Poetry and Prose Unit
Brain Targeted Teaching Model
By: Matthew Lewis
BTT 1: Emotional Climate

This 7th grade unit in poetry focuses on
the different ways a poet expresses
themselves and how poetry can be
structured to add meaning. Students will
be encouraged to express themselves in
by drawing on meaningful, personal
experiences. Students may be hesitant to
express themselves in an open forum.
BTT 1: Emotional Climate
The following will be implemented by the teacher to ensure a safe and
positive learning environment:





modeling of how to use personal experiences
in writing.
support positive, specific and personal feedback on student
ideas and work by teacher and students (using the “what I like
about it…..” model).
use meet the author activities to teach diversity, adversity,
acceptance.
implement positive behavior rewards, student of the week, and
classroom procedures.
provide students several ways to demonstrate and present their
learning.
BT 1: My Poetry example to
students
My Special
Gift
Title:
BTT 2: Physical Environment






Arrange students desks in a circular, conference style to
promote collaboration.
Student background knowledge displayed in “gallery
walk”.
Color coded unit vocabulary and graphic organizers
prominently displayed for quick retrieval.
Unit concept map posted to promote student interaction.
Need it/Got it wall for students to continually self access
their understanding of unit concepts.
Rotating installations and Postings of student work,
student made content posters, and artwork.
BT 2: Student Artwork
BTT 2: Physical Environment





Display and Discuss the “Quote of the Day” to
encourage positive participation.
Music is played during the warm up or creative
activities.
Weekly work board displayed that will contain
content covered and assignments.
All classroom windows open for natural light.
Focus areas in the room have been painted.
BT 2: Color Coded Unit Wall
BT 2: “Need It – Got it” Wall
BT 2: Quotes of the day
BT 3: The Learning Experience
For students to KNOW:











Hyperbole
Extended Metaphor
Lyric Poem
Narrative Poem
Sonnet
Ode
Limerick
Internal Rhyme
Exact Rhyme
Couplet
Triplet
BT 3: The Learning Experience

For Students to UNDERSTAND:
Writing can come in many different forms,
including prose and poetry. Both use
specific conventions and forms to convey
universal themes and evoke emotions.
BT 4: Teaching for Mastery
For students to DO:
(Common Core Unit Content Standards Taught):
-7.R.L.4: Determining the meaning of words and phrases as
they are used in the text, including figurative and
connotative meanings.
-7.R.L.5: Analyze how a drama’s or poem’s form or
structure contributes to its meaning.
-7.R.L.7: Compare and Contrast a written story, drama, or
poem to it’s audio, filmed, staged, or multimedia version,
analyzing the effects of techniques unique to each
medium (light, sound, color).
BT 4: Teaching for Mastery
For students to DO continued:
7.R.I.1: Cite several pieces of textual evidence to support
analysis of textual meaning (explicit and implied).
7.R.L.9:Compare and Contrast a fictional portrayal of a
time, place, or character and a historical account of the
same period as a means of understanding how authors
of fiction use or alter history.
BT 4: Student Learning Map
(Handout)
BT 4: Posted Student Learning Map
(Interactive)
BT 5: Big Picture Activities




Student Poetry Portfolio (written arts)
Poetry Slam (performing arts)
Author Study (visual arts)
Poetry and Prose Unit Test (assessment)
*Allow Creative Expression in as many forms
as possible
BT 6: Authentic Assessment
Author Study Collage