Groton Public Schools Curriculum Map INTRODUCTION Course Title: Grade 8 Language Arts Curriculum Area and Grade: Language Arts: Grade 8 Course Purpose: To meet the literacy demands of the 21 st century, Grade 8 students will be able to read, write, speak, view, and listen at grade level and meet district and state standards for Language Arts. Our goal is to instill a love of learning by providing students a world class education which develops lifelong readers and writers. Students will: Major Learning Goals and Understandings: Read, write, speak, listen, and view to build an understanding of written, visual, and oral text. Experience, understand, respond to, and appreciate a variety of texts from many literary periods and cultures. Apply the writing process to develop effective pieces of writing and use the conventions of the English language and reflect a variety of purposes and audiences. Create works using visual, written, oral, performance, and technological formats. Employ the language arts for life-long learning, work, and enjoyment. 21 st Century Learning Expectation(s): www.p21stcenturyskills.org All students will have common learning experiences that will include: opportunities to demonstrate collaborative learning, critical thinking, problem solving, global citizenship, digital literacy, and innovation. All students will demonstrate their development in the areas of communication, including: the use of interactive technologies, the ability to evaluate the credibility and/or appropriateness of digital information, the interpretation of embedded literacy across the content areas, and the strengthening of personal responsibility.
1. Expectations and review Units/Theme/Concept and # of Weeks Quarter = 9 weeks, Semester=18 weeks, Trimester= 12 weeks, Year=36 weeks --- usually spread over 40 weeks 3. Genre Study Part 2 Writing focus (The Outsiders) 5. Persuasive 2. Genre Study Part 1 Reading focus (The Outsiders) 4. Research exploration (Call Me Maria) 6. Poetry ( The Poetry Jam Anthology) Mappers/Authors: Linda Cady, Betsy Iiams, Deborah Swanson-Guth, Laura Quashnie, Andrea Davis- Secondary Curriculum Coordinator Date Approved: 6/12/2012 Unit 1: Expectations and review Unit 1 - Expectations and Review Grade: 8 Subject: Language Arts Course: 8 th Grade Language Arts Length of Unit: 6 weeks Common Core State Standards 8.W. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) 8.W. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 8 on page 52.) 8.L. 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. 8.L. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Supporting Standards 8.L. 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. 8,RIT. 6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. 8.RIT. 3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). See above Connecticut State Standards The students will know: Different types of nouns Verb tense consistency Editing marks Purpose and audience The writing process Narrative writing Part 2 unit 1 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Identify concrete and abstract nouns Identify pronouns and antecedents Use and identify editing marks Write for a specific purpose and audience Take a piece of writing through the writing process Analyze and evaluate narrative writing Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering All levels of Bloom s Taxonomy will be addressed in a recursive manner.
Big Idea and Essential Questions Big Ideas: Good writers understand the importance of audience, purpose and content in determining word choice and style. Good writers take the time to edit and revise a piece of writing. Good writers are inspired by the words of others. Essential Questions: How does my word choice affect how others interpret it? Why is it important to identify my purpose and audience before writing? Part 3 Common Unit Assessments Identify editing marks: Formative: Nouns Verbs Purpose and audience Autobiographical text/non-fiction text Writing process review especially distinguish between editing and revising Quiz on editing marks Quiz on nouns Quiz on verbs Summative: Autobiographical/personal narrative 1-page typed, drafted/revised narrative written in Standard English
Part 4 Common/Assured Learning Experiences Autobiographical/personal narrative 1-page typed, drafted/revised narrative written in Standard English Read one or more autobiographical pieces Experience the writing process Part 5-Teacher Notes Middle school e-mail addresses in gmail to allow for shared revision via trackchanges and googledocs www.readwritethink.org Read Magazine Scholastic Scope Image Grammar Activity Book and Teacher s Guide http://www.prometheanplanet.com/en-us/resources/item/30856/narratives-types-of-leadscollaborate http://teachers.net/lessons/posts/2385.html http://www.webenglishteacher.com/narrative.html http://www.teenink.com/nonfiction/memoir/
Unit 2: Genre Study Part 1 Reading focus (The Outsiders) Part 1 Unit 2 - Genre Study--Reading Grade: Eighth Subject: Language Arts Course: 8 th Grade Language Arts Length of Unit: ( 6-7 weeks) Common Core State Standards RL1: Cite several pieces of textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. RL6: Analyze how differences in the points of view of the characters and the audience or reader (e.g. created through the use of dramatic irony) create such effects as suspense or humor. W3 (a-e): Write narratives to develop real or imagines experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. W3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and or characters. SL1(a-d): Acknowledge new information expressed by others and, when warranted, modify their own views. SL3: Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and the relevance or the evidence and identifying when irrelevant evidence is introduced.
Supporting Standards RI4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative and technical meanings; analyze the impact of a specific word choice on meaning and tone including analogies or allusions to other texts. W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L1b: Form and use verbs in active and passive voice. Connecticut State Standards See above Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The significance of point of view How literary devices enhance writing How character is developed through characterization The students will be able to: Recognize literary devices within a piece of writing. Infer character traits. Make text-to-text, text-to-self, text-to-world connections. Determine the impact of point of view. Analyze how the elements of a story interact and shape the story. All will be addressed in a recursive manner.
Big Idea and Essential Questions Big Ideas Every story can be told from several points of view. Authors make deliberate choices when writing stories in order to enhance their writing. Readers should engage with the text in order to more fully experience it. Essential Questions Does the point of view from which a story is told affect the meaning? How does identity and stereotyping help us connect to the ideas in The Outsiders? How can we connect to characters that we ve never met or events we have never experienced? Part 3 Common Unit Assessments Includes description of what students must produce/perform as indicators of mastery of this unit. Determine whether a text is written in first, second, or third person. End of book assessment will evaluate student understanding of literary elements, story structure, characterization, key vocabulary within The Outsiders. Evaluate the power of point of view.
Part 4 Common/Assured Learning Experiences Includes a description of what all students will have experienced in this unit district-wide. All students will read The Outsiders. Part 5-Teacher Notes Each unit will include embedded technology and literacy. This section provides recommendations for each unit with the understanding that content resources and technology are dynamic in nature and their relevance is time sensitive. Teachers are encouraged to use additional technologies and text to achieve the same objectives. Includes a description of essential print and non-print resources, grouping arrangements and other instructional strategies. www.readwritethink.org
Unit 3: Genre Study Part 1: Writing Grade: Eighth Subject: Language Arts Part 1 Unit 3 - Genre Study Part I: Writing Course: 8 th Grade Language Arts Length of Unit: (7 weeks) Common Core State Standards W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. RL5: Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of the text and contributes to the development of the theme, setting, or plot. RL9: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. RL10: By the end of the year, read and comprehend literature in grade 6 text complexity band proficiently, with scaffolding as needed at the high end of the range. W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, re-writing, or trying a new approach. (Editing for conventions should demonstrate command of language standards up to and including grade 6.) Supporting Standards RI4: Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meanings W6: Use technology including the Internet to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills. Connecticut State Standards See above
The students will know: The structure of a story Narrative writing The writing process Literary devices Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Compose a narrative using various elements of literature. Use figurative language deliberately. Draft, conference, and revise in an effort to achieve purpose. Read like a writer (noting writing techniques and emulating them). Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering All of Bloom s levels will be addressed in a recursive manner. Big Idea and Essential Questions Big Ideas Using literary devices can enhance our writing. The writing process helps authors refine and polish their pieces of writing. Essential Questions How can I make my writing clear and interesting for readers?
Part 3 Common Unit Assessments Includes description of what students must produce/perform as indicators of mastery of this unit. Respond to narrative samples by making text to-self, text-to-text, and text-to-world connections. Respond to narrative samples by identifying literary elements within the text. Identify the contents and structure of a narrative. Compose a 2-page narrative which has been developed through the writing process and uses Standard English. Written narrative should include examples of figurative language (simile, metaphor, imagery, specific word choice). Part 4 Common/Assured Learning Experiences Includes a description of what all students will have experienced in this unit district-wide. Central text--the Outsiders Use the writing process to publish a piece of narrative writing. Incorporate sophisticated organization techniques transitions, paragraphing, lead styles. Read a variety of narrative samples to broaden an understanding of the narrative genre. Integrate literary devices (simile, metaphor, imagery, specific word choice) in the narrative to enhance the quality of narrative pieces. Use grade-appropriate conventions (grammar, spelling, punctuation, and penmanship) to achieve clarity of meaning.
Part 5-Teacher Notes Each unit will include embedded technology and literacy. This section provides recommendations for each unit with the understanding that content resources and technology are dynamic in nature and their relevance is time sensitive. Teachers are encouraged to use additional technologies and texts to achieve the same objectives. www.readwritethink.org
Unit 4: Research Exploration (Call Me Maria) Grade: Eighth Part 1 Unit 4 - Research exploration Subject: Course: 8 th grade Language Arts 8 th Grade Language Arts Length of Unit: (7-8 weeks) Common Core State Standards RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiency, with scaffolding as needed at the high end of the range. W2 (a-f): Write informatively/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W8: Gather relevant information from multiple print and digital sources, using search terms effectively; access the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W9(a and b): Draw evidence from literary or informational texts to support analysis, reflection, and research. W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter timeframes (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. L3A: Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g. emphasizing the actor or the action; expressing uncertainty or describing a state contrary to fact). L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
SL2: Analyze the purpose of information presented in diverse media and formats and evaluate the motives behind its presentation. SL4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. SL5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims, and evidence, and add interest. SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Supporting Standards W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas effectively as well as to interact and collaborate with others. RI3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events. RI7: Evaluate the advantages and disadvantages of using different mediums to present a particular topic or ideas. RI9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify when the texts disagree on matters of fact or interpretation. RI5: Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. L1 (a-d): Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2 (a-c): Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibility from a range of strategies. L4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a
word or phrase. L4b: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g. precede, recede, secede). L4c: Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both in print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in the dictionary). RI1: Cite several pieces of textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text. Connecticut State Standards See above Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The students will be able to: The difference between primary and secondary sources Research skills Difference between paraphrasing and plagiarizing Generate a research question. Investigate topics using multiple sources. Present findings orally using a visual component and utilizing effective communication techniques and technology. Synthesize information gathered from multiple sources (including technology). Create a research product with a correctly formatted works cited page in MLA format. Read and understand a work of multi-genre fiction. Addressed in a recursive manner.
Big Idea and Essential Questions Big Ideas It is important to consult numerous, reliable sources when researching a topic. It is important to verify the reliability of a source before using the information. Viewing a topic through a variety of perspectives enhances one s understanding of that topic. Essential Questions How can we tell if resources are reliable? Why is it important to find information from multiple sources? How does genre shape understanding? Part 3 Common Unit Assessments Includes description of what students must produce/perform as indicators of mastery of this unit. Read and respond to non-fiction. Research a topic using multiple sources and share findings (one to two page research paper or multi-genre project which includes a combination of various products and a works cited page). Multi-genre products could include poetry, multimedia, screenplay, diary entries, news articles, comic strips, word cloud, stories, letters, etc. Students must access at least one database, one internet source, and one to two books.
Part 4 Common/Assured Learning Experiences Includes a description of what all students will have experienced in this unit district-wide. Central text Call Me Maria by Judith Ortiz Cofer Read informational non-fiction for the purposes of research. Compare and contrast information presented in various informational texts. Determine the reliability of a research source. Research a topic and share findings. Understand the difference between plagiarism and paraphrasing. Apply and demonstrate effective communication skills when sharing research findings and discussing literature. Work collaboratively with the media specialist. Part 5-Teacher Notes Each unit will include embedded technology and literacy. This section provides recommendations for each unit with the understanding that content resources and technology are dynamic in nature and their relevance is time sensitive. Teachers are encouraged to use additional technologies and text to achieve the same objectives. http://www.lessonplanspage.com/cilainternetsearchengineandmediacenterscavengerhunt9.htm http://www.prometheanplanet.com/en-us/resources/item/26100/paraphrasing-and-bibliography http://www.prometheanplanet.com/en-us/resources/item/78658/research-multi-genre-project http://citationmachine.net/index2.php http://www.noodletools.com/ http://www.users.muohio.edu/romanots/tom_romano.html
Unit 5: Persuasive Part 1 - Unit/Theme/Concept Course: 8 th Grade Language Arts Grade: Eighth Subject: Persuasive Length of Unit: (7 weeks) Common Core State Standards RI8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. RI6: Determine an author s point of view of purpose in a text and analyze how the author distinguishes his or her position from that of others. RI4: Determine the meaning of words and phrases as they are used in text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or allusions to other texts. W1 (a-e): Write arguments to support claims with clear reasons and relevant evidence. W3c: Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. W3e: Provide a conclusion that follows from and reflects on the narrated experiences or events. W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SL3: Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Supporting Standards RI2: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibility from a range of strategies. L4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. L4b: Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both in print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in the dictionary). W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, revising, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Connecticut State Standards ( see above) Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering The students will know: The students will be able to: Persuasive techniques Persuasive writing structure Reflect and evaluate their performance on the DAW. Identify and apply persuasive techniques in their writing. Use the structure to formulate a well-organized persuasive essay Reflect on and evaluate past persuasive writing samples to improve future persuasive writing. Within a specific time frame students will write a cohesive persuasive response. All levels will be addressed in a recursive manner.
Big Idea and Essential Questions Big Ideas Persuasive writing is a powerful way to communicate your concerns and beliefs with others. It is important to support your points with solid reasoning and details. In order for our ideas to have an impact on readers, they must be well-organized and clearly articulated. Persuasion is all around us. Essential Questions How does persuasive writing apply to our lives? How can we create and maintain credibility as a writer? How can our words initiate change? Part 3 Common Unit Assessments Draft a persuasive letter or essay which will be assessed using the holistic grading method and CMT DAW rubric (written in a 45 minute time block). Identify the components of a sample persuasive letter (lead, thesis statement, main ideas, call to action). Part 4 Common/Assured Learning Experiences Includes a description of what all students will have experienced in this unit district-wide. Read and respond to sample pieces of persuasive writing, identifying the persuasive techniques used in each sample. Understand and identify the components of a persuasive letter or essay. Find and examine samples of persuasive texts that already exist in our world. Identify who the text is targeting and what persuasive techniques are being used. Write a persuasive letter or essay, utilizing the structure of a persuasive letter as well as persuasive techniques. Evaluate the persuasive writing of others basing the evaluation on the holistic CMT DAW rubric.
Part 5-Teacher Notes Each unit will include embedded technology and literacy. This section provides recommendations for each unit with the understanding that content resources and technology are dynamic in nature and their relevance is time sensitive. Teachers are encouraged to use additional technologies and text to achieve the same objectives. http://www.worksheetplace.com/index.php?function=displaycategory&showcategory=y&links=2&id=11&link1=43&link2=11 http://www.webenglishteacher.com/argument.html http://www.creativewriting-prompts.com/persuasive-essay-graphic-organizer.html www.readwritethink.org
Unit 6: Poetry (Poetry Jam) Part 1 Unit 6 - Poetry Grade: Eighth Subject: Language Arts Course: 8 th Grade Language Arts Length of Unit: (7 weeks) Common Core State Standards RL4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. RL5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. RL10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. W3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L5 (a-c): Demonstrate an understanding of figurative language, word relations, and nuances in word meanings. Supporting Standards L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L4: Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibility from a range of strategies.
L4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. L4b: Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both in print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. L4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in the dictionary). W4: Produce clear, coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, revising, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Connecticut State Standards See above The students will know: Part 2 Standards Key (GLE) Content Knowledge and Concepts/Skills The students will be able to: Bloom s Taxonomy Levels Creating, Evaluating, Analyzing, Applying, Understanding and Remembering All levels will be addressed in a recursive manner. Poetic forms Lines and stanzas Line breaks The importance of word choice Read and write a variety of poems in multiple styles utilizing the writing process. Understand how lines and stanzas are used in poetry, and how they can shift the focus of a poem. Examine how literary techniques can be used to enhance a poem. Make intentional word choice based on connotation and denotation.
Big Idea and Essential Questions Big Ideas Poetry is one way we can express thoughts, feelings, emotions, and memories of all types. Poems do not have to rhyme, be about love, or be sad. Essential Questions How can I use poetry to express myself? How can I relate to poetry? How can a poem be good or bad? Part 3 Common Unit Assessments Includes description of what students must produce/perform as indicators of mastery of this unit. Using Poetry Jam: Students will identify a variety of literary techniques used within a poem. Students will be able to respond to a poem, substantiating their points with specific details from the text. Students will experiment with five to ten different poetry styles (poems of persona, text/twitter, spoken word, dialogue, poems for two or more voices, diamante, haiku, extended metaphor, mad lyrics, rhyming poem, found poems, list poems, headline poem, mimic poem, I am poems)
Part 4 Common/Assured Learning Experiences Includes a description of what all students will have experienced in this unit district-wide. Use of common poetry anthology The Poetry Jam Anthology Students will read a variety of poems on a wide-range of topics. Students will have the opportunity to find poems on their own which resonate with them. Students will respond to poems they have read, commenting on what thoughts, images or feelings the poem elicited in them. Students will write a variety of poems, experimenting with different styles and topics. Students will discuss and examine how literary techniques such as metaphor, allusion, onomatopoeia, alliteration, etc. add meaning to a poem. www.poetry180.com www.teenink.com www.readwritethink.com www.pbs.org/teachers www.poets.org www.poetryfoundation.org Part 5-Teacher Notes Each unit will include embedded technology and literacy. This section provides recommendations for each unit with the understanding that content resources and technology are dynamic in nature and their relevance is time sensitive. Teachers are encouraged to use additional technologies and text to achieve the same objectives. The Poetry Jam Anthology The Poetry Jam Anthology Teachers Guide