Instructional Planning Form
Teacher Name: Lacey Mahaney and Jennifer Sneed
Subject:
Literacy
Standard(s):
(numbers/
bullets)
Learning
Intentions AND Success Criteria
We are learning about poetry.
Monday,
March 28
RL.2.4
RL.2.6
I will know I am successful when I
can recognize lines, line breaks,
and stanzas, identify rhyming
words and rhyme scheme,
explain the point of view of the
poem, and identify alliteration.
Grade: 2
Activity:
(congruent to the
Learning Intentions
and Success Criteria)
Poetry
Entrance Slip – Write “The Spider” and mark
lines, lines breaks, stanzas, rhyme scheme,
and point of view
Formative
Assessment:
(Exit slip, rubric, observation
checklist, pre-assessment,
writing to learn, demonstrate
learning, etc.)
“A Fly and a
Flea in a Flue”
“The Spider” – Table talk, what do you
notice about this poem?
“Oh Say, Can You Say?” – Introduction to
alliteration
Pg. 3-4 – Mark beginning sounds to
demonstrate alliteration
We are learning about poetry.
Tuesday,
March 29
RL.2.4
RL.2.6
I will know I am successful when I
can recognize lines, line breaks,
and stanzas, identify rhyming
words and rhyme scheme,
explain the point of view of the
poem, identify alliteration, and
create alliterations.
Poetry
Entrance Slip – Write “The Tutor” and mark
lines, lines breaks, stanzas, rhyme scheme,
point of view, and alliteration
Why do authors include alliterations in their
poem?
“Alliterainbows” – Brainstorm word that
begin with a given letter and create an
“Alliterainbo
ws”
Modifications:
(Tier One RTI/
Extensions )
alliteration based upon that letter (one for
each color of the rainbow) – Review parts of
speech
Poetry
Share “Alliterainbows” and give feedback
based upon expectations for alliterations
We are learning about poetry.
Wednesday,
March 30
RL.2.4
RL.2.6
I will know I am successful when I
can recognize lines, line breaks,
and stanzas, identify rhyming
words and rhyme scheme,
explain the point of view of the
poem, identify alliteration, create
alliterations, identify
onomatopoeia, and create
onomatopoeias.
We are learning about poetry.
Thursday,
March 31
Friday, April
1
RL.2.4
RL.2.6
Poetry Pops
“Toot Toot” – Table talk, what do you notice
about this poem?
“Skeleton Cat” – Introduction to
onomatopoeia
Pg. 36-37 – Mark onomatopoeia in poems
Poetry Pops – Create poem (start with two
sets of rhyming words then add
onomatopoeia to each word)
Poetry
Summative Assessment – Three poems –
Lines, lines breaks, stanzas, rhyme scheme,
point of view, alliteration, and
onomatopoeia
I will know I am successful when I
can recognize lines, line breaks,
and stanzas, identify rhyming
words and rhyme scheme,
explain the point of view of the Reading Group A – Split based upon ECE/RTI
poem, identify alliteration, create
alliterations, identify
Reading Group B – Whole group (come to
onomatopoeia, and create
Café table if help is needed)
onomatopoeias.
No Students, Teacher In-Service Day
Summative
Assessment