Unit5PoetrySLM


 * Learning Focused Unit Overview**

Topic: Poetry Days: 5-7 days Grade: 11 Subject Area(s): English Language Arts


 * Key Learning: A reader must use a variety of elements when analyzing and interpreting poetry. ||

How can a reader interpret and analyze poetry to develop a meaningful response? || Elements of Poetry || **Concept:** Author’s Craft || **Concept:** Textual Structure || **Concept:** Reading for Purpose || -How can a reader or audience identify and analyze the characteristics of poetry? -How do characteristics of poetry set it apart from other text genres? || **Lesson Essential Questions:** -How can a reader use knowledge of author and context to determine meaning in a poem? -How can a reader determine the theme in a poem? -How does diction impact tone? -How can a reader determine the tone of a poem? -How does a poet use figurative language, imagery, and sound devices to create meaning in a poem? || **Lesson Essential Question:** -How do poets structure their poems? -How does a poet use structure to convey meaning? || **Lesson Essential Questions:** -What strategies can I apply to understand a poem? -How can a reader determine the meaning of words and phrases in a poem? -How can I apply knowledge of poetic elements to other texts? || Genre Form Rhyme Rhythm Meter Theme Speaker Punctuation || **Vocabulary:** Author Background Context Audience Diction Theme Imagery Figurative Language (Personification, Simile, Metaphor, Symbol) Sound Devices (Assonance, Consonance, Alliterationm Onomatopeia) Tone || **Vocabulary:** Structure Verse Stanza Line Quatrain Couplet Repetition Anaphora Cataloguing || **Vocabulary:** Main Idea Supporting Details Preview Aloud Visualize Clarify Explicit Inference Denotation Connotatio ||
 * **Essential Unit Question:**
 * **Concept**:
 * **Lesson Essential Questions:**
 * **Vocabulary**:

Form, Rhyme, Rhythm, Meter, Theme, Speaker Poetic Form/Structure Diction Poetic Language Theme Author’s Craft (Background, Context, Audience) Poetry Reading Strategies || Poetry conforms to conventions set by the genre and/or specific form. Poetry utilizes specific structure, language and techniques to develop themes. Knowledge of a poet’s background, context, and audience can impact a reader’s interpretation of a poem. Actively reading poetry helps readers practice understanding complex texts || Read a poem and identify the elements of poetry. Read a poem and identify whether the text conforms to a set text structure. Determine meanings of words in context to identify tone and overall meaning. Identify poetic language in a poem (figurative language, imagery, sound devices) Construct a theme statement for a poem and identify examples of supporting language. Research author background, context and audience to determine meaning in a poem. Actively read unit texts and contemporary poetry/lyrics Select a contemporary poem and identify techniques and devices that develop theme || **Additional Notes:**
 * **__KNOW__** || **__UNDERSTAND__** || **__DO__** ||
 * Elements of Poetry

__Standards for Reading:__

**RSL #1**: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

**RSL #4**: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

**RSL #7**: __Analyze multiple interpretations__ of a story, drama, or __poem__ (e.g., recorded or live production of a play or __recorded__ novel or __poetry__), __evaluating how each version interprets the source text__. (Include at least one play by Shakespeare and one play by an American dramatist.)

**RSL #10**: By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

__Standards for Writing:__

**WS #10**: Write routinely over extended time frames (time for research, reflection, and revision) and __shorter time frames (a single sitting or a day or two) for a range of tasks, purposes__.

__Standards for Language:__

**LS #5**: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Explain to students that when you make an inference, you are "reading between the lines." In order to make an inference, you pay close attention to the details in the poem to make a logical assumption. An inference is a logical judgment based on a writer's words as well as your own knowledge and experience.

Suggested Texts included in the Essential Course of Study (new text):


 * Bradstreet—p.114
 * Longfellow—p.346
 * Whitman—p.530
 * Dickinson—p. 546
 * Hughes—p.878
 * Frost—p.936
 * Eliot—p.968