Lesson 1 Poetry Unit

7/24/2019 Lesson 1 Poetry Unit

1/5

J. Reuss Unit: Poetic Introduction To Shakespeare Lesson: Acrostic Poem

Unit: Poetic Introduction to Shakespeare Lesson: Acrostic Poems Date:______

Approximate Length: ! mins

Academic Standards:

". ".#."!.A: Identi$% the di$$ering characteristics that distinguish the &iterar% $iction and

non'$iction $orms o$ narrati(e) poetr%) drama) and essa% and determine ho* the $ormre&ates to meaning

+. ".#."!.D: ,(a&uate the signi$icance o$ (arious &iterar% de(ices in (arious genres) and

exp&ain their appea&.a. Sound -a&&iteration) onomatopoeia) rh%me scheme) consonance) assonance/

0. 1orm -0a&&ad) sonnet) heroic coup&ets/

c. 1igurati(e &anguage -personi$ication) metaphor) simi&e) h%per0o&e) s%m0o&ism/

and dramatic structure.#. ".2."!.A: 3rite Poems) short stories) and p&a%s

a. App&% (arious organi4ationa& methods.

0. 3rite *ith an a*areness o$ tone) mood) and e&ements o$ st%&e.

c. Inc&ude &iterar% e&ements and de(ices.Assessment Anchors

". R"".A."..": Summari4e the ke% detai&s and e(ents o$ a $ictiona& text as a *ho&e.+. R"".A.".5.": Identi$% and6or ana&%4e the author7s intended purpose o$ text.

#. R"".8.+.": Identi$%) interpret) descri0e) and ana&%4e $igurati(e &anguage and &iterar%

structures in $iction and non$iction.

9oti(ationa& De(ice: Put students into groups o$ $i(e and ha(e them 0rainstorm adecti(es and

phrases that the% associate *ith schoo&) *ith eng&ish) and *ith reading. 9ake chart on 0oard

*ith *hat students come up *ith $or each categor%. 3hiche(er group comes up *ith the mostuni;ue adecti(es gets a choice o$ cand% or home*ork pass.

Instructiona& otecards

"


2/5


Techno&og% >eeded: none

Resources Used:

Acrostic poems. -n.d.. Retrie(ed $rom http:66***.read*ritethink.org6c&assroom'resources6student'

interacti(es6acrostic'poems'#!!2.htm&

?o&) J. -+!!5.Acrostic poems: All acrostic poem worksheets. Retrie(ed $rom

http:66***.enchanted&earning.com6poetr%6acrostic6

Lesson T%pe -pedagog%: discussion) group acti(it%

Lesson


3/5


a. Ask them to a&& *rite acrostic poems in their groups $or topics B,ng&ishC and

BReadingC

0. Bremem0er these *ords can mean di$$erent things to %ou) decide *hich meaning%ou *ant to go *ith) $or examp&e ,ng&ish as a &anguage or ,ng&ish as a c&ass) and

then *rite a0out it) a&so remem0er %ou can re$erence the adecti(es and phrases

*e7(e put on the 0oardCc.


4/5


Di$$erentiated Learning Acti(ities:

". =raphic


5/5


Short Re$&ection:

This is going to 0e the $irst &esson in m% unit p&an. 9% o(era&& intention is to use more 0asic

$orms o$ poetr%- this acrostic &esson and then a &esson on concrete poems to introduce poeticde(ices -tone) (oice) personi$ication) etc. so that the% ha(e 0een exposed to and ha(e app&ied

them prior to 0eing introduced to the more di$$icu&t poetic $orm: the Shakespearean sonnet. The

unit as a *ho&e *ou&d $unction as a precursor to reading a Shakespearean p&a%.

This &esson accomp&ishes a coup&e di$$erent things $or me. It *i&& he&p me esta0&ish rapport *ith

m% students and get a taste o$ their interests) and it *i&& a&so get students to 0egin thinking a0out

ho* to interpret poetr%) particu&ar&% the author7s tone or (oice or opinion o$ the topic. It issomething simp&e that *i&& pre(ent the Shakespearean Sonnet $rom 0eing o(er&% intimidating. I

*ant m% students to practice *riting) 0ut producing a Shakespearean Sonnet) -iam0ic

pentameter) # ;uatrains and a coup&et) (o&ta and rh%me scheme *ou&d 0e incredi0&% di$$icu&t $or

a tenth grader) or $or an%one unmatched to Shakespeare7s genius. This &esson a&&o*s me to get tokno* m% students and *hat makes them tick *hi&e sti&& accomp&ishing an educationa& task and

gi(es me the $irst o$ man% pieces o$ *riting that I *i&& use to assess *eaknesses and strengths onan indi(idua& 0asis so that I can de(e&op a composition unit according to m% students7 needs.

I had trou0&e *ith the academic standards and assessment anchors. Then I had trou0&ede(e&oping a &esson 0ecause I kept those standards and assessment anchors too c&ear in m% mind.

I 0e&ie(e m% &esson and o0ecti(es are re&e(ant to them.

9% o0ecti(es are strong) *ritten *ith a&& parts) and m% &esson re&ates to them direct&%. I thinkha(ing more than three is oka% 0ecause the materia& is re&ati(e&% eas% to understand. The

assessment o$ these o0ecti(es *ou&d 0e re&ati(e&% eas%) 0oth $or me and $or the student.

9% moti(ationa& de(ice *i&& he&p me kno* ho* students $ee& a0out ,ng&ish c&ass and a&so &et me

kno* *hich students ha(e the 0est imaginations and master% o$ &anguage. 8rainstorming *i&&

*ake them up and &et them get into c&ass mode.

A&& parts o$ &esson p&an are present. It is speci$ic and a su0stitute teacher *ou&d 0e a0&e to use it

easi&%. 9% ke% ;uestions are speci$ic. 9% &earning acti(ities support m% o0ecti(es.

Di$$erentiated &earning acti(ities are appropriate $or students *ho &earn in at &east three di$$erent

*a%s.

9% resources are main&% used $or home*ork. The% are *e0sites that pro(ide *orksheets and

interacti(e acti(ities that *i&& guide students and get them more interested 0% using techno&og%.

The home*ork assignment supports the &esson o0ecti(es and can 0e used as assessment $orunderstanding.

9% re$&ection ;uestions are appropriate to &ead me to conc&usions a0out *hether I shou&d a&ter

the &esson or not in the $uture.

Documents

Lesson 1 Poetry Unit