Week 1: Activity Strategies, Texts, & Resources Scaffolding Options Idaho Core Standards Connection (Content Standards if applicable) FORMATIVE ASSESSMENT Y/N Monday: Frontloading Activities Kid Bloggers Opinionaire collage supplies Post collage on KidBlog Tech Check: Password, URL, Login, Post, Comment Visual to Written Multimodal Learning Easy→ Hard Learning→ Doing→ Reflecting Current Knowledge→ Need to Know Supported→ Independent Model→ Mentor→ Monitor SL.5.1. Engage effectively in a range of collaborative discussions (1:1, groups, teacher led) building on others’ ideas and expressing their own clearly. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Y-Blog Post Check for ability to post and respond using mobile devices and platform Tuesday: Building community of poets where it is safe and supported to express thoughts, ask questions, and try out new ideas Show actual blogs (is a good one) where writers post their poems. Show the post and the writer's comments. Then view comments from readers of the blog. Assign Blog Buddies View the Heart Maps of class members on KidBlog, leave positive comments and questions. Interact with comments. Review Blog Etiquette: List/Sort/Label Set Classroom Norms for Blog Comments/ Expectations *Students need to come to this unit with developing Model→ Mentor→ Monitor Meaning making in a social situation Learning→ Doing→ Reflecting Current Knowledge→ Need to Know SL.5.1. Engage effectively in a range of collaborative discussions (1:1, groups, teacher led) building on others’ ideas and expressing their own clearly. W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Y-Blog Comments Looking for student ability to leave positive, specific comments in response to the writing of others-I will read comments, post, and showcase exemplars
Begin anchor chart of What makes a poem? Students note What is beautiful? about "The Tyger" Friday: "Where I'm From" poems Use George Ella Lyons as a mentor poem for writers to draft identity poems. Use this , if necessary Students may employ any of the elements they thought as "beautiful" about The Tyger in their poem. Post draft on KidBlog. Respond to assigned partner. Optional: Share with large group. Students may need to complete at home and post from home or during lab time. This remains an accommodation throughout unit. Discuss theme. Begin anchor chart of What makes a poet? Begin word wall of precise word choices used in mentor poems culled from blog posts/poems/notecatchers Close to home-Far from home Multimodal Learning Learning→ Doing→ Reflecting Current Knowledge→ Need to Know Supported→ Independent Model→ Mentor→ Monitor W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences SL.5.1. Engage effectively in a range of collaborative discussions (1:1, groups, teacher led) building on others’ ideas and expressing their own clearly Y-Posted Poems I will comment on each KidBlog to point out where I notice developing poets and begin naming specific elements of what makes a poem like alliteration, imagery, rhyme Week 2: Activity Strategies, Texts, & Resources Scaffolding Options Idaho Core Standards Connection (Content Standards if applicable) FORMATIVE ASSESSMENT Y/N Monday: Book Trailer Begin reading Love that Dog pp. 1-14 Response Journal Book Trailer Love that Dog texts Response journals on KidBlog Reading Response Digital Rubric: Close to home→ Far From Home Directly Stated→ Implied Supported→ Independent Whole→ Part→ Whole RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text Y-Blog Comments I will comment back to students to confirm comprehension or to question further those who
Reading Response Digital Rubric: Answer these questions: Explain why Jack doesn't like to write poetry. Why does the reader only hear Jack's voice and not what Miss Stretchberry says to him? (Also, how do we know what Miss Stretchberry is asking of Jack when he is in her class?) Write a comment about this section of the book. Respond to blog buddies. Discuss how Jack responds to "The Tyger" and compare it to how you responded. Learning→ Doing→ Reflecting are struggling with text and in determining theme Tuesday: Red Wheelbarrow Reread Wm. Carlos Williams poem, close read (talk to the poet), discuss in small groups all questions and comments. Add any precise word choice to word wall Notice how Jack mimicked the poem in his journal. Watch video: Compose a similar poem using Red Wheelbarrow as a mentor poem. Use BeFunky to create a verse or stanza to an image that matches the content of your poem. See sample lesson plan . Post to the blog. Comment. Discuss theme. Learning→ Doing→ Reflecting Visual→ Written Short→ Long Directly Stated→ Implied Whole→ Part→ Whole Model→ Mentor→ Monitor RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Y-Poem I will look for simple imagery of an object in the BeFunky product Wednesday: Red Wheelbarrow Blue Car Compare the two poems in small groups. Note where Jack was influenced by Wm. Carlos Williams and William Blake. Highlight and annotate using Educreations on iPads. Discuss with another group. Report findings to whole group. Learning→ Doing→ Reflecting Supported→ Independent RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Y-Email Students will send their annotations and comments for me to review.
Implied Friday: "Robert Frost Prompts the Poet in You" Adapted Read, Write, Think Lesson resources/lesson-plans/robert-frost-prompts-poet- 859.html?tab=4 Practice writing with imagery, rhyme, repetition, rhythm, use Blabberize or Chatterpix to record students reading their poems with talking images. Emphasize expression, diction, pitch, rate, and volume when performing poetry. Students begin creating a poetry performance rubric collaboratively. Model→ Mentor→ Monitor Current Knowledge→ Need to Know Directly Stated→ Implied RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. L.5.5.a Interpret figurative language, including similes and metaphors, in context. Y-Practice Poems Week 4: Activity Strategies, Texts, & Resources Scaffolding Options Idaho Core Standards Connection (Content Standards if applicable) FORMATIVE ASSESSMENT Y/N Monday: Love that Dog pp. 30-45 Response Journal Love that Dog texts Add key words to word wall Answer text dependent questions on KidBlog Why is Jack critical of the way Miss Stretchberry types his poems? Why does Jack want her to type his name on the dog poem? Ask questions and make comments on KidBlog Answer/Comment to 3 other bloggers Add to anchor charts: What makes a poem? What makes a poet? Model, Mentor, Monitor Learning→ Doing→ Reflecting Directly Stated→ Implied RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Y-answers to Text Dependent Questions, Blog Posts Tuesday: Street Music plus Sound/Image Scape Listen to professional reading of poem while also Learning→ Doing→ Reflecting Visual→ Written Short→ Long Easy→ Hard RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; Y-Practice poems, comic strips
Week 6: Activity Strategies, Texts, & Resources Scaffolding Options Idaho Core Standards Connection (Content Standards if applicable) FORMATIVE ASSESSMENT Y/N Monday: Drafting/Composing Curate poems written throughout unit by elaborating/composing in preparation for culminating project. Students may also compose a new poem and/or prepare a collection of poems. Note: Students may work at their own pace during this week and may need extra time at recess, lunch, or at home. Short→ Long Supported→ Independent Learning→ Doing→ Reflecting Model→ Mentor→ Monitor Draft Tuesday: Revising Revise poems by working in partners with Google Form revision tool. Supported→ Independent Whole→ Part→ Whole Learning→ Doing→ Reflecting Model→ Mentor→ Monitor W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences W.5.4.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Revisions Wednesday: Polishing/ Storyboarding Finalize poem and prepare for web publication by mapping an d planning presentation using storyboards as a guide Practice performing poetry. Ideas for practice are . Supported→ Independent Whole→ Part→ Whole Learning→ Doing→ Reflecting Model→ Mentor→ Monitor W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences W.5.4.Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Polished draft/ storyboards Thursday: Tech Time Build presentations using poem, web tools, original art or approved images Supported→ Independent Whole→ Part→ W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to Presentations in progress
Culminating Project Rubric BEGINNING 1 DEVELOPING 2 ACCOMPLISHED 3 EXEMPLARY 4 Form Uses an inappropriate poetic form. May use an appropriate poetic form. Effectively uses an appropriate poetic form. Creatively uses an appropriate poetic form. Word Usage Student’s use of vocabulary is very basic. Student’s use of vocabulary is more telling than showing. Student’s use of vocabulary is routine and workable Student’s use of vocabulary is precise, vivid, and paints a strong clear and complete picture in the reader’s mind. Poetic Techniques (elements) Uses few poetic techniques such as figurative language. Uses some poetic techniques such as figurative language to reinforce the theme. Some sensory details and sound devices are used to create images and rhythm in the poem. Uses poetic techniques such as figurative language to reinforce the theme. Sensory details and sound devices are used to create images and rhythm in the poem. Effectively uses poetic techniques such as figurative language to reinforce the theme. Strong sensory details and sound devices are used to create images and rhythm in the poem. Language Conventions (spelling, punctuation) May contain frequent and numerous errors in spelling, and punctuation that interferes with the reader's understanding. May contain many errors in spelling, and/or punctuation that may interfere with the reader’s understanding. Has mainly grade level Appropriate spelling and punctuation; contains some errors that do not interfere with the reader’s understanding. Has grade-level appropriate spelling, and punctuation; contains few, if any, errors that do not interfere with the reader's understanding. Effort Student’s work lacks understanding of the assignment. Student’s work demonstrates some understanding of the assignment. Student’s work demonstrates an understanding of the assignment. Student’s work demonstrates a Complete understanding of the assignment and goes beyond the requirements.