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Unit 10.5: Create!

English as a Second Language 6 weeks Stage 1 - Desired Results Unit Summary


In this unit, students will read, listen to, and produce a variety of poems. They will gain an understanding of figurative language, specifically simile, metaphor, and personification. Students will also become familiar with the elements of drama and will write a short script based on a previous narrative. Transfer goal: Students will leave the class able to use their learning about the various elements of figurative language, poetry and drama to strengthen and enrich their own writing and to better understand their culture.

Content Standards and Learning Expectations


Listening L/S.10.1 Listens and responds during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to analyze character development, setting, tone, voice, and mood; makes connections to the text. Reading R.10.3 Organizes and analyzes the plot; establishes cause and effect; makes connections, predictions, and inferences; draws conclusions; classifies and analyzes the conflict and resolution in a variety of texts. R.10.5 Uses elements of poetry and plays to analyze, interpret, and classify genre, imagery, figurative language, and symbolism. Writing W.10.2 Applies appropriate grammar, structure, and syntax; analyzes word choice to convey intended meaning. W.10.4 Applies figurative language to produce different styles of poems.

Big Ideas/Enduring Understandings:


Our sense of self is influenced by relationships, conflicts, choices and experiences. Poets express feelings, experiences, or thoughts through well-chosen words, formats, techniques, and poetic elements. Plays offer a unique and personal way for authors to express themselves.

Essential Questions:
How do our decisions and actions change our lives? How does a reader identify, respond to, analyze, and compare the elements of poetry? How does the plays structure enlighten the reader? Why does a writer choose a play as the means to express himself and the world around him?

Content (Students will know)


Tone, voice, and mood Cause and effect Genre, imagery, figurative language, and

Skills (Students will be able to)


Listen and respond during a read aloud, presentation, or performance from a variety of literature, periods, genres, and styles to 1

June 2012

Unit 10.5: Create! English as a Second Language 6 weeks


symbolism Elements of poetry and plays analyze tone, voice, and mood. Use elements of poetry and plays to analyze, interpret, and classify genre, imagery, figurative language, and symbolism. Apply figurative language to produce different styles of poems.

Content Vocabulary Poetry: Genre Imagery Simile Metaphor Drama: Dialogue Scene Blocking Stage directions

Stage 2 - Assessment Evidence Performance Tasks


Sensory Imagery Create, Part 2 After completing the Learning Activity: Sensory Imagery Create, Part 1, the teacher will explain to the students that they are going to write a poem using either the object from their bag or a new object of their choice. The teacher will share the Sensory Imagery in Poetry Checklist (see attachment: 10.5 Performance Task Sensory Imagery in Poetry Checklist) which will be used by the students for planning and by the teacher for evaluating the poems. The students must use at least three of the five senses, but are encouraged to use as many as possible in the poem. They should include examples of figurative language (simile, metaphor) as well. The goal is for them to use their senses to describe something so well that their audience senses it too. Students should start by making a list using the Using Your Senses graphic organizer so that they have a variety of sensory images they can use in their poems. This also provides a place for them to classify the imagery into different categories (smell, taste, etc.) Note: The teacher should offer higher-level sensory vocabulary for students who are ready for it. Students should also incorporate figurative June 2012

Other Evidence
Word Wall of new vocabulary learned during the unit students will keep a personal word wall in the reading logs. Reading Log students will keep a running record of reading done throughout the unit. The student will record title and pages read. The teacher may choose to add reflection statements to the daily reading log regarding theme, characters, setting, etc. Reflection Journals Students will complete a daily quick-write journal entry (5 minutes) on a self-selected or teacher-provided topic (depending on the teachers preference for the day). Anecdotal Evidence during discussions the teacher will keep a running record of student responses during class discussions to assess their comprehension of the topics as well as their ability to participate in discussions in English. Use Your Senses chart group activity Paragraph in response to Echoes Cause and Effect Diamante Poem Figurative Language Worksheet (see attachment: 10.5 Other Evidence Figurative Language). Poetic Devices Test (teacher-created) 2

Unit 10.5: Create! English as a Second Language 6 weeks


language such as simile, metaphor, and personification in describing their objects. After the students have had a chance to write and revise their poems, they will share them orally with the class. The poems will be assessed using a rubric of the teachers design or the Sensory Imagery in Poetry Checklist. Students will select something theyve written during this year (personal narrative suggested, but students can choose anything theyve written) and convert a portion of it into a theatrical scene. Students should incorporate the format of a script including set description (setting), dialogue, scene directions, etc. Students should refer to mentor texts/scripts and teachers direction for help with the scripts structure. The scene will be assessed on a rubric (see attachment: 10.5 Performance Task Dramatic Scene Rubric). Students will then write a Playbill for the scene. The teacher should review the rubric with the students so that they can see what is expected of them and how their work will be evaluated (see attachment: 10.5 Performance Task Playbill Rubric). Students should share drafts of their scenes and playbills with their peers as part of the editing process. (One option - Divide students into groups of four. Have students present their playbill to the other members of the group. The three students who are listening can give feedback to the presenting student by comparing the playbill to the requirements on the Playbill Rubric.) Students should then act out their scenes with a group of students. They should be given ample time to practice in groups, since students will be acting in multiple scenes.

Write a Scene and Create a Playbill1

Source: http://www.scholastic.com/teachers/lesson-plan/create-playbill

June 2012

Unit 10.5: Create! English as a Second Language 6 weeks Stage 3 - Learning Plan Learning Activities
Sensory Imagery- Read and Respond2 The teacher will provide students with copies of the poem Echoes by Pat Mora (or another poem with strong sensory imagery). The teacher will read the poem to students twice. The first time they can read along and the second time they should underline places where they see Pat Mora using one of the five senses to describe something. The students should then take a few minutes to label which senses are used next to each passage they underlined during the second reading. During classroom discussion, students should be able to explain what the poem is about (using the map to locate the people in the poem) and how sensory imagery works to make the poem more meaningful or easier to understand. The students will then write a paragraph to summarize and analyze the poem and explain how the sensory imagery affects the meaning of the poem. Students should use textual evidence in the form of paraphrased or quoted examples from the poem to support their answers (see attachment: 10.5 Learning Activity Explanatory Paragraph for an example). If a review of cause and effect is needed, see Sample Lessons: Slipping, Sliding, Tumbling for a stepby-step lesson. Remind students of the format of Diamante Poems. Explain that for this activity, the format will be modified to make it a cause and effect poem (see below). Format for Diamante Cause and Effect Poem: o Line 1: Poem Topic (the cause) o Line 2: Two adjectives about the cause/topic o Line 3: Three ing words about the cause/topic o Line 4: Four nouns or a short phrase linking the cause/topic with its effect o Line 5: Three ing words about the effect o Line 6: Two adjectives about the effect o Line 7: The effect Students should generate a cause and effect statement that they want to turn into a diamante poem. The teacher will help them come up with a statement by offering examples (The man got a ticket because he was speeding, The referee called a penalty on the basketball player for traveling, Janice got an A on her science test because she studied very hard) and sentence frames (I think _______ was caused by_______, The main cause of _______ was probably _______, The effects of _______ were_______). The teacher might suggest that they consider current events or a particular content area for inspiration regarding their poem topic. The students should take their cause and effect statement and narrow it down to a one word cause and a one word effect. The teacher should lead the class through writing an example Cause and Effect Diamante Poem, such as the example below.

Cause and Effect3

Source: http://www.readwritethink.org/classroom-resources/lesson-plans/color-silence-sensory-imagery1104.html 3 Source: http://www.readwritethink.org/classroom-resources/lesson-plans/slipping-sliding-tumbling-reinforcing965.html

June 2012

Unit 10.5: Create! English as a Second Language 6 weeks


The Spelling Test Study Challenge, Dedication Repeating, Memorizing, Writing Practice, Analysis, Success, Victory Cheering, Smiling, Celebrating Excellent, Masterful 100% (Cause and Effect Statement: I studied hard for my spelling test and got 100 %!) Students will take their own cause and effect statement and turn it into their own cause and effect diamante poem. When they finish, students will complete the Cause and Effect Diamante Rubric (see attachment: 10.5 Other Evidence Diamante Rubric) and, if necessary, revise their poems before preparing a final copy. The teacher will give small groups each a bag that contains a different edible object. The students will feel and listen to the object before taking it out of the bag to look at, smell, and taste it. Each group must use the Using Your Senses graphic organizer (see attachment: 10.5 Learning Activity Using Your Senses) to describe the object according to each of the five senses. One student from each group should record all the information onto the graphic organizer, listing students names next to their answers. Another student should present the information to the class. If the students read each section without stopping, they will see that it already sounds like a poem. As a whole class, discuss how the sensory images they created change the way they think about and understand the objects in their bags. The teacher will ask students: o Do the sensory images make the objects more interesting? o Do they help the objects come to life? Explain. o Do the images help you better relate to the objects using your senses? Explain. This lesson leads directly into Performance Task 2 Sensory Imagery Create, Part 2. After students have written a poem of their own, the teacher will explain that they are going to live with the poem for a week before handing it in. These exercises will be turned in with the final copy of the poem. o Monday: Close your eyes and listen: What do you notice about the piece? What does it make you feel? o Tuesday: Illustrate a favorite scene or image. Why was it your favorite? o Wednesday: In what way does this piece connect to your life? Bring in a personal connection artifact: a book, poem, photograph, letter, etc. o Thursday: Share connections.

Sensory Imagery Create, Part 14

Living with a Piece of Writing for One Week5

Source: http://www.readwritethink.org/classroom-resources/lesson-plans/color-silence-sensory-imagery1104.html 5 Source: http://www.arliteracymodel.com/pdf/conference/050919/georgia.pdf

June 2012

Unit 10.5: Create! English as a Second Language 6 weeks


o Friday: Craft talk: What do you notice about how this piece is written: word choice, structure, imagery, point of view, etc?

Identification of the Elements of Drama6 The teacher will introduce the elements of drama and definitions using attachment 10.5 Learning Activity Understanding Drama. The teacher will read aloud with students each of the elements and definitions. The teacher will facilitate a reading of a dramatic play, such as Raisin in the Sun, with the whole class. (Students can be assigned roles to read during class. Roles can change by scene or by day in order to include each student.) The teacher will encourage class discussion by asking questions about the scenes and allowing students to ask questions. This will help ensure students' comprehension of the dramatic play. The class will work together to fill in the last column on the Understanding Drama worksheet, using examples from the play. What is Poetry? Contrasting Poetry and Prose: http://www.readwritethink.org/classroomresources/lesson-plans/what-poetry-contrasting-poetry-30738.html Slipping, Sliding, Tumbling: Reinforcing Cause and Effect Through Diamante Poems: http://www.readwritethink.org/classroom-resources/lesson-plans/slipping-sliding-tumblingreinforcing-965.html Figurative Language in Poetry: http://teachershare.scholastic.com/resources/13864 Use As reference: o Unit 7.3 Poetry: ODE to Puerto Rico o Unit 8.5 Using Poetry to Express Myself o Unit 9.6 Figuratively Speaking Repeat After Us online library and language lab (recorded literature readings) http://www.repeatafterus.com/ Flocabulary: Hip-hop in the Classroom: http://flocabulary.com/hiphopmetaphors/ Educational Rap to teach elements of poetry: http://www.educationalrap.com/song/poetry-forlife.html Educational Rap to teach figurative language: http://www.educationalrap.com/song/figurativelanguage.html Explanation and Clarification example of difference between mood and tone: http://www.dowlingcentral.com/MrsD/area/literature/Terms/Tone.html Life Doesnt Frighten Me At All read by Maya Angelou: http://www.youtube.com/watch?v=2O-0i_9MyA Writing a Stage Play: http://homeworktips.about.com/od/homeworktopics/a/play.htm Full-text plays available for download: http://www.readbookonline.net/plays/ (many pop-ups)

Sample Lessons

Additional Resources

Source: http://www.scholastic.com/teachers/lesson-plan/create-playbill

June 2012

Unit 10.5: Create! English as a Second Language 6 weeks Literature Connections


Cool Salsa: Bilingual Poems on Growing Up Latino in the United States by Lori Marie Carlson Red Hot Salsa: Bilingual Poems on Being Young and Latino in the United States by Lori Marie Carlson Where the Sidewalk Ends by Shel Silverstein Creatures of Earth, Sea and Sky and This Place I Know: Poems of Comfort by Georgia Heard Confetti: Poems for Children by Pat Mora Analysis of Baseball by May Swenson All That Is Gold by J.R.R. Tolkien Im Nobody! Who Are You? by Emily Dickinson Life Doesnt Frighten Me by Maya Angelou (http://www.ricw.ri.gov/lessons/143.htm#LIFE%20DOESN%E2%80%99T%20FRIGHTEN%20ME) Ten-Minute Plays for Middle School Performers: Plays for a Variety of Cast Sizes by Rebecca Young Raisin in the Sun by Lorraine Hansberry Our Town by Thornton Wilder Diary of Anne Frank by Frances Goodrich and Albert Hackett The Miracle Worker by William Gibson My Picture Gallery by Walt Whitman Abuelito Who by Sandra Cisneros Who knows if the moons by E.E. Cummings The Open Road by Walt Whitman (Free Verse) A Dream Within a Dream by Edgar Allan Poe The Spring and the Fall by Edna St. Vincent Millay The Latin Deli {Prose and Poetry) by Judith Ortiz Cofer Literature Timeless Voices, Timeless Theme, Copper o Saying Yes by Diana Chang page 26 (Poem: Imagery) o My Picture-Gallery by Walt Whitman page 27 (Poem: Imagery) o Dust of Snow by Robert Frost page 28 (Poem: Imagery) o Books Fall Open by David McCord page 72 (Poem: Word Choice) o O to Be Up and Doing by Robert Louis Stevenson page 73 (Poem: Word Choice) o Change by Charlotte Zolotow page 74 (Poem: Word Choice) o How to Write a Poem About the Sky by Leslie Marmon Silko page 128 (Poem: Sensory Language) o Ill tell you how the Sun Rose by Emily Dickinson page 129 (Poem: Sensory Language) o Wilderness Rivers by Elizabeth Coatsworth page 130 (Poem: Sensory Language) o Adventures of Isabel by Ogden Nash page 262 (Poem: Stanzas) o Ill Stay by Gwendolyn Brooks page 263 (Poem: Stanzas) o Wilbur Wright and Orville Wright by Stephen Vincent Benet page 264 (Poem: Stanzas) o Life Doesnt Frighten Me by Maya Angelou page 308 (Interpret Poetry: Rhythm) o Arithmetic by Carl Sandburg page 309 (Interpret Poetry: Rhythm) o Was Worm by May Swenson page 310 (Interpret Poetry: Rhythm) o Abuelito Who by Sandra Cisnero page 336 (Poem: Free Verse, Make Inferences) o Who knows if the moons by E.E. Cummings page 338 (Poem: Free Verse, Make Inferences)

June 2012

Unit 10.5: Create! English as a Second Language 6 weeks


o o o o o o o o The Open Road by Walt Whitman page 339 (Poem: Free Verse, Make Inferences) A Dream Within a Dream by Edgar Allan Poe page 390 (Poem: Rhyme, Make Inferences) The Spring and the Fall by Edna St. Vincent Millary page 391 (Poem: Rhyme, Make Inferences) Ankylosaurus by Jack Prelustsky page 392 (Poem: Rhyme, Make Inferences) The FairesLullaby by William Shakespeare page 430 (Poem: Repetition, Paraphrasing) Someone by Walter de la Mare page 432 (Poem: Repetition, Paraphrasing) Who Has Seen the Wind by Christina Rossetti page 433 (Poem: Repetition, Paraphrasing) The Phantom Tollbooth Act 1 and Act 2 by Norton Juster and Susan Nanus page 630 (Play: Elements of Drama and Staging, Summarize)

June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe