Unit Title: Poetry Sound, Shape, Imagery

Unit Title: Poetry – Sound, Shape, Imagery Delaware ELA Curriculum Unit Template

Preface: Your peers have designed all units. Please thank them for their time and contribution.

Each unit is at a different stage of development. Some need revision on the transfer task options. Others need additional lesson ideas to helps students to reach the standards. Some other units need to have the focus changed from specific story to the more general skills and strategies.

Stage one is complete for all units and should be the focus of the work with students. Use the remainder of the unit as a guide to help you plan for your particular students. Please share lesson and assessment ideas with each other. Content Chairpersons should bring ideas to the content chair meetings each month so that the units can be enhanced for next year.

Thank you to those who have taken the risk and offered their ideas for each unit.

Jodi Forestieri, Instructional Coach ELA Middle School

Subject/Topic Area: Poetry Grade Level(s): 6th Grade

Searchable Key Words: sounds of language, rhyme, rhythm, rhyme scheme, alliteration, assonance, onomatopoeia, sensory images

Designed By: Jodi Forestieri District: Christina School District

Time Frame: 3-4 weeks

Reviewed by: Date:

Brief Summary of Unit (This should include a brief unit summary including a description of unit goals, rationale for the approach taken, and where it appears in the course of study.)

Stage 1: Desired Results (Determine What Students Will Know, Do and Understand) Delaware ELA Content Standards (This should include a list of the DE Content Standards for which instruction is provided in this unit and which are ultimately assessed in the unit.) The item or lessons is assessed by: OE = Other Evidence TT = Transfer Tasks

2.3c Using appropriate texts, students will be able to self-monitor comprehension while reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding of oral and written text. (OE)  Visualize what was read for a deeper understanding  Reread difficult parts slowly and carefully Page 1 of 10 Unit Title: Poetry – Sound, Shape, Imagery  Explain personal connections to the ideas or information in the text(s)

2.4bL Students will be able to demonstrate an overall understanding of literary texts by (b) identifying the story elements (e.g., characters, setting, and plot) and story structures (conflict, resolution, cause/effect).  Identify speaker(s) in a poem

2.4c Students will be able to demonstrate an overall understanding of printed texts by (c) recognizing and interpreting figurative language and literary devices (e.g., simile, metaphor, allusion) and (e) differentiating between literal and non-literal meanings. (TT)  Identify and interpret figurative language and literary devices (e.g., alliteration, repetition, rhythm, dialogue, rhyme, idioms, simile, metaphor, personification, exaggeration or hyperbole, humor, double meanings, puns, symbols, imagery, mood, allusion, puns, and irony)  Analyze how figurative language and literary devices extend meaning

2.5g Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (g) (h) acknowledging the possibility of a variety of interpretations of the same text; proposing other interpretations as valid if supported by the text. (OE)  Analyze texts by reading and reacting to passages from a piece of text and critical interpretations of that same work  Listen to and critique opposing interpretations of the same piece of text and consider, through classroom dialogue and independent reading, how these opinions were formed  Compare and contrast opposing interpretations of the same reading and consider how these opinions were formed through classroom dialogue and independent writing

2.5l Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech, and mass media by (l) evaluating the literary merit of various texts and media presentations (d) recognizing literary merit. (TT)  Read a variety of texts and evaluate them using these criteria to determine their literary merit: o has a unique writing style o has details o has a purpose o is understandable o has an expressive vocabulary

2.6a Using appropriate texts, students will be able to critically analyze and evaluate information and messages presented through print, speech and mass media and extend meaning by (a) offering a personal response to texts. (OE)  Revisit text to search for connections between and among ideas  Find and explain personal connections to the topics, events, characters, actions, ideas or information in the text

4.1b Connect their own experience to those of literary characters by responding to the sensory, intellectual, and emotional elements. (OE)  Evaluate the effect of the author’s use of imagery and figurative language on a reader  Use ideas from the text to evaluate personal responses to literature (text-to-self connections)

of 10 Unit Title: Poetry – Sound, Shape, Imagery 4.1e, f, g Connect own experiences to those of literary characters by seeking other literary texts and media as the result of literary experience. (OE)  As a result of reading a literary text, students will connect to other texts using the following as guides for connections: o What does this remind me of in another book I’ve read? o How is this text similar to other things I’ve read? o How is this different to other books I’ve read? o Have I read about something like this before? o Seek other texts and media with similar themes and connections

4.2c Interpret the impact of the author’s decisions such as word choice, style, content, and literary elements; understand the author’s intent in choosing a particular genre. (TT)  Describe the effect of author’s choices (word and content) on the reader  Describe how the author’s writing style influences the reader  Explain how an author creates mood by choosing words with specific connotations  Describe characteristics and elements of various literary forms including short stories, poetry , essays, plays, speeches and novels  Describe the most likely reason an author uses a particular genre in a given situation

4.3a Respond to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities; respond to literary text and media representative of various nations and cultures. (OE) (No GLE’s)

1.4 Orally communicate information, opinions, and ideas effectively to different audiences for a variety of purposes. (OE)  Identify and discuss criteria for effective oral presentations (e.g., eye contact, projection, tone, volume, rate, articulation)  Use visual techniques appropriately  Perform expressive oral readings of prose, poetry, and drama

1.6 Develop vocabulary and the ability to use words, phrases, idioms, and various grammatical structures as a means of improving communication. (TT indirectly)  Consult dictionaries, thesauruses, and other resources to find and compare definitions, choose among synonyms, and spell words correctly

Big Idea (This should include transferable core concepts, principles, theories, and processes that should serve as the focal point of curricula, instruction, and assessment. Ex: Manifest Destiny, fighting for peace.)

Literary Techniques in Poetry

Unit Enduring Understandings (This should include important ideas or core processes that are central to the unit and transferable to new situations beyond the classroom. Stated as full-sentence statements, the understandings specify what we want students to understand about the Big Ideas Ex: Inverse operations are helpful in understanding and solving problems.) Students will understand that… 1. Different types of texts (e.g., narrative, mystery, biography, expository, persuasive) have

of 10 Unit Title: Poetry – Sound, Shape, Imagery different structures. Understanding a text’s structure helps a reader better understand its meaning. 2. The reader’s interaction with text changes with time and experience. 3. Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find that meaning. 4. Sound, shape, and imagery devices can influence the meaning of a poem.

Unit Essential Question(s) (This should include open-ended questions designed to guide student inquiry and focus instruction for “uncovering” the important ideas of the content. Ex: What is healthful eating? What is the relationship between fiction and truth?)

1. What is the relationship between a poem and a narrative text? 2. What impact does the structure of the poem have on the understanding of the poem? 3. What impact does the structure of the poem have on the reading of the poem? 4. In what ways does your understanding of a text change over time? 5. In what ways do the sounds devices and sensory images affect your understanding of the text?

Knowledge & Skills (This should include key knowledge and skills that students will acquire as a result of this unit? Ex: Factors affecting climate, The causes of World War II.) It should also include what students will eventually be able to do as a result of such knowledge and skill Ex: take notes, complete a bent-arm pull, compare fiction to nonfiction.) Students will know…. 1. Sound Devices (e.g., alliteration, repetition, rhythm, rhyme, onomatopoeia) 2. Sensory Images (e.g., visual (sight), auditory (hear), tactual (touch or emotion), kinesthetic (movement), gustatory (taste), olfactory(smell))

Students will be able to… 1. Identify examples of the sound devices and sensory images in poetry. 2. Describe the impact the sound devices and sensory images have on the reader. 3. Identify the speaker in the poem. 4. Explain how the structure of a poem is different from a narrative text. 5. Read aloud a poem. 6. Write a poem using sensory images, shape, and sound devices.

Stage 2: Assessment Evidence (Design Assessments To Guide Instruction) (This should include evidence that will be collected to determine whether or not the Desired Results identified in Stage One have been achieved? [Anchor the unit in performance tasks that require transfer, supplemented as needed by other evidence –quizzes, worksheets, observations, etc.]

Suggested Performance Task(s) (This should include suggested authentic tasks and projects used as evidence of student competency in the skills and knowledge deemed important in the unit. Ex: a written composition, speeches, works of art, musical performances, open-ended math problems.)

Consider the following set of stem statements as you construct a scenario for a performance task: G – Goal—Ex: Reflect character’s motivation and predict his actions R – Role—Ex: A character in Of Mice and Men A – Audience—Ex: A family member or close friend S – Situation—Ex: Creating a scrapbook chronicling a character’s life, real and inferred P – Product, Performance, and Purpose—Ex: Scrapbook S – Standards and Criteria for Success—Ex: Your scrapbook should include all components on included rubric

of 10 Unit Title: Poetry – Sound, Shape, Imagery Note: There is no "district-wide" end of unit assessment; however, there should be agreement among your school staff as to what will be common across the school for each grade and each unit. The common aspect could be at least a single transfer task but may be more if your building colleagues wish. The data for the common item(s) should be analyzed across classrooms in your building and used to make curricular decisions for your building.

Transfer Task 1: Writing a "Good" Poem

You are a member of the Literary Magazine committee. Each committee member is expected to enter one poem for consideration. The requirement for this poem is to use a variety of sound devices or sensory images to communicate your thoughts. You may choose the subject of the poem. G - Write a poem using sound devices and sensory images. R - Person who will enter a poem for consideration. A - Literary Magazine committee members. S - Creating a Literary Magazine P - Poem S - See the rubric below. In addition to that the participants must include 5 or more sound devices or sensory images. General reminders: 1. Sound Devices - should not interfere with the meaning of the poem. The rhyming words should not be artificial just to make the rhyme pattern. The sound devices should help add to the meaning. 2. Sensory Images - The images should add to the meaning of the poem. They should be subtle (the aroma filled the spaces in my memory) and not obvious (the turkey smelled delicious). Synonyms or associated words to the following words may be used: touch, smell, taste, see, feel, hear. Those words may not be used which will help to eliminate the "I Beast" (I smelled the sweet smell of cinnamon or I saw the pretty lights on the tree.) 3. Use phrases like a series of snapshots rather than complete sentences.

Transfer Task 2: Giving Feedback on a Poem

As a member of the Literary Magazine you will be evaluating the poems that were submitted. You will be given two poems (no names) that were submitted by your classmates and write feedback on what was done well and what could be done better. You will be using the rubric from Transfer Task 1 to evaluate the poems. Your evaluation should include identification of the sound devices or sensory images that were used. An explanation of how they impacted the affect of the poem, and what recommendations you have for improvement. G - Evaluate poems R - Member of the evaluation committee for the Literary Magazine A - The Editor of the Literary Magazine S - Creating a Literary Magazine P - Poetry Evaluation S - See the rubric below for the elements of your response to each poem. Base your response on the rubrics given for Transfer Task 1

Rubrics/checklists for Performance Tasks (This should include holistic or analytic-trait rubrics used as a scoring guide to evaluate student products or performances.)

of 10 Unit Title: Poetry – Sound, Shape, Imagery

Transfer Task 1: Writing a "Good" Poem –

Transfer Task 1: Writing a “Good” Poem Criteria 4 3 2 1

The rhyming words and The rhyming words The rhyming words and other sound devices and other sound Sound The rhyming words or other sound devices fit occasionally fit for the devices are forced in Devices - other sound devices fit somewhat for this poem poem with some that order to fit the rhyme rhyme, perfectly for this poem and sometimes are forced and this may scheme which alliteration, and enhance the enhance the meaning impact the meaning of interrupts the meaning onomatopoeia meaning of the poem. of the poem. the poem. of the poem. The rhythm of the poem is occasionally planned The rhythm of the poem The rhythm of the poem and manipulated but The rhythm of the is planned and is somewhat planned the flow may not be poem is unplanned manipulated to flow and manipulated to flow smooth or may not and not manipulated. smoothly or reach the smoothly or reach the reach the desired There is no sense of a Rhythm desired effect. desired effect. effect. desired effect. The imagery is somewhat vivid and The imagery is The imagery is not The imagery is vivid and precise and sometimes occasionally vivid and vivid and precise and precise and adds to the adds to the poem in a precise and may add to does not add to the Sensory poem in a fresh, and fresh, and interesting the poem in a fresh, poem in a fresh, and Images interesting way. way. and interesting way. interesting way. The words are selected somewhat precisely but Too many words were some unnecessary The words seem to used to convey the words or imprecise overwhelm the message which could The word choice is words may have been message of the poem have been selected precisely and needed to fit the format and/or were needed to communicated more Concise allows for no waste. selected. fit the format selected. simply. This poem is modeled This poem seems like This poem is completely after another poem but another poem but is different than other succeeds in being different enough to be This sounds like Unique poems. unique. called unique. someone else's poem. The punctuation, The punctuation, The punctuation, grammar, and/or grammar, and/or grammar, and/or The punctuation, spelling are selected spelling are carefully spelling are grammar, and/or explicitly and assist the selected and may assist occasionally selected spelling are not reading rather than the reading rather than carefully but may not carefully selected and detracting from the detracting from the assist the reading and detracting from the Competent poem. poem. detract from the poem. poem. The poem is highly The poem is sometimes The poem is unpredictable and/or unpredictable and/or occasionally predictable The poem is highly leaves much room for sometimes leave room and/or leaves little room predictable or leave no Filled with adventure and self for adventure and self for adventure or self room for adventure or Adventure discovery. discovery. discovery. self discovery. When the poem is read When the poem is read When the poem is When the poem is read over and over the over and over the read over and over the over and over the reader sometimes reader seldom reader never Continuing reader experiences new experiences new experiences new experiences new Surprise understandings. understandings. understandings. understandings.

of 10 Unit Title: Poetry – Sound, Shape, Imagery Transfer Task 2: Giving Feedback on a Poem Criteria 4 3 2 1 Organization Unified with Generally unified Minimally unified Lacks unity. smooth with some and may lack transitions, a clear transitions, a clear transitions or an and logical progression of introduction or progression of ideas, and an closing. ideas, and an introduction and effective closing. introduction and closing. Development – Sufficient, Specific details Some specific No or few specific must reflect the specific, and but may be details buy may details that are criteria for relevant details insufficient, be insufficient, minimally critiquing the that are fully irrelevant, or not irrelevant, and/or elaborated. poem. elaborated. fully elaborated. not elaborated. Reflect little to Reflects all of the Reflects most of Reflects some of none of the criteria for the criteria for the criteria for criteria for critiquing. critiquing. critiquing. critiquing. Sentence Consistently Generally Some sentence Frequent and Formation complete complete formation errors severe sentence sentences with sentences with and a lack of formation errors appropriate sufficient variety sentence variety. and/or a lack of variety in length in length and sentence variety. and structure. structure. Style/Word A consistent style Some style and Sometimes Often general, Choice with precise and generally precise general and repetitive, and/or vivid word choice. word choice. repetitive word confusing word choice. choice. Language Few, if any, errors Some errors in Several kinds of Frequent and Conventions in standard written standard written errors in standard severe errors in English that do English that rarely written English standard written not interfere with interfere with that interfere with English that understanding. understanding. understanding. interfere with understanding.

Other Evidence (This could include tests, quizzes, prompts, student work samples, and observations used to collect diverse evidence of student understanding.)

Read a poem out loud.

Student Self-Assessment and Reflection (This should include opportunities for students to monitor their own learning. Ex: reflection journals, learning logs, pre- and post-tests, editing own work.)

Stage 3: Learning Plan (Design Learning Activities To Align with Goals and Assessments) Key learning events needed to achieve unit goals (This should include instructional activities and learning experiences needed to achieve the desired results (Stage 1) as reflected in the assessment evidence to be gathered (Stage 2).

The acronym WHERETO summarizes key elements to consider when designing an effective and engaging learning plan. W – Help the students know Where the unit is going and What is expected? Help the teachers know Where the students are coming from (prior knowledge, interests) H – Hook all students and Hold their interest? E – Equip students, help them Experience the key ideas and Explore the issues? R – Provide opportunities to Rethink and Revise their understandings and work? E – Allow students to Evaluate their work and its implications? T – Be Tailored (personalized) to the different needs, interests, and abilities of learners? O – Be Organized to maximize initial and sustained engagement as well as effective learning? Reminder: All specific reading sections below are recommendations for new teachers. A veteran teacher may select a different selection as long as the focus is on the same skill or strategy that is the focus of the identified selection.

Nonfiction about Poetry Calling All “Nobodies” p. 201 – poetic voice

Sound Elements - Life Doesn’t Frighten Me – Maya Angelou p. 74 (rhyme) Saguaro – Frank Asch p. 297 (repetition) Mean Song – Eve Merriam p. 336 (rhyme & nonsense words) pair with Jabberwocky Something Told the Wild Geese – Rachel Field p. 476 (rhyme) Questioning Faces – Robert Frost p. 476 (rhyme)

Sensory Images *Change – Charlotte Zolotow p. 215 *Same Song/La misma concion – Pat Mora p. 234 The 1st – Lucille Clifton p. 271 Ode to My Library – Gary Soto p. 411

Figurative Language –

Primer Lesson – Carl Sandburg p. 88 (personification, metaphor) *I’m Nobody! Who Are You? - Emily Dickinson p. (simile) *It Seems I Test People – James Berry p. 196 (metaphor – “my voice having tone of thunder” *Growing Pains – Jean Little p. 197 (hyperbole) Analysis of Baseball – May Swenson p. 354 (personification) ASSESSMENT

Form *Three Haiku – Issa Bahso, and Raymond Patterson p. 206 (form) Three Limericks – Edward Lear, Ogden Nash, Jack Prelustsky p. 563

Into Lucid Air – Walt Whitman p. 110 (I don’t get it.)

Unit 2: Part 1 – Genre Focus: Poetry p. 188 Writing Workshop – Writing an original poem Page 8 of 10 Unit Title: Poetry – Sound, Shape, Imagery Chang McTang McQuarter Cat – John Ciardi p. 498 All That is Gold – JRR Tolkien p. 551 Ancestors – Dudley Randall p. 724 Barbara Frietchie – John Greenleaf Whittier 737 Fairy Lullaby, from A Midsummer Night’s Dream – William Shakespeare p. 555 The Walrus and the Carpenter – Lewis Carroll p. 555 You Sing (Sonnet 52)/Soneto 52 – Pablo Neruda p. 643 How to Paint the Portrait of a Bird – Jacques Prevert p. 643 Street Corner Flight/Alas en la esquina – Norma Landa Flores p. 391 Words Like Freedom – Langston Hughes p. 391 The Quarrel – Eleanor Farjeon p. 343 Fable – Ralph Waldo Emerson p. 343 Western Wagons – Stephen Vincent Benet p. 284 Night Journey – Theodore Roethke p. 284 Where the Sidewalk Ends – Shel Silverstein p. 569 Under the Back Porch – Virginia Hamilton p. 570

Did you consider the following unit design principles? IP – International education perspective IL – Information Literacy WR – Workplace readiness/21st century skills FA – Formative assessment, used to check for understanding DI – Differentiated Instruction UDL– Universal Design for Learning TL – Technology Literacy Resources & Teaching Tips (Consider the two questions below when completing this section.) o What text/print/media/kit/web resources best support this unit?

o What tips to teachers of the unit can you offer about likely rough spots/student misunderstandings and performance weaknesses, and how to troubleshoot those issues?

Accommodation/Differentiation ideas and tips (This should include a list or description of ways that you will differentiate instruction according to students' needs. This can include any curricular adaptations that are needed to meet special needs students. Ex: using reading materials at varying readability levels, putting text materials on tape, using spelling or vocabulary lists at readiness levels of students, meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the thinking or skills of advanced learners.

Technology Integration http://languagearts.pppst.com/poetry.html http://olc.spsd.sk.ca/de/resources/litdevices/index.html http://olc.spsd.sk.ca/DE/PD/instr/strats/cattain/index.html http://www.cas.usf.edu/lis/lis6585/class/litelem.html http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=4160 http://www.uleth.ca/edu/currlab/handouts/literarydevices.html

Content Connections