Unit 4: Development of American Poetry

English III/Grade 11 Unit 4: Development of American Poetry Time Frame: 4 Weeks

Targeted Core Content & Program of Studies Essential Questions Essential Vocabulary Activities & Assessments Reading Speak, Listen, & Observe

Forming a Foundation For KY Core Content, refer During times of cooperative Genre, Teacher select from district How did the writings of (Reading) to the English Writing Check learning, class presentations  lyric, provided texts, collections the early Americans sheet. and speaking opportunities,  narrative, and other out side sources as affect the development EL-11-FF-S-4 EL – 11- WC – U – 1 the following will be assessed.  dramatic, needed for APP. Students of American poetry Students will describe the Students will understand that Form, must read poems by Poe, styles and forms? influence of historical events on there are many reasons for all In formal speaking situations  stanza, Frost, Dickenson, Whitman, the development of the English high school students to write EL-11-SLO-S-1  quatrain, Sandburg, Masters, & language including writing- to – learn, Students will create oral  sonnet, Robinson. 1. What is a poetry? writing-to demonstrate – presentations that  haiku,  What makes EL-11-DIU-S-4 learning and writing for a) are appropriate for  free verse, poetry unque? Students will paraphrase and authentic purposes and the purpose (e.g., to  blank verse,  What is the summarize information from audiences. inform, persuade, Suggested Activities:  imagery, intended texts of various lengths; entertain), audience,  Notebooks of student Figurative language, purpose of a distinguish between a summary EL–11-WC–U-2 context and occasion written poetry, , speaker in a and a critique Students will understand that b) support ideas with  apostrophe,  H graphic organizer, poem? RD-11 -2.0.1 & RD-12-2.0.1 different forms of writing are sound evidence and  hyperbole,  Venn Diagram,  Why is diction Students will paraphrase appropriate for different appropriate details  irony,  group presentation, important to information in a passage. purposes and audiences across c) maintain a consistent  metaphor,  readers responses, writing/under the content areas and have focus  metonymy,  learning logs, El-11-DIU-S-6 different features (e.g., journals d) exhibit a logical standing  oxymoron,  vocabulary, Students will demonstrate on-demand responses, structure appropriate poetry?  paradox,  posters, understanding of literary editorials, literary critiques). to audience, context  personification, elements and literary and purpose  reading circle/book 2. How are literary  simile, club, devices used to enhance passages/texts EL-11-WC-U-3 e) organize ideas in a  synecdoche,  literary poetry and its meaning? Students will understand that to coherent, meaningful  understatement, EL-11-IT-S-3 be effective, writing must be a way including an analysis/review, (i.e., rhyme, meter,  symbol, Students will use text references sufficiently developed, introduction and a  review game(s i.e. stanza, form, diction,  allusion, to explain author’s purpose, coherent unit of thought to conclusion that are  Jeopardy or board imagery, figurative  allegory, language) author’s message or theme address the needs of the appropriate to game) (including universal themes), intended audience. audience and purpose Sound devices,  rhyme scheme, 3. How does a reader arguments and supporting f) choose language for  alliteration, analyze a poem for evidence EL-11-WC-S-1 its effect on the Possible Assessment : understand and RD-11-3.0.2 & RD-12-3.0.2 Students will write to learning audience (e.g., strong  assonance,  Quizzes, meaning? (i.e., Students will identify or by applying strategies nouns, active verbs,  consonance,  Objective Test paraphrasing, reading explain an author’s purpose in effectively (e.g., personal concrete and sensory  euphony,  Group work from punctuaciton a passage. journals, writer’s notebooks) details, and figurative  cacophony, evaluations, mark to punctuation RD-11-3.0.9 & RD-12-3.0.9 language, use of  parallelism,  Teacher observation mark , symbolism, Students will explain the EL-11-WC-S-2 rhetorical devices)  refrain,  On-demand Knott County School District Hindman, KY 2008/2009 English III/Grade 11 Unit 4: Development of American Poetry Time Frame: 4 Weeks

figurative language) appropriateness of the author’s Students will write to  meter,  Open Response content for an intended audience demonstrate learning and EL-11-SLO-S-2  feet, 4. How have themes understanding of content Students will apply delivery  onomatopoeia, been utilized by EL-11-IT-S-5 knowledge (e.g., on-demand techniques Other elements, Writing; American poets Students will demonstrate writing, research papers and  both verbal (e.g., tone,  mood, Literary Analysis thourghout the understanding of literary essays, lab reports) volume, rate,  theme development of elements and literary articulation, inflection, Writer’s style, American poetry? passages/texts EL-11-WC-S-3 pacing) and nonverbal Paraphrase RD-11-3.0.6 & RD-12-3.0.6 Students will write for a (e.g., gestures, facial Students will analyze the variety of authentic purposes expressions, eye relationship between a speaker’s and audiences: contact) or character’s motivation and  analyze and  avoid distracting behavior in a passage, as communicate delivery behaviors (e.g. revealed by the dilemmas. through authentic excessive verbal pauses, RD-11-3.0.1 & RD-12-3.0.1 transactive purposes fidgeting) Students will explain or analyze for writing (e.g.,  use language how a conflict in a passage is explaining, appropriate to audience; resolved. persuading, use specialized content RD-11-4.0.2 & RD-12-4.0.2 analyzing, vocabulary as needed Students will use evidence from synthesizing,  adhere to standard a passage to formulate opinions evaluating) guidelines for grammar, in response to a reading  analyze and usage, mechanics or use passage. communicate non-standard language RD-11-4.0.1 & RD-12-4.0.1 reflectively about for effect when Students will analyze the literacy goals appropriate (e.g., word content or make connections as  analyze and address plays, common figures it applies to students’ lives (text- needs of intended of speech) to-self), real-world issues (text- audience (e.g.,  choose language for its to-world) or other texts (text-to- anticipating potential affect on the audience text). misunderstandings, (e.g. strong nouns, providing sufficient active verbs, concrete EL-11-RRT-S-5 details for clarity and and sensory details and Students will demonstrate revising to delete figurative language) participation in a literate unnecessary details) community by sharing and  adjust the writing EL-11-SLO-S-3 responding to ideas and style (formal, Students will use visual aids, connections with others through informal, business, media and tools of technology writing and in-depth discussions technical ) for to support oral communication about texts intended audience EL-11-SLO-S-4 EL-11-DCS-S-3 EL-11-WC-S-4 Students will document ideas Students will evaluate what is Students will communicate from outside sources (e.g., read, based on the author’s purpose, focus, and controlling citing authors, titles, Knott County School District Hindman, KY 2008/2009 English III/Grade 11 Unit 4: Development of American Poetry Time Frame: 4 Weeks

purpose, message, word choice, ideas authentic to the writer websites) In informal sentence variety, content, tone, speaking situations style or use of literary elements EL-11-WC-S-5 RD-11-5.0.4 & RD-12-5.0.4 Students will develop ideas that Students will critique the are logical, justified, and author’s word choice, style, suitable for a variety of tone or content. purposes, audiences and forms RD-11-5.0.2 & RD-12-5.0.2 of writing. Students will analyze or evaluate the effectiveness of literary EL-11-WC-S-6 elements (e.g., theme, Students will select and characterization, setting, point incorporate ideas and of view, conflict and resolution information (e.g., making inferences, predicting EL-11-DCS-S-4 conclusions, evaluating, Students will form and support contradictions, analyzing warranted interrelationalships, offering judgments/opinions/conclusions support for conclusions about central ideas organizing prior knowledge about a topic) EL-11-DCS-S-5 Students will analyze the EL-11-WS-U-2 interactions between and among Students will understand that literary elements within and different types of structures are across a variety of texts appropriate for different purposes, audiences, and forms EL-11-DCS-S-6 of writing. Texts must be Students will analyze the unified and coherent. effectiveness of literary devices or figurative language in evoking EL-11-WS-S-2 what the author intended (e.g., Students will develop picturing a setting, predicting a analytical structures to purpose consequence, establishing a (e.g., sequence, mood or feeling) problem/solution, description, RD-11-5.0.3 & RD-12-5.0.3 question/answer, cause/effect, Students will analyze the author’s compare/contrast, chronology, use of literary devices in a proposition/support passage (e.g., symbolism, irony, analogies, imagery, figurative EL-11-WS-S-3 language). Students will apply structures of a variety of academic and EL-11-DCS-S-7 work-related tests (e.g., essay, Students will make comparisons narrative, poetry,, memoir, Knott County School District Hindman, KY 2008/2009 English III/Grade 11 Unit 4: Development of American Poetry Time Frame: 4 Weeks

and synthesize information article, job application, memo within and across texts (e.g., proposal) for authentic and comparing themes, ideas, justifiable purposes concept development, literary elements, events, genres) EL-11-WV-U-1 RD-11-5.0.1 & RD-12-5.0.1 Students will understand that Students will compare and writers need to choose their contrast the characteristics of language with care, depending a variety of literary genres. on the content, purpose and RD-11-5.0.5 & RD-12-5.0.5 audience. Students will compare or contrast elements, views, ideas EL-11-WP-U-1 or events presented in one or Students will understand that more passages. the writing process is a helpful RD-11-5.0.6 & RD-12-5.0.6 tool in constructing and Students will analyze the ways in demonstrating meaning of which similar themes or ideas content (whether personal are developed in more than one expressive, literary, academic text. or practical through writing.

EL-11-WP-U-2 Students will understand that the stages are sometimes recursive (e.g., in the process of revising, a writer sometimes returns to earlier stages of the process).

EL-11-WP-U-3 Students will understand that writers work through the process at different rates. Often, the process is enhanced by conferencing with others.

EL-11-WP-S-7 Students will reflect and evaluate personal progress and skills in writing

Knott County School District Hindman, KY 2008/2009