The Power of Poetry LES Unit Overview English Language Arts Cycle 2, level 2 Developed by: Melissa Smithman

Time rame: !" periods, not necessarily consecutive Big Idea: The po#er o$ poetry as a means o$ sel$ e%ploration and social a#areness& Essential questions: 'hat is poetry( 'hat is the po#er o$ language( )s poetry simply a re$lection o$ li$e or can it promote change( 'ho am )( 'hat #ould ) change about the #orld( *o# can ) accomplish this( Desired Results: + To develop an appreciation o$ poetry as a celebration o$ language + To recogni,e the many $orms o$ poetry + To e%plore one-s sel$+identity through poetry + To understand and apply the codes and conventions o$ poetic $orms + To understand and apply spea.ing techni/ues + To engage in poetic activism QEP Competencies: 0oetry is listed as one o$ the re/uired genres under the narrative social $unction o$ te%ts in the categories o$ reading, spo.en production and #ritten production& Sub1ect area competency !: Tal. + Engages in a process o$ sel$+evaluation and re$lection + 0articipates in collaborative action research groups + Contributes to team e$$orts as an interactive and critical listener + Adapts resources and strategies to purpose and audience + Develops an individual voice and is con$ident in e%pressing opinions& Sub1ect area competency 2: 2eads + Tal.s about o#n response to a te%t #ithin a classroom community + Dra#s on prior .no#ledge and $eatures o$ a genre to ma.e sense o$ a te%t + E%plains the impact o$ a te%t on sel$ as reader by returning to its social $unctions as #ell as the #ay meanings and messages are constructed& + Dra#s on .no#ledge o$ te%tual structures and $eatures to locate te%tual details that support o#n interpretations& + Ma.es connections bet#een reader, te%t and conte%t& Sub1ect area competency 3: 0roduces + )mmerses sel$ in te%t to learn ho# they are constructed

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)nvestigates the codes and conventions o$ various genres Applies codes and conventions o$ #ritten and media language 4ses $eedbac. strategies to improve o#n productions and supports peers& Selects the structures, $eatures, codes and conventions to meet the demands o$ his5her chosen te%t in light o$ its conte%t and to achieve special e$$ects&

Cross+ Curricular Competency !: 4ses in$ormation + )n$ormation about codes, conventions and structures are used to understand and $ollo# poetic $orms& Cross+ Curricular Competency 6: 4ses creativity + The choice o$ $orm and the choice o$ multimodal support in the $inal assignment Cross+ Curricular Competency 7: Adopts e$$ective #or. methods + 4ses class time #isely to accomplish tas.s Cross+ Curricular Competency 8 : Achieves his or her potential + Connecting te%ts to social and cultural $unctions, especially the use o$ poetry as activism& Cross+ Curricular Competency 9: Cooperates #ith others + Through group pro1ects, group #or., peer editing and being open to the opinions and ideas o$ others& Cross+ Curricular Competency :: Communicates appropriately + The #hole unit underscores the critical role o$ language in promoting change + Connects the purpose o$ communication #ith the structures and $eatures o$ te%ts& ;road Areas o$ Learning: These competencies are not e%plicitly addressed, ho#ever the topics o$ the poems student are as.ed to #rite deal #ith the $ollo#ing competencies as they e%plore social, political, cultural and ethical issues& + Media Literacy: individual and collective rights + Citi,enship and Community Li$e + Environmental A#areness and Consumer 2ights and 2esponsibilities Assessment: Chec. $or participation in all classroom activities& Chec. $or completion o$ re$lective #riting e%ercises& 0rovide $eedbac. on #or. submitted, including poster& Final Rubric: Located at the end o$ the lesson plans Unit Breakdo n: !esson "#$ 0artners in 2hyme, not 0artners in Crime E%ploring students- perception o$ poetry& Ans#ering the /uestion, #hat is poetry( )ntroducing 2ap and Dramatic 2eadings o$ popular songs as a $orm o$ poetry& !esson "% & <oing bac. to the ;asics 2evie#ing the codes and conventions o$ poetry& )denti$ying these codes and conventions in di$$erent types o$ poetry& 0racticing the codes and conventions& !esson "' & 0oetic orms 2esearch Class

Students ta.e charge o$ their o#n learning, by researching the components o$ a chosen poetic $orm and demonstrate their understanding through analysis and production& !esson "( & 0oetic orms inal 0reparation and 0resentation Students #or. as a group to create a poster about their poetic $orm, and use this as a tool to teach their $ello# classmates about the $orm that they researched& !esson ") & 0oetry about Me Through a series o$ #riting activities, develop an understanding o$ yoursel$& E%plore #ays to describe #ho you are and #hat is important to you& !esson "* & 0oetry about the 'orld 0ractice $inding the theme o$ various poems and ta.ing a stance on their message& Dra#ing connections bet#een these themes and your o#n li$e and #orld around you& !esson "+ & 0oetic Activism Ans#er the /uestion #hat is poetic activism( E%plore di$$erent e%amples o$ poetic activism and choose a topic to #rite your o#n poem about& !esson ", & Complimenting 0oetry )ncorporate spea.ing techni/ues into the student-s communication practices& Through peer to peer sharing, practice using speech to enrich meaning and understanding& Also loo. at emphasi,ing a #ritten piece through visual, auditory or .inesthetic cues& !esson "- & 0oetry =ut Loud *al$ the class #ill present their piece and e%plain their visual5auditory accompaniment& Each student #ill provide comments on ! thing that #as #ell done, ! thing that can be improved and the overall e$$ect o$ the poem $or each presenter& !esson "#. & 0oetry =ut Loud The rest o$ the students #ill present their piece and e%plain their visual5auditory accompaniment& Each student #ill provide comments on ! thing that #as #ell done, ! thing that can be improved and the overall e$$ect o$ the poem $or each presenter&