Unit Theme: 11.6: Create! (Poetry) Week: #:___ 1__________

Teacher: Subject: Grade: ______________ Date: From ________________ to __________________ 20____

Desired ResultEU1. Poets use emotion and literary devices and draw on their background, history, culture, family etc. to express themselves and to develop their identity in their work.EU2. Readers and writers use similes, metaphors, and figurative language, along with other literary devices, to help the reader/listener experience a poem and to create interpretations to enrich and deepen their experience in a text.EU3. Poems are read for pleasure, instruction, and enlightenment. It is a distinct literary form for expressing ideas, thoughts and themes.

Assessment EvidenceThe student incorporates the elements of poetry studied in this unit into his/her poem and uses appropriate tone, voice and mood. The student should also refer to his/her Heart Map for ideas about what to include in his/her “I’m from…” poem.

Learning PlanSuggested Learning Activities:

Day 1 Day 2 Day 3 Day 4 Day 5Standards: Listening Listening Language Language/ Reading/ Writing Writing

Expectations 11.L.1 11.L.1d 11.L.1 11.L.1d 11.LA.5/ 11.LA.5b 11.R.10/ 11.W.8 11.W.8/11.W.7

Academic Strategy

Objective

The student will understand, appreciate, discuss, and interpret a variety of published poetry by well-known poets, and peer-edits classmates’ poems

The student will understand, appreciate discuss, interpret and analyze a variety of published poetry by well-known poets, and peer-edits classmates’ poems

The student will demonstrate understanding of figurative language, word relationships, and differences in word meanings.

The student identifies and understands different poetic structures and devices

The student will write routinely over short and extended time frames (time for research, reflection, and revision) for a variety of discipline-specific tasks, purposes, and audiences.

Initial Activities

The teacher spends time during class reading poem aloud. This is an opportunity for the teacher to model the appropriate technique for presenting poetry orally and to expose the student to a variety of poetry styles, figurative language, rhythm, rhyme. .

The teacher will model the appropriate technique for presenting poetry orally and to expose the student to a variety of poetry styles, figurative language, rhythm, rhyme, etc.

The students will write two or three questions on the board, preferably related to the topic. However, for classes that meet regularly, you may also use this as an opportunity to include target language from the previous lesson

The teacher will set up tone for students. Figurative Language Game Show: https://www.youtube.com/watch?v=-4UeRBAmevA

The student will reflect upon language use and importance of meaning according to environment.A review of poetic terms (alliteration, assonance, simile and rhyme).

Development Activities The student keeps a log of the The student keeps a log of The students will works The student works through the

Region: __________________ District:________________________

School: ____________________________________

Desired ResultEU1. Poets use emotion and literary devices and draw on their background, history, culture, family etc. to express themselves and to develop their identity in their work.EU2. Readers and writers use similes, metaphors, and figurative language, along with other literary devices, to help the reader/listener experience a poem and to create interpretations to enrich and deepen their experience in a text.EU3. Poems are read for pleasure, instruction, and enlightenment. It is a distinct literary form for expressing ideas, thoughts and themes.

Assessment EvidenceThe student incorporates the elements of poetry studied in this unit into his/her poem and uses appropriate tone, voice and mood. The student should also refer to his/her Heart Map for ideas about what to include in his/her “I’m from…” poem.

Learning PlanSuggested Learning Activities:

poems he/she hears as well as those he/she reads during the unit.

the poems he/she hears as well as those he/she reads during the unit.

independently or in pairs to identify and record examples of each of the four poetic terms (alliteration, assonance, simile, and rhyme) on a fresh copy of the four-square graphic organizer

Use attachment 11.6 Learning Activity – Poetic Terms Four Square to help explain the poetic terms for this unit (alliteration, assonance, simile, and rhyme.)

The poetry handbook at http://www.shadowpo etry.com/resources/handbook/a.html is a good aid for definitions.

The student should record definitions and then look through provided poems and anthologies in the classroom to find examples of each.

reflection questions targeting different poetic structures and devices. and steps in attachment 11.6 Other Evidence

The student will read “The Eskimos Have No Word for ‘War’”, the student works independently or in pairs to identify and record examples of each of the four poetic terms (alliteration, assonance, simile, and rhyme)

The student should be able to justify what s/he likes and why as well as the use of particular devices for different effects.

Closing ActivitiesThe student develops awareness of poetry with a poem read in class.,.

The students will review poetry terms to comprehend poetry devices.

The students will record in Literacy Journals examples of poetry devices provided in poems.

The students will discuss poetic devices and use according to poem(s) read in class or examples.

The students will discuss Literacy Journals title and poetic terms.

Formative Assessment – Other evidence

Journal Log Activity with vocabulary in context.

Journal Entry writing using poetry terms and devices

New Vocabulary- Students will find meaning of new words.

Students will identify poetry devices with a given poem.

Desired ResultEU1. Poets use emotion and literary devices and draw on their background, history, culture, family etc. to express themselves and to develop their identity in their work.EU2. Readers and writers use similes, metaphors, and figurative language, along with other literary devices, to help the reader/listener experience a poem and to create interpretations to enrich and deepen their experience in a text.EU3. Poems are read for pleasure, instruction, and enlightenment. It is a distinct literary form for expressing ideas, thoughts and themes.

Assessment EvidenceThe student incorporates the elements of poetry studied in this unit into his/her poem and uses appropriate tone, voice and mood. The student should also refer to his/her Heart Map for ideas about what to include in his/her “I’m from…” poem.

Learning PlanSuggested Learning Activities:

Materials

Homework

Differentiated Instruction Strategies___ Special Education ___ LSP/LEP___ Section 504 ___ Gifted

Teacher Reflection