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    Interdisciplinary Unit Plan

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    This 4th grade interdisciplinary unit plan focuses on introducing students to poetry through analyzing different genres and structural elements like verse, rhyme and meter over 3 weeks, with the goal of students writing their own poem using figurative language and receiving peer feedback to strengthen their writing skills. Teachers will provide support through visuals, recordings, and modifications to assess student learning and difficulties.

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    Interdisciplinary Unit Plan

    Uploaded by

    api-540732845
    74 views7 pages
    This 4th grade interdisciplinary unit plan focuses on introducing students to poetry through analyzing different genres and structural elements like verse, rhyme and meter over 3 weeks, with the goal of students writing their own poem using figurative language and receiving peer feedback to strengthen their writing skills. Teachers will provide support through visuals, recordings, and modifications to assess student learning and difficulties.

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    This 4th grade interdisciplinary unit plan focuses on introducing students to poetry through analyzing different genres and structural elements like verse, rhyme and meter over 3 weeks, with the goal of students writing their own poem using figurative language and receiving peer feedback to strengthen their writing skills. Teachers will provide support through visuals, recordings, and modifications to assess student learning and difficulties.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    74 views7 pages

    Interdisciplinary Unit Plan

    Uploaded by

    api-540732845
    This 4th grade interdisciplinary unit plan focuses on introducing students to poetry through analyzing different genres and structural elements like verse, rhyme and meter over 3 weeks, with the goal of students writing their own poem using figurative language and receiving peer feedback to strengthen their writing skills. Teachers will provide support through visuals, recordings, and modifications to assess student learning and difficulties.

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    Interdisciplinary Unit Plan Format

    Unit Plan Overview

    Teacher: (Group 5) Time Frame (Days, Periods, etc.)


    Jessica Cota Approx 3 weeks
    Jessica Tse
    Alex Avalos
    Noah Crouch

    Unit Title: Grade Level: 4th Grade


    Hall of Poets

    Subject/Topic Areas: English (Poetry- breaking down poems and their various forms)

    Core Standards:
    CCSS.ELA-LITERACY.RL.4.5: Explain major differences between poems, drama, and prose, and
    refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of
    characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text
    CCSS.ELA-LITERACY.L.4.5
    Demonstrate understanding of figurative language, word relationships, and nuances in word
    meanings.
    CCSS.ELA-LITERACY.RL.4.10
    By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the
    grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range
    CCSS.ELA-LITERACY.W.4.5
    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 1-3 up to and including grade 4 here.)

    Subject Area Main Topics Rationale


    Involved

    English Intro to Poetry Students will be introduced to poetry through


    the use of multiple exemplars from famous
    poets modeled through analysis and guided
    writing

    English Structural Students will learn about the structure of


    Elements of poems, including verse, rhyme, meter.
    Poetry
    English Figurative Students will identify and analyze figurative
    Language language (simile, metaphor, hyperbole and
    personification) in poems and incorporate
    figurative language in their own poems.

    English Peer Sharing and Students will share their work with others and
    Review learn how to give and receive constructive
    feedback to improve their writing.

    Unit Rationale:
    It is important to learn about poetry because it helps students to analyze and interpret any
    form of text. Furthermore, styles of poetry are in various different aspects of the world.
    Songwriters use types of poetry to help write their songs. Poetry is also shown in the way
    people converse with each other. Therefore, it is very essential students start to know poetry
    at this age so they can be prepared for other levels of education and life.

    Unit Standards: (CCSS & Professional Standards)


    CCSS:
    CCSS.ELA-LITERACY.RL.4.5: Explain major differences between poems, drama, and
    prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama
    (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or
    speaking about a text
    CCSS.ELA-LITERACY.L.4.5
    Demonstrate understanding of figurative language, word relationships, and nuances in word
    meanings.
    CCSS.ELA-LITERACY.RL.4.10
    By the end of the year, read and comprehend literature, including stories, dramas, and
    poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the
    high end of the range
    CCSS.ELA-LITERACY.W.4.5
    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 1-3 up to and including grade 4 here.)
    Professional Standards:
    TPE 2: Creating and Maintaining Effective Environments for Student Learning
    TPE 4: Planning Instruction and Designing Learning Experiences for All Students
    TPE 5: Assessing Student Learning
    Unit Goals: (Unit goals vs. Lesson objectives)

    For this lesson we want students to be able to write a clear and sound poem using all the
    different structural elements. Students will be able to look at various forms of poetry and
    relate to others how each differ from another.

    The unit goal is that students will become familiarized with various authors of poetry and
    the different elements that make a poem. They will be able to effectively edit and give
    feedback to peers. Finally, students will be able to share their own poems and why they
    wrote it and what makes it a poem.

    Enhance Essential (Critical) Questions:


    How many different genres of poetry are there?

    How do structural elements determine different genres of poems?

    What are the different types of figurative language used in poetry?

    How does revision help us to become better writers?

    Map the Critical Content (Scope and Sequence)

    Day 1 Introduction to poetry (genres and authors)

    Day 2-6 Structural elements of poems (verse,


    rhyme, meter)

    Day 7-14 Figurative language (simile, metaphor,


    hyperbole, personification)

    Day 15 Self-revision (w/ checklist)

    Day 16 Peer-revision (w/ checklist)

    Day 17 Poetry Slam (pt.1)

    Day 18 Poetry Slam (pt.2)


    Lesson Summary
    Lesson 1: Introduction to poetry
    Students will be introduced to poetry through the analysis of different genres and poets. To
    participate in the analysis, students will rotate through different centers focused on a specific
    genre or poet by reading or listening to a poem, while responding to questions in their
    writing journals. After reading the literature at each station, students will be asked questions
    such as, “who wrote this poem?” “does this poem seem joyful or somber?” “does this poem
    have a pattern?” “Does this poem have a setting?” “what kind of descriptive words were
    used?” Students will also be tasked to do things such as drawing a picture that goes along
    with the poem or drawing a picture of the poet.

    Lesson 2: Structural elements of poems


    This lesson will be broken into 5 days (Day 2-6). Students will begin each class day by
    listening and interacting in a short presentation on a given topic such as verse, rhyme, or
    meter. The lesson will follow an I Do, We do, You do model so students will be given
    opportunities to work in groups for “We do” filling out a fill in the blank poem and then
    independently for the “I do”. Students will be able to pick from different genres researched
    on the first day to follow when working on different structural elements.

    Lesson 3: Figurative language


    Students will learn the elements of figurative language. Including metaphor, simile,
    hyperbole and personification. To understand the basic concepts about Figurative language
    (simile, metaphor, hyperbole, personification). This lesson will be broken down into 7 days.
    (Day 7-14) The first day we will go over figurative language = simile. The next two day we
    will go over metaphors. The fourth and fifth day we will go over hyperbole. The sixth and
    seventh day we will go over personification.

    Lesson 4: Self-revision
    After students write their poems, they will self-revise them. Each student will be given a
    checklist with different things to look for, such as punctuation; word choice; grammar;
    meaning; proper use of figurative language, verse, rhyme, meter; and overall flow. After
    understanding each area as a large group, students will be given time to individually read
    their poems silently and aloud, then revise their poems following the checklist. Students will
    make edits to their poems before participating in peer-revision.

    Lesson 5: Peer-revision
    Students will be divided into elbow partners (if there is an odd number then a group of three
    will be created). After the students have been split they will get a rubric for revising each
    other's poems. The students will go over this checklist and let each other know what is good,
    what needs improvement, and what is unclear. Once students have completed this checklist
    they will go back and fix any parts of their poems that need work. When everything has
    been revised and fixed students will prepare and get ready for Poetry Slam.

    Analyze for Learning Difficulties


    The teacher will give students a pre-diagnostic assessment before we teach them anything
    about poetry. This assessment will check their knowledge and understanding of key terms
    and elements of what poetry is. After the unit has been completed the teacher will give the
    students a summative assessment that is the same test as the pre-diagnostic assessment and
    check their progress. This will allow the teacher to track students’ individual growth on the
    subject and check for students who need more instruction.

    Diagnostic Assessment Document: Vocabulary Test: Poetry (Will be attached with


    submission)

    Reach Enhancement Decisions


    UDL: students will have the option of using manipulatives to recognize and visualize
    patterns and rhyme schemes. They will have auditory recordings of poems being read aloud,
    and visual representation throughout different lessons through the use of powerpoint.
    Modification: Effort-based grading. Students will be graded on their effort and adherence to
    the requirements of a certain genre of type of poem, not the quality of poem.
    Adaptation: Sentence starters
    Accommodation: word banks for descriptive words, transition words, and rhyming words.
    ELL: graphic organizers, extra time on assignments, sentence frames, sentence starters,
    word bank, bilingual handouts, mind maps.
    SPED: font for dyslexic students, larger text, graphic organizers, extra time, access to
    computers, informal assessments.
    GATE: Peer groups, extending their length of poems based on concepts and depth of
    knowledge, citations in writing, and peer editing and tutoring.

    Teach Strategically (Instructional Strategies)

    Teaching Strategies: Indirect instruction through learning centers and questioning models.
    Direct instruction using scaffolding (“I do,” “We do,” “You do”).
    Evaluation: Self and peer revision, poetry slam, check for understanding throughout lessons
    and activities.
    Outcome Revisitation: Have students been able to effectively make poems and use
    information about poets to enhance their writing. Were they able to combine key structural
    elements of poetry to articulate their work to others and understand it themselves (both will
    be assessed through the peer revision and poetry slam).
    Resources, Materials & Technology used by students in this unit plan:

    Resources: (understanding material) printed materials and audio recordings of different


    genres of poetry.
    Materials: (For Poetry Slam) Microphone, French Berets, table cloths, and battery powered
    candles. (Learning) pencil, paper, marker, highlighters, and manipulatives for patterns.
    Technology: Microphone, projector, and screen.

    Unit Assessment Plan


    Goals Performance Criteria Types of Assessments Subject Specific
    Pedagogical Methods

    1.Students will 1.Meets objectives Formative: 1.Discovery


    be able to for different skills 1.Production of (Introduction to
    construct such structural use poems at each Poetry)
    structural sound and figurative lesson 2.Direct Instruction
    and expressive language. 2.Checklist at (Structural Element
    poems. self-revision and lessons
    2.Uses checklist to peer revision 3.Indirect
    2.Students will complete self Instruction (revision
    be able to revision and peer Summative: process)
    complete a self revision Collection of
    revision of their poetry
    poems by
    following a
    checklist

    3.Students will
    be able to
    participate in a
    peer revision
    process, advising
    their peers on
    structural
    element changes
    as well as use of
    figurative
    language.

    Reflections

    Was each student fully grasping the material. Was I, as the teacher, engaging and energetic
    or was I mundane and saw students uninterested in the topic. Did students have the proper
    tools and resources to be able to complete the objectives and assignments? Were students,
    with differentiating learning styles, able to connect and understand the materials presented?
    Are the activities and differentiation methods used effective? How can I improve for the
    next time I teach this unit?

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