Dr. Miller
T.E 432/5432
Due: Monday, Oct 28, 2013
Unit Pre-Planning
Your Name: Rebecca Byers
Type of Class (8th grade ELA, 34% below, 54% basic, 12% proficient)
School Name: East HS
Class Duration :M-F 53 mins.
KEEP IN MIND: Do this in an order that makes sense to you. In some cases, it will be linear and at other times, you might
have to come back to a category. I recommend that you use Burke’s What’s the Big Idea (see handout) to help scaffold skills
and knowledge
1.
Title of Unit: The Voice of the Poet
2.
Goals of unit:
• To read and respond to poetry
• To understand the tools of poets (language and form)
• To analyze the choices poets make with their tools.
• To write poetry
• To publish their poetry and/or perform their readings.
3.
Which Common Core Standards will help facilitate these goals?
Reading:
RL81, RL8.4, RL8.5, RL8.10
Writing:
W8.2, W8.4, W8.5, W8.6, W8.10
Speaking & Listening:
SL8.1, SL8.2, SL8.5, SL8.6
Language:
L8.1, L8.3, L8.4, L8.5, L8.6
Objectives:
For Goal 1: Read and respond to poetry
Objective: SWBAT read and comprehend grade level poetry. Students will create a personal anthology of poetry
which will include a summary, interpretation, and reflection.
Objective: SWBAT to write routinely over shorter time frames. Students will engage in journal writing to respond to
poetry.
Objective: SWBAT to engage in a range of collaborative discussions. Students will participate in class discussions
and group discussions regarding poetry.
For Goal 2: Understand the tools of poets (language and form)
Objective: SWBAT determine the meaning of words and phrases as they are used in a text including figurative and
connotative meanings, analyze the impact of specific word choices on meaning and tone. Students will engage in close
readings of poetry to analyze impact of word choices on meaning and tone. They will write about this analysis in both
their anthologies and their compare/contrast essay.
Objective: SWBAT analyze the purpose of information presented in diverse media and formats and evaluate the
motives behind its presentation. They will observe poetry readings and discuss in small groups.
Objective: SWBAT demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. They will analyze this in their compare/contrast essays. This will also be evident in their personal creation of
poetry.
For Goal 3: To analyze the choices poets make with their tools
Objectives: SWBAT cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as in inferences drawn from the text. Students will cite evidence in their journal writings and their
compare/contrast essays.
Objective: SWBAT compare and contrast the structure of two or more texts and analyze how the differing structure
of each text contributes to its meaning and style. Students will compose a compare/contrast essay collected in their
poetry portfolio.
Objective: SWBAT write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information. Students will compose a compare/contrast essay.
Objective: SWBAT produce clear and coherent writing. They will engage in journal and essay writing.
Objective: SWBAT develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. Students will participate in writing workshops for each writing component.
Objective: SWBAT draw evidence from literary or informational texts to support analysis, reflections, and research.
Students will cite evidence from poems and textbook during journal and essay writing.
Objective: SWBAT write routinely over extended time frames. They will compose a compare/contrast essay.
Objective: SWBAT Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking. Students will write poetry, reflections, and essays.
For Goal 4: To write poetry
Objective: SWBAT produce clear and coherent writing in which the style is appropriate to task. Students will write
three poems throughout the unit.
Objective: SWBAT develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach. Students will engage in writers workshops when writing poetry and essays..
Objective: SWBAT demonstrate understanding of figurative language, word relationships, and nuances in word
meanings. Students will write poetry. Students will participate in group discussions to construct this understanding.
Objective: SWBAT write routinely over extended time frames. They will engage in writing workshops.
Objective: SWBAT use knowledge of language and its conventions when writing and speaking. Students will
demonstrate this in both their writing of poetry and their participation in writing workshops.
For Goal 5: To publish their poetry and/or perform their readings
Objective: SWBAT use technology to produce and publish writing. Students will prepare written representations of
their poetry. They will also create a visual representation of their poetry.
Objective: SWBAT integrate multimedia and visual displays into presentations to add interest. Students will create
visual presentations of their poetry.
Objective: SWBAT adapt speech to a variety of contexts and tasks. Students will present their poetry at a
coffeehouse reading for their families.
4. Essential Question(s) (what EQ will guide or frame this unit?):
What is the secret to reaching someone with words?
5.
List of Texts Consumed:
Prentice Hall Literature
Poetry 180 website
Poetry.org
Poetry Foundation.org
6.
List of Texts Produced:
I Am Poem
Compare and Contrast essay
Student created poem
Student created poem
Personal Anthology
7.
Assessments (What assessments will you use to assess the objectives above? YOU MUST have formative and a
summative assessment—all should be authentic—BE SURE TO USE THE HANDOUT I GAVE YOU as a guide):
Summative assessment – Students will turn in a portfolio at the end of class, which will include the following items.
There will be a rubric with separate scoring for each component. Students will be introduced to this on day 2 of the
unit
 Compare and contrast essay
 Reading Log- a minimum of 20 poems read.
 Poetry anthology – a minimum of 4 favorite poems with reflection.
 Personal poetry – 2 poems. One will be published and presented by the student.
Formative assessments – Students will be assessed daily in a variety of ways.
 Exit slips
 Vocabulary quizzes
 Figurative language worksheets
 Structure Quiz
 Sounds Quiz
 Do now journals
8.
What beliefs about ELA teaching and learning do you hope are reflected in your unit plan?
9.
What questions do you have for me about your unit plan at this point?
Week 1
You might
consider how each
goal builds up, i.e.,
backwards
planning
Ask: what do I
hope to achieve
and then plan
backwards from
there?
M
Goal: 1
T
Goal: 1
W
Goal: 2
Goal: 2
Fr
Goal:
Read and respond
to poetry
Read and respond
to poetry
Understand the
tools of poets
Understand the
tools of poets
Understand the
tools of poets
(language)
Read and respond
to poetry
Read and respond
to poetry
(sounds)
Procedures:
Do now:
“Poetry begins
…with a savage
beating of the
drum in a jungle” –
T.S. Eliot What do
you think he
means?
Hook – drumline
video
Direct – define
rhyme schemes
and how to mark
them. Define types
of rhyme. Define
tools of rhyme.
Guided – identify
and mark each of
these on “The
Road Not Taken”
by Robert Frost
Group – matching
game of each of
these items.
(structure)
Procedures:
Hook: watch a
slide show of
different building
structures.
Do now:
How does a
structure, or
building, determine
what the structure
is used for. Give
example.
Direct: Define
lines and stanzas
Explain structure
chart and jigsaw
activity
Group: Students
will complete
structure chart as
a jigsaw activity.
They will use
laptops or we will
go to computer
lab.
Guided: Review
the structure
charts together
and create a
classroom one.
Procedures:
Do now:
What is poetry?
Hook: Dead Poets
Society video
In each box to the
right, brainstorm
what you intend to
do during that
period
Procedures:
Do now:
Do you write
poetry? Why/Why
not?
Procedures:
Hook: Listen to
“Yellow Dress” by
Amy Beeder.
Introduce the
portfolio
requirements
Do now: Write
what they “saw” in
mind while
listening to poem.
Closure:
Closure:
Direct: Review
figurative
language. Discuss
imagery. Model
creating figurative
language.
Guided: Play game
with defining
terms, identifying
terms, or creating
terms.
Group: scavenger
hunt in textbook.
Fill out sheet.
Review day’s
work.
Create individual
portfolio books
Closure:
Review days work.
Assessment:
HW –read poems
and enter in log
Direct:
Define poetry.
Explain personal
anthology
assignment and
rubric.
Guided: Listen to
several poems and
complete talking
sheets.
Group: Read
several poems and
discuss. Complete
talking sheets.
Th
Closure:
Assessments
should be
formative,
summative and
always authentic
List all materials
and texts you will
need for the
learning sgment
Exit Slip – what
was their favorite
poem of the day
and why?
Materials:
Journals
Poets.org
The Road not
Taken – Robert
Frost
You Tube
And Still I Rise –
Maya Angelou
We’re Golden –
Michael Lee
Print out of poems
Exit tickets
Talking Sheet
HW – read poems
and enter in log
Assessment:
Review day’s
work.
Assessment:
Exit Slip – What do
you think will be
the easiest and
most difficult part
of the portfolio?
Assessment:
Materials:
Materials:
Journals
Portfolio outline
Rubrics
Calendar
Binders
Journals
Prezi of terms and
guided practice
Scavenger Hunt
worksheet
Quiz
Textbooks
Quiz
Quiz – identifying
each learned term
in an excerpt from
“The Raven”, b
Edgar Allen Poe
Materials:
Journals
Prezi
Game
Poems
Notes Handout
Assessment
Closure:
Review day’s
work.
Assessment:
Quiz – matching
poems with their
types.
Materials:
Journals
Prezi
Website lists
Structure Charts
Chart Paper
Assessment
Week 2
Notes to self
M
Goal: 1 & 4
Read and respond
to poetry
T
Th
Goal: 3
Goal: 1 & 3
Write poetry
To analyze the
choices poets
make with their
tools
To analyze the
choices poets
make with their
tools
Read and respond
to poetry
Write poetry
Procedures:
Hook: Gallery
walk of “I Am”
poems.
Do now:
Journal – Who are
you?
Direct: Discuss
format of “I Am”
poems
Review the writing
process
Explain writing
workshop
Group: Engage in
writing workshop
W
Goal: 4
Procedures:
Do now: How is
your writing going
so far? What are
you struggling
with? What are
you having
success with?
Direct: Review
stage board.
Explain teacher
conferences
Explain
expectations for
day.
Group: Writing
workshops
Closure:
Assign homework
of rough draft of “I
Am” poem
Procedures:
Do now:
How does what
you say affect how
people hear you?
Introduce
structure, speaker,
connotation, tone,
mood,and sound
devices in textbook
642-644
Closure:
Discussion of how
different genres
affect meaning
Procedures:
Do now:
How does word
choice and
structure affect the
tone and mood?
Close read in
groups- textbook
642. Discuss and
answer the
questions, citing
text evidence
Closure:
Share the group
responses
Enter poems in
reading log
HW-read poems
and enter in log
Assessment:
Exit Slip – selfassessment on
collaboration.
Closure:
Discuss workshop.
Remind them of
due dates
Assessment:
Assessment:
Observation during
discussion
Written responses
to poem.
Fr
Goal: 1 & 3
To analyze the
choices poets
make with their
tools
Read and respond
to poetry
Procedures:
Do now:
How does imagery
affect the tone and
mood?
Close read in
groups - -textbook
758, 777. Discuss
the imagery of
both poems, how it
affects mood and
tone, citing text
evidence
Closure:
Share group
responses
Enter poems in
reading log
Assessment:
HW: Read poems
and enter in log.
Written responses
to poems.
Assessment:
Materials:
Journals
Stars
Prezi - I Am format
I Am examples
Stage and name
labels
Self-assessments
Exit ticket – selfassessment
Materials:
Prezi-review
Exit tickets
Journals
Materials:
Journal
Textbooks
Presentation
Materials:
Journals
Textbooks-642.
Response sheets
Materials:
Journals
Textbooks
Response sheets
Week 3
Notes to self:
M
Goal: 3
T
Goal: 3
W
Goal: 3
Goal: 3
Fr
Goal: 3
Analyze the
choices poets
make with their
tools
Analyze the
choices poets
make with their
tools
Analyze the
choices poets
make with their
tools
Analyze the
choices poets
make with their
tools
Analyze the
choices poets
make with their
tools
Procedures:
Do now:
What does it mean
to compare and
contrast two
items?
Procedures:
Do now:
Procedures:
Do now:
Procedures:
Do now:
Procedures:
Do now:
Writing workshop
-compare/contrast
essay
-brainstorm
-prewrite
Writing workshop
-compare/contrast
essays
-revision
-peer review
Library day
-finish essay
-finish reading for
logs
- write reflections
on 4 favorite
poems
Library day
-finish essay
-finish reading for
logs
- write reflections
on 4 favorite
poems
Closure:
Discuss choosing
poems to write
compare/contrast
essay.
Closure:
Share out thoughts
from workshops
Closure:
Share out thoughts
from workshops
Closure:
Review portfolio
requirements
Closure:
Complete portfolio
checklist
Introduce next
segment – writing
poetry
HW: Decide
which poems you
want to write
about
HW – work on
rough draft
HW: Finish
revisions
Assessment:
Assessment:
Assessment:
Assessment:
Assessment:
Exit Slip –What
ideas did you
come up with
today for your
essay?
Observation of
participation in
workshop
Exit Slip – what is
going well with
your essay? What
are you struggling
with?
Observation of
participation in
workshop
Exit Slip – what do
you need to finish
for your portfolio?
Portfolio checklists
Materials:
Journals
Materials:
Journals
Materials:
Journals
Computers
Library
Portfolios
Materials:
Journals
Computers
Library
Portfolios
Checklists
Review compare
and contrast.
Introduce compare
and contrast essay
w/rubric
Th
Group practice of
compare/contrast
Group practice
worksheet
Materials:
Journals
Compare/contrast
Lesson
Group practice
activity
Week 4
Notes to self:
M
Goal:5
T
Goal:5
Goal:5
Goal:5
Goal:5
Write poetry
Publish poetry
Write poetry
Publish poetry
Write poetry
Publish poetry
Write poetry
Publish poetry
Turn in portfolios
Publish poetry
Procedures:
Do now:
What kind of poem
are you thinking
about writing?
Procedures:
Do now:
Procedures:
Do now:
How would you
like to show off
your work?
Procedures:
Do now:
Writing Workshop
-brainstorm
-prewriting
Writing Workshop
-revising
-rewriting
-peer reviews
W
Introduce methods
for publishing and
presentation:
-written w/visual
aids
-filmed reading
-live readings
Th
Computer lab day.
-publishing
-presenting
-finish portfolio
Fr
Procedures:
Do now:
Computer lab day.
-publishing
-presenting
-finish portfolio
Show examples of
each
Closure:
Share out poem
topics and types
HW: rough draft
of poem
Closure:
Introduce
tomorrows topic:
publishing and
presenting
Closure:
Discuss how
presentation can
affect people’s
interpretation of
work
HW: final draft of
poem
Assessment:
Observation of
participation in
workshop
Materials:
Assessment:
Observation of
participation in
workshop
Materials:
Closure:
Reminder of
portfolio
requirements
HW: Finish
assembling
portfolio
Assessment:
Exit slip – What
way are you
thinking about
using to publish
your poetry?
Assessment:
Materials:
Examples –
-written poetry
-filmed readings
-film versions
-live readings
Materials:
Computers
Art supplies
Camera
Portfolios
Exit slip – what do
you still need to do
for publishing your
poem?
Closure:
Discuss poetry
coffeehouse
presentation for
Monday.
Reminder to invite
families and
friends.
HW: Finish your
publishing or
practice your
presentation.
Assessment:
Portfolio
Materials:
Computers
Art supplies
Camera
Portfolios
Invitation to
families and
friends.
M
Notes to self:
Goal:5
Publish and
present poetry
Procedures:
Do now:
How are you
feeling about
presenting your
work today?
Hook: Gallery
walk with families
of poetry displays.
Get coffee, juice,
cookies.
Find a seat.
Group: Welcome
families.
Every student will
present: their
displayed poem,
do a live reading,
or introduce their
video.
Closure:
Thank families for
attending.
Turn in portfolios.
Assessment:
Observation of
participation in
coffeehouse.
Exit ticket – what
did you most enjoy
about today’s
class?
Materials:
Poster boards
Written works
Snacks
Computer for
presentations
Extra chairs
Week 5
T
W
Th
Fr