ELA 9 Austin

Poetry Unit Plan: Understanding by Design

Stage 1: Established Goals: GO1: Explore thoughts, ideas, feelings and experiences. 1.1 Discover and Explore 1.1.1 Express ideas and develop understanding 1.2 Clarify and Extend 1.2.1 Consider the ideas of others 1.2.2 Combine ideas 1.2.3 Extend understanding GO2: Comprehend and respond personally and critically to oral, print and other media texts. 2.1 Use Strategies and Cues 2.1.1 Use prior knowledge 2.1.2 Use comprehension strategies 2.2 Respond to texts 2.2.1 Experience various texts 2.2.2 Construct meaning from texts 2.2.3 Appreciate the artistry of texts 2.3 Understand Forms, Elements and Techniques 2.3.1 Understand forms and genres 2.3.3 Experiment with language 2.4 Create Original Text 2.4.1 Generate ideas 2.4.2 Elaborate on the expression of ideas GO4: Enhance the clarity and artistry of communication 4.1 Enhance and Improve 4.1.4 Expand knowledge of language 4.1.5 Enhance artistry 4.2 Attend to conventions 4.2.1 Attend to grammar and usage 4.2.2 Attend to spelling 4.2.3 Attend to capitalization and punctuation Students will understand that: Poetry exists all around us
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Figurative language helps us to enhance both our expression and understanding of meaning

Writing poetry is a cathartic means of expression Poems can mean different things to different people at different times Poetry can help us to interpret and understand the complexities of life and the world around us

Essential Questions: How does poetry live in the real world? Why should we read/study poetry? How can figurative language help up communicate in the world we live in? What affect does reading and writing poetry have on us?

Students will know Figures of speech Imagery How poetry lives in the real world Connotation and denotation Implicit and explicit meaning Symbolism

Students will be able to Explain the significance of poetry in the world we live in Annotate a poem Create a visual representation of a poem Write a poem
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Write a letter

Stage 2: Assessment Evidence Performance Tasks: Personal Response Poem Annotation Visual Representation Functional letter Other Evidence Exam Formative assessment Stage 3: Learning Plan (Each activity addresses all three goals, Acquisition, Making Meaning, and Transfer no activity is in isolation)

Teaching/Learning Activity Introduction to poetry class discussion on why we should look at poetry Dead Poets Society & Slam Poetry (To This Day)

LANGUAGE ARTS Questions Assessment Why should we read poetry? Formative

Primary Goal/Type Transfer

Personal Response

Why should we read poetry? How does poetry live in the real world? Why should we read poetry? How does poetry live in the real

Formative

Transfer

Formative

Transfer

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Figures of Speech figures of speech Charades/Pictionary looking at figures of speech in songs and poems. Annotate a Poem Annotate 2 of the following 4 poems: Please Understand Me, Please Hear What Im Not Saying, The Road not Taken, If Poetry Workshop Activities to develop poetry-writing skills Visual Representation of a Poem Choice of any of the 4 poems we annotated, or a poem that you wrote in the poetry workshop. Write a Letter to a Poet (or a Songwriter)

world? What is a figure of speech? How are they used? Why do we use them?

Formative

Acquisition

How do you Summative annotate a poem? Why do you annotate a poem?

Meaning Making

Why do people Formative write poems? How do you write a poem? How can you Summative visually represent the themes and ideas of a poem?

Meaning Making Transfer

Meaning Making

How do you write a letter? How does responding personally to a poem increase your understanding of it?

Summative

Transfer

Exam Hand out poem allow students to discuss in small groups Then hand out test

Summative

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questions (students are no longer allowed to speak/discuss) Note: Activities are not written in stone! They will be adjusted according to student interest and ability, and teacher goals/purpose.