Instructional Timeline – 10 th Grade ELAR
Unit Four: Poetry and Interpretive Response
Suggested Time Frame: ≈ 2 weeks
Introduction
Description
The Instructional Timeline is provided for teachers to assist with the organization of the nine/six weeks of TEKS/SE into shorter periods of time. This timeline includes 0 week(s) for teachers to extend instruction and/or to reteach as necessary.
Poetry includes a study of elements of poetry that relate to dramatic works. Sonnets and ballads are the most ideal poetic form to accompany the dramatic work the teacher uses.
Students will also be asked to emulate the works they study in this unit through the creations of a student-generated poetry. The poems students compose should be in the poetic forms studied in this unit and should also clearly demonstrate a theme and mood or tone. The poem should demonstrate two or more of the poetic elements studied in this unit.
Students continue to improve in listening, speaking, and viewing in this unit by evaluating poetry readings, orally presenting chosen poems and scripts, and preparing and evaluating their own and other students’ projects.
TEKS/SE taught during this period and eligible for testing on district assessments
Bold and underlined
TEKS/SE are high stakes for our district
(less than
___% mastery on TAKS)
Bold TEKS/SE are assessed on TAKS
Reading/Vocabulary
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);
(B) make complex inferences about text and use textual evidence to support understanding.
(1) Reading/Vocabulary Development.
Students understand new vocabulary and use it when reading and writing. Students are expected to:
(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;
(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:
(A) compare and contrast differences in similar themes expressed in different time periods;
(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.
(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.
(8) Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the author's purpose in cultural,
© Round Rock I.S.D. 1

© Round Rock I.S.D.
Instructional Timeline – 10 th Grade ELAR
Unit Four: Poetry and Interpretive Response historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
(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);
(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:
(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;
(iii) analyzes the aesthetic effects of an author's use of stylistic and rhetorical devices;
(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:
(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);
(ii) restrictive and nonrestrictive relative clauses;
(iii) reciprocal pronouns (e.g., each other, one another);
(B) identify and use the subjunctive mood to express doubts, wishes, and possibilities;
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) use conventions of capitalization;
(B) use correct punctuation marks including:
(i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions;
(ii) quotation marks to indicate sarcasm or irony;
(iii) dashes to emphasize parenthetical information.
(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.
Listening and Speaking
(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:
(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;
(C) evaluate how the style and structure of a speech support or undermine its purpose or meaning.
2

Instructional Timeline – 10 th Grade ELAR
Unit Four: Poetry and Interpretive Response
Extension
TEKS
(Optional)
Generalizations
Essential
Questions
(25) Listening and Speaking/Speaking.
Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
(12) Reading/Media Literacy.
Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to:
(A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;
(B) analyze how messages in media are conveyed through visual and sound techniques (e.g., editing, reaction shots, sequencing, background music);
(C) examine how individual perception or bias in coverage of the same event influences the audience;
(D) evaluate changes in formality and tone within the same medium for specific audiences and purposes.
1. Structure, prosody, and graphic elements impact the meaning of poems.
2. Words, images, graphics, and sound work together in various forms to impact meaning.
3. Individual perception or bias may influence an audience.
4. Fictions, in its varied genres, can convey meaningful perspectives on all aspects of human experiences.
5. The use of punctuation and its impact on the meaning of poetry and its importance.
6. Discussions involving text encourage depth of thought by challenging the reader to think beyond literal levels

What place or importance does poetry have in my own life?

How does the life and experiences of a poet affect the poem he/she creates?

Why do people write poetry?
Core
Components Teaching Notes: Please note there is no room for “wiggle room” in this unit.
Also, please note that you will need to either: a) reserve the library so your students may select a poem for their interpretive response or b) bring in copies of 3-4 different poems students may select from or c) reserve the computer lab where students may search for
© Round Rock I.S.D. 3

Instructional Timeline – 10 th Grade ELAR
Unit Four: Poetry and Interpretive Response poems on the internet or d) if your resources for poems are limited, refer to the poems in the textbook that you have not studied.
Recommended Websites: http://www.poemhunter.com/poems/ http://www.readwritethink.org/classroom-resources/calendar-activities/april-national-poetrymonth-20478.html
Pacing Considerations
Vocabulary
TEA Glossary – English / Spanish
A-M
 analogy
 antonym
 audience
 blank verse
 connotation
 context clues
 critical reflection
 denotation
 enunciation
 epic poetry
 graphic elements (line length, punctuation, word position)

Homonyms

Homophones
 iambic pentameter
 imagery
 lyric poetry
 metaphor
 meter
 motif
N-Z
 onomatopoeia
 paraphrase
 pattern of verse
 prosody
 pun
 rhetoric
 rhyme scheme
 rhythm
 simile
 sonnet
 sound device

 summarize structure
 style and structure of speech
 synonym
 synthesize
Curricular
Connections
(within, between, and among disciplines)
Required
Lessons
ELAR/TEKS Vertical Alignment K-12
Original Poem- please see recommended website below
Interpretive Response-please see pp.606-613 in the textbook (includes sample writing piece)
© Round Rock I.S.D. 4

Instructional Timeline – 10 th Grade ELAR
Unit Four: Poetry and Interpretive Response
Recommended
Lessons and
Learning
Experiences
Ask students to bring in some of their favorite school-appropriate lyrics; have them share with their classmates and show them the connection with music and poetry. Ideas: explain to them how many famous singers, rappers, etc. start out writing poetry (ex: Tupac, Pink, Alicia
Keys, Serj Tankian (lead singer of System of a Down), Bob Dylan).
Also, this is a great unit where you can bring in art. You can project a piece of artwork on the wall/board for them and have them free write. They can describe what they see, their emotions, the mood of the painting/piece, etc. Then, they can write a poem around the piece of art and what they written so far with their free write.
Students could also write a poem, and then create a piece of art based on their poem.
Students also listen to a piece of music, and create art/draw while they are listening to music based on how they feel/what they are hearing.
Differentiation: Suggestions for scaffolding learning by employing strategies for diverse learners within the classroom setting (i.e.: Special Education, TAG, 504, ESL).
English Language Proficiency Standards Student Expectations with Sentence Stems and Activities to support implementation of the Standards (Note: when you open the link, it may ask you for a certificate or if it is OK to open the file, click OK each time you see the screens.)
Instructional
Resources
Websites
Sonnets
Shakespearean Drama http://www.poemhunter.com/poems/ http://www.readwritethink.org/classroom-resources/calendar-activities/april-national-poetrymonth-20478.html
www.poets.org
Textbook

Alexie, Sherman – “Secondhand Grief,” pp.549-552

Baca, Jimmy Santiago – “I Am Offering This Poem,” pp.532-535

Basho, Matsuo – “Three Haiku,” pp. 494-498

Brooks, Gwendolyn – “Horses Graze,” pp. 540-544

Clifton, Lucille – “miss rosie,” pp. 568-571


Collins, Billy – “Creatures,” pp. 459-463 cummings, e.e. – “since feeling is first,” pp. 536-539

Dickinson, Emily – “After Great Pain, A Formal Feeling and Heart! We Will Forget
Him!” pp. 512-518

Divakaruni, Chitra Banajeree – “Woman with Kite,” pp. 503-508

Dove, Rita – “Parlor,” pp. 545-548

Frost, Robert – “After Apple-Picking,” pp. 572-578

Hayden, Robert – “Those Winter Sundays,” pp. 454-457


Ise, Lady – “Two Tanka,” pp. 499-502
Lee, Changrae, “We are Family,” pp. 586-590

Life Lesson Triplet: Dream Boogie and Motto by Langston Hughes, Dizzy Gillespie,
Explorer of New Sounds by Studs Terkel, and Playing Jazz by Wynton Marsalis pp.
© Round Rock I.S.D. 5

Assessment
Resources
Instructional Timeline – 10 th Grade ELAR
Unit Four: Poetry and Interpretive Response
591-605 (Teaching Notes: These three pieces are married thematically in the textbook; if you want to teach them separately you may do so.

Momaday, N. Scott – “The Print of the Paw, To an Aged Bear,” pp. 488-493

Neruda, Pablo – “Ode to My Socks,” pp. 474-481

Nye, Naomi Shihab – “Arabic Coffee,” pp. 579-582

Randall, Dudley – “Ballad of Birmingham,” pp. 553-558

Roethke, Theodore – “The Meadow Mouse” pp. 519-524


Shakespeare, William – “Shall I Compare Thee To A Summer’s Day?” pp. 464-469
Solzhenitsyn, Aleksandr – “ A Storm in the Mountains,” pp. 482-486

Toomer, Jean- “Reapers,” pp. 470-473

Yeats, William Butler – “Down By the Salley Gardens,” and “He Wishes for the
Cloths of Heaven,” pp. 525-531
Professional References

Anderson, Jeff - Everyday Editing

Anderson, Jeff - Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s
Workshop

Burke, Jim - Writing Reminders

Geye, Susan - Mini Lessons for Revision: How to Teach Writing Skills, Language Usage,
Grammar, and Mechanics in the Writing Process

Graff, Gerald and Birkenstein, Cathy - “They Say/ I Say”: The Moves That Matter in Academic

Writing
Ledbetter, Mary Ellen - Ready-to-Use English Workshop Activities for Grades 6-12: 180
Daily Lessons Integrating Literature, Writing & Grammar Skills

Muschla, Gary Robert - Reading Workshop Survival Kit

Urbanski, Cynthia - Using the Workshop Approach in the High School English
Classroom: Modeling Effective Writing, Reading, and Thinking Strategies for Student
Success
Non-Negotiable Assessments/Work Products

Write an original poem using a variety of poetic techniques.

Interpretive Response
Suggested Assessments/Work Products

Have students develop a poetry portfolio.
If you choose to do a poetry portfolio- this tends to take up quite a bit of time. Here is a link of what a portfolio could look like. You could look and see what parts you like and do not like, and only use the parts you like. The portfolio example and rubric you will see on this website is very challenging and intensive. http://www2.rccsd.org/RKeim/Poetry_Portfolio_Guidelines.htm
Ongoing Assessments

Conferencing
Tools

Rubrics
© Round Rock I.S.D. 6