Intel Teach Program

Essentials Course

Capstone Unit Template

3rd Grade.

Unit Author

First and Last Name

Amanda Wies

District or Organization

David Barton Elementary

School or Location Name

David Barton Elementary

City, State

Boonville, Missouri

Unit Overview
Unit Title
Poetry with a Kick
Unit Summary
In this unit we will be learning about different types as well as different structures of poetry. I will be
introducing new poetry and new authors to my students. They will be recreating poetry and creating
their own poetry. I will add a poetry station to my Guided Reading time. This will include different
activities and websites for them to manipulate. Students will be allowed to act out (drama station) their
own poetry or a different poem of choice.
Subject Area
This falls into the Language Arts subject area. I will be using poetry in my Guided Reading time as well
as some Whole Group time.
Grade Level or Target Audience
Third Grade
Approximate Time Needed
40 (8 weeks) 50 minute class periods. These will be split into 2 different time periods; Guided Reading
and Whole Group.
Unit Foundation
Targeted Content Standards and Benchmarks (Training/Organizational Benchmarks)
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
basis for the answers.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central
message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events. (Can describe by acting out.)
CCSS.ELA-LITERACY.RL.3.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from
nonliteral language.
CCSS.ELA-LITERACY.RL.3.5
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Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a
story (e.g., create mood, emphasize aspects of a character or setting)

. Creativity and Innovation.

Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific
tasks
Student/Learner Objectives (Learning Outcomes)
Recognize features of poetry
Identify poems that display specific features such as a repeating line or alliteration
Write poems about topics that are important to them or they feel strongly about
Explain examples of sensory details and figurative language within the context of poetry
Follow a writing process including: prewriting, drafting, revising, editing and independently publishing
Incorporate sensory details and figurative language in their writing
Write poems that display one or more craft features that have been taught.
Act out poems of their own or other poems.
Get an enjoyment out of listening to poems (music), acting out poems, or writing poems.
Curriculum-Framing Question
What are the reasons for reading poetry?
Essential
Why is language and word choice important in poetry?
Question
How is the form and convention of poetry different from other types of
writing?
Unit Questions

What are the different elements of poetry?

Content
Questions

Do poetry writers use a writing process?

What are some purposes of poetry, ex: mood, image, and etc.?
Is poetry read differently than other writings?
What are different vocabulary words related to poetry?
Does poetry exist all around us? What are some examples? Ex: different
songs, well known stories, poetry we have read, etc.

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Assessment Plan
Assess students right before lesson. A small assessment in the middle of lesson and an assessment at
the end. So, a pre-assessment, mid-assessment, and a post-assessment.

Before unit work begins

Students work on projects, learning activities,and

complete tasks

Do plickers on
vocabulary, elements
and different poetry.
Ex: ask if particular
things are poetry;
This will gage if
students have
grasped the concept
that many things are
a form of poetry.

Written
assessment

Excite the students

about the idea of
poetry by playing
some popular songs.
Be sure to point out
the beat that is
found in the song.

Introduce a new type of poem

and element each day. Some
may take more than one day,
but most can be completed.
Written poems will be graded
with rubrics.

Mid-assessment. For
the mid I will just do a
written and oral
assessment. This class
responds well to oral, I
will make up an
assessment for the
computer that is given
to them orally by the
computer. Students
will be starting to
recreate their own
poetry, playing games
on the Arthur website,
and analyzing poetry.

Assessment Summary
The plickers and the acting out of poetry will be a good gauge of assessments. Some other ideas:
Ongoing Assessments
Conferring notes (objective observations of students writing behaviors)
Scoring rubrics for students own poetry
Dramatizations will be recorded through-out the lesson(s). With this we will be able to see if there is
growth in the understanding.,
Unit Details
Prerequisite Skills
It would be preferable for the students to have heard poetry and understand what poetry is when they
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hear it. However, this is not a necessary. I will be introducing different age appropriate poetry. They
should understand what rhyming is and recognize rhyming words.
Instructional Procedures
Introduction:
Excite students about the idea of poetry by playing age appropriate popular songs. Point out the beat
that is found in the song. Discuss where else poetry may be.
Give the students time to explore a wide variety of poems. Have them come up with a list of poem
characteristics and then share with the class why and why not they liked certain poems.
Lesson:
Introduce a new type of poem each week. We will focus on one poem a week. Each day we will
learn/discuss different aspects of poetry. We will use the poem a week to learn these different aspects.
By the end of the unit, students should know each aspect and be able to understand for each poem we
have used, as well as others. I will Teach the different structures and vocabulary of poetry and return to
the poem of the week for these. We will be discussing authors purpose, stanzas, alliteration, adjectives,
adverbs, rhyming, using a rhyming dictionary, syllables, beats, comparing and contrasting, point of view,
and theme.
I Have poetry stations set up during Guided Reading time. Have the drama station set up for them to act
out different poetry. The computer station will have the Arthur website available for them to learn
different types of poems for them to write their own. I will have other poetry websites bookmarked as
well. The different apps on the tablets will allow students to publish their own poems and create
interactive posters for their poems.
Wrap up:
Students will have created their own poems, acted out their own as well as many other poems. Students
will have published poetry and they will have interactive posters created. Students will also have the
opportunity to create their own poetry e-book. This is part of my differentiated instruction. The e-books
are for the students who need to be challenged as well as those who have more time.
The on going process of research is available.
I will Invite principal in for them to share their poems and dramatizations of their poetry. This will be an
ongoing learning process for the students to utilize during their Guided Reading time.
Accommodations for Differentiated Instruction
Special Needs
Students

There will multiple types of assessments as well as different strategies of

learning. I will have a plethora of ways for students to show their
achievements. Students will be assessed on the best assessment to fit their
needs.

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Nonnative
Speakers

I will have different poems and songs available in their native language if
necessary.

Gifted/Talente
d Students

As stated with the Special Needs there will be many options for the students to
choose from. There will be many challenging aspects of this unit. There will be
plenty of opportunities for students to be challenged as well as challenging
themselves. Some of the different apps available will add extra for these
gifted/talented students. E-books will also be an extensive assignement.

Materials and Resources Required For Unit

Technology Hardware (Click boxes of all equipment needed)
Smart Phone
X Computer(s)
x Mobile Devices
x Chromebook/Laptop
x Internet Connection

Digital Camera
Printer
Projection System
Scanner
x Audio Tools (microphone,
headsets, etc.)

Response Devices
Video Camera
Video Conferencing Equip.
DVD Player
Other Promethean Board

Technology Software (Click boxes of all software needed.)

Database/Spreadsheet
X Video Tools
X Web Page Development
Desktop Publishing
Internet Web Browser
Word Processing
E-mail Software
X Multimedia
Presentation Software
X Web 2.0 Tools
Image Editing
Audio Editing
X Web 3.0 Tools
X Computer Operating
X Mobile Device OS Required
System
Required

X Other Online Tools websites

Compatible Web Browsers
Other '

Technology\]ntegra
tion

I will have poetry websites for my students to use during the

computer station in Guided Reading. The students will be writing their
own poetry on one of the websites we will be using. The students will
also be acting out poetry during the drama station. We will be
recording and watching the different groups and assessing their
progress. We will be watching this on the promethean board as a
class.

Printed Materials

Poem books, Children written poems and Unit Plan

Supplies

Age appropriate Cds,

Internet
Resources / Online
Tools / Mobile
Apps /Specific

http://pbskids.org/arthur/games/poetry/

http://www.readwritethink.org/files/resources/interactives/diamante/
http://teacher.scholastic.com/writewit/poetry/index.htm

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Essentials Course

http://www.rif.org/books-activities/poetry-splatter/
http://poetryteachers.com/
Software Needed
Apps:
Wordle, Storyjumper, Lark, and My Storybook
Other Resources

Principal for an assessment on myself and to watch the class perform.

Additional Unit Information
Content Lesson Plans

Assessments.docx

2008 Intel Corporation. All Rights Reserved. Used by Permission via eMints
Revised for WWU MED T&T Revised 10/23/2013

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