Lansky, reprinted with his permission

Community guest speakers, field trips

School field for exploration

Other resources Skipping Ropes

unit plan template u of a/rdc middle years program part 1

Documents