Cynthia's+UbD+unit_2

8/11/2019 Cynthia's+UbD+unit_2

1/8

Title of Unit Poetry Writing Grade Level 7th

Curriculum

Area

English

LanguageArts

Time Frame 1!1" days

#dentify $esired %esults &'tage 1(


2/8

Georgia Performance 'tandards


3/8

The Georgia Performance 'tandards in this unit are)

ELA7%1The student demonstrates comprehension and shows

evidence of a warranted and responsible explanation of a

variety of literary and informational texts.

A. Distinguishes between the concepts of theme in a literary work

and the authors purpose in an expository text.

B. Interprets a characters traits emotions or motivations and

gives supporting evidence from a text.

!. "xplains and analy#es the effects of sound form figurative

language and graphics in order to uncover meaning in literature$

i. %ound&e.g. alliteration onomatopoeia internal rhyme rhyme

scheme'ii. (igurative language &e.g. simile metaphor personification

and hyperbole'

iii. !raphics &e.g. capital letters line length word position'.

). Identifies and analy#es how an authors use of words creates

tone and mood giving supporting evidence from text.

ELA7%*The student understands and ac*uires new vocabulary and

uses it correctly in reading and writing. The student

). Identifies and explains idioms and analogies in prose and poetry.

I. Determines word meanings through the use of definition

example restatement or contrast.

ELA7%+The student reads aloud accurately &in the range of

+,-' familiar material in a variety of genres in a way that makes

meaning clear to listeners. The student . /eads with a rhythm flow and meter that sound like everyday

speech &prosody'.

ELA7%C*The student participates in discussions related to

curricular learning all sub0ect area. The student

A. "xamines the authors purpose in writing


4/8

ELA7%C+The student ac*uires new vocabulary in each content

area and uses it correctly. The studentB. 1ses content vocabulary in writing and speaking.

ELA7%C,The student establishes a context for information

ac*uired by reading across sub0ect areas. The student

A. "xplores life experiences related to sub0ect area content.

ELA7C1 The student demonstrates understanding and control of

the rules of the "nglish language reali#ing that usage

involves the appropriate application of conventions and

grammar in both written and spoken formats.

ELA7W1The student produces writing that establishes an

appropriate organi#ational structure sets a context and

engages the reader maintains a coherent focus throughout

and signals a satisfying closure. The student

A. %elects a focus organi#ational structure and a point of view

based on purpose genre expectations audience length andformat re*uirements.

B. 2rites texts of a length appropriate to address the topic or

tell the story.

. 1ses traditional structures for conveying information &e.g.

chronological order cause and effect similarity and difference

and posing and answering a *uestion'.

D. 1ses appropriate structures to ensure coherence &e.g.

transition elements'.

ELA7W,The student consistently uses the writing process todevelop revise and evaluate writing. The student

A. 3lans and drafts independently and resourcefully.

B. /evises writing.

. "dits writing.
http://userwww.sfsu.edu/~korourke/webquest.htmlhttp://userwww.sfsu.edu/~korourke/webquest.html


5/8

ELA-L'.1The student participates in student4to4teacher

student4to4student and group verbal interactions.

ELA-L'.*The student listens to and views various forms of text

and media in order to gather and share information persuade

others and express and understand ideas. The student will

select and critically analy#e messages using rubrics as

assessment tools.

Essential Questions

/verarching

2hat is 3oetry5

To0ical

2hat are different forms of poetry5

2hat is figurative language5

)ow do we use figurative language in to enhance poetry5

)ow does tone and6mood effect poetry5


6/8

no2ledge

'tudents 2ill 3no2)

A. The meaning of poetry.

B. The various elements of poetry.

. The various styles of poetry.

D. The authors use of words creates tone and mood.

". 3oetry is a genre with similarities and differences toother genres.

F. Understanding a texts structure helps one understand itsmeaning.

'3ills

'tudents 2ill 4e a4le to)

A. 2rite various forms of poetry.

B. /ead various forms of poetry with understanding.

. /ecogni#e various literary elements associated with poetry.

D. 1se 3oetry 2eb7uest technology to enhance their poetry

and assist in comprehension and writing.

Assessment Evidence (Stage 2)

Perormance !as" #escription


7/8

Goal) To write read and analy#e poetry with an understanding of

tone mood and culture. This will be expressed both in writing

and orally.

%ole) The students will work individually to complete the task but will

be placed in a group during the revising and editing stages.

Audience) An 8thgrade /eading6"nglish 9anguage Arts class

Product$Perormance% Students &ill &rite their o&n poems rom their

lie experiences to read and dramati'e through oralpresentation or the class. Students &ill also partner up toassess their classmates oral reading perormance. Students&ill explore theme point o vie& and tone and discuss &itheach other and share &ritten relections.

%tudents will also interact with the 3oetry 2eb7uest at the following

website$ http$66userwww.sfsu.edu6:korourke6web*uest.html

/ther Evidence7ui##es over the poetry elements and figurative language

;ournal entries in a reading response 0ournal from various poems read

3articipation in class discussions

ompleted poetry writing practice graphic organi#er using various

figurative language

ompleted poetry portfolios

/ubrics from 3oetry 2eb7uest


8/8

earning Plan (Stage *)

+here are &e going, +h- is this &orth learning, +hat is expected,

Teacher will introduce the unit to the students by reading and

dramati#ing the poem The reation by ;ames 2eldon ;ohnson.

Teacher will explain to students how poetry can be a way of

expressing their feelings or re0ections. (igurative language and

poetry elements will be introduced as ways to enhance their

poetry writing.

Cynthia's+UbD+unit_2

Documents

Transcript of Cynthia's+UbD+unit_2