2013 2014 SY [UNIT PLAN TEMPLATE]

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STUDENT LEARNING OBJECTIVE UNDERSTANDING BY DESIGN (SLO UBD)
STUDENT TEACHER UNIT PLAN TEMPLATE

Student Teacher: Shayla Hosaka School: Kainalu Elementary Cooperating Teacher: Alison
Elphick
Grade: 3 Content Area: Language Arts University Supervisor: Phaedra Ranges Dates: 4/7-
4/18

Student Population:
Total Number of Students __15__ Males __7__ Females__8__ SPED Inclusion __NA__ SPED Pullout __NA__
ELL __NA__
GT __NA__ Any Other _____________ _____ _____________ _____ ______________ _____
Additional Information: Low-leveled group of students

SLO Components For a complete description of SLO components and guiding questions, use the Student
Learning Objective Planning Document attachment.
Learning Goal
STAGE 1

Learning Goal:
Established Goal(s)/Big Ideas:
What habits of mind and cross-disciplinary goal(s) for example 21
st
Century skills, core
competencies will this unit address? What are the big picture concepts, conceptual
anchors, and connections?

Introduce students to different types of poetry in order to broaden their understanding
of what poetry is. Students will become familiar with the big ideas:
Poetry can be interpreted in many ways.
Poetry exists all around us and comes in many different forms.
Poets use many elements to create poems. These elements include: rhythm,
sound, figurative language, and form.
Poets use words and images to communicate about a theme.
Transfer:
Students will be able to independently use their learning to:
What kinds of long-term independent accomplishments are desired?
Students will become familiar with different types of poetry, poets, poems, and be able
to write poems using different elements of poetry.

Meaning:
Understanding:
Students will understand
Poetry can take many forms
Poetry can be interpreted in many ways
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An authors mood can be identified through his/her word choice
Some poems have unusual shapes
Poetry doesnt have to rhyme
Poets use descriptive words
Poets get ideas from their lives, their passions, and the world around them
Some poems contain strong imagery
Writers of poetry use the writing process

Essential Questions:
Students will keep considering

Why is language and word choice important in poetry?
What are some different poetic forms and structures?
Where can we find poetry in our lives?
What kinds of words and images will I choose that will help readers?
How will I paint a picture for the reader with words?
How can I express myself through poetry?
Where can you find poetry?
What are the different stages of the writing process and how do writers use these
stages?

Acquisition:
Students will know:
Key terms:
Vocabulary: Poetry, Rhyming, Rhyming Schemes, Repetition, Rhythm, Lines and
Stanzas, Illustrations, Mood
Figurative Language: Similes, Metaphors, Alliteration, Onomatopoeia
Forms: Cinquain Poem, Simile Poem, Important Person Poem, Portrait Poem,
Acrostic Poem, Haiku Poem, Free Verse Poem

Students will be able to:
Write poems about topics that are important to them
Ask and answer questions about poems
Identify regular beats, rhymes, stanza, lines, and repetition in poetry
Distinguish between different forms of poetry
Create original poetry using various forms and incorporate poetic devices
Express feelings with their own personal voice
Identify main idea, authors purpose, mood, and theme of a poem
Follow a writing process including: prewriting, drafting, revising, editing and
independently publishing

Standards/Benchmarks:
2013 2014 SY [UNIT PLAN TEMPLATE]

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CC-LA-2014.3.3.RF.4.b
Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression.

CC-LA-2014.3.RL.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
CC-LA-2014.3.RL.5
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.

CC-LA-2014. 3.RL.10
By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 23 text complexity band independently and
proficiently.

CC-LA-2014.3.W.10
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
CC-LA-2014.3.W.5
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 13 up to and including grade 3 on page 29.
CC-LA-2014.3.W.6
With guidance and support from adults, use technology to produce and publish writing
(using keyboarding skills) as well as to interact and collaborate with others.

Rationale:
Interval of instruction necessary to address goal: Solo Period (Four consecutive weeks)
Assessments,
Scoring and
Criteria
STAGE 2
Planned assessments and criteria used to determine levels of performance:
Results:
Are all desired results being appropriately addressed?
Desired results are for students to be able to identify different forms of poetry.
Desired results are for students to be able to write poetry in different forms using
figurative language to enhance expression.

Evaluative Criteria: *(This is where you start to develop your formative assessments)
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What criteria will be used in each assessment to evaluate attainment of the desired
results? Regardless of the format of the assessment, what qualities are most important?

Formative Assessments:
Written Journal Responses/Prompts
Selected response/short answer assessments
Quick Write: Using a ticket out the door strategy, students will write 5 sentences
on different types of poetry.
Informal checks of understanding:
Thumbs Up/Thumbs Down: The teacher will ask a question regarding
different forms of poetry. Students must correctly identify if the
statement is true or false using thumbs up/down.
Fist for five: Students put their heads down on the desk and raise their
fingers according to their level of understanding.
Self-Check (checklist)
Class discussions
Rubrics will be used to assess writing/presentation of poems.
Observations will be used throughout instruction to monitor student progress in
the unit.
Debate-Team: Students will be given the prompt, What is your favorite type of
poetry and why? Students will share thoughts and ideas with other classmates.

Performance Task:
Students will show that they really understand by evidence of
How will students demonstrate their understanding through complex performance?
Creating a poetry book that includes students written pieces of different forms of
poetry.
Oral presentation of one of their poems from their poetry book.

Other Evidence:
Students will show they have achieved Stage 1 goals by
Quiz/Test
Worksheets
Check lists
Student self-assessment/Peer assessment
Quick Write: E.g. What makes poetry a unique form of writing?

Expected Targets
STAGE 3
Goals:
What is the goal
for (or type of)
each learning
Starting point for student performance groups
*Pre-Assessment:
What pre-assessments will you use to check students prior knowledge, skill levels, and
potential misconceptions? How will you monitor students progress toward acquisition,
meaning, and transfer? How will students get the feedback that they need?

2013 2014 SY [UNIT PLAN TEMPLATE]

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event? Pre-Assessment Quiz: Students will be given a multiple choice and open-ended
quiz to check their prior knowledge about the topic.
KWL Chart: In groups or as a class, students will write out a chart of everything
they know and want to know (or wonder) about poetry. The learned section will
be saved for the end of the unit.

Expected target for each student performance group:

ME (Meets with Excellence)-0%
92-100%
MP (Meets Proficiency)-60%
72-91%
DP (Developing Proficiency)-40%
62-71%
WB (Well Below Proficiency)-0%
61% and below

Rationale for expected targets:
Does the learning plan reflect principles of learning and best practice? Will the plan be
effective and engaging for students?

Looking at students HSA Testing and Star Reading Test, I have rationalized the expected
target for student performance. My Language Arts class is the remedial (low-leveled)
students, based on testing scores. Therefore, I have no Meets with Excellence students
but many that fall into the Meets Proficiency and Developing Proficiency category. I
expect all students to at least be developing proficiency if not higher.

Instructional
Strategies
STAGE 3
(CT and US will
determine how
many lesson plans
you will need to
submit for your
unit)
Instructional strategies for each level of performance:
Learning Events:
Student success at transfer, meaning, and acquisition depends upon
-Are all three types of goals (acquisition, meaning, and transfer) addressed in the
learning plan?
-Does the learning plan reflect principles of learning and best practices?
-Is there tight alignment with Stages 1 & 2?
Is the plan likely to be engaging and effective for all students?

Day 1 (Lesson 1): Introduction to Poetry
Students fill out KWL Chart
Introduction to Poetry PowerPoint
Whole class Discussion
Show Anchor Chart
Students will select a poetry book to read
Write in their journals
Discussion with partner and whole class
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Day 2 (Lesson 2): 5 Senses Poem
Read the book Roses Are Pink, Your Feet Really Stink by Diane de Groat.
Discussion: Ask students to identify the message of the book. Have students
share what type of words they notice in the book. Ask students to give me
examples of rhyming words. Explain to students that sometimes poetry may
consist of words that rhyme but not all the time.
Introduce 5 senses poem.
Provide students with an example.
Have students fill out 5 senses poem.

Day 3 (Lesson 2): Cinquain Poem
Show PowerPoint
Ask students if they can tell me what a noun, adjective, and verb is.
Have students come up to the board to fill in practice examples of nouns,
adjectives, and verbs.
Introduce students to a Cinquain Poem and show my example.
Have students use a graphic organizer to write down their nouns, adjectives, and
verbs.

Day 4 (Lesson 3): Cinquain Poem
Finish graphic organizer
Select (circle) favorite nouns, adjectives, and verbs to use in poem.
Write one phrase about their mother.
Complete poem in their journal.

Day 5 (Lesson 4): Important Person Poem
Explain Important Poem
Show example
Write their Poem

Day 6 (Lesson 5): Simile Poem
Introduce simile
Read a book with similes to students
Watch YouTube video on similes
Fill out Simile Poem

Day 7 (Lesson 6): Metaphors
Introduce metaphors
Read poems containing metaphors
Identify metaphors
Debate
Create a metaphor
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Day 8 (Lesson 7) Alliteration/Tongue Twisters
Read a alliteration/tongue twisting book
Introduce students to alliteration and tongue twisters
Discussion: Have students identify examples of alliteration and tongue twisters
that they remember from in the book.
Show students well-known tongue twisters and challenge students to say each
phrase.
Students create their own tongue twisters using alliteration.

Day 9 (Lesson 8): Acrostic Poem
Share example acrostic poem.
Brainstorm words or phrases for acrostic poem.
Create poem using the word mother.

Day 10 (Lesson 9): Onomatopoeia
Introduce Onomatopoeia
Share examples
Students will read poems and find onomatopoeia words
Students will create a list of onomatopoeia words

Day 11 (Lesson 10): Haiku (What am I?)
Review game with clapping syllables
Introduce haiku
Students create their own haikus for a specific animal
Students read their haiku and classmate guess their animal

Day 12 (Lesson 11): Portrait Poem
Share example portrait poem/example shapes, desserts, weather conditions,
spices, places, and elements.
Fill out portrait poem brainstorming worksheet.
Select favorite (shape, dessert, weather condition, spice, place, and element)
Write their portrait poem.

Progress Monitoring *(Formative Assessment x 3):
-How will you monitor students progress toward acquisition, meaning, and
transfer, during lesson events?
-What are potential rough spots and student misunderstandings?
-How will students get the feedback they need?

Formative 1: Quiz
Students will be assessed halfway through the poetry unit with a quiz.
Formative 2: Homework
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Students will be assessed frequently throughout the unit with homework
assignments that will be given and used to check for understanding of concept.
Formative 3: Exit Slips/Journals
Students will be writing in their journals daily as self-assessment of the lesson
taught. Questions will be comprised of:
-One or more things they have learned
-One or more things they dont understand
-Questions or uncertainties remaining
-Rating themselves on their understanding of the lesson on a scale of 1-10
Formative 4: Fist for Five

Feedback will be given on their quiz, homework, and in their journals.

To assess and assist with the Student Learning Objective, use the Rubric for Rating the Quality of Student
Learning Objectives attachment





SLO Rating Scale
Student teacher should attach the pre-assessment, three formative assessments, and the post assessment with
rubrics, data, and analysis (Pre-assessment: Student Generated; Formative assessment: Formative Assessment
Analysis Form; Post-Assessment: Final Unit Reflection).

Rating rubric for teachers with a class of 5 or more students.
Highly Effective Effective Developing Ineffective

At least 90-100% of
students met or
exceeded expected
target.



At least 75-89% of
students met or
exceeded expected
target.



At least 60-74% of
students met or
exceeded expected
target.


Fewer than 60% of
students met or
exceeded expected
target.
Rating rubric for teachers with a class of 4 or fewer students.
Highly Effective Effective Developing Ineffective
Results
*Post-Assessment
The final product will be the Mothers Day Poetry Booklet. The book will be
comprised of students written pieces of different forms of poetry.
Oral presentation of one of their poems read to the class.
A revised version of the pre-assessment quiz will be given to students as a post-
assessment to compare results and determine the knowledge students have
gained.
2013 2014 SY [UNIT PLAN TEMPLATE]

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Based on individual
growth outcomes, all
students met expected
targets and some
exceeded the targets.


Based on individual
growth outcomes, all
students met expected
targets.


Based on individual
growth outcomes, some
students met or
exceeded expected
targets.


Based on individual
growth outcomes, no
students met expected
targets.


Poetry Unit Plan Calendar

Monday Tuesday Wednesday Thursday Friday
Week 1

March 31
*Pre-
Assessment
Lesson 1:
Introduction to
Poetry
April 1 April 2
Lesson 2:
5 Senses Poem
April 3

April 4
Lesson 3:
Cinquain Poem
Week 2 April 7




April 8 April 9
Lesson 3:
Cinquain Poem

April 10 April 11
Lesson 4:
Important Person
Poem
Week 3 April 14
Lesson 5:
Simile Poem
April 15 April 16
Lesson 6:
Metaphor/Portrait
Poem
April 17

April 18
*Quiz
Lesson 7:
Alliteration/Tongue
Twisters
Week 4 April 21

April 22 April 23
Lesson 8:
Acrostic Poem

April 24 April 25
Lesson 9:
Onomatopoeia
Week 5 April 28
Lesson 10:
Haiku Poem

April 29 April 30
*Post-Assessment
May 1 May 2