English II
Unit 4: Poetry
CURRICULUM OVERVIEW
Third Grading Period – Weeks 1-10
Enduring Understandings (Big Ideas)
Unit Rationale
“Communication, the act of exchanging information, can take many forms: it can be
verbal, visual, or auditory. For example, people may convey ideas and emotions by using
language, creating a painting, or playing music. People communicate for various
reasons” (626).
Pearson. (2011). Literature: Language and Literacy. Upper Saddle River, NJ: Pearson.
In this unit, students will engage in discussions and presentations based on the
elements of persuasion and the various strategies authors utilize to convey meaning
and purpose. Students will analyze and compose arguments, position papers,
research reports, and write original poetry for this unit of study, applying learned
strategies to create individual writing portfolios.
Pearson. (2011). Literature: Language and Literacy. Upper Saddle River, NJ: Pearson.
Essential Questions






Guiding Questions


Does all communication serve a positive purpose?
What impact does audience have on an author’s choice and mode of
communication?
How do authors’ manipulate language to communicate their thoughts and
feelings and opinions?
How do authors persuade their audience to action?
What specific strategies might an author employ to defend his position on a
topic?
How does an author use appeals to logic, ethics, and emotions to persuade an
audience?


TEKS Specificity – Intended Outcome
TEKS (Standards)
Texas Essential Knowledge and Skills: TEKS
“I Can”
(1) Reading/Vocabulary Development. Students understand new vocabulary and use
it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level technical academic English words in multiple
content areas (e.g., science, mathematics, social studies, the arts) derived from Latin,
Greek, or other linguistic roots and affixes;
How does persuasion differ from argument?
What impact might misinterpreting an author’s argument have on the author’s
purpose?
What does it mean to read on the line, between the line, and beyond the line?
What specific strategies might an author use to persuade his listeners?

Determine the meaning of words using context clues

Distinguish between the connotative and denotative meaning of words

Infer the meaning of a word through identify root, word origin, and other word
relationships

Use a dictionary or thesaurus to determine the meaning of words
(B) analyze textual context (within a sentence and in larger sections of text) to
distinguish between the denotative and connotative meanings of words;
(C) infer word meaning through the identification and analysis of analogies and other
word relationships;
(D) show the relationship between the origins and meaning of foreign words or phrases
used frequently in written English and historical events or developments (e.g., glasnost,
avant-garde, coup d'état); and
SAISD © 2010-11 – Third Grading Period
English II
Page 1 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze,
make inferences and draw conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to:
“I Can”

Relate the figurative meaning of words with the historical context of a selection

Draw inferences about a work based on the setting in which the work was
written
(C) relate the figurative language of a literary work to its historical and cultural setting.
(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make
inferences and draw conclusions about the structure and elements of poetry and provide
evidence from text to support their understanding. Students are expected to analyze the
structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length,
punctuation, word position) in poetry.
“I Can”

Draw conclusions about a poem using its structure and graphic elements
TEKS Specificity – Intended Outcome
TEKS (Standards)
(5) Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and provide
evidence from text to support their understanding. Students are expected to:
“I Can”
(D) demonstrate familiarity with works by authors from non-English-speaking literary
traditions with emphasis on 20th century world literature.
(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students
understand, make inferences and draw conclusions about the varied structural patterns
and features of literary nonfiction and provide evidence from text to support their
understanding. Students are expected to evaluate the role of syntax and diction and the
effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary
nonfiction.

Recognize and characterize an author’s unique style

Identify 20th century authors and their works
“I Can”
(7) Reading/Comprehension of Literary Text/Sensory Language. Students
understand, make inferences and draw conclusions about how an author's sensory
language creates imagery in literary text and provide evidence from text to support their
understanding. Students are expected to explain the function of symbolism, allegory, and
allusions in literary works.

Make inference about structural patterns in selections

Use evidence from the selection to support my understanding and ideas

Explain the function of symbolism, allegory, and allusions in a selection

Make inferences and draw conclusions about how an author’s use of imagery
creates meaning
“I Can”
(9) Reading/Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and provide
evidence from text to support their understanding. Students are expected to:
(A) summarize text and distinguish between a summary and a critique and identify nonessential information in a summary and unsubstantiated opinions in a critique;
SAISD © 2010-11 – Third Grading Period

Distinguish between a summary and critique

Identify non-essential information in a summary


Identify weakly supported or unsubstantiated opinions in a selection
Make and defend inferences and complex conclusions about ideas in a text
English II
Page 2 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(C) make and defend subtle inferences and complex conclusions about the ideas in text
and their organizational patterns; and

Synthesize ideas and details from various texts with a range of viewpoints
based on the same topic
(D) synthesize and make logical connections between ideas and details in several texts
selected to reflect a range of viewpoints on the same topic and support those findings
with textual evidence.
(13) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to:
“I Can”
(A) plan a first draft by selecting the correct genre for conveying the intended meaning
to multiple audiences, determining appropriate topics through a range of strategies (e.g.,
discussion, background reading, personal interests, interviews), and developing a thesis
or controlling idea;
(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note taking,
graphic organizers, lists) and develop drafts in timed and open-ended situations that
include transitions and rhetorical devices used to convey meaning;

Develop a first draft that includes a thesis or controlling idea

Sustain a persuasive argument that is logically organized

Compose a persuasive arguments that appeal to an appropriate audience

Use rhetorical devices that create and convey meaning

Revise drafts for conventions of language and quality of content

Publish a final error free draft
(C) revise drafts to improve style, word choice, figurative language, sentence variety,
and subtlety of meaning after rethinking how well questions of purpose, audience, and
genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling; and
(E) revise final draft in response to feedback from peers and teacher and publish written
work for appropriate audiences.
(14) Writing/Literary Texts. Students write literary texts to express their ideas and
feelings about real or imagined people, events, and ideas. Students are responsible for
at least two forms of literary writing. Students are expected to:
(B) write a poem using a variety of poetic techniques (e.g., structural elements,
figurative language) and a variety of poetic forms (e.g., sonnets, ballads); and
(15) Writing/Expository and Procedural Texts. Students write expository and
procedural or work-related texts to communicate ideas and information to specific
audiences for specific purposes. Students are expected to:
(A) write an analytical essay of sufficient length that includes:
SAISD © 2010-11 – Third Grading Period
“I Can”


Develop a first draft that includes a thesis or controlling idea
Compose an analytical essay that is logically organized

Use rhetorical devices that create and convey meaning

Revise drafts for conventions of language and quality of content

Publish a final error free draft
English II
Page 3 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(i) effective introductory and concluding paragraphs and a variety of sentence
structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iii) a thesis or controlling idea;
(iv) an organizing structure appropriate to purpose, audience, and context;
(v) relevant evidence and well-chosen details; and
“I Can”
(vi) distinctions about the relative value of specific data, facts, and ideas that support the
thesis statement;

Write an interpretative response of a literary text

Compose an essay that analyzes an author’s use of rhetorical strategies
(C) write an interpretative response to an expository or a literary text (e.g., essay or
review) that:
(i) extends beyond a summary and literal analysis;
(ii) addresses the writing skills for an analytical essay and provides evidence from the
text using embedded quotations; and (iii) analyzes the aesthetic effects of an author's
use of stylistic and rhetorical devices; and
(17) Oral and Written Conventions/Conventions. Students understand the function of
and use the conventions of academic language when speaking and writing. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
“I Can”

Use complex active and passive tenses in an oral presentation

Apply the conventions of academic language in an oral presentation
(A) use and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
(i) more complex active and passive tenses and verbals (gerunds, infinitives,
participles);
“I Can”
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to spell correctly, including using various resources to determine and check
correct spellings.

Ask open ended research questions and develop a plan to address them
(20) Research/Research Plan. Students ask open-ended research questions and
develop a plan for answering them. Students are expected to:

Organize and present ideas and information that correlate to the purpose of
the research
Present an oral analysis that presents a logical progression of ideas with a
clearly stated point of view
(A) brainstorm, consult with others, decide upon a topic, and formulate a major research
question to address the major research topic; and
SAISD © 2010-11 – Third Grading Period

English II
Page 4 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
(23) Research/Organizing and Presenting Ideas. Students organize and present their
ideas and information according to the purpose of the research and their audience.
Students are expected to synthesize the research into a written or an oral presentation
that:(B) provides an analysis for the audience that reflects a logical progression of ideas
and a clearly stated point of view;
(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and
expert evaluations) to examine the quality of the research; and
(24) Listening and Speaking/Listening. Students will use comprehension skills to
listen attentively to others in formal and informal settings. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
“I Can”

Self-evaluate presentation using rubric

Listen attentively to others in a formal setting

Listen responsively to speakers by taking notes and asking questions
(A) listen responsively to a speaker by taking notes that summarize, synthesize, or
highlight the speaker's ideas for critical reflection and by asking questions related to the
content for clarification and elaboration;
(B) follow and give complex oral instructions to perform specific tasks, answer
questions, solve problems, and complete processes; and
(26) Listening and Speaking/Teamwork. Students work productively with others in
teams. Students will continue to apply earlier standards with greater complexity.
Students are expected to participate productively in teams, building on the ideas of
others, contributing relevant information, developing a plan for consensus-building and
setting ground rules for decision-making.
(10) Reading/Comprehension of Informational Text/Persuasive Text. Students
analyze, make inferences and draw conclusions about persuasive text and provide
evidence from text to support their analysis. Students are expected to:
(A) explain shifts in perspective in arguments about the same topic and evaluate the
accuracy of the evidence used to support the different viewpoints within those
arguments; and
“I Can”

Evaluate the accuracy of evidence used to support different viewpoints

Explain an author’s use of logos, ethos, and pathos in a selection
“I Can”

Monitor my understanding by annotating a text

Make inferences about a text, using textual evidence to prove my
understanding
Figure 19 Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to understand an
author’s message. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts as they become self-directed, critical readers. The
student is expected to:
(A) reflect on understanding to monitor comprehension (e.g., asking questions,
summarizing and synthesizing, making connections, creating sensory images); and
(B) make complex inferences about text and use textual evidence to support
understanding.
SAISD © 2010-11 – Third Grading Period
English II
Page 5 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
College and Career Readiness Standards (CCRS)
English Language Proficiency Skills (ELPS)
Learning Strategies
Writing
(c)(2)(C) learn new language structures, expressions, and basic/academic vocabulary
heard during classroom instruction/interactions;
Determine effective approaches, forms, and rhetorical techniques that demonstrate
understanding of the writer’s purpose and audience
(c)(2)(D) monitor understanding of spoken language during classroom
instruction/interaction and seek clarification as needed;
Reading: A
1. Use effective reading strategies to determine a written work’s purpose and intended
audience
(c)(2)(I) demonstrate listening comprehension of complex spoken English by following
directions, retelling or summarizing spoken messages, responding to questions and
requests, collaborating with peers, and taking notes commensurate with content and
grade- level needs.
2. Use text features and graphics to form an overview of information texts and to
determine where to locate information
(c)(3)(E) share information in cooperative learning interactions
(c)(3)(G) express opinions, ideas, and feelings ranging from communicating single words
and short phrases to participating in extended discussions on a variety of social and
grade-appropriate academic topics
3. Identify explicit and implicit textual information including main ideas and author’s
purpose
8. Compare and analyze how generic features are used across texts
(c)(3)(H) narrate, describe, and explain with increasing specificity and detail as more
English is acquired
9. Identify and analyze the audience, purpose, and message of an information or
persuasive text
(c)(4)(C) develop basic sight vocabulary, derive meaning of environmental print, and
comprehend English vocabulary and language structures used routinely in written
classroom materials
Reading: B
3. Use reference and guides to confirm the meanings of new words or concepts
(c)(4)(G) demonstrate comprehension of increasingly complex English by participating in
s hared reading, retelling or summarizing materials, responding to questions, and taking
notes commensurate with content area and grade-level needs
Reading: C
1. Read a wide variety of texts from American, European, and world literatures
Reading: D
1. Describe insights gained about oneself, others, or the world from reading specific
texts
Speaking: B
1. Participate actively and effectively in one-on-one oral communication situations
2. Participate actively and effectively in group discussions
Listening: A
1. Analyze and evaluate the effectiveness of a public presentation
3. Use a variety of strategies to enhance listening comprehension
Listening: B
2. Listen actively and effectively in on-on-one communication situations
3. Listen actively and effectively in group discussions
Evidence of Learning (Summative Assessment)
1.
2.
3.
In a formal assessment, students will apply inferencing, characterization, critical thinking and reasoning skills with 80% accuracy.
Create a portfolio that includes an interpretative response, a persuasive essay, a research media project, a stylistic analysis, and original poetry.
Enhance academic vocabulary by recording new vocabulary terms in a reader’s notebook and applying terms with 80% accuracy.
SAISD © 2010-11 – Third Grading Period
English II
Page 6 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
English II
Unit 4: Poetry
CURRICULUM OVERVIEW
Third Grading Period – Weeks 1-10
Guiding Questions



Does all communication serve a positive purpose?
Can someone communicate in isolation?
Is self-expression a form of communication?
SAISD © 2010-11 – Third Grading Period
Essential Pre-requisite Skills
9th Grade
 Students broaden their vocabulary by determining the meanings of grade-level
technical academic English words in multiple content areas-the language of
academia
 Students analyze the relationship between theme and genre and how these
elements affect meaning
 Students explain how dramatic conventions enhance dramatic texts
 Students analyze the techniques authors use in literary texts
 Students explain the specific purpose of an expository text and differentiate the
importance of supporting details
 Students study persuasive texts, considering the evidence used to oppose or
support arguments
 Students analyze how media techniques work together to impact meaning
 Students use the writing process to compose text
 Students begin to write literary texts to express their ideas and feelings
 Students write analytical essays, produce well-formatted procedural or workelated documents, and write interpretative response to expository and literary
texts
 Students write appropriately-organized argumentative essays that influence the
actions of an audience
 Students use complex language structures, such as active and passive tenses,
restrictive and nonrestrictive relative clauses, and reciprocal pronouns
 Students practice and apply basic skills learned in previous years
 Students ask open-ended research questions and develop a plan for answering
them
 Students evaluate and synthesize the information they collect
 Students use comprehension skills to listen attentively to others in formal and
informal settings
 Students give presentations using formal, informal, ad technical language
effectively to meet the needs of the audience purpose, and occasion
 Students learn to make greater contributions in a team setting
English II
Page 7 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
The Teaching and Learning Plan
January 18, 2011 – March 25, 2011
Instructional Model & Teacher Directions
The teacher will…
So students can….
The Teacher Will…
Week One: Introduction to Elements of Persuasion
 Engage students with a discussion of how we use persuasion everyday
 Have students share how they have persuaded others or how they have been
persuaded by others
 Help students to identify what strategies were used to persuade them or others
 Show students a video-clip, commercial, or newspaper ad demonstrating
persuasive techniques
So the Students Can…

Understand how persuasive utterances affect communication

Explain how they use persuasion in their daily experiences

Activate prior knowledge by identify persuasive techniques that they are
familiar with

Identify elements of persuasion in media sources

Write an original interpretative response

Record rhetorical strategies with examples in their reader’s and writer’s
notebook
Week One: Introduction to Elements of Persuasion (cont.)
The Teacher Will…
 Teach the model selection
o Read from “Nobel Lecture” by Alexander Solzhenitsyn (pp. 548 – 552).
o Divide students into five small groups; each will be an expert on one of
the five strategies used by Solzhenitsyn.
o Create a five column chart that illustrates the author’s use of repetition,
parallelism, slogans/saws, rhetorical questions, and persuasive
appeals (see page 553)
o Use evidence from five column chart to answer: What assumptions
does Solzhenitsyn make about the rights of the individual?
o Discuss conclusions made by Solzhenitsyn in his speech, highlighting
the specific strategies he employs to convey his position.
Week Two: Writing an Interpretative Response to a Persuasive Text
The Teacher Will…

Review the elements of persuasion from Solzhenitsyn’s “Nobel Lecture”

Model a persuasive response essay
o Reflect on the five column chart and determine two or three effective
rhetorical devices from the selection
o Do a “Think Aloud” with the class to demonstrate how a practiced
writer organizes his or her thoughts by brainstorming
o On the white board or interactive whiteboard, write a working thesis
statement
o Identify the elements of an effective thesis statement: a controlling
idea with a position on the subject
o As a class, write an interpretative response in which a position on
Solzhenitsyn’s claim that “one word of truth outweighs the whole
world” is taken.
o Students will revise and polish their original interpretative responses
for their writing portfolio.

Read and annotate “Keep Memory Alive” by Elie Wiesel (see page 542)
SAISD © 2010-11 – Third Grading Period
So the Students Can…

Synthesize information to gain a deeper understanding of a text

Explain how the author uses a rhetorical device to covey meaning

Discuss implications for theme and draw a conclusion

Identify an author’s position and main points of an argument
So the Students Can…

Practice finding and explaining an author’s use of stylistic devices

Practice the process of brainstorming and organizing their ideas before writing
a response
English II
Page 8 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
o
o
o
o
Have students find examples of rhetorical strategies and persuasive
appeals used by Wiesel
In small groups, share and discuss examples
As a class, respond to “Critical Viewing” question on page 543.
Explain that students will now write an interpretative response in which
they take a position on Wiesel’s claim that silence makes us
accomplices. The response should:
 Define and explain general definition of accomplice
 Describe the specific results of silence that Wiesel’s identifies
 Include two or three rhetorical strategies and explain how
each strategy conveys meaning
Week Three: Writing an Argumentative Essay
The Teacher Will…
 Activate student’s prior knowledge by deconstructing the following prompt:
Contemporary life is marked by controversy. Choose a controversial local, national,
or global issue with which students are familiar. Then, using appropriate evidence,
students will write an essay that carefully considers the opposing positions on this
controversy and proposes a solution or compromise.
 Guide students through a shared reading of the model text “Keep Memory Alive.”
 Help students identify the issue: Does silence in the face of persecution make one
an accomplice in the crime

Facilitate a class brainstorm of possible controversial issues based on the above
issue
 Encourage students to begin brainstorming texts, experiences, and examples that
can be used to respond to this issue. In addition, students should begin to record
possible solutions
 Create a T-Chart in which students think-pair-share their ideas with a partner
 Choose the two or three most precise and relevant examples to share with the class
 As a class, draft a sample thesis statement
 Discuss with students methods that can be used to present appeals: anecdote, case
study, personal examples, statistics, factual information, etc.
 Create an outline or other graphic organizer or non-linguistic representation to
organize their thoughts for writing an argumentative essay.





Develop a controlling thesis statement with relevant supporting details
Revise and edit peer responses for publishing
Annotate a passage for rhetorical strategies without teacher input
Write an interpretative response to a literary work
Annotate a passage for theme, main idea, and resources of language
So the Students Can…

Write an argumentative essay for an appropriate audience that includes:
o A thesis based on relevant evidence
o Counter-arguments based on possible objections
o An organizing structure appropriate to the purpose, audience, and
context of the assignment
o Appropriate persuasive appeals
Week Four: Writing an Argumentative Essay
The Teacher Will…
 Prompt the student to begin writing their argumentative essay refuting or supporting
Wiesel’s claim
 Monitor student progress as they develop original thesis statements and engage in
writing their body paragraphs
 Ensure that each body paragraph lists specific examples to support each claim
 Review the elements of an introduction and conclusion
 Pair students in groups of two
SAISD © 2010-11 – Third Grading Period
English II
Page 9 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.






Model using the “Revision Checklist” (Writing Workshop 8, Teacher Toolkit)
Revise drafts to include a controlling thesis statement, supporting details, audience
awareness, opposing viewpoints, and an effective conclusion.
Edit second drafts for grammar and mechanics
Divide students into small groups and have them share their argumentative essays
Have each group choose one to two strong essays to present to the class
Students will revise and polish their original arguments for their writing portfolio
So the Students Can…

Revise and edit their arguments for publishing

Present their polished arguments in an oral presentation

Receive constructing feedback from their peers
The Teacher Will…
Week Five: Introduction to Elements of Poetry
 Engage students by showing Unit 4, segments 1 and 2 from the “See It” DVD to
introduce poetry
 Explore student’s prior knowledge of the elements of poetry: figurative language,
sound devices, rhyme, meter, and scansion
 Read “Introduction: Poetry” by Cornelius Eady (see page 628 – 629)
 Explain to students that the purpose of figurative language is to discover
relationships among different things
 Have students think of examples of simile, metaphor, personification, etc.
 Divide students into groups and using chart paper create a gallery walk of the
elements of poetry and types of poetry (see page 630 and 631)
 As students participate in the gallery walk of elements and types of poetry, have
students take notes on each.
 Download and play “The Twist” performed by Chubby Checker
 Have students read and annotate Cornelius Eady’s Introduction to “The Poetic
Interpretation to the Twist” (see page 633 – 634)
o Complete the “Take Notes” section from the Literature Reader’s
Notebook (pp. 254 – 255)
 Identify examples of figurative language and the poetic rhetorical devices:
anaphora, parallelism, and other examples of repetition
 Ask students to think about what song best epitomizes their generation
 Have students complete a quick-write defending their response
 Divide students into small group to share their song and explanations
 Have students choose the best song from each group and write these on the
whiteboard
 Have students take a vote and support their decisions with concrete evidence
 Have students respond to “Critical Thinking” questions 2A, 2B, and 2C (see page
637)
SAISD © 2010-11 – Third Grading Period
So the Students Can…

Recognize and interpret elements of poetry

Recognize the three main types of poetry: narrative, dramatic, and lyric

Define and explain poetic and sound devices

Use poetic strategies to compose original pieces

Use elements of a text to defend their interpretations

Record elements of poetry in their reader’s and writer’s notebook
English II
Page 10 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Week Six: Types of Poetry
The Teacher Will…
 Teach the differences between narrative and lyric poetry (see page 639)
o Analyze “The Old Guitarist” by Pablo Picasso (p. 648)
o Discuss how the guitarist’s pose add to the sad mood of the image?
o Read and discuss Federico Garcia Lorca’s “The Guitar” (p. 649)
o Annotate for tone, figures of speech, imagery, and interpretation
o Use a T-chart to isolate key images and ideas from the text and
explain how these contribute to the overall tone of the poem
o Have students complete the open-ended response: How does
Lorca’s lyric poem create hope amid sorrow? Use evidence from the
text to support your reasoning.
o Model for students a possible response to the question using one
specific idea and evidence to support that idea.
o Use a Venn Diagram to compare Picasso’’s “The Old Guitarist” with
Lorca’s “The Guitar”
o Write a comparison analysis based on the above selections: How
does each author utilize imagery to convey a specific tone in their
works?
So the Students Can…

Recognize and apply elements of narrative and lyric poetry

Analyze a painting for meaning and purpose

Identify visual, olfactory, gustatory, and tactile imagery in a selection

Explain the significance of a literary strategy

Use elements of a text to defend their interpretations

Use poetic strategies to compose original pieces

Record elements of poetry in their reader’s and writer’s notebook
Week Seven: Elements of Poetry
The Teacher Will…

Teach elements of a Shakespearean sonnet

Include vocabulary such as rhyme scheme, couplet, stanza, iambic
pentameter, quatrain, etc.

Activate prior knowledge by preparing a n anticipation guide that includes the
following statements:
o Nature is the path to wisdom.
o No one knows what to expect in death.
o People should fight against dying.
o People should welcome death as a part of the process of living.

Read and annotate “My City” by James Weldon Johnson (see page 677)

Discuss key themes of the selection

Create a concentric circle chart that includes: me, my home and family, my
neighborhood, and my city.
o In each circle students should use descriptive language to
characterize facets of their city, their neighborhoods, and themselves
o Students should share their descriptions with their neighbors
o Students should create an original Shakespearean sonnet on the
topic of my city, my neighborhood, or my family.
o Students should share original poems orally as time permits.
o Students will revise and polish their original poem for their writing
portfolio.

Read and annotate William Shakespeare’s “Sonnet 18” (see page 687)
o Discuss how the speaker compares the beauty of nature to the
beauty of his beloved.
o Discuss why the speaker uses the beauty in nature to communicate
these insights?
o Have students explain how the concluding couplet of “Sonnet 18”
summarizes the main idea of the poem.
SAISD © 2010-11 – Third Grading Period
So the Students Can…

Identify and explain elements of a Shakespearean sonnet

Identify the rhyme scheme of a poem

Recognize the syllabic emphasis of iambic pentameter

Practice poetry scansion with 19th and 20th century poetry

Use descriptive language to influence tone and mood in their original pieces

Present formally and informally original works
English II
Page 11 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
o
o
Identify the rhyme scheme of a Shakespearean sonnet
Have students complete the graphic organizer on page 689: answer
question 2.
Week Eight: Elements of Poetry
The Teacher Will…

Review the elements of poetry from the previous week’s discussion

Have students brainstorm on the following sentence completion: When one
person misinterprets what another has said, it can lead to …

Invite students to complete the sentence and share their responses

Activate prior knowledge in students by having them select a strong emotion
such as anger or sorrow and write a paragraph that conveys the emotion
without stating it directly.

Teach students the difference between tone, voice, and mood and how the
overall feeling or impression conveyed in a literary work can be affected by
these elements.

In small groups, students will read and annotate Gabriela Mistral’s “Fear” and
Gwendolyn Brook’s “The Bean Eaters” (see page 702 and 703)
So the Students Can…

Explain how an author’s diction, imagery, syntax, and figurative language
impacts the tone of a work
Week Eight: Elements of Poetry (cont.)
The Teacher Will…
o Students will complete the “Critical Thinking” Activity (p. 703)
o Reintroduce the unit’s big question, “Does all communication serve a
positive purpose,” and have students defend their answers with
textual evidence.

Teach a variety of sound devices such as alliteration, assonance,
consonance, and onomatopoeia (see page 301 in the Reader’s Notebook)

Assign each group a poem from collection 7: “Weary Blues,” “In Flander’s
Fields,” and “Jazz Fantasia”
o Each group will create a chart to identify sound devices used in each
poem (see page 302 in the Reader’s Notebook)
o Each group should also complete the “Taking Notes” section of their
assigned poem.
o Each group will select a person to read their poem to the class.
o Each group will teach the remaining students how the author utilizes
sound devices to convey meaning in their respective poems.
o Students will utilize a listening rubric to evaluate their peer’s
performance and teaching.
o Students will write an original poem about their favorite type of music
using sound devices to capture the sounds described.
o Students will present their original poems to the class.
o Students will revise and polish their original poem for their writing
portfolio.
Weeks Nine and Ten: Research Famous Poets
The Teacher Will…

Provide students will a list a major poets such as Robert Frost, Langston
Hughes, William Carlos Williams, e. e. cummings, Octavio Paz, Countee
Cullen, Elizabeth Barrett Browning, Maya Angelou, Nikki Giovanni, and Gary
SAISD © 2010-11 – Third Grading Period
So the Students Can…

List and explain examples of sound devices in poetry

Answer the big question of the unit: Does all communication serve a positive
purpose.

Peer teach learned elements of poetry in small group settings

Use a listening rubric to rate their peer’s performance and teaching

Present original poems to the class

Compile their writing portfolios for the unit
So the Students Can…

Gain deeper appreciation for poets around the world

Learn more about a poet of their choice
English II
Page 12 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
Soto, Gabriela Mistral, Gwendolyn Brooks, Ono Kiomachi, Theodore Roethke,
etc.
o Each student will select one poet to research.
o Students should discover, through their research, the poet’s
biographical information, style, use of figurative language, poetic
techniques, imagery, themes, etc.
o Students will select at least two of their poet’s poems to analyze
o Students will create a power-point or media presentation of their
choice (movie, comic strip, commercial, and brochure) that
demonstrates their poet’s biographical information, use of figurative
language, imagery, main topics and themes, etc. The presentation
should include illustrations, quotations, interpretations of the author’s
poems’ themes, poetic techniques, imagery, etc.
o Each student will present their power-point or media presentation to
the class.



Read additional selections not discussed in class by a particular poet
Create a multimedia presentation using available software
Present their writing portfolios for publishing
Instructional Tools and Resources
Big Question Vocabulary
 Adapt
 Awareness
 Empathy
 Enlighten
 Evolve
 Ignorance
 Influence
 Insight
 Modified
 Reflect
 Revise
 Understand
 Confusion
 Connection
 Context
 Convey
 Discourse
 Explanation
 Emotion
 Interact
 Isolation
 Language
 Meaning
 Verbal Expression
 Interpret
 Respond
TAKS Vocabulary
 Infer
 Clarify
 Confirm
 Consider
 Critique
 Demonstrate
 Describe
 Differentiate
 Distinguish
 Draw
 Establish
 Evaluate
 Explain
 Identify
 Locate
 Predict
 Create
 Produce
 Synthesize
 Understand
 Use
 Summarize
 Recognize
 Predict
 Read
Novels
 Allow time for SSR twice a
week
 Allow time for Literature
Circles every Friday
 M. Butterfly or available
novel
Selections
from “Nobel Lecture” (pp. 546)
from “Keep Memory Alive” (p.
542)
“Introduction: Poetry” by
Cornelius Eady (p. 628))
Cornelius Eady’s Introduction to
“The Poetic Interpretation to the
Twist” (p. 633)
“The Old Guitarist” by Pablo
Picasso (p. 648)
Federico Garcia Lorca’s “The
Guitar” (p. 649)
“My City” by James Weldon
Johnson (p. 677)
William Shakespeare’s “Sonnet
18” (p. 687)
Gabriela Mistral’s “Fear” (p. 702)
Gwendolyn Brook’s “The Bean
Eaters” (p. 703)
Poetry Collection 7 (p. 736)
Resources
 Unit 4 (U4) Resources
 Professional Development Guidebook
 See It! DVD
 Graphic Organizer Transparencies
 Classroom Strategies and Teaching
Routines
 Enriched Online Student Edition
 Reader’s/Writer’s Notebooks
 Differentiation
 Portfolios
 www.phlitonline.com
o Essay grader
 HS Teacher Toolkit
o Literature Circle Information
o Practice TAKS Questions
o Kagan’s Strategies
o Quilt Questioning
o Socratic Questioning
o SpringBoard Strategies
o Writing Information
o Writing Workshop
o Glossary of Information
o Graphic Organizers
o Ethos, Pathos, Logos
o SWOT
o Rubrics
o Informational websites
o Novel questions
Writing
 Interpretative Response
 Argumentative Essay
SAISD © 2010-11 – Third Grading Period
English II
Page 13 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.
 Rhetorical Analysis
 Research Media Project
 Original Poetry
Use the Writer’s Workshops on
the Teacher Toolkit for extra
support.
Evidence of Learning (Summative Assessment)
College-Readiness i.e.,
Formative Mini Assessment
TAKS Released Item Reading Grade 10 2006
22. At the beginning of the selection, the author describes the raccoons with
words such as “orphaned,” “alone,” “starving,” and “baby” to make the reader
feel—
F. anger and resolve
G. guilt and dismay
SAISD © 2010-11 – Third Grading Period
H. concern and sympathy
J. happiness and contentment
Anticipated Skills for SAT/ACT/College Board/Career/Life
SAT Released Essay Prompt 2010
Do people put too much emphasis on doing things by and for themselves? Plan and
write an essay in which you develop your point of view on this issue. Support your
position with reasoning and examples taken from your reading, studies, experience, or
observations.
English II
Page 14 of 14
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.