Unit Title:



|Unit Title: |The World of Poetry! |

|Pillar Focus: |*character |Time Frame: |*May 26-June 12 |

|Significant Concepts/ |Types of Poems: |

|BIG Ideas: | |

| |Acrostic/ Ballade/ Diamante/ Lyric/ Haiku/ Horation Ode/ Limerick/ Tanka/ Triolet/ Shakespearean sonnet |

| |Figurative language |

| |Gathering vocabulary |

|Unit Questions: |*Factual: What are the different types of poems? |

|Standards |POWER standards: |RL. 9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting |

|and Content: | |motivations) develop over the course of a text, interact with other characters, and |

| |PS.1 Reading Literature |advance the plot or develop the theme. |

| |PS.3 Writing Standards |RL. 9-10.5. Analyze how an author’s choices concerning how to structure a text, order |

| |PS.5 Language Standards |events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) |

| |PS.6 Personal Engagement |create such effects as mystery, tension, or surprise. |

| | |RL. 9-10.7. Analyze the representation of a subject or a key scene in two different |

| | |artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s |

| | |“Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). |

| | |RL. 9-10.9. Analyze how an author draws on and transforms source material in a specific |

| | |work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later |

| | |author draws on a play by Shakespeare). |

| | |RL. 9-10.10. By the end of grade 10, read and comprehend literature, including stories, |

| | |dramas, and poems, at the high end of the grades 9–10 text complexity band independently |

| | |and proficiently. |

| | | |

| | |W. 9-10.4. Produce clear and coherent writing in which the development, organization, and |

| | |style are appropriate to task, purpose, and audience. (Grade-specific expectations for |

| | |writing types are defined in standards 1–3 above.) |

| | |Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on |

| | |and transforms source material in a specific work [e.g., how Shakespeare treats a theme or|

| | |topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”). |

| | | |

| | |L. 9-10.5. Demonstrate understanding of figurative language, word relationships, and |

| | |nuances in word meanings. |

| | |Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role |

| | |in the text. |

| | |Analyze nuances in the meaning of words with similar denotations. |

| | |L. 9-10.6. Acquire and use accurately general academic and domain-specific words and |

| | |phrases, sufficient for reading, writing, speaking, and listening at the college and |

| | |career readiness level; demonstrate independence in gathering vocabulary knowledge when |

| | |considering a word or phrase important to comprehension or expression. |

| | | |

| | | |

|Key Vocabulary: |Vocabulary analyzed from the poems |

|Culminating Assessment: | Reading Literature summative |

| |Writing/language usage Summative |

|WRAC— |*Week1: Introduction to poetry , four types of poems |

|Writing and Reading Across |*Week2: Five types of poems |

|Curriculum: |*Week 3: one type of poem, Booklet due/Reading summative |

|Curricular Resources and |*Resources: Online resources, |

|Technology: | |

| |*Technology: Smart board |

|Interdisciplinary |*This unit will contain topics and information related to social studies, history, and other social sciences. |

|Connections: | |

|Other Important |Memorial day break |

|Information: | |

|BACKWARDS |Week 1:|* Intro to poetry, types of poems |*Monday: MEMORIAL DAY |

|Planning: |5/26-29 | | |

| | | |Tuesday: Intro to poetry, Make poetry booklets |

| | | |*Wednesday: Ballade, Review of figurative language, working on booklet, begin writing Acrostic |

| | | |Poem |

| | | |*Thursday: Diamante, working on booklet |

| | | |*Friday: Lyric poem, Reading questions |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

| |Week 2: |*Types of Poems |*Monday: Haiku, working on booklet |

| |6/1-5 | |Tuesday: Horation Ode, Reading questions |

| | | |*Wednesday: Limerick, working on booklet |

| | | |*Thursday: Tanka, working on booklet |

| | | |*Friday: Triolet, working on booklet, Handout missing Book Letters to students |

| | | | |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teacher. |

| | | | |

| |Week 3: |*Summative, presentations |*Monday: Shakespearean sonnet, working on booklet |

| |6/8-12 | |Tuesday: READING SUMMATIVE, POETRY BOOKLET DUE, Presentations |

| | | | |

| | | |*Wednesday: Presentations |

| | | | |

| | | |*Thursday: Presentations, Pass out summer packets |

| | | | |

| | | |*Friday: LAST DAY OF SCHOOL, Classroom cleanup, Make-ups |

| | | | |

| | | |ACCOMODATIONS: |

| | | |ELL students will work on reading and comprehension according to what Mrs. Tamim provides them.|

| | | | |

| | | | |

| | | | |

| | | |Tier 2 students will receive assistance from the paraprofessionals and ESL teachers. They will |

| | | |receive a picture book of the story to help them better understand the plot of the story. |

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