1. Topic-
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| Student End of Course Testing for Expressing our Perceptions |
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2. Content-
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3. Goals: Aims/Outcomes-
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1. The thematic focus on "Expressing our Perceptions"� helps students
engage in rigorous thinking.
2. Engaging in a patterned way of reading, rereading, discussing,
and writing builds critical literacy and establishes
clear expectations.
3. Students develop their confidence/competence to explore ideas of
their own and others |
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4. Objectives-
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1. Engage in metacognitive processes to comprehend texts (activate
background knowledge, make connections to texts, build new schema,
question, monitor understanding, determine significance, recognize
text structures,
visualize, and infer).
2. Recognize and analyze poetic forms such as lyric and narrative.
3. Recognize and analyze figurative language such as metaphor, simile,
personification, and hyperbole |
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5. Materials and Aids-
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Holt-McDougal Literature
o "What Poems do you
remember?,"� - pages 738-
739
o"The Language of Poetry,"� -
pages 740-747
o Texas Write Source
Secondary Resources:
Culminating Project
Unit Architecture
Grammar at a Glance |
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6. Procedures/Methods-
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A. Introduction-
1.Connect and Engage: Inform students that the reading and writing
they will do in class are preparation towards a unit culminating project
or activity
that connects to the theme, "Expressing our Perceptions."�
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B. Development-
| Teacher will read excerpts from "The Pool Players. Seven at the
Golden Shovel" for technique and style critique. |
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C. Practice-
1.Ask students to turn and talk, do a Quickwrite, or brainstorm
ideas to
answer the following question: What is poetry? |
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D. Independent Practice-
1. How do the author's techniques affect its tone?
2. How do the author's techniques impact the
reader?
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E. Accommodations (Differentiated Instruction)-
Extension
Students can engage in a classroom blog on a
topic related to poetry and artistic expression:
Differentiation
An alternative (or additional) introduction to
poetry might be having students use the Read,
Talk, Write (RTW) strategy to explore any
poems they know and what they like and/or
dislike about them. For example, they can bring
to class their favorite poems for homework.
Encourage them to explain their ideas in detail,
first to a peer and then to the whole class. |
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F. Checking for understanding-
| Teacher will ask students to introduce poets to the class and share
one of their favorite poems. |
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G. Closure-
| Teacher will list singers who were and are poets. |
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7. Evaluation-
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Formative Assessment
Peer evaluations of
reading and writing tasks
using student-generated
rubrics to enhance Clear
Expectations
Build a chart:
Characteristics of a Poem |
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8. Teacher Reflection-
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| Teacher will read teacher made poem. |
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