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|Unit 2: Time for Rhymes: A Genre Study of Poetry
|In parentheses, you will find the Missouri GLE the objective meets
and the learning styles used based on VARK (visual, auditory,
reading/writing and kinesthetic) learning styles.
Guided and Independent Reading Objectives:
expression within guided reading groups. (CA R1D4a; R)
Students will adjust their reading rate to the difficulty of the text
they are reading during guided reading groups. (CA R1D4b; A)
as volume control, eye contact, and pace when presenting a
poem. (CA LS2A4; A)
contents and glossary within a poetry anthology (CA R2A4; V, R).
reading poetry aloud, including demonstrating a mastery of
volume control, eye contact and pace. (CA LS2A4; A)
Students will identify sensory details and figurative language
within the text Love that Dog (CA R2B4; A, R).
the context of poetry in a timed short essay. (Excellent
preparation for state-standardized writing prompts.) (CA R2B4; R)
own poetry (CA W1A4; V, A, R).
Students will make inferences, make predictions and draw
conclusions in response to writing prompts given daily. (One for
every day after mini-lesson on comprehension strategies) (CA
Students will define in their own words 8 figurative language
vocabulary words on a handwritten quiz after discussion and
practices (CA R2B4; A, R).
Students will demonstrate their understanding of the plot of Love
that Dog by taking a short multiple choice comprehension quiz
after completion of the text (CA W2C4; R).
From Missouri Department of Elementary and Secondary
CA R2A4: Text Features
• interpret and apply information in title, table of contents and
glossary and recognize the text features of fiction, poetry and
drama in grade-level text
within the context of poetry and prose
CA W2C4: Text Elements (PARTIAL)
• make inferences about setting, character traits, problem and
solution and story events
• make predictions
• draw conclusions
• identify cause and effect
• compare and contrast various elements
• identify author's purpose
CA W1A4: Writing Process
• independently use a simple graphic organizer in prewriting
• generate a draft
• routinely revise, edit and proofread
• independently publish writing
CA LS2A4: Discussion and Presentation (PARTIAL)
• present ideas in a logical sequence
• identify and apply appropriate speaking techniques such as
volume control, pace and eye contact
Anticipatory Set: Read three poems aloud cited in Love that Dog:
"The Red Wheelbarrow" by William Carlos Williams, "Stopping by
Woods on a Snowy Evening" by Robert Frost, and "Street Music" by
Say: Each of these read aloud was a poem. How do I know they were
Continue to probe and assist students in considering "What makes a
poem a poem."
What about it tells me its a poem?
Give non-examples. Read an excerpt of a short storybook such as The
Amazing Bone by William Steig. How do I know it is not a poem?
What about it is different?
Do not worry about getting all the answers now. Students will get more
practice with this in a mini-lesson.
Explain that our text for the next two weeks is Love that Dog written
entirely in poems. Read the excerpt from September 13th:
"I don't want to
don't write poetry.
Hmm... this may seem different than what we normally think of as a
poem, but that is what the next two weeks are about! We are going to
learn more about poems so that we can understand them better. This
book is about a boy named Jack and his journey as he learns to tell his
own story through poetry. Jack loves his dog, Sky, and we get to learn
more about Sky as we read Jack's poetry.
You could take this chance to introduce some of the other texts students
may read or you can jump straight into the text and start reading!
|Why care about
Miller, P. (2001).
Learning Styles: The
Multimedia of the Mind.
Retrieved from ERIC