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    Curriculum Review

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    The document reviews a 4th grade poetry writing unit from Uncommon Schools. It finds weaknesses in the unit's alignment to Common Core standards, lack of integration of reading skills, and insufficient scaffolding for different learners. The reviewer proposes extending the unit to 20 days, focusing on 3 poem types with the use of mentor texts and writer's workshop models. Professional development for teachers on using mentor texts and workshop would support successful implementation. A new summative assessment directly measuring poetry writing is also recommended.

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    Curriculum Review

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    67 views4 pages
    The document reviews a 4th grade poetry writing unit from Uncommon Schools. It finds weaknesses in the unit's alignment to Common Core standards, lack of integration of reading skills, and insufficient scaffolding for different learners. The reviewer proposes extending the unit to 20 days, focusing on 3 poem types with the use of mentor texts and writer's workshop models. Professional development for teachers on using mentor texts and workshop would support successful implementation. A new summative assessment directly measuring poetry writing is also recommended.

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    The document reviews a 4th grade poetry writing unit from Uncommon Schools. It finds weaknesses in the unit's alignment to Common Core standards, lack of integration of reading skills, and insufficient scaffolding for different learners. The reviewer proposes extending the unit to 20 days, focusing on 3 poem types with the use of mentor texts and writer's workshop models. Professional development for teachers on using mentor texts and workshop would support successful implementation. A new summative assessment directly measuring poetry writing is also recommended.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    67 views4 pages

    Curriculum Review

    Uploaded by

    api-323099162
    The document reviews a 4th grade poetry writing unit from Uncommon Schools. It finds weaknesses in the unit's alignment to Common Core standards, lack of integration of reading skills, and insufficient scaffolding for different learners. The reviewer proposes extending the unit to 20 days, focusing on 3 poem types with the use of mentor texts and writer's workshop models. Professional development for teachers on using mentor texts and workshop would support successful implementation. A new summative assessment directly measuring poetry writing is also recommended.

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    You are on page 1of 4

    Kaitlyn Coirazza

    EDUC 5904

    Curriculum Review

    May 20th, 2017

    Uncommon Schools 4th Grade Writing Unit 5: Poetry

    1. Alignment to the Depth of the Common Core State Standards


    Pros:
    o Has clear and explicit purposes for each lesson in the unit
    o Targets grade level standards through rigorous instruction
    o Begins to build students content knowledge of reading and writing in Social
    Studies and the Arts, as students learn the Japanese history behind the Haiku
    and students write creative poems about the world, art, music, etc.

    Cons:
    o Selects few texts that are within the grade level complexity band and are of
    sufficient quality and scope (does not include any real mentor texts to teach
    poetry other than the Haiku author, Bansho)
    o Does not integrate reading so students can apply and synthesize advancing
    literacy skills
    o Does not integrate quality speaking and listening activities

    Rating: 1/3

    2. Key Shifts in the Common Core State Standards


    Pros:
    o Builds students academic language of poem types and characteristics
    o Builds disciplinary knowledge of Social Studies and the Arts
    o Multiple opportunities for short, on demand poetry writing

    Cons:
    o No extended, process writing (the longest students have to work on one poem is
    two days)
    o Although this is solely a writing unit, there is no close reading or analyzation of
    mentor texts to teach poetry (there are only a few poems written by the
    curriculum developers that students analyze)
    o Does not have students draw on mentor texts to help them form clear, coherent
    writing

    Rating: 1/3

    3. Instructional Supports
    Pros:
    o Engages students in productive struggle writing different kinds of poems (i.e.
    limerick, haiku, diamond, etc.)
    o Includes a progression for learning in every lesson
    o Gradually removes supports, requiring students to demonstrate independent
    capabilities (i.e. I Do, We Do, You Do in every lesson)
    o Includes targeted instruction for grammar, conventions, and writing strategies

    Cons:
    o Does not provide appropriate scaffolding for all students (all students are
    expected to participate in the same activities the same way)
    o Does not integrate appropriate supports for students who have disabilities, ELLs,
    and/or students below grade level (no differentiation built into any lessons; all
    students are expected to participate in the same activities in the same way)
    o Does not give students the opportunity to engage in inquiry, to evaluate their
    own writing, or to reflect on their own poems
    o Does not provide any extensions for students well above grade level

    Rating: 1/3

    4. Assessment

    *While there are multiple, formative assessments included throughout the poetry unit,
    the summative assessment provided does NOT assess whether students can
    independently demonstrate what was taught throughout the poetry unit as the
    summative assessment does not assess poetry, but instead assesses normal narrative
    writing. However, based on the provided summative assessment:

    Pros:
    o Includes a rubric to score students writing
    o Includes formative assessments throughout unit to determine student mastery
    of certain poems (teacher reviews student poems after each type of poem is
    taught)
    o Assesses using methods that are unbiased and accessible to students
    Cons:
    o N/A

    Rating: 1/3 (as the assessment doesnt even assess what was taught)

    Implementation of Writing Unit

    There are multiple changes I would make for implementation of this writing unit. First,
    the duration of this unit as written is only eight days, which does not provide enough time for
    students to truly engage in authentic, process writing. Therefore, if I was in charge of the
    modifications and implementation of this unit, I would extend the unit to fifteen or twenty
    days. Additionally, because the Common Core State Standards do not require certain poem
    types to be taught in fourth grade, I would decrease the types of poems taught from seven to
    three. I would focus on haikus, acrostic, and free verse, which would allow for at least five days
    of instruction on each type of poem. I would implement the use of mentor texts (in childrens
    books, ideally) to help engage students and effectively teach each type of poetry. This would
    work best if a professional development session was devoted to teaching writing using mentor
    texts, as my school has never really used mentor texts for writing before. For haikus and free
    verse, I would use Writers Workshop, where students could have adequate time to plan, draft,
    revise, edit, and publish their poetry writing. I would also plan a professional development
    session around Writers Workshop, as only a few teachers at my school currently use Writers
    Workshop effectively. By having school wide PD on Writers Workshop, writing instruction
    would align between all teachers and all grade levels. Finally, I would create a new summative
    assessment that assessed students poetry knowledge including academic language, history of
    each poem type, and ability to write an example of each poem to make this writing unit even
    better.

    Sample Timeline

    Day 1 Day 2 Day 3 Day 4 Day 5


    PD: Using N/A PD: Using PD: Writers N/A
    Mentor Texts *Teachers should Mentor Texts Workshop Teachers should
    Part 1 review new unit on Part 2 look over the writing
    their own time *Teachers should unit before starting
    come to this PD with to teach on Monday
    any questions after
    looking over the
    writing unit
    Day 6 Day 7 Day 8 Day 9 Day 10
    Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5: Haiku
    Acoustic Poetry Acoustic Poetry Acoustic Poetry Acoustic Poetry Poetry
    *Formative *Based on
    Assessment formative
    assessments,
    teacher can skip
    this lesson and
    use this extra
    day later in the
    unit as needed

    Day 11 Day 12 Day 13 Day 14 Day 15


    Lesson 6: Haiku Lesson 7: Haiku Lesson 8: Haiku Lesson 9: Haiku Lesson 10: Free
    Poetry Poetry Poetry Poetry Verse Poetry
    *Completion of
    Writers
    Workshop for
    Haikus

    Day 16 Day 17 Day 18 Day 19 Day 20


    Lesson 11: Free Lesson 12: Free Lesson 13: Free Lesson 14: Free Lesson 15:
    Verse Poetry Verse Poetry Verse Poetry Verse Poetry Summative
    *Completion of Assessment
    Writers
    Workshop for
    Free Verse

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