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EDUC 2315 Unit Plan Template Name: Lesley Robles Unit Length: 2 weeks

Context

Course Title: Unit Title/Theme: Grade Level(s):

English Langage Arts Exploring Figurative language and types of poems. 3rd Grade

Desired Results .
Standards

CCSS.ELA-LITERACY.L.3.5
Demonstrate understanding of figurative language, word relationships and nuances in word meanings
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.L.3.3.A
Choose words and phrases for effect.

Objectives

Unit-Level Learning Objectives

1a. Content Objective

- Students will identify different types of figurative languages.

1b. Language Objective

- Students will know what a simile, metaphor, personification, hyperbole, onomatopoeia, and alliteration.
- Students will practice using figurative language when writing sentences.

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1c. Performance Indicators

Beginning ELL: Choose one figurative language to go in the poem they will be creating

Intermediate ELL: Choose two out of the 6 figurative languages to go in their poem.

Advanced ELL: Choose three or more figurative languages to go in their poems.

2a. Content Objective

- Students will be able to identify what types of poems they are reading.

2b. Language Objective

- Students will learn what an acrostic, haiku, limerick, epic, narrative, and a free verse poem is as well as be provided with examples.
- Students will be able to identify what makes a couplet what it is.
- Students will create their own poems.

2c. Performance Indicators

Beginning ELL: Choose to either create a poem about themselves or their favorite hobby in either a haiku or acrostic poem.

Intermediate ELL: Choose to create their own poem with the topic/ central idea of their choice.
Choose either a free verse poem or a limerick poem.

Advanced ELL: Choose a theme/central idea to create a poem.

Choose one of the types of poems they have learned to get their theme or central idea through.
Choose to verbally present said poem with an option of adding a creative artistic piece that represents their poem.

Knowledge

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Knowledge: As a result of this unit, students will KNOW…

Students will know what figurative language is.
Students will know the different types of poems.

Skills

Skills: As a result of this unit, students will be skilled at or be able to DO…

Students will be able to identify when they see figurative language in stories or poems.
Students will be able to identify what type of poem they are reading.
Students will be able to create their own poems.
Students will be able to present their own poems to the class.

Assessment

AUTHENTIC SUMMATIVE ASSESSMENT (PERFORMANCE TASK)

Students will write their own poem about anything they would like. This poem will have to be over one of the types of poems we have
learned about and must utilize figurative language.

Criteria:
Students will provide a main idea/ topic to write a poem.
Students will use their knowledge of different types of poems to pick and follow the rules of the poems to get their point across.
Students will use figurative language to get their central them/ idea to the audience.
Student will present their poem to the class.

Beginning ELL:
Students will create their own poem about themselves or their favorite hobby.
Students will have a choice between an acrostic poem or a haiku poem.
Students will need to use one figurate language in their poem.

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Students will present their poem to the class.

Intermediate ELL:
Students will create their own poem about whatever they would like.
Students will have to choose one of the types of poems we have learned in this unit.
Students will have to use two or more figurative languages to get their point across.
Student will present their poem to the class

Advanced ELL:
Students will create their own poem about whatever central idea or theme they would like to talk about.
Students will choose one of the many types of poems we have learned about to get their point across.
Students will have to use three figurative languages to get their point across.
Student will present their poem either verbally or creating an artistic piece to go with their poem.

OTHER FORMATIVE OR SUMMATIVE ASSESSMENT(S)

For other formative or summative assessments, I will be making sure that students participate in our class discussions and group discussions
during out daily lessons. Most days I will have students make the type of poems that we learned that day. When doing group work and whole
classwork I will be providing feedback as well.

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Daily Learning Experiences

Lesson Topic 1-2 Learning Objective(s) Knowledge Skills Resources/Materials

(Min of 10 daily lesson for EACH daily topic (what students will know (what students will do
topics in a logical
sequence; add rows as and think about) and experience)
needed.)

Day 1 Topic: Students will be able to Students will be able to Teacher will read a bit of Book
Background define what a poem could be have a clear definition of “Green Eggs and Ham” - Green Eggs and
Information what a poem can be. by Dr.Suess Ham by
Students will be able to Then teacher will proceed Dr.Suess
identify Rhyme. Students will be able to to explain what a poem is
identify when they see and give an example of
rhyme in a poem. rhyme in the book.
Students then will be able
to discuss in tables more
about rhyme.
Day 2 Topic: Students will be able to Students will know what a Teacher will give Fireworks by Katy
Figurative define and give an example simile is. definitions and examples Perry
Language/ of a simile. Student will know how to of what both a simile and - https://www.you
Similes and identify when they see a metaphor are. Then in tube.com/watch?
Metaphors Student will be able to define simile and create a simile. groups students will be v=6BtI43kqkOI
and give an example of a Students will be able to able to create their own
metaphor. identify what a metaphor is similes and metaphors.
and create a metaphor. After creating and
agreeing, one group
member will come up and
on the white board write
their similes and
metaphors. After the
teacher will read out loud
all similes and metaphors
and as a class discuss why

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each phrase is either a

simile or metaphor.
Then the teacher will put
on the song “Firework” by
Katy Perry and then the
class will discuss what
similes were in the song.
Day 3 Topic: Students will be able to Students will know what a The teacher will read Book
Figurative define and give an example personification is and how “The Giving Tree” by - The Giving Tree
Language/ of what a personification is. it was used in “The Giving Shel Silverstein. The class by Shel
Personification Tree” will then describe how the Silverstein
and Hyperbole Student will be able to define Student will know what a tree was given human
and give an example of a hyperbole is and how it has qualities. Then the teacher
hyperbole. been used in their everyday will give the definition of
lives. what a personification is.
The teacher will then
define what a hyperbole is
and give an example.
Then the students will be
able to give examples of
how they have heard a
hyperbole in their lives.

Day 4 Topic: Students will be able to
Onomatopoeia define and give an example
and Alliterations of what an onomatopoeia is.
in poems
Student will be able to
identify when they see
alliteration in a poem.
Students will know the The teacher will give a Website with a list of
definition of an definition and example of Onomatopoeias as well
Onomatopoeia. what an onomatopoeia is as a picture that students
Students will know to as well as what an can color.
distinguish when they see alliteration is. https://thinkwritten.com
an onomatopoeia. After students will come /onomatopoeia/
Students will know to up to the teacher’s desk
identify alliterations. and pick an onomatopoeia Fireworks by Katy

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and make a sentence using Perry

the onomatopoeia as well - https://www.you
as color in the word. The tube.com/watch?
students will also create v=6BtI43kqkOI
an alliteration using their
name. The students will
then present their
sentence’s and show the
class how they colored
their onomatopoeia. Then
teacher will have the
students re-listen to
Fireworks by Kate Perry
and find the
onomatopoeias.
Day 5 Topic: Students will be able to Students will know what an The teacher will talk Go to
Acrostic and identify what an Acrostic acrostic poem is. about how an acrostic https://edu.glogster.com
Haiku Poems poem is. Students will know how to poem looks like. The /glog/haiku-poems-unit-
Students will be able to create an acrostic poem. teacher will then proceed overview/27n3jfbb9bw
identify what a Haiku poem Students will know what a to have the children make And on the layout, there
is. haiku poem looks like. their own acrostic poem is some examples of
with their own names. haikus. Get examples
After the teacher will have and print them out.
the students share out in
their tables their acrostic
poem. After the teacher
will get the students
attention and then
describe what a haiku
poem is. After the
students will look at the
paper with examples of

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haikus in their tables do

syllable clapping and but
the number of syllables in
each line for each poem.
Day 6 Topic: Students will be able to Students will know what a The teacher will define Example of a couplet
Couplets and identify what a couplet. couplet is. what a couplet is and - http://www.poe
limerick poems Students will be able to Students will know what a show the students an mfarm.amylv.co
identify and know the limerick poem is and its example of the poem m/2011/04/rhym
components of a limerick components. “Captive”. Students will ing-
poem. then highlight on the couplets.html
poem when they find the poem called
couplets. Then the teacher “Captive”
will give the definition of
a limerick poem and give
an example.
Day 7 Topic: Students will be able to Students will know what an Teacher will define what
Epic Poems identify what an Epic poem epic poem is. an epic poem is to the
is. Students will be able to students and proceed to
know what makes a poem read an epic poem. While
an epic poem. teacher is reading epic
poem students should
write down evidence of
what makes the epic poem
and epic poem. After class
will discuss the evidence
they found.
Day 8 Topic: Students will be able to Students will know what a Teacher will define a Book
Narrative poems identify what a Narrative Narrative poem is and what narrative poem and what - The giving Tree
poem is. the components of a makes a poem a narrative by Shel
Students will know what a narrative poem are. poem. Teacher will have Silverstein
Free verse poem is. Students will know what a the students revisit the

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free verse poem is. book “The giving Tree”

Day 9 Topic: Students will choose what
Creating Poems topic they would like to talk
about in their own poem.
Students will choose what
type of poems they want to
create.
Day 10 Topic: Students will present their
Poetry Slam poems.
by Shel Silverstein. Then
she will do the same for a
free verse poem.
Students will know how to The teacher will give the Brainstorming web
get their point across students expectations of https://www.teacherspa
through poems. what she would like in the yteachers.com/Product/
Students will know how to poems. The students will Brainstorming-Web-
identify what types of do create a brainstorming 227258
poem will help the reader web to develop their
understand their central central idea. As students
idea. organize their thoughts
and create their poems
teacher will go around and
help.
Students will know about Students will each present
their peers as well as how their poem in the class and
to listen closely and after each poem the class
identify all that we have will discuss what
learned in the lesson. figurative language, we
heard and what type of
poem the student decided
to do.

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