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Daily Learning Plan
Daily Learning Plan
Daily Learning Plan
Poetry Unit
5th Grade
Day 1
1. Academic Prompt for student’s journal using the essential questions:
What is poetry? Is poetry useful in our modern society? What qualities make good
poetry and or bad poetry? W, H
2. Students will be given a Pre Test on essential prerequisite skills and knowledge of the
unit. E-2, W
3. Introduce Unit with Vodcast on “What is Poetry”. W, H
4. Students will work in pairs determined by their type of Multiple Intelligence earlier in
the year and choose a poem or poems from the following poetry books and
anthologies for a mini presentation to the class. Students will read through many
poems and choose one or more poems that they must analyze and share with the class.
The presentation must include a copy of their poem or poems and why they chose the
poem (s). Pairs may choose how they present their poem to the class. They may act
out what the poem means to them (bodily kinesthetic), design a concept map
(logical), create a song (musical), draw a picture (spatial), or create another poem
about the poem (linguistic) E, T, Foundational Entry Point, Differentiation
Strategy – Content and Product, Interpretation Facet
Day 2
1. View the Vodcast on “Essential Questions and Elements of Poetry”. W, H
2. Students will get into small groups and create poster sized concept Maps to represent
one of the key vocabulary terms for the unit which include poetry, rhythm, rhyme,
repetition, figurative language, similes, metaphors, imagery, personification,
alliteration, hyperbole, limerick, concrete poems, haiku, cinquain, acrostic. They
must define the term, give an example and any other pertinent information that relates
to our poetry unit that will help with understanding. Students will present their
concept maps to the class and they will be used as references and wall art for the
three-week study of poetry. E,T
3. Informal Check for understanding on key vocabulary terms using the concept maps
that defines each term and ties the key vocabulary together as it relates to our
upcoming assignments. W, E -2
Day 3
1. View the Vodcast on “Poetry Presentation Guidelines & Types of Poetry”. W, H
2. Introduce all essential questions for the unit and rubrics for the final performance
task, which includes a digital story. All parents and the administration will be invited
to attend the culminating celebration. W, O
3. Have students visit some different poetry websites for inspiration and knowledge
about poetry. Students must list 5 important things in their journals on what was
important and worthwhile that they discovered from investigating poetry on the
Internet. Small group discussions will be held at the end of class time to promote
knowledge growth and discussion. H, E, O
http://www.slapcast.com/mp3/Jamestown/Jamestown-2009-02-04.mp3
http://www.slapcast.com/mp3/Jamestown/Jamestown-2009-06-10.m4v
http://www.poetry4kids.com/rhymes
http://www.gigglepoetry.com/
http://teachers.henrico.k12.va.us/specialist/marymassie/poetry.htm
Day 4
1. Students will rethink and revisit their responses to the earlier answered essential
questions by revisiting them in their journals. What is poetry? Is poetry useful in our
modern society? What qualities make good poetry and or bad poetry? R
2. Students will complete a feelings activity to get a better understanding of poetry and
how feelings can create authenticity to poetry. E
1. Ask your students to name as many feelings as they can. To get them started,
write "sad," "mad," "happy," and a few others on the board. As your students
think of more feelings, add them to the list.
2. Ask the students to choose one feeling from the list.
3. Have the students write down their answers to one of the following questions:
-When do I feel [insert feeling]?
-Why do I feel [insert feeling]?
-How does it feel to be [insert feeling]?
4. Students will create a simple poem based on this activity in the
student’s poetry journal.
This activity is from Poetry Teachers website.
http://www.poetryteachers.com/poetclass/lessons/feelings.html
3. Short answer quiz on key terms - poetry, rhythm, rhyme, repetition, figurative
language, similes, metaphors, imagery, personification, alliteration, hyperbole, limerick,
concrete poems, haiku, cinquain, acrostic E-2
Day 11 and 12
Students will work on creating storyboards for digital stories.
1. A review of the rubrics for the performance tasks will be reviewed to ensure students
are aware of what information needs to be obtained for the digital story advertisement
and the Power Point or Prezi presentations that will encompass our “Communication
and Collaboration” day. R
2. Teacher Model on how to create an efficient storyboard for effective management in
completing performance tasks on the computers. Individually, students will
storyboard plans for their digital story presentations. The teacher will coach and give
recommendations as the students work independently. E
3. Teacher Model using the LCD projector to model and review basics of creating a
digital story. E
4. Students will create their storyboards for their digital stories. Students will also begin
to organize and scan visuals so that digital story creation will flow smoothly. All
storyboards and visuals must be completed and scanned if needed as well as
organized in the student’s individual file folders on the computer before they can
begin to work on their actual digital stories. O
5. At the end of day 12: Peer Evaluation of digital story storyboards: Students will pair
up with partners to determine if their work meets the criteria listed in the rubrics.
Peer feedback will be given to each other in dialogue form as well as written
feedback from peers to improve the quality of the performance tasks. R, E-2, T
Day 13 and 14
Students will work on creating digital stories.
1. Feedback and mini conferences are held with each student from the teacher
concerning performance task assignments. E, R
2. Students work independently on the computers completing presentations for
culminating activity. The teacher provides feedback as needed. E, T, Application
Facet
3. Journal Entry – Students will reflect (Self-Knowledge Facet) about this experience
and self assess (Self-Knowledge Facet) their efforts in this process.
Day 15
1. Final Peer assessment –Students give feedback during the working process on the
computers creating advertisements and presentations. They will view each other’s
advertisements and presentations in pairs to make any final recommendations and to
ensure all work coincides with the rubrics. Teacher also gives additional feedback for
fine tuning presentations. E-2
2. Letter- Students will create (Application Facet) a letter to the National Poetry
Society explaining (Explanation Facet) their experience with poetry writing. They
will analyze by comparing and contrasting (Perspective Facet) the pros and cons of
working with others to from ideas for poems or working alone. Students will
consider (Empathy Facet) what they have learned about themselves and include
something they learned about poetry. Letters must include knowledge of poetry
elements and types of poems in their advertisement. It should document a student
created definition of poetry and factors that contribute to good poetry. Why poetry is
relevant to young people should be discussed.