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Oaklyn Public School
Content Area: English Language Arts

Unit Title: Poetry

Grade Level: Ninth Grade

Unit Summary:
This unit will focus on the genre of poetry as a means of artistic expression. Poems will be analyzed both thematically and stylistically as students learn to read poetry as a literary form. Emphasis will be placed on a poem’s use of figurative language to express ideas and feelings in a fresh way. The unit will provide students with opportunities to read and interpret ballads, lyrics, haiku, and sonnets, among others. Students will learn to read poems with fluency and rhythm and apply rules of scansion to poetry.

Primary Interdisciplinary Connections:
Social Studies
Science
Technology

21st Century Themes:
Standard 9.1 – 21st Century Life & Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.
A. Critical Thinking and Problem Solving
The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.
B. Creativity and Innovation
Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.
C. Collaboration, Teamwork, and Leadership
Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency.
D. Cross-Cultural Understanding and Interpersonal Communication
Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives.
E. Communication and Media Fluency
Digital media are 21st-century tools used for local and global communication.

Unit Rationale:
Poetry is one of the most enduring forms of artistic expression, for it provides a universal format for the relating of common human emotions and experiences. Poetry in the form of music has the ability to cross the boundaries of age, gender, and culture. During the tumultuous years of adolescence, high school students find great solace in music and poetry as a means of identifying with their peers and expressing their still uncertain identities. Teachers more often make connections with students of this age through poetry than through any other literary genre. The reading and writing of poetry can provide an important and valuable classroom experience for both student and educator.
Learning Targets
Standards :
Reading for Literature (RL): Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Range of Reading and Level of Text Complexity.
Writing (W): Text Types and Purposes, Production and Distribution of Writing, Research to Build and Present Knowledge, and Range of Writing
Speaking & Listening (SL): Comprehension and Collaboration, and Presentation of Knowledge and Ideas.
Language (L): Conventions of Standard English and Vocabulary Acquisition and Use.

CPI Number
Cumulative Progress Indicator (CPI)
RL1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL2
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL3
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL5
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RL6
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RL7
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).
RL9
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).
RL10
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W10
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, and audiences.
SL1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
L1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
L5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
b. Analyze nuances in the meaning of words with similar denotations.

L6
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Unit Essential Questions
How does understanding a text’s structure help me better understand its meaning?

How does fluency affect comprehension?

What do readers do when they do not understand everything in a text?

Why do readers need to pay attention to a writer’s choice of words?
How do readers construct meaning from text?

How do good writers express themselves? How does process shape the writer’s product?
How do writers develop a well written product?

How do rules of language affect communication?
Why does a writer choose a particular form of writing?

Unit Enduring Understandings
Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.
Fluent readers group words quickly to help them gain meaning from what they read.
Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension.
Words powerfully affect meaning.

Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful.
Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression
Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.
Rules, conventions of language, help readers understand what is being communicated.
A writer selects a form based on audience and purpose.

Unit Learning Targets
The students will . . .
Use rhythm, flow, meter, and pronunciation when reading
Identify, assess, apply personal reading strategies
Practice visualizing techniques before, during, and after reading
Use most effective graphic organizers for text
Identify, describe, evaluate, synthesize central ideas in text
Understand literary heritage/movements as part of global tradition
Compare literary traditions with contemporary works
Recognize how literary concepts affect meaning
Interpret emotional effects of literary devices
Develop career-related materials for portfolio
Develop ability to select works to support research
Read and critically analyze various works; produce evidence of reading
Analyze features of selected genres; apply to own writing
Develop reader interest through technique and anticipation
Delete extra details and inconsistencies to improve writing
Edit own and others’ writing for correctness
Use appropriate organizational structure to support reader
Create presentation of portfolio including various genres
Summarize conclusions in speech; move discussions to next stage
Speak for various purposes
Demonstrate effective delivery strategies when speaking
Demonstrate appropriate listener response
Recognize variety of techniques used to convey messages

Evidence of Learning
Summative Assessment (One day)
Elements and Types of Poetry
Descriptive Essay
Response to Literature

Formative Assessments:
“Thinking About The Selection” Questions
Teacher Observation of Whole Group and Small Group Discussion
Response to Reading Entries in Writing Journal
Graphic Organizers

Equipment Needed:
Overhead Projector
Overhead Transparencies of Graphic Organizers
Chalkboard

Teacher Resources:
Ninth Grade New Jersey Penguin Edition, Prentice Hall Literature, 2007
Supplemental Graphic Organizers

Lesson Plans
Lesson
Timeframe
Lesson 1: Identifying Elements and Types of Poetry Teacher will introduce the definitions of elements of poetry including stanzas, couplets, and quatrains. Teacher will guide students in recognizing that poetry uses figurative language such as metaphors, similes, personification, onomatopoeia, and imagery. Teacher will introduce sound devices poets use such as rhythm, rhyme, alliteration, assonance, consonance, and repetition. Teacher will introduce types of poetry including but not limited to ballads, dramatic poems, lyrics, haiku, and sonnets.

One period

Lesson 2: Reading Poetry with Fluency Teacher will model reading of poetry with attention to punctuation rather than reading line by line. Teacher will introduce the concept of enjambment as influencing fluent reading of poetry. Students will practice reading poetry with fluency.

One period

Lesson 3: Literary Analysis: Recognizing Figurative Language in Poetry Teacher will guide students in recognizing such figurative language in poetry as similes, metaphors, personification and paradox. Teacher will guide students through reading of such poems as “Dream Deferred” and “Dreams” by Langston Hughes and “I Wandered Lonely as a Cloud” by William Wordsworth with eye to poets’ use of figurative language in creating imagery.

One period

Lesson 4: Figurative Language in Poetry Students will practice reading various poems independently and in groups with aim of pointing out use of figurative language by poet.

One class period
Lesson 5: Sound Devices in Poetry Teacher will guide students in recognizing such sound devices in poetry as alliteration, consonance, assonance, and onomatopoeia to engage the reader’s senses and create musical and emotional effects.

One class period
Lesson 6: Sound Devices in Poetry Students will read poetry independently and analyze the effectiveness of sound devices. Poems may include but are not limited to “The Bells” by Edgar Allan Poe, “Jabberwocky” by Lewis Carroll, “Charge of the Light Brigade” by Alfred, Lord Tennyson and “In Flanders Fields” by John McCrae.

One class period
Lesson 7: Imagery in Poetry Teacher will guide students in recognizing imagery as language that appeals to one or more of the senses and that a poet’s use of imagery can give a sensuous basis to experiences, thoughts, and feelings expressed in a poem. Teacher will guide students through reading of poem containing strong imagery such as “Blackberry Eating” by Galway Kinnell.

One class period
Lesson 8: Writing a Descriptive Essay Students will practice using figurative language and imagery by planning a description of a place that they enjoy or that is meaningful to them. Read a sample descriptive essay.

One class period
Lesson 9: Writing a Descriptive Essay Students will brainstorm descriptive details and choose an effective organizational pattern (spatial, time-order) for their descriptive essays. Students will begin first draft of descriptive essay.

One class period
Lesson 10: Writing and Publishing a Descriptive Essay Students will use feedback from peers along with own revisions to write final drafts of descriptive essays. Students may choose to collaborate with peers to assemble several essays that describe places of interest in the community to create a guidebook for visitors.

One class period
Lesson 11: Paraphrasing Teacher will model technique of reading a poem, analyzing the sentences in a poem, and effectively paraphrasing them in their own words.

One class period
Lesson 12: Narrative Poetry Teachers will guide students in identifying narrative poetry as verse that tells a story and includes the same literary elements as prose (plot, setting, characters). Teacher will guide students in identifying mood created by setting, plot, words, and images of poem. Narrative poems may include but are not limited to the ballad “The Wreck of the Edmund Fitzgerald” by Gordon Lightfoot.

One class period
Lesson 13: Paraphrasing Narrative Poetry Students will practice the technique of paraphrasing by working in cooperative group to paraphrase “Casey at the Bat” by Ernest Lawrence Thayer or “The Raven” by Edgar Allan Poe.

One class period
Lesson 14: Rhyme Teacher will guide students in recognizing rhyme as the repetition of sounds at the ends of words. Teacher will provide examples of poems that contain exact rhyme, slant rhyme, end rhyme, and internal rhyme. Teacher will guide students in identifying rhyme scheme and meter in a poem. Teacher may use the Prologue to Romeo and Juliet to provide an opportunity for scansion of poetry.

One class period
Lesson 15: Rhyme Students will practice identifying rhyme scheme and types of rhyme by reading “The Road Not Taken” by Robert Frost and “Macavity: The Mystery Cat” by T.S. Eliot and working in cooperative groups to answer guided reading questions about rhyme and meter of poems.

One class period
Lesson 16: Lyric Poetry Teacher will guide students in recognizing lyric poetry as poetry with a musical quality in which the author expresses the thoughts and feelings of a single speaker. Teacher will introduce of examples of types of lyric poetry such as the sonnet, haiku, and free verse. Teacher may model lyric poetry by reading “Women” by Alice Walker and “Three Haiku” translated by Daniel C. Buchanan.

One class period
Lesson 17: Lyric Poetry Students will read lyric poetry and interpret thoughts feelings that are being conveyed by the poet. Poems may include but are not limited to “I Hear America Singing” by Walt Whitman and “Sonnet 30” by William Shakespeare.

One class period
Lesson 18: Planning an Editorial Students will plan an outline for their editorial to include a clear thesis statement, evidence that supports their argument and anticipates the reader’s counterarguments, effective organization, and persuasive language. Students will begin first drafts of editorials.

One class period
Lesson 19: Writing a Response to Literature Students will plan to write a response to a work of literature that engages them as a reader. Teacher will guide students to include an analysis of the work’s content, related ideas, and effect on the reader, thesis statement characterizing response, focus on single aspect or overall view of the work, and evidence from the literary work to support opinions.

One class period
Lesson 20: Writing a Response to Literature Students will write a first draft of a response to literature that includes a statement of purpose and details that praise, analyze, or explain their personal response. Students should provide elaboration in the form of quotations, examples, or paraphrases from work. One class period
Lesson 21: Revising and Editing a Response to Literature
Students will finish first draft of their response to literature and exchange drafts with a peer to proofread and edit. Peers will provide feedback on strengths and weaknesses of response for revision purposes.

One class period
Lesson 22: Writing a Final Draft of a Response to Literature Students will use feedback form to revise response to literature and write a final draft. One class period
Teacher Notes:
Lessons will be developed to address learning needs of students as reflected in NJ ASK scores.
Teacher discretion should be used to provide appropriate differentiation of activities based on variety of learning styles and needs of individual students in the classroom.

Curriculum Development Resources:
(Click the links below to access additional resources used to design this unit)

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