TGC English 10CP Poetry Unit

Prepared by: TRICIA LEIBIG SCHOOL/Location: EAST STROUDSBURG AREA HS NORTH, DINGMANS FERRY, PA

Subject: CP ENGLISH Grade: 10 Interdisciplinary Unit Title: Poetry Unit​ ​Time Needed: 5 weeks

Unit Summary:
● This unit exists within the English 10CP course which focuses on World Literature. It is 90 days long, 90 minutes per class.
● The course will open with an overview of global literature and its importance in the realm of global understanding.
● The course also will include an introduction to global key terms, global issues, global citizenship, and global competencies.
● The course readings include various nonfiction pieces both classic and current events, world mythology, drama, and novels from
different cultures (coordinating with my department chair to select new titles that have more of a world focus.)
● The poetry unit is the final unit of the course. Students work in collaborative groups and each group will be assigned/choose a
region of the world; North America, Europe, Asia and Oceania, South America, Africa and the Middle East. Students will also select a
focus theme such as identity, migration, belonging, resistance, injustice, gender, holidays, teen life, pressure, expectations, families.
Students will be provided with 3-5 poets to explore from the region they have been assigned to help them choose a focus theme.
● During this unit students learn about the place and history, find poetry from a variety of poets, write for a variety of purposes and
audiences, and make connections between main ideas and themes within the poems to the world as a whole. Also within the unit,
students will make connection with peers in that region via various social media and pen-pal platforms and/or peers at school who
come from those regions.
● The unit will conclude with a project in which students apply literary and global knowledge and skills, show how learning about a
nation or culture’s poetry helps understand it better, explain the theme they chose and its relationship to the region and share
what it reflects about global issues; students will organize, write poetry and perform their original poems for a collaborative poetry
slam where they will demonstrate what they have learned.

This unit has several parts:

I. Background, world locations and times & key terms
● Students will complete an activity that helps them recognize the area of the world each poem comes from and the background,
climate, language and time period for each.
● There will be maps on the wall of the classroom that documents each region of the world so students can visualize where the
regions are located.
● Key terms for poetry will also be introduced in this part of the unit and background on the origins of ​World Poetry Day.
● Also in this part of the unit students will answer four questions in a google form to help determine groups for each region of the
world focused on in this unit.

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 ● During the unit students will investigate and research current world issues for each area of the world discussed in the unit.

II. Poetry
● Students will read various poems from around the world as recommended by UNESCO on
http://www.unesco.org/new/en/poetry-day​. At the beginning of the unit student groups will be provided with 3-5 poets from their
region and will add others as they progress through the unit.
● Students will compile poetry from their assigned region and researched poets of the region with a focus on a chosen theme and will
identify the type of poetry, voice and audience of the poetry.
○ Resource list of poets will include:
■ 1. AIDOO Ama Ata Ghana English
■ 2. AL-BABTAIN Abdulaziz Kuwait Arabic
■ 3. AL-GOSAIBI Ghazi Saudi Arabia Arabic
■ 4. AL-HAZMI Mansour Bin Ibrahim Saudi Arabia Arabic
■ 5. AMOA Urbain Côte-d’Ivoire French
■ 6. ANOMA KANIE Léon-Maurice Côte-d’Ivoire French
■ 7. ARBELECHE Jorge Uruguay Spanish
■ 8. Asociación de Opiniones de Escritores Costa Rica Spanish
■ 9. AZEZE Fékadé Ethiopia English
■ 10. BLOT Jean France French
■ 11. BOLAND Eavan Ireland/USA English
■ 12. BONI Tanella Côte-d’Ivoire French
■ 13. CADORESI Domenico Italy Italian
■ 14. CAMARA Nangala Côte-d’Ivoire French
■ 15. CLANCIER Georges-Emmanuel France French
■ 16. DADIÉ Bernard Côte-d’Ivoire French
■ 17. DAVID Sandu Romania/Israel English
■ 18. DJELHI YAHOT Adamoh Côte-d’Ivoire French
■ 19. FORD-SMITH Honor Canada/Jamaica English
■ 20. GEBEYEHU Berhanu Ethiopia English
■ 21. GENTILUOMO Paolo Italy Italian
■ 22. GROBLI Zirignon Côte-d’Ivoire French
■ 23. GUEVARA MIRAVAL Jaime Pablo Peru Spanish
■ 24. HELFT Claudine France French
■ 25. HELU-THAMAN Konai Tonga/Fiji English
■ 26. ISHFAQUE Ahmad Pakistan English

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 ■ 27. JARAMILLO MUÑOZ Eduardo Hugo Ecuador Spanish
■ 28. KASSAHUN Dagnachew Ethiopia English
■ 29. KHOURY-GHATA Vénus Lebanon French
■ 30. KISS Irén Hungary Italian
■ 31. KONAN Nokan Côte-d’Ivoire French
■ 32. LEVTCHEV Lubomir Bulgaria Russian
■ 33. MIEZAN-BOGNINI Joseph Côte-d’Ivoire French
■ 34. MORANDINI Luciano Italy Italian
■ 35. MOTION Andrew United Kingdom English
■ 36. MULDOON Paul Northern Ireland/USA English
■ 37. SECK MBACKÉ Mame Senegal/France French
■ 38. SILVA SANTISTEBAN Rocío Peru Spanish
■ 39. STÉTIÉ Salah Lebanon/France French
■ 40. VILLALTA Gian Mario Italy Italian
■ 41. WOLDE-EYESUS Haddis Ethiopia English
■ 42. WOLDE-SADIK Neway Ethiopia English

● The compiled poetry and information will be presented in a google slides presentation that will be shared with the class in a padlet.
● Students will also examine poetry from contemporary poets on Instagram and do a reflection on the themes of their poetry as a
Twitter post with a given hashtag. Poets such as:
○ Christopher Poindexter https://www.instagram.com/christopherpoindexter/?hl=en
○ Marisa B. Crane https://www.instagram.com/marisa_crane/?hl=en
○ Amanda Torroni https://www.instagram.com/amandatorroni/?hl=en
○ Atticus https://www.instagram.com/atticuspoetry/?hl=en
○ Tyler Kent White https://www.instagram.com/tylerkentwhite/?hl=en
○ RM Broderick https://www.instagram.com/r.m.broderick/?hl=en
○ Pavana https://www.instagram.com/mazadohta/?hl=en
○ Nikita Gill https://www.instagram.com/nikita_gill/?hl=en

III. Global Citizenship

● During the unit students will investigate and research current world issues that matter to them for their assigned region.
● Students will read newspaper articles and view videos on things that are happening in their assigned region, women’s rights,
refugee crisis, education, military presence and human rights and discuss global issues for their region before choosing a theme to
focus on. ​http://www.newseum.org/todaysfrontpages/

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 ● Students will work collaboratively throughout the unit with students both abroad and in local classrooms.
● Students will connect somehow with students from one or more of the areas investigated and work together on their exploration of
the theme and poetry, share resources and perspectives.
● Students will demonstrate understanding for different perspectives.

III. Technology Integration Final Project

● Use of Kahoot to review for poetry terms quiz.
● Students will create a resource collection hyperdoc in google docs that will be a shared document with the students in other classes
and the globally connected class. Students will collect resource links and add them to the hyperdoc as they progress through the
unit.
● Students will do “Unit Reflections in 140 Characters” throughout the unit using a twitter hashtag
● Students will explore poets on instagram and various youtube channels.
● Students will write/create their own poetry and post a video to flipgrid.
● Since several classes will be completing this unit at the same time a student inquiry padlet will be available to each group to ask
questions, investigate and help each other to understand what they are discovering about the region they are researching. Students
may access the padlet during class and outside of class time.

STAGE 1: Desired Results

ESTABLISHED GOALS:
CC.1.3.9–10.A ​Determine a theme or central
idea of a text and analyze in detail its
development over the course of the text,
including how it emerges and is shaped and
refined by specific details; provide an
objective summary of the text
CC.1.3.9–10.H ​Analyze how an author draws
on and transforms themes, topics, character
types, and/or other text elements from
source material in a specific work.
CC.1.3.9–10.J ​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
Transfer
Students will be able to independently use their learning to:
● Describe and discuss geographic, historical, cultural, and religious traits of various regions.
● Approach people and issues related to various regions with empathy, kindness and
compassion rather than fear, hatred and/or misconceptions.
● Respect and value diversity in literature.
● Apply literary analysis skills to literature.
● Identify global issues.
● Relate local issues to global issues.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS:
● Students will understand that... ● How are the cultures studied like the
● The local community is part of a larger culture of the U.S.?

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or expression
CC.1.3.9–10.K ​Read and comprehend
literary fiction on grade level, reading
independently and proficiently
CC.1.5.9–10. ​A Initiate and participate
effectively in a range of collaborative
discussions on grade-level topics, texts, and
issues, building on others’ ideas and
expressing their own clearly and
persuasively.
CC.1.5.9–10.C ​Integrate multiple sources of
information presented in diverse media or
formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of
each source.
CC.1.5.9–10.D ​Present information, findings,
and supporting evidence clearly, concisely,
and logically such that listeners can follow
the line of reasoning; ensure that the
presentation is appropriate to purpose,
audience, and task.
CC.1.5.9–10.F​​ Make strategic use of digital
media in presentations to add interest and
enhance understanding of findings,
reasoning, and evidence.
global community.
● World cultures can be demonstrated
through poetry.
● Various cultures around the world are
represented through poetry
● Reading poetry from various cultures
and times helps create empathy and
understanding of various cultures.
Acquisition
Students will know:
● The key terms related to global studies.
● Key poetry terms
● Poetry from various regions around the
world.
● Key information about the culture of
each regions investigated in the unit.
● Global issues that affect the regions
investigated in the unit.
● The importance of learning about the
literature of other cultures and how it
can function as a bridge to further
understanding.
● What can be learned from reading
poetry from different cultures?
● What are some global issues related to
the regions studied?
● How do global issues affect the East
Stroudsburg Area HS local community?
● How can students connect with the
countries studied and their cultures?
Students will be able to:
● read and analyze poetry.
● appreciate diversity.
● learn empathy.
● recognize global issues and how they
relate to local communities.
● use technology to research global issues.
● write reflections on their experiences in
the unit.

GLOBAL COMPETENCIES:
- Recognizing perspectives
- Investigating the world
- Communicating ideas
- Taking action & Glocalization
TECHNOLOGY USED:
Computers, classroom technologies and
presentation tools, Google Classroom,

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various online resources, social media
outlets
RESOURCES:
https://www.ted.com/talks/hugh_evans_what_do
es_it_mean_to_be_a_citizen_of_the_world/trans
cript

https://docs.google.com/forms/d/e/1FAIpQLSeEF
E_WUqNq2L83FQazyr8Sa8LW4r1e_xKwXhG1
WCQmK9KFpQ/viewform?usp=sf_link

http://www.unesco.org/new/en/poetry-day
https://www.freshcup.com/pay-with-a-poem-on-w
orld-poetry-day/
http://unesdoc.unesco.org/images/0013/001395/
139551e.pdf

https://www.huffingtonpost.com/entry/12-instagra
m-poets-to-follow_us_58fbc278e4b0f02c3870eb
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www.padlet.com

www.kahoot.it

www.twitter.com

www.instagram.com

www.flipgrid.com

https://poetryslam.com

www.quizlet.com

http://www.newseum.org/todaysfrontpages/

Google hyperdocs
Prentice Hall Literature (Purple)
Various text resources

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Assessment
Assessments ​FOR​​ Learning:
• Map coloring sheet & other graphic organizers
• Incorporate ThingLink for global visual
• Writing prompts for Informational texts,
etc.
• ‘Pay with a Poem’ coffee Fridays.
• Incorporate padlet for collaboration
• Poetry elements quiz
• Written reflections
• Class discussion
Stage 2 - Evidence
Evaluation Criteria (Learning target or Student Will Be Able To)
1. SWBAT understand the location, language, and culture of their assigned region.
2. SWBAT understand key concepts in global education/citizenship.
3. SWBAT investigate the world and discover how poetry is a part of culture in their
assigned region.
4. SWBAT recognize perspectives of the people of different cultures.
5. SWBAT comprehend and analyze poetry.
6. SWBAT gather evidence from texts and online sources.
7. SWBAT write coherently about poetry.
8. SWBAT collaborate using listening and communication skills.

Assessments ​OF​​ Learning:
• Google Slides global task
• Poetry writing task
• Global connections Poetry share
• Poetry slam project presentation
1. SWBAT research information using credible, reliable and unbiased sources.
2. SWBAT write for a variety of audiences and purposes.
3. SWBAT communicate with the local and global community.
4. SWBAT retain information from poetry unit.
5. SWBAT demonstrate what they have learned in a poetry slam.

Stage 3 - Learning Plan

WEEK ONE:​​ ​Background, world locations and times, authors & key terms
1. Prior to the students entering the class desks will be grouped into six groups and there will be maps on the wall of the classroom
that document each region of the world so students can visualize where the regions are located.
2. The unit will begin with students answering four questions in a google form to help determine groups for each region of the world
focused on in this unit. The form asks for their 1st, 2nd and 3rd choice of regions they would like to learn more about, what region
do they feel they are most informed about and which region their family is primarily from. This activity will assist the teacher to put
the students in collaborative groups for the unit.
3. The first day of the unit students will complete a collaborative activity that asks them to identify prior knowledge, information they
have learned, what they have seen on TV to discuss culture, people, landmarks and famous places, stereotypes, climate, human
rights issues, refugee crisis, education, military presence, and language of each of the six regions. Posters with the name of each

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 region written on it will be on 6 different tables. Students will begin at one table and then rotate to each table for 5 minutes where
the group will discuss the region on the poster. Each table will have a computer so students can explore and read newspapers for
each region using: ​http://www.newseum.org/todaysfrontpages/​ Once students have returned to their original table they will
discuss the findings that are listed on the poster on their table. Students will regroup as a class and post the posters around the
classroom. As a class discuss each region and what on the posters could be proven as fact and what ‘could be’ or ‘probably is’ fake
news, rumor or untrue. The poster activity may take more than one day. Posters will remain on the wall throughout the unit.
Students can revisit them whenever they feel necessary to clarify or change any information on the poster.
4. An introduction or review of Global competencies and how they apply to this unit.
5. Key terms for poetry will also be introduced. A poetry terms study guide will be distributed to students and they will put definitions
down through their own inquiry on ​www.quizlet.com​ or through direct instruction from the teacher.
6. A quiz on poetry terms will be given later in the unit.
7. Students will be put into their groups and find out what

WEEK TWO: Global Region ​Research

● During the unit students will connect somehow with students from one or more of the areas investigated. (I still need to figure out
the logistics of this part of the unit.)
● Students will be grouped into the six different regions of the world. They will work with this group for the rest of the unit. Groups
will be formed based on their responses to the Google Form survey they completed.
● Students will begin to compile information on their region including social, political, cultural and economic facts. As they collect
information they will also discuss how problems of the region are global problems.
● Once they have collected information about the region the group will decide on a theme to focus on. No research on poems or
poetry at this point in the project. Just understanding the region and the global issues related.
● Students will do self reflection throughout the unit using the twitterhashtag: #POETRYPROJECTLEIBIG

WEEK THREE: Poetry ​Research

● Introduce students to UNESCO and discuss background on the origins of ​World Poetry Day.
● Students will read various poems from around the world as recommended by UNESCO on
http://www.unesco.org/new/en/poetry-day​.
● Show several examples of poetry slams and discuss how the students will be producing their own poetry slam.
○ https://youtu.be/9Ptwo7S6xqE
○ https://youtu.be/IspMMNR8EOo
○ https://poetryslam.com/
● Student groups will be provided with 3-5 poets/types of poetry from their region and will add others.
● Students will look at poetry and poets from their region as they narrow down a theme to focus on.
● Students will also examine poetry from contemporary poets on Instagram and do a reflection on the themes of their poetry as a

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 Twitter post with the hashtag #POETRYPROJECTLEIBIG
○ Christopher Poindexter https://www.instagram.com/christopherpoindexter/?hl=en
○ Marisa B. Crane https://www.instagram.com/marisa_crane/?hl=en
○ Amanda Torroni https://www.instagram.com/amandatorroni/?hl=en
○ Atticus https://www.instagram.com/atticuspoetry/?hl=en
○ Tyler Kent White https://www.instagram.com/tylerkentwhite/?hl=en
○ RM Broderick https://www.instagram.com/r.m.broderick/?hl=en
○ Pavana https://www.instagram.com/mazadohta/?hl=en
○ Nikita Gill https://www.instagram.com/nikita_gill/?hl=en
● Students will create a resource collection hyperdoc in google docs that will be a shared document with the students in other classes
and the globally connected class. Students will collect resource links and add them to the hyperdoc as they progress through the
unit.
● Since several classes will be completing this unit at the same time a student inquiry padlet will be available to each group to ask
questions, investigate and help each other to understand what they are discovering about the region they are researching. Students
may access the padlet during class and outside of class time.

WEEK FOUR: Preparing Presentations, bringing it all together

● Students will write/create their own poetry and post a video to flipgrid.
● Students will compile what they have learned about the region of the world through poetry and the theme they have chosen.
● Students will create a poetry slam project with their groups based on what they have learned and how the theme relates to their
own lives.
● Students will start by writing the poetry, then rehearsing before performing on audio or video.
● Students will submit their videos/audio to Google Classroom for feedback before the organized poetry slam.

WEEK FIVE: Transcendence of what they learn

● This week will be the organized Poetry Slam performed for other classes, school administration and teachers, and the community or
global partner from a classroom abroad in the region the group has researched. This project could take a few days to a week to
complete.

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TGC FELLOWS UBD Lesson Template

Lesson Title:​ Regions of the World ​ Subject:​ English 10CP ​Prepared by​: Tricia Leibig

Materials Needed:
● 6 poster boards each with one of the regions of the world (North America, Africa, Europe, Middle East, Asia & Oceania, South America)
written in large letters in the center of the board with a circle around it. The rest of the board will be divided into four sections. Each
section should be labeled; ‘People’, ‘Climate’, ‘Government’ and ‘Beliefs/religion.’
● Markers, crayons, colored pencils
Global Competency:​ Understand Perspectives
W​​here is the lesson going? SWBAT understand the location, language, and culture of their assigned region.
(Learning Target or SWBAT)
H​​ook: T​​ailored Differentiation:

As students enter the classroom there will be six tables/groups of desks each with a posterboard ● Provide a written checklist to
labeled with one of the six regions of the world and four categories. Students will rotate to each poster guide discussion as students
board and have a group conversation about what they know about the given regions people, rotate the regions
government, climate, beliefs/religion.
E​​quip:
There will be maps on the classroom wall of each region so students can see the countries included in
each region.
R​​ethink and revise:
At the end of the lesson students will post a reaction to a padlet where they will answer the question:
Make a connection to one or more of the regions discussed today. Explain how something in your
community, school or personal life relates to, or is similar to one of the things discussed about the
region. Make sure you identify what region of the world you are referring to.
E​​valuate:
After students rotate through groups they return to their original group and discuss the completed
poster. Then posters will be hung around the classroom and the class will regroup and discuss what was
discussed for each region.
Notes:
O​​rganization:
Have posters with names of

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world religions, markers and
seating arranged before students
arrive.

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