Digital Unit Plan Template Unit Title: Poetry Content Area: English

CA Content Standard(s)/Common Core Standard(s):

Name: Victoria Salgado Grade Level: 9

The content standards the unit will address are: CCSS.ELA-Literacy.L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCSS.ELA-Literacy.L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). CCSS.ELA-Literacy.RL.9-10.10 By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Big Ideas: How figurative language shapes and makes poetry what it is. How sound devices are used to manipulate tone and mood. How poetic devices contribute to tone and mood of poetry. How poetry can have different interpretations. How poetry reflects society.

Unit Goals and Objectives: Students will be able to identify and differentiate between figurative language and literal language. Students will be able to explain how poetry can be an open interpretation. Students will understand how poetry is alive and present in the outside world.

Students will be able to interpret figurative language. Student will be able to identify how word choice and connotation affect the mood/tone of the poem. Students will be able to identify poetic devices and examine how they contribute to theme of a poem. Students will know the key differences between different types of poems. Students will know the key elements of a sonnet and its origination. Students will be able to write a theme statement for different poems. Be familiar with who Shakespeare is, his contributions, and his sonnets. Unit Summary: We will begin the unit with simply identifying and defining the different literary terms. After students feel comfortable enough with them we will move onto analyzing poetry. We will begin to look at various poems written in different styles and in different mediums. Some poems will adhere to strict rules, while others will free verse. We will be taking a look at lots of songs and lyrics that are very much poems. After students are comfortable with identifying and interpreting poems, we will move onto in depth analyzing with the help of TPCASTT. We will specifically be looking at the relationship between poetry theme and figurative language. We will look at why poets use figurative language, and how the poetic devices help build theme and/or support the tone/theme of the poem. All these skills will be assessed at the end of the unit where students will work in groups to present their knowledge. Students will be responsible for choosing poems and/or songs that contain figurative language. Students will write a theme statement for the poems, identify the figurative language, and talk about the correlation between the theme and figurative language and how that figurative language helps support the theme. Students will present this to the rest of the class by means of PowerPoint or Prezi. Assessment Plan: Entry-Level: Quickwrite: Students will respond to the following quickwrite to establish what they already know. This will provide me with a better understanding of a beneficial starting point for all. Prompt: What do you know about poetry? Which terms are you familiar with from our vocab. sheet? For the terms you do know, provide examples. What are your views on poetry? Do you like it or dislike it, why? Formative: Jeopardy: This game will serve as a review for the upcoming quiz. Quiz: This game will come at the end of the first half of our poetry unit. It will assess students comprehension and understanding of poetic devices. This will inform me of whether students are ready to move on to deeper analysis. TPCASTT Chart: After becoming familiar with TPCASTTs for shorter easier poems, students will complete one entirely on their own for Robert Frosts The Road Not Taken. Poetry Response: Students will complete a graphic organizer for this TPCASTT ahead of time. It will then be followed by a formal poetry response, in which they must use the TPCASTT as a guide and elaborate on all areas of the graphic organizer. This will prepare students for the final assessment. Summative: Literary Response: This will be one of two final assessments. This one will serve as a true gauge to each and every students unit goals/objectives comprehension. Because this will be done individually, I will be able to tell what students understand and what they dont. This literary response (in class essay) will take place over two periods. Students will be given the same poem, and asked to complete a literary response for it. They will have to speak about all literary devices present, tone, theme and how it all interconnects, supports each other, and develops the poem itself. Presentation: The second final assessments will be a presentation. Students will need to apply the same skills and techniques they did during their literary response, but they will need to cover all literary terms in a variety of poems and/or songs. They will be working in groups and presenting to the rest of the class in either PowerPoint or Prezi.

Lesson 1 Student Learning Objective: Students will be able to identify and differentiate between figurative language and literal language. Student will be able to identify how word choice and connotation affect the mood/tone of the poem. Students will know the key differences between different types of poems. Students will know the key elements of a sonnet and its origination. . Lesson 2 Student Learning Objective: Students will know the key elements of a sonnet and its origination. Acceptable Evidence: Students will create a Shakespearean sonnet of their own, which follows the same guidelines a sonnet would (with the exception of iambic pentameter). Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: Students will visit sonnets.org to gather information on what a sonnet is. They will answer questions about its form and structure. They will also be visiting Shakespeare-online.org to answer questions on Shakespeares life. They will also be answering questions specific to certain sonnets. Students will also be free to range on the internet to explore the Elizabethan theater. They will also be guided by some questions as the controversy surrounding Shakespeare. They will be asked to construct a response to the question, Do you think Shakespeare might not be the author of all the works he is accredited? Use details and examples from your research. Be sure to cite your sources. Students will only be expected to construct a short response to this, just to get them interested in Shakespeare.

Acceptable Evidence: Students will be filling in guided notes to follow along with the presentation. The guided notes will have questions for students to answer about Shakespeare and his sonnets. Students will follow this presentation with deconstructing one of Shakespeares sonnets and also constructing a sonnet of their own.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: Students will be watching a presentation through Prezi on Shakespeare and his sonnets. They will be following along as they fill out guided notes. These guided notes will be asking students to fill in blanks based off the presentation. The guided notes will also have students answer questions that have to deal with things not directly found in the presentation. Students will then follow up this lecture with one of Shakespeares sonnets. They will be responsible for sorting out the figurative language, and talking about its theme. They will then be responsible for creating one of their own.

Lesson 3

Student Learning Objective: Students will be able to examine poetic devices and examine how they contribute to tone/theme of a poem. Unit Resources:
Classroom Textbook PowerPoint Prezi Jeopardy maker Poem websites/links

Acceptable Evidence: Students will develop well written explanations to theme and how poetic devices contribute to it. Students will also complete a TPCASTT to develop their presentation.

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: Students will be responsible for completing a TPCASTT on their own for a poem of their choosing. By now students have had extensive practice with analyzing different poems. For this lesson students have the opportunity to use one fit to their taste. They will be presenting their poem and the accompanying TPCASTT to the rest of the class.

Useful Websites:
The following sites can be used to find poems for students final project: Poetryfoundation.org Favoritepoem.org http://www.loc.gov/poetry/180 These will help you with analyzing and understanding poetry better: This website houses several famous poems. It takes the analysis step by step; line by line. It also provides information about all the techniques found in the poem: Shmoop.com/poetry This website will help you decode Shakespeares sonnets specifically: Shakespeare-online.com/sonnets These websites will help you in finding videos that explain the different elements of poetry. YouTube.com Flocabulary.com