UNIT PLAN Grade Level English II Unit #: 2 Unit Name: Poetry Big Idea/Theme: Poetry demonstrates literary devices to create meaning. Culminating Assessment: Examples: Research a poet and analyze his/her poetry, and present your findings to the class. Create a poetry portfolio of your own poems and those of your favorite poet. Create and submit an original poem for publication. Dramatize a poem individually or in groups. 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. 1
South Carolina Academic Standards: E2-1.1 Compare/contrast ideas within and across literary texts to make inferences. E2-1.2 Analyze the impact of point of view on literary texts. E2-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E2-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text. E2-1.5 Analyze the effect of the author s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E2-1.6 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). E2-1.7 Compare/contrast literary texts from various genres (for example, poetry, drama, novels, and short stories). E2-1.8 Read independently for extended periods of time for pleasure. E2-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E2-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.) E2-3.3 Interpret euphemisms and the connotations of words to understand the meaning of a given text. E2-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. E2-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E2-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions). E2-4.4 Use grammatical conventions of written Standard American English, including Subject-verb agreement Pro-noun-antecedent agreement Agreement of nouns and their modifiers, Verb formation, Pronoun case, Formation of comparative and superlative adjectives and adverbs, and Idiomatic usage. (See Instructional Appendix: Composite Writing Matrix.) E2-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) E2-4.6 Edit written pieces for the correct use of Standard American English, including the reinforcement of convections previously taught. (See Instructional Appendix: Composite Writing Matrix.) E2-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood. E2-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 2
E2-6.5 Create written works, oral and auditory presentations, and visual presentations that are designed for a specific audience and purpose. E2-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. E2-6.7 Use a variety of print and electronic reference materials. Interim Assessment (formative) Quizzes Group observation Journals Vocabulary assignments Essays Thinking maps Graphic organizers K-W-L Admit/Exit Slips Vocabulary Alliteration Extended metaphor Hyperbole Idiom Metaphor Metonomy Onomatopoeia Oxymoron Paradox Personification Refrain Repetition Rhyming words Simile Stanza Symbolism Tone Speaker Sonnet Lyric poetry Narrative poetry Image Allusion Epic Ode Ballard Free Verse/Blank verse Iambic pentameter Anthology Key Criteria (to meet the standard/rubric) State Writing Rubric 3
Poet Research Project CATEGORY 4 3 2 1 Poet Biography 10 or more interesting facts about the poet. 7-9 interesting facts about the poet. 4-6 interesting facts about the poet. 3 or less interesting facts about the poet. Poem Analysis Relevant, telling, quality details give the reader important information that identifies the poems. Presentation Information is presented using appropriate tone and inflection. Appropriate body language displayed. Supporting details and information are relevant, but one key issue or detail that identifies the poems is unsupported. Information is presented using some tone and inflection. Supporting details and information are relevant, but several key issues or details that identify the unsupported. Information is orally presented without inflection, tone or body language. Supporting details and information are typically unclear or not related to the poems. Information is not orally presented to class. 4
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 poems. 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
Dramatize a Poem CATEGORY 4 3 2 1 Text Accuracy All (100 percent) textual information appeared to be accurate and in Almost all (75 percent) textual information appeared to be accurate and in Most (50 percent) of the textual information was accurate and in Very little (25 percent or less) of the textual information was accurate and/or in Props/Costume Playwriting Students use props and costumes that accurately fit the text of the poem, show considerable work/creativity and make the presentation better. It is evident that were planned in advance. Play was creative and really held the audience's interest. Students use props and costumes that accurately fit the text of the poem, show some work/creativity and make the presentation better. It is evident that were planned in advance, though more insight could have been demonstrated. Play was creative and usually held the audience's interest. Students use few props or costumes that accurately fit the text of the poem, show work/creativity or make the presentation better. It is evident that were not planned in advance and little insight is demonstrated. Play had several creative elements, but often did not hold the audience's interest. The student uses no props OR the props chosen detract from the presentation. It is evident that appropriate were never considered. Play needed more creative elements. Scenery Scenery was creative, added interest to the play, and did not get in the way of the actors. Scenery was creative and did not get in the way of the actors. Scenery was not creative or got in the way of the actors. Scenery was nonexistent. Voice Projection Voices of actors were always audible to people sitting in the back row. Voices of actors were usually (75 percent) audible to people sitting in the back row. Voices of actors were sometimes (50 percent) audible to people sitting in the back row. Voices of actors were rarely/never (25 percent or less) audible to people sitting in the back row. 6