Title: Comprehension Unit 4 Subject/Course: Reading Length: 9 weeks Topic: Strategies for Literary Poetry Grade: 2 Designer: Kelleybrew, Lassiter, Cooper, Hogue, Rochelle, Tozer and Wagner UNIT GOALS AND EXPECTATIONS IMPORTANT CONCEPTS: Good readers apply various strategies and language skills for comprehension ESSENTIAL QUESTIONS: What do good readers do? What elements do you find in all good stories? What strategies can I use to read fluently and accurately? How can I respond to literature in a variety of ways? How can I respond to reading in a variety of ways? STUDENT LEARNING EXPECTATIONS: R.9.2.11-Present a logical interpretation of a book R.10.2.1-Read daily R.10.2.2.-Distinguish different forms of text and their functions R.10.2.4-Read multiple books in the same genre but by different authors R.10.2.5-Respond to a wide variety of texts by contributing to a reading journal which demonstrates appropriate comprehension skills, including written responses, reading log, interest list and reading goals R.10.2.6-Self-select materials on independent reading level based on personal interest and knowledge of authors R.10.2.7-Use graphic organizers, including story maps, semantic or attribute maps, and Venn diagrams to make meaning of the reading selection R.10.2.11-Read a variety of stories, including fairy tales and folk tales R.10.2.12-Identify and compare story elements of fairy tales and folk tales R.10.2.13-Create a fairy tale and/or folk tale R.10.2.14-Read a variety of poetry, including quatrains and shape poems R.10.2.15-Discuss poetry to determine meaning R.10.2.16-Analyze poetry to identify the characteristics of couplets and quatrains R.10.2.17-Read functional and instructional messages in the classroom environment, including labels, announcements, instructions and invitations to accomplish tasks R.10.2.18-Use pictures and charts to enhance reading R.11.2.1-Use context clues to make sense of new words R.11.2.2-Use knowledge of personal pronouns, simple abbreviations, antonyms and synonyms R.11.2.3-Self-monitor reading and self-correct R.11.2.4-Decode words using blends and r-controlled vowels and diphthongs including prefix, suffix and root words in continuous text R. 11.2.5- Read approximately 500 high frequency words fluently STUDENT LEARNING EXPECTATIONS: R.11.2.7-Learn new words from reading and discuss the meanings of words R.11.2.8-Experiment with language, including trying new words and using them in speaking, reading and writing R.11.2.9- Read grade level texts with accuracy of 90% or above R.11.2.10-Self-monitor to make sense of the reading R.11.2.11- Read grade level text fluently at a minimum of 90 words per minute (benchmark 90 words) R.11.2.12-Read familiar grade level texts using appropriate rhythm, pace, phrasing, punctuation and intonation W.5.2.8-Write retelling of fairy tales and folk tales W.5.2.9-Write simple quatrains and shape poetry W.7.2.2-Take on strategies and elements of author s craft that the class has discussed in their of study of literary works W.7.2.3-Compose a text following the structure of a poem W.7.2.4-Embed literary language in writing (Once upon a time ) IR.12.2.1-Generate questions about topics of personal interest OV.1.2.1-Use words that reflect a growing range of interest and knowledge OV.2.1.3-Focus on audience (i.e. posture) OV.2.1.5-Adapt spoken language to the audience, purpose and occasion OV.2.1.7-Support spoken ideas and opinions with examples and evidence OV.2.1.9-Participate in formal and informal discussions about a variety of topics including school events OV.2.1.12-Ask and answer questions OV.2.1.13-Accept contributions of teacher or group to make modifications and improve speaking performance OV.2.2.1-Demonstrate active listening behaviors OV.2.2.2-Listen and identify details that support the topic OV.2.2.6-Evaluate a performance by giving an opinion with evidence to support it OV.3.2.2-Respond to media in a variety of ways (i.e. art, writing, movement and music) 1
during reading (benchmark 500 words) R. 11.2.6-Sort nouns by features, function and categories OV. 3.2.3-Compare and contrast a variety of media presentations SPECIFIC DECLARATIVE KNOWLEDGE SPECIFIC PROCEDURAL KNOWLEDGE Identify and compare the story elements of Determine meaning of emotions and feelings within various fairy tales and folk tales forms of literature (i.e. poetry, fairy tales and folk tales) Create a fairy tale and/or folk tale Identify poetry as a genre Identify the different characteristics of couplets and quatrains Explain the different characteristics of couplets and quatrains Compare story elements of fairy tales and folk tales UNIT ASSESSMENTS (Include tasks related to Dimensions 3 and 4 and Bloom s Taxonomy) TRADITIONAL ASSESSMENTS: TLI Modules 7 and 8 OTHER EVIDENCE OF LEARNING: Illustrations Written responses Oral Presentation ACTIVITIES AND LEARNING EXPERIENCES Genre Review March 14 Day 1: Teacher will use anchor chart to review genre types, purpose and definition: Biography Autobiography Informational Realistic Fiction Science Fiction Historical Fiction Fantasy Mystery Folktale Fairy Tale Poetry a) Define b) Explain characteristics: i. is written to bring out emotions and feelings ii. often uses rhythm and rhyme iii. plays with language c) Discuss types i. Couplets ii. Quatrains Resources Unit 1, anchor chart Unit 2, nonfiction text features book 2
iii. Shape Teacher will read a couple of poems and discuss verse, stanza and rhyming pattern. March 15 and 16 Days 2-3 Teacher will read a self-selected poem to continue discussion of characteristics and verse, stanza and rhyming patterns. March 17 Day 4 Teacher will review various comprehension strategies Predicting Making connections Visualizing Determining importance Summarizing Questioning Inferring March 18 Day 5 Teacher will use nonfiction text features book to review nonfiction text features and uses: Table of contents Index Glossary Photographs Illustrations Labels Captions Types of print Comparisons Close-ups Cutaways Maps (Shape Poems) March 28 Day 6 Teacher will define and chart types of poems: Couplet-a two line poem that rhymes with each line containing the same number of syllables Quatrain-four line poem that can be written in several different rhyming patterns Shape-follows the outline of a picture of the poem s subject. Teacher will introduce shape poems by reading two examples from Writing Poetry with Children. Teacher will ask children to brainstorm topics of interest. Teacher will chart topics. Teacher will choose one topic to model how to write a shape poem. Teacher will ask Ss to help brainstorm descriptive words or phrases for selected topic. Teacher will model drawing outline for shape of topic. Teacher will then write poem using descriptive words and outline. Writing Poetry with Children by Evan-Moor 3
March 29 Day 7 Teacher will assist students with making an outline for the student s chosen topic. Students will use organizer to write descriptive words or phrases for topic. Students will write shape poem and illustrate. (POETRY) March 30 Day 8 Teacher will introduce couplets by reading self-selected examples of couplet poems. Teacher will model using organizer for writing a couplet. Teacher will write a couplet. March 31 Day 9 Students will use couplet organizer to write and illustrate a couplet. April 1 Day 10 Teacher will introduce quatrains by reading examples: All that Sky Celery Sun Teacher will model using organizer for writing a quatrain. Teacher will write a quatrain. April 4 Day 11 Students will use quatrain organizer to write and illustrate a quatrain. April 5 &6 ITBS April 7 and 8 Day 12 and 13 Students will place poems into poetry notebook. Students will write another poem type of their choice to add to notebook. Students will share their favorite poem with class. (FAIRY TALES) April 11 Day 14 Teacher will chart and define characteristics of fairy tales: Take place long ago May include phrase once upon a time and end with lived happily ever after Include magical characters, events or places Share a lesson or moral for the readers to learn Contain characters who are either good or bad Features the numbers three or seven Are available in different versions because of their oral story-telling origins Teacher will read a self-selected text and use as an interactive discussion to talk about the characteristics of the fairy tale. April 12 Day 15 Teacher will read aloud one version of a self-selected fairy tale (i.e. Cinderella, Beauty and the Beast, The Frog Prince, Little Red Riding Hood, etc). Teacher will 4
discuss story elements. April 13 Day 16 Teacher will read aloud an alternate version of the chosen fairy tale from Day 16. Teacher will use the graphic organizer to compare and contrast the two versions, discussing the changes in each of the elements of the story. April 14 Day 17 Teacher will model writing a fairy tale using the graphic organizer. Teacher will complete organizer filling in elements of original version and then make changes. Students will brainstorm and choose a fairy tale to change. Students will then use graphic organizer to complete elements of original version and then make changes to elements for their own version. April 15 Day 18 Students will complete graphic organizer and write their own version of the selfselected fairy tale. Students will share their stories. (FOLK TALES) April 18 Day 19 Teacher will chart and define characteristics of folk tales: short story passed down orally uses repetitive language (responses, chants, poems) uses the number 3 time passes quickly successful hero animals often have human characteristics Teacher will read a self-selected text and use as an interactive discussion to talk about the characteristics of the folktale. April 19 Day 20 Teacher will read aloud one version of a self-selected folktale (i.e. The 3 Little Pigs, The 3 Bears, 3 Billy Goats Gruff, etc). Teacher will discuss story elements. April 20 Day 21 Teacher will read aloud an alternate version of the chosen folktale from Day 21. Teacher will use the graphic organizer to compare and contrast the two versions, discussing the changes in each of the elements of the story. April 21 Day 22 Teacher will model writing a folktale using the graphic organizer. Teacher will complete organizer filling in elements of original version and then make changes. Students will brainstorm and choose a folktale to change. Students will then use graphic organizer to complete elements of original version and then make changes to elements for their own version. April 25 Day 23 Students will complete graphic organizer and write their own version of the selfselected folktale. Students will share their stories. 5
(Author Study) *Preparation 1. Choose an author to study. Possible Authors: Mem Fox, Kevin Henkes, Patricia Polacco, William Steig, Patricia McKissack, Cynthia Rylant, Jane Yolen, Marc Brown, Eve Bunting See packet for more authors and points for focus 2. Collect as many books as you can. (personal collections, borrow from colleagues, school and public library) Put books in order of copyright date to see 3. Visit the author s website to get biographical information. 4. Set up a display area. 5. Set up a chart to write the titles, copyright date, author s message, and author s style (repetitive language, illustrations). April 26 Day 24 Introduce the author and give brief book talks. Read aloud book of choice from author set. Discuss the author s message or purpose (What can we learn from this story?). Chart the book, the purpose and author s style if children notice anything). April 27, 28, 29, and May 2 Days 25-28 Continue reading books by chosen author and charting book, author s message, and author s style. Discuss any similarities between the books each day. May 3 Day 29 Students will write a story incorporating author s style and message. May 4 27 Days 30-47 Continue with author s study choosing 3 new authors. Possible Extensions to Author Study Students share the author s message in the books they read independently or in reading groups. Discuss writing style in writer s workshop: adjectives, rhyming, illustrations, strong verbs, word choice to convey feelings, sights, sounds, moods Discuss and make a chart of interesting facts about the author. Find out where the author lives and learn about that area. See how it influences the author s writing. If there are any animals used as characters, learn more about them by studying them in content area. * Dr. Linda Dorn and Literacy Training Team, Literacy Institute Summer 2006* Author Career Connections 6
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