Poetry Unit
Lesson
1-4
Feb
Time line: 2/1–2/29/2015
Topics / Standard
Poetry/ Epic
Poetry
“Who am I, what is
my place in the
world?”
Setting, plot,
conflict, dialogue,
Point of view
W.9-12.2
RL.9-12.1
RL.9-12.2
RL.9-12.3
Poetry
5-8
Course: STN English 9
Objectives: Students will be able to
•Continue cultural perspective
portrayed in a work of literature
•Analyze a selection of poetry for
figurative language
•Determine the meaning of words
and phrases using connotative and
denotative meanings
•write, revise, and then orally
present poems using verbal and
nonverbal techniques to
communicate effectively with an
appropriate level of formality and
rhetorical devices.
…identify literary terms to
describe, identify, analyze, and
explain the various elements of
literature.
…explain the various relationships
among the different elements of the
poetry
…generate and write poetry with
well-focused and organized stanzas
and present the ideas appropriately
to the intended audience
•Develop analysis of figurative
language and style as it relates to
drama: irony(dramatic), pun,
metaphor/simile, prologue, epilogue
and subtext
•use annotation of text to remember
details and make inferences
•make inferences based on context
clues and prior knowledge
Teacher: Mrs. Vallese
Instructional Activities
(modifications / differentiation/ alternative)
M: information taught in chunks, extended test time,
shorter homework assignments, study guides, multisensory approach
I: Collins writing to activate prior knowledge
Close reading strategies
Annotation skills
Increasingly complex literary elements in
traditional and contemporary works of literature
require scrutiny and comparison. c, d, e.
a. Analyze character types, including
dynamic/round character, static/flat character,
stereotype, and caricature
b. the relationships among elements of literature:
characters, plot, setting, tone, point of view, and
theme
c. Identify the characteristics that distinguish
literary forms and genres
d. Examine the ways in which works of literature
are related to the issues and themes of their
historical periods
e. Use literary terms to describe and analyze
selections
Ballad of Birmingham‖ by Dudley Randall
Road Not Taken by Robert Frost
Epilogue to Looking glass by Lewis Carroll
Fire and Ice‖ by Robert Frost
Instruction: reading aloud and discussing at natural
breaks
-How does your perspective change as you grow
older?
Assessment
Teacher
observation
Collins writing
Required
daily/weekly
reading
checks.
Collins Writing
Use a variety
of writing skills
quiz
Comp questions
Practice
speaking and
Poetry Unit
Feb
Time line: 2/1–2/29/2015
Figurative Lang:
Imagery, simile,
& onomatopoeia
Symbolism
W.11-12.2
RL.11-12.1
RL.11-12.2
RL.11-12.3
9-12
Poetry
Major themes
“Who am I, what
is my place in the
world?”
W.11-12.2
RL.11-12.1
RL.11-12.2
RL.11-12.3
Course: STN English 9
•interpret imagery and reason for
authors use of it
•Analyze how an author draws on
and transforms source material in a
specific work
•Identify the conventions of a poem
and dramatic work
•answer inferential questions
Students will write their
feelings/emotions to the word
―poetry‖ then discuss the
different ideas are reactions. Read
a few short poems and solicit from
the students their reactions.
•Cite textual evidence to support
analysis of text by incorporating
close reading.
•Review and continue practice of
annotation skills.
•How does culture affect the tone
and meaning of poems?
Why is there poetry in the first
place?
What is the purpose of poetry?
Reflection on youth from an adult
perspective provides insight into
the changes one goes through in
growing up.
someone looks upon his/her own
childhood experiences.
once inner- and outer-reflections
reveal in-depth information.
Teacher: Mrs. Vallese
Thinking about how and in what ways has your
thinking and processing changed since those of your
younger years?
Are these ways of thinking something you can use in
poetry writing?
The Eagle‖ by Alfred, Lord Tennyson
The Rose that Grew from Concrete‖ by Tupac Shakur
Word is Dead‖ by Emily Dickinson
reading and
interpreting
skills
M: SAME
I: reading aloud and discussing at natural breaks
-Reflecting on what was read and making predictions
-power point on symbols from the story
-from a list of major themes students will decide which
themes are represented in the book and support their
answers in written form (3-5 sentences each)
Teacher
observation
Comp questions
Student
participation
A Red Rose by Robert Burns
Harlem,‖ by Langston Hughes
Hope is the Thing with Feathers‖ by Emily Dickinson
Beautiful Dreamer by Stephen Foster
Collins writing
Collins writing
Poetry Unit
13-16
Feb
Time line: 2/1–2/29/2015
Poetry
Analyzing and
writing poetry
W.11-12.2
RL.11-12.1
RL.11-12.2
RL.11-12.3
Reading 1.a-e, 2.a-e
Writing 1.b, c, d,
2.c-f, 3.a-c
Research and
Reasoning
1.a-c, 2.a
Course: STN English 9
•ANALYZE a complex set of ideas
or events and explain how they
interact or develop over course of
text
*DETERMINE an author’s point of
view
*WRITE arguments to support a
claim using valid reasoning and
sufficient evidence
*WRITE narrative to develop real or
imagined experiences
*PRODUCE clear and coherent
writing
Teacher: Mrs. Vallese
…generate and write poetry with well-focused and
organized stanzas and present the ideas appropriately
to the intended audience
…use a wide range of poetic techniques and
figurative language
…present appropriate tone and voice using
appropriate vocabulary, sentence structure, and idea
development to improve the depth of ideas with
supporting details
…explain strengths and weaknesses of their own
writing and the writing of others using various
critique forms and methods
…use appropriate appeals and genres to engage and
guide intended audience
…explain and be able to replicate emotional, logical,
and ethical appeals
…research and analyze the purpose, points of view,
inferences and assumptions in the poetry they are
g House‖
by Arthur Guiterman
Teacher
observation
Participation
Teacher made
worksheets
QBA
*Formal
poetry writing
Generalized Differentiated Instruction:
*All of the following strategies will be employed as deemed necessary by the teacher in each unit
A wide array of materials written at different levels makes information accessible to all of our students. This instruction is based on prior knowledge; the ability to bridge learning; reading ability; and
accidental learning opportunities throughout the school year.
In order to pace our year, we recognize students will require different levels of pacing within the classroom. We also recognize each class is individual in nature. This pacing guide is a work in
progress so we can continue to meet the challenges of our student population.
Integration of varied learning experiences: differentiated instructional tools used:
a.
Think/pair/share –
1. Groups composed of 2 or 3. Tier 1, Tier 2 student and one or two Tier 3 students. Tier 3 students model information for Tier 1 and 2.
b. Peer Groups composed of 2 or 3. Tier 1, Tier 2 student and one or two Tier 3 students. Tier 3 students model information for Tier 1 and 2. Tier 1 students receive visual/written support needed
to complete project. Tier 2 follow tier 3 model.
Poetry Unit
Feb
Time line: 2/1–2/29/2015
Course: STN English 9
Teacher: Mrs. Vallese
Whole-group discussions
1. Teacher directed- “random discussion chosen students answer direct questions (Tier 3) Tier 2 students are asked to explain in “own words” Tier 1 students reiterate what was taught.
c.
Small group work- same grouping as peer groups
d. Collins Writing
e. Differentiated Reading/Outline Activity
Tier 1- Directed Reading Activity
Tier 2- Fill in the blanks with vocabulary words found in section
Tier 3- Read and outline sections
Differentiated Instruction: During labs and activities a teacher is available to provide “close proximity instruction” to those who need quick, supportive responses during lab.
Differentiated Laboratory Reports
Tier 1 -Students fill in the answer in the leading questions.
Tier 2 - students fill in the answers in the leading questions and model the experimental design for Tier 1 partners
Tier 3 - students fill in the answers to the leading questions, compose a drawing of the lab design and write lab procedure and conclusion.
Critical Reading
Tier 1- multiple choice questions related to the paragraphs read.
Tier 2- multiple choice questions related to the paragraphs read and 2 short answers.
Tier 3- open-ended questions.
Venn Diagram
Tier 1- word bank; diagram with some answers.
Tier 2- word bank and diagram
Tier 3- diagram
Vocabulary Quiz
All quizzes are differentiated based on students’ needs: