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Title of Unit
Grade Level
Time Frame
3 to 4/60-minute Sessions
a.
b.
c.
d.
CC.3.L.3 Knowledge of Language: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CC.3.R.L.4 Craft and Structure: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
CC.1.W.6 Production and Distribution of Writing: With guidance and support from adults, use a variety of digital tools to produce and publish writing,
including in collaboration with peers.
HOTS Refines decisions, performances and products within the context of available knowledge and experience.
HOTS Asks probing, insightful, and relevant questions. Models thinking, energy, and passion in various formats to engage or to influence others.
ACS communicates orally with focus
CPS uses analogies, metaphors, and/or models to explain complex concepts.
ACS- Engages in peer discussions and cooperative learning while accepting challenging tasks and critical feedback from peers
ACS Makes connections across disciplines to generate original and complex ideas and products.
ACS Communicates orally with focus, energy, and passion in various formats in order to engage and influence the audience.
ACS Formulates and poses questions to engage others in meaningful discussion and reflection.
AASL Standard 1
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life.
AASL Standard 3
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
AASL Standard 4
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.8 Use creative and artistic formats to express personal learning.
Understandings
Overarching Understanding
Students will understand:
That his/her oral and written communication skills can be
demonstrated/presented in an authentic setting.
Essential Questions
Overarching
How can I present my
knowledge to others in an
authentic setting?
Topical
What is the power of words?
Do all words have the same
impact?
What is figurative language?
How do words have
different meanings?
What should a person
consider when writing?
And demonstrate their increased knowledge of poetry and How can I use complex or
figurative language concepts.
figurative language in
poems?
Words are powerful and can make an impact on the world.
What presentation skills are
Related Misconceptions
most effective when reading What is personification?
poetry?
How can one use words to
Anything
images
or
written
text
posted
or
available
Skills
Students will be able to
You are a person living in the 1960s, but you were given a vision of the future-21st century.
You are frustrated with the lack of civil rights for minority groups. There is a Poetry Cafe
established in Harlem New York to give people a platform to express their support of civil rights
for people in America. You are going to use your 21st century technology vision to create a 2Situation
minute digital poetry presentation, using music and images from the 1960s. You will present
this poetry creation to the Poetry Cafe audience in a very creative way. Do not forget your
Ethical Use of Information/Digital Citizenship lessons and rules.
Product/ iMovie, Slideshow, Podcast, Videocast, Vimeo video, Thinglink, Glogster, Animoto, PowToon,
Performance
and Comic Strips. See Performance Task Rubric below
Expectations
ELACC3SL1; CC.3.L.3; AASL Standard 3-3.1.3 Use writing and speaking skills to communicate new understandings effectively.
HOTS Refines decisions, performances and products within the context of available knowledge and experience.
ISTE-S 1. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop
Standards innovative products and processes using technology.
ISTE-S 2. Communication and collaboration Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Other Evidence
Information Literacy Skills: An Ethical Use of Information and Digital Citizenship Lesson will be offered for each
lesson to reiterate and reinforce the importance of using royalty-free images and music for the poetry creations.
The Teacher and Student resources will be shared to ensure that the classroom teacher is aware of what students
are allowed to use for their digital poetry creations and performances. RESOURCE LINKS BELOWhttp://www.educatorstechnology.com/2013/02/a-must-have-poster-on-copyright.html
http://www.educatorstechnology.com/search/label/copyright%20resources
http://www.2learn.ca/ydp/digcitizen.aspx
Learning Plan (Stage 3)
Where are your students headed? Where Please see the pre-assessment document attached to this Unit Plan.
have they been? How will you make sure The classroom teacher used her observations, feedback and benchmark
the students know where they are going? assessments to determine that students needed an in-depth lesson
regarding writing and figurative language.
Share with students the following to introduce the unit: We are going to begin
a new unit on poetry and the power of words. We have different backgrounds
with language and how words are used. Some of us are more comfortable with
words than others, and this is fine! The main things that we will be doing
during this unit are:
1. To determine what poets are saying or expressing in their poems.
2. To develop skills to help us to express ourselves in more creative ways.
3. To develop effective writing skills.
4. To learn more about the power of words and how they can be used to
evoke emotions.
Now, please take a few minutes to brainstorm what you already know about
poetry. You may speak with a neighbor, but you must write at least three
things that you believe is true about poetry at this point!
Often we can see the same thing and express it in very different ways. If we
were all to go outside and look at the clouds, for instance, none of us would
describe them in the same way. Today, were going to go out and see what we
see in the sky! Then well come back in and attempt to use words to convey
what weve seen and experienced. Next, we will determine as a group how we
will share our work during this unit so that everyone is comfortable.
1.
Go outside and observe the clouds. Students should take paper and
clipboards to record their observations.
2. Students will then write about what theyve seen. The teacher may want
to first read It Looked Like Spilt Milk by Charles G. Shaw. Students can
then complete a web with The Cloud Looked Like with answers based
on what the students observe while out looking at the clouds.
3. The teacher should then model how to turn ideas in a free-form poem
using the ideas gained while observing the clouds.
4. Students should then have time to write a poem, that is 3-8 lines in
length. Once students have had time to write their poems, they should
be encouraged to share their work during Poets Chair time.
From: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development
ISBN # 0-87120-313-8 (ppk)
Title: ________________________________
The runners flew past in unison.
Each lifting right leg then left The race was on!
Above us the sky worea brilliant,
sparkling blue sheen.
There was no room for clouds on such a day.
The multitudeencouragedthe runners
from both sides of the road.
A salad of applause,hoots and hollers.
It was a wonderful day for a race The most temperate of afternoons.
Energy exchangedbetween spectator and runner,
adding electricity to an already charged atmosphere,
Indeed it was a wonderful day for a race*
*from mywordwizard.com
What would be an appropriate title for this poem? Write it in above. Why is this a good title?
Often in poems, poets attempt to compare things to make a point or to help readers imagine what is happening or being seen. List
as many things as you can that are being compared in this poem:
Word choice is essential when writing. The most effective writers are able to use words to make phrases to create powerful
emotion/images. Circle at least three words in the poem that are powerful or effective words and pick your favorite. Word:
_____________________________ Write WHY you think this particular word has power!
On the back make a drawing of what you think the poet saw on the day being described.
10
Meets
Exceeds
Poem has multiple examples of
personification. It is evident student has a
full grasp of concept.
Student used above-grade level or frequent
adjectives to increase imagery throughout.
11