Unit Planning Template

Unit: Poetry incorporated with The Giver Stage 1- Desired Results

Connections to Context: Transfer Through poetry, students can practice literary analysis Students will be able to independently use their learning to through reading, writing and grammar, speaking, listening, and viewing, and can gain useful academic Creatively write poetry in all of the forms that we learn (concrete, cinquain, acrostic, couplet, haiku, free verse, and narrative), vocabulary. One aspect of the schools goals is being sure to incorporate poetic devices including meter, stanza, simile, metaphor, alliteration, personification, onomatopoeia, helping students learn ways to become better repetition, rhyme, syllable, symbol, speaker. analytical thinkers. 7th grade is an important year for many students in their adolescent development. This Starting with poetry as a base is a good way to get students to begin thinking of the deeper meaning of a piece of literature. Cognitively, students will begin to reach into the upper three levels of Blooms taxonomy by analyzing, synthesizing, and includes both physical and cognitive development. evaluating different poems, then transfer this to other forms of literature besides just poems. Because of the cognitive development that is taking place, students are gaining a better understanding of Poetry is painting with words. It provides a means for efficient yet productive communication and expression. It is desired the world around them and can be pushed to the next that students will appreciate poetry for more than face value, and use it to communicate and express their own feelings, level of deeper thinking through poetry. The themes thoughts, passions, and observations. of The Giver are centered around a society that controls as much of a persons life as possible, which (What kinds of long-term independent accomplishments are desired?) contrasts our society, in which we are able to freely express ourselves. Meaning

UNDERSTANDINGS Students will understand that There are many different forms or structures of poems Established Goals Multiple literary devices are used in poems to pack the W.GN.07.01 write a cohesive narrative piece such as punch in an efficient way a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre Authors of poems write with purpose an meaning employing literary and plot devices (e.g., internal Poetic devices are employed strategically in specific and/or external conflicts, antagonists/protagonists, locations
(How does this fit with students experiences, the school goals, and the larger societal issues?) personification). W.PS.07.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support) R.NT.07.01 identify how the tensions among (What specically do you want students to understand? characters, communities, themes, and issues are What inferences should they make?) related to their own experiences in classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends. R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and

ESSENTIAL QUESTIONS Students will keep considering What are the common poetic devices? How are these poetic devices used, and why? Is there a certain poetic device that I can see myself using more frequently than other? How does reading, analyzing, and writing poetry help me gain an appreciation for it? How can I apply the literary devices we discussed into my own work? Where else can I see these poetic/literary devices being used? How do these poetic devices impact the reading of poetry? How did the writers of Scripture employ poetic devices? What does that tell me about my reading of scripture?
(What thought-provoking questions will foster inquiry, meaning- making and transfer?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

written responses. Acquisition of Knowledge, Skill and Values/Commitments/Dispositions S.CN.07.01 adjust their use of language to Students will know Students will be skilled at Students will exhibit communicate effectively with a variety of audiences What differentiates a poem from Creatively writing a poem in a form of Courtesy to their classmates by and for different purposes by using specialized another piece of work. their choosing treating their poems with respect when language related to a topic and selecting words carefully to achieve precise meaning when shared How to incorporate meter, stanza, Applying the literary devices we presenting. simile, metaphor, alliteration, discussed to their own piece of poetry Tenacity and endurance as they L.CN.07.02 listen to or view critically while personification, onomatopoeia, wrestle with trying to figure out how Analyzing a piece of poetry to pull out demonstrating appropriate social skills of audience repetition, rhyme, syllable, symbol, and to include poetic devices in their own the basic poetic devices found in them behaviors (e.g., eye contact, attentive, supportive); voice (speaker) into their own poetry. poetry critically examine the verbal and non-verbal Identifying types of poetry strategies during speeches and presentations. Some structures of poems including Vulnerability and openness in the CCSS.ELA-Literacy.RL.7.5 Analyze how a dramas concrete, cinquain, acrostic, couplet, (What discrete skills and processes should sharing of their poems or poems form or structure (e.g., soliloquy, sonnet) haiku, free verse, and narrative students be able to use?) Openness to the ideas and warnings in contributes to its meaning CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (What content standards and program- or missionrelated goal(s) will the unit address? What habits of mind and cross-disciplinary goal(s)for example 21st century skills, core competencieswill this unit address?Include source and identifying number) (What facts and basic concepts should students know and be able to recall?)

The Giver.

(What values and commitments and attitudes should students acquire or wrestle with?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 2- Evidence Evaluative Criteria Students must write one poem per form discussed. Students will show their learning by PERFORMANCE TASK(S): As we introduce each form of poetry, students will write sample poems for each category. Then, in the end they will pick three of their strongest poems to submit for assessment, as well as to share in a coffee shop styled reading day. Students must include at least one poetic device In their poems, student will include poetic/literary devices that we talk about in class (meter, stanza, simile, metaphor, in each poem. alliteration, personification, onomatopoeia, repetition, rhyme, syllable, symbol, and voice (speaker) Use the vocabulary we learn to analyze the poems that we read
(What criteria will be used in each assessment to evaluate attainment of the desired results?) (How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

It is important that the students come away with less OTHER EVIDENCE: fear and hatred towards poetry, and that they are able In class discussions and analyses of poetry, students should actively participate. to find a way to express themselves through it, They should be able to communicate about poetic analysis, correctly using the vocabulary that is introduced whether that be reading it or writing it. (Regardless of the format of the assessment, what qualities are most important?) (What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan Pre-assessment I gave the pre-assessment on March 28. On my pre-assessment, I had one side for matching poetry terms with their definitions, and one side for matching poetry forms with examples of that form. I also found out when they had last studied poetry. I used the matching to test their prior knowledge and skill level. The pre-assessment simply gave me a better understanding of what topics we should spend more time on.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each Learning Events learning event build?) Student success at transfer, meaning, and acquisition depends upon their participation in these learning Acquisition- Student will acquire a larger vocabulary for naming literary *Participation in class activities and discussions on the different poetic forms. and poetic devices

Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?) Their poetry guidebook will be a huge tool to help them keep track of the information they need to know for poetry, in addition to a tool for me to keep track of where they are at in their poetry writing and understanding. (How will students monitor their own progress toward acquisition, meaning, and transfer?) Students will journal examples of poems int their poetry guidebook so they can refer back to them for each poetic form. There will also be a rubric included in the Poetry Guidebook that has their final poetry project criteria on it, so that if they wish to look ahead they can. (What are potential rough spots and student misunderstandings?) Potential rough spots are the students outlook on poetry to begin with. Many times I have observed that if someone is not comfortable with the language of poetry (poetic devices), they struggle through it and harbor dislike towards it. I want students to enjoy poetry, though so by creating a fun and comfortable atmosphere will be a big way to counter these feelings. (How will students get the feedback they need?) I always encourage questions, and I feel as though the students are not afraid to approach me with a question. I plan on giving written feedback to the poems they write, at first just checking form. Once we near the end of the unit and they begin to choose and turn in their poems, I will have them peer edit each others poems.

events

Participation in writing their own poetry based off of the prompts given in their poetry Meaning- Students will analyze poetic texts and decipher the meaning guidebook. of these texts Participate in applying the vocabulary words in both the poetry and in their discussion on The
Transfer- Students will begin Giver. developing an analytical mindset, and with the vocab, will be able to apply *Participate in analyzing the different sample poems, focusing on using a poetic-device based this to their reading of The Giver.

vocabulary.

Participate in creating their own poetry in each of the different poem forms we discuss. They will need to submit their favorite 3 poems for the final poem assessment, after peer editing them. The mood for writing will be fairly simple, yet sophisticated. I want them to really be able to focus on the task of writing poetry creatively, yet feel comfortable in the space they are in. The atmosphere will vary slightly per lesson. For the first lesson with poetry stations, I plan on playing some music while they are at their particular stations. For the second lesson, they will be outside and can find a quiet place out there to write. For the third, they will find a place at home to write their poetry. The fourth they are peer editing so some music can be playing for that, and the fifth will be a coffee house atmosphere.

Star the multiple means of representation; underline the multiple means of action and expression; circle the multiple means of engagement (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum