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ESL/ENGLISH II HIGH SCHOOL UNIT LESSON PLAN OVERVIEW POETRY UNIT DURATION: APPROXIMATELY TWO AND A HALF TO THREE WEEKS INSTRUCTOR: MAUREEN LEGARIAOVERVIEW: DURING THIS UNIT, STUDENTS WILL PARTICIPATE IN A POETRY UNIT AND CREATE THEIR OWN POEMS AND TWO SHORT STORIES. THEY WILL WORK IN LITERATURE CIRCLES AND EACH STUDENT WILL FINISH A TOTAL OF 5 WRITTEN TEXTS. THEY WILL ALSO PRODUCE AN ALICE WORLD DEMONSTRATING ONE OF THE TYPES OF POETRY OR SHORT STORIES WHICH THEY READ ABOUT.GENRES: SHORT STORIES: PARABLE AND FABLE POETRY: LYRICAL, HAIKU, TANKANC/COMMON CORE/WIDA STANDARS: a.4 (for literature and informational texts), b.1, C.1, C.2, 5.01, 5.03, 6.01, 6.02, WIDA ELP STANDARDS: IDENTIFY AND USE VOCABULARY IN CONTEXT; DEVELOP EXTENSIVE WRITTEN AND ORAL DISCOURSE FROM THE ENTERING, EMERGING, DEVELOPING, EXPANDING, AND BRIDGING LEVELS.I CAN DESCRIPTORS (WIDA AND STATE STANDARDS): EDIT ENGLISH SENTENCES FOR CORRECT PUNCTUATION USING CLASS NOTES AND AN EDITING CHARTREAD A SHORT INFORMATIONAL TEXT AND USE CONTEXT CLUES/DICTIONARY FOR UNDERSTANDINGLISTEN TO A SHORT VIDEO AND TAKE NOTES USING A GRAPHIC ORGANIZERORALLY SHARE INFORMATION WITH MY GROUP IN A LITERATURE CIRCLECREATE A NEW POEM AND SHORT STORY AND APPLY GENRE-SPECIFIC CHARACTERISTICS.SCAFFOLDED/DIFFERENTIATED INSTRUCTION AND SUPPORTS:DICTIONARIESPAIR WORKMODIFIED/SIMPLIFIED TEXTFINAL PRODUCT: THREE TEXTS INSTEAD OF FIVE WITH A FOCUS ON THE THREE POEMSGRAPHIC ORGANIZERSSTORY BOARD PICTURES WITH WORDS/SHORT SENTENCESFORMATIVE/SUMMATIVE ASSESSMENTS:LITERATURE CIRCLE WORKSHEETSORAL PARTICIPATION IN LITERATURE CIRCLES AND LARGE GROUP SHARE-OUTGRAPHIC ORGANIZERSVOCABULARY AND GRAMMAR WORKSHEETSFINAL PROJECT: POETRY AND SHORT STORIES WRITING PORTFOLIO WITH PICTURES; ALICE WORLD ON ONE TYPE OF POETRYEXAMPLE TEMPLATE FOR THREE DAY CYCLE:ESSENTIAL QUESTIONS BELLRINGER BACKGROUND PRESENTATION PRACTICE CLOSURE EVAL/ PROJECTSDAY 1EQ: WHAT ARE SIMILIARITIES AND DIFFERENCES BETWEEN HAIKU AND TANKA POETRY?WHAT IS AN ALICE WORLD?VOCABULARY:EMOTIONSFEELINGSMETERHAIKUTANKAWORLDBACKGROUNDOBJECTSPROGRAMMINGDIRECTIONSANIMATIONCAMARA VIEWSDUMMYMETHODSEVENTSSTUDENTS GO TO CLASS SITE ON TO ACCESS ANY MATERIALS.GRAMMAR WARM-UPGRAMMAR WARM-UPAPPLY GRAMMAR CONVENTIONS TO EDIT SENTENCES BY CORRECTING SENTENCES ON BOARD IN THEIR BINDERS AND SHARING OUT WITH THE CLASS.STUDENTS GO THE CHOMP, CHOMP GRAMMAR AND WORK ON 5 SENTENCES ABOUT FRAGMENTS. STUDENTS SHARE OUT ANSWERS.DIFFERENTIATION:STUDENTS EDIT THE FOLLOWING SENTENCES: BELLRINGERSTUDENTS READ THEIR CHARACTERISTIC CHECKLIST FOR HAIKU POETRY. THEY APPLY THE TEXTUAL FEATURES TO THRE DIFFERENT TEXTS AND IDENTIFY WHICH IS/ARE HAIKU POETRY. STUDENTS SUPPORT THEIR REEASONS WITH TEXTUAL EVIDENCE.DIFFERENTIATION: STUDENTS ASK WH-QUESTIONS ABOUT “HAIKU” POETRY. BOTH OTHER STUDENTS AND TEACHER ANSWER QUESTIONS. STUDENTS HAVE AN ORGANIZER WHERE THEY NOTE-TAKE.BACKGROUNDSTUDENTS DIVIDE INTO LITERATURE CIRCLE GROUPS AND ASSIGN THEMSELVES THEIR ROLES (SEE LIT CIRCLE WORKSHEET).STUDENTS BEGIN ALICE TUTORIAL TOUR FOR BUILDING AN ALICE WORLD. FOCUS: CHOOSING A BACKGROUND, PUTTING IN OBJECTS, AND MAKING THEM MOVE WITH THE SIMPLE COMMANDS.PRESENTATIONSTUDENTS CREATE A SIMPLE ALICE WORLD WITH CHARACTERS AND SPEAKING “TEXT” USING THREE CHARACTERISTICS FROM THE HAIKU CHECKLIST.. PRACTICEEXIT QUESTION:WRITE DOWN TRHEE CHARACTERISTICS OF HAIKU POETRY. PLACE THE THREE CHARACTERISTICS WITH A CHARACTER “SAY” IN ALICE. CLOSUREGRAMMAR WARM-UP: CHOMP CHOMP AND EDITING OF SENTENCESBRAINSTORMING WH-QUESTIONINGNOTE-TAKING ORGANIZERHAIKU CHECKLIST WITH EXAMPLESEVAL/PROJECTSDAY 2GRAMMAR WARM-UPAPPLY GRAMMAR CONVENTIONS TO EDIT SENTENCES BY CORRECTING SENTENCES ON BOARD IN THEIR BINDERS AND SHARING OUT WITH THE CLASS.STUDENTS EDIT THE FOLLOWING SENTENCES:The methods Editor are where you can makes your character do things.The events /editor are where you put yours event in action. BELL RINGERANTICIPATION GUIDE: STUDENTS REVIEW BOTH HAIKU AND ALICE VOCABULARY WITH LETTER ANTICIPATION GUIDE (SEE HANDOUT). BACKGROUNDSTUDENTS DIVIDE INTO LIT CIRCLES AND USE THEIR COMPUTERS TO ACCESS INFORMATION ON HAIKU FROM EDMODO WEBSITE AND USING OTHER INTERNET SOURCES. EACH STUDENT SHARES OUT WITH GROUP ABOUT HISTORY, CHARACTERISTICS, AND EXAMPLE OF HAIKU.(SEE HANDOUTS)STUDENTS USE CITATION GUIDE TO CORRECTLY CITE SOURCES BY APPLYING MLA FORMAT (FOLLOW-UP FROM PREVIOUS LESSONS ON CITATION FORMAT). (SEE HANDOUTS) PRESENTATIONSTUDENTS BRAINSTORM IDEAS FOR THEIR HAIKU POEM AND FIND ONE INTERNET IMAGE FROM WHICH TO CREATE THEIR POEM. STUDENTS USE STORYBOARD TEMPLATE TO ORGANIZE THEIR ALICE WORLD BASED ON THEIR POEM.STUDENTS DIVIDE INTO GROUPS AND IDENTIFY AND CATEGORIZE THE FOLLOWING LITERARY DEVICES AND TECHNIQUES:ALLITERATIONPERSONIFICATIONMETAPHORSIMILE.STUDENTS LOOK UP EXAMPLES OF HAIKU AND TANKA AND PROVIDE EXAMPLES FROM TEXT. STUDENTS CITE THEIR SOURCES. PRACTICESTUDENTS PROGRAM ONE METHOD IN ALICE FOR MOVEMENT AND TEXT.CLOSURE DAY 3GRAMMAR WARM-UPAPPLY GRAMMAR CONVENTIONS TO EDIT SENTENCES BY CORRECTING SENTENCES ON BOARD IN THEIR BINDERS AND SHARING OUT WITH THE CLASS.STUDENTS WRITE OUT THREE SENTENCES TO USE IN THEIR ALICE WORLD, CHECKING FOR CAPITALIZATION, PUNCTUATION, AND SPELLING WITH A PARTNER BY APPLYING EDITING AND DEVELOPMENT CONVENTIONS. (PEER EDITING)REVIEW: STUDENTS COMPLETE THE ALICE QUIZ ABOUT HAIKU AND TANKA BY CATEGORING, COMPARING, AND CONTRASTING HAIKU AND TANKA.STUDENTS USE THEIR IMAGE OF NATURE AND EMOTIONS TO CREATE THEIR TANKA AND HAIKU POEMS.STUDENTS WRITE OUT THEIR POEMS IN A WORD DOCUMENT AND PASTE THEIR IMAGE INTO THE DOCUMENT.STUDENTS PEER EDIT WITH CLASS AND PRESENT POEMS ON ELMO/SMARTBOARD..STUDENTS CREATE THEIR ALICE WORLDS WITH SIMPLE VISUALIZATIONS OF THEIR HAIKU AND TANKA POEMS. THEY INTEGRATE TEXT AND/OR SOUND INTO THEIR WORLD PRESENTATIONS.STUDENTS ASK TWO NEW QUESTIONS THEY HAVE ABOUT THE CREATION OF THEI ALICE WORLDS. . ................
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