In this unit, students will learn that words and phrases give rhythm and meaning to a story, poem or song.  Students will practice various passages to improve their ability to read with appropriate speed, accuracy and expression with an emphasis on punctuation.  Students will listen to the teacher model various poems with a focus on rhyme and repeated lines to give the poem rhythm.  Students will be able to read poetry fluently to determine poetry elements.  Students will be able to answer comprehension questions about the poems.     

RL.2.1. Ask and answer such questions as who, what, where, when, why and how, and make and support logical inferences to construct meaning from the text.

RF.2.4 Read fluently (accuracy, speed and prosody) on grade-level to support comprehension. a. Read grade-level text with purpose and understanding. b. Orally read grade-level text fluently on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RL.2.4 Describe how words and phrases, including but not limited to regular beats, alliteration, rhymes and/ or repeated lines, supply rhythm and shape meaning in a story, poem or song.  

Priority Statement

RL.2.4 Describe how words and phrases, including but not limited to regular beats, alliteration, rhymes and/ or repeated lines, supply rhythm and shape meaning in a story, poem or song.  

I can describe how words and phrases, including but not limited to regular beats, alliteration, rhymes and/ or repeated lines, supply rhythm and shape meaning in a story, poem or song.  

Supporting Statement

RL.2.1. Ask and answer such questions as who, what, where, when, why and how, and make and support logical inferences to construct meaning from the text.

I can ask and answer questions to understand the text.

RF.2.4 Read fluently (accuracy, speed and prosody) on grade-level to support comprehension. a. Read grade-level text with purpose and understanding. b. Orally read grade-level text fluently on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

I can fluently read grade-level text so that I can comprehend what I read.  

Thinking Strategies: Making Connections, Schema, Inferencing (optional)

repeated lines

rhythm

rhyme

fluency

poetry

speed (rate)

accuracy

expression

punctuation