Digital Unit Plan Template

Unit Title: Music & Poetry

Name: Kate Archer

Content Area: English

Grade Level: 10

CA Content Standard(s)/Common Core Standard(s):

READING
RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and redefined by
specific details provided an objective summary of the text.
RL.9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative impact of specific word choices on meaning and tone.
RL.9-10.10 - By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 9-10 text complexity band independently and
proficiently.
WRITING
W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.7 - Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.9 - Draw evidence from literary or informational text to support analysis, reflection and research.
Big Ideas/Unit Goals:
BIG IDEA: Students should be able to use poetic devices and critical analysis of text to breakdown and understand the meaning of modern song lyrics.
Students will be able to read and analyze the text in a literal and figurative sense, understanding symbolism and realism.
Students will be able to recognize poetic devices, figurative language and new vocabulary.
Students will be able to synthesize information from the text and individual research to present a critical analysis in the form of an essay.
Unit Summary:
In this unit, students will analyze the lyrics of popular (and not so popular) songs in order to find literary and poetic devices. Each set of lyrics will also include a new set of vocabulary
words and incorporate a creative writing assignment. Each writing assignment will be a short, critical response to the song. At the end of the unit, students will synthesize all of their
newfound information into an analytical response essay.

Assessment Plan:
Entry-Level: Students will take time in class to discuss
whether or not they think song lyrics and poetry are
similar. Students will then lead a discussion as to why they
agree or disagree.

Formative: Students will have two quizzes, one on poetry

terms and another on vocabulary from songs and poems.
The Socratic seminar will be on a selected poem, students
will lead this seminar but should discuss the meaning,
theme, literary devices, etc. Finally, students will have to
turn in their journals weekly (or bi-weekly) for me to
check their journals on poets and poetry terms. Students
journals should have poetic vocabulary, facts on poems
and their authors, etc.

Summative: Students will write a compare and contrast

essay on a selected poem and song lyrics. Additionally,
they will choose a song and find all of the poetic devices,
as well as the theme and meaning of the poem. We will
listen to the song in class and the student will present his or
her findings.

Lesson 1
Student Learning Objective:
Students will learn the basics of
analyzing poetry through the
use of TP(VS)CASTT Poetry.

Acceptable Evidence
(Assessments): Graphic
organizer and vocab lit
worksheets coupled with
lecture example and additional
poems for homework.

Lesson Activities:.
- Students will participate in an in-class lecture analyzing song lyrics using the TP(VS)CASTT method.
- Students will work to understand new vocabulary words and how to use a vocab lit sheet.
- Students will use TP(VS)CASTT to analyze poems in class (if leftover time) and for the poems taken home.

Acceptable Evidence:
Webercise worksheet

Lesson Activities:
- Students will be given the webercise as homework.
- Students will use the provided links in each section to learn and answer questions about each of the poets covered in
the unit.
- Students can also dive further into the poets work by completing an extra credit section in the webercise.

Acceptable Evidence: Students

will use an interactive journal
coupled with discovering new
vocabulary to find meaning and
literary devices that are
important in the interpretation
of a text.

Lesson Activities:
- Students will identify new vocabulary in the provided text.
- Students will use the interactive journal to make personal connection, point out important lines (words, couplets, etc.)
that contribute to the overall meaning of the text.
- Students will bring the interactive journals into class the following day and will discuss with the class.

Lesson 2
Student Learning Objective:
Using a webecise to learn about
the poets that we will be
focusing on in this unit.
Lesson 3
Student Learning Objective:
Students will be able to analyze
and make personal connections
from a work (lyrics or poem)
using an interactive journal.
Unit Resources:
Poetry Glossary - https://www.poets.org/poetsorg/text/poetry-glossary
Poetic Devices (List) - http://highered.mheducation.com/sites/0072405228/student_view0/poetic_glossary.html
Poetic Devices (Quizlet) - https://quizlet.com/9916695/poetic-device-terms-and-examples-flash-cards/
Poetic Devices: Definition, Types & Examples - http://study.com/academy/lesson/poetic-devices-definition-types-examples.html
Poetry Explication - http://www.poetrysoup.com/poetry/resources/documents/Poetry-Explication.pdf

Useful Websites:
Purdue OWL - http://owl.english.purdue.edu/
Plagiarism tracker - http://www.plagtracker.com/
KnightCite - http://www.calvin.edu/library/knightcite/?
Character web - http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-REPRO-021808-11.pdf