The Big Question:

What is a poetry couplet and how do you write one?

Tasks:
Students will listen to different kinds of poems.

Students will brainstorm rhyming words and create a word bank of rhyming words.

Students will write rhymes with the first line given and they make up the second line.

Students will learn what makes up a couplet poem, select their own topic, write their couplet, and illustrate it.

Situations:

The students will work within the classroom. The project will last about 2 weeks. They will use the resources available in the classroom. The students will work during our writing time and other times to get their poem typed on the computer.

Interactions:
The students will work with the whole class to listen to poems and create the bank of rhyming words. The students will use the writing process (prewrite, draft, revise, edit, publish) to write their poems. Then, their poems will be typed on the computer in a hyperstudio stack. The students will illustrate their poem. The illustrations will be scanned and added to their hyperstudio card.

Tools:

The students will use poetry books, paper, pencils, crayons, word processing program, computers, computer programs, scanner, etc. The students will create a hyperstudio card to be part of the class stack. The card will contain their poem illustration and their poetry couplet.

Assessments:
Criteria will be developed for a rubric based on what a couplet poem is and the necessary components of a couplet. The illustration will be included as part of the requirement for the assignment. The students will read their couplets orally as part of a program for parents.

Standards:

Reading:

1. The student understands and uses different skills and strategies to read.

1.1 use word recognition and word meaning skills to read and comprehend text

1.2 build vocabulary through reading

1.5 use features of non-fiction text and computer software

2. The student understands the meaning of what is read.

2.3 think critically and analyze authors' use of language, style, purpose, and perspective

3. The student reads different materials for a variety of purposes.

3.2 read to perform a task

3.3 read for literary experience

4. The student sets goals and evaluates progress to improve reading.

4.3 develop interests and share reading experiences

Writing:

1. The student writes clearly and effectively.

1.1 develop concept and design

1.2 use style appropriate to the audience and purpose

1.3 apply writing conventions

2. The student writes in a variety of forms for different audiences and purposes.

2.1 write for different audiences

2.2 write for different purposes

2.3 write in a variety of forms

3. The student understands and uses the steps of the writing process.

3.1 prewrite

3.2 draft

3.3 revise

3.4 edit

3.5 publish

4. The student analyzes and evaluates the effectiveness of written work.

4.1 assess own strengths and needs for improvement

4.2 seek and offer feedback

Communication:

2. The student communicates ideas clearly and effectively.

2.1 communicate clearly to a range of audiences for different purposes

2.2 develop content and ideas

2.3 use effective delivery

2.4 use effective language and style

2.5 effectively use action, sound, and/or images to support presentations

3. The student uses communication strategies and skills to work effectively with others.

3.1 use language to interact effectively and responsibly with others

4. The student analyzes and evaluates the effectiveness of formal and informal communication.

4.1 assess strengths and need for improvement

4.2 seek and offer feedback

Lin Lasater
2nd Grade
Moxee Elementary
East Valley School District