EAL Unit Planner

Teacher: Grade:
Annie Laderoute 2

Learner Profile(s):
Transdisciplinary Theme: How we express ourselves
Communicators, Open-Minded

PYP Attitude(s):
Central Idea: People use a variety of ways to communicate their ideas.
Appreciation, Tolerance

Lines Of Inquiry: Key Concepts & Related Concepts:

1. Ways people share and express their ideas Form, Perspective, Function
2. The role of language in communication Communication, Messages, Expression, Symbols
3. Signs and symbols can convey messages
Writing Form:
Poetry

Projecting Writing Unit for Poetry

Grade: 2 Year: 2018-2019 # of weeks: 7 Dates: 10/15/18-11/19/8
Primary Goals:
1. Poetry is a form of expression to communicate our ideas and feelings
2. Writing can come in many forms
3. Poetry can paint a picture in the mind

Secondary Goals: Writing Quality, Writing Habits, Revision, Community of Writers, Editing/Conventions
1. Community of Writers: Respectful Listening and Responding
2. Writing Habit: Being a risk-taker with writing
3. Writing Quality: Line breaks for a purpose
4. Writing Quality: Types of poems (free verse, 5 senses, shape poem, haiku, couplet?)
5. Editing/Conventions: Spelling

Week 1: Tuning in or Provocation: How do I find inspiration to How are poems different Students explore the types of
Immersion into Poetry write a poem? Why do from other types of writing? poetry format.
 books—what do you
notice? What is a poem?
May not follow a workshop
model
KWL: What do we already
know about Poetry? What
do you want to know about
poetry?
Week 2: Make a Picture/Words in
Your Mind:
1.8 pg. 45
Free Verse Poems:
-Bring in objects and
students choose 1 to write a
free verse poem
Teacher question:
What words come to your
mind when you think of your
special object?
Week 3: Poetry Structure:
-Introduce Acrostic Name
Poems
-Teacher Acrostic name
poem
poets write poems?
Brainstorm: What are some
topics or ideas that poets
write about? (Record ideas
in writer’s notebook)
Line Breaks: 5.17 pg. 184
Teacher question:
Why do poets use line
breaks?
Lesson idea:
Take a personal narrative
and break it up into different
parts (sentence strips moved
around).
Once broken up into shorter
pieces, the way you read it
changes.
Personal Item Free Verse
-Students bring in personal
items
Adjectives: Can poetry
paint a picture in your
mind?
How can poets go
deeper?
Compare poems to
narratives, create a T Chart
in groups
Get Sparked with Setting:
3.17 pg. 110
Visit a new area (soccer
field, etc) to write a new
poem
Teacher question:
How can poets find
inspiration in different places -Use similes structure in 5 senses
to write a poem?
Rhyming Words:
-Teacher question:
What is a rhyme?
Lesson Idea:
Word families, sorting words
Write your own poem!
Similes with5 Senses:
6.7 pg. 218
3.3 pg. 96
-Revisit personal object and create
a poem using your 5 senses
-Introduce students to the form of
a 5 sense poem (example).
poem
Teacher questions: -How do poets
describe something to paint a
picture in a reader’s mind?
-How do poets use their 5 senses
and similes to paint a picture in
their reader’s minds?
Rhyming Words:
7.15 pg. 276
-Introduce Couplet poem
-How to use Thesaurus, Rhyme
Zone
 Teacher Question:
How do poets use a subject
(name of person, place,
animals, or thing (NOUNS))
to write a poem?
What is this kind of poem
called?
Week 4: Poetry Structure:
*3 day week* Haiku
Teaching point:
What are Syllables?
-Scratch Garden video
https://www.youtube.com/
watch?v=9S7DY2lgJlU&t=0s
&list=PLzn6ivHElIelHbozIFYVm
OMBnl6E6VvKa&index=6
Week 5: Poetry Structure:
Shape poem
What is a concrete
poem? What is it’s form?
Week 6: Editing/Revising/Publishing
*4 day week* What do we need to look
for when revising and
editing a poem?
-Checklist with review of
ARMS and CUPS
Week 7: Prepare for Poetry Café
POETRY CAFÉ How do you present and
WEEK. read a poem? Reading with
Expression and rhythym.
Guest Speaker (Hannah) to
How can you describe with the same endings, Teacher question:
more about a noun? brainpop video on rhymes. How do poets use rhymes in their
writing? What types of poems use
Adjectives to describe rhymes?
happy, sad, etc
Poetry Structure: Review/Catch up day
Haiku
Teaching point:
Using nature/art as
inspiration?
(Most Haiku’s are about
Nature)
We could use the art
pieces used by Gloria.
Poetry Structure: Review/Catch up day Editing/Revising/Publishing
Shape poem
Editing/Revising/Publishing Editing/Revising/Publishing
Students create their Students create their own
own poem books (ipad poem books.
or neatly written).
Prepare for Poetry Cafe Prepare for Poetry Cafe POETRY CAFÉ DAY
 read some of the students’
poems.
(Read aloud/Guided Reading/Shared Reading/Independent Reading)
Vocabulary
Unit Goals -Unit Vocabulary:
/EAL Outcomes Facial expressions,
gestures, communication,
message, discussion,
verbal, non-verbal, braille,
form, fuction, perspective,
acrostic, repetition,
syllables, rhyme, poem,
sign, symbol, express
-Introduction to everyday
vocabulary (classroom) and
vocabulary related to the 5
senses
-Plurals- s
-Contractions introduction
-Kindergarten and grade 1
sight/high frequency words
from Fountas and Pinnell
(NEP/A1)
Reading
Phonics Listening/ Speaking Grammar /Writing Progress
(Optional with variety forms) Assessment
-Phonics: Short vowels, -Can understand -Can write simple isolated
initial consonants, end instructions addressed sentences. (A1)
consonants (CVC) carefully and slowly to -Can write short, simple
him or/her and follow imaginary biographies and
-Phonetics: Ending short, simple directions poems about people (A2)
rhymes and word (A1)
families. -Can understand the
essential information
from short recordings
which are delivered
slowly and clearly,
dealing with familiar
topics (A2)
-Can generally identify
the topic of discussion
around them, when it is
conducted slowly and
clearly. (A2)
-Can ask and answer
simple questions and
respond to simple
statements on very
familiar topics (A1)
-Can read a very short
rehearsed statement to
an audience (A1)
 Guided reading/Read
Aloud:
-Can use an idea of
overall meaning of short
texts and utterances on
everyday topics (A2)
-Can understand very
short, simple texts one
phrase at a time, picking
up familiar words and
basic phrases and
rereading as required
(A1)
Week 1 Sight Words: Short a review Read Aloud: Read -Fill in the blank activity
-UNO game with Teach Short e Aloud: “Fly Guy Phonics (short e sound words)
(Planner weeks Kindergarten and G1 sight Short E” -Who, what, where, when,
match writing words CVC activities: why dice but this time write
unit not UOI) -ZAP game with -fill in the blank for the -Conversation dice. Get answer in a simple sentence
Kindergarten and G1 sight middle vowel. to know more about about the Fly Guy book.
words -Flashcards: make the your classmates.
beginning, middle, end Students roll the dice.
sounds. Fill in the sound Teacher helps students
boxes. read the questions.
Students answer in
English.
Week 2 -UNO game with Short e review Guided reading (Level Reading strategy/Writing
Kindergarten and G1 sight Teach Short i D): form:
words “Books” Text-To-Self-
-ZAP game with CVC activities: -Reading Strategy Write and draw in your work
Kindergarten and G1 sight -fill in the blank for the (word decoding): Eagle book about the books you
words middle vowel. Eye-look at the picture like to read: “I like to read
-Flashcards: make the to help you figure out books about…”
beginning, middle, end new words.
 Sight Words from book sounds. Fill in the sound -Speaking full
(read, write, use in a boxes. sentences using the
sentence): sight words from the
-like, here, said book. Example: “I like
to read books about…”

-Discussion about the

book: Share
experiences with the
library, what type of
books do you like to
read? Etc.
Week 3 Classroom items: Short i review Guided reading (Level -Write labels for our
-Label the classroom Teach Short u D): classroom.
Word-Picture Matching “Classroom Helpers” -Write two sentences about
activity CVC activities: -Reading Strategy items you use in the
-Word Search -fill in the blank for the (word decoding): classroom.
middle vowel. Stretchy Snake-slowly
Sight Words from book -Flashcards: make the stretch each sound to
(read, write, use in a beginning, middle, end make the word.
sentence): sounds. Fill in the sound
-review previous week’s boxes. Discussion:
words Text-To-Self-
-he/she, look, help Questions:
What jobs do you have
at school?
What is your favourite
way to help in school?

-New words: calendar,

date, turn, lead

Week 4 Words related to the 5 Short u review Guided reading (Level Reading strategy/Writing *Running
*3 day week senses: Introduce Short o D): form: records for
 -Review of known words-
taste, touch, hear, see, feel,
smell, loud, quiet, hot, cold,
eyes, ears, hands, nose,
mouth
-New words: sweet, salty,
spicy, sour, soft, rough,
smooth, bright, dark,
tongue, fingers
-Word-Sense matching
game
Sight Words from book
(read, write, use in a
sentence):
Use, have, can
“My Five Senses” Text-To-Self/Text to World- certain
CVC activities: “I use my five senses to…” students
-fill in the blank for the -Reading Strategy “The lemon tastes… Other
middle vowel. (word decoding): Tryin’ things I know that are sour
-Flashcards: make the Lion- Try to re-read the are…”
beginning, middle, end sentence, think what
sounds. Fill in the sound makes sense. *Attending to word endings
boxes. when reading AND writing.
-Discussion: When do you use an s at the
“What are the five end? How do you read it?
senses?” “How do you
use your five senses?” -Punctuation review:
periods, question marks,
-Sensory activity to exclamation points.
connect with the new
taste/touch vocabulary
words. Students tasted
spicy, sweet, salty, sour
foods and touched soft,
hard, rough, bumpy
things. Using full
sentences students
shared their experience
(“I like the lemon, it
tastes sour”).

Week 5 Review senses vocabulary: Teach Short o Group 1: (Instructional Reading strategy/Writing
-Word Search activity Level C/D) “Mouse” form:
Short Vowel Center for Group 2: (Instructional Prediction-“ I think that…” “I
Sight Words from book Review: Students were Level E/F) “Up in a predict that…”
(read, write, use in a split into two groups. Tree” Reflection- “My prediction
sentence): One group for short was right/wrong because…”
Eat, in, to vowel work and another -Can you predict what
Down, come, want for guided reading then will happen in the
switched after 20 story?
 minutes. Short vowel -Reading Strategy
center activity consisted (word decoding):
of 3 parts: Chunky Monkey- break
1. Match two cards: the word into it’s
Card 1 first chunks. Practice with
consonant and longer words like
picture to Card 2 “sandwiches”
vowel and ending
consonant Video: Down By the
2. Group words that Bay. What are the
rhyme/are in the rhymes in the video?
same word family Can you think of
3. Write sentences others?
using two
rhyming words in
each sentence.
Week 6 Sight Words: Short Vowel Center for Continued… -Writing in alphabet charts. *Running
*4 day week -UNO game with Review (see above). Group 1: (Instructional records for
Kindergarten and G1 sight -Alphabet linking chart Level C/D) “Mouse” Note: Some students we’re certain
words Students created their Group 2: (Instructional pulled out for writing support students
-ZAP game with own alphabet chart Level E/F) “Up in a during this week. They were
Kindergarten and G1 sight using words and pictures Tree” helped with revision, editing,
words of their choice that and publishing of their
would help them -Summarizing written poems.
Sight Words from book remember the sounds for discussion: what
(read, write, use in a each letter of the happened in the story?
sentence): alphabet.
Eat, in, to *Attending to word
Down, come, want endings when reading.
Don’t forget the ‘s’ at
the end of words. How
do you read it?
Week 7 -Alphabet linking chart Read Aloud: “Why can’t Reading strategy/Writing *Short vowel
From the read aloud continued I fly?” form: formative task
introduce: -Short vowel formative Students write in their *K/G1 sight
Can’t = can not task: Fill in the blanks for Read the book twice. workbooks. word spelling
I’m = I am CVC words, spelling test First time stop and Prediction-“ I think that…” “I test
You’re = your are of CVC words. check for predict that…”
It’s = it is -Spelling test of K/G1 understanding. Questioning- “What did the
high frequency words Second time have monkey try? Make a list”
students read parts “Why did it not work?”
with you.

IB Language Scope and Sequence (Optional):

Listening and Speaking:
Phase Two Conceptual Understanding:
The sounds of language are a symbolic way of representing ideas and objects.
People communicate using different languages.

PYP Outcomes:
- memorize and join in with poems, rhymes and songs (LS2.3)
- use language to address their needs, express feelings and opinions (LS2.10)
- talk about the stories, writing, pictures and models they have created (LS2.13)
- begin to communicate in more than one language (LS2.14)

NB Outcomes:
- use intonation, facial expressions, and gestures to communicate ideas and feelings (2.2)
- engage in informal oral presentations and respond to a variety of oral presentations and other text (2.4)

Viewing and Presenting

Phase Two Conceptual Understanding: People use static and moving images to communicate ideas and information.
Visual texts can immediately gain our attention.
Viewing and talking about the images others have created helps us to understand and create our own presentations.

PYP Outcomes:
- connect visual information with their own experiences to construct their own meaning, for example, when taking a trip (VP2.6)
- use body language in mime and role play to communicate ideas and feelings visually (VP 2.7)
- realize that shapes, symbols and colours have meaning and include them in presentations (VP 2.8)
- become aware of the use and organization of visual effects to create a particular impact, for example, dominant images show what is important in a story
(VP2.14)
- observe visual images and begin to appreciate, and be able to express, that they have been created to achieve particular purposes (VP 2.15)

Reading
PYP Outcomes:
- read and understand familiar print from the immediate environment, for example, signs, advertisements, logos, ICT iconography (R 2.8)
- understand sound-symbol relationships and recognize familiar sounds/symbols/words of the language community (R2.10)

NB Outcomes:
- use their experience with a range of texts to identify some different types of print and media texts, recognizing some of their language conventions and
text characters (7.1)

Writing
PYP Outcomes:
NB Outcomes:
- with assistance, begin to use technology in writing and other forms of representing (10.4)

Writing Form: Poetry

Teacher’s Reflection:
-Students showed low level of understanding/retention of short vowel sounds when writing. A lot of emphasis was placed on properly learning each
sound individually and then reviewed through CVC word activities. A alphabet linking chart was made for students to help them in their writing and
reading so that they may continue to practice the vowel sounds throughout the school year. Most students do well when reading words with short
vowels and are now able to spell words they hear using the proper short vowels, however, they still struggle with spelling words independently due
to improper pronunciation of words and lack of vocabulary. Continued work on this is needed. Long vowel sounds will be introduced later.
After week 4 certain students started to show a lot of ease when reading level D books. A running record was given to those students to see if they
were ready for instruction at higher level books. From there on, students were split into two groups for the guided reading portion of their pull-out
sessions. One session a week focused on whole group activity and two sessions on centers and guided reading.

Poetry Writing Unit Reflection (completed with homeroom teachers as a team):

 Do we feel our students understood
the main purpose of this unit? How
do we know?
What worked well in this writing unit? Students were risk takers in trying out different poem structure. Students who did not want to write
earlier in the year were more engaged and confident to write poems.
What would we change the next
time we teach this unit?
(Lessons, etc.)
Is there anything we would add or
emphasize in this unit?
What did we learn about our
students as writers?
What were the authentic
connections to our Unit of Inquiry?
What advice would we give to next
year’s team when they teach this
unit?
Teacher Created Rubric for Poetry Unit:
Yes, students really understood the primary goals. This was evident when they made connections to
the TD theme of the UOI on “How we express ourselves”. They even included poems as a way they
could show their understanding in the summative task for the UOI.
In some classes, we felt that we could give them more time to try out different poems.
We could think of NOT introducing many forms of poetry but instead allow students to build more on
their ideas.
We could focus more on teaching the aspects of poetry such as a rhyme, line break etc) instead of
different kinds of poem.
We could emphasize more on finding inspiration and build on how we could come up with different
and strong ideas.
We could also show students on how our writing drafts are important instead of erasing the ideas.
It would be GREAT to have a poet come in as a guest speaker and share his writing process on poetry.
They are totally capable and were risk-takers in writing poems.
They enjoyed writing so much.
Even students who struggled with the personal narrative unit completely surprised us and showed their
ability to be poets.
Students made connections to the TD theme of the UOI on “How we express ourselves”. They even
included poems as a way they could show their understanding in the summative task for the UOI.
Refer above.
 RUBRIC FOR POETRY

Name: Date:
CATEGORY Excellent - 4 Good - 3 Satisfactory - 2 Needs Improvement - 1

Effort Student devoted a lot of Student devoted adequate Student devoted some Student devoted little time
time and effort to the time and effort to the time and effort to the and effort to the writing
writing process and writing process and worked writing process but was process. It appears that
worked hard to make to get the job done. not very thorough. the student does not care
their poems a good read. Does enough to get by. about the assignment.

Title The poems have a title The poems have a title that The poems have a title The poems have no title
that clearly relates to relates to the poem
the poem and adds
interest to the theme or
message of the poem

Written The final drafts of their The final draft of their The final drafts of the The final drafts are not
Presentation poems are readable, poems are readable, neat poems are readable and neat or attractive. They
clean, neat and and attractive. They may some of the pages are look like the student just
attractive. They are free have one or two erasures, attractive. It looks like wanted to get it done and
of erasures and crossed- but they are not parts of their work didn’t care what their work
out words. It looks like distracting. It looks like might have been done looked like.
the author took great the author took some pride in a hurry.
pride in their work. in their work.

Spelling The reader spelled all To spell a word, the writer The used all he knew The writer wrote a letter
Conventions common one- and two- used what she knew about about words and chunks for the sounds she heard
syllable words correctly. spelling patterns (er, ed, ly, of words (at, op, it, (prominent consonant
etc.) etc.) to help him spell. sounds)

If they were unsure of a The writer spelled all of
longer word, they the G2 word wall words
underlined it and looked correctly and used the
up or asked how to spell word wall to help him figure
it later. out how to spell other
words.
The writer spelled all The writer used the word
the G1 word wall words wall (and other classroom
right and used the resources) to help her spell.
word wall to help him Spells most no excuse
spell other words. words correctly.

Style The poem has been well Thoughts are clear to read Thoughts are clear to a The thoughts did not come
thought out and makes and understandable. degree. out clearly on paper.
sense to the reader.

The student has The student has attempted The student has Student consistently wrote
attempted to write in all to write at least 4 attempted to write at one poem structure.
different poetry different poetry 2 or 3 different poetry
structures. structures. structures.

Word Choice The poem is filled with The poem includes many The poem includes The poem lacks description
descriptive vocabulary descriptive elements some simple descriptive and does not allow the
(both imagery—senses— (sensory details and/or words and phrases. reader to visualize the
and similes) used similes) poem.
effectively to appeal to
the reader.