Second Grads Poetry Unit

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					Second Grade Poetry Unit




                           Kathleen Kipp
                             March 2008
                           Second Grade
                           Language Arts
        The heart of this unit is for the students to understand how to identify and write
different types of poetry. The students will be learning how to identify and write acrostic,
theme, pattern, Haiku, found poems and Limerick poetry. These are common forms of
poetry introduced in second grade and the skills that are learned for one form of poetry
can be built upon for the next. The skills that the students will need in order to write
poetry is the ability to identify and create alliterations, onomatopoeias, similes, rhyming,
and pattern, which they will encounter as they continue to develop their writing skills in
later grades. With these skills the students will be able to describe small moments in great
detail using poetry.
       While learning about poetry the students will hopefully gain a respect for this genre
and view it as another way that they can express themselves through words. The students
really appreciate their time in writer’s workshop so it will not be hard to get them excited
about experimenting with and learning about poetry.
        Preceding this unit was a unit on paragraph writing. The skills that the students
learned from this unit; having a main sentence, including multiple details, and a
concluding sentence, will be very useful while writing poetry about small moments. After
this unit the students will be studying more about detailed fiction.


Objectives
1. Students will be able to read and identify poetry in different forms including acrostic,
   theme, pattern, no pattern, Haiku, found poem and limerick poetry. (W.GN.02.02)
2. Students will be able to study a new form of poetry and be able to recreate it with
   their own, original, ideas. (L.CN.02.01; L.CN.02.02; L.CN.02.03)
3. Students will use figurative language, particularly alliteration, onomatopoeia, simile,
   rhyme and pattern, to express their ideas in poetry. (W.GN.02.02)
4. Students will be able to read and present their poetry to the class as well as parents.
   (S.CN.02.04; L.CN.02.03)

      The summative assessment for this unit will be a book of original poetry
representing the different forms of poetry learned through out the unit. The poetry will be
typed and illustrated by the students. The students will be assessed on their ability to
create an original poem following the guidelines that they were given when learning
about the form of poetry.

Summative Assessment Grade Sheet
Poetry Form            Follows form            Use of original
                       guidelines              ideas
                                            
Acrostic
Theme
Haiku
Found
Pattern
Limerick
Feb. 4             Feb. 5            Feb. 6             Feb. 7             Feb. 8
                   Practice          Fancy Poetry       Fancy Poetry
                   Describing a      Words:             Words:
                   Stuffed Animal    Alliteration and   Simile
                                     Onomatopoeia

March 3            March 4           March 5            March 6            March 7
Pre-assessment     Introduce                            Introduce
of student’s       Found Poem                           Acrostic Poem
knowledge of
poetry and
poem fancy
words.
Review
Onomatopoeia
and Alliteration
March 10           March 11          March 12           March 13           March 14
No Students        Not in            Introduce                             Fancy Poetry
                   Classroom         Haiku                                 Words:
                                                                           Rhyme
March 17           March 18          March 19           March 20           March 21
Introduce                            Introduce                             No School
Pattern                              Limerick
March 24           March 25          March 26           March 27           March 28
                                     Practice Poetry                       Poetry Café
                                     Café

The journaling center will be changed to the poetry center. Here the students will be
working on the poetry that they do not get to finish during writer’s workshop. Centers
happen on Monday, Wednesday, and Friday.

February 5, 2008
Practicing Describing a Stuffed Animal (30 Min)
 Students will use figurative language, particularly alliteration, onomatopoeia, and
    simile, to express their ideas in poetry. (W.GN.02.02)
The students will use their five senses to describe a stuffed animal in the room. This will
just be a brainstorming activity that the students will return to.

February 6, 2008
Fancy Poetry Words:
Alliteration and Onomatopoeia (30 min)
 Students will use figurative language, particularly alliteration, onomatopoeia, and
    simile, to express their ideas in poetry. (W.GN.02.02)
The class will create a chart of definitions and examples of these words. The students will
be providing the examples. Students will then return to stuffed animal brainstorming to
add “fancy words.”

February 7, 2008
Fancy Poetry Words:
Simile (30 min)
 Students will use figurative language, particularly alliteration, onomatopoeia, and
   simile, to express their ideas in poetry. (W.GN.02.02)
The whole class will create a chart including the definition and examples of a simile.
Return to stuffed animal brainstorming to add “fancy words”

March 3, 2008
Pre-assessment of student’s knowledge of poetry and poem fancy words (25 min)
 Students will use figurative language, particularly alliteration, onomatopoeia, and
    simile, to express their ideas in poetry. (W.GN.02.02)
There will be a whole group discussion held on the carpet about what the student know
about poetry and what they remember from the lessons before mid-winter break. The
student’s ideas will be recorded on a chart which will be posted in the poetry center. This
discussion will be recorded both by video.

Review of Onomatopoeia, Alliteration, and simile (20 min)
 Students will use figurative language, particularly alliteration, onomatopoeia, and
   simile, to express their ideas in poetry. (W.GN.02.02)
While on the carpet for the discussion the students will be creating more examples of
onomatopoeia, alliteration and similes.

March 4, 2008
Introduce Found Poem (15 min)
 Students will be able to read and identify poetry in different forms including acrostic,
    theme, pattern, no pattern, Haiku, found poem and limerick poetry. (W.GN.02.02)
 Students will be able to study a new form of poetry and be able to recreate it with
    their own, original, ideas. (L.CN.02.01; L.CN.02.02; L.CN.02.03)
 Students will use figurative language, particularly alliteration, onomatopoeia, simile,
    rhyme and pattern, to express their ideas in poetry. (W.GN.02.02)
A found poem is a poem that describes a small moment using words that are found in
other media. The poem type will be introduced to the students in a whole group. A whole
class found poem will be made as well as examples will be shown. The students will
work on their poems at their seats. The poems will be worked on at a poetry center if they
are not complete.

March 6, 2008
Introduce Acrostic Poem ( 25 min)
 Students will be able to read and identify poetry in different forms including acrostic,
    theme, pattern, no pattern, Haiku, found poem and limerick poetry. (W.GN.02.02)
 Students will be able to study a new form of poetry and be able to recreate it with
    their own, original, ideas. (L.CN.02.01; L.CN.02.02; L.CN.02.03)
 Students will use figurative language, particularly alliteration, onomatopoeia, simile,
    rhyme and pattern, to express their ideas in poetry. (W.GN.02.02)
The poem type will be introduced to the students in a whole group. A whole class
acrostic poem will be made as well as examples will be shown. The students will create
an acrostic poem using their name as well as another word of their choice at their seats.
The poems will be worked on at a poetry center if they are not complete.

March 12, 2008
Introduce Haiku (30 Min)
 Students will be able to read and identify poetry in different forms including acrostic,
    theme, pattern, no pattern, Haiku, found poem and limerick poetry. (W.GN.02.02)
 Students will be able to study a new form of poetry and be able to recreate it with
    their own, original, ideas. (L.CN.02.01; L.CN.02.02; L.CN.02.03)
 Students will use figurative language, particularly alliteration, onomatopoeia, simile,
    rhyme and pattern, to express their ideas in poetry. (W.GN.02.02)
Students will be gathered on the carpet to talk about syllables and be introduced to the
idea of a Haiku and how many syllables are in each line. Examples will be gone over as
well as a class Haiku will be made. Students will return to their desks to work on their
own original Haiku. Students will complete unfinished Haikus in the poetry center.

March 14, 2008
Fancy Poetry Words: (IC #3) (35 min)
Rhyme
 Students will be able to read and identify poetry in different forms including acrostic,
    theme, pattern, no pattern, Haiku, found poem and limerick poetry. (W.GN.02.02)
 Students will be able to study a new form of poetry and be able to recreate it with
    their own, original, ideas. (L.CN.02.01; L.CN.02.02; L.CN.02.03)
 Students will use figurative language, particularly alliteration, onomatopoeia, simile,
    rhyme and pattern, to express their ideas in poetry. (W.GN.02.02)
The whole class will create a chart including the definition and examples of a rhyme. The
students’ will return to their brainstorming and included some descriptive rhymes.

March 17, 2008
Introduce Pattern (IC #3) (35 min)
 Students will be able to read and identify poetry in different forms including acrostic,
    theme, pattern, no pattern, Haiku, found poem and limerick poetry. (W.GN.02.02)
 Students will be able to study a new form of poetry and be able to recreate it with
    their own, original, ideas. (L.CN.02.01; L.CN.02.02; L.CN.02.03)
 Students will use figurative language, particularly alliteration, onomatopoeia, simile,
    rhyme and pattern, to express their ideas in poetry. (W.GN.02.02)
Student will participate in a whole class discussion about pattern. During this discussion
the students will be looking at different poems and finding patterns as well as making
new patterns of their own. A class poem will be created and the pattern will be
emphasized.
March 19, 2008
Introduce Limerick (IC #3) (35min)
 Students will be able to read and identify poetry in different forms including acrostic,
    theme, pattern, no pattern, Haiku, found poem and limerick poetry. (W.GN.02.02)
 Students will be able to study a new form of poetry and be able to recreate it with
    their own, original, ideas. (L.CN.02.01; L.CN.02.02; L.CN.02.03)
 Students will use figurative language, particularly alliteration, onomatopoeia, simile,
    rhyme and pattern, to express their ideas in poetry. (W.GN.02.02)
The pattern of the Limerick will be stressed at the beginning of the whole group
discussion. Many examples will be read and the pattern will be highlighted. Depending
on how the students are doing with understanding a Limerick then we will play a game of
guess the last word of the Limerick. Students will then practice writing their own
Limericks at their seat. If the students do not finish they will work on their poems during
centers.

March 26, 2008
Practice Poetry Café (30 min)
 Students will be able to read and present their poetry to the class as well as parents.
    (S.CN.02.04; L.CN.02.03)
The students will learn techniques on how to present on Friday. The students will learn
about making eye contact, projecting their voice, how to be an audience member and
practice what they have learned. I will model how to do this and let the students practice
multiple times

March 28, 2008
Poetry Café (30 min)
 Students will be able to read and present their poetry to the class as well as parents.
    (S.CN.02.04; L.CN.02.03)
Parents and distinguished guest will be invited to come into our classroom to share the
final product of our month long work. The students will then turn in their books for
grading.

				
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