11.11.2010+Hannah+Lee's+Step+4


 * 1) Add 2-3 NC General Course of Study Competency Goals for English and Social Studies to your overall Unit Objectives**
 * 7th Grade Social Studies Objective 11.01
 * Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they can link and separate societies.
 * 7th Grade Social Studies Objective 12.03
 * Identify examples of cultural borrowing, such as language, traditions, and technology, and evaluate their importance in the development of selected societies in Africa, Asia, and Australia.
 * 7th Grade Social Studies Objective 13.02
 * Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and analyze their role in creating a changing cultural mosaic.
 * 7th Grade Language Arts Objective 3.01
 * Explore and analyze argumentative works that are read, heard, and/or viewed by:
 * monitoring comprehension for understanding of what is read, heard, and/or viewed
 * identifying the arguments and positions stated or implied and the evidence used to support them.
 * recognizing bias, emotional factors, and/or semantic slanting.
 * examining the effectiveness of style, ton, and use of language.
 * summarizing the author's purpose and stance.
 * examining the importance and impact of establishing a position or point-of-view.
 * making connections between works, self, and related topics.
 * drawing inferences.
 * responding to public documents (such as but not limited to editorials, reviews, local/state/national policies/issues).
 * 7th Grade Language Arts Objective 5.02
 * Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
 * reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems)
 * analyzing what genre specific characteristics have on the meaning of the work.
 * analyzing how the author's choice and use of a genre shapes the meaning of the literary work.
 * analyzing what impact literary elements have on the meaning of the text such as the influence of setting on the problem and its resolution.
 * 7th Grade Language Arts Objective 6.01
 * Model an understanding of conventional written and spoken expression by:
 * using a variety of sentences correctly, punctuating them properly, and avoiding fragments and run-ons.
 * using subject-verb agreement and verb tense that are appropriate for the meaning of the sentence.
 * applying the parts of speech to clarify language usage.
 * using pronouns correctly, including clear antecedents and correct case.
 * using phrases and clauses correctly, including proper punctuation (e.g., prepositional phrases, appositives, dependent and independent clauses)
 * determining the meaning of unfamiliar vocabulary words using context clues, a dictionary, a glossary, a thesaurus, and/or structural analysis (roots, prefixes, suffixes) of words.
 * extending vocabulary knowledge by learning and using new words.
 * determining when and where dialects and standard/nonstandard English usage are appropriate.
 * applying language conventions and usage during oral presentations.
 * choosing language that is precise, engaging, and well suited to the topic and audience.
 * experimenting with figurative language and speech patterns.

** Unit Map/Narrative Overview ** // What is Poetry? //  Defining the characteristics of poetry, reading a selection of influential, current poetry, and discussing what poetry means to us, individually and as a class. Possible activities: KWL chart, Poem from __ You Don’t Even Know Me __ by Sharon G. Flake // Styles Within the Realm of Poetry // Explore the characteristics of “good” poetry (What makes us want to read poetry, What aspects of the author’s style creates “good” poetry?). __ Bellringer: __ Example of ACROSTIC poem, allow students to create their own ACROSTIC poem with their names. Introduce Vocabulary list and continue using the vocabulary words in lessons/activities/homework/practice. // Poetic Surgery // // Eating Poetry // by Mark Strand: Bellringer: Haiku! We will discuss the significance of imagery, personification, and rhyme throughout this poem. We will interpret and analyze this poem, before venturing into creating a Haiku.
 * Day 1* **
 * Day 2 **
 * Day 3: **

// Poetic Revision & Peer Editing // We will discuss the importance of peer revision in the creation of poetry. Students will finish and edit their poetry, and allow peer revision for their pieces.
 * Day 4 **

// Free Verse - Isn’t a poem a free verse, anyways? // //__ BellRinger __////__ : __// Twisters representing the literary term, alliteration, will be posted on the board and students will have to illustrate the twisters and/or make up a twister of a popular product they use. They should be prepared to share with the class. o __ Poem __ : // We Real Cool // by Gwendolyn Brooks § We will talk about choices made in school and how our choices can effect the lives beyond our classroom walls. The students will given given the prompt to create a free-write about a time when they felt pressured by someone around them. They will be given the format of the free verse (originally from Jessie Gore) below: · Title: We ______ (how does the group feel) · Skip line. · Subtitle: o The (creative name of the group). o The ____________ (number of the group) at the ___________ (place) § Discuss the importance of themes!
 * Day 5 **

// Poetic Revision and Peer Editing of Free Verse //
 * Day 6 **

// Metaphor vs. Simile, what’s the difference? // Complete // Simile Poem Brainstorm // activity, finish for homework // Poetry within the Music // Discuss, analyze, and interpret the lyrics of the song, “ “. How is this poetry? How does it differ from poetry? Can you think of other examples of current media methods that are also poetry? (Jingles { // Badabababa, I’m lovin’ it} //, Commercials, etc.) // Be the Critic: Your Take on the Poem // Students will analyze and interpret the poet’s poem, and critique their writing of __ In the Desert __ by Stephen Crane. // Let the Forging Begin! // Discuss the process of creating a poem, defining the style of the poem. Create a poem together as a class. Assign students to begin brainstorming their poem as an exit slip. // L //// et the Forging Begin! – Part 2 // Students will identify the theme of their poem they’d like to write about, and we will review the different structures of a variety of poems, including haikus, free verse, rhyme, etc. // Forging turns to Revising // Students use in class time to work on their poems, and can schedule a session with the teacher for a one-on-one look into their poetic style. If students complete their poems, they will begin brainstorming their visual representation of their poems and creating plans. We will discuss the significance of the oral readings of poems and how it has been a significant aspect of storytelling traditions. We will also go over the requirements for the oral presentations on Friday’s Poetry Slam.
 * Day 7* **
 * Day 8 **
 * Day 9 **
 * Day 10 **
 * Day 11 **
 * Day 12 **

// Revision turns to Finalizing // Students will use this time in class to continue working on their poems, having one-on-one conferences with teachers, or brainstorming their visual representations for their poems. Students will be preparing for their computer lab time on the following day where they will finalize and publish their poems. // Publishing Mania! // Students will be having class in the computer lab to finalize and publish their poems. Upon completion, they will be asked to work on their visual representation of their poem for the Poetry Slam tomorrow!
 * Day 13 **
 * Day 14 **

// Poetry Slam! // Today, students will learn the great art and gain a sense of appreciation for oral tradition. Students will be responsible for presenting one of their own poems, or another poem, to present to the class. Students will be graded on their participation, their self-evaluation, and then feedback to at least two peers.
 * Day 15 **

__** Initial Draft of Unit Opening Day **__


 * Hannah Lee**, ECI 430, November 10, 2010


 * Unit and/or Lesson Title:** Poetry, Day 1

The hope of this lesson is to provide a context in which to apply their own emotions towards poetry, as well as giving students’ the tools to assess poetry as a whole, as well as forge their own poetry by the end of the unit.
 * Context:** This lesson plan will serve as day one for a fifteen-day unit on poetry for seventh grade Language Arts class. The unit will focus on the genre of poetry, with this initial lesson defining the characteristics of poetry, as well as presenting examples of current poetry.


 * Plan Number:** 1 in a series of 15

//Main Objective for the day:// What is poetry? What does poetry mean to you? //NCSCOS 7th Grade Language Arts Objective 5.02:// Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: · Reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems) · Analyzing what genre specific characteristics have on the meaning of the work · Analyzing how the author’s choice and use of a genre shapes the meaning of the literary work · Analyzing what impact literary elements have on the meaning of the text such as the influence of setting on the problem and its resolution.
 * Primary Instructional Objective and Related NC Course of Study Standards for Language Arts**


 * Materials/Technology Resources Required**

- BellRinger Activity - White board/Overhead Projector - Copy of poem from __You Don’t Even Know Me__ by Sharon G. Flake, separated into chunks - List of Vocabulary Words


 * Time:** 55-minute period


 * Instructional Procedures/Steps**
 * Bell Ringer/Hook Written on the Board
 * What is poetry to you? How do you feel about reading poems and writing poetry? What is one question you have about poetry?
 * In response to and to begin our lesson on poetry, I will ask students to submit their responses in the box on my desk by the end of class. This class status report will help me understand and gage where the class' emotions stand towards poetry. This will also be created into a KWL chart.
 * I will display on the board and read aloud a selected poem from __You Don't Even Know Me__ by Sharon G. Flake.
 * Characteristics of Poetry
 * I will present a mini-lesson on the characteristics of poetry, as well as the influence poetry can have on the world around us.
 * I will present the following questions to my students.
 * What does poetry mean to you? Do you see poetry in the world around you?
 * I will encourage them to think beyond the scope of the literary assignment of poetry equaling poems, and branch into new ideas of poetry. If discussion needs to be fostered, I will display images of road signs, rap artists, and commercials to help engage their visual intelligences, and encourage them to brainstorm the uses and styles of poetry outside the normal canon of poetry.
 * To end the day, students will record and begin defining their vocabulary words focused on poetry (See Appendix).

//What are the characteristics of poetry? How can poetry affect the communities surrounding its authors?//
 * Evaluation:**
 * Day 2 of this unit will feature a recap prompt for students to respond to the prompt: **


 * Accommodations:**
 * N/A **


 * Appendix of Materials Needed**

__Bellringer/Prompt__ What is poetry to you? How do you feel about reading poems and writing poetry? What is one question you have about poetry?

__Poem, //You Don’t Even Know Me,// from //You Don’t Even Know Me// by Sharon G. Flake, p.3-7__

I sit in your class I play by the rules I’m young I’m fly I’m black. So of course I think I’m cool. Geometry is my thing, Physics is just a breeze. So it bothered me last week When you said I should be happy with that C.   You know, I’ve been wondering lately, Trying to figure out just how it could be   That you’re around me so often And still don’t know a thing about me. You See me on TV, Marching in the band, Then you flick the channel And there I am again, Cuffs on my hands, A coat over my head, The news anchor warning that I’m someone you should dread. The police say I’m a menace, That you should stay on the alert. The nightly news recounts all the people they say I’ve hurt. The mayor says I’m a threat, Psychologists call me depressed, Bloggers can’t figure out what’s up with me, so they make up all the rest. You know, I’ve been wondering lately, Trying to figure out just how it could be   That you can see me so often And still don’t know a thing about me. I live next door to you, You see me on the bus. Sometimes you even tell me just be quiet, child – Hush. Then I’m out with my boys – Two, five, or even ten – It’s funny when that happens, you don’t seem to know me then. I’m just another black boy, A threatening, scary sight. A tall, black, eerie shadow Moving toward you late at night. You know, I’ve been wondering lately, Trying to figure out just ho wit could be   That you could talk to me so often And still not know a thing about me. We hang on the corner together, Holding up the wall, I tell you about my dreams, You just wanna talk basketball. I pull out my plans Detailing the cities I’ll rebuild one day, Swearing That people will know my name across the USA. You tell me to quit fronting, You ask me who I think I am, Pretending That I’m better than you know I really am. You talk about my house, The clothes I wear sometimes, Then you really hit me with what’s been on your mind. You know, I’ve been wondering lately, Trying to figure out just how it could be   That we call each other brother, And you still don’t know a thing about me. Last night I had a dream I flew right past the stars. No one was holding their pocketbooks, Or double-locking cars. I chatted with the moon, Calculated the circumference of the sun. Then right before I awoke I decided to take a run. I ran across the Milky way, Stole a peek at Saturn’s ring, Hip-hopped across the Universe. I was me. I could do anything, So I dived into a million black holes, Rested my feet on the north and south poles. Slipped into my mother’s dreams, My daddy’s nightmares, too. We talked about my future and the great things that I will do. But dreams don’t last forever And night turns into day, Where people who don’t even know you Try to block tomorrow’s way. But nothing can ever stop me, Keep me   From what’s mine. The stars On fire Inside me   Shining Refining Reminding Me   That only I define me    And The brightness of my destiny.

__Vocabulary List__

Form Alliteration

Imagery

 Onomatopeia

 Personification

 Repetition

 Theme

 Metaphor

 Simile

 Symbolism

 Menace

 Recounts

 Alerts

 Threat

 Depressed

<span style="display: inline !important; text-indent: -0.25in;"> Blogger

<span style="display: inline !important; text-indent: -0.25in;"> Threatening

<span style="display: inline !important; text-indent: -0.25in;"> Detailing

<span style="display: inline !important; text-indent: -0.25in;"> Fronting

Circumference