Timeline
MondayConcept Lesson: Defining Poetry
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TuesdaySmartBoard Lesson:
How to Read and Analyze Poetry |
WednesdayDirect Instruction Lesson: Identifying SOAPSTone and Figurative Language in Poetry
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ThursdayCooperative Learning Lesson:
Native American Poetry |
FridayChoice Lesson Plan: Socratic Seminar Discussing “Do Not Go Gentle Into That Good Night”
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Unit Standards
Content
RL.1./RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RI.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
SL. 3.: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
RL.1./RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RI.7: Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.
W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
SL. 3.: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Technology
HS.TT.1: Use technology and other resources for assigned tasks
HS.TT.1: Use technology and other resources for assigned tasks
Unit Objectives & Assessments
Objectives
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Assessments
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Differentiation
Model Lesson PlanDirect Instruction
Concept Development or Attainment Cooperative Learning Choice |
Type of Differentiated InstructionInterest Groups. In this activity I have students in groups analyzing different poems. I could allow them to choose which poem they analyze based on their interests.
Tiered Assignments and Products. In this lesson I have the students come up with several examples independently. For those students who need it, they could come up with fewer examples (or more, alternatively) based on their level of readiness. Flexible Grouping. The product for this lesson is a three-part poster, to be completed in groups. Within the groups, students will either be assigned roles or delegate them themselves. Each student will focus on one of the three parts, preferably an area that they identify as a strength (art, writing, analysis). Multiple Levels of Questions. In this Socratic seminar, it is innate the levels of questions would be diverse, as the students are the primary sources of questions. If they are struggling in the discussion, I would have multi-leveled questions prepared. |