Poetry and Drama 1
Curriculum Map – Unit 4: Drama
Subject area: ELA Grade 10
Time: 8-10 weeks
Overview:
Students will read a variety of works in this unit including poetry, non-fiction and a
drama. In this eight to ten week unit, students will learn the elements of poetry as well
as drama. Students will focus on figurative language, structure and various other literary
conventions.
Texts:
Lyric Poetry:
 “Introduction to poetry” by Billy Collins
 “Sonnet 18” by Shakespeare
 “My Mistress Eyes are Nothing Like the Sun –” by Shakespeare
 “The Barrier” –Claude McKay
Additional Resources:
 LTF Module 2, pg. 88-94 “Understanding Shakespeare”
 LTF Sonnet 18, online
 TPCASTT Poetry Analysis Sheet:
http://www.lacesmagnetschool.org/apps/download/FLLvYEPytSMkgqH2lyQJFq0
b3ZDgjZ1hF1lcmG81mhu2X3cg.pdf/TP-CASTT.pdf
 Tools and Texts for 50 Essential Lessons p. 57
Reading Focus Standards:
CCSS.RL.9-10.1
CCSS.RL.9-10.2
CCSS.RL.9-10.4
CCSS.RL.9-10.7
CCSS.RL.9-10.10
Student Statements:
I can…
 Identify the key words in the text/poem
 Determine the literal meaning and implied meaning of important words in the
text
 Determine connections between word choice and tone
 Explain how word choices affects the text
 Cite strong evidence and thorough textual evidence that supports my analysis of
the text
Poetry and Drama 2
Essential questions:
 How can poetry be defined?
 What is a lyric poem?
 What are poetic devices?
 How is a sonnet identified?
 How can poems be “understood” by readers?
 How are poetic devices used to engage readers?
 Why is attitude and connotation, important to the
understanding/appreciation of poetry?
 How can one utilize life experiences as a foundation for creative and
expressive thinking?
Reading Assessments:
 Content/Response notebooks – summarizing and paraphrasing
 SIFT
 TWIST
 SOAPSTone
 DIDLS
 Annotation exercises
 TPCASTT
 Seminar:
o Reflect on seminar student generated and teacher generated text
dependent questions as a class and in small groups, take notes on
responses (and those of your classmates in other groups during the
seminar), and note the line numbers of the textual evidence you will refer
to in your seminar.
 Word walls (individual and group)
 Sonnet: Share visual representations of the poem on YouTube and paraphrase
the poem. Compare and contrast text and media representation
 Seminar:
o Analyze Shakespeare’s Sonnet 18 using LTF Module “Understanding
Shakespeare” as a guide). Students will do the analysis by paraphrasing
each quatrain, then identifying the extended metaphor, imagery, and
metaphor to determine how the poet uses literary devices to create
meaning. (RL.9-10.1, RL.9-10.2, RL.9-10.4).
Writing Focus Standards:
W.9-10.2
Poetry and Drama 3
Student Statements:
I can...
 Write a clear concise claim based on prompt that is thought provoking
 Provide facts and details and quotes that are clearly focused
 Use clear transitions that connect sentences and paragraphs
 Use vocabulary specific to topic
 Write a conclusion that articulates significance of the topic
Essential Questions:
 How is an open response organized?
 How are specific details used to support a claim?
 How do poetic devices contribute to meaning?
Writing Assessments:
 Content/Response Notebooks
 Poetry Analysis
PROMPT: In the following poem by Jamaican poet Claude McKay, the speaker
reflects on his feelings. Read the poem carefully. Then, in a well-developed
essay, discuss the speaker’s reasoning in not pursuing his feelings and analyze
how McKay uses poetic devices to convey the significance of his choice.
 Write an Open Response on one of the following prompts:
o Billy Collins’ poem “Introduction to Poetry” combines simple language with
metaphors to achieve a poetic purpose. Show how these characteristics are
central to the success of the poem.
o Shakespeare’s Sonnet 18 compares its recipient to a beautiful day. In an
essay, show how the poems details, structure and similes are more than that
simple comparison.
Texts:
 Choose one of the following:
o Julius Caesar
o Othello
o Antigone
Reading Focus standards:
CCSS.RL.9-10.2
CCSS.RL.9-10.3
CCSS.RL.9-10.4
Poetry and Drama 4
Student Statements:
I can…
 Determine two or more themes of a text
 Analyze the theme development throughout a text, including how they interact
or build upon each other
 Give an objective summary of the text
 Analyze the impact of the author’s choice on how he/she develops and relates
elements of the story (plot, characters. setting etc.)
 Analyze the impact of word choice on the meaning or tone of a text
Reading Assessments:
 Content/Response notes – summarizing and paraphrasing
 Annotation exercises
 Read aloud
 Note taking system/paraphrasing poetry
 Role playing
 Seminar:
o Reflect on seminar student generated and teacher generated text
dependent questions as a class and in small groups, take notes on
responses (and those of your classmates in other groups during the
seminar), and note the line numbers of the textual evidence you will refer
to in your seminar.
 Discussion to extract themes
 MCAS Open response questions on character and character flaw
 Note taking will emphasize the character flaw and emerging themes toward
MCAS prompt writing
 Students will view excerpts from the play on film and discuss plot before reading
excerpts
 Students will develop the character flaws and emerging themes in groups.
Speaking and Listening Focus Standards:
CCSS.SL.9-10.1
CCSS.SL.9-10.4
CCSS.SL.9-10.5
Student Statements:
I can…
 Promote creative perspectives
 Establish roles within the group
Poetry and Drama 5
Project:
Split the class up into groups and assign each group a section of the play. Each group
should then use whatever is available in the room to set up an environment and
costumes to help create the scene they present. Each group creates the scene given to
them and then shares it with the class in the same order as they occur in the book.
Writing Focus Standards:
CCSS.W. 9-10.2
Student Statements:
I can…
 Write a clear concise claim based on prompt that is thought provoking
 Provide facts and details and quotes that are clearly focused
 Use clear transitions that connect sentences and paragraphs
 Use vocabulary specific to topic
 Write a conclusion that articulates significance of the topic
Curriculum Resources
 http://www.youtube.com/watch?v=9BGTs8yvgq0
CEPA:
Choose one CEPA that corresponds to the text:



Often in a literature, a characters trait leads to downfall of the character. From
Julius Caesar select a character that experiences a downfall based on one
character trait. In a well-developed composition, identify the character, describe
how this one trait causes the downfall of the character, and explain how the
character’s downfall is important to the work as a whole.
Often in literature, a character’s life is affected by a single act or mistake. From
Antigone, select a character whose life is affected by a single act or mistake. In a
well-developed composition, identify the character, describe how he or she is
affected by the single act or mistake, and explain how the character’s experience
relates the work as a whole.
Often in works of literature, the villain has the greatest impact on the story. In
Othello, the villain has the greatest impact on the story. In a well-developed
composition, identify the villain, and explain why the villain has the greatest
impact on the story.
Poetry and Drama 6
Grammar and Usage
Language Focus Standards:
CCSS.L.9-10.1
CCSS.L.9-10.2
CCSS.L.9-10.3
CCSS.L.9-10.5
CCSS.L.9-10.6
Student Statements:
I can…
 Vary syntax for effect
 Vary sentence patterns
 Apply understanding of syntax when reading
 Punctuate correctly (semicolons)
Curriculum Resources:
 Sentence Composing Activities” LTF Module 3 pages 28-36
 Sentence Composing for High School: A Work text on Sentence Variety and
Maturity by Don Killgallon
Assessments:
 Content/Response notes
 “Sentence Composing Activities” LTF Module 3 pages 28-36
 Killgallon’s activities