Established Goals GLO(s): #1- Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. #2- Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts #3- Students will listen, speak, read, write, view and represent to manage ideas and information #4- Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. #5- Students will listen, speak, read, write, view and represent to respect, support and collaborate with others
Understandings: Essential Questions:
Students will understand What makes an effective poem How is identity reflected in poetry and song? What makes an effective song What makes an effective poem? Elements of a poem What makes an effective song? Rhyme Scheme Figurative Language How identity is reflected in poetry and song 2 Prior understandings Students will be able to 1.1 discuss ideas and preferences about elements and genres of poetry and song. Students have a prior understanding of 1.1 think about text from a variety of perspectives to poetry from previous years enhance my understanding. 1.2 use experiences to support understandings of poetry or song. 2.1 use a variety of strategies cues to interpret a poem or song in unique and complex ways. 2.1 recognize that a poem or a song might hold a different meaning depending on a persons perspective. 2.2 explore identity in poetry and song through a variety of genres and am mindful of historical and social context. 2.2 -identify themes, emotions and identity in poetry and song and am able to discuss these themes. 2.2 discuss and understand symbolism, mood, imagery, and Where does this lead? other techniques used in poetry. 3.4 present, share, and discuss the meaning of a song or poem and can work with others to do so. By learning the skills from this unit 4.1 - provide and accept meaningful feedback from my peers. 4.1 review and change areas of own work with or without students will be able to have a new feedback from others. appreciation for poetry and song, and 4.1 distinguish between denotive and connotative meaning will be able to write more meaningful in words. 4.2 respect and knowledge of grammar and punctuation pieces. rules. 4.3 be a respectful participant in the classroom. 5.1- appreciate the diversity of culture and perspectives represented in poetry. Stage 2 Assessment Evidence Pre-Assessment
Introduction poem and song with mind maps
Questioning about what students already know about poetry and what makes it effective 3 Quizzes, Tests, Assignments Performance Tasks, Projects
Mid unit poem analysis (summative) Creation of a stanza (formative)
Creation of a free verse and structured poem (summative) Research project on poet (summative) Final project- write a poem (summative)
Other Evidence (observations, work samples, Student self-assessment
dialogues)
Observations 3,2,1 pages
Discussions Peer/self editing Exit slips Exit slips Practice poems Journal Entries Mind maps 4 Assessments Observations Free verse, Final Introduction/first Practice Mid Unit Research Title Exit Slips Discussions structured Project Learning week mind maps poems Analysis Project Mind Maps poem (poem) Outcomes Type Formative Formative Formative Formative Summative Summative Summative Summative (District) (Formative/Summative)
Weighting N/A N/A N/A N/A 10 15 25 55
Explore, Comprehend and
Respond Personally and Critically x x x x x x (Ideas)
Manage Ideas and Information
(Structure/Organization) x x x x x
Enhance the Artistry and Clarity
of Communication (Language x x x x and Conventions) 5
Assessment Tool Overview
Assessment AS Assessment Learning Assessment OF FOR Assessment Tool Brief Description Learning (Self Learning assessment/ (Summative) (Formative) Metacognition)
Students will complete a written
Final Project poem, using a class to write, a class x x -Poem to peer edit and finally a class for a table poetry reading The students will have a class to research a poet, write something Research Project they learned and find a poem they x like. How does this poets identity reflect in their writing?
Free verse & Students will be given a class to
structured poem write a 6-line free verse and a 6 x line structured poem
Students will be given a poem to
dissect. Mid Unit analysis x x (Circle the metaphors, write out the theme, etc.)
The students will complete exit
Exit slips slips asking questions about the x x topic of the day.
Students will fil out mind maps at
Mind Maps the start of the unit about poetry x x and song
Observations I will have daily discussions about
/Discussion the information in order to know x (Formative) where the students are at
(Advances in Game-Based Learning) Sangkyun Kim, Kibong Song, Barbara Lockee, John Burton - Gamification in Learning and Education - Enjoy Learning Like Gaming (2018, Springer International Publishing)