Brenham ISD Unit Plan
Unit 05 - Discovering Poetry (8 days) | RLA/3rd grade | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
3.6F The student is expected to make inferences and use evidence to support understanding. 3.6G The student is expected to evaluate details read to determine key ideas. 3.8A The student is expected to infer the theme of a work, distinguishing theme from topic. 3.9B The student is expected to explain rhyme schemes, sound devices, and structural elements such as stanzas in a variety of poems. 3.10A The student is expected to explain the author’s purpose and message within a text. 3.10D The student is expected to describe how the author’s use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes. 3.11C The student is expected to revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity. 3.11Di The student is expected to edit drafts using standard English conventions, including: complete simple and compound sentences with subject-verb agreement. | 3.2A demonstrate and apply phonetic knowledge 3.2A.v decoding words using knowledge of prefixes 3.2A.vi decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants 3.2B demonstrate and apply spelling knowledge 3.2B.vi spelling words using knowledge of prefixes 3.2B.vii spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants 3.3A use print or digital resources to determine meaning, syllabication, and pronunciation. 3.3B use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words 3.3C identify the meaning of and use words with affixes such as im- (into), non-, dis-, in- (not, non), pre-, -ness, -y, and -ful 3.6B generate questions about text before, during, and after reading to deepen understanding and gain information 3.6C make and correct or confirm predictions using text features, characteristics of genre, and structures 3.6D create mental images to deepen understanding. 3.6E make connections to personal experiences, ideas in other texts, and society 3.7B write a response to a literary or informational text that demonstrates an understanding of a text. 3.7C use text evidence to support an appropriate response. 3.7D retell and paraphrase texts in ways that maintain meaning and logical order 3.7E interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating 3.7G discuss specific ideas in the text that are important to the meaning 3.10B explain how the use of text structure contributes to the author's purpose 3.10C explain the author's use of print and graphic features to achieve specific purposes 3.10E identify the use of literary devices, including first- or third-person point of view 3.10F discuss how the author's use of language contributes to voice 3.11A plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping 3.11B develop drafts into a focused, structured, and coherent piece of writing by 3.11B.i organizing with purposeful structure, including an introduction and a conclusion 3.11B.ii developing an engaging idea with relevant details 3.11D edit drafts using standard English conventions, including: 3.11D.xi correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words. 3.12A compose literary texts, including personal narratives and poetry, using genre characteristics and craft | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential teks. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: 3.6F The student is expected to make inferences and use evidence to support understanding.
3.6G The student is expected to evaluate details read to determine key ideas.
3.8A The student is expected to infer the theme of a work, distinguishing theme from topic.
3.9B The student is expected to explain rhyme schemes, sound devices, and structural elements such as stanzas in a variety of poems.
3.10A The student is expected to explain the author’s purpose and message within a text.
3.10D The student is expected to describe how the author’s use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes.
3.11C The student is expected to revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity.
3.11Di The student is expected to edit drafts using standard English conventions, including: complete simple and compound sentences with subject-verb agreement.
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Achieve- to attain as the result of effort Across Text-reading two or more texts to make connections between or among them Add-to insert in order to improve or strengthen Analyze-to study an idea or object by breaking it in smaller parts Apply- to use an understanding of a concept in a new or different situation Appropriate-suitable or correct for the purpose Author’s choice-an option selected by an author Author’s craft-the specific techniques an author uses to tell a story or to present information in a text Author’s message-the main idea, theme, or lesson the author communicates to the reader Author’s purpose-the reason an author has for writing a text Author’s use-the author’s choice of elements and features to achieve specific purposes Clarity-the quality of being easily understood Classic Literary Text- a literary work that is widely known because of its outstanding and enduring qualities Coherence-the quality of being logically connectedClarity Communicate-to share knowledge or information using written or spoken words Complex Literary Text-a text that requires careful attention for complete understanding. Comprehension–the ability to understand the meaning of an idea or concept Contemporary literary text-a text in which the events take place in a modern-day-setting or the topic involves a modern-day setting Convention-an established technique, practice, or device used in a literary work Critical inquiry- the process of gathering and analyzing information and ideas to answer research questions. Deepen-to strengthen; to cause to be more complex Delete-to eliminate by marking out, erasing, or removing Describe-to use words to tell or to write about using the five senses. Detail-a small part of information that supports the main idea of a text. Determine-to decide bases on thought Develop-to add details to improve Distinguish-to recognize as different Diverse literary text-a text that reflects a setting, context, or culture that is different from the reader’s. Draft-a preliminary version of a composition; to compose Edit- to change to make correct in regard to grammar, punctuation, spelling, capitalization, and spelling of a written work prior to creating a final product Evaluate-to make a judgment based on criteria or evidence Evidence-words, phrases, or sentences that provide reason for the cause Explain-to make clear; to provide the reason or the cause Figurative language-words that create interesting images using language that has a deeper meaning than the literal meaning of the words Genre-specific characteristics-a distinguishing feature of a particular type of text Genre-specific purpose-the intended goal of a particular type of text. Genre-specific structure-an organizational pattern that is suited to a particular type of text Idea-a thought or a plan carefully formed in the mind Imagery-words or phrases used to form pictures in a person’s mind Improve-to make better Infer-to arrive at a conclusion or an opinion through the use of knowledge, evidence, or clues Influence-the effect of a person, thing, or event on another Key Idea-an important or essential thought or opinion that supports the central idea of a text. Legible-clearly written to be read Literal language-words or phrases that are intended to be interpreted as the individual words or phrases are defined
Literary element-a feature of oral or written stories; includes characters, setting, plot, and theme Make- to create; to formulate Meaning- the definition of a word or phrase ; the message of a written work Metacognitive skill-the strategy of being aware of one’s thinking processes Metaphor-a comparison of two items that does not use the words like or as Multiple texts-more than one written selection Onomatopoeia-a word that is the name of a sound Performance-an oral and/or visual presentation for an audience Poem-a composition written in verse that often uses rhyme, rhythm, or sound devices Product-something that is made or created Purpose-and intended or desired result; the reason an author writes a text Purposefully-intentional or intentionally Read-to decode/the act of decoding and to comprehend/the act of comprehending written text Rearrange-to position in a different way Recognize-to become aware; to notice Recursively-of or relating to revisiting and repeating Revise-to make changes to improve by considering questions of audience, genre, or purpose or by trying a new approach Rhyme scheme-the arrangement of rhyming lines in poetry Sentence Structure-the pattern of clauses that make up a sentence Simile-a figure of speech in which two things are compared using like or as Sound Device-a literary element that emphasizes the sounds words make often in a relationship with one another Specific-particular;detailed Stanza-a group of lines that forms a verse of a poem or song Structural element-a part of the organizational pattern used in a piece of written work Subject-verb-agreement-the agreement in number of a subject and its verb Support-to provide help or assistance Text-the words in a written selection; a selection Theme-a central or universal idea of a literary text that expresses a truth about human behavior; a lesson Topic-a main subject of a text Traditional literary text-a story that was originally spoken and later was written. Understanding-a knowledge or interpretation of meaning, concepts, or ideas Use-the act of applying a skill or concept Variety of texts- an assortment of selections Within texts-reading a text to make connections Word choice-an author’s selection of a particular word to suit a specific purpose Work-a text; to give effort to accomplish a task Writing process-steps a writer completes in order to produce a composition | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: 3.6F
3.6G
3.8A
3.9B
3.10A
3.10D
3.11C
3.11Di
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Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
Day 1 | Reading Journal Rubric Assessment (compare data with 1st nine weeks) | |
Poetry Checkpoint | ||
Drama/Poetry Summative Assessment (after unit 5) | ||
Notes:
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