Long Range Plans - Tripod



Poetry Unit

Introduction to Unit: Students will complete an Acrostic Poem about their feelings on poetry. They will present these to the class and discuss their initial feelings about poetry – their likes and dislikes. Also, students will be told to bring in a folder with loose-leaf paper to use as a Reader’s Notebook during the Poetry Unit. The acrostic poems will be their first item in the notebook.

On Wednesday, students will begin the unit by going over pages 225-227 in the literature text. With teacher guidance and explanation, students will take notes in the Reader’s Notebook on the following poetic devices:

• Form (stanza, free verse)

• Sound Devices (alliteration, assonance, consonance, rhyme, onomatopoeia, rhythm)

• Figurative Language (imagery, simile, metaphor, personification)

Examples of these will be given as students will be expected to make note of these elements on all poems they read in their notebooks.

Students will practice responding to poetry in their Reader’s Notebooks by recording thoughts & observations on a children’s poem. They will observe & record notes on form, sound, figurative language, and meaning & personal reaction to the poem. Students will follow the method of reading and examining poetry as outlined on p. 227 of the text.

Poems to be Covered:

** Objectives 017 and 019 will be addressed when covering all poems, as students will be expected to compare / contrast rhyme, rhythm, and sound in all poems and paraphrase the meaning of all poems.

“Birches” p. 828

“Piano” p. 229 (speaker recalls hearing his mother play the piano on Sunday)

“Those Winter Sundays” p. 230 (father working)

*018 – poetic inspiration methods – compare / contrast to “Piano”

“Poem at Thirty-Nine” p. 518 (Alice Walker’s description of her father’s influence)

*086 – diction / word choice – compare / contrast Walker’s poetic diction with Pink’s diction & theme of song “Family Portrait”

“Women” p. 517 (Walker’s appreciation of her mother’s education)

**Discussion of the theme / influence of HERITAGE as seen in the first four poems; comparison / contrast of the inspiration of each poem; compare / contrast theme, form, and figurative language of each poem

“On Writing Poetry” p. 521 (Walker’s essay on how she writes poetry)

*018 – Poetic inspiration methods

“Afro-American Fragment” p. 495 (L. Hughes – compare / contrast theme & form to Walker’s poetry)

“Woman” p. 259 (women’s independence)

*compare / contrast to Walker’s “Women” and Destiny’s Child “Survivor” song – discuss theme, poetic inspiration, figurative language

Sonnets – cover sonnet form / structure p. 234

“Sonnet 18” p. 234 (Shakespeare’s beloved compared to a summer’s day)

*analyze / paraphrase each quatrain and the final couplet; discuss theme through

form

“Sonnet 30” p. 235 (Millay’s definition of love)

Narrative Poetry – elements of narrative poems p. 433

“Exile” p. 433 (speaker’s difficult journey / transition from Dominican Republic to USA)

*149, 123, 119, 077 -- Students will create an original narrative poem about a personal life event which will be presented to the class. Time will be spent in peer conference groups before poems are turned in / presented.

Thematic Connection – The Cruelty of War

“The Sonnet-ballad” p. 579

“Do Not Weep, Maiden For War Is Kind” p. 580

(Compare / contrast the view of war presented in the two poems, the methods of inspiration, time periods, figurative language)

“The Artilleryman’s Vision” p. 646

“Look at this)” p. 648 (Cumming’s description of the effects of war – examine tone, diction, form)

*p. 650 Writing Option #3 – Consoling Letter (in response to Cumming’s poem)

“Imagine” by John Lennon – compare / contrast the views of war presented in the poems and song – tie in to current views of war)

*p. 650 – Activity & Exploration #1 – Illustrations of War

Culminating Project: Poem published for the class; collected into a Book of Poems for each class

• Each student will create an original poem using the poetry covered as models. Poems must include a variety of figurative language, sound devices, and have meaning. Students will identify personal inspirations for their poems.

• Students will review each other’s poems in groups of 3; they will use sticky notes to reply / suggest / complement one another.

• On presentation day, students will present poems to the class, in final form, with poems typed and artwork included, if desired. The class will respond to every poem by using sticky notes given to each presenter.

• Poems will be collected and bound into a Class Poetry Book.

Also, student will turn in their Reader’s Response journals for the poetry unit for a grade.

Poetry lessons begin on the next page.

| |Instructor: Tim Miles | |

|Date: |Class: English II Unit: Poetry | |

|3/12/03 | | |

| |Activities: | |

| |Students will be asked to respond to the following: |Assessment Methods for objectives: |

| |Why is poetry important? |Sharing of student journal entries and class discussion. |

| |Students will share responses to the prompt. In addition, I will share | |

| |my opinion: |State Standard(s) addressed: (10th grade standards) |

| |Poetry is a form of communication that is different than any other |E2-R2.2 |

| |form. It allows for a deeper expression of thought or feelings than |Demonstrate the ability to evaluate the author’s use of stylistic elements.|

| |other forms typically do. Through rhyme, rhythm, metaphor, simile, and | |

| |other literary devices, points can be stressed in a manner not found in|Performance Dimensions: |

| |prose. In teaching poetry, my goal is to help students to be able to | |

| |identify these devices and understand how they contribute to meaning. | |

| |Students will share the acrostics that they created on Tuesday. | |

| |Students will be reminded of the excitement that was shared during the |Reflections: |

| |creation of the acrostics and told that this is one of the many | |

| |exciting forms of poetry that we will be covering in this unit. | |

| |Students will listen to and read the lyrics of Pink’s Family Portrait. | |

| |Students will discuss the song’s tone, theme, and the topics addressed | |

| |within the song. | |

| |Students will read “Those Winter Sundays” and “Piano.” Also, there will| |

| |be a Q/A on these poems where students address tone, theme, and the | |

| |topics addressed within the poems. | |

| |Students will be asked to write in their journals. In their journal | |

| |entries, students should discuss the similarities and differences | |

| |between the poems and the song. Students will be asked to share journal| |

| |entries with the class. | |

| |I will cover key literary terms. | |

| |Students will find the use of at least one of the covered devices in | |

| |the 2 poems and the song. The class will discuss student work. | |

| | | |

| |Objective(s): | |

| |I.C.3 | |

| |Compares/Contrasts Poetic Inspiration Methods | |

| | | |

| |Materials: | |

| |Text, CD, and Overhead | |

| | | |

| |Instructor: Tim Miles | |

|Date: |Class : English II Unit: Poetry | |

|3/13/03 | | |

| |Activities: | |

| |1. In groups of 3-4, students will brainstorm and select two popular |Assessment Methods for objectives: |

| |youth activities. The activities should be something, like swinging in |1. Observation of activities 1 and 3. |

| |Frost’s poem “Birches,” that adults usually do not do. Groups will be | |

| |asked to act out, without using words, one of their activities. The |State Standard(s) addressed: (10th grade standards) |

| |class will attempt to guess what the activity is. Additionally, the |E2-W1.1 |

| |class will discuss why this activity is more common among younger |Demonstrate the ability to choose a topic, generate ideas, and use oral |

| |people. |strategies. |

| |2. The class will read Frost’s poem “Birches.” | |

| |3. The class will discuss the poem. Possible discussion prompts | |

| |include: |Performance Dimensions: |

| |What is the significance of earth and sky in the poem? | |

| |What is the significance of swinging in the poem? | |

| |What do you feel is the author’s purpose in writing this poem? |Reflections: |

| |Does the poem suggest anything about the importance of age? If so, | |

| |what? | |

| |Could any of the activities the class discussed earlier play the same | |

| |role as swinging in the poem? | |

| |4. Individually, students will think of their group’s youth activity. | |

| |Students will create an example of alliteration and consonance that can| |

| |be applied to this activity. I will provide examples: Baseball players | |

| |make big bucks. Baseball players need to have a fleet foot. | |

| |5. Students will search the poem for examples of alliteration and | |

| |consonance. Students will share their findings. | |

| | | |

| |Objective(s): | |

| |III.A.3 | |

| |Uses impromptu responses | |

| |Materials: | |

| |Text | |

| | | |

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| |Instructor: Tim Miles | |

|Date: |Class : English II Unit: Poetry | |

|3/14/03 | | |

| |Activities: | |

| |1. Students will create a Bio-Poem as a means of expressing personal |Assessment Methods for objectives: |

| |interests and experiences in poetic form. The poems will serve to allow|Students will be observed during the poetry-writing process to assess |

| |self-expression and will give me greater insight into the personalities|understanding of the assignment guidelines & requirements. Projects and |

| |of my students. |presentations will be graded using a rubric for scoring guidelines. |

| |2. Students will be given the Bio-Poem project assignment sheet which | |

| |outlines the requirements of the project; questions about the | |

| |assignment will be addressed & clarified. |State Standard(s) addressed by objectives: (10th grade standards) |

| |3. After covering the guidelines & format for the poems, students will |E2-W1.4 |

| |draft their Bio-Poems. I will walk around the room and monitor their |Demonstrate the ability to revise writing for clarity. |

| |progress and offer assistance when needed. Also, I will make sure | |

| |students are following the format for the assignment and that they are | |

| |using correct punctuation, spelling, and mechanics. |Performance Dimensions: |

| |4. When students finish the 1st draft of their poems, they will then be| |

| |instructed to spend time revising their drafts and writing a final |Reflections: |

| |copy. Poems should be neatly written, and students should make | |

| |revisions where necessary. | |

| |5. Students will spend the remainder of class cutting out magazine | |

| |pictures to make a collage, or using personal drawings to illustrate | |

| |their poems. As per the guidelines, students must use artwork to | |

| |represent at least 50% of the information in their poems. | |

| |6. Students should complete the Bio-Poems in class; however, they will | |

| |not present their poems to the class until Monday. Since the | |

| |presentations must be well developed, organized, and the poems read | |

| |fluently, students will be allowed to plan & practice their | |

| |presentations over the weekend. They will be expected to read their | |

| |poems to the class and explain the relevance of their artwork / collage| |

| |pictures. | |

| | | |

| |Objective(s): | |

| |III.A.2 Illustrates ideas using anecdotes/ examples | |

| |III.N Demonstrates Proficiency through creative expression. | |

| |IV.A.1 Plans/ organizes ideas for writing | |

| |IV.A.5 Revises writing presentation for clarity/content | |

| |IV.A.6 Edits final copies | |

| |IV.B Composes in a Variety of Forms | |

| | | |

| | | |

| |Materials: Overhead & transparencies; handouts of project requirements;| |

| |colored pencils, crayons, markers; magazines, scissors, glue | |

| | | |

| |Instructor: Tim Miles | |

|Date: |Class : English II Unit: Poetry | |

|3/17/03 | | |

| |Activities: | |

| |1. Students will individually present their completed Bio-Poems to the |Assessment Methods for objectives: |

| |class. They will be expected to read the poem fluently, and then spend |1. Students will be graded on Bio-Poems (following format, creativity, |

| |a couple of minutes explaining the magazine collage / illustrations |collage/ illustrations, presentation) as well as the individual evaluations|

| |included with their poems. (about 45 minutes) |of the project. |

| |2. Students will then have 5 minutes to write a personal evaluation of |2. Students’ understanding of “Women” will be assessed through observation |

| |the project. I will ask them to evaluate their effort & participation |of note-taking, roaming & listening to the paired “think-alouds,” and |

| |in the project, as well as what they most liked about this project and |responses during the whole class discussion. Also, homework (Venn Diagram) |

| |what they would have changed in the assignment. |will be checked for students’ understanding of the poem’s meaning. |

| |3. Students will then analyze Alice Walker’s poem “Women.” To help | |

| |students understand the poem, the following pre-reading steps will be | |

| |taken: | |

| |Anticipatory Set / Establishing prior knowledge: Students will be asked|State Standard(s) addressed by objectives: (10th grade standards) |

| |the question, “How much of what you put into your Bio-Poem was | |

| |influenced by your background, your family, your heritage?” Students | |

| |will be given a “rating strip” to gauge the influence of their family |Performance Dimensions: |

| |on their likes, dislikes, fears, and desires. They will mark their | |

| |responses on the scale, then hold them up for everyone to examine. I |Reflections: |

| |will ask students to give specific examples from their poems, and | |

| |explain how these things were influenced by their family. | |

| |After we have openly discussed the value of family / heritage for a few| |

| |minutes, I will ask students what they remember about Alice Walker – | |

| |anything they’ve read by her, etc. Students should recall the short | |

| |story “Everyday Use” which also emphasizes the value of heritage. | |

| |4. Students will then read the poem “Women” following these guidelines | |

| |from Jim Burke: | |

| |Look at the poem’s title, and find some clue about the poem.* | |

| |Read the poem straight through, silently. | |

| |Record what you know – any phrase, idea, words that give you some hold | |

| |on the poem.* | |

| |Look for patterns (grammatical, sensory).* | |

| |Identify the speaker.* | |

| |Read the poem again, this time aloud. | |

| |Consider the form of the poem – note form, shape, sentence / line | |

| |structure, etc.* | |

| |Look at the language of the poem (capitalization, punctuation, dialect,| |

| |etc.).* | |

| |Items marked with an * will be recorded in students’ notebooks. Then | |

| |students will “think aloud” in pairs to discuss / compare their | |

| |responses. After 5-7 minutes of think aloud time, students will come | |

| |back together for whole group discussion. Students will share with the | |

| |entire class their interpretations of the poem – what Alice Walker is | |

| |trying to express in this poem (value of heritage, the change in | |

| |women’s role in society). | |

| |5. For homework, students will complete a Venn Diagram on Women in | |

| |Society – then & now. Structure for diagram will be demonstrated on the| |

| |overhead. | |

| | | |

| |Objective(s): | |

| | | |

| |Materials: Text, overhead, rating scale | |

| | | |

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