ESL/ENGLISH II HIGH SCHOOL
UNIT LESSON PLAN OVERVIEW
POETRY UNIT
DURATION: APPROXIMATELY TWO AND A HALF TO THREE WEEKS
INSTRUCTOR: MAUREEN LEGARIA
OVERVIEW: DURING THIS UNIT, STUDENTS WILL PARTICIPATE IN A POETRY UNIT AND CREATE THEIR OWN POEMS AND TWO SHORT STORIES. THEY WILL WORK IN LITERATURE CIRCLES AND
EACH STUDENT WILL FINISH A TOTAL OF 5 WRITTEN TEXTS. THEY WILL ALSO PRODUCE AN ALICE WORLD DEMONSTRATING ONE OF THE TYPES OF POETRY OR SHORT STORIES WHICH THEY READ
ABOUT.
GENRES: SHORT STORIES: PARABLE AND FABLE
POETRY: LYRICAL, HAIKU, TANKA
NC/COMMON CORE/WIDA STANDARS: a.4 (for literature and informational texts), b.1, C.1, C.2, 5.01, 5.03, 6.01, 6.02, WIDA ELP STANDARDS: IDENTIFY AND USE VOCABULARY IN CONTEXT;
DEVELOP EXTENSIVE WRITTEN AND ORAL DISCOURSE FROM THE ENTERING, EMERGING, DEVELOPING, EXPANDING, AND BRIDGING LEVELS.
I CAN DESCRIPTORS (WIDA AND STATE STANDARDS):
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EDIT ENGLISH SENTENCES FOR CORRECT PUNCTUATION USING CLASS NOTES AND AN EDITING CHART
READ A SHORT INFORMATIONAL TEXT AND USE CONTEXT CLUES/DICTIONARY FOR UNDERSTANDING
LISTEN TO A SHORT VIDEO AND TAKE NOTES USING A GRAPHIC ORGANIZER
ORALLY SHARE INFORMATION WITH MY GROUP IN A LITERATURE CIRCLE
CREATE A NEW POEM AND SHORT STORY AND APPLY GENRE-SPECIFIC CHARACTERISTICS.
SCAFFOLDED/DIFFERENTIATED INSTRUCTION AND SUPPORTS:
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DICTIONARIES
PAIR WORK
MODIFIED/SIMPLIFIED TEXT
FINAL PRODUCT: THREE TEXTS INSTEAD OF FIVE WITH A FOCUS ON THE THREE POEMS
GRAPHIC ORGANIZERS
STORY BOARD PICTURES WITH WORDS/SHORT SENTENCES
FORMATIVE/SUMMATIVE ASSESSMENTS:
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LITERATURE CIRCLE WORKSHEETS
ORAL PARTICIPATION IN LITERATURE CIRCLES AND LARGE GROUP SHARE-OUT
GRAPHIC ORGANIZERS
VOCABULARY AND GRAMMAR WORKSHEETS
FINAL PROJECT: POETRY AND SHORT STORIES WRITING PORTFOLIO WITH PICTURES; ALICE WORLD ON ONE TYPE OF POETRY
EXAMPLE TEMPLATE FOR THREE DAY CYCLE:
ESSENTIAL QUESTIONS
DAY 1
EQ: WHAT ARE
SIMILIARITIES AND
DIFFERENCES
BETWEEN HAIKU AND
TANKA POETRY?
WHAT IS AN ALICE
WORLD?
BELLRINGER
GRAMMAR WARM-UP
GRAMMAR WARM-UP
APPLY GRAMMAR
CONVENTIONS TO EDIT
SENTENCES BY CORRECTING
SENTENCES ON BOARD IN
THEIR BINDERS AND SHARING
OUT WITH THE CLASS.
VOCABULARY:
EMOTIONS
FEELINGS
METER
HAIKU
TANKA
WORLD
BACKGROUND
OBJECTS
PROGRAMMING
DIRECTIONS
ANIMATION
CAMARA VIEWS
DUMMY
METHODS
EVENTS
STUDENTS GO TO
CLASS SITE ON
EDMODO.COM TO
ACCESS ANY
MATERIALS.
STUDENTS GO THE CHOMP,
CHOMP GRAMMAR AND
WORK ON 5 SENTENCES
ABOUT FRAGMENTS.
STUDENTS SHARE OUT
ANSWERS.
www.chompchomp.com/
DIFFERENTIATION:
STUDENTS EDIT THE
FOLLOWING SENTENCES:
BACKGROUND
STUDENTS READ
THEIR
CHARACTERISTIC
CHECKLIST FOR
HAIKU POETRY.
THEY APPLY THE
TEXTUAL FEATURES
TO THRE DIFFERENT
TEXTS AND
IDENTIFY WHICH
IS/ARE HAIKU
POETRY. STUDENTS
SUPPORT THEIR
REEASONS WITH
TEXTUAL EVIDENCE.
DIFFERENTIATION:
STUDENTS ASK WHQUESTIONS ABOUT
“HAIKU” POETRY.
BOTH OTHER
STUDENTS AND
TEACHER ANSWER
QUESTIONS.
STUDENTS HAVE AN
ORGANIZER WHERE
THEY NOTE-TAKE.
PRESENTATION
STUDENTS DIVIDE
INTO LITERATURE
CIRCLE GROUPS AND
ASSIGN THEMSELVES
THEIR ROLES (SEE LIT
CIRCLE WORKSHEET).
STUDENTS BEGIN
ALICE TUTORIAL
TOUR FOR BUILDING
AN ALICE WORLD.
FOCUS: CHOOSING A
BACKGROUND,
PUTTING IN OBJECTS,
AND MAKING THEM
MOVE WITH THE
SIMPLE COMMANDS.
PRACTICE
STUDENTS CREATE
A SIMPLE ALICE
WORLD WITH
CHARACTERS AND
SPEAKING “TEXT”
USING THREE
CHARACTERISTICS
FROM THE HAIKU
CHECKLIST.
.
CLOSURE
EXIT QUESTION:
WRITE DOWN
TRHEE
CHARACTERISTICS
OF HAIKU POETRY.
PLACE THE THREE
CHARACTERISTICS
WITH A CHARACTER
“SAY” IN ALICE.
EVAL/ PROJECTS
GRAMMAR WARMUP: CHOMP
CHOMP AND
EDITING OF
SENTENCES
BRAINSTORMING
WH-QUESTIONING
NOTE-TAKING
ORGANIZER
HAIKU CHECKLIST
WITH EXAMPLES
BELLRINGER
DAY 2
GRAMMAR WARM-UP
APPLY GRAMMAR
CONVENTIONS TO EDIT
SENTENCES BY CORRECTING
SENTENCES ON BOARD IN
THEIR BINDERS AND SHARING
OUT WITH THE CLASS.
STUDENTS EDIT THE
FOLLOWING SENTENCES:
The methods Editor are where
you can makes your character
do things.
The events /editor are where
you put yours event in action.
BACKGROUND
ANTICIPATION
GUIDE: STUDENTS
REVIEW BOTH
HAIKU AND ALICE
VOCABULARY WITH
LETTER
ANTICIPATION
GUIDE (SEE
HANDOUT).
PRESENTATION
PRACTICE
CLOSURE
STUDENTS DIVIDE
INTO LIT CIRCLES
AND USE THEIR
COMPUTERS TO
ACCESS
INFORMATION ON
HAIKU FROM
EDMODO WEBSITE
AND USING OTHER
INTERNET SOURCES.
EACH STUDENT
SHARES OUT WITH
GROUP ABOUT
HISTORY,
CHARACTERISTICS,
AND EXAMPLE OF
HAIKU.
STUDENTS
BRAINSTORM IDEAS
FOR THEIR HAIKU
POEM AND FIND
ONE INTERNET
IMAGE FROM
WHICH TO CREATE
THEIR POEM.
STUDENTS
PROGRAM ONE
METHOD IN ALICE
FOR MOVEMENT
AND TEXT.
(SEE HANDOUTS)
STUDENTS USE
CITATION GUIDE TO
CORRECTLY CITE
SOURCES BY
APPLYING MLA
FORMAT (FOLLOWUP FROM PREVIOUS
LESSONS ON
CITATION FORMAT).
www.easybib.com/
(SEE HANDOUTS)
STUDENTS USE
STORYBOARD
TEMPLATE TO
ORGANIZE THEIR
ALICE WORLD
BASED ON THEIR
POEM.
STUDENTS DIVIDE
INTO GROUPS AND
IDENTIFY AND
CATEGORIZE THE
FOLLOWING
LITERARY DEVICES
AND TECHNIQUES:
ALLITERATION
PERSONIFICATION
METAPHOR
SIMILE.
STUDENTS LOOK UP
EXAMPLES OF
HAIKU AND TANKA
AND PROVIDE
EXAMPLES FROM
TEXT. STUDENTS
CITE THEIR
SOURCES.
EVAL/PROJECTS
BELL RINGER
DAY 3
BACKGROUND
PRESENTATION
PRACTICE
CLOSURE
STUDENTS CREATE
THEIR ALICE WORLDS
WITH SIMPLE
VISUALIZATIONS OF
THEIR HAIKU AND
TANKA POEMS. THEY
INTEGRATE TEXT
AND/OR SOUND INTO
THEIR WORLD
PRESENTATIONS.
STUDENTS ASK TWO
NEW QUESTIONS THEY
HAVE ABOUT THE
CREATION OF THEI
ALICE WORLDS.
.
GRAMMAR WARM-UP
APPLY GRAMMAR CONVENTIONS
TO EDIT SENTENCES BY
CORRECTING SENTENCES ON
BOARD IN THEIR BINDERS AND
SHARING OUT WITH THE CLASS.
STUDENTS WRITE OUT THREE
SENTENCES TO USE IN THEIR ALICE
WORLD, CHECKING FOR
CAPITALIZATION, PUNCTUATION,
AND SPELLING WITH A PARTNER
BY APPLYING EDITING AND
DEVELOPMENT CONVENTIONS.
(PEER EDITING)
REVIEW: STUDENTS
COMPLETE THE ALICE
QUIZ ABOUT HAIKU
AND TANKA BY
CATEGORING,
COMPARING, AND
CONTRASTING HAIKU
AND TANKA.
STUDENTS USE THEIR
IMAGE OF NATURE AND
EMOTIONS TO CREATE
THEIR TANKA AND
HAIKU POEMS.
STUDENTS WRITE OUT
THEIR POEMS IN A
WORD DOCUMENT
AND PASTE THEIR
IMAGE INTO THE
DOCUMENT.
STUDENTS PEER EDIT
WITH CLASS AND
PRESENT POEMS ON
ELMO/SMARTBOARD.
.