Grade: 8th Grade Teacher(s): Patrice O. Toulson and Ann DeLoach

Content Topic: Poetry

Summary of Unit: This unit will be on poetry. The students will be introduced to different types of poetry and will focus on literary elements in poems that they read. They will read poetry and analyze the literary elements of each one and they and will create a collection of original poems.

Methods of Collecting Information:This lesson will be taught to a class of 17 eighth graders who are enrolled in 8th grade Language Arts. The age range of the students is thirteen to fifteen. There are 9 Black Males, 2 White Males, 5 Black Females and 1 Hispanic Female.

Demographics:

2010-2011 Writing Test Scores and CRCT Test Results of the students:

Student Race/Gender Writing Scores 2010-2011

CRCT Reading 2010-2011

CRCT ELA 2010-2011

CRCT Math2010-2011

CRCT Science 2010-2011

CRCT Social Studies 2010-2011

RM Black/Male 20 788 777 791 768 750TB Black/Female 21 790 788 766 762 725XB Black/Male 20 788 804 830 790 766EC Hispanic/Female 20 805 802 825 805 789JDa Black/Male 24 782 806 802 783 778JDi Black/Male 20 790 806 793 781 766BH Black/Female 22 805 824 800 814 784AK White/Male 20 773 784 769 783 769TL Black/Female 28 835 824 793 778 760QL Black/Male 20 785 804 804 755 750ML Black/Female 28 817 819 806 796 792SR Black/Female 29 805 811 816 783 798CR Black/Male 25 793 802 812 776 769CS Black/Male 22 793 811 814 796 795BSm Black/Male 807 814 804 773 769BSt White/Male 20 782 800 793 778 739NT Black/Male 20 793 804 804 792 787

*** CRCT Failing Test Scores

Reading – 11 out of 17 students failed the CRCT in 2010-2011.

Language Arts – 3 out of 17 failed the CRCT in 2010-2011.

Math – 6 out of 17 failed CRCT in 2010-2011.

Science – 14 out of 17 failed CRCT in 2010-2011.

Social Studies – 17 out of 17 failed CRCT in 2010-2011.

While talking to the Language Arts teacher, Ms. Deloach, prior to co-teaching this unit

on poetry, Ms. Deloach stated that none of these students are in the gifted program or the

ELL program. None of these students have a learning disability or are EBD. There are

no special education students in this class. However, there is one student in the process

of being tested for the special education program. There is another student in this class

that is being considered for testing in the special education program. One student is

ADHD and is on medication. There are numerous behavior problems in this class of

seventeen. In fact, one student has been in the alternative school the majority of his

middle school years. Ms. Deloach stated that these students struggle in Language Arts,

reading, writing, and other areas. Actually, more passed the CRCT in Language Arts

than any other subject area in 2010-2011. Ms. Deloach stated that one of the areas that

these students have a lot of problems in is in the area of literary elements and this was a

weakness for them on the CRCT the past two years.

UbD Stage 1 Established Goals

Title of Unit You’re a Poet and Didn’t Know It

Grade Level

8th Grade

Curriculum Area Language Arts

Time Frame

3 Weeks

Stage 1 – Identify Desired ResultsGPS Content Standards: ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery).

Standards for the 21st Century Learner Goals:2 – Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Skills Indicator(s):2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.2.1.4 Use technology and other information tools to analyze and organize information.2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Benchmark(s):-Interpret information and ideas by defining, classifying, and inferring from information in text.-Draw conclusions based on explicit and implied information.- Form opinions and judgments backed up by supporting evidence.-Use interactive tools to participate as a group in analyzing and organizing information.-Create products that incorporate writing, visuals, and other forms of media to convey message and main points.-Assess and edit for grammar, visual impact, and appropriate use of media.

Dispositions Indicator(s):2.2.3 Employ s a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.2.2.4 Demonstrate personal productivity by completing products to express learning.

Responsibilities Indicator(s):Connect understanding to the real world.

Self-Assessment Strategies Indicator(s):2.4.3 Recognize new knowledge and understanding.

Understandings

Students will understand that…. there are different literary elements used in poetry that there are different forms of poetry poetry is an expressive and creative outlet

Related Misconceptions: 1) All poetry has to rhyme.2) Poems are short in length.3) All poems are sweet and happy.

Essential Questions

Overarching Questions:

1) Why is learning about poetry important?

2) How do literary elements contribute to meaning in poetry?

3) How do we use our personal experiences to bring meaning to poetry?

Topical Questions:

1) What is poetry?

2) What are literary elements that can be used in poetry?

3) What can our personal experiences add to understanding poetry?

Knowledge and Skills

KnowledgeStudents will know:

What literary elements such as similes, metaphors, hyperbole, alliterations and onomatopoeias are.

Skills Students will be able to:

Identify different types of poems. Identify literary elements: similes,

metaphors alliterations, and onomatopoeias.

There are different types of poetry That understanding literary

elements help us to understand poetry better.

Write a variety of poems Use web 2.0 tools to publish their

original poems

Stage 2 – Assessment Evidence

Performance Task(s)

Goal: The goal is to create a variety of original poems.

Role: You are an author of poetry.

Audience: The target audience is your peers and your teacher. The location will be at a Poetry Reading at a café.

Situation: You will write a collection of original poetry that will utilize literary elements.

Product Performance and Purpose: You will compose a book of original poems in order to show that you have understanding of different types of poems and understanding of literary elements.

Standards and Criteria for Success: Student must create an original book of poems and use one type of technology in order to publish the final product.

Performance Task(s) Rubric(s)

Rubric for being an author and composing original poetry using literary elements.

Category Score

Poems: A minimum of 5 poems will be written. The student will write at least one Rhyming poem, one Diamonte poem, one

Free Verse Poem, one Acrostic poem and one poem of choice. ______/20

Poetic Devices: A minimum of five different literary elements is used. The five elements are used correctly (i.e. a metaphor is used as a metaphor, simile,

hyperbole, onomatopoeia, and alliteration). The poet provides a thorough explanation of all literary elements that were used, where they were used, and

how they were used. All literary elements were used effectively, correctly, and appropriately.

______/20

Organization: Each poem is very well organized. One idea or image follows another in a logical sequence with clear transitions.

______/20

Spelling, Grammar, Mechanics, etc.: There are no errors in the final draft. People or place names that the author invented are spelled consistently

throughout. End punctuation, and correct punctuation in general, is used throughout the poem.

______/15

Creativity: The poems contain many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his or her

imagination.

______/5

Title: Title is creative, sparks interest and is related to the poem and topic. ______/5

Quality Product: The final draft of the poems is done by using a Web 2.0 tool called LiveBinder. The final product is clean, neat, and attractive. The

final product shows that the author attempted creative styles. It looks like the author took great pride in it.

______/15

Other Evidence(e.g. tests, quizzes, work samples, observations)

Ticket Out the Door: The student will list the different literary elements explain the meaning in their own words and give an example of each.

Teacher will observe the students when they are writing in class to ensure the student has understanding of the poems being studied and the literary elements being used.

Teacher will observe classroom discussion.

Teacher will review reflections of the students to see how they feel they are doing.

Student Self-Assessment and Reflection

Student Self-Reflection Letter – students will write a letter expressing how they feel about the unit on poetry

Stage 3: Plan Learning ExperiencesWeek 1

Day 1:

1) Teachers will have the song “Circle of Life” by Elton John playing in the classroom as the students enter and they will compare the song to poetry. (H)

2) What is poetry and literary elements that help us to understand poetry better? You will pretend to be an author and you will create five original poems. (W)

3) KWL Chart on poetry. The students will write down what they previously know about poetry and what they would like to know about poetry. (R)

4) The computer teacher will use a computer, Internet and a projector to show a podcast of the literary elements that we will be studying that will help us interpret poems better. http://www.authorstream.com/Presentation/chellis22-1195438-literary-elements-podcast/ (E,T)

5) After looking at the podcast, students will be able to come up with their own example of each literary element. (E,T)

6) Students will reflect on what they learned about literary elements and which type they enjoyed the most. (R)

Day 2:

7) Students will be put into groups to share briefly their previous day’s examples of the literary elements. (E)

The Language Arts teacher will then share three poems by Natasha Niemi with the students.

8) The students will be reminded of what onomatopoeia means. Together the class will brainstorm words that sound like their meanings. (E)

9) Once all of the words are on the board, the students will then write three sentences that have these words in them. (E)

10) The students will then go to the computers and the computer teacher will show the students how to use the Web 2.0 tool, Make Belief Comix. They will use onomatopoeias to create a comic strip. I will explain to the students that you find onomatopoeias in comic strips often. The language arts teacher will assist students as needed. (E,T)

11) The students will be asked how they feel about picking onomatopoeias out of poems? Is it difficult or easy? Why? (R)

Day 3:12) As the students enter the room, they will be hearing the song, “Summer in the

City” by Joe Jackson. (E)

13) The language arts teacher will introduce a list of tongue twisters in order to introduce alliterations:

14) The Language Arts teacher will introduce the poem, “The Tutor” by Carolyn Wells. She will then share with the students the poem “Special Season” by Marinela Reka. She will then introduce the poem, “Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out” by Shel Silverstein.

She will remind the students what alliteration and rhyming are and we will dissect The Tutor and Special Seasons for both alliteration and rhyming. She will explain that all rhyming poems don’t have to have alliteration in it. (E)

15) We will look at the lyrics to “Summer in the City” by Joe Jackson:As a whole group, we will dissect the lyrics and pick out the rhyming words. (E)

16) In the computer lab, the students will type a rhyming poem with alliteration.They will save a copy of this poem in their computer folder to possibly use their final project. (E, T)

17) Alliterations are sometimes pretty funny. The students will be asked how did

they enjoy working with alliterations? Why? (R) Day 4:

18) The students will come into the room and Billy Joel’s, “You’re My Home”, will be playing. The language arts teacher will introduce metaphors to the students and will give the definition and guidelines to a metaphor. We will look at the lyrics to “You’re My Home” to determine the metaphors used.

After looking at each of these, we will discuss what is compared to what in each of these metaphors. (E)

19) We will give the students a handout that has more metaphors listed. After each one, they will be asked to answer from a list what is being compared to what (E)

20) After it is determined that the students understand what a metaphor . . is, they will be introduced to the poem, "I Know Why the Caged Bird Sings" by . . Paul Laurence Dunbar.

21) In whole group discussion, the students will be asked questions about the poem. (E)

22) After discussing the poem, the students will write a “feelings poem” using metaphors.(E)

23)The students will be asked what is one thing they learned from today’s lesson? (R)

Day 5:

24) Students will come into the room listening to Pink Floyd”s, “Time”.in order to identify the alliteration, rhyme and metaphors that are used in the song(E)

25) The students will be asked how easy or difficult was it to pick out rhyming, alliterations, and metaphors out of a song? How does a song compare to a poem? (R)

Week 2:Day 1

26) As students enter the classroom, the song, The River, by Garth Brooks will be

playing for the students to find similies. (E)

27) We will give them a copy of the poem, “Willow and Ginkgo” by Eve Merriam. The students will underline all of the similes and will decide which items are being described. (E)

28) After the teachers determine that the students have an understanding of similes, we will then let them begin to write their own simile poem and type it on the computer (E,T)

29) The students will complete a self-assessment sheet on similes. (R)

Day 2:30) Student will be introduced to acrostic poems

After we have a good idea that the students understand what an acrostic poem is and how it is written, we will get them to try their hand at it.

31) After the students type their acrostic poem, they will then be introduced to Wordle on the computer in order to create a unique poetic artwork. They will copy and paste their acrostic poem into Wordle at http://www.wordle.net. They will hit “Go”. The students will be presented with an initial word cloud that they can modify for layout, text styles, and colors. The students see their poem transferred into visual art right in front of their eyes. The students can then print their poetic artwork and the teachers will create a bulletin board from their poetic art work. (E,T)

32) The students will be asked to express how they enjoyed the acrostic poems and the Wordle.net activity. (R)

Day 3:

33) Students will be introduced to a Free Verse poem34) After we looked at these free verse poems, we will let the children attempt to

write a free verse poem. (E)

35) After they complete their free verse poem, they will draw a self-portrait of themselves and scan their pictures into the computer (E,T)

36) The students will reflect on their experience writing a free verse poem and scanning their pictures onto the computer: (R)

Day 4:

37) Students will be introduced to a Diamante Poem (E)

38After we brainstorm ideas on antonyms, the teachers and students will choose one set of antonyms and together we will write a diamante poem. The poem will be written on the board. (E)

39) After we do our diamante poem together, we will go to the computers and let the students go to an interactive website that will allow them to create a diamante poem. The website is at http://www.readwritethink.org/files/resources/interactives/diamante/. (E,T)

40) Reflection of diamante poems

Day 5:

41) Students will be introduced to a haiku poem. We will look at examples of haiku poems.

42) We will give the students examples of ideas that they can write about in their own haiku poem. They will go to the computer and type a haiku poem. (E,T)

43)Reflection – They will reflect on how they enjoyed the haiku poem. (R)

Week 3:

Day 1-5

44) Students will be working on the computer this week creating their finished product using the poems that have been learned and the literary elements that have been used. The students will be using the Web 2.0 tool, Tikatok, to create their final product (E,T)

45) They will write the Self-Assessment letter to Mrs. Toulson and Ms. Deloach as their reflection for this project. (R)

Lesson Extension

https://sites.google.com/site/poetryliteraryelements/

Off the Shelf Resources:

http://www.wordle.net/

Computers with Internet Access

Web 2.0 tool, LiveBinder

http://olc.spsd.sk.ca/de/resources/litdevices/index.html

http://www.makebeliefscomix.com/

Scanner

http://www.lyricsfreak.com/j/joe+jackson/summer+in+the+city_20072783.html

http://www.metrolyrics.com/youre-my-home-lyrics-billy-joel.html

http://www.lyrics007.com/Garth%20Brooks%20Lyrics/The%20River%20Lyrics.html

http://www.readwritethink.org/files/resources/interactives/diamante/