Poetry+for+Grades+9+and+10


 * Unit**
 * Standards:** Reading for Literature, Writing, Speaking and Listening, and Language

RL.4: Meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the cummulative impact of specific word choices on meaning and tone.
 * Benchmarks:**

RL.MA.8.A: Relate a work of fiction, poetry, or drama to the seminal ideas of the time.

W.2d: Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibility and dynamically.

SL.1a: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparationby referring to evidence from texts and other research on the topic or issue to stimulatea thoughtful, well-reasoned exchange of ideas.

SL.6: Adapt speech to a variety of contexts and tasks, ddemonstrating command of formal English when indicated or appropriate.

L.2c: Spell correctly

L.5a: Interpret figures of speech in context and analyze their role in the text.

L.6: Acquire and use accurately general acdemic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.


 * Classroom Profile:**

KO || 17 ||  Kinesthetic and interpersonal  ||  Frequent breaks Redirection Reduce # of problems || IEP || PM || 16 ||  Linguistic and intrapersonal  ||  Redirection Graphic organizers Clarify directions Word banks on tests || IEP || Preferential seating || 504 ||  Periodic breaks Extended time for missed work || 504 ||
 * Student ||  Age  ||  Learning Styles  ||  Learning Needs  ||  IEP/504  ||
 * MA ||  15  ||  kinesthetic  ||  Redirection
 * JD ||  15  ||  linguistic  ||  Access to nurse

• read, discuss, perform and appreciate a variety of poems
 * Learning Targets:** Students will know, understand and be able to:

• analyze poems and identify different poetic forms and devices

• create original poetry using various forms and incorporate various poetic devices

• compare, contrast and evaluate poetry

• research the cultural and historical context of poems/poets

• know and understand the body of work and cultural/historical context of at least one poet


 * Unit Guiding Question:** How do poets express self, identity and other themes in their work?


 * Examples of activities with this unit:**
 * reflect on poems read
 * write using free verse
 * create a bio poem
 * students will create their own poems using words from a newspaper
 * groups will read, analyze and perform a poem of their choice
 * evaluate and list characteristics of all poems


 * Assessment:** The students will have a final project to complete for their unit on Poetry. Students will be given one of the following final projects based on their ability:

1. Compile an anthology of the works of one poet, selected with care and thoughtfulness, and show how the poems are connected and the themes expressed

2. Compile an anthology of poems from a variety of poets, that explains how the themes of the various poets are connected and why their poems are important

3. Create an anthology of students’ own poetry, centered around the theme of identity and how much they dare to reveal



RL.4: Meaning of words and phrases as they are used in text, including figurative and connotative meanings; analyze the cummulative impact of specific word choices on meaning and tone.
 * LESSON**
 * Benchmark:**

Students will read poems that will help them construct a definition for poetry while understanding some common elements.
 * Learning Target:**

What is poetry? What is a poem?
 * Guiding Question:**

Preassessment: 1) Poetry Anticipation Guide:
 * Activities:**


 * Instruction:**

1) I will read some peoms from Shel Silverstein's book //Where the Sidewalk Ends// so that students can see that poetry can be fun.

2) Discuss: how poems are about language and communication, that words in poems are important and selected with care, poems can have common elements, poetry can be defined in multiple ways, and poems can have many forms and structures


 * Differentiation:**

Content -

3) The following poems will be read by students based on their readiness:

Level 1: “Introduction to Poetry” by Billy Collins [] “Exit” by Rita Dove [] "dog" by Valerie Worth [] "Stopping by Woods on a Snowy Evening" by Robert Frost []

Level 2: “Alone” by Maya Angelou [] “I’m Alive, I Believe in Everything” by Lesley Choyce [] "Street Music" by Arnold Adoff "Love That Boy" by Walter Dean Myers

[]

Level 3 will read two from level 2 plus: “Who Will Know Us?” by Gary Soto [] "The Tiger" by William Blake []

Process-

3) Students will create a Readers and Writers Notebook that they can use as a journal to respond to their reading of poetry with words, pictures or poems.

4) Students will read poems that will help them construct a definition of poetry while understanding some common elements. While reading, students will annotate the text using the following marks:


 * This word or line is cool

! This is something important

? I don’t get it: I don’t understand this line or phrase

5) I will hand out the What I think-What I read-What I understand graphic organizer to all students

6) I will model this activity using “Eating Poetry” by Mark Stran before asking students to complete the template with a poem of their choosing.

Product:

7) All students will complete the template with a poem of their choosing from their level

8) All students will write a personal response to a poem on their level

9) Most students will share their poem and personal response with a partner

10) Some students will share their poem and response with the class

11) All students will fill out an exit slip with their definition of poetry

__ **How Students Learn** __
 * Whole group exploration of the poems by Shel Silverstein
 * Use of different types of poems __(individual or whole group)__
 * Small group examination of poems to determine the author's use of figurative language and exploration of the author's meaning. Grouping based on readiness.


 * __How is Learning Demonstrated (Add some tiered activities)__ **
 * Activator-Students will listen to different types of poems
 * Anchoring Activity: Students will keep a journal/notebook, listing their thoughts and poetic ideas.
 * Summarizer: "Exit Slip" Students will be given a post-it note, they will be required to write a definition of poetry on there way out the door. Students will stick their slips to board to be discussed the next day.
 * Formative Assessment: 1)Observe students' annotations as they are reading their assigned poems. 2) Observe students discussions with partners/groups as they discuss their poems. [[file:Group Work Rubric.docx]]
 * Summative Assessment: Read students personal responses to the poem(s) they read.

Where the Sidewalk Ends by Shel Silverstein Love That Dog by Sharon Creech schools.nyc.gov/documents/teachandlearn/ **poetryunit **_2- **24final **.pdf
 * Resources:**

web2.jefferson.k12. **ky **.us/CCG/supp/HS_RdgWtg **Poetry **.PDF