Ps 203 Grade 2 Writing Unit

?Topic/Theme DurationPoetry: Big Thoughts in Small PackagesEssential Question/sHow do writers write with precision and description? How do writers develop a concept in poetry that applies to the world? How do writers develop a concept in poetry that speaks to the experiences of their readers? What inspires writers of poetry?Standards W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.RL.2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or songSL.2.1: Participate in collaborative conversations with diverse partners about grade 2topics and texts with peers and adults in small and larger groups.L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.Key Student Learning ObjectivesBend1: Seeing with Poet's EyesLesson 1:I can see with poets’ eyes by looking at things with my heart and mindI can look at things from different anglesI can think about what things resembleLesson 2:I can pay attention to where I put words and where not to put words to give my poems musicI can break up the lines in different waysI can read my poem aloud until the poem is written in a way that sounds just rightLesson 3: I can think about a big idea or big feelingI can find a topic that is small and specific about that big ideaLesson 4: I can review my poem ideas to see if has both strong feelings and concrete detailsI can start a new poem that has both of these elementsLesson 5: I can look at my writing to see if my words are spelled writeI can spell words two different ways to see if one looks rightBend 2: Delving Deeper: Experimenting with Language and Sound to Create MeaningLesson 6:I can think carefully about the words I chooseI can make sue my words create an image about what I am trying to sayLesson 7:I can repeat words, sounds, and lines- to give my poem musicI can make the meaning of my poem more clearLesson 8: I can capture the mood by using specific words I want my poem to say Lesson 9:I can make meaning to my poem by comparing an object to a feelingLesson 10:I can make a comparison more powerfulI can stretch a comparison all the way through my poemBend 3: Trying Structure on for SizeLesson 11:I can experiment with different poem structuresI can study what other authors have done and try them in my poemLesson 12:I can revise my poetry by studying mentor poemsI can read a poem with the eyes of a poet, noticing detailsI can name what a what the poet has doneLesson 13:I can choose structures for my poem by understanding the relationship between structure and meaningLesson 14:I can write from a different point of view, other than their own by dropping their own voice and taking on the voice of another person or thingLesson 15:I can revise my poems by asking myself, “How can I make this work even better?” I can look for opportunities to show, not tellLesson 16:I can edit my poems by looking for trouble spots by asking themselves, “Does this sound right?”Lesson 17:I can celebrate my poetry writing by reading their poems to various audiencesSequence of Key Learning ActivitiesThis poetry unit is divided into three bends, each one helping childrendeepen their understanding of poetry analyze the structures of poetry to see poetry through the “eyes of a poet.Bend 1: Introduces the students to the sounds and feelings of poetry byhaving them read poems aloud in groups, with partners and alone.Bend 2: The lessons in this bend focus on how poets use precise words, userepetition and convey feelings. Together you will notice how poems have different moods and how poets choose words and rhythms to match these moods. Bend 3: You will focus on structure, teaching students that poets use structures. The lessons will teach children to read like writers as they name how some poems are story poems, some are lists with twists, and some have a back-and-forth structure. The students will play with point of view, realizing that they can pretend to speak to something or as something or create imaginary back-and-forth conversation in the shape of poems. The bend will end as children revise their poems for careful language, edit and celebrate their poems in a variety of ways.experiment with language, word choice and sound to generate ideas for writing meaningful poems.Poets gain an understanding of how sound and structure relates to the meaning of their poems. develop strategies to revise and edit their poems.Key Texts to be UsedCentral Texts "Aquarium" by Valerie WorthWhere the Sidewalk Ends by Shel Silverstein Inside My Heart by Zoe Ryder White Time of Wonder by Robert McClosky Lost and Finds by Rebecca Kai Dotlich Falling Down the Page: A Book of List Poems edited by Georgia HeardAssessmentsDaily observation of students' participation during the active engagement segment of each mini-lesson. Students' conversation with partners during Turn and Talk segment of mini-lessonsComments, corrections, and records from peer conferences between studentsObservation of daily writing progress in writing notebooks and/or folders Teacher-student conferences Unit Published Piece Meeting Students’ needsEncourage student choice in topics to ensure that they are writing on topics that are meaningful for themProvide support as needed through conferencing Provide support as needed through strategy groups Provide modified and/or alternate grade level checklists and rubrics to scaffold or stretch learning Scaffold or stretch learning through the use of various strategies Provide appropriate writing partners Utilize charts to provide a visual reminder for students throughout the mini-lesson. Add drawings and visuals to charts o Provide individualized copies of teaching charts Depending on the concept, the chart may be most effective to visually break the concept into parts and touch each part during a demonstration For students needing more support at the end of the mini-lesson, keep them at the rug for an extra minute after dispersing the rest of the class and clarify the main topic of the mini-lesson or work one-on-one with them to start their writing Set writing goals for students and follow-up with the writing goals after an appropriate amount of time.Create group and one-on-one conferring calendars to ensure that students are being met with on a regular basis and working toward individualized goalsAs the unit progresses, the teacher, in coordination with the students, will develop a word wall that will highlight vocabulary specific to the topic chosen Assign roles to partners (Partner 1/Partner 2) to help scaffold which student should speak first and avoid one partner dominating the conversation and the other partner becoming a passive listener ELL Support create a triad instead of partnership may be beneficial Demonstrate for students how to use writing checklists to set goals for their writing Provide consistent teaching structures Use consistent teaching language Offer plentiful opportunities for reading practice Provide access to a broad variety of texts Use assessment to provide extra support Use visual examples in your teaching Provide extra active engagement time in mini-lessons for extra practice Provide readers with topic-based text sets Provide opportunities for listening and learning the social language of the reading workshop Provide opportunities to read in both their home language and in English Plan instruction with the ELL teacher Extend the language ELLs are producing through questioning Support students in building vocabulary using their own reading as the context As the unit progresses, the teacher, in coordination with the students, will develop a word wall that will highlight vocabulary specific to the topic chosen ................
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