UNIT PLAN. Grade Level: English I Unit #: 2 Unit Name: Poetry. Big Idea/Theme: Poetry demonstrates literary devices to create meaning.

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1 UNIT PLAN Grade Level: English I Unit #: 2 Unit Name: Poetry Big Idea/Theme: Poetry demonstrates literary devices to create meaning. Culminating Assessment: Examples: Research various poets, analyze poetry, and present Create a portfolio of original poetry. Student will choose an original poem to submit for publication. Unit Understanding(s) Students will understand that Poetry is a different form of expression. There are various types of poetry. Poetry exhibits figurative language. Poets use various elements to express their craft. Unit Essential Question(s): How is poetry different from prose? What are the different types of poetry? How do poems exhibit figurative language? How do poets use elements to express their craft? Students will know / Students will be able to Compare and contrast ideas within and across literary texts to make inferences. Analyze the impact of point of view on literary texts. Analyze the relationship among character, plot, and theme in a given literary text. Analyze the effect of author s craft on the meaning of a literary text. Create a response to literary texts through a variety of methods. Read independently for pleasure. Annotate source and give rationale as to why you chose the specific quotes. Write an introduction and thesis. (See Handout) Writing (Writer s workshop is a part of each unit.) Students will be able to Take narrative (from first workshop) and turn it into a poem. Write a reflective essay (in textbook). 1

2 South Carolina Academic Standards: E1-1.1 Compare/contrast ideas within and across literary texts to make inferences. E1-1.2 Analyze the impact of point of view of literary texts. E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E1-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text. E1-1.5 Analyze the effect of he author s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion)on the meaning of literary texts. E1-1.6 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). E1-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). E1-1.8 Read independently for extended periods of time for pleasure. E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E1-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text. E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). E1-4.4 Use grammatical conventions of written Standard American English, including Subject-verb agreement, Pronoun-antecedent agreement, Agreement of nouns and their modifiers, Verb modifiers, Pronoun case, Formation of comparative and superlative adjectives and adverbs, and Idiomatic usage. (See Instructional Appendix: Composite Writing Matrix) E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught. (See Instructional Appendix: Composite Writing Matrix.) E1-5.2 Create narratives (for example, personal essays, memoirs, or narrative poems) that use descriptive language to create tone and mood. E1-5.3 Create descriptions for use in other modes of written works (for example, 2

3 narrative, expository, and persuasive). E1-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. E1-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E1-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E1-6.7 Use a variety of print and electronic reference materials. Interim Assessment (formative) Classwork/Homework Quizzes Group observation Journals Vocabulary assignments Essays Thinking maps Graphic organizers K-W-L Admit/Exit Slips Key Criteria (to meet the standard/rubric) State Writing Rubric Vocabulary Alliteration Extended metaphor Hyperbole Idiom Metaphor Metonomy Onomatopoeia Oxymoron Paradox Personification Refrain Repetition Rhyming words Simile Stanza Symbolism Tone 3

4 Poet Research Project CATEGORY Poet Biography 10 or more interesting facts 7-9 interesting facts 4-6 interesting facts 3 or less interesting facts Poem Analysis Relevant, telling, quality details give the reader important information that identifies the Presentation Information is presented using appropriate tone and inflection. Appropriate body language displayed. relevant, but one key issue or detail that identifies the poems is unsupported. Information is presented using some tone and inflection. relevant, but several key issues or details that identify the unsupported. Information is orally presented without inflection, tone or body language. typically unclear or not related to the Information is not orally presented to class. 4

5 Basic Poetry Portfolio CATEGORY 5 (100-90%) 4 (89-80%) 3 (79-70%) 2 (69-60%) 1 (59-0%) Poems All assigned present. 1-2 assigned 3-4 assigned 5 assigned 6 or more assigned poems are Creativity Organization Poems are creative and thoughtful. Work shows that student put a lot of effort into his/her creation. Cover page and Contents are present and clear and easy to follow. Page numbers are present. Portfolio is very neat in appearance. Poems show effort. Some poetic devices are used. Good word choice. Some effort and thought went into creating these Cover page and Contents are present and mostly clear. There are a few errors present or no page numbers. Portfolio is neat in appearance. Poems are average. Little effort to use poetic devices other than what was assigned. Word choice is average. Effort is neither stellar nor poor. Contents has errors and somewhat hard to follow. Cover page may be Portfolio may be a little sloppy. Poems are very simplistic. Word choice is juvenile. Seems like student wrote poems very quickly without much effort put into it. Contents is very poorly put together. Cover page may be Portfolio has no clear order of organization. Poems lack effort and thoughtfulness. Poor word choice. Contents and cover page are completely 5

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