Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Theme: Discrimination and bullying
Reasons for wanting to cover these themes:
This unit gets students to think critically about how literature has been used to voice social and cultural
opinions on identity and community especially in the context of discrimination and bullying.
Discrimination and bullying are issues that have plagued society since the very beginning of humanity
yet the ways people have learned to combat these issues have changed dramatically. This unit teaches
students to analyze everything they hear, see and believe so that they can be more aware of what
surrounds them and how to approach the information they receive.
Poetry places much control into the hands of the reader and in doing so, empowers people to think
deeply about the true intention and messages behind what is written. There can be many different
interpretations of the same work and each interpretation can be correct if matched with solid evidence.
By exposing students to the uniqueness of poetry, they are given a chance to share and learn more
about themselves and their ideals. Students will have many opportunities to share their opinions with
the class and express themselves through poetry so that their ideas can be heard and discussed by all.
Ultimately, this unit is designed to foster a good learning environment and get students to learn more
about how their ideals and actions can affect their peers and themselves.
Grade
Block
Duration
10
1-3, 1-4
10
classes
Major concepts
-
-
-
Provide students
with fluid
knowledge of
many literary terms
and devices (as
well as their own
examples) that can
be helpful for the
practicum
Students can break
down poems and
provide detailed
analyses using
good evidence
Students will be
able to gain
personal
connections to
poetry
BC PLOs covered in this unit
A1 – Interact and collaborate in pairs and groups to support and extend the
learning of self and others, explore experiences, ideas, and information, and
to gain insight into others’ perspectives
A3 – Listen to comprehend, interpret, and evaluate ideas and information
from a variety of texts, considering purpose, messages, tone, structure,
effects and impact, and context
A5 – Select, adapt, and apply a range of strategies to prepare oral
communications, including interpreting a task and setting a purpose,
considering multiple perspective and synthesizing relevant knowledge and
experiences and planning and rehearsing presentations
A7 – Use listening strategies to understand, recall, and analyse a variety of
texts, including extending understanding by accessing prior knowledge,
making plausible predictions and clarifying and confirming meaning
A12 – Recognize and apply the structures and features of oral language to
convey and derive meaning including vocal techniques.
B5 – Before reading and viewing, select, adapt, and apply a range of
strategies to anticipate content and construct meaning, including accessing
prior knowledge, including knowledge of genre, form, and context as well as
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
-
Students will learn
how they can
express themselves
better through
writing/poetry
Summative
Assessments
-
-
-
Short responses to
poems
More detailed
explanations and
analyses of poems
Creation of original
poetry
Hypertexting
group project and
accompanying
presentation
Organization,
structure and
content of poetry
portfolio
Mock Provincial
poetry section
making logical, detailed predictions
B8 – Explain and support personal responses to texts, by relating reactions
and emotions to understanding of the text as well as explaining opinions
using reasons and evidence
B9 – Interpret, analyse, and evaluate ideas and information from texts, by
making and supporting reasoned judgments, identifying and describing
diverse voices and the importance and impact of historical and cultural
contexts
B12 – Recognize and explain how structures and features of text shape
readers’ and viewers’ construction of meaning, including form and genre,
literary elements, literary devices and use of language
B13 – Demonstrate increasing word skills and vocabulary knowledge, by
determining meanings and uses of words based on context, and identifying,
selecting, and using appropriate academic and technical language
C1 – Write meaningful personal texts that elaborate on ideas and
information to experiment, express self, make connections, reflect and
respond
C3 – Write effective imaginative texts to develop ideas and information to
strengthen connections and insights, explore and adapt literary forms and
techniques and to experiment with increasingly sophisticated language and
style
C4 – Create thoughtful representations that communicate ideas and
information to explore, respond, explain and persuade
C9 – Write and represent to interpret, analyse, and evaluate ideas and
information from texts, by making and supporting reasoned judgments,
describing and comparing perspectives and identifying the importance and
impact of historical and cultural contexts
C10 – Write and represent to synthesize and extend thinking, by
personalizing ideas and information, transforming existing ideas and
information and contextualizing ideas and information
Key questions that students will work to answer over the course of the unit:
How are discrimination approached in the past and how it is shown in the present?
How has fighting discrimination and bullying evolved over time and is it still present in literature?
What is poetry useful for and how does it differ from other types of literature?
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
How the portfolio will be assessed:
The portfolio will be a cumulative mark over the semester with homework checks along the way for
completing each portion. Students will also be provided with a checklist that they can use to make sure
they have all components completed. Also, the portfolio will have a marking rubric that measures the
organization of the portfolio, the quality of the original poems that the students have created, the level
of analysis they have conducted towards several poems and the quality of their short poem responses.
Students will also be provided with a handout that further specifies what they need to do.
Students will be engaged in many group and pair activities that allow them to share ideas with their
classmates and discuss the material in a more in depth way. Also, for a much longer poem, students will
engage in a jigsaw activity where group members must look at specific portions of the poem and then
the groups will share with their classmates in the class what they have learned from that section. The
students will then work together to tie all of these ideas together.
At the end of the unit, students will be able to present their portfolios to the rest of the class in a gallery
walk fashion so that they have more of an opportunity to show their individual responses to the unit and
to the poems themselves.
Using the site LitGenius as a tool:
I will be introducing the internet tool LitGenius to students in the second week. The site has many
poems on it which have highlighted sections of text which show possible meanings of poems or what
the poems are referencing. I will stress that this site can be used for clarifying information or looking at
different interpretations but these interpretations are not be relied on to break down poems. LitGenius
will also be used as an example for students to follow when doing their hypertext project at the end of
the unit.
Extra notes on fluidity:
At the end of each poem, students are to write a short response that sums up their feelings towards the
poem, what they believe the meaning is behind the poem and what they think they can take away from
the poem. These responses will be logged into their portfolios so students can reflect on their findings
and what they have learnt. The further along the unit, the more in depth these analyses are to be.
The portfolio provides students with structure that gets them to stay on task as they are aware of
everything that they must complete by the end of the unit. However, students are also granted much
freedom through how they interpret each work, creating their own poems and finding their own
resources. All of the material is the unit is geared to help them with the final hypertext project and
MORE IMPORTANTLY to get students prepared for their provincial exam.
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Suggested Dates
Day 1 blocks 1-3 and 1-4
Month
February
Date
11
13
17
March
Lesson
1 - Introductions and Class rules, Poetry Portfolio setup and
Maya Angelou’s “Phenomonal Woman”
2 - “Equal Opportunity” by Jim Wong-Chu
Free Verse
3 - “I am not your princess” by Chrystos
In-depth poetry analysis
20
4 – Iambic Pentameter, Rhythm and blank verse
Creating an original poem with what we have learned thus far!
(Hw due on the 26th)
24
5 - *2 classes away for a “live different” school presentation*
26
2
6 - Mock Poetry Provincial Exam
7 - Spoken word poem “Hiroshima” by Sarah Kay
Hyperlinking and how it relates to hypertexting
8 - Hypertext Project Library Work Period 1
9- Hypertext Project Library Work Period 2
10 - Hypertext Project Presentations Day 1
11 – Hypertext Presentations Day 2
4
6
24
26
Marking Breakdown:
Poetry Portfolio = 25 marks
Small original poem = 5 marks (lesson 2)
Larger original poem = 15 marks (lesson 5)
Mock Provincial Exam = multiple question marks (8) + written response marks (12) = 20 Marks
Hypertext Project = Project content (20) + oral presentation (20) = 40 marks
Total = 105 Marks
Lesson breakdown (11 lessons total):
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Lesson No.
Topic
Objectives / SWBATs
1 – Feb 11th
Introductions and Class rules, Poetry Portfolio setup and
Maya Angelou’s “Phenomonal Woman”
Students will be able to repeat all of the classroom rules, regulations and
expectations that we discussed today
Students will be able to define theme, mood, metaphor, imagery, alliteration
and rhyme
Students will be able to comment on 1-2 differences between preconceptions
and reality
Materials
Class rules and guidelines
Poetry Portfolio Rubric and accompanying documents (Handout)
Poem “Phenomenal Woman” by Maya Angelou (Handout and Video)
Literary Terms and Devices handout
Projector
Internet access for Lit Genius if time
JPEG screenshots of the Lit Genius site in case internet fails
PLOS: A2, B5, B8, B12, C4
Classroom Schedule (80 min)
Start @ 12:20 ends at 1:40
Start @ 1:45 ends at 3:03
Introduction of self + Agenda? (5 min) Ends @ 12:25/1:50
-
Introduce self
Introduce Agenda
Attendance Activity (10 min) 12:35/2:00
-
Project the class rules and guidelines on projector
Go through each item on the list and stress that RESPECT
is the key component that I will look for whenever we are
in class.
Unit Topic, Poetry Portfolio and Rubrics (15 min) 12:55/2:20
-
- Students will provide
knowledge of what they think
about poetry through
attendance. Use this to assess
preconceptions
Attendance but get students to respond w/ at least one
thing that comes to mind when they hear the word “poetry”
- Pre-reading poem – what do
Provide your own answer
Tie answers into what we are going to do when looking into they get from the name
poetry for the unit and WHY
Class Rules and Guidelines (5 min) 12:40/2:05
-
Assessment
Give students a slightly more detailed run-down of what we
will be covered in the unit and WHY
- During reading/listening How well can they find theme
and mood?
- After reading/listening – Do
students understand the
literary terms and can they
apply it to the poem?
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
-
Provide students with Poetry Portfolio information and
accompanying rubrics and go through material
Introducing poem – What can they get from a name? (5 min)
1:00/2:25
-
Write “Phenomonal Woman” on the board
Ask the question “What comes to mind from the title and
what they believe the main messages/themes are going to
be in the poem” and then create a mind map on the board
with student responses
Moving on – Theme and Mood (15 min) 1:15/2:40
-
Provide students with the poem “Phenomonal Woman by
Maya Angelou and play a video of her reciting it
Look into aspects of mood and theme while listening
Teacher will provide modelling by showing a few examples
of appropriate answers of mood and theme
Replay video while highlighting instances of mood and
theme
Class feedback
Literary Devices (20-23 min) 1:35/3:00
-
Write on the board: Metaphor, imagery, alliteration, rhyme
Ask volunteers to define each of these literary devices.
Number students off into the 4 categories and each number
will be responsible for a different literary device
Find these devices (15 minutes) in their poems
Go through each category and get students to answer
examples of literary devices or where they can be found.
Homework
N/A
Closure (3-5 min) End @ 1:40/3:03
-
Provide recap of lesson
Commend students for hard work
*If extra time and internet is working -> show students the Lit Genius
breakdown of the poem. If internet is not working then access
screenshots of the site made earlier*
Lesson No.
Topic
Objectives / SWBATs
2 – Feb. 13th
“Equal Opportunity” by Jim Wong-Chu
Free Verse
Students will be able to define free verse poetry and irony
Students will be able to create succinct summaries for the poem “Equal
Opportunity”
Materials
Students will be able to identify the theme of the poem and find a quote that
connects to this theme
Copies of “Equal Opportunity” by Jim Wong-Chu
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Examples of free verse poems and definition of free verse (projection)
“Equal Opportunity” Handout
PLOS: A1, A3, B5, B8, B12, C1
Classroom Schedule (80 min)
Start @ 12:20 ends at 1:40
Start @ 1:45 ends at 3:03
Assessment
Attendance Activity (10 min) End @ 12:30/1:55
-
Attendance but get students to respond to “What is your
favourite thing to read and why?”
Tell students that it can be a type of book or a magazine or
even an online forum
Provide your own answer
Tie this into how poetry can come in many different forms
and that each type of poetry can be used to better express
different feelings or ideas
What is a free verse poem? (15 min) 12:45/2:10
-
-
“Equal Opportunity” poem and quick write (15 mins) 1:00/2:25
-
-
- Students will be checked on
the completion for their quick
Elicit the definition of a free verse poem to see if anyone
write
already knows what it is
Describe what a free verse poem is and have the definition
on the projector
Tell students that the very first few pages of their portfolio
is for writing down their notes on key definitions and terms
that will be helpful for them on the provincial. Later they will
also have to write a few of their own examples here. (Get
students to write down the definition for their portfolio)
Provide 2 examples of free verse poems and explain why
each are free verse
Elicit what students think about each of these poems and
why they think the author chose to write these poems in free
verse?
Provide students with the poem
Read the poem out loud (twice) and get students to follow
along
Tell students that we will be doing a quick 10 minute quick
write where you can write down ANY thoughts you have on
the poem, its meaning and the messages behind it.
GRAMMAR AND SPELLING DO NOT MATTER… just
get your thoughts on the page!
Teacher will model a quick example of how to start an
appropriate quick write on the board
- “Equal Opportunity”
handout content -> what did
students miss and what did
they find easy
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
-
Ask for 2-3 volunteers to share some of the ideas that they
have written
Summarizing and Analyzing the poem (35-40 min) 1:35/3:00
-
-
Provide students with the “Equal Opportunity” handout
Go through every question and check for comprehension of
what students are expected to do… Tell students that this is
analyzing a poem and it is something that they will be
expected to do on the provincial
DEFINE the term irony and ask if anyone can think of any
examples
Tell students to write the definition down and that they will
be expected to write their own example for homework!
Split students into pairs and have them work on the
worksheet together (tell them to split work evenly). Both
students’ papers should be filled with answers!
Each pair must find another pair to compare answers to!
Make sure to talk about differences and decide on the best
answers
Elicit answers from the class as a whole
Conclusion (3-5 min) End @ 1:40/3:03
-
Summarize what we have covered for the day
Ask students what literary terms we have covered
Tell students that tomorrow we will be covering narrative
and blank verse!
Tell students the HW
Lesson No.
Topic
Objectives / SWBATs
Homework
- Write the definition of
IRONY in your definitions
page of poetry portfolio and
write YOUR OWN example of
irony
- Write the definitions of
narrative and blank verse
3 - Feb. 17th
“Two Prisoners” by Raymond Souster
Narrative and Blank Verse
Iambic Pentameter
Students will be able to define narrative and blank verse poetry
Students will understand how iambic pentameter works and how it can be
found
Materials
Students will be able to explain how stereotypes are placed upon youth and
the elderly alike
Copies of “Two Prisoners” by Raymond Souster
Projection of Iambic Pentameter examples and stresses
Classroom Schedule (80 min)
Assessment
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Attendance (3-5 min)
Homework Check (5-10 min)
-
Circulate around and check homework
Elicit definitions and examples
Ask if anyone is still unclear
“Two Prisoners” – Setting up and quick write (15-20 mins)
-
Hand out the poem “Two Prisoners” by Raymond Souster
Tell students that this is also in free verse but it is also a
narrative poem
Explain to students that “The Don” is a prison
Read the poem out loud
Elicit WHAT MAKES THIS a narrative poem?
Get students to do a quick 10 minute quick write that places
YOURSELF in the shoes of one of the boys. What did you
do and why do you believe you were sentenced?
“Two Prisoners” – Post-reading activities (30-35 mins)
-
-
-
Tell students to think of this poem in terms of
stereotyping… what is being stereotyped?
Tell students to create their own version of this poem that is
a narrative but instead focuses on ELDERLY stereotypes.
The poem does not need to be perfect. They have 20
minutes to complete the poem!
Tell students that the poem will be worth 5 marks. Students
will receive marks for the level of effort shown in the
creation of their poem, how well they address the issue of
ELDERLY stereotypes and how the poem reflects the types
of ideas present in the poem “Two Prisoners” by Raymond
Souster
Ask volunteers to share their poems and then ask follow up
questions as to why they chose to write their poems that way
Blank verse and Iambic Pentameter examples (15-20 mins)
-
Project this short poem on the board and read it out:
- / - /
- / /
Today I had a rotten day.
- / / / /
As I was coming in from play,
- / - /
- /
- /
I accidentally stubbed my toes
/
/
/
- /
and tripped and fell and whacked my nose.
-
Read out the poem HIGHLY EMPHASIZING STRESSES
Ask students what they can point out in the poem
Ask students what they notice about the dashes and slashes
(repeat the poem)
Explain how syllables can be stressed and unstressed with
the example beHIND vs. BEhind – how is the meaning of
the word different when it is stressed or unstressed
- Can students tell the
difference between blank
verse and free verse?
- Do the students know what
a narrative is?
- Quick Write – How well have
they understood the poem
from the get-go and can they
connect to the poem
- Are students able to
translate their knowledge of
the poem and stereotypes
into their own poetic
interpretation?
- Students will also be given a
mark out of 5 for the creation
of their mini poem on elderly
stereotypes.
Homework
N/A
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
-
-
Get students to repeat the poem (twice) with BIG
EMPHASIS ON STRESSES
Tell students that this is an example of a blank verse poem in
iambic pentameter
Get students to write down “Iambic Pentameter” on their
definition page. Provide them a clearly written definition
they must copy down.
Provide another example of Iambic Pentameter: “But screw
your courage to the sticking-place,/ And we’ll not fail. When
Duncan is asleep--” (Macbeth I, vii, 60) and go get students
to recite the poem with HIGHLY OVEREMPHASIZED
stresses
** IF TIME get students to reverse the stresses and see the
difference it makes in the reading of them poem **
Conclusion (5 min)
-
Provide students with summary of what we have done
Elicit what types of literary terms and devices we have
learned today
Tell students that we will look into more detailed poetry
analysis tomorrow!
Lesson No.
Topic
Objectives / SWBATs
4 – Feb. 20th
“I am not your princess” by Chrystos
More in depth poetry analysis!
Aboriginal Poetry
Students will be able to provide several examples of how their identity has
been shaped and what affect stereotypes have upon identity
Students will be able to provide an in depth explanation as to one of two
deeper analysis questions for the poem “I am not your princess” by Chrystos
Question 1: What are the recipes symbolic of and how do they tie to the
theme of the poem?
Question 2: What role does stereotyping play in the poem and how does the
author argue against it
Materials
Video of “Disney’s Peter Pan – What Makes the Red Man Red?”
Copies of the poem “I am not your princess” by Chrystos
Poetry Response and Breakdown Rubric
Incorporating Poetry Questions into Writing Handout
Classroom Schedule (80 min)
Attendance Activity + HW check (15 min)
-
Attendance but get students to respond w/ an answer to
“what do you think of when you hear the word ‘identity’”
Assessment
- Oral assessment when
checking for comprehension
and analysis while reading the
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
-
Write the word “Identity” on the board and write down all
student responses (teacher writes down)
Provide your own answer
Tie answers into the topic of IDENTITY and how people
see themselves, their identity and the culture/cultures they
are tied to
Also tie this to the idea of STEREOTYPING
While students are waiting to respond, tell them to get out
their homework worksheet from last class
After attendance, CHECK ALL HW
Video Hook + Discussion (5-10 min)
-
-
Tell students that they are going to watch a short video of a
Disney song from the movie Peter Pan.
Ask – Has anyone seen the movie before? What did they
think about the movie?
Let students know that there are many aboriginal
stereotypes in the video. The movie was made a long time
ago and people did not realize how offensive or
discriminatory these stereotypes actually were to the people
being represented.
While watching, get students to think about issues of
stereotyping and discrimination that can be seen in the video
Play video “Disney’s Peter Pan – What Makes the Red Man
Red?”
Activate prior knowledge and relate terms to Junior in Part
Time Indian
Ask students what they remember regarding aboriginal
stereotypes and if any are prevalent in the video
Elicit: What are some issues with the video? Do you think
that a movie could have a scene like this today? Why/Why
not?
Read poem + analysis of some literary devices (25 min)
-
Hand out copies of the poem
Read the poem in sections.
After each section, STOP and ask students what they think
this particular section means (give them some time to
discuss with their partner)
Written analysis answering key questions (25-35 min)
-
Tell students that they are now responsible for writing an
interpretation and break down of the poem
Hand out the “Poetry Response and Breakdown” rubric
Provide students with a small handout that teaches them
how to incorporate poetic quotations into their writing and
go over it
Tell students that this assignment will be included in the
portfolio BUT it will be marked separately so they MUST
get it done by the end of the class and hand it in!
poem line by line
- Oral assessment when
checking for more complex
responses regarding metaphor
and repetition
- Assessment of poem analysis
using the 6 point scale that is
used for Provincial exams
Homework
N/A
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
-
Project the analysis questions on the board and tell them
that they need to support their analysis with AT LEAST 2
QUOTATIONS
They can choose between 2 questions:
Question 1: What are the recipes symbolic of and how do
they tie to the theme of the poem?
Question 2: What role does stereotyping play in the poem
and how does the author argue against it?
Conclusion (5 min)
-
Ask students how they felt about making a complex analysis
to a poem
Provide summary of what we did today
Get students to hand in poetry analysis
Tell students that we will get the chance to create an original
poem next class
Lesson No.
Topic
Objectives / SWBATs
5 – Feb. 24th
Creating an original poem with what we have learned thus far!
Students will be able to define 3-4 key characteristics of a successful and
powerful poem
Students will be able to recite literary devices that we have covered
throughout the unit and what purposes they have
Materials
Students will be able to apply this knowledge to create an original poem that
uses these features
In class original poem rubric
Classroom Schedule (80 min)
Attendance (5 min)
Lists for successful poetry! (8 min)
-
-
Students will write 2 lists in small groups. The first list
contains “what makes a successful and powerful poem”.
The second list contains “what are some literary devices that
are found in poems and why/how are they used” (These
titles will be written on the board)
Students share these lists with classmates then come
together as a class and talk about these elements
Write students’ responses under titles on the board
Setting up original poem activity + rubric (7 min)
-
Introduce original poem activity and provide students with
accompanying rubric
Go over rubric with students and take any questions. Ask
Assessment
By getting students to think of
and answer “what makes a
successful and powerful
poem” and how literary
devices can be used to further
this gets provides good insight
into how the class
comprehends the material
they have encountered so far.
Students will be assessed on
the creation of their poem and
the elements found within.
This shows how well they have
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
comprehension questions
Creation of original poems (45 min)
-
Students work on creating their own original poem that uses
at least 4 literary devices and contains characteristics of a
successful and powerful poem.
Poems must follow the theme of discrimination and bullying
that the unit encompasses
Teacher monitors, helps out students, and provides
feedback
Group sharing in 4s (10 min)
-
grasped the information but
also provides valuable
feedback on how they are
personally connected to the
content of the unit. This also
has an accompanying rubric.
Homework
Study for the Mock Poetry
Provincial Exam next class
Students are to turn around to 2-3 of their classmates and
begin sharing their poems
** If time get students to volunteer and share poems with
the rest of the class **
Conclusion (5-10 min)
-
Provide summary of what we did today
Ask students what they thought was easy and difficult about
creating their own original poems
Remind students to PUT NAMES ON THEIR POEMS
Collect all original poems
Tell students that there will be a mock poetry provincial
exam next class and that they should review what they have
learned so far in the unit -> also, what are students going to
be expected to do
Lesson No.
Topic
Objectives / SWBATs
6 – Feb. 26th
Mock Poetry Provincial Exam
Students will have good practice in what to expect when writing their
provincial exam
Students will be able to answer multiple choice comprehension questions AS
WELL AS write analyses of the poems they encounter
Students will be able to gain practice in peer editing/marking and can explain
the reason why this strategy is helpful
Materials
Mock Provincial Exam poetry section
Mock Provincial Exam poetry answer key
Extra Analysis question to be tacked on to Provincial
Poetry Response and Breakdown Rubric
Classroom Schedule (80 min)
Poetry Portfolio Check (5 min)
-
Tell students to get out their poetry portfolios with what we
have completed so far. Remind students that they must have
3x annotated poem and their quick write
Assessment
- How well did the students
tackle the Mock Provincial
exam poetry section and
poetry analysis
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Setting up the mock provincial poetry section (5-10 min)
-
-
-
Remind students that the mock provincial will be treated like
a REAL provincial with a set completion time as well as a
NO CHEATING AND CLOSED BOOK policy
Give students a brief run-down of what they are expected to
complete and that there will be a written analysis portion as
well written board once the exam begins “What does the
reserve represent to the speaker of the poem and how
does it relate to her identity? Use AT LEAST one quote
to back up your response!”
Review 6 point writing rubric from the Provincial exam and
explain it.
Tell students that you will write time remaining on the board
and change it consistently
When you are done… flip your paper over and DO NOT
talk to anyone else. I can provide you with a paper that has a
difficult riddle for you to solve if you know you are
complete!
If you have any questions raise your hand
Tell students to get out paper!
Writing the mock provincial (45 min)
- Circulate around and answer any questions
- Write time remaining on the board
- Students should be silently working
Post mock provincial thoughts/feelings and MARKING! (15-20 min)
-
- The mock provincial will be
out of 20 marks:
8 marks for the multiple
choice section
12 (6*2) for the written
response section
Ask students if they found the task difficult or easy and why.
What portion did they think was the HARDEST, the
EASIEST?
Get students to swap papers with another student that is next
to them and write MARKER: THEIR NAME on the exam
Get students to provide answers to each multiple choice
question. Provide the correct response and get them to give
their peer a mark if they got the answer correct
Get students to look at the written-response rubric and
writing rubric that the provincials use. Get them to
assess the analysis portion and provide a mark.
Students should write the TOTAL MARK at the top of
the page and then hand the paper in to the front of the
Homework
class.
Conclusion (3-5 min)
-
- Students will be assessed
also through being marked by
their peers
- Students will be
Provide a summary of what happened today
Congratulate students for completing the mock provincial
Ask if there are any final thoughts or questions students have
about the format of the provincial and what they are
expected to do when writing it
N/A
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Lesson No.
Topic
Objectives / SWBATs
7 – March 2nd
Spoken word poem “Hiroshima” by Sarah Kay
Hyperlinking and how it relates to hypertexting
Students will be able to define and explain spoken word poetry and the idea
of “empathy”
Students will be able to provide analyses of 5 quotes found within the spoken
word “Hiroshima” and describe why these quotes are important
Materials
Copies of “Hiroshima” by Sarah Kay
Video of Sarah Kay reciting her poem
Hypertext Poetry Project Outline
Hypertext Oral Presentation Outline
Hypertext Poetry Project Rubric
Oral Presentation Rubric
Projection for Portfolio HW due Friday
Classroom Schedule (80 min)
Agenda + Check Attendance via Seating Plan + Hand back original
poems (5 min)
Assessment
Introducing spoken word poetry (5 min)
- Can students understand the
concept of spoken word
poetry and why it is effective?
-
Introduce the concept of spoken word poetry and get
students to think of what it could mean
Provide students with the definition of spoken word poetry
and why it is used (written on a page but performed for an
audience)
Tell students that spoken word poetry often carries with it a
large amount of emotion. The transitions between ideas are
usually smooth and have a rhythm to keep flow.
There is also a lot of improvisation in spoken word poetry
since it is meant to be performed. The poem I will be
handing out to you will not match the exact words of the
speaker since she has modified the poem on the spot
Reading/Listening to Hiroshima (30-35 min)
-
Provide students with the poem “Hiroshima” by Sarah Kay
Provide students with context -> ask students what they
know about the bombing of Hiroshima and then add
additional context information to set the stage for the poem
Play a video of Sarah Kay reciting her poem while getting
students to follow along
Get students to pay attention to her attitude, gestures and
change in tone when she is speaking and what this could
mean. What power comes from hearing her recite this poem
as opposed to just reading it?
- Are students able to
understand how the poem
ties to the context of
Hiroshima?
- Are students paying
attention to the actions,
attitude and tones of the
speaker?
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
-
While watching the video, circle or underline any parts of the
poem that you do not understand or are confused about
Ask students: Is there anything you do not understand?
Get students to turn to the people around them and share How did they feel? What did they think of Sarah Kay’s
speech? What was Sarah Kay struggling against?
-
Play the video again
This time, students should focus on finding the main
messages behind the poem and how these messages are
strengthened
-
QUICK WRITE – 10 minutes (possibly extend to 15 if
students still need to work) where students answer the
question “What are the main messages/ideas in Sarah Kay’s
poem ‘Hiroshima’ and how does she strengthen them? What
emotions is she trying to appeal to?”
Remind students to add to these quick writes as they will be
handing them in when they complete their portfolios
-
Elicit main messages/ideas and how they are strengthened
from students
-
Discuss why might a poem be more powerful than images of
Hiroshima? Why is one person’s death sometimes more
horrific than 1000+ people dying (for example, hearing about
this on the news vs. hearing about a loved one dying) and
how does this relate to EMPATHY – ability to
understand/share feelings
- Quick writes will provide
students’ initial thoughts
about the poem and the
messages behind it. They can
add to this for their poetry
portfolio when they hand it in
- Can students tie these ideas
to the messages and ideas
behind the poem?
- Do students understand
EMPATHY?
Project Discussion (20-25 min)
-
-
Provide students with the handout for the Hypertext Poetry
Project, Handout for the oral presentation and
accompanying rubrics and go over what students are
expected to do for the project
Allow students to choose their own groups (pairs) and get
anyone who isn’t in a group to join a pair. Get them to write
their group members’ names down
Amended Poetry Portfolio and set DUE DATE (Friday) (5-10 min)
-
Tell students that their Poetry Portfolio is due THIS
FRIDAY
Remind students what they need to complete PROJECT
THIS ON THE BOARD-> say that this is slightly different
from the checklist and that they should write this down
Students must complete:
Checklist
- Do students understand the
parameters of the project and
what they are expected to
do?
*** Are adapted students
placed differently ***
- Do students know what they
need to complete by Friday?
Are there any additional
concerns?
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
-
-
4 Annotated Poems (Phenomonal Woman, Equal
Opportunity, I am not your Princess, Hiroshima)
2 quick writes (Equal Opportunity and Hiroshima)
I am not your Princess Analysis
Original Poem
Remind students that this MUST BE IN A BINDER or
DUOTANG or ANYTHING that holds all of these
documents together and will be handed in. Tell students to
put their name and block on their binder so it is easy to keep
track of.
Ask students to tell me what is required of them for
homework and when it is due
Ask students if they have any questions
Homework
N/A
Conclusion (5 min)
-
Elicit what we have completed today
Re-elicit what spoken word poetry is and the role it plays
Tell students to bring all of the documents I provided them
with next class
Ask students what is due Friday
Possible extension
-
Discuss Lit Genuis site and show students how it works
(example Phenomonal Woman by Maya Angelou)
Tell students that it is similar to what I am expecting for the
project
Lesson No.
Topic
Objectives / SWBATs
8 – March 4th
Hypertext Project Library Work Period 1
Students are able to use and understand Google Documents and Edmodo
Students are able to label 5 different literary devices that they are using in
their poem and why these devices are important
Students will know what they have completed by the end of the period and
what more they need to do
Materials
Extra copies of project package:
Hypertext Poetry Project Outline
Hypertext Oral Presentation Outline
Hypertext Poetry Project Rubric
Oral Presentation Rubric
Edmodo Account
The Library
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
PLOS: A1, C1, C2, C3, C8, C10, C11, C12, C14
Classroom Schedule (80 min)
Quick Attendance (3)
Head to the library (3 min)
Setup, Google Documents and Edmodo (15-25 min)
-
Tell students to sit with their partner and to get out their
project packages. If a group is MISSING a package, let me
know and I can hand them an extra copy
Walk through creating an Edmodo account and stress that
we need 1 Edmodo account for every student
Tell students that they should create a STUDENT account
and the group code is 9xascd
Tell students that they can download the project documents
from the group page when they sign in. I will invite them all
to the mini group 1-4 or 1-3 afterwards
Walk through setting up a google account and how to access
google documents
Tell students that how to share access and how to access it
through just having the link
Go through how to hyperlink within a google document to
another google document
Tell students that if they have any questions regarding the
project then they can post it on the EDMODO page and I
will get back to them. If it is more specific then they can email me (provide e-mail)
Working on the project (50-55 min)
-
-
Tell students that you will be passing around a sheet where
they must put their names and their Edmodo accounts
Tell students that they should first think about how to create
their poem and what literary devices they want to use and
then think about hyperlinking AFTER. Encourage
teamwork
Provide modified requirements for students who I have
allowed to work alone -> 5 literary devices (4 different)
along with 4-6 minutes of presentation time
Remind students to back up everything. Download the
document after and e-mail it to you and your partner.
Assessment
- Did students use their time
effectively in class to work on
their hypertext projects?
- Are students using the
rubrics/handout that they
were provided to help them
with the project?
- Check groups to see how
much they must complete for
homework and remind them
of what they are missing!
Homework
-
-
-
Work on the project so
less work will have to be
done in the library
session next block
Try to think of some
ideas on how to
organize the oral
presentation
BRING A FLASH
DRIVE!!
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Conclusion (5-10 min)
-
Tell students to organize all of their materials and make sure
not to forget ANYTHING
Tell students to make a note of everything they have
completed so far and what they have left to do
Remind students to share contact information with their
partner so that they can work on any extra touches at home!
Remind students that it is due on the 24th and that oral
presentations are on the 24th and 26th
REMIND STUDENTS OF THE IMPORTANCE OF
SAVING AND BACKING UP
HOMEWORK: BRING A THUMB DRIVE!!
Lesson No.
Topic
Objectives / SWBATs
9 – March 6th
Hypertext Project Library Work Period 2
Students are able to use and understand how to hyperlink one google
document to another
Students are able to understand every component of the project they are
expected to complete and know how to upload their finished product to
edmodo
Materials
Students will know what they have completed by the end of the period and
what more they need to do
Extra copies of project package:
Hypertext Poetry Project Outline
Hypertext Oral Presentation Outline
Hypertext Poetry Project Rubric
Oral Presentation Rubric
Edmodo Account
The Library
PLOS: A1, C1, C2, C3, C8, C10, C11, C12, C14
Classroom Schedule (80 min)
Quick attendance + hand in portfolios + Head to the library (5 min)
Working on finishing hypertext project (65 min)
-
Tell students that we will continue working on the project
Walk students through how to hyperlink and what these
additional pages should be for
TELL STUDENTS HOW TO MAKE THEIR PROJECT
PUBLICALLY ACCESSIBLE IF YOU HAVE THE LINK
Show students these instructions on Edmodo
Remind students to look at the handout and make sure that
they are completing EVERY SECTION
Assessment
- Did students use their time
effectively in class to work on
their hypertext projects?
- Are students using the
rubrics/handout that they
were provided to help them
with the project?
- Do students understand how
to hyperlink and what they
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
-
Remind students about the oral presentation next class and
that they should PREPARE who is going to say what and
how they are going to present their hypertext project
Get students to work on the assignment by the rest of the
period
Conclusion (5 min)
-
-
need to do for these
hyperlinked sections
- Check groups to see how
much they must complete for
homework and remind them
of what they are missing!
Before students leave they MUST hand in a piece of paper
PER GROUP with the following written on it:
1) WHAT HAVE YOU COMPLETED SO FAR?
2) WHAT DO YOU STILL HAVE LEFT TO DO
FOR SPRING BREAK?
3) WHAT IS THE TOPIC OF YOUR POEM?
4) WHAT LITERARY DEVICES ARE YOU USING? Homework
Tell students to organize all of their materials and make sure - Complete all sections of
the project to hand in
not to forget ANYTHING
the following class
Remind students that they must bring a USB device that
th
Prepare for the oral
contains all of the documents in their project on the 24 and
th
presentation on the
26 .
following class
Lesson No.
Topic
Objectives / SWBATs
10 – March 24th
Hypertext Project Presentations Part 1
Students are able to orally present their original poem and thoroughly be able
to explain the purpose and meaning behind the poem
Students are able to confidently break down their poem and explain the use
of their hyperlinks
Materials
Students are able to explain what literary devices are in their poem, why used
them and how they connect to their poem
Edmodo
Google account
Students’ hyperlinks
Projector
Students’ USB drives if internet isn’t working
Extra copies of oral presentation rubric
Paper with students 1-15 to write down who has not gone
Classroom Schedule (80 min)
Quick Attendance (3 min)
-
Also, have numbers 1-8 on the board and while students are
coming in, tell them that they can choose what spot they
want to present in and write their group members names on
that spot
Assessment
- Students will be assessed on
their oral presentations with
oral presentation rubric
- Students will have their
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Overview of presentation (10 min)
-
Provide students with a summary of what they are expected
to do in their oral presentation
Ask if there are any questions/anything that needs reclarifying
Tell students that they should take out a piece of paper and
they must write their name, date and block on it
Tell students “When other people are presenting you should
be quietly and actively listening. You will also be writing
down the group members’ names, 2 things that interested
you/you liked about the group's poem and 1 question you
had during the presentation”. You must do this for every
group and must hand this in at end of class.
Student presentations (55-60 min)
-
-
-
Groups come up when they are called to present their
projects (use 1-8 on the board to determine who goes -> ask
for volunteers for blank spot then randomly assign a group)
Mark presentations with oral presentation rubric
***Raise my hand with 4 fingers when there are 4 minutes
remaining (4 minutes have past), 2 fingers when there is 2
minutes are remaining (6 minutes have past) and verbally tell
them to stop when they have run out of time.
Give small feedback after each presentation
projects on Edmodo to be
marked using the hypertext
project rubric
- Exit slip -> Are students
actively listening to their
peers present and gaining
knowledge from listening?
Conclusion (5 min)
-
Provide overall feedback for presentations
Congratulate students
Provide students with a paper list 1-15 for students who have
not yet presented to write their group names down to have a
readied order for next class
Get students to hand in their papers
Lesson No.
Topic
Objectives / SWBATs
Homework
Groups still needing to
present should take the extra
time to practice for their
presentations
11 – March 26th
Hypertext Project Presentations Part 2
Students are able to orally present their original poem and thoroughly be able
to explain the purpose and meaning behind the poem
Students are able to confidently break down their poem and explain the use
of their hyperlinks
Materials
Students are able to explain what literary devices are in their poem, why used
them and how they connect to their poem
Edmodo
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Google account
Students’ hyperlinks
Projector
Students’ USB drives if internet isn’t working
Extra copies of oral presentation rubric
Classroom Schedule (80 min)
Student presentations (70-75 min)
-
-
-
-
Tell students that they should take out a piece of paper and
they must write their name, date and block on it
Tell students “When other people are presenting you should
be quietly and actively listening. You will also be writing
down the group members’ names and 1 thing that you found
interesting about their performance.
Groups come up when they are called to present their
projects (order was assigned last class)
Mark presentations with oral presentation rubric
***Raise my hand with 4 fingers when there are 4 minutes
remaining (4 minutes have past), 2 fingers when there is 2
minutes are remaining (6 minutes have past) and verbally tell
them to stop when they have run out of time.
Give small feedback after each presentation
Assessment
- Students will be assessed on
their oral presentations with
oral presentation rubric
- Students will have their
projects on Edmodo to be
marked using the hypertext
project rubric
- Exit slip -> Are students
actively listening to their
peers present and gaining
knowledge from listening?
Conclusion (5 min)
-
Provide overall feedback for presentations
Congratulate students
Ask students what they thought the hardest and easiest parts
were about their presentations?
Provide students with a paper list 1-15 for students who have
not yet presented to write their group names down to have a
readied order for next class
Homework
Groups still needing to
present should take the extra
time to practice for their
presentations
Poems covered throughout the unit in order of appearance:
“Phenomonal Woman” by Maya Angelou
“Equal Opportunity” by Jim Wong Chu
“I Am Not Your Princess” by Chrystos
Hiroshima by Sarah Kay
---------------------------------------------------------------------------------------------------Additional poems that can be used:
“Two Prisoners” by Raymond Souster
Justin Bailey English 10 Poetry Unit Plan for Bobbi Loo with Accompanied Lessons
Speak White by Michèle Lalonde (1968, first recited 1970)
Equality by Maya Angelou (1990)
Justice, Come Down by Minnie Bruce Pratt (2003)
All the Women Caught in a Flaring Light (2003)
Scarlet by Sherman Alexie (2009)
Staggerlee Wonders by James Baldwin – It is fairly long – Use in a jigsaw activity – Break into chunks
To This Day – Shane Koyczan (2013)
James Baldwin poetry ‘Munich, Winter 1973 (for Y.S.)’
“I Want to Dance Wild Indian Black Face” by Anneharte, Anishnabe and “Indian Woman” by Jeannette
C. Armstrong
Quotes that can set the stage for James Baldwin’s poetry:
“Hatred, which could destroy so much, never failed to destroy the man who hated, and this was an
immutable law”
“It was books that taught me that the things that tormented me most were the very things that
connected me with all the people who were alive, or who had ever been alive.”
One final note:
Students will be expected to participate frequently in class whether it be sharing their insights with their
peers, writing thoughtful written responses to poems, or even expressing their opinions creatively
through other means such as art.
What happens next?
After we have completed this unit, we will move onto persuasive essays and debates. Students will be
able to use their skills in interpreting and analyzing poetry to help understand and create persuasive
writing. Students will be more comfortable in reading different types of literature and deriving the
meaning and purpose behind them.