Stage 1: DESIRED RESULTS (explanation) Meaning: Enduring Understandings and Essential Questions Skill 1: Critical Thinking Skill 2: Communication

Skill 3: Collaboration Students will understand that Authors express themselves through poetry. Students will keep considering How does poetry help us express our innermost thoughts differently from prose? How do poets purposely affect their readers?

Authors use poetic elements purposefully to elicit emotions, bring to mind sensory images, and to create tone and mood. Understanding poetic form impacts a readers ability to analyze poetry.

How does the form of a poem impact its meaning?

Students will know and be skilled at analyzing poetry, reading beyond the literal level and understanding the structures and characteristics of poetry. Standards of Learning / National Standards 6.4 The will read and learn the meanings of unfamiliar words and phrases within authentic text. a) Identify word origins and derivations. b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. c) Uses context and sentence structure to determine meanings and differentiate among multiple meanings of words. d) Identify and analyze figurative language. e) Use word-reference materials. f) Extend general and specialized vocabulary though speaking, listening, reading, and writing. 6.5 The students will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict and theme. b) Make, confirm, and revise predictions. c) Describe how word choice and imagery contribute to the meaning of a text. d) Describe cause and effect relationships and their impact on plot. e) Use prior and background knowledge as context for new learning. f) Use information in the text to draw conclusions and make inferences. g) Explain how character and plot development are used in a selection to support a central conflict or story line. h) Identify the main idea. i) Identify and summarize supporting details. j) Identify and analyze the authors use of figurative language

k) Identify transitional words and phrases that signal an authors organizational pattern. l) Use reading strategies to monitor comprehension throughout the reading process.

Newport News Public School Curriculum Pacing Guide

Notes to be distributed at the beginning of Poetry Unit. Poetic Elements Simile comparing two or more things using like and as Metaphors comparing two or more things saying something is something else (my heart is ice frozen with anger) Free Verse poem without rhyme Personification Giving human traits to animals or things. (The dog smiled) Repetition Repeating words or lines in a poem Onomatopoeia words that are sounds (honk, honk) Alliteration repeating of the same first letter on words (Peter Piper Picked a Peck) Mood how a poem makes you feel Types of Poetry Ballade Poetry which has three stanzas of seven, eight or ten lines and a shorter final stanza of four or five. All stanzas end with the same one line refrain Free verse Poetry written in either rhyme or unrhymed lines that have no set fixed metrical pattern. Haiku A Japanese poem composed of three unrhymed lines of five, seven, and five syllables, usually containing a season word. Limerick A short, sometimes vulgar, humorous poem consisting of five anapestic lines. Lines 1, 2, and 5 have seven to ten syllables, rhyme and have the same verbal rhythm. The 3rd and 4th lines have five to seven syllables, rhyme and have the same rhythm

Hyperbole A poem written using figures of speech that are entirely exaggerated in order to make a point. Lesson Plans Concept Attainment Unit 9 Poetry Lesson One
Suggested Time Frame
10-15 minutes

Middle School 90 Minute Block Co-teaching Lesson Plan Template / Writing Workshop Sequence of Instruction Suggestions for Instructional Activities
Getting started/ DO NOW General Education Teacher Special Education Teacher

Rev It Up Fill in the blank

Place one of each type of Poem on the wall around the room. (Haiku, Ballad, Limerick, Narrative)

Teach/Model (engage, explore, explain using curriculum)

Engage:

Mrs. Harris will read a published poem that she has written, and use the poem to explain the essential question How does the form of a poem affect its meaning? How do poets purposefully affect their readers?

15 minutes

Application (guided practice)

Practice Together.

Briefly the class will fly kites in small groups to experience how the author felt and how the students feel during the

40 minutes

process.
Independent Practice / Closure Practice Independently 1. Exit Activity: 2 20 minutes

Students will draw a picture of a diamond shaped kite on copy paper, and write a single word descriptor in each of the four corners of the kite.

Write four sentences describing how they felt while flying the kite inside the kite organizers.

Socratic Seminar Unit 9 Lesson 2 (used for critique and discussion)

Middle School 90 Minute Block Co-teaching Lesson Plan Template / Writing Workshop Sequence of Instruction Suggestions for Instructional Activities Suggested Time Frame
Getting started/ DO NOW General Education Teacher Special Education Teacher 10-15 minutes

Rev It Up Day 5 read stories with vocabulary

Post all the kites on the wall around the room. Place a number by each kite
45 minutes

Teach/Model (engage, explore, explain using curriculum)

Engage:

Students will do a gallery walk taking a graphic organizer with them with each poem Explore / Explain: number on it. They will write their critics about each poem.
Practice Together.

Application (guided practice)

Student groups will share their gallery walk findings with the class. Teacher will guide discussion and provide critical comments.
20 minutes

Independent Practice / Closure

Practice Independently

Give the students opportunity to selfcorrect poem.

Exit Activity:

Place poems in the hall on the wall. Direct Instruction Unit 9

Middle School 90 Minute Block Co-teaching Lesson Plan Template / Writing Workshop Sequence of Instruction Suggestions for Instructional Activities Suggested Time Frame

Getting started/ DO NOW

General Education Teacher

Special Education Teacher

10 minutes

Students will review for 10 min their vocabulary and then take a quiz

Teach/Model (engage, explore, explain using curriculum)

Engage:

Students will use a graphic organizer to Teacher will introduce take notes. Haiku with a power point. (UBD)

30 minutes

Application (guided practice)

Practice Together.

Teacher will review the form of a Haiku and how to compose a Haiku, by reading pages 641 & 642 in the Anthology book.
50 minutes

Independent Practice / Closure

Practice Independently

Students will compose their own Haiku.

Exit Activity:

Share out Haiku

Cooperative Learning

Unit 9 Narrative Poetry

Middle School 90 Minute Block Co-teaching Lesson Plan Template / Writing Workshop Sequence of Instruction Suggestions for Instructional Activities Suggested Time Frame

Getting started/ DO NOW

General Education Teacher

Special Education Teacher

10 minutes

(Day 1)Write one paragraph about the differences between a haiku and a limerick. (Day 2) SOL review sheet.

Teach/Model (engage, explore, explain using curriculum)

Engage: st

30 minutes

1 Play the video of Billy Jean by Michael Jackson for the students after they have identified the story elements. Then discuss refrain, repetition and rhyme.
Practice Together.

2 Read in the Elements of Language (pg. 42-44) discussing narrative poetry, characteristics of a narrative poetry.

nd

Application (guided practice)

1st Read lyrics to Billy Jean and have students identify plot, character, and conflict. Identify repetition, refrain, and rhyme.
50 minutes

Independent Practice / Closure

Practice Independently

Students choose a previously read story from a teacher Students will write a selected list (Bud Not Buddy, Just Once or limerick in their All Summer in a Day) small groups, and present them for the and begin to write a ballad within their class. groups and demonstrate knowledge of refrain, repetition and rhyme.
Exit Activity:

Students will use their ballad to explain refrain, repetition and rhyme.