3.1+Focus+Lessons-+Introduction


 * Opening Narrative (what students will have done prior to these lessons)**

Prior to the introduction to this unit on poetry, students will have completed a unit on close reading and writing with a specific focus on the elements of literature as a base for both of those literary avenues. Students will have an understanding of and command over the use of symbols, metaphors, similes, allusions, etc. that will provide for an excellent transition into a unit on poetry where students will be asked to make cross-genre connections within the realm of literature in their reading, writing and analysis of texts.


 * Introduction to Poetry Unit—Lesson 1: What is Poetry?** //Week 1:// //Days 1 & 2//

__Objectives:__

- Students will be able to identify key elements of literature that comprise the genre of poetry. - Students will be able to make cross genre connections with regards to literature. - Students will be able to think creatively and critically.

__Process/Procedure for Students__

Students arrive to class and begin by answering the poetry unit anticipation guide. Students put aside the anticipation guide and then are given the lyrics to the song, Bowl of Oranges by Bright Eyes. Students listen to the lyrics being read aloud by teacher. Students then listen to the song Bowl of Oranges. Students engage in a discussion, facilitated by the teacher, about the differences between the lyrics being read and being sung. Students will also consider the question, "Are these lyrics a poem?" This discussion will lead students into brainstorming the qualities of poems. The teacher will write down student's thoughts on the board. Students will then copy down the list of qualities they have come up with that make a poem a poem. The students will then briefly discuss the results of their brainstorming and will then read a sample poem, "A Boy Named Sue" by Shel Silverstein.

__Process/Procedure for Teachers__:

Introduction: This lesson will be used as an introduction to a unit on poetry. Teacher will come up with an anticipation guide for the unit on poetry. Teacher will make copies of the anticipation guide for students. Students will arrive to class and be provided with an overview of the days lesson and the new unit on poetry that starts today. Teacher will hand out copies of the poetry unit anticipation guide to students who will begin by answering the questions on the poetry unit anticipation guide. Teacher will acquire and make copies of the song lyrics to the song, "Bowl of Oranges" by Bright Eyes. Teacher will instruct students put aside the anticipation guide and pass out the song lyrics. Teacher will read the lyrics aloud to students. Teacher will then play the song "Bowl of Oranges" for students. Teacher will then facilitate a discussion about the differences between the lyrics being read and being sung. The teacher will be sure to pose the question, "Are these lyrics a poem?" This discussion will lead students into brainstorming the qualities of poems. The teacher will write down student's thoughts on the board. The teacher will then instruct students to copy down the list of qualities they have come up with that make a poem a poem. The teacher will then facilitate the students to briefly discuss the results of their brainstorming. Teacher will make copies of a sample poem, distribute them to students, and read and go over the sample poem as a class "A Boy Named Sue" by Shel Silverstein.

__Assessment__:

Students will be assessed based on their participation in the discussions and must also have contributed at least one thing to the list of poem qualities during the brainstorming activity. Students will also write two to three sentences stating why the sample poem that was read in class is a poem. This assignment will be graded based on the inclusion of the qualities discussed and described during the class brainstorming activity and turned in at the end of class or completed for homework to be turned in the next day following the lesson, depending on what time allows. In completing this mini-analysis of "A Boy Named Sue," through the two to three sentences that students will write describing what makes the poem a poem, students are demonstrating their knowledge of and ability to identify key elements of literature that comprise the genre of poetry.

__Rationale:__

During this lesson students will be working within a sociocultural environment that involves group learning. Students will draw from each other and build on the ideas of their classmates as they discuss the qualities that combine to form the genre of poetry. In this way students are being introduced to a unit on poetry which will ultimately enhance their language skills that translate across genres, beginning with this lesson in which they will synthesize their knowledge of literature.

__ESOL Accommodations and Standards:__

In talking about what makes a poem a poem the importance or at least the benefit of using one's native language and culture in poetry and writing in general will be stressed by the teacher. An example will be provided and emphasis will also be placed on the importance of writing about personal and cultural experiences and what one knows best. Teacher will also be integrating the four language skills of listening composition, oral communication, reading and writing in this lesson as students work with the song lyrics as a text. Working with the song and discussing the qualities of poetry incorporates techniques appropriate to learners' socialization and communication needs based on language as a social phenomenon.

__Materials Needed__:

- Copies of Anticipation Guide - Copies of Lyrics to “Bowl of Oranges” by Bright Eyes - Copies of poem, "A Boy Named Sue," by Shel Silverstein

__Sunshine State Standards addressed in this lesson:__

o LA.910.1.5.1 The student will adjust reading rate based on purpose, text difficulty, form, and style. o LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; o LA.910.1.6.8 The student will identify advanced word/phrase relationships and their meanings; o LA.910.1.7.2 The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning; o LA.910.2.1.3 The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position); o LA.910.2.1.4 The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance;

__ANTICIPATION GUIDE:__

Before: After:

Yes No Yes No _ _ Poetry is boring. _ _

_ _ Poetry is hard to understand. _ _

_ _ I understand what makes a poem a poem. _ _

_ _ I do not like poetry. _ _

_ _ Poetry is a thing of the past. _ _

_ _ I have written a poem. _ _

_ _ All poems follow a strict set of rules. _ _

_ _ All poems are/should be about love. _ _

__SONG:__

"Bowl of Oranges" by Bright Eyes The rain, it started tapping on the window near my bed. There was a loophole in my dreaming, so I got out of it.

And to my surprise my eyes were wide and already open. Just my nightstand and my dresser where those nightmares had just been. So I dressed myself and left then, out into the gray streets. But everything seemed different and completely new to me. The sky, the trees, houses, buildings, even my own body. And each person I encountered, I couldn't wait to meet. And I came upon a doctor who appeared in quite poor health. I said "There is nothing I can do for you you can't do for yourself." He said "Oh yes you can. Just hold my hand. I think that would help." So I sat with him a while and then I asked him how he felt. He said, "I think I'm cured. No, in fact, I'm sure. Thank you Stranger, for your therapeutic smile."

So that is how I learned the lesson that everyone's alone. And your eyes must do some raining if you are ever gonna grow. But when crying don't help and you can't compose yourself. It is best to compose a poem, an honest verse of longing or simple song of hope.

That is why I'm singing... Baby don't worry 'cause now I got your back. And every time you feel like crying, I'm gonna try and make you laugh. And if I can't, if it just hurts too bad, then we will wait for it to pass and I will keep you company through those days so long and black. And we'll keep working on the problem we know we'll never solve of Love's uneven remainders, our lives are fractions of a whole.

But if the world could remain within a frame like a painting on a wall. Then I think we would see the beauty. Then we would stand staring in awe at our still lives posed like a bowl of oranges, like a story told by the fault lines and the soil.

//**NARRATIVE WEEK 1: DAY 3:** Overview of Unit

Teacher will go over the Unit Calendar with the class. Teacher will specifically explain the unit to the students by way of going over major assignments and due dates with a specific focus on the poetry portfolio assignment that will be a culmination of their work throughout the unit. Teacher will answer any questions that students might have. //


 * //NARRATIVE WEEK 1: DAY 4:// Reading Day

Teacher will provide this day for students to read through anthologies of poetry independently as they begin to look for a poem that stands out to them that they will include in their final portfolio. Students will then be grouped in fours or fives and as a group choose a poem from their anthology to read aloud to the rest of the class. The time that students will spend reading will allow the teacher to move about the classroom and answer any questions students might have about the poems they are reading, or the unit as a whole, as they learn more about the genre of poetry from their exploration and readings. **

__Objectives__:
 * Lesson 2: Elements of Poetry and the Free Verse Poem** //Week 1: D////ay 5 and Week 2: Day 1//

- Students will be able to identify key elements of literature specific to the genre of poetry. - Students will be able to identify the choices an author makes in their poetry writing with regards to literary elements. - Students will be able to complete a close reading of a poem on their own. - Students will be able to write their own free verse poem, making careful choices about their use of words and literary devices.

__Process/Procedure for Students:__

Students will begin by turning in their sentences describing why the sample poem from the previous class period was a poem. Students will then listen to an overview of the day's lesson. They will be dealing with elements of poetry and will listen to a metaphor comparing these elements to ingredients in a recipe. Students will be provided with definitions of the elements of poetry (rhyme scheme, syllables, line length, meter, stanzas, etc.) and will come up with examples that illustrate these elements as a class. Students will write down these definitions and examples. It will be explained that other elements of literature can be found in poems as well as these elements of poetry. A refresher will be provided that touches on the previous unit that dealt with the elements of literature. Students will also be explained that poems sometimes have form in addition to the elements, similar to how novels, and essays and newspaper articles all have their own particular structure. It will also be explained that some poems have no form. These poems without form are called free verse poems. Students will then look at the song lyrics and sample poem from the previous day and will diagram them, as a class, for line length, rhyme scheme, stanzas, etc.

__Process/Procedure for Teacher:__

Teacher will begin by collecting the sentences that the students wrote describing why the sample poem from the previous class period was a poem. Teacher will then provide students with an overview of the day's lesson. Teacher will explain that the class will be dealing with elements of poetry. Teacher will set up a metaphor comparing the elements of poetry to ingredients in a recipe. Teacher will provide students with definitions of the elements of poetry (rhyme scheme, syllables, line length, meter, stanzas, etc.). Teacher will facilitate a class discussion in which students come up with examples that illustrate these elements. Teacher will instruct students to write down these definitions and examples. Teacher will explain to students that other elements of literature can be found in poems as well as these elements of poetry. Teacher will then provide a refresher to students that touches on the previous unit students participated in that dealt with the elements of literature. Teacher will also explain that poems sometimes have form in addition to the elements, similar to how novels, and essays and newspaper articles all have their own particular structure. Teacher will also explain that some poems have no form and that these poems without form are called free verse poems. Teacher will then guide students to look at the "Bowl of Oranges" song lyrics and the sample poem from the previous day and diagram them, as a class, for line length, rhyme scheme, stanzas, etc.

__Assessment:__

Students will be assessed through a quiz on the elements of poetry as presented during lesson in class. The quiz will be a combination of matching and short answer in which students will give examples of the elements. The quiz will be given on Week 2: Day 2 as indicated on the unit calendar. Through this quiz students will demonstrate their understanding of the poetic elements and their functions and uses.

__Rationale__:

During this lesson which involves the explanation of the elements of poetry (rhyme scheme, syllables, line length, meter, stanzas, meter, etc.) and the forms of poetry (Sonnet, free verse, etc.), overt instruction will be implemented as the teacher of the lesson will be providing explanations to students regarding these aspects of poetry. This direct form of instruction will help students to receive the same basic information. This type of separated instruction is a great transition to a simulated lesson type in which students are being scaffolded to discuss the concepts and information previously taught and come up with examples in the model of the examples provided by the teacher and make use of them in their own writing, ending with an integrated approach as students compose their own poems.

__ESOL Accommodations and Standards:__

__Materials Needed:__ - Copies of the elements of poetry quiz

__Sunshine State Standards addressed in this lesson:__

o LA.910.1.5.1 The student will adjust reading rate based on purpose, text difficulty, form, and style. o LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; o LA.910.1.6.8 The student will identify advanced word/phrase relationships and their meanings; o LA.910.1.7.2 The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning; o LA.910.2.1.3 The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position); o LA.910.2.1.4 The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance; o LA.910.2.1.9 The student will identify, analyze, and compare the differences in English language patterns and vocabulary choices of contemporary and historical texts;


 * Lesson 3: Form (Sonnet and Mistranslation Poetry) //Week 2: Day 2, 3, & 4// **

__Objectives__:

- Students will be able to identify key elements of literature specific to the genre of poetry. - Students will be able to identify the choices an author makes in their poetry writing with regards to literary elements and form. - Students will be able to complete a close reading of a poem on their own. - Students will be able to make careful choices about their use of words and literary devices.

__Process/Procedure for Students__:

Students will begin with a refresher, looking back over the elements of poetry and their brainstorming activity after they turn in their mistranslation poems. Students will be provided with a definition of form as relates to poetry. Students will also be provided with the specific breakdown of the sonnet form. Students will be provided with an example of a sonnet, both a Shakespearean sonnet and a Petrarchan sonnet. Students will then focus on the Shakespearean sonnet and be provided with a sample sonnet, Shakespeare's Sonnet 18. Students will diagram the poem. After this students will participate in a madlib activity in which they will create a madlib sonnet as a class.

__Process/Procedure for Teacher:__

Teacher will collect students' found poems. Teacher will begin by providing students with a refresher, looking back over the elements of poetry and their brainstorming activity. Teacher will provide students with a definition of form as relates to poetry. Teacher will also provide students with the specific breakdown of the haiku and sonnet forms. Beginning with haiku poems, Teacher will provide students with an example of a haiku. Teacher will instruct students to copy the poem and diagram it. Teacher will then give students 3-5 minutes to write their own haiku. Teacher will provide students with an example of a sonnet, both the Shakespearean sonnet and the Petrarchian sonnet. Teacher will then make it clear that the class will be focusing on the Shakespearean sonnet. Teacher will provide studetns with a sample sonnet, Shakespeare's Sonnet 18. Teacher will then instruct students to diagram the poem as a clas. Teacher will come up with a madlib sonnet. Teacher will lead a class activity where students participate in a madlib activity in which they will create a madlib sonnet as a class. Teacher will then explain the mistranslation poem assignment that students will complete. Teacher will wrap up the activity by answering any questions and bringing up any important points not previously discussed.

__Assessment:__

Students will be assessed based on their participation in and contribution to the madlib and class discussion. Students will also be assessed based on the completion of their mistranslation poem. The mistranslation poem will be graded based on thorough completion and implementation of previously learned skills. In the completion of the in class madlib students will demonstrate their knowledge and understanding of the literary elements of poetry and form. In the creation of the mistranslation poem students will be demonstrating their skills at making use of literary devices and elements.

__Rationale__: Students will be engaged in Louise Rosenblatt's practice of a valid reading in that as students look at and work with poems throughout the first two weeks, they will be basing their readings of those poems off of textual support that does not contradict their claim or perspective. Similarly, students will be constantly learning and presented with new information that should operate in a system of transformed practice as students are approaching new texts with a changed perspective that arises from their new understandings and knowledge of the literary devices and poetic elements, etc. that are being worked with on a daily basis. Additionally the classroom environment that students will be operating in will be supportive of the sociocultural learning theory which holds that learning takes place within social groups or communities and that the study of literature is best when in a supportive, comfortable environment.

__ESOL Accommodations and Standards__:

Poetry in all languages has or can have form. Also as a separate activity students will listen to two different passages in another language and determine which passage is prose and which passage is poetry. The language choice for the passages should be catered to the students. This should be an interesting activity for all students as they will be forced to hear the differences in rhythm, meter, and the pauses in writing without the bias of semantics. On a similar note, the mistranslation poetry activity also removes the bias of semantics and incorporates an ESOL friendly activity into the lesson. This lesson will also develop and implement strategies for using school, neighborhood, and home resources as they write and work with their mistranslation poems.

__Materials Needed__:

- Madlib Sonnet - Copies/overhead for the mistranslation poetry activity

__Sunshine State Standards addressed in this lesson:__

o LA.910.1.5.1 The student will adjust reading rate based on purpose, text difficulty, form, and style. o LA.910.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text; o LA.910.1.6.8 The student will identify advanced word/phrase relationships and their meanings; o LA.910.1.7.2 The student will analyze the authors purpose and/or perspective in a variety of text and understand how they affect meaning; o LA.910.2.1.3 The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position); o LA.910.2.1.4 The student will identify and analyze universal themes and symbols across genres and historical periods, and explain their significance; o LA.910.2.1.9 The student will identify, analyze, and compare the differences in English language patterns and vocabulary choices of contemporary and historical texts;


 * NARRATIVE Week 2: Day 5:** Speech Poetry

Students will be given the opportunity to work with speech poetry. During the course of this day speech poetry will be explained to students by the teacher and then students will read and listen to speech poetry. This lesson will transition into week 3 day 1 where students will write their own speech poems.