Focus: Focus: Focus: Focus: Focus: Topic Wall words Acrostic Poem Acrostic Poem Cinquain Cinquain –relevant and questions Description Description Success Criteria: Success Criteria: Success Criteria: Success Criteria: Success Criteria: I have completed a I understand the structure I can write an acrostic I understand the structure I can write a cinquain. concept map and of an acrostic poem. poem that conveys an idea of a cinquain. developed questions that I about a living thing. would like to explore within the unit. Information: Extra Information: Extra Information: Extra Information: Extra Information: Demonstrate how to fill in The teacher will the Teacher and students will The teacher and students a concept map. (Outline structure on the board. an acrostic poem write a cinquain together provided to students). together on the board. on the board. Poems will be about something the students have observed in the garden. Words will be relating to the objects features. Students complete a Make a list of all the living Students will write their Using Garden’. Students will complete ‘Uno’s Writing- concept map and develop things that are found in a acrostic poem. Students beginning their cinquains. Writers questions. garden. Decide on one to planning to write a Workshop write about then get cinquain about the forest Part planning/brainstorming. from the snorltepig’s perspective. Sharing and Students share their Students will share their Students will their Reflection questions and stick them poems. poems. They will then to the topic wall. compare the two different perspectives from the cinquain they just finished Whole and last week’s poem (Uno’s and the snortlepig’s perspectives).
Focus: Topic Wall –relevant words and questions Focus: Acrostic Poem Description Focus: Acrostic Poem Description Focus: Cinquain Focus: Cinquain Success Criteria: I have completed a concept map and developed questions that I would like to explore within the unit. Success Criteria: I understand the structure of an acrostic poem. Success Criteria: I can write an acrostic poem that conveys an idea about a living thing. Success Criteria: I understand the structure of a cinquain. Success Criteria: I can write a cinquain. Information: Demonstrate how to fill in a concept map. (Outline provided to students). Extra Information: The teacher will the structure on the board. Poems will be about something the students have observed in the garden. Words will be relating to the objects features. Extra Information: Teacher and students will an acrostic poem together on the board. Extra Information: The teacher and students write a cinquain together on the board. Extra Information: Part Writing- Writers Workshop Students complete a concept map and develop questions. Make a list of all the living things that are found in a garden. Decide on one to write about then get planning/brainstorming. Students will write their acrostic poem. Using ‘Uno’s Garden’. Students beginning planning to write a cinquain about the forest from the snorltepig’s perspective. Students will complete their cinquains. Whole Sharing and Reflection Students share their questions and stick them to the topic wall. Students will share their poems. Students will their poems. They will then compare the two different perspectives from the cinquain they just finished and last week’s poem (Uno’s and the snortlepig’s perspectives).
year_2_unit_overview.docx