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Poetry

Poetry

ORANGE B

GOALS/STANDARDS and BENCHMARKS:

  • 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
  • 3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contem¬≠porary technology and formats suitable for submission and/or publication.
  • 3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.
  • 2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres.
  • 4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support

 

OTHER OBJECTIVES:

  • Students will learn:
    • Rhyme scheme
    • Rhythm
    • Literary devices – onomatopoeia, metaphor, simile, alliteration, assonance, consonance
  • Students will be able to learn key revision techniques and utilize these editing skills, such as the unique use of punctuation in poetry
  • Students will be able to read other author’s poems and be able to interpret other’s works.
  • Students will learn the meaning of theme and be able to write poems based upon topics given to them and the theme that is appropriate for the topic.
  • Students will learn how to achieve writing with voice, and create their own voice, difference from others in the class.
  • Students will learn how to memorize a poem and perform it theatrically in front of the class.
  • Students will be able to write a cover letter and address it to the publication in which they wish to have their poem published.

 

MATERIALS ARE KEPT BY:Fox, room 122

  • All mini-lessons (separate document attached) have handouts/worksheets/overheads/etc. that Ms. Fox has made that go with them.They are all stored in a giant binder in room 122.

STRATEGIES: See attached list of Mini-lessons and all worksheets in the Poetry binder.

ASSESSMENTS: correlated to the benchmarks and objectives

3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

  • Done in class everyday through each poem that is written.A multitude of poems are written, many are taken to the final draft/editing step, and a handful are sent out for publication.
    • Grades given for every poem, rough draft, and other drafts.

3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contem¬≠porary technology and formats suitable for submission and/or publication.

  • Editing done in class daily.Meetings with teacher and peer editing.
    • Grades given for editing and revisions.

3.C.3b Using available technology, produce compositions and multimedia works for specified audiences.

  • For every final draft, Word Processor must be used.
  • Word Processor must also be used for editing and revisions.

2.A.3a Identify and analyze a variety of literary techniques (e.g., figurative language, allusion, dialogue, description, word choice, dialect) within classical and contemporary works representing a variety of genres.

  • Literary techniques taught through poems – See list of poetry mini-lessons.

4.B.3a Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support

  • At the end of each quarter there is a final poetry slam.The students must attempt to memorize one of their poems and present it with meaning in front of the class.A video of poetry slams is shown as an example piece.

 

CURRICULUM MAP

Week 1 Week 2 Week 3-7 Week 8
Introduce Poetry – concentrated writing form, create journals, speak of privacy, etc.

Work on rhyme scheme

Do stations around the room of the various poetry forms and types.

Start to work on PTA Reflections poem (usually due 1st week in Nov.)
Finish PTA Reflections Poem – mail/give to Suz to be published

Begin Mini-lessons…see list attached (making sure to cover the bases of literary devices, and all other topics needed).
Work on Mini-lessons, various poem techniques, and different ways to present poems.

Continually work on editing, revising, and handing in final drafts.
Create cover letters for all other poems to be published.

Pick poem to put in class poetry book.

Memorize poem and work on theatrics for class poetry slam.

 

DESCRIPTIONS AND DIRECTIONS FOR TOPIC CLUSTERS, UNITS, CHAPTERS

    • If a second class of Poetry is needed, there is a WHOLE class that has been created (and was taught) called Poetry and Culture.The binder with all of the information and various projects for Poetry and Culture is also kept in room 122 (Fox).
    • See attached Mini-lessons for all other themes/units/topics, etc.

 

DAY-BY-DAY LESSON PLANS