Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen
(2002) Steppingstones to Curriculum
Unit Plan Overview
Unit: Poetic Perspectives Stage 1- Desired Results Connections to Context: Students will have taken lots of time to write a research paper before this unit. This unit will give them a change in pace within the reading and writing setting, allowing them to learn personal expression and analysis of different perspectives. Students will use their experiences to shape their poetry and learn how the experiences of the authors have shaped poetry.
(How does this fit with students experiences, the school goals, and the larger societal issues?)
Established Goals W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. L.5.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes RL.5.6 Describe how a narrators or speakers point of view influences how events are described CCSS.ELA-LITERACY.W.5.10 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 discipline-specific tasks, purposes, and audiences.
(What content standards and program- or mission-related goal(s) will the unit address? What habits of mind and cross-disciplinary Transfer Students will be able to independently use their learning to Convey a message Compare and contrast multiple perspectives Express themselves Analyze poetic text
(What kinds of long-term independent accomplishments are desired?) Meaning UNDERSTANDINGS Students will understand that The perspective of an author will change the portrayal of events, people, etc. Poetry can be used to express a message or a story Poetry is timelessly used for a variety of purposes Text features can be used within poetry
(What specically do you want students to understand? What inferences should they make?) ESSENTIAL QUESTIONS Students will keep considering What is poetry used for? In what ways is poetry used? What can we learn about other people through poetry? How does figurative language enhance the meaning of poetry? How might I use figurative language to portray and/or understand a different perspective? Why do authors use figurative language in their poetry?
(What thought-provoking questions will foster inquiry, meaning- making and transfer?)
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions Cognitive Objectives Evaluate the meaning of poetic words through text features such as similes and metaphors Create poetry based on their own experiences using text features Define different types of figurative language Identify, in a text, examples of different types of figurative language Explain what is meant when figurative language is used in poetry Physical Development Objectives Not applicable
(What discrete skills and processes should students be able to use?) Socio-emotional Objectives Propose influences on particular poems and poets Question the motivation of an author in writing a poem Formulate poems based on their belief system and experiences
(What values and commitments and attitudes should students acquire or wrestle with?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum goal(s)- for example 21 st century skills, core competencies- will this unit address? Include source and identifying number) Explain why a poet would use figurative language Create their own haikus Identify and explain what a haiku is Write a poem in perspective that is not their own Create their own limerick Identify and explain what a limerick is Write a poem on a picture prompt Identify how differing perspectives can vary how a poem is written Imagine the perspective of a real person Create an acrostic based off an imagined perspective Use figurative language in a poem Create a poem of their choice to portray the perspective of a slave
(What facts and basic concepts should students know and be able to recall?) Stage 2- Evidence Evaluative Criteria Students will show their learning by Poetry formatis the poem properly formatted Figurative language useis there figurative language in the poetry Figurative language useis the figurative language being used properly recognition of different types of figurative language in a variety of poems
(What criteria will be used in each assessment to evaluate attainment of the desired results?) PERFORMANCE TASK(S): Identifying specific types of poems Labeling figurative language Writing poems Writing with figurative language
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?) (Regardless of the format of the assessment, what qualities are most important?) Poems are expressive and convey a OTHER EVIDENCE: Small group discussions about poems we read over in class Large group discussions about poems we read over in class
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum meaning or a message that is personal to the student Students recognize a variety of poem styles Students understand the figurative language is used to give a deeper meaning to our texts We can understand and write in other peoples perspectives with the help of figurative language
Poetry packet completion and work
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Stage 3- Learning Plan
Pre-assessment- due ________ Students took a five question pre-assessment about recognizing figurative language and common misconceptions about poetry. The assessment contained multiple choice and true/false. (What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?) (Toward which goal does each learning event build?)
Acquisition Filling out their poetry packet throughout the entire unit
Meaning Recognition of figurative language with small groups Filling out their poetry packet throughout the entire unit
Transfer Filling out their poetry packet throughout the entire unit Writing a poem that assesses their understanding of perspectives, poetry Learning Events
Student success at transfer, meaning, and acquisition depends upon their participation in these learning events
Creation of a variety of poems throughout the lessons Recognition of figurative language with small groups Creation an art project using a haiku Writing a poem that assesses their understanding of perspectives, poetry styles, and figurative language Filling out their poetry packets throughout the entire unit Large group discussion in almost every lesson
Progress Monitoring
(How will you monitor students progress toward acquisition, meaning, and transfer during lesson events?)
I will observe and talk to students in small groups. I will talk and listen to students in large groups.
(How will students monitor their own progress toward acquisition, meaning, and transfer?)
Students will always have with them their poetry packet. They will use this to verify that they are using what we have learned properly
(What are potential rough spots and student misunderstandings?)
Some students may lose interest in writing poetry. Students may
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum styles, and figurative language Creation an art project using a haiku Creation of a variety of poems throughout the lessons
(Have you included multiple means of representation, multiple means of action and expression, and multiple means of engagement?) (Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning plan?) (Does the learning plan reflect principles of learning and best practices?) (Is there tight alignment with Stages 1 and 2?)
(How will students get the feedback they need?) I will talk to students in small and large groups. I will give gradual feedback as students are working on their projects and packets.