Unit Theme: 7.3 Poetry, My Identity
Teacher:
District: ________________________
School: __________________
Reform Strategy: ________________
Week: # 2
Grade: 7th
Subject: English
Region: __________________
Date: From ______________ to ____________ 20 __________
Desired Result
Enduring Understanding
EU1. My environment influences my identity in both small and large ways every day.
EU2. I engage with poetry through the feelings, emotions, and concise descriptions
the poems elicit.
EU3. There are many sociocultural, political, and personal factors that influence
poets.
Assessment Evidence
Summative Evaluation
Standards
Expectations
Day 1
Reading and Writing
Learning Plan
Suggested Learning Activities:
Day 2
Writing and Language
7.R.4 L Determine the meaning of
words and phrases as they are used in
a literary text, including figurative and
connotative meanings.
7.W.8 Write routinely for short or long
periods of time
7.LA.5 Demonstrate understanding of
figurative language, word
relationships, and variation in word
meanings.
7.W.8 Write routinely for short
or long periods of time
7.LA.5 Demonstrate
understanding of figurative
language, word relationships,
and variation in word meanings
7.LA.5a Interpret figures of
speech (e.g., literary) in
context.
Day 3
Writing and Language
7.W.8 Write routinely for
short or extended period of
time.
7.LA.5 Demonstrate
understanding of figurative
language, word
relationships, and variation
in word meanings
Day 4
Listening and
Speaking
7.L.1d Listen, respond
to, and analyze
complex instructions
and statements.
7.S.5b Adjust
language choices
according to purpose,
task, and audience.
Day 5
Language
7.LA.3a Choose
language that expresses
ideas clearly,
recognizing subject-verb
agreement and
eliminating wordiness
and redundancy
7.LA.5a Interpret figures of
speech (e.g., literary) in
context.
Academic Strategy
Instructional Strategy and Phase
Objective
Students write stanzas using figurative
language appropriately.
Students write examples of
figurative images in poetry
effectively.
Students identify and learn
features of an Ode.
Students learn basic
elements of meter and
foot to identify rhythm
Student reviews subjectverb agreement for
poetry writing.
EU1. My environment influences my identity in both small and large ways every day.
EU2. I engage with poetry through the feelings, emotions, and concise descriptions
the poems elicit.
EU3. There are many sociocultural, political, and personal factors that influence
poets.
Assessment Evidence
Summative Evaluation
Learning Plan
Suggested Learning Activities:
Depth of Knowledge (DOK)
Initial Activities
Development Activities
Closing Activities
Formative Assessment – Other evidence
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Teacher presents routine activities and
introduces strips with examples of
figurative language for students to
label appropriately.
See for ideas
http://www.frostfriends.org/figurative.ht
ml-
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Teacher presents routine
activities and examples of
figurative images to determine
their meaning.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Teacher presents routine
activities and discusses
the concept:
What is an Ode?
What is the structure of an
Ode?
Students write two line stanzas using
figurative language (also about Puerto
Rico)
(Attachment 7.3 Sample LessonSimiles)
Students write two examples of
figurative images in poetry.
(Students should keep in mind
that Puerto Rico should be
main topic)
Students learn the
features of an Ode
(Attachment 7.3 Sample
Lessons-The Elements of
Poetry: "Ode to Pablo's
Tennis shoes")
A discussion of two line stanza
including similes.
Review of figurative language in
stanzas and main topic.
Students read another
Ode poem to identify
features.
in poems.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Teacher presents
routine activities and
explains basic
elements of meter and
foot in order to
understand rhythm.
(The use of a sonnet is
recommended.)
Students are
presented with the
concept of rhythm
using the poem from
prior lessons (or
teacher may use a
different poem).
Students identify
stressed and
unstressed syllables
when reading orally for
intonation.
___ Recall / Memory
___ Skill / Concept
___ Strategic Thinking
___ Extended Thinking
Teacher presents
routine activities and
explains instructions and
rubric for unit's
performance task (How
to write an Ode)
Attachment 7.3
Performance TaskOde to Puerto Rico
Poster)
Students in pairs or
groups create an Ode to
Puerto Rico poster
following rubric
(Attachments 7.3)
Students complete Ode
to Puerto Rico Poster for
review of Ode features.
EU1. My environment influences my identity in both small and large ways every day.
EU2. I engage with poetry through the feelings, emotions, and concise descriptions
the poems elicit.
EU3. There are many sociocultural, political, and personal factors that influence
poets.
Assessment Evidence
Summative Evaluation
Learning Plan
Suggested Learning Activities:
Materials
Homework
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection