Unit+Plan

=** Poetry Exploration **= 1.01 nar ** **rate** **an** **express** **ive account 1.02 respond to ** **express** **ive materials 1.03 interact in ** **group** **settings 1.04 ** **reflect** **on learning experiences 2 synthesize and ** **use** **information** **from a variety of sources 2.01 respond to ** **information** **al materials 2.02 ** **use** **multiple sources of print and non-print** **information** **in designing and developing** **information** **al materials 3 refine the ** **understanding** **and** **use** **of argument 3.01 ** **explore** **and** **analyze** **argumentative works 3.02 ** **explore** **and** **analyze** **the** **problem** **-solution** **process** 4.01 ** **analyze** **the purpose of the author or creator 4.02 ** **develop** **(with assistance) and** **apply** **appropriate criteria to** **evaluate** **the quality of the** **communication** 5 respond to various literary genres using ** **interpret** **ive and evaluative** **process** **es 5.01 increase ** **fluency** **, comprehension, and** **insight** **through a meaningful and comprehensive literacy program 5.02 study the characteristics of literary genres of fiction, drama, nonfiction, and poetry 6 ** **apply** **conventions of grammar language usage 6.01 ** **model** **an** **understanding** **of conventional written and spoken** **express** **ion 6.02 continue to ** **identify** **and edit errors in spoken and written English** || SWBAT write their own poetry using the format and styles studied. SWBAT ** **perform** **their poetry in some way including, but not limited to, a video of their poetry presentation, web publication, poetry slam, etc. SWBAT ** **make** **connect** **ions between what they have read and what they have written and their own lives. SWBAT give ** **construct** **ive feedback when peer editing their poetry books and presentations SWBAT ** **develop** **criteria for presentation etiquette and** **critique** **their own application of the rules they designed. SWBAT ** **analyze** **their own poetry and** **evaluate** **what they have learned in the** **process** **of the project using the provided rubric.** ||  || How is poetry like orange juice? How do we use words to express our thoughts and feelings? How does an author use stereotypes to create imagery? How do we decipher figurative language? How do we show what we mean with out telling it? What are emotionally charged words and how do we use them effectively? ||  || How do adjectives and adverbs improve my poetry? What words can we choose to use in our poems that will generate the emotional impact that we are seeking? ||  ||
 * Unit Author ||
 * First and Last Name |||| Elizabeth Short ||
 * School District |||| Anson County School District ||
 * School Name |||| Anson Middle School ||
 * School City, State |||| Wadesboro NC ||
 * Unit Overview ||
 * Unit Title ||
 * Exploring Poetry; Reading, Writing and Performing Poetry at the Middle School Level ||
 * Unit Summary ||
 * Students will assume the roles of author and critic in their exploration of poetry. This investigation includes analyzing works created by published authors from around the world, a deeper understanding of literary conventions and the ability to comprehend poetry. Students will write a collection of their own original poetry, using formats provided to them and publish their poetry to ***website as well as in a hand made bound poetry book.** ||
 * **Grade Level** **and** **Subject Area** ||
 * 8th grade Language Arts ||
 * **Approximate Time Needed** ||
 * Approximately 4 weeks ||
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks** ||
 * **NCSCS Objectives:**
 * 1 ** **use** **language to** **express** **individual** **perspective** **s in response to personal, social, cultural and historical issues
 * 3.03 study and ** **create** **arguments that** **evaluate**
 * 4 refine ** **critical thinking** **skills and** **create** **criteria to** **evaluate** **print and non-print materials
 * 4.03 ** **develop** **the stance of a critic
 * **Student Objectives/Learning Outcomes** ||  ||
 * SWBAT **analyze** **and** **explain** **author’s purpose, main idea,** **theme** **, and meaning of** **select** **ed poems.**
 * SWBAT ** **explain** **the** **infer** **ences needed and the connotations associated with words in context that will lead a fuller** **understanding** **of the poems and enhance the student’s ability to comprehend everything they read.
 * **Curriculum-Framing Questions** ||  ||
 * |||| **Essential Question** |||| What moves you? ||  ||
 * |||| **Unit Questions** |||| What makes words powerful?
 * |||| **Content Questions** |||| What words create images?
 * **Assessment Plan** ||  ||
 * **Assessment Timeline** ||  ||

· Concept Maps on imagery, connotation, and emotionally charged w · Project plan check list · Questioning || · Poetry vocabulary pretest · Model reflection Journal || · Checklist · Rubric · Conferencing · Text book questions · Illustrate or storyboard a poem · Peer evaluations || · Reflection journal · Venn diagram that compares and contrasts figurative and literal language · Peer evaluations · COW selected poems || · Poetry book · Poetry Presentations · EOG style poetry || · Post test · Self Assessments · Peer Assessment ||
 * **Before project work****begins** |||| **tudents work on projects and complete tasks** |||| **After project work is completed** ||
 * · KWL: Figurative Language
 * · KWL: Figurative Language

|| ||  ||
 * **Assessment Summary** ||  ||
 * Will be ongoing and embedded into the progress of the project. Students will have several check points as they work that will offer then opportunities for self assessment as well as peer feedback. The point of all these various ongoing assessments is not only for formative evaluations but also so that students will stay on target for the entire four weeks’ work. It also ensures that the entire grade is not assessed through the final project only. ||  ||
 * **Assessment Tools** ||  ||
 * Concept Map || Students generate a thinking map that will show examples and non-examples of loaded words. Students will create a web map with a variety of connotative words. ||
 * Journal || Students use journals to document their progress and to reflect on their learning. The teacher reviews journals during conferences to provide feedback, clarify misunderstandings, and provide additional lessons if necessary. The teacher reviews journals at the end of the unit to assess analysis and synthesis skills. ||
 * Peer Review || Students will use a rubric and 3-2-1 model to assist each other in their final product. ||
 * Check list || Student will follow the self directed checklist guide as they work on their project. ||
 * K-W-L Chart || Students will complete the Poetry Vocabulary KWL Chart ||

2. Teacher must construct plans that have layers of mastery, so as to create opportunities for success for students of all abilities. 3. Teacher must provide choices, within limits and parameters, for students who have differing learning styles and abilities. 4. Teacher will differentiate instruction according to the individual needs of the students. 5. Teacher will support special needs students with the assistance of the co-teacher inclusion specialist. 6. Teacher will accommodate all IEP and 504 requirements. 7. More work for some and less for others is NOT differentiation. ||  ||
 * **Unit Details** ||  ||
 * **Prerequisite Skills** ||  ||
 * Students will review their knowledge of poetry terms to discuss the texts. Computer literacy. ||  ||
 * **Instructional Procedures** ||  ||
 * Students will use the text book, poetry found online and in various books. The daily work the students are expected to write is located in the poetry packet. ||  ||
 * **Accommodations for Differentiated Instruction** ||  ||
 * |||| **Special Needs Students**
 * Nonnative Speakers**
 * Gifted/Talented Students** |||||| 1. Teacher must determine what students know of the required background knowledge.

Computer(s) Digital Camera DVD Player Internet Connection || Laser Disk Printer Projection System Scanner Television || VCR Video Camera Video Conferencing Equip. Other || X Desktop Publishing X E-mail Software Encyclopedia on CD-ROM || Image Processing Internet Web Browser Multimedia || Web Page Development Word Processing Other Blog/Wiki/YouTube ||
 * Camera
 * **Technology – Software** ** (Click boxes of all software needed.) ** ||
 * Database/Spreadsheet
 * **Printed Materials** || Printed materials will include the textbook, the poetry book “Reflections on a Gift of Watermelon Pickles” and assorted other poems provided by the teacher. ||
 * **Supplies** || The only supplies that I will need to arrange for are digital cameras and time in the computer lab. ||
 * **Internet Resources** ||  ||
 * **Other Resources** ** || The culminating event of this unit is a Poetry Slam. Students will invite parents and community members to attend. Multipurpose room must be reserved. ||