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Title of Unit

Poetry Writing
Grade Level
Time Frame
1!1" days
#dentify $esired %esults &'tage 1(
Georgia Performance 'tandards
The Georgia Performance 'tandards in this unit are)
ELA7%1 The student demonstrates comprehension and shows
evidence of a warranted and responsible explanation of a
variety of literary and informational texts.
A. Distinguishes between the concepts of theme in a literary work
and the authors purpose in an expository text.
B. Interprets a characters traits emotions or motivations and
gives supporting evidence from a text.
!. "xplains and analy#es the effects of sound form figurative
language and graphics in order to uncover meaning in literature$
i. %ound&e.g. alliteration onomatopoeia internal rhyme rhyme
ii. (igurative language &e.g. simile metaphor personification
and hyperbole'
iii. !raphics &e.g. capital letters line length word position'.
). Identifies and analy#es how an authors use of words creates
tone and mood giving supporting evidence from text.
ELA7%* The student understands and ac*uires new vocabulary and
uses it correctly in reading and writing. The student
). Identifies and explains idioms and analogies in prose and poetry.
I. Determines word meanings through the use of definition
example restatement or contrast.
ELA7%+ The student reads aloud accurately &in the range of
+,-' familiar material in a variety of genres in a way that makes
meaning clear to listeners. The student
.. /eads with a rhythm flow and meter that sound like everyday
speech &prosody'.
ELA7%C* The student participates in discussions related to
curricular learning all sub0ect area. The student
A. "xamines the authors purpose in writing
ELA7%C+ The student ac*uires new vocabulary in each content
area and uses it correctly. The student
B. 1ses content vocabulary in writing and speaking.
ELA7%C, The student establishes a context for information
ac*uired by reading across sub0ect areas. The student
A. "xplores life experiences related to sub0ect area content.
ELA7C1 The student demonstrates understanding and control of
the rules of the "nglish language reali#ing that usage
involves the appropriate application of conventions and
grammar in both written and spoken formats.
ELA7W1 The student produces writing that establishes an
appropriate organi#ational structure sets a context and
engages the reader maintains a coherent focus throughout
and signals a satisfying closure. The student
A. %elects a focus organi#ational structure and a point of view
based on purpose genre expectations audience length and
format re*uirements.
B. 2rites texts of a length appropriate to address the topic or
tell the story.
.. 1ses traditional structures for conveying information &e.g.
chronological order cause and effect similarity and difference
and posing and answering a *uestion'.
D. 1ses appropriate structures to ensure coherence &e.g.
transition elements'.
ELA7W, The student consistently uses the writing process to
develop revise and evaluate writing. The student
A. 3lans and drafts independently and resourcefully.
B. /evises writing.
.. "dits writing.
ELA-L'.1 The student participates in student4to4teacher
student4to4student and group verbal interactions.
ELA-L'.* The student listens to and views various forms of text
and media in order to gather and share information persuade
others and express and understand ideas. The student will
select and critically analy#e messages using rubrics as
assessment tools.
Essential Questions
2hat is 3oetry5
2hat are different forms of poetry5
2hat is figurative language5
)ow do we use figurative language in to enhance poetry5
)ow does tone and6mood effect poetry5
'tudents 2ill 3no2)
A. The meaning of poetry.
B. The various elements of poetry.
.. The various styles of poetry.
D. The authors use of words creates tone and mood.
". 3oetry is a genre with similarities and differences to
other genres.
F. Understanding a texts structure helps one understand its
'tudents 2ill 4e a4le to)
A. 2rite various forms of poetry.
B. /ead various forms of poetry with understanding.
.. /ecogni#e various literary elements associated with poetry.
D. 1se 3oetry 2eb7uest technology to enhance their poetry
and assist in comprehension and writing.
Assessment Evidence (Stage 2)
Perormance !as" #escription
Goal) To write read and analy#e poetry with an understanding of
tone mood and culture. This will be expressed both in writing
and orally.
%ole) The students will work individually to complete the task but will
be placed in a group during the revising and editing stages.
Audience) An 8
grade /eading6"nglish 9anguage Arts class
Product$Perormance% Students &ill &rite their o&n poems rom their
lie experiences to read and dramati'e through oral
presentation or the class. Students &ill also partner up to
assess their classmates oral reading perormance. Students
&ill explore theme( point o vie&( and tone( and discuss &ith
each other and share &ritten relections.
%tudents will also interact with the 3oetry 2eb7uest at the following
website$ http$66userwww.sfsu.edu6:korourke6web*uest.html
/ther Evidence
7ui##es over the poetry elements and figurative language
;ournal entries in a reading response 0ournal from various poems read
3articipation in class discussions
.ompleted poetry writing practice graphic organi#er using various
figurative language
.ompleted poetry portfolios
/ubrics from 3oetry 2eb7uest
)earning Plan (Stage *)
+here are &e going, +h- is this &orth learning, +hat is expected,
Teacher will introduce the unit to the students by reading and
dramati#ing the poem The .reation by ;ames 2eldon ;ohnson.
Teacher will explain to students how poetry can be a way of
expressing their feelings or re0ections. (igurative language and
poetry elements will be introduced as ways to enhance their
poetry writing. <arious other forms of poetry will be read to
students as well as students will read poems and discuss themes
tone and mood in their groups. Throughout the readings students
will write responses to poems read in their reading response
0ournals and share with the class in the authors chair. %tudents
will also analy#e various poems.
.o& &ill / hoo" students at the 0eginning o the unit,
Teacher will hook students to the unit by playing portions of
songs on .Ds. %ongs will vary in time era. %tudents will receive
handouts of the words to the songs and discuss the words and
their meanings. %tudents will discuss the overarching *uestion
=2hat is 3oetry.>
What information or s3ills need to 4e taught to e5ui0 students to
achieve the desired results6
%tudents will be able to$
A. "xplore and discuss different forms of poetry.
B. ?ake inferences and draw conclusions about fictional
contexts events and themes.
.. 1se personal experiences to bring meaning to poetry.