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ENGLISH LANGUAGE ARTS

Foundations of Writing Literature of a Genre

Unit 2- Introduction to Poetry

December- March

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Course Philosophy

Students will be introduced to the writing process as they study and are introduced to the various

writing disciplines and genres. Emphasis is placed on giving students the variety of reading and

writing experiences necessary to the developing writer. Vocabulary development, exposure to

writing models, writing outlines, elements of genres, composition, and publishing are presented.

Students will practice writing like a reader and reading like a writer. The purpose of this class is to

encourage students to develop the habits and attitudes of a professional writer in a professional

writing community. The true art of writing includes not only the process of generating, but also the

phases of reading, mentoring, experimenting, revising and editing. The final pieces created for this

class will reflect the process of writing. Application and production will take place in the lab.

Contributions to essay and writing contests, fairs, and school publications are required. The literary

art magazine, Wings, emanates from this class.

http://www.state.nj.us/education/modelcurriculum/ela/

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Pacing Chart

Unit Topics NJSLS

Unit 1- 8 Weeks in duration

Unit 2 – 20 Weeks in duration

Unit 3 – 8 Weeks in duration

Unit 1 Elements of Short Stories RL.9-10.1, R.L.9.10.2,Rl.p-10.3

W.9-10.3, W.9-10.3.A, W.9-

10.3.B, W.9-10.3.C, W.9-10.3.D

Unit 2 Introduction to Poetry RL.9-10.1, RL.9-10.4, RL.9-10.6,

RL.9-10.9, RL.9-10.10 W.9-10.3,

W.9-10.3.A, W.9-10.3.B, W.9-

10.3.C, W.9-10.3.D W.9-10.4,

W.9-10.5, W.9-10.6

Unit 3 Introduction to Drama and Playwriting RL.9-10.1, R.L.9.10.2,Rl.p-10.3

W.9-10.3, W.9-10.3.A, W.9-

10.3.B, W.9-10.3.C, W.9-10.3.D

W.9-10.4, W.9-10.5, W.9-10.6

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Methods of Instruction Teacher coaching

Individual and collaborative problem-solving & decision-

making

Individual instruction

Small group instruction

Peer review

Guest speakers

Writing to learn

Independent practice

Practice in critical reading

Making thinking visible

Critical analysis

Note-taking

Establishing metacognitive reflection and

articulation as a regular pattern in learning

Diagrams, charts, visuals and graphs

Model (I Do), Guided Practice (We Do),

Independent Practice (You Do)

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Educational Technology Standards

8.1.12.A.2, 8.1.12.B.1, 8.1.12.C.1, 8.1.12.D.2, 8.1.12.E.2, 8.1.12.F.

Technology Operations and Concepts

Produce and edit a multi-page document for a commercial or professional audience using desktop publishing

and/or graphics software.

Creativity and Innovation

Design and pilot a digital learning game to demonstrate knowledge and skills related to one or more content areas

or a real world situation.

Communication and Collaboration

Develop an innovative solution to a complex, local or global problem or issue in collaboration with peers and

experts, and present ideas for feedback in an online community.

Digital Citizenship

o Demonstrate appropriate use of copyrights as well as fair use and Creative Commons guidelines.

Research and Information Literacy

Predict the impact on society of unethical use of digital tools, based on research and working with peers and

experts in the field.

Critical Thinking, Problem Solving, Decision Making

Select and use specialized databases for advanced research to solve real-world problems.

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Career Ready Practices Standards

CRP2, CRP4, CRP5, CRP6, CRP7, CRP8, CRP10, CRP11, CRP12

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the

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Career Ready Practices profitability of the organization.

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

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Career Ready Practices upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

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Differentiated Instruction Accommodate Based on Students’ Individual Needs: Strategies

Time/General

Extra time for assigned

tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture

notes/outline

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Processing

Modified handouts with

larger fonts, additional

graphics

Extra response time

Have students verbalize

steps

Repeat, clarify, or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Comprehension

Precise step-by-step

directions

Short manageable tasks

Brief and concrete

directions

Provide immediate

feedback

Small group instruction

Emphasize multi-sensory

learning

Behavior/Attention

Consistent daily

structured routine

Simple and clear

classroom rules

Frequent feedback

Recall

Teacher-made checklist

Reference resources to

promote independence

Visual and verbal

reminders

Graphic organizers

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Interdisciplinary Connections

Model interdisciplinary thinking to expose students to other disciplines.

Interdisciplinary Connections:

o Visual Art: Students will generate poetry for use in Wings, the literary magazine and collaborate with

members from the Commercial Art/Fine Art Departments.

o Economics: Students will read articles that highlight the social and economic conditions at the apex

of the Industrial Revolution in Britain and The United States.

o Multicultural studies: Students will read poems written during the Harlem Renaissance Period and

explore how African American culture and experiences influences the writing.

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Methods of Assessment

Suggested Formative/Summative Classroom Assessments Short constructed response questions

Multiple Choice questions

Academic/Domain specific vocabulary

Critiques

Quizzes

Journals

Essays

Quick writes

Accountable talk

Projects

Observation

Graphic Organizers

Presentations (incorporating Web 2.0 tools)

Homework

Role Playing

Concept Mapping

Student Conferencing

Proper tool and material use, which includes rubrics

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Portfolio Assessment (included materials): Short Stories

Poetry

Scenes

Literary art publication materials

Completed departmental assignments

Rubrics and student reflections

Essential Focus Questions

What is poetry?

What strategies do you use to analyze poetry?

What devices do poets use?

What is the central idea/theme of a poem?

How does self-reflection create growth as an independent reader?

What are some different poetic forms and structures and how do they affect meaning?

What is the significance of a poem’s cultural and historical context?

Outcomes

Develop abilities to write creatively and expressively

Practice the behavior of committed writers

Develop knowledge of writing and appropriate vocabulary for discussing writing

Recognize reading and listening as a constructive, meaningful process

Learn the conventions of poetry

Write a variety of poetry, using the different forms

Discuss literary fiction/nonfiction and its development

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Student Learning Objectives

Skills, Strategies & Concepts

NJSLS:

RL.9-10.1, RL.9-10.4,

RL.9-10.6, RL.9-10.9, RL.9-

10.10

Learn about literary devices

and figurative language used

within poetry. Read and

interpret poetry ranging from

the Romantic Period to

contemporary poetry.

Students will learn and understand the definition of the following terms and apply them to

their work:

Students will identify and analyze figurative language and poetic devices

Students will determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings

Allegory Metaphor

Meter

Allusion Metonymy

Anaphora Onomatopoeia

Oxymoron

Ballad Paradox

Blank Verse Pastoral

Connotation Personification

Consonance Prose Poem

Couplet Pun

Denotation Refrain

Elegy

Epic Romanticism

Epigram Simile

Figurative Language Sonnet

Foot/Feet Stanza

Free Verse Synecdoche

Haiku Verse

Hyperbole Villanelle

Iambic Pentameter Ode

Lyric

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Student Learning Objectives

Skills, Strategies & Concepts

NJSLS:

RL.9-10.1, RL.9-10.4,

RL.9-10.6, RL.9-10.9, RL.9-

10.10

Learn how to evaluate text

using different strategies.

Students will apply different strategies to comprehend, interpret and evaluate text

Students will analyze the overall significance, meaning, and theme of a piece of literature

Distinguish between different forms of poetry, such as sonnet, lyric, elegy, narrative, epic

and ode

Student Learning Objectives

Skills, Strategies & Concepts

NJSLS :

W.9-10.1, W.9-10.3.A, W.9-

10.3.B, W.9-10.3.C, W.9-

10.3.D

Using text support conclusions

with the use of textual

evidence. Analyze authors use

of personal experiences in their

work.

Students will support their conclusions with evidence form the text in both oral and written

form

Students will explore how authors rely on personal experiences in their writing

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Student Learning Objectives

Skills, Strategies & Concepts

NJSLS :

W.9-10.3, W.9-10.3.A, W.9-

10.3.B, W.9-10.3.C, W.9-

10.3.D

Using a variety of techniques,

students will develop a solid

foundation in writing poetry.

Understand and apply the rules

and conventions of poetry.

Students will apply knowledge of language structure, figurative language, and

genre to create short text.

Students will use sensory language to create a vivid picture

NJSLS:

RL.9-10.1, RL.9-10.4,

RL.9-10.6, RL.9-10.9, RL.9-

10.10

Students will demonstrate an understanding of tone in Poetry.

Students will be able to understand a narrator’s attitude is a part of tone.

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Student Learning Objectives

Skills, Strategies & Concepts

NJSLS :

W.9-10.3, W.9-10.3.A, W.9-

10.3.B, W.9-10.3.C, W.9-

10.3.D

Using a variety of techniques,

students will develop a solid

foundation in writing poetry.

Understand and apply the rules

and conventions of poetry.

Students will follow the writing process to create original poetry

Students will identify sounds devices in poetry and incorporate them into their

own writing.

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Student Learning

Objectives

Skills, Strategies & Concepts

NJSLS :

RL.9-10.1, RL.9-10.4,

RL.9-10.6, RL.9-10.9, RL.9-

10.10

Learn about literary devices

and figurative language used

within poetry.

Students will learn and understand the definition of the following terms and

apply them to their work:

Alliteration

Assonance

Consonance

Enjambment

Imagery

Repetition

Rhyme

Rhythm

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NJSLS:

W.9-10.4, W.9-10.5, W.9-

10.6

Strengthen writing skills and

strategies through editing the

revision process

Students will self-edit poetry for errors in content and structure.

Students will collaborate with others through peer editing.

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RESOURCES FOR UNIT # 1 Burke, Joette, et al. Creative Writing, The Center for Learning, 2000. Print.

Kinnel, Galway, ed. The Essential Whitman. New York, New York: Harper Collins, 1987. Print

Burron, Collin, ed. Complete Sonnets and Poems by William Shakespeare. Oxford: Oxford University Press, 2008. Print.

Auden, W.H. and Pearson, Norman Holmes, ed. Portable Romantic Poets: A Selection of Works From American and British

Poets. New York, New York: Penguin Group, 1978. Print.

International Reading Association. http://www.readwritethink.org/

New York City, Department of Education. http://schools.nyc.gov/documents/teachandlearn/poetryunit_2-24final.pdf

The American Academy of Poets. http://www.poets.org/poetsorg/lesson/voice#node-124921

The American Academy of Poets. http://www.poets.org/

Purdue University. https://owl.english.purdue.edu/

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SAMPLE ACTIVITIES/LESSON STARTERS

For each lesson, when the students answer questions, they should incorporate the “3C Method” in their responses:

1. Restate the question and state the claim.

2. Cite textual evidence to support the claim.

3. Explain the textual evidence and connect it to the claim.

Billy Collins, Introduction to Poetry

Use Introduction to Poetry by Billy Collins to begin a discussion on how readers approach a poem. Ask students to skim quickly through the poem and

write their initial responses in their journals.

• What words and images stand out for them?

• What is their emotional reaction to the poem (e.g., surprise, dismay, anger)? Ask students to share their responses with the class.

• Have students read the poem a second time, and write down examples of any figurative language (e.g., simile, metaphor, hyperbole) they encounter.

• Ask students what they think Collins is saying about the study of poetry, and what is the real goal of reading poetry?

Ask students to think about a favorite poem and imagine the perfect way to read it. Where would they be when they read it? Would they read it fast or

slow? Out loud or to themselves?

• Writing Extension

Students will compose their own poem about reading poetry. The poem must contain at least one example of a metaphor, simile and alliteration. Begin

this assignment during class and circulate among the students to provide feedback.

Assessment will be based on appropriate rubric.

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Learning Poetic Devices- Onomatopoeia

• Begin by revealing the definition of onomatopoeia and ask them to discuss why poets and writers use it in their writing.

• Hand out and display The Bells by Edgar Allen Poe and the Onomatopoeia worksheet

• Demonstrate how to find and think about the purpose of the onomatopoeia using the following example from the poem:

Hear the sledges with the bells-

Silver bells!

What a world of merriment their melody foretells!

How they tinkle, tinkle, tinkle,

In the icy air of night!

• Once students have worked through the poem, and ask students to share their analysis. Focus the discussion on the poet's word choice.

Consider how descriptive the sound words are as well as what they add to the poem as a whole.

• Point to the example on the Exploring Onomatopoeia Worksheet, which details the response for this example.

• Individually or in small groups, have students work through the full poem, recording the examples of onomatopoeia that they find and

indicating why they think the poet made the choices that he did. Have them discuss their examples.

• If time allows, ask students to brainstorm a list of sound words and record their responses on the board.

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Walt Whitman, O Captain, My Captain

Have students read Walt Whitman’s, O Captain, My Captain and ask them to write their first impression of the poem in their journal.

During a whole class discussion, ask the following questions:

Read the first sentence (stanza one). What does exulting mean? Who is exulting, and where are they?

Who is the narrator of this poem? What is (his) mood in the first stanza? What evidence from the text supports your analysis and thinking?

In the second stanza, one phrase is repeated 5 times. What is it? Why do you think Whitman chose to repeat this phrase? What effect does it

create?

If you had to describe this poem’s mood(s) with two adjectives, what would they be? Explain. If you had to go down to just a one-word

description of the overall mood, what one word would you pick? Why?

After reading and discussing the poem, have students respond in writing to the following writing prompts:

Write a paragraph that tells who “the captain” is an extended metaphor for as well as what “the trip” is an extended metaphor for. Include in

the paragraph how you can infer that from the poem or what you know about when it was written.

“O Captain! My Captain!” is about a real event and a real person in American history. Explain whom the poem was written to honor and what

event inspired Whitman to write it. Then track how the poem captured the feelings of a whole nation.

This poem is considered an Elegy, which means it is written to express sorrow. Do you think it should be considered an Elegy?

Use direct quotes from the text to support your analysis and reasoning.

Assessment will be based on appropriate rubric.

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Tone Words - Attitude

Tone Words - Positive Connotation

Admiring Delightful Hopeful Reflective

Adoring Earnest Humorous Relaxed

Affectionate Ecstatic Independent Respectful

Appreciative Elated Interested Reverent

Approving Empathetic Introspective Romantic

Bemused Encouraging Jovial Scholarly

Benevolent Euphoric Joyful Self-assured

Calm Excited Lively Sentimental

Casual Exhilarated Modest Serene

Cheerful Expectant Nostalgic Straightforward

Comforting Felicitous Optimistic Sympathetic

Comic Fervent Passionate Tender

Compassionate Flippant Playful Tranquil

Complimentary Forthright Poignant Whimsical

Confident Friendly Proud Wistful

Contented Hilarious Reassuring Worshipful

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Tone words - Neutral Connotation

Commanding Indirect Objective Unambiguous

Direct Meditative Questioning Unconcerned

Impartial Ordinary Speculative Understated

Tone words - Negative Connotation

Abhorring Desolate Haughty Psychotic

Ambiguous Despairing Hopeless Resigned

Ambivalent Desperate Hostile Reticent

Angry Detached Impatient Righteous

Annoyed Diabolic Incredulous Sarcastic

Antagonistic Disappointed Indifferent Sardonic

Anxious Disliking Indignant Scornful

Apathetic Disrespectful Inflammatory Selfish

Apprehensive Doubtful Insecure Severe

Belligerent Embarrassed Insolent Sinister

Bewildered Enraged Irreverent Skeptical

Biting Evasive Lethargic Sly

Bitter Facetious Melancholy Somber

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Blunt Fatalistic Mischievous Sorrowful

Bossy Forceful Miserable Stern

Cold Foreboding Mocking Stressful

Conceited Frantic Mournful Suspicious

Condescending Frightened Nervous Tense

Confused Frustrated Ominous Threatening

Contemptuous Furious Outraged Tragic

Curt Gloomy Paranoid Uncertain

Cynical Grave Pathetic Unfriendly

Demanding Greedy Patronizing Unsympathetic

Depressed Grim Pessimistic Violent

Derogatory Harsh Pretentious Zealous

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1.Answers: Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme, Rhythm 1. I'm growing fonder of my staff; / I'm growing

dimmer in the eyes; I'm growing fainter in my laugh; / I'm growing deeper in my sighs; Which techniques are being used (list two or

more)? ________________________________________________

Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer

2. Confound the cats! All cats--away-- / Cats of all colors, black, white, gray; By night a nuisance and by day-- / Confound the cats!

All cats, always. Which techniques are being used (list two or more)? ________________________________________________

Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer

3. I dreamed a dream next Tuesday week, / Beneath the apple-trees; I thought my eyes were big pork-pies, / And my nose was Stilton

cheese. Which techniques are being used (list two or more)? ________________________________________________ Alliteration,

Consonance, Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer

4. O Sea! whose ancient ripples lie on red-ribbed sands where seaweeds shone; O moon! whose golden sickle's gone, Which

techniques are being used (list two or more)? ________________________________________________ Alliteration, Consonance,

Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer

5. Across the moorlands of the Not / We chase the gruesome When; And hunt the Itness of the What / Through forests of the Then.

Which techniques are being used (list two or more)? ________________________________________________ Alliteration,

Consonance, Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer

6. Big Balloons Bounce into the / Big Blue Sky / Up, up, and away / There they go Which techniques are being used (list two or

more)? ________________________________________________ Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme,

and/or Rhythm How do you figure? Explain how you got your answer

7. BANG!!! There goes another building, / BOOM!!! And there go 2 more, Said the man who took target practice / In the seat of a

military tank. BAM!!! There goes another. / Life is hard when you don’t have a father to guide you. BOOM!!! You could end up in

jail, / BANG!!! You could end up crazy, AHHHH!!! Or you could end up dead / Because you pressed the wrong button. Which

techniques are being used (list two or more)? ________________________________________________ Alliteration, Consonance,

Onomatopoeia, Repetition, Rhyme, and/or Rhythm How do you figure? Explain how you got your answer

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8. Buzz, goes the blue fly, / Hum, goes the bee, Buzz and hum they cry, / And so do we: Which techniques are being used (list two or

more)? ________________________________________________ Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme,

and/or Rhythm How do you figure? Explain how you got your answer

9. There was a crow sat on a stone, / When he was gone, then there was none. Which techniques are being used (list two or more)?

________________________________________________ Alliteration, Consonance, Onomatopoeia, Repetition, Rhyme, and/or

Rhythm How do you figure? Explain how you got your answer 10. Tiger, Tiger burning bright, / in the forests of the night, Which

techniques are being used (list two or more)? ________________________________________________ Alliteration, Consonance,

Onomatopoeia, Repetition, Rhyme, and/or Rhythm

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Walt Whitman, I Hear America Singing

• Pass out or display “I Hear America Singing” by Walt Whitman.

• Define list poem (or catalog verse) as “a poem comprised of a list of persons, places, things, or abstract ideas which share a

common denominator.”

• Read Whitman's I Hear America Singing aloud to the class or ask for student volunteers.

• Invite students to discuss responses and aspects of the poem, which coincide with the two-part definition: the list and the common

denominator. Note student responses on board.

• Explain that students will be writing a similar poem, using their school as the subject (this can be accomplished individually or in

small groups).

• Give students a copy of I Hear My School Singing model poem and point out the blank spaces, which they will fill in with people

and their roles in the school environment.

• Note that in his poem, Whitman does not use individual names but roles or occupations. Students should model Whitman’s format.

Show the students the I Hear My School Singing Planning Sheet.

• Review parts of speech if necessary, telling students they will fill each major point of the organizer with the different roles of people

associated with their school (nouns). Secondary slots will contain a verb—an action for the person and two objects (nouns)

related to that person's role. They may also refer to the model poem to determine whether other parts of speech are needed for a

particular person's role.

• Once the students have completed the “I Hear My School Singing” Planning Sheet, either online or in print, they should refer to it to

choose meaningful terms as they fill in the blanks on the “I Hear My School Singing” model poem.

• Circulate among students, providing feedback and support, as they work on their poems.

• After students have completed their model poems, ask them to read their work to the class. As they read, list the various roles

mentioned in their poems on the board or on chart paper.

Writing Extension

• Have students select another location, such as their community, an athletic event, or another extra-curricular activity, and create an

“I Hear ______ Singing” poem.

• Assessment will be based on appropriate rubric.