Ron+Olson-+Thematic+Unit+Wiki+Part+4


 * __North Carolina SCoS Objectives: 7th Grade__**

__Social Studies:__
 * **4.03** Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in Africa, Asia, and Australia
 * **12.02** Describe the relationship between and cultural values of selected societies of Africa, Asia, and Australia and their art, architecture, music, and literature, and assess their significance in contemporary culture.

__Language Arts:__ > >> >> //Class periods are only ~55 minutes long, so my unit will cover at least 15 days// >> >> **__Tentative Unit Narrative Overview:__** >> >> >> **__Tentative Day 1 Lesson:__** >> >> >> All presentations must adhere to the following requirements: >>> - an introduction of the group members and explanation of the subject >>> - the sequence in which poems will be read >>> - brief interpretations of the poems >>> - transitions between poems >>> -a closing statement >> >> Discussion, questions (15 minutes) >> >> >> >> {5 minute BREAK} //Comments from Jesse:// There isn't enough time for students to have a break; if they need to get up and stretch for a second, that is fine, but when you have a 55 minute class, you can't have a five minute break--you will lose a lot of instruction time >> >> >>
 * **1.02** Respond to expressive materials that are read, heard, and/or viewed by:
 * monitoring comprehension for understanding of what is read, heard, and/or viewed.
 * summarizing the characteristics of expressive works.
 * determining the importance of literary effects on the reader/viewer/listener.
 * making connections between works, self and related topics.
 * comparing and/or contrasting information.
 * drawing inferences and/or conclusions.
 * determining the main idea and/or significance of events.
 * generating a learning log or journal.
 * maintaining an annotated list of works read/viewed.
 * creating an artistic interpretation that connects self and/or society to the selection.
 * constructing and presenting book/media reviews.
 * **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 * reading a variety of literature and other text (e.g., mysteries, novels, science fiction, historical documents, newspapers, skits, lyric poems).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.
 * Day 1- Set up Poetry Slam introduction, have students pick their group themes, detail the five types of poetry that will be covered, and finally cover what is "good" poetry
 * Day 2- Students complete bio poem activity, begin watching //Brave New Voices// video (will not finish in time)
 * Day 3- Finish watching //Brave New Voices// video, commence class discussion followed by student reflections in journals
 * Day 4- Free verse poetry work (FORM #1)
 * Day 5- Finish free verse poetry work
 * Day 6- Cinquain poetry work (FORM #2)
 * Day 7- Finish cinquain poetry work
 * Day 8- Haiku poetry work (FORM #3)
 * Day 9- Finish Haiku poetry work
 * Day 10- Concrete poetry work (FORM #4)
 * Day 11- Finish concrete poetry work
 * Day 12- Rhyme poetry work (FORM #5)
 * Day 13- Finish rhyme poetry work
 * Day 14- Script work for poem performance
 * Day 15- Finish scripting, begin rehearsals
 * Day 16- Rehearsals continued
 * Day 17- Poetry Slam! (possibly broken up into two days)
 * Upon entering the class, the students will be given a flyer announcing an upcoming poetry performance presented by some of the newest talent yet to be discovered. The performance date on flyer will be the final date of the Unit, when students present their projects. The room will be darkened; seating will be arranged so that all students are able to face the front of the classroom (desks can be moved to the sides of the room, allowing students to sit in chairs if necessary.) Spotlights will be directed toward the front of the room. Using poems which represent the five forms students will be learning (free verse, rhyme scheme, cinquain, haiku, and concrete) the teacher will give a dramatic poetry presentation. Combining sad, funny, thrilling and descriptive elements in the poetry presentation, the teacher will model the various theatrical elements which can, and should be, applied to the students’ final presentation. (20 minutes)
 * //Comments from Jesse//: This is a really nice hook to get students involved in your unit. Students will enjoy seeing their teacher present dramatic poetry. I think it would be very cool for you to do a mash up of different types of poetry for your presentation; you can combine rap, sonnet, cinquain, etc. and it could be really intriguing
 * After the performance, the “house lights” will go up, and the teacher will explain that the students are about to begin their Poetry Unit. A handout with the unit requirements will be distributed. Requirements will also be displayed on the Smartboard. The teacher will explain with enthusiasm that after completing this unit, they will not only be able to read and write poetry, they’ll be accomplished performers; “Your goal is to create a presentation which explores different viewpoints of the same subject through poetry. The presentation will combine expressive, dramatic performances of poems, which you have either written or discovered, with discussion about the perspectives of your subject that are revealed by the poems. You will be in numbered teams. Each team will be given a variety of subjects to choose from, or you may select your own with teacher approval”.
 * //Comments from Jesse//: Be more specific with what subjects you will have your students follow; examples would be nice
 * 1) Each group will select a director
 * 2) Each group will choose at least 5 poems; combining those they have written themselves with poems found on the internet.
 * 3) Poems must vary in style and content, but should relate to the group’s subject. Poems can be highly structured, free-verse, amusing, sad, thrilling, descriptive, narrative, etc.
 * 4) The group will write a script for its presentation, which will include:
 * 1) Each group member will do an expressive or dramatic reading of at least one poem, which will be memorized.
 * 2) Remember! Speak with clarity, emotion, projection and purpose! Interpret your poems by varying the tone and volume of your voice; use body language and facial expression!
 * 3) Each poem will be introduced before reading; include title, author, and why it was selected as part of the presentation.
 * 4) Students may create costumes, use props and light the “set” to create the proper mood for performances.
 * //Comments from Jesse//: is there a reason the students don't all have to read poems they wrote themselves? This would be a great evaluation tool to see if students wrote creative poems. If they have to memorize a different poem, that is complete rote memorization and no thinking is involved.
 * As students are of relatively equal ability levels, group selection will be as follows:
 * A deep velvet bag containing 25 Tootsie pops (5 of each flavor) will be passed around – There is to be no trading of candy!! Those students with the same flavor will be grouped together for the project. (5 minutes)
 * Poetry subject sheets will be distributed – one per group. Each group will decide on a subject from the list provided. If the group has an alternate idea they’d like to explore, they may do so with teacher’s review and approval. Students will decide on their group’s director. This student will be given a folder to place all poems, notes, and script drafts in. (10 minutes)
 * Returning the room back to “normal,” the teacher will begin a dialogue with students on what they believe makes for “good poetry.” The teacher will write student responses on Smart board. As many students have already been introduced to poetry devices during previous grade levels, they should have some basic understanding of the use of simile, metaphor, alliteration, etc. Discussion will continue on these elements as well as hyperbole, personification, and onomatopoeia, with teacher encouraging students to give examples. (15 minutes)
 * A poetry element handout will be distributed; students will complete exercises. (10 minutes)
 * Teacher will review handout with students. (Five minutes)
 * Students will surely be on information overload after day one!
 * //Comments from Jesse//: This is really good overall. I think the students will enjoy your presentation; what are you going to do about the shy students that may not be comfortable in front of the class? Will there be times for the student to get in front of the class and see what he or she can do? I think the idea of doing a dramatic performance can be very intimidating for students so think about how to incorporate something for them that will help make them at ease. I like the ideas for your day-to-day unit plan, but I would like to see some variation. The entire unit is doing different types of poetry every two days; something could break it up a little so the unit doesn't become monotonous. Great start!