Ucla center X tep: adams: Poetry and Cahsee Practice



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UCLA Center X TEP:

ADAMS: Poetry and Cahsee Practice


Social Justice Goals:

How will this unit address important social justice themes?
This lesson intends to address social justice themes by offering a myriad of poets from differing cultural backgrounds. Various contemporary artists, like famous musicians students may recognize, will be pair with classic poems, so students are able to see that poetry can connect to their sociocultural backgrounds.
Standard(s) Addressed:

What common core and content standards will be used as the basis for the content presented in this unit?
RL.10.1, RL.10.4, RL.10.5, RL.10.6, W.10.1, W.10.2, W.10.5, W.10.10, & L.10.2
Concepts/Thematic Goals/Essential Questions:

What are the enduring Understandings and Essential Questions for this unit?
What is poetry? Why is writing important? Why is it important to pass the CAHSEE?
Art is subjective. All poems have rhythm. Poems come in all forms and sizes. Writing must be clear in order to successfully communicate a message. Strong written skills will help you throughout life. Writing helps you organize ideas. Crafting a strong thesis will make essays stronger and less difficult to construct.
Student Learning Objectives (include literacy, ELL, academic language and technology):

What do you want students to know and be able to do? How will you incorporate literacy and technology, as well as the needs of English Language Learners and students with special needs into this unit?
For the poetry section, students will write at least 10 poems while experimenting with different forms of poetry. They will be able to analyze a poem and write a well-developed response. Above all else, we want our students to pass the CAHSEE. They will learn how to write a well-crafted, structured essay that has a strong thesis. Each writing strategy and technique will include a frontloading of vocabulary, graphic organizers, feedback (peer, self, and teacher), and scaffolding. Lessons will incorporate digital presentations (PowerPoint and Prezi), as well as document cameras and projectors. English Language Learners and students with IEPs may have extra time if they wish (during lunch or afterschool). Their ZOPDs will be taken into account to ensure that these students will reach their potential and pass the CAHSEE.
Assessment(s):

What formative and summative assessments will students engage in during the unit? What will the individual student produce or do to demonstrate achievement of the standard(s), concept, and learning objectives? How will you know what your students understand?
The summative assessment will be a Poetry Project (choosing 10 different poems to write) and the CAHSEE, with the latter out of our control. For formative assessments, students will be tasked with writing 3-4 in-class essays (narrative, expository, persuasive, and literary analysis) in which they will later have to peer edit and self-reflect.

Timeline and sequence of unit:

What are the major steps of the unit? What is the range and sequence of topics to be addressed in the unit?


Unit Design

Learning Segment



Standards Addressed

Time

Primary/Secondary sources

Other resources needed

Introduction to Poetry/ The “B” Essay



  • Present “Elements of Poetry” (Vocabulary)

  • What is Poetry Lesson

  • Who is the Speaker Lesson

  • Essay Structure Review Lesson

  • Deconstructing an Essay Lesson



3 Days

“Eating Together” (Lee)

“Grape Sherbet” (Dove)





Intense Imagery/ Narrative and Biographies



  • CAHSEE Narrative Writing Prompt

  • Imagery Lesson



2 Days


“A Storm in the Mountains” (Solzhenitsyn)

“Same Song” ( Mora)

“miss rosie” (Clifton)




Similes and Extended Metaphors



  • Present “Elements of Poetry 2” (Vocabulary)

  • Extended Metaphor Lesson



2 Days

“Simile” (Momaday)

“The Taxi” (Lowell)

“Seeing is first” (Cummings)

“I Use to Love H.E.R.” (Common)






Poetic Form/ The Power of Persuasion



  • CAHSEE Persuasive Essay Prompt






3 Days

“Heart! We Will forget Him!” (Dickenson)

“Three Japanese Tankas” (Komachi)

“Ode to My Socks” (Neruda)

“The Word” (Neruda)






Rhythm of Poetry



  • Present “Sound of Poetry”

  • Peer Edit/Self Reflection



3 Days

“Shall I compare thee to a Summer’s Day” (Shakespeare)

“Remember” (Harjo)





Poetry Wrap-Up/ CAHSEE PREP



  • CAHSEE Expository Essay Prompt



3 Days


“ We Cool” (Brooks)





Theory:

What theories support your unit?
(Vygotsky) Zone of Proximal Development

(Moll) Funds of Knowledge

(

Rationale:

Why have you chosen these goals, concepts, assessments, and topics for your unit?

Bibliography:

What sources will you use in this unit? Be specific (i.e. list page numbers if appropriate)

A Dream Deferred (not in textbook)

Juicy (Notorious BIG)

I Use to love H.E.R. (Common)

A Storm in the Mountains p. 459

Sam Song p. 462

Eating Together p. 466

Grape Sherbet p. 468

The Legend p. 472

Simile p. 479

The Taxi p. 481

I Am Offering this Poem p. 482

since feeling is first p. 484

Heart! We will forget him! p. 487

Three Japanese Tankas p. 491

Shall I Compare Thee to a Summer’s Day? p.494

Ode to my Socks p. 498

The Word p. 501

The Sounds of Poetry

Bonny Barbara Allan p. 510

The Flying Cat p. 514

miss rosie p. 522

Remember p. 528

We Real Cool p. 532




Reflections (to be written after instruction):

What elements of this unit allowed students to achieve the goals? What elements need to be reconsidered or revised? Why?

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