Poetry+1

· Students will understand the interpretive value of poetry · Evaluating evidence to come up with interpretations · Poets do not give a definitive answer to the meaning of their work, clues are left within the language · The “grey area” of evaluating interpretations · Creative problem solving || Students will know: · The key terms linked to poetry · The difference between simile and metaphor |||||| ** What do you want students to be able to __do__? ** Students will be able to: · Distinguish the differences between figurative, connotative, and denotative language · Identify key concepts within poems || · Introductory preview of vocabulary |||||| **__ Individual Accountability (Summative) __** · Students will write a poem that includes a minimum of three poetic elements || · Connotative, Denotative · Figurative Language: Alliteration, Assonance, Consonance, Hyperbole, Imagery, Symbol, Metaphor, Simile, Onomatopoeia |||| ** How will you teach this key vocabulary to enable students to meet the learning objective? ** · Have students categorize the vocabulary, define the terms, and identify through examples  || · What does poetry mean to you? · What is poetry? |||| ** How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class? ** Poems: “The Silken Tent” & “Nothing Gold Can Stay” by Robert Frost, “A Dream Within a Dream” & “Annabel Lee” (Excerpt) by Edgar Allan Poe, “Flint” by Christina Rossetti, “A Red, Red Rose” by Robert Burns, “Metaphors” & “Daddy” (Excerpt) by Sylvia Plath, “You fit into me” by Margaret Atwood, “A Pact” by Ezra Pound, “Red Wheelbarrow” by William Carlos Williams, “Sarah Cynthia Stout Would Not Take the Garbage Out” by Shel Silverstein, “The Rusty Spigot” by Eve Merriam || (What will you do? What do you expect students to do? Include set induction and closing.)  ||  ** Time Allotment **  ||
 * Co-Teachers:** Janelle Townley & Jon Emerson
 * Instructional Strategy:** Inductive Learning
 * **Desired Results** ||
 * ** Relevant Minnesota or Nat’l Content Standards: ** CRAFT AND STRUCTURE //4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.// 7.4.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. //5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.// 7.4.5.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning//. 6. Assess how point of view or purpose shapes the content and style of a text.// 7.4.6.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text, including those from diverse cultures |||| ** Learning Objective: Key Understanding(s) you intend students to obtain: **
 * **Assessment Evidence** ||
 * ** What do you want your students to __know__? **
 * ** __Group Accountability (Formative)__ **
 * How will you check to see whether your class has met your learning objectives? **
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn? **
 * **Learning Plan** ||
 * ** What key vocabulary/language will students need to know to meet the learning objective? **
 * ** What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.) **
 * Differentiation Options: questions, stems, sentence frames, strategies, etc. ** ||
 * ** Materials/Resources Required: **
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * ** Introductory vocabulary preview: ** Students will organize a list of poetic elements into categories, based on their understanding of their definitions. || 8 min ||
 * ** Introductory vocabulary review: ** Students will re-examine the categories they have constructed, after lecture, discussion, and examples, to determine whether they agree with the previous decisions they have made. || 5 min ||