UNIT PLAN
Grade Level:
Unit #:
Unit Name:
2
3
Understanding and Using Poetic Language
Big Idea/Theme: Poetry uses figurative language and is written in a variety of
formats.
Culminating Assessment: Select two poems from your writer’s
notebook/journal and submit for publication in a classroom poetry anthology.
The poems can be about any subject, but should contain one example of the
following: simile, onomatopoeia, alliteration, or repetition. Students will
demonstrate the ability to read a poem including voice.
Unit Understanding(s)
Students will understand that…
Poetry uses figurative language
to create meaning.
Poetry is a unique literary genre
that expresses emotion through
figurative language and sound
devices.
Readers use comprehension
strategies to understand
meaning and author’s purpose.
Poetry can be rhymed or
unrhymed?
An author uses craft elements to
create poetry.
Unit Essential Question(s):
How do figurative language and
sound devices create meaning
in poetry?
How does poetry express
emotion through the use of
figurative language and sound
devices?
What are the comprehension
strategies that readers use to
determine meaning and find
author’s purpose ?
What is the significance of
author’s craft in poetry?
Students will know… / Students will be able to…
Identify similes and metaphors.
Identify sound devices including onomatopoeia and alliteration.
Identify author’s craft.
Determine meaning of a poem.
Apply appropriate reading strategies while reading poetry.
Create an original poem using figurative language, repetition, and/or
sound devices.
Analyze context clues to determine meaning of unknown words.
Analyze words and word parts to determine unknown vocabulary.
Read fluently using appropriate expression.
Apply knowledge of spelling patterns, high frequency words, and onsets
and rimes to read fluently.
Alphabetize a series of words to the second and third letter.
South Carolina Academic Standards:
2-1.1
Analyze the details that support the expression of the main idea in
a given literary text.
2-1.2
Analyze a given literary text to make, revise, and confirm
predictions.
2-1.4
Find examples of devices of figurative language (including simile)
and sound devices (including onomatopoeia and alliteration).
2-1.6
Explain the effect of the author’s craft (for example, word choice
and the use of repetition) on the meaning of a given literary text.
2-1.7
Create responses to literary texts through a variety of methods (for
example, writing, creative dramatics, and the visual and performing
arts).
2-1.10
Read independently for extended periods of time for pleasure.
2-5.4
Create written pieces (for example, rhymes, poems, and songs) to
entertain others.
In the category of poetry, narrative poems, lyrical poems, humorous poems, and
free verse are read and studied.
VOCABULARY DEVELOPMENT
2-3.1
Use context clues to determine the meaning of unfamiliar words.
2-3.2
Construct meaning through a knowledge of base words, prefixes
(including un-, re-, pre-, bi-, mis-, dis-) and suffixes (including -er,
-est, -ful) in context. (See Instructional Appendix: Prefixes and
Suffixes.)
2-3.3
Recognize high-frequency words in context. (See Instructional
Appendix: High-Frequency Words.)
2-3.4
Identify idioms in context.
2-3.5
Recognize synonyms, antonyms, and homonyms in context.
2-3.6
Use knowledge of individual words to determine the meaning of
compound words.
FLUENCY
2-3.7
Use appropriate rate, word automaticity, phrasing, and expression
to read fluently.
PHONICS
2-3.8
Use knowledge of spelling patterns and high-frequency words to
read fluently. (See Instructional Appendix: High-Frequency Words.)
2-3.9
Analyze spelling patterns in context and parts of multisyllabic words
(for example, onsets and rimes).
2-3.13
Apply knowledge of alphabetizing a series of words to the second and
third letters.
Vocabulary:
Alliteration
Author’s craft
Figurative language
Metaphor
Onomatopoeia
Poetry
Repetition
Simile
Sound devices
Interim Assessment (formative)
100 Book Challenge
Reading logs
Check lists
Anecdotal records
Teacher observations
Class discussion/participation
Group projects
Key Criteria (to meet the standard/rubric)
Rubric
Rubric for Understanding and Using Poetic Language
(Writing, Reading, and Explaining an original poem)
Grade 2
Category
Create an original
poem including
figurative language,
sound devices, and/or
repetition
4
I can create an
original poem
including two to
three of the
following:
figurative
language,
sound devices,
and/or
repetition.
I can read an
Read an original poem. original poem
with fluency,
voice, and
expression.
Conventions:
Capitalization
Punctuation
Spacing
Spelling
I can write a
poem with
grade level
appropriate
capitalization,
punctuation,
spacing, and
spelling.
3
2
I can create an I can create
original poem
an original
including
poem.
figurative
language,
and/or sound
devices,
and/or
repetition
1
I have trouble
creating an
original poem.
I can read an
original poem
with fluency,
voice, or
expression.
I can read an
original poem.
I have trouble
reading an
original poem.
I can write a
poem with few
mistakes in
capitalization,
punctuation,
spacing, and
spelling.
(Mistakes do
not interfere
with the
reader’s
fluency.)
I can write a
poem with
some correct
capitalization,
punctuation,
spacing, and
spelling.
(Mistakes may
interfere with
the reader’s
fluency.)
I have trouble
writing a poem
with correct
capitalization,
punctuation,
spacing, and
spelling.
(Mistakes do
interfere with
the reader’s
fluency.)
Materials List
Handwriting without Tears
Fontas and Pinnell Phonics Series
American Reading Company - 100 Book Challenge Books
Model texts
Rubric