STANDARD	
LAFS.2.FL.2.4	Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.	
ACCESS POINTS	
LAFS.2.RL.2.AP.4a	Identify the literary devices (e.g., regular beats, alliteration, rhymes, repeated lines) in a story, poem or song.	
	Essential Understandings	
	Recognize repeated lines.

Recognize rhyming words.

Recognize alliteration.	
LAFS.2.RL.2.AP.4b	Describe how the literary devices (e.g., regular beats, alliteration, rhymes, and repeated lines) supply meaning in a story, poem or song.	
	Essential Understandings	
	Recognize the meaning of repeated lines in a story, poem or song.

Recognize the meaning of rhyming words in a story, poem or song.

Recognize the meaning of alliteration in a story, poem or song.	

Unpacked Standard Concepts
Students will know:
(Underline & List Nouns/Noun Phrases)

	Unpacked Standard Skills
Students will be able to:
(Circle & List Verbs/Verb Phrases)	
Prerequisite Knowledge and Skills Implied Within the Standard

	Instructional Implications of the Standard 
(What Must be Taught to Ensure Mastery)	
Learning Goal (student centric language)

I can:

Describe how words and phrases supply rhythm and meaning in a story, poem, or song.

	Essential Questions (student centric language)

In real life, when would I need to:

What is an efficient strategy for:

What tools could I use to:

	
Instructional Design	
Cognitive Supports:

	
Universal Design for Learning:

	
Expert Learner:

	
Instruction & Interventions:

	

Assessment Evidence	
Performance Tasks
(list at least 3 performance tasks)

	
Performance Scale

4	
In addition to score 3.0, I can explain my thinking.	

3	
In addition to score 2.0, I can:

	

2	
I can understand the concepts and vocabulary for:

	

1	
With help, I can have partial success with 2.0 content.	

Tier 1 Design	
Tier 1 Design

	Specially Designed Instruction