Anna Kates

Songs of Innocence and Experience

Social Studies Methods Unit Plan

Subject/Topic Areas: Poetry and Social Issues in Context Time Frame: Ten 51-minute periods Key words: text, subtext, context, vision, social issues, imagery, symbolism, figurative language, dialectic, juxtaposition, poetry, William Blake, Romanticism, Enlightenment, Colonialism, Industrialization Designed by: Anna Kates For grade: English IV, 12th grade

Anna Kates Part 1a

Rationale A push for more interdisciplinary learning between English and Social Studies in the Common Core standards, adopted by the Pennsylvania Department of Education, has resulted in an increased focus on informational texts in the Language Arts classroom. I welcome the crossover between these two intertwined disciplines and do not see it as a sacrifice of fiction for nonfiction. I believe that learners can develop a sophisticated and layered understanding of the past by exploring primary works of fiction and art in their historical context in partnership with nonfiction texts. Furthermore, once learners learn how to assess each kind of source in terms of text, subtext, and context, they should be able to move between fiction and nonfiction fluidly and take a critical stance on all texts they encounter. Fiction contains a wealth of information, nonfiction contains endless fictions, and it is fallacious to blindly categorize the former as lies and the latter as truth (or simplify it as informational). At once a visionary work of staggering creativity and a blistering critique of society, William Blakes Songs of Innocence and Experience is a testament to this intersection and a prime subject for an interdisciplinary approach. I thus propose to teach a unit on a selection of poems from Blakes Songs in English IV in the middle of the Spring Semester. At this point, learners will be free of the burdens of SATs, Keystones, and college applications, and time can and should be devoted to honing increasingly sophisticated critical thinking skills and engaging in tasks similar to those learners will encounter in college. This unit will thus favor a gradual release of teacher control in favor of learner autonomy where possible. That said, Blakes poems are conceptually quite challenging, and lessons will be structured to help learners maximize their understanding of the work. This move toward autonomy will also be scaffolded in the sense that learners will be exposed to the resources and strategies needed to engage in (more) authentic tasks with increasing ownership and independence. Summary In this unit, learners will engage in primary and secondary source research in order to better comprehend Blake and his art in a historical and literary context. This study will include looking at a sampling of other social issue poems to help learners bridge Blakes era and our own. Learners will also learn how to identify and analyze symbolism and imagery in Blakes poems and paintings in order to locate Blakes social critique in context as well. Their understanding will be demonstrated in a short piece of analytic and comparitive writing. Learners will then apply this perspective to their own contemporary society. As a culminating assessment for this unit, learners will compose a set of poems and images that turn the lenses of innocence and experience on a social issue of their choosing. They will then reflect on their poems, and from these poems the class will create a digital Innocence and Experience Anthology of learner work.

Anna Kates Part 2 Pennsylvania Department of Education SAS Standards CC.1.5.11-12.A CC.1.4.11-12.X CC.1.3.11-12.D CC.1.3.11-12.F CC.1.2.11-12.G CC.1.4.11-12.C Enduring Understandings: Poems are primary sources. Primary sources are interpreted differently if they are analyzed in or out of context. Interpreting primary sources can give us insight into history. Primary sources are tools that can be used to question and challenge history. No secondary or tertiary source is objective. Evaluating sources exposes potential biases. Evaluating sources allows us to use them conscientiously. Analyzing the poets choices reveal aspects of the poems meaning and function. Analyzing the poem in context reveals subtext in its meaning and function. Artists are influenced by their contemporary society and culture. Poetry can have social and community functions. Poets have used poetry to communicate a perspective. Poets have used poetry to critique or idealize social issues. Reading and writing poetry can help us empathize with others and acquire selfknowledge. Part 2a Essential Questions: Why use primary sources? Can a source be reliable? What can primary sources reveal about an individuals experience and perspective? What can primary sources reveal about a time and place? What are the benefits and deficits of reading a text removed from context? Why do people write? What is the social function of poetry? How does the way something is written affect the way it is read? How does our experience affect our perspective? CC.1.4.11-12.V CC.1.4.11-12.W CC.1.5.11-12.C CC.1.4.11-12.A CC.1.5.11-12.D CC.1.4.11-12.S CC.1.3.11-12.H CC.1.3.11-12.H CC.1.4.11-12.F CC.1.4.11-12.K CC.1.4.11-12.T

Anna Kates Part 2b Learners will know How to analyze poetry The definitions of imagery, figurative language, symbolism, and juxtaposition How to identify and evaluate primary and secondary sources How to select and analyze evidence from primary sources How to locate and assess the credibility of Internet sources How to summarize source material How to write a well-structured comparative paragraph Ways poems address social issues

Learners will be able to Write informally to generate ideas, opinions, and perspective Compare and contrast two pieces of writing that deal with similar themes Define relevant literary terms and apply these concepts to poetry (in discussion and in writing) Use a writing template to analyze evidence from primary sources Work independently, in pairs, and collaboratively in small groups Use a Venn Diagram to identify the commonalities and differences of Innocence and Experience poems Interpret primary sources using a KWL chart Use the Internet to locate source material Evaluate found source material by completing a Source Assessment Guide Teach their peers about Blake in relation to a historical era Adapt a writing template to write a paragraph that compares and contrasts the perspectives of two poems Use a graphic organizer to brainstorm perspectives on relevant social issues Write and illustrate poetry about a contemporary social issue

Part 3a Instructional Strategies/Methods Do now Think-pair-share Journal Power Point Note-taking Homework Stations Popcorn Modeling Cold call KWL chart Whip-around-the-room Writing template Questions Jigsaw Group discussion Lecture Quiz Venn Diagram Presentation Research Project (Anthology) Brainstorming Peer Review Compare/contrast Reflection Graphic organizer

Anna Kates

Materials Used Promethean board Promethean pen Loose leaf paper Pens/pencils Timer Learner laptops Instructor laptop Projector Internet Edmodo TeacherEase ActivInspire KeepVid (to show Youtube videos) PowerPoint Word Photocopies Tape Stapler

Part 4 Assessment/Evidence of Learning Participation points Journal entries 5 Key Questions Analysis paragraph Comparison paragraph Verbal questions Written questions KWL chart Research questions Source Assessment Guide Teach peers Peer review Learner-generated questions Edmodo quizzes Venn diagram Spot check Informal assessment Social Issue Poem Graphic Organizer Poem Anthology Entry Reflection

Anna Kates Unit Overview

Lesson #1 Do Now: Read Warriors by Michael Warr Think-Pair-Share Mini-lesson: How to read poetry (Locate examples of literary concepts in Warriors) Journal Prompt #1

Lesson #2 Mini-lesson: Primary and Secondary Sources Note-taking guide Read Blakes London As a class: find + interpret lit. concepts in the poem In pairs: Answer the Five Key Questions

Lesson #3 Stations: Primary and secondary sources relating to Blake and his time KWL chart Whip around the room: Conclusions drawn from first impressions

Lesson #4 Mini-lesson: source assessment and responsible use of sources Small group work: Internet research on William Blake and your topic Finish L column of KWL chart for the groups topic Answer learnergenerated questions Complete Source Assessment Guide Lesson #9 Class Peer Review if possible Partner peer Review Finish paragraphs

Lesson #5 Share findings with group and comparatively evaluate sources Jigsaw: teach about your topic Fill out L column of KWL chart for what you learn from each presenter

Lesson #6 Revisit London in context, finishing 5 Key Questions Index card: 1 question on London Discuss questions Writing template: Analyze evidence from the poem

Lesson #7 Innocence v. Experience Quiz Contraries Machine: read four Blake poems View Chim Chimeny video (Mary Poppins) and brainstorm for Venn Diagram Venn Diagram Lesson #12 Drafting poems Peer review

Lesson #8 Journal #2 Share journals Choose poem pair: read actively Comparison paragraph writing template

Lesson #10 Philly Poetry MiniLesson Class brainstorming: Contemporary social issues Social Issue Poems Graphic Organizer

Revise writing

Lesson #11 Innocence and Experience Poems: Planning and drafting

Lesson #13 Mini Writing Workshop Poetry revision Plan layout and images for poems

Lesson #14 Finish poems and layout Compile digital anthology

Lesson #15 Presentation of anthology Poetry Reflections (final written reflection for unit)

Anna Kates Lesson #1 Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE This class will kick off this unit by introducing learners to poetry of social issues and guiding them through identifying poetic theme, form, language, and function. Warriors is a poem that learners will be able to relate to other texts and themes previously discussed in the course and so it is a good opening text for this unit. The language and topics should be accessible, so learners should be able to respond to it on first reading, but it also demonstrates the literary concepts we will review, so it can be assessed in these terms on the second reading as well. The social issues it addresses have contemporary relevance and thus learners will perform an initial assessment of poetry and its social function after reading this poem, a concept we will return to after studying Blake for a few classes. ENDURING UNDERSTANDINGS Analyzing the poets choices reveal aspects of the poems meaning and function. Poets have used poetry to communicate a perspective. Poets have used poetry to critique or idealize social issues. Reading and writing poetry can help us empathize with others and acquire selfknowledge. ESSENTIAL QUESTIONS Why do people write? What is the social function of poetry? GOALS/OBJECTIVES LWBAT apply literary concepts to a poem. LWBAT read independently and write in response to guided prompts. LWBAT share their ideas and respond to those of their classmates. LWBAT identify possible social functions of poetry. STANDARDS CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.

Anna Kates CC.1.4.11-12.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

MATERIALS: Promethean Board; Promethean Pen; laptops; OneNote Notebook; paper; writing implement

PROCEDURES OPENER Do now: Learners will be instructed to open the Unit OneNote Notebook on Edmodo. They will then read Warriors by Michael Warr and respond to three questions on scrap paper; these can be found on the Notebook beneath the poem, which I will also project on the Promethean Board (PB). I will set the time for 5 minutes.

BODY OF THE LESSON a. Learners will next be told to share their responses with a partner. After a few minutes, I will ask for volunteers to share responses with the class. We will discuss possible truths behind this poem and discussion will be guided by learners interest or confusion. b. I will then introduce and explain a series of poetry terms to aid their reading and interpreting poetry. Definitions of terms appear in the Notebook, so I will only review them briefly. c. Learners will be asked to locate and record an example of each term in Warrs poem, and I will cold call learners to share their examples. I will go over these terms in more detail after I determine learners understanding through this exercise. d. Learners will be given the rest of class to respond to a journal prompt (appears on the Notebook and on the PB). I will model an example of each question on the PB board before learners begin. CLOSURE Learners may share their journal responses with the class as time allows. Learners will be asked to leave their paper in the bin on their way out of class.

ACCOMODATIONS Learners will be given all materials in written form and all instructions and prompts will be read aloud and explained to aid comprehension and allow them to access definitions and content at their discretion. ASSESSMENT/EVALUATION

Anna Kates Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. Learner written work will be marked only on completeness.

Appendix 1

Anna Kates 10 OneNote Notebook for Class #1

Warriors by Michael Warr (2011) Warriors fall dead around us. Murdered on corners buying burgers. Outside White Castle they scramble for cover. Five-0 squats, poised for attack, but cant find the source of the gats and crack. Warriors fall. Their wounds stain the stairs of their families homes. Cracks in the sidewalk channel their blood to the next killing. The killings. The next mother. The same mother. Her son dead. Her sons dead. Cracks connect them. Systematically. The killer is many killers. In different colors and clashing cultures. Chain murderers packed in suits of Bigsby and Kruthers. Bangers with nothing but bullets. American fascists parading in jurisprudence. Cracks in the system hook them up. A deadly circuitry links them to us. Phone screams stab our ears in the night, with chronic news of our warrior children. Poverty their serial killer. Delivering another child unwanted. We watch them die young, as they start to grow wise, threatening to become more than a gangsta tribe. The loss lives in Patricias eyes tears of their second mother. The stats of death not safe this time, hidden in twisted headlines. These are casualties we know. Sticking like sights of Oklahoma. Bombed and crying. Debris rising. Children dying. Their cities burned down everyday. Ignited by things they do not own. Detonated by things denied. They become warriors

Anna Kates 11 clashing in despair-occupied cemeteries for a pure breath of life. Published in The Armageddon of Funk, (Tia Chucha Press). Recipient of the 2012 Black Caucus of the American Library Association Poetry Honor Award. Read the poem above first, then answer the following on a piece of paper: 1. Does this poem support the argument we made for Macbeth that single acts of violence create an inescapable culture of violence? 2. Underline 3 motivations for the violence described by Warr in the poem. 3. Do you think Warr is describing real or imaginary experiences? Poetry Terms1 Juxtaposition: Juxtaposition is a literary device wherein the author places a person, concept, place, idea or theme parallel to another. The purpose of juxtaposing two directly/indirectly related entities close together in literature is to highlight the contrast between the two and compare them. This literary device is usually used for etching out a character in detail, creating suspense or lending a rhetorical effect. Example in Warriors? Imagery: In literature, one of the strongest devices is imagery wherein the author uses words and phrases to create mental images for the reader. Imagery helps the reader to visualize and therein more realistically experience the authors writings. The usage of metaphors, allusions, descriptive words and similes amongst other literary forms in order to tickle and awaken the readers sensory perceptions is referred to as imagery. Imagery is not limited to only visual sensations, but also refers to igniting kinesthetic, olfactory, tactile, gustatory, thermal and auditory sensations as well. Example in Warriors? Symbol: A symbol is literary device that contains several layers of meaning, often concealed at first sight, and is representative of several other aspects/ concepts/ traits than those that are visible in the literal translation alone. Symbol is using an object or action that means something more than its literal meaning. Example in Warriors?

Anna Kates 12 Metaphor: Metaphors are one of the most extensively used literary devices. A metaphor refers to a meaning or identity ascribed to one subject by way of another. In a metaphor, one subject is implied to be another so as to draw a comparison between their similarities and shared traits. The first subject, which/who is the focus of the sentences is usually compared to the second subject, which is used to convey/carry a degree of meaning that is used to characterize the first. The purpose of using a metaphor is to take an identity or concept that we understand clearly (second subject) and use it to better understand the lesser-known element (the first subject). Example in Warriors? Simile: Similes are one of the most commonly used literary devices; referring to the practice of drawing parallels or comparisons between two unrelated and dissimilar things, people, beings, places and concepts. By using similes a greater degree of meaning and understanding is attached to an otherwise simple sentence. The reader is able to better understand the sentiment the author wishes to convey. Similes are marked by the use of the words as or such as or like. Example in Warriors?

Journal Prompt #1: What social function(s) can poetry have? Why do you think Warr wrote this poem, and what social issue(s) does it address?

Anna Kates 13 Lesson #2 Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE In preparation for college, this lesson will introduce learners to a higher level understanding of primary and secondary sources. They will use this information to conduct research and to analyze and evaluate source material within this unit as well. As an introduction to William Blake, learners will examine his poem London with no context for the poet, time, or place, looking purely at the text. Hopefully this exercise will help learners realize the benefits of a close study of a decontextualized text as well as the limits of understanding a work out of context. ENDURING UNDERSTANDINGS Poems are primary sources. Primary sources are interpreted differently if they are analyzed in or out of context. Interpreting primary sources can give us insight into history. Primary sources are tools that can be used to question and challenge history. Analyzing the poets choices reveal aspects of the poems meaning and function. ESSENTIAL QUESTIONS Why use primary sources? Can a source be reliable? What are the benefits and deficits of reading a text removed from context? GOALS/OBJECTIVES LWBAT identify and evaluate primary and secondary sources. LWBAT apply literary concepts to a poem. LWBAT analyze and interpret a classic poem in partners. STANDARDS CC.1.3.11-12.D: Evaluate how an authors point of view or purpose shapes the content and style of a text. CC.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in texts.

Anna Kates 14

MATERIALS: Promethean Board; Promethean Pen; laptops; OneNote Notebook; paper; writing implement

PROCEDURES OPENER Do now: Learners will be given a handout containing the note-taking guide for the Primary Sources PowerPoint presentation.

BODY OF THE LESSON a. I will give a PP presentation on Primary Sources. There are questions embedded into the presentation that I will pose to learners to get them involved in the lesson and to determine their prior knowledge and misconceptions. I will likely skip some slides depending on learner attentiveness, time, and comprehension. The collage example at the end will likely not be used, but if the presentation goes smoothly and quickly we may review this example for a few minutes. b. We will next read William Blakes London aloud (with four learner volunteers or chosen readers). Learners may ask clarifying questions about words they are unfamiliar with at this point (Thames, charterd) c. On the PB as a class we will locate and analyze examples of each literary concept in the poem d. Learners will get with a partner and complete the 5 Key Questions assignment in the Notebook and turn in their work at the end of class (or finish for HW). CLOSURE I will check in and see if the majority of learners are finished their work. This may be finished for homework. Learners will be instructed to turn their work into the box at the end of class. ACCOMODATIONS Learners will be given all materials in written form and all instructions and prompts will be read aloud and explained to aid comprehension and allow them to access definitions and content at their discretion. Learners who need it may have extra time to complete the work. ASSESSMENT/EVALUATION Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. Learner written work will be marked only on completeness.

Anna Kates 15 Appendix 2 a. Handout for learners to take notes and follow along with the PowerPoint presentation b. OneNote Notebook for Lesson #2 William Blake, London (1794) I wander thro' each charter'd street, Near where the charter'd Thames does flow. And mark in every face I meet Marks of weakness, marks of woe. In every cry of every Man, In every Infants cry of fear, In every voice: in every ban, The mind-forg'd manacles I hear How the Chimney-sweepers cry Every blackning Church appalls, And the hapless Soldiers sigh Runs in blood down Palace walls But most thro' midnight streets I hear How the youthful Harlots curse Blasts the new-born Infants tear And blights with plagues the Marriage hearse Find an example of each literary concept in the poem above and explain what each example represents: Symbol:

Image:

Juxtaposition:

Metaphor:

Simile:

Anna Kates 16

Five Key Questions for London Directions: Read and examine the poem above and answer the following questions to the best of your ability WITH A PARTNER (You will each write down your answers and turn them into the box at the end of class): 1. What is this source? Primary, secondary, tertiary? Describe it below:

2. Who wrote this, and what do you know about them (from previous knowledge or by reading the poem)?

3. When was this created? What can you determine about this time?

4. Where was this written and who was its audience?

5. Why do you think this was createdwhat is its function or purpose?

Anna Kates 17 Lesson #3 Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE In the last lesson, learners examined Blakes London out of context. In this lesson, they will begin to amass an understanding of Blake in a historical and literary context. They will do this by visiting stations set up around the room, each containing books that will be open to a marked image, quote, or passage revealing Blakes connection to Industrialization, Romanticism, Naturalism, Colonialism, and the Enlightenment (the foci of the five stations). These sources will reveal information about Blake and the social conditions of the late 1700s, as well as art and literature contemporary of this time. There will also be a listening station playing Beethovens Symphony 3 (the Eroica) along with a brief description of the piece explaining the original dedication to Napolean and subsequent removal of this dedication. As they visit the stations, learners will record their impressions in the K and W columns of a KWL chart, to finish later. At the end of class, learners will share their findings and the conclusions they can draw from this information. ENDURING UNDERSTANDINGS Interpreting primary sources can give us insight into history. ESSENTIAL QUESTIONS What can primary sources reveal about an individuals experience and perspective? What can primary sources reveal about a time and place? GOALS/OBJECTIVES LWBAT complete the K and L sections of a KWL chart by examining primary and secondary sources. LWBAT place Blake in a historical and literary context. STANDARDS CC.1.2.11-12.G: Integrate and evaluate multiple sources of information presented in different media or formats (e.g. visually, quantitatively) as well as in words in order to address a question or solve a problem.

Anna Kates 18 CC.1.4.11-12.A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. MATERIALS: KWL chart handouts; library books; laptop with speakers

PROCEDURES OPENER Do now: Learners will receive a KWL chart and they will be informed how to fill it out.

BODY OF THE LESSON 1. Learners will spend the majority of the class period visiting the stations and completing the K and W sections of their charts. I will circulate, marking participation credit and assisting learners as needed. I will also spot check their work and guide learners in interpreting the sources and posing W questions. CLOSURE Approximately 5 minutes before the end of class I will instruct learners to return to their seats and identify one thing to share with the class along the lines of something interesting they can conclude about Blake or the time he lived in from the sources they examined. We will whip around the room and everyone will share their one observation.

ACCOMODATIONS Learners will be given a graphic organizer (KWL chart) to organize their work, and all instructions and prompts will be read aloud and explained to aid comprehension. Learners who need it may have extra time to complete the work, and the instructor will provide individual assistance during the station activity. ASSESSMENT/EVALUATION Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. The KWL chart will be turned in and graded.

Anna Kates 19 Appendix 3 KWL Chart Handout: BLAKE IN CONTEXT (K) What two things did you learn about each topic by examining the sources at the station? Industrialization
1. Source: P/S/T 2. Source: P/S/T

(W) What one question remains for you about this topic after examining these sources?

(L) What did you learn in response to your question after conducting research/learning from other groups?

Romanticism

1. Source: P/S/T 2. Source: P/S/T

Naturalism

1. Source: P/S/T 2. Source: P/S/T

The Enlightenment

1. Source: P/S/T 2. Source: P/S/T

Colonialism

a. Source: P/S/T b. Source: P/S/T

Anna Kates 20 Lesson #4 Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE Learners will continue learning about Blakes era and establishing a context for his poetry by conducting online research. To learn how to responsibly conduct research on the Internet, learners will be guided in evaluating the source material they find. They will work in small groups to assist each other in this process. They will be given guidelines for their research to keep them from getting lost on a fruitless Internet search. Learners will be given a list of the best questions that their peers generated in the W column of the KWL chart for their groups topic (i.e., if a group has The Enlightenment, they will receive a list of a sampling of the best questions about the Enlightenment to answer). The group will divide the questions equally between themselves and will find answers on a website that corresponds to the type assigned to them by the instructor. They will both record answers to their questions and fill out the source assessment guide for the source of information they are using. ENDURING UNDERSTANDINGS No secondary or tertiary source is objective. Evaluating sources exposes potential biases. Evaluating sources allows us to use them conscientiously. Artists are influenced by their contemporary society and culture. ESSENTIAL QUESTIONS Can a source be reliable? GOALS/OBJECTIVES LWBAT work collaboratively in small groups. LWBAT use the Internet to locate source material and answer learner-generated questions on a KWL chart. LWBAT evaluate found source material by completing a Source Assessment Guide. STANDARDS CC.1.4.11-12.V: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;

Anna Kates 21 narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CC.1.4.11-12.W: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. MATERIALS: List of learner-generated questions; Source Assessment Guide; laptops with Internet access; Promethean Board and pen; Projector; OneNote Unit Notebook

PROCEDURES OPENER Do now: As learners come into class, they will be instructed to get into their small groups. Desks will be arranged accordingly. They have already done work in these groups and should be familiar with their roles, but I will remind them of groupwork expectations and that their participation grade for that day will be based on their fulfillment of the requirements of their role in the group. Each group will be directed to sync the OneNote Unit Notebook, where they will find unique assignments for each group under the Small Groups tab, including their topic (Industrialization, Colonialism, Naturalism, The Enlightenment, or Romanticism) and their groups questions.

BODY OF THE LESSON a. As a class, we will review their assignment on the PB. Each group will be instructed to find their list of questions in the Notebook; these are the best questions learners came up with for their topic the previous day. We will review the Source Assessment Guide in terms of what learners will be doing with it and why it is important to assess Internet sources, referring back to points discussed in the Primary Sources presentation. Learners will also get their assignments for type of source, and these will be explained to the class as a whole before they begin. b. Learners will each take an Edmodo quiz that asks them to fill out information on their task as a means to hold the group members accountable for getting organized and beginning their work. c. Learners will spend the remainder of the time conducting independent research and completing the Guide. They may work within their groups to help each other. CLOSURE Learners will informally reflect on what was challenging or interesting about this

Anna Kates 22 research as time allows. They will finish the Guide and questions for HW. ACCOMODATIONS Learners will be given a graphic organizer (KWL chart) and a Source Assessment Guide to organize their work, and all instructions and prompts will be read aloud and explained to aid comprehension. Learners who need it may have extra time to complete the work. If necessary, some learners may be given fewer questions to answer. ASSESSMENT/EVALUATION Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. Their Source Assessment Guide will be turned in and graded, and their answers to the questions will be spot checked and graded for completion.

Anna Kates 23 Appendix 4 Previously assigned group roles, for reference:

GROUPWORK ROLES If someone is absent, the manager takes on that role. The Manager Jobs: To get all group members participating To make sure the group finishes on time To contact missing group members and alert them to classwork/homework To make sure all group members have the nights homework written on a post-it on their screen What I should hear: Jane, do you have anything to say? We have ten minutes. Lets move faster. Does everyone know the homework?
What I should see: Everyone participating; you telling me if there is a problem You checking the time You making sure everyone, including those not in class, know the homework The Writer (in groups of 4, this person is also the space-moderator) Jobs: To write down the groups answers and information To make any changes asked by the critic To submit the groups work to the correct location To read questions aloud to the group if needed. What I should see: You writing Work handed in to the correct place You responding to the critics changes What I should hear:

You reading questions to the group

The Critic Jobs: To challenge statements To get unclear ideas explained To find other ways to see things What I should hear: I disagree with that because But what about Can you explain that again
What I should see: Perfectly edited work You checking the work and offering suggestions

The Discussion Movers(s) Jobs: To introduce new ideas to the discussion

Anna Kates 24
To decide on the best idea when many are offered To answer questions that are asked, and decide which questions must be referred to Emerson

What I should hear: I think that Lets start with Well, if that doesnt work, what about
What I should see: You speaking to me only when necessary You answering questions You making the final decisions on whats written The Space-Moderator To make sure tables are pushed together and chairs are neat at the end of the session To ensure all waste and scraps are thrown away To ensure the work-space is free of backpacks and bags To put away all paper, markers, and white boards to the correct location What I should see: You cleaning up the workspace at the end of class All your groups supplies returned

Edmodo Quiz: 1. What is your groups topic? 2. What is your group role? 3. What is your assigned website type? 4. What questions will you answer? (List #s)

[Note: The handout containing Group Topic and Questions cannot be created until learners generate questions during the station activity]

Anna Kates 25 Source Assessment Guide:

Name:

Date:

Group Topic: [Romanticism, Industrialization, Colonialism, the Enlightenment, or Naturalism] Assigned Source Type: [Wikipedia or Wiki site, educational site, blog, organizations site, or publication site (journal, newspaper, magazine)] Write or paste the url of the website you chose here:

Circle one: Primary / Secondary / Tertiary Explain your choice:

Who is the author/editor/publisher of this site? Assess their expertise and potential biases:

When was this site last updated? Assess the contemporary relevance of the sites content:

Who is the intended audience, and how do you know?

Assess the general authority and reliability of the information:

Anna Kates 26

Lesson #5 Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE This lesson is a continuation of the day before and provides learners with an opportunity to discuss their findings with their group and discover how the different types of sources compare to each other. To guide this, the group will take an Edmodo quiz that asks them to compare their findings. By teaching their peers about their findings, learners are held accountable for their research and are made responsible for their classmates understanding. A jigsaw method will be used to facilitate this teaching. ENDURING UNDERSTANDINGS No secondary or tertiary source is objective. Evaluating sources exposes potential biases. Evaluating sources allows us to use them conscientiously. Artists are influenced by their contemporary society and culture. ESSENTIAL QUESTIONS Can a source be reliable? GOALS/OBJECTIVES LWBAT interpret primary sources using a KWL chart. LWBAT use the Internet to locate source material. LWBAT evaluate found source material by completing a Source Assessment Guide. LWBAT teach their peers about Blake in relation to a historical era. STANDARDS CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CC.1.5.11-12.C: Integrate multiple sources of information presented in diverse formats and media (e.g. visually, quantitative, orally) in order to make informed

Anna Kates 27 decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. CC.1.4.11-12.A: Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. MATERIALS: All work from the previous day; KWL chart; writing implement; laptops with Internet access; Promethean Board and pen; Projector

PROCEDURES OPENER Do now: As learners arrive to class they will be instructed to get in their groups. Desks will be arranged accordingly. Learners will be directed to Edmodo where the group leader will facilitate the groups collaboration on a quiz that asks the group to compare their sources and findings. The group writer will be the only member to record and submit the quiz. I will circulate and assist, as well as documenting participation credit and assessing if each learner is fulfilling the requirements of their role. Alternately, if learners had difficultly finishing their research and Source Assessment guide the day before, more time may be allotted to this activity.

BODY OF THE LESSON a. Each learner will be assigned a number that corresponds with an area of the room. One learner from each group will reform as a new group. They will take turns teaching the group about their topic. While they teach, the other learners will document the major things they learned on the L column of their charts for the appropriate topic. I will stress the importance of making sure each group member understands and documents the information. b. To check in on the group work, I will spend a few minutes in the middle of class cold calling learners to share what they learned on topics that were not the ones they researched. If they dont know, I will tell them their group lost participation points but that they can gain them back when I ask them again later. CLOSURE At the end of class, I will check in on each group and have them share something theyve learned through this activity about research as well as content, with special focus on discussing possible uses and abuses of Wikipedia. Learners will be reminded to turn in their KWL charts, research questions, and Source Assessment Guides in the class bin.

Anna Kates 28 ACCOMODATIONS Learners will be given a graphic organizer (KWL chart) and a Source Assessment Guide to organize their work, and all instructions and prompts will be read aloud and explained to aid comprehension. Learners who need it may have extra time to complete the work. Ideally, group work will support individuals who might struggle alone, and group leaders have been chosen carefully to facilitate the learning of the whole group. ASSESSMENT/EVALUATION Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. The Edmodo quiz will be used partially to determine participation credit. Their Source Assessment Guide, research questions, and KWL chart will be turned in and graded.

Anna Kates 29 Appendix 5 Edmodo Quiz: 1. Which website had the most current information? (Give its type, too): 2. Did any of the websites NOT list an author? Name(s): 3. Of the websites that had authors, which author seemed most like an authority on the subject? (What website and type of website was this found on, too?): 4. Did any of the websites provide references, footnotes, citations, etc., to let you know where their information came from? Name(s): 5. Which website and type of website overall provided the most reliable information?:

Anna Kates 30 Lesson #6 Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE London is a complex poem that can be understood on different levels. Learners will revisit this poem after conducting topical research and determine if they can answer the Five Key Questions more thoroughly or differently with this new understanding of Blake and the time he lived. There will be an opportunity for learners to air their concerns or confusions with the poem at this point so that the class can seek to understand the poem together before learners write individually. They will then gain practice analyzing evidence from the poem by quoting, explaining, and interpreting images and symbols from the poem in a short piece of writing. This process will be organized by use of a template, which learners have been using variations of all year. [Note: this template, and subsequent templates, will need to be adapted based on the sophistication of the template the students used last and how well they wrote with that template. The template I have included here is a modification of the one students are using currently, but they may have surpassed this and may not need this form of template anymore] ENDURING UNDERSTANDINGS Poems are primary sources. Primary sources are interpreted differently if they are analyzed in or out of context. Analyzing the poem in context reveals subtext in its meaning and function. Artists are influenced by their contemporary society and culture. Poets have used poetry to critique or idealize social issues. ESSENTIAL QUESTIONS What can primary sources reveal about a time and place? What are the benefits and deficits of reading a text removed from context? How does the way something is written affect the way it is read? GOALS/OBJECTIVE LWBAT use a writing template to analyze evidence from primary sources.

Anna Kates 31 STANDARDS CC.1.4.11-12.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction. CC.1.4.11-12.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. MATERIALS: Laptops with Internet access; paper; writing implement; OneNote Unit Notebook; 5 Key Questions assignment; Promethean Board and Pen; projector

PROCEDURES OPENER Do now: Partially completed Five Key Questions will be returned to learners. They will be instructed to open the OneNote Unit Notebook to view London again and see if they can elaborate on any of their answers, or change them altogether.

BODY OF THE LESSON a. I will pass out index cards and instruct the learners to write one question about something they find confusing or unclear in the poem, or something theyd like the classes perspective on that they find interesting or ambiguous. b. I will collect the cards and look through them quickly, then choose a few questions to either quickly answer myself or to ask the class to answers via volunteers. We will also discuss possible themes of freedom, oppression, and social responsibility in the poem, and learners may suggest other themes based on their research. c. I will then model the writing assignment on the PB for the learners with their participation. We will choose a quote and analyze it via the template on the PB. d. Learners will be given the rest of the period to work on the template. CLOSURE Learners may finish this assignment for homework.

ACCOMODATIONS Learners will be given all materials in written form and all instructions and prompts will be read aloud and explained to aid comprehension and allow them to access definitions and content at their discretion. They are also given a colorcoded graphic organizer to organizer their writing (template), and the process will

Anna Kates 32 be modeled for them as well. Learners who need it may have extra time to complete the work. ASSESSMENT/EVALUATION Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. Learner written work will be marked based on their fulfillment of the requirements of the template.

Anna Kates 33 Appendix 6 OneNote Unit Notebook 1. Reread Blakes London and finish Five Key Questions Assignment 2. On the index card, write one question about something you find confusing or unclear in the poem or would like more information about. 3. How does Blake develop the theme of [choose theme]? You will write a paragraph analyzing two pieces of evidence from the poem to support your answer to this question. Follow the template below: a. Topic sentence: Blake develops the theme of [?] by [summarize the literary concepts Blake uses to develop this theme that you will analyze in the paragraph]. b. Choose two symbols or images that relate to the theme of in the poem and write them down: c. Integrate quote #1 into a sentence; include transition and context and cite the source: d. Write a two sentence warrant analyzing how the first quote begins to develop the theme. The first sentence should follow this template: i. The fact that [paraphrase the evidence] shows that [analyze how this evidence demonstrates the theme]. ii. The second sentence should provide further analysis and support for your interpretation. e. Repeat c + d: integrated quote (including transition and context and citation) and two sentence warrant that shows how this theme is further developed by the second piece of evidence. Topic sentence. Transition + integrated quote #1 in context + citation. Warrant #1: The fact that [paraphrase evidence #1] shows [analyze evidence]. Warrant #2. Transition + integrated quote #2 in context + citation. Warrant #1: The fact that [paraphrase evidence #2] shows [analyze evidence]. Warrant #2. [Note: the template above is color-coded]

Anna Kates 34 Lesson #7 Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE Learners have looked at Blakes poem London both alone and in a historical context. Now we will examine some of the effects of the poem pairs that Blake created in conversation with each other to comment on themes of innocence and experience. Learners will find entry into this challenging material by first orienting their own perspective on their state of experience/innocence through the Innocence and Experience Quiz2. Next we will look at two sets of poems together as a class, using the Contraries Machine as a tool to view the poems in tandem, both in their original form with Blakes artwork and as readable text. The Machine creates a visual comparison of the two types of poems that cannot be achieved otherwise and is thus useful to this exercise. To give learners a further understanding of what a chimney sweeper was and provide another view on the perspective of innocence and experience, we will also view a clip from Mary Poppins of Dick Van Dyke singing Chim Chimeny. This clip can be easily analyzed as demonstrating an innocent view on a troubling life; it also exposes a monumental class divide. Together, we will brainstorm about the innocence and experience dialectic in both the song and poems on a Venn Diagram projected on the PB, and finally, learners will apply this understanding to a closer look at The Chimney Sweeper poems and fill out their own Venn Diagram. ENDURING UNDERSTANDINGS Analyzing the poets choices reveal aspects of the poems meaning and function. Artists are influenced by their contemporary society and culture. Poets have used poetry to communicate a perspective. Poets have used poetry to critique or idealize social issues. Reading and writing poetry can help us empathize with others and acquire selfknowledge. ESSENTIAL QUESTIONS What can primary sources reveal about a time and place? How does the way something is written affect the way it is read? How does our experience affect our perspective?

Anna Kates 35

GOALS/OBJECTIVES LWBAT compare and contrast two pieces of writing that deal with similar themes. LWBAT define relevant literary terms and apply these concepts to poetry (in discussion). LWBAT use a Venn Diagram to identify the commonalities and differences of Innocence and Experience poems. STANDARDS CC.1.3.11-12.H: Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. CC.1.4.11-12.C: Develop and analyze the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. MATERIALS: Laptops with Internet access; copies of Venn Diagram; writing implement; Promethean Board; Projector; Audio; OneNote Notebook

PROCEDURES OPENER Do now: Learners will be given a paper version of the quiz to fill out as they view 5 images on the PB. They will then tally up their points and we will interpret the scores using this scale: 5-11 points: Experienced; 12-18 points: Neutral; 19-25 points: Innocent. Learners will be called on to share their scores and discuss their reactions to the images.

BODY OF THE LESSON a. Learners will be directed to open their OneNote Unit Notebooks on their laptops and click on the link to the Contraries Machine. They will locate each poem as we read it. As a class, we will read The Lamb and The Tyger aloud. Popcorn: What parts seem to fit innocence and what parts experience? b. Then we will listen to a recording of Robert Pinsky reading the pair of poems titled The Chimney Sweeper. Learners will follow along on the Contraries Machine as we listen. c. We will view a video of Chim Chimeny from Mary Poppins on the PB. d. I will project a large Venn Diagram with overlapping circles for Innocence and Experience. We will break down both the video and the two Chimney Sweeper poems and mark down examples of evidence that fit each category on the board together. We will discuss ambiguities and overlap as they arise.

Anna Kates 36 e. After it seems that learners understand how to fill out the chart, they will be given copies of their own chart and will spend the remainder of class analyzing evidence from the two poems using this chart. CLOSURE Learners will turn in their work in the bin at the end of class. ACCOMODATIONS Learners will be given all materials in written form and all instructions and prompts will be read aloud and explained to aid comprehension and allow them to access definitions and content at their discretion. They are also given a graphic organizer to organizer their ideas (Venn Diagram) and the process will be modeled for them as well. Learners who need it may have extra time to complete the work. ASSESSMENT/EVALUATION Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. The Venn Diagram will be collected and graded for completeness.

Anna Kates 37 Appendix 7 Innocence and Experience Quiz:2 Images:

Anna Kates 38

Anna Kates 39

Anna Kates 40

1. Choose the answer that best matches how this picture makes you feel:
1. Disenchanted/Pessimistic 2. A somewhat negative view 3. A balanced view 4. A somewhat positive view 5. Positive/Optimistic

2. Choose the answer that best matches how this picture makes you feel:
1. Disenchanted/Pessimistic 2. A somewhat negative view 3. A balanced view 4. A somewhat positive view 5. Positive/Optimistic

3. Choose the answer that best matches how this picture makes you feel:
1. Disenchanted/Pessimistic 2. A somewhat negative view 3. A balanced view 4. A somewhat positive view 5. Positive/Optimistic

4. Choose the answer that best matches how this picture makes you feel:
1. Disenchanted/Pessimistic 2. A somewhat negative view 3. A balanced view 4. A somewhat positive view 5. Positive/Optimistic

5. Choose the answer that best matches how this picture makes you feel:
1. Disenchanted/Pessimistic 2. A somewhat negative view 3. A balanced view 4. A somewhat positive view 5. Positive/Optimistic

Anna Kates 41 OneNote Unit Notebook: Follow this link to open the Contraries Machine: http://www.rc.umd.edu/sites/default/files/RCOldSite/www/praxis/designsonblake/byrne/c ontraries_machine/game_frame.html Follow along in the Contraries Machine as we read The Lamb, The Tyger, and both Chimney Sweeper poems. Dialectic of contraries: Innocence Childhood Joy Play Enjoyment Imagination Night Winter Wilderness Left Body Attraction Love What else? .. Experience Adulthood Cynicism Boredom Repression Reason Day Spring Eden Right Soul Repulsion Hate

Anna Kates 42 Venn Diagram:

"For double the vision my Eyes do see / And a double vision is always with me" William Blake

Innocence

Experience

Lesson #8

Anna Kates 43

Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE This lesson will continue the content from the previous day. Learners will expand on their understanding of Blakes Innocence and Experience perspectives and apply their understanding to poems of their own choosing to demonstrate their understanding. They will begin this process by reflecting on their own perspective first, then they will use the Contraries Machine to choose a poem pair that they connect to. They will further practice choosing and analyzing evidence from poems with a writing template, this time adding a comparison as well. ENDURING UNDERSTANDINGS Analyzing the poets choices reveal aspects of the poems meaning and function. Poets have used poetry to communicate a perspective. Poets have used poetry to critique or idealize social issues. Reading and writing poetry can help us empathize with others and acquire selfknowledge. ESSENTIAL QUESTIONS How does the way something is written affect the way it is read? How does our experience affect our perspective? GOALS/OBJECTIVES LWBAT read challenging poetry independently and proficiently. LWBAT use a writing template to analyze evidence from primary sources. LWBAT compare and contrast different perspectives on a theme within two poems. STANDARDS CC.1.3.11-12.H: Demonstrate knowledge of foundational works of literature that reflect a variety of genres in the respective major periods of literature, including how two or more texts from the same period treat similar themes or topics. CC.1.4.11-12.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. MATERIALS: Laptops with Internet Access; OneNote Unit Notebook

Anna Kates 44

PROCEDURES OPENER Do now: Learners will be directed to write a Journal response on Edmodo regarding an experience that has changed for them since their childhood. Learners will be given the opportunity to share these responses afterwards.

BODY OF THE LESSON a. Learners will sync their OneNote Unit Notebooks, where they will find instructions for the days reading and writing work. They will first open the Contraries Machine and read and summarize a pair of poems. I will circulate during this process and assist learners in finding and interpreting the poems. Learners with special needs may be able to work with a partner on this exercise. b. I will review the writing template on the PB and do a brief modeling of the comparison learners will do with learner participation. c. Learners will then begin planning a paragraph using the writing template for a compare/contrast paragraph for their poems. I will have extra Venn Diagrams that they may use to organize their thoughts, but this is not a required assignment. Again, I will circulate and assist learners, and they may ask each other for help as long as it does not become disruptive. CLOSURE Learners will finish their paragraphs the next day; they will be due in two days from the point of assignment. ACCOMODATIONS Learners will be given all materials in written form and all instructions and prompts will be read aloud and explained to aid comprehension and allow them to access definitions and content at their discretion. They are also given a graphic organizer to organizer their ideas (Writing Template) and the process was previously modeled for them as well. Learners who need it may have extra time to complete the work. *If it seems useful, some learners, especially ELL learners, will be given the option to write about the Chimney Sweeper poems that we discussed the previous day instead of choosing two new poems and reading them alone. ASSESSMENT/EVALUATION Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. Their paragraphs will be collected and graded for their fulfillment of the requirements of the assignment. Their reading summaries will be collected and graded for completeness.

Anna Kates 45 Appendix 8 Edmodo Journal Prompt: Write about something that you relate to differently as an adult (experience) than you did as a child (innocence). (6 minutes) OneNote Unit Notebook: 1. Follow this link to open the Contraries Machine: http://www.rc.umd.edu/sites/default/files/RCOldSite/www/praxis/designsonblake/ byrne/contraries_machine/game_frame.html 2. Find any pair of related poems youd like (one from Innocence column and 1 from Experience column). 3. Read both poems and complete reading summaries for each on a sheet of paper (these will be turned in). 4. Determine one social issue that Blake writes about from each perspective in this set of poems. 5. How does Blake view [social issue] from the perspective of Innocence and the perspective of Experience? You will write a paragraph analyzing one piece of evidence from each poem to support your answer to this question. Follow the template below: a. Topic sentence: Answer the prompt: How does Blake interpret [social issue] in these poems from the perspective of Innocence and the perspective of Experience? b. Choose two symbols or images from each poem that interpret the issue in the poem DIFFERENTLY from each view and write them down: c. Integrate quote #1 into a sentence; include transition and context and cite the source. d. Write a one sentence warrant analyzing how the first quote develops the theme to have one meaning. The sentence should follow this template: i. The fact that [paraphrase the evidence] shows that [analyze how this evidence demonstrates the issue in one way]. e. Repeat c + d: integrated quote (including transition and context and citation) and a one sentence warrant that shows how this issue is interpreted DIFFERENTLY by the first piece of evidence from the second poem.

Anna Kates 46 f. Repeat process c, d, and e to compare the second two pieces of evidence, one from each poem. Focus on how these symbols further develop your comparison. The entire paragraph should follow the template below: Topic sentence. Transition + integrated quote #1 from poem 1 in context + citation. Warrant: The fact that [paraphrase evidence #1 from poem 1] shows [analyze evidence]. Transition + integrated quote #1 from poem 2 in context + citation. Warrant: The fact that [paraphrase evidence #1 from poem 2] shows [analyze evidence]. Transition + integrated quote #2 from poem 1 in context + citation. Warrant: The fact that [paraphrase evidence #2 from poem 1] shows [analyze evidence]. Transition + integrated quote #2 from poem 2 in context + citation. Warrant: The fact that [paraphrase evidence #2 from poem 2] shows [analyze evidence]. (Note: the template above is color-coded)

Lesson #9

Anna Kates 47 Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE This lesson is a continuation of the comparative writing assignment begun the previous day. Learners began a slightly more autonomous assignment that asked them to identify a point of comparison between two poems and choose their own evidence to support their comparison of the poems. I anticipate that many learners will struggle to summarize and interpret their poems alone and they may all be at different points in this assignment by the end of the previous day. Therefore, this class period will be used to get everyones paragraph in good shape. If any learners finished a draft of the paragraph the day before and submitted it, we will first look at their work together on the document camera or PB to determine what is working and what needs further revision or clarification. Learners will then continue to draft their paragraphs. When they have a draft together, I will partner up finished learners to review each others work and they will revise their work from there. At this point in the semester, I hope to stress to learners the importance of the drafting and revision process and they should be starting to be in the habit of doing this kind of revision. ENDURING UNDERSTANDINGS Analyzing the poets choices reveal aspects of the poems meaning and function. Poets have used poetry to communicate a perspective. Poets have used poetry to critique or idealize social issues. Reading and writing poetry can help us empathize with others and acquire selfknowledge. ESSENTIAL QUESTIONS How does the way something is written affect the way it is read? How does our experience affect our perspective? GOALS/OBJECTIVES LWBAT read challenging poetry independently and proficiently. LWBAT use a writing template to analyze evidence from primary sources. LWBAT compare and contrast different perspectives on a theme within two poems. LWBAT help their peers improve their compositions and revise their own writing. STANDARDS

Anna Kates 48

CC.1.4.11-12.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. CC.1.4.11-12.E: Write with an awareness of the stylistic aspects of composition. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. CC.1.4.11-12.F: Demonstrate a grade appropriate command of the conventions of standard English grammar and spelling. CC.1.4.11-12.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction. CC.1.4.11-12.T: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

MATERIALS: Laptops with Internet Access; OneNote Unit Notebook

PROCEDURES OPENER Do now: If possible, we will (anonymously) critique a learners paragraph draft on the PB, examining its grammar, content, and organization. Learners will volunteer or be cold called to share observations of what is working or needs revising in this example. I will use the Promethean Pen to mark the paragraph as we discuss it.

BODY OF THE LESSON a. Learners will continue their paragraph writing where they left off the day before. I will circulate and spot check learner work as they write and assist as needed. b. When two or more learners have drafts finished, I will pair them up and instruct them to exchange computers and color-code their partners paragraph, corresponding to the template. Afterwards, they will give their partner more general feedback on clarity, analysis, and grammar and mechanics using the comment and track changes functions in Microsoft Word. c. Learners will discuss suggestions with their partners and then finish revising their work and getting it ready for submission. CLOSURE

Anna Kates 49 Learners will be informed that they must turn their paragraphs in by the end of the next day.

ACCOMODATIONS Learners will be given all materials in written form and all instructions and prompts will be read aloud and explained to aid comprehension and allow them to access definitions and content at their discretion. They are also given a graphic organizer to organizer their ideas (Writing Template) and the process was previously modeled for them as well. Learners who need it may have extra time to complete the work. *If it seems useful, some learners, especially ELL learners, will be given the option to write about the Chimney Sweeper poems that we discussed the previous day instead of choosing two new poems and reading them alone. ASSESSMENT/EVALUATION Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. Their paragraphs will be collected and graded for their fulfillment of the requirements of the assignment. Their reading summaries will be collected and graded for completeness.

Appendix 8 OneNote Unit Notebook:

Anna Kates 50

1. How does Blake view [social issue] from the perspective of Innocence and the perspective of Experience? You will write a paragraph analyzing one piece of evidence from each poem to support your answer to this question. Follow the template below: a. Topic sentence: Answer the prompt: How does Blake interpret [social issue] in these poems from the perspective of Innocence and the perspective of Experience? b. Choose two symbols or images from each poem that interpret the issue in the poem DIFFERENTLY from each view and write them down: c. Integrate quote #1 into a sentence; include transition and context and cite the source. d. Write a one sentence warrant analyzing how the first quote develops the theme to have one meaning. The sentence should follow this template: i. The fact that [paraphrase the evidence] shows that [analyze how this evidence demonstrates the issue in one way]. e. Repeat c + d: integrated quote (including transition and context and citation) and a one sentence warrant that shows how this issue is interpreted DIFFERENTLY by the first piece of evidence from the second poem. f. Repeat process c, d, and e to compare the second two pieces of evidence, one from each poem. Focus on how these symbols further develop your comparison. The entire paragraph should follow the template below: Topic sentence. Transition + integrated quote #1 from poem 1 in context + citation. Warrant: The fact that [paraphrase evidence #1 from poem 1] shows [analyze evidence]. Transition + integrated quote #1 from poem 2 in context + citation. Warrant: The fact that [paraphrase evidence #1 from poem 2] shows [analyze evidence]. Transition + integrated quote #2 from poem 1 in context + citation. Warrant: The fact that [paraphrase evidence #2 from poem 1] shows [analyze evidence]. Transition + integrated quote #2 from poem 2 in context + citation. Warrant: The fact that [paraphrase evidence #2 from poem 2] shows [analyze evidence]. [Note: the template above is color-coded] Peer Editing Instructions: a. When you have a draft of the paragraph finished, exchange work with a partner.

Anna Kates 51 b. First highlight and color-code your partners paragraph in the colors that correspond to the template. Make note of any missing or confusing parts by using the comment function in Word. c. Then read the paragraph again looking for errors in grammar or mechanics and mark these with either the Track Changes function or using Comment boxes. d. Also mark any issues with clarity, style, argument, etc. in the same way. e. Return the computer to your partner and discuss your suggestions. f. Revise your paragraph as needed and submit by the end of the day tomorrow.

Lesson #10

Anna Kates 52 Anna Kates English IV Period 1: 51 minutes

OVERVIEW/ RATIONALE Learners have read, analyzed, and written about a number of Blakes poems at this point in the unit. We will now read three contemporary poems that shift the focus to Philadelphia to start connecting themes from Blakes poetry to our own community. By reading recent poetry from this area, learners may begin to see ways to connect their own experiences to those described in Blakes era. They will also examine ways the form and function of poetry has changed since that time, and ways that poets still use many of the same techniques that Blake did to communicate a perspective to their readers. Siduri Beckmans poem was chosen to show learners an example of a poem written by a peer that tackles a social issue that is relevant to the learners own experience. Sonia Sanchezs poem was chosen because it is a powerful example of social critique of a different but also relevant issue. It can be both related to our lives in Philadelphia as well as Blakes critique of binding and corrupt social structures. David Livewells poem has less obvious social critique but is a nice example of a local author using literary techniques to describe a Philly scene from the perspectives of Innocence and Experience so can be seen as a model for the learners poems. This lesson will bridge the previous part of the unit to the next section, the creation of a creative project in which learners write, layout, and illustrate a pair of Innocence and Experience poems. These will be displayed in a digital anthology at the end of the unit. ENDURING UNDERSTANDINGS Artists are influenced by their contemporary society and culture. Poetry can have social and community functions. Poets have used poetry to communicate a perspective. Poets have used poetry to critique or idealize social issues. Reading and writing poetry can help us empathize with others and acquire selfknowledge. ESSENTIAL QUESTIONS Why do people write? What is the social function of poetry? How does the way something is written affect the way it is read? How does our experience affect our perspective?

Anna Kates 53 GOALS/OBJECTIVES LWBAT Use a graphic organizer to brainstorm perspectives on relevant social issues. LWBAT write and illustrate poetry about a contemporary social issue. STANDARDS CC.1.5.11-12.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. MATERIALS: Laptops with Internet access. OneNote Unit Notebook. Social Issues Poem Graphic Organizer. Promethean Board and Pen.

PROCEDURES OPENER Do now: Learners will be instructed to sync their OneNotes and open the Unit Notebook to locate the three poems. We will read Beckmans A Word from the Cripples and Sanchezs Elegy: For MOVE and for Philadelphia together aloud. Popcorn: learners can share reactions to these poems or questions about their content or message.

BODY OF THE LESSON a. I will briefly introduce the creative project we will do the next week, reviewing the assignment on the PB, and looking at the Michael Warr and Adrienne Rich quotes for inspiration. Then we will revisit the question from the beginning of the unit What is the social function of poetry? Richs quote can help shed some light on this. We will ask this of Beckman and Sanchezs poems and also discuss what social issue(s) each poem was about and try to answer why the author wrote this poem and who their audience was. I will start documenting learners ideas on the PB regarding social issues. From there, I will ask learners to call out current social issues that affect us in Philadelphia. I will write these on the board as well until we run out of ideas or time. b. I will direct learners to sync their OneNote Unit Notebooks and open the Social Issues Poem Graphic Organizer. I will review the assignment but will not go into detail about writing the poems because I want them to more freely come up with ideas at this point and not worry about writing it as a poem. c. Learners will work on the G.O. for the rest of the period. They may discuss ideas with their neighbors for inspiration. CLOSURE

Anna Kates 54 Learners will be reminded to submit their paragraphs by the end of the day. They may finish the G.O. at home and bring it to the next class. ACCOMODATIONS Learners will be given all materials in written form and all instructions and prompts will be read aloud and explained to aid comprehension. They are also given a graphic organizer to organizer their ideas (Social Issues Poem Graphic Organizer). Learners who need it may have extra time to complete the work. If some learners express a desire for an alternate assignment, they may choose to interpret a pair of poems in a more formal piece of writing if they feel their learning would be better assessed through academic rather than creative writing. ASSESSMENT/EVALUATION Learners will begin each class period with 10 participation points and will lose points only based on their attendance, behavior, and work habits. The G.O. will be collected and graded for completeness.

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The poetic process represents the part of my life that starts simple, grows complex and chaotic, and by force of pure will and desire, is gradually reorganized into some expression of creative sanity. I love it. But the process is sloooooooowww. I edit while I write. I am a ruthless self-critic. I agonize over each word. I am the creator and the words are the DNA. If a word mutates outside of the rules of the English language I want to be conscious of owning and nurturing that mutation. Michael Warr

a. David Livewell (2012), Two Streetscapes, 1974 (i) Sun Shower The children at my birthday saw The sun and rain take different sides We crossed and crossed the street in awe. On a fine line, the sky divides. (ii) Blackout When streets went dark, the silhouette Of a lone looter peered in cars. Dad yelled and dropped his cigarette I stole a look at my first stars.

Anna Kates 56 b. Siduri Beckman (2013), A Word from the Cripples [Philadelphia Youth Poet Laureate, 9th Grade Masterman] I've got something to say. It won't take long Just as long as it took you to snatch everything away One fourth of the body is the leg You have crippled us Cursing us to hobble all of our lives. I cannot run cross-country on just one leg. Rip song off of our tongues to find songs are not Velcro but flesh Snap the bows of the violins in case the learners could ever get the idea that music is alive Because then you would have blood on your hands. God forbid. You see us as a problem the classic class problem INNER CITY streaked like mud across our faces they're all on the street anyway. But leeches don't suck out the disease just the lifeblood. I am angry But I will not stoop and hurt you As you have hurt me Thrusting fear into our hearts Why make us feel so small helpless Forgotten by the people whose duty it is to remember Turn your back on your city that chose not to choose you Because they feared

Anna Kates 57 and now do all fears dawn true. Bust the beehive We will come out In droves of wasps We sting and live to sting again We will show ourselves to be as formidable a foe as all of those frackers who you refuse to tax. But you have also forgot all of those ink marks slashed with no faces or hopes or dreams or blood or flesh Dismiss us We cannot vote. But in this country we can speak. http://www.westphillylocal.com/2013/06/14/we-can-speak-west-philly-youthpoet-takes-on-the-governor/ c. Sonia Sanchez, Elegy: For MOVE and for Philadelphia [Text of the poem to be included when accessible]

Questions for class discussion: What is the social function of these poems? Why did Beckman write this poem? What social issue(s) does this poem address? What is her perspective on this issue? Who is her audience? Why did Sanchez write this poem? What social issue(s) does this poem address? What is her perspective on this issue? Who is her audience?

Anna Kates 58 Social Issues Poem Graphic Organizer Name: Date:

Social Issue___________________________________ Images associated with this issue Symbols associated with this issue and what they represent Metaphors for this social issue Similes for this social issue Possible juxtapositions

INNOCENCE (Perspective)

EXPERIENCE (Perspective)

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Innocence and Experience Poetry Project

For this project, you will choose a social issue of relevance to yourself or your community and write a two-part poem on your issue, looking at it through a lens of innocence and then experience (or vice versa). You will brainstorm possible imagery for the poem using the Graphic Organizer by adopting first a perspective of Innocence and then a perspective of Experience, inspired by Blakes Songs. For example, if my social issue is teen pregnancy, I might first generate ideas that relate to love, joy, relationships, the life cycle, motherhood, etc., for an innocent perspective, and next adopt an experienced perspective and list things that represent responsibility, constraints, financial burdens, abortion, health, aging, single parenting, etc. Remember: As Blake showed us, there are ambiguities to each perspective. Your innocence poem does not have to be completely optimistic, nor does your experience poem need to be wholly pessimistic. Innocence and experience do not mean good and bad, so work on developing a subtle approach to these perspectives. When you have a poem drafted, you will decide on how you want to format and layout your poem on a page. You should create or choose two images to illustrate your poem or create an illustrated border for your poem that complements the themes of your poem. Your final page will be saved and submitted as a PDF by [x date] and it will be displayed on a class Tumbler as a digital Innocence and Experience Anthology. Your work will be graded as follows: Part 1. Innocence: ___ / 2 Poem skillfully incorporates at least two symbols to represent this perspective on the social issue ___ / 2 Poem skillfully describes at least two images to represent this perspective on the social issue ___ / 2 Poem skillfully incorporates at least two metaphors to represent this perspective on the social issue ___ / 2 Poem skillfully incorporates at least two similes to represent this perspective on the social issue ___ / 2 Poem skillfully incorporates a juxtaposition to represent this perspective on the social issue Part 2. Experience: ___ / 2 Poem skillfully incorporates at least two symbols to represent this perspective on the social issue ___ / 2 Poem skillfully describes at least two images to represent this perspective on the social issue

Anna Kates 60 ___ / 2 Poem skillfully incorporates at least two metaphors to represent this perspective on the social issue ___ / 2 Poem skillfully incorporates at least two similes to represent this perspective on the social issue ___ / 2 Poem skillfully incorporates a juxtaposition to represent this perspective on the social issue Part 3. Visuals ___ / 2 Poem is carefully formatted to complement the poems content ___ / 2 Images are carefully chosen to complement and interpret the poems themes ___ / 2 Poem is laid out on the page to enhance the visual impact of the poem Part 4. ___ / 2 Poet addresses a current and local social issue from two dialectic perspectives ___ / 2 Diction and syntax are carefully employed to create an effect

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References 1. Literary term definitions were adapted from http://literary-devices.com/ 2. The idea for this quiz and the use of the song were inspired by http://cla.calpoly.edu/~smarx/courses/230/May%2031Presentation%20Responses. htm