Essential Questions by m85LI6


									English II                                                                                                                                                                         English II/Grade 10

Unit 6:     Poetry
Time Frame:        5 Weeks

                                                           Targeted Core Content & Program of Studies                                                                           Suggested Bank of
     Essential Questions                                                                                                                            Essential Vocabulary     Activities & Assessments
                                           Reading                                Writing                   Speak, Listen, & Observe

1.     What are the unique     EL-10-FF-U-1                          EL-10-WC-U-1                           During times of cooperative           Poetry Terms              Lecture concerning Poetry
       elements of poetry      Students will understand that          Students will understand that there   learning, class presentations                                   Terminology
       (i.e., epic, lyric,     fluency involves reading orally and    are many reasons for all high         and speaking opportunities, the          rhyme
       narrative, etc.) in     silently with speed, accuracy,         school students to write including
                                                                                                            following will be assessed.              alliteration          Poems will be teacher selected with
       comparison to other
                               proper phrasing and expression         writing-to-learn, writing-to-                                                  simile                a minimum number of 15 works
                               while attending to text features.      demonstrate learning and writing
                                                                                                            EL-10-SLO-U-1                            metaphor              studied in depth.
       genres?                                                        for authentic purposes and
                                                                                                            Students will understand that            idiom
                               EL-10-FF-U-2                           audiences.                                                                     hyperbole             Poems will be selected from
2.     What skills are         Students will understand that                                                communication, both formal and
                                                                                                            informal, is an interpretive process     onomatopoeia          district texts and additional outside
       necessary when          developing breadth of vocabulary      EL-10-WC-S-1                                                                                           sources.
                                                                                                            that integrates listening, observing,    symbol
       studying and            dramatically improves reading         Students will write to learn by
                               comprehension and involves            applying strategies effectively        reading, writing and speaking with       mood
       interpreting poetry?                                                                                 confidence. Different levels of          imagery               Suggested Poets:
                               applying knowledge of word            (e.g., personal journals, writer’s                                                                              Pushkin
                               meanings and word relationships.      notebooks)                             discourse are appropriate for            figurative language
                                                                                                            different contexts, occasions,           end rhyme                      Kipling
                               The larger the reader’s vocabulary,
3.     How does a society                                                                                   purposes and audiences.                  internal rhyme                 Williams
                               the easier it is to make sense of     EL-10-WC-S-2
       (i.e.., religion,       text.                                  Students will write to demonstrate                                             free verse                     Frost
       historical era,                                                learning and understanding of         EL-10-SLO-U-2                            allusion                       Thomas
       current events, etc.)   EL-10-FF-U-3                           content knowledge (e.g., reading      Students will understand that            stanza                         Shakespeare
                               Students will understand that many responses, open responses,                regardless of the topic, the context or  rhyme scheme                   Keats
       influence poetry
                               words have multiple meanings. reflective letters, research reports)          the intended audience, students need
                                                                                                                                                     personification                Merriam
                               Knowledge       of    syntax/language                                        to be able to communicate ideas
                                                                                                                                                     repetition                     Millay
                                                                                                            effectively. Effective communication                                     Dickenson
                               structure,         semantics/meaning, EL-10-WC-U-2
                                                                                                            involves verbal and nonverbal            refrain
                               context cues, and the use of Students will understand that                                                                                            Hughes
                                                                                                            techniques to enhance or emphasize  rhythm
                               resources can help in identifying the different forms of writing are                                                  speaker                        McCrae
                                                                                                            content. These techniques aid the
                               intended meaning of words and appropriate for different purposes                                                                                      Sandburg
                                                                                                            listener’s ability to interpret the
                               phrases as they are used in text.     and audiences across the content
                                                                                                            information.                            Types of Poems:                  Tennyson
                                                                     areas and have different features                                                        Narrative             Browning
                               EL-10-FF-S-1                          (e.g., journals, on-demand                                                                                 
                                                                                                            EL-10-SLO-U-3                                     Dramatic               Toomer
                               Students will apply context and self- responses, editorials, literary                                                                            
                                                                                                            Students will understand that                     Lyric                  Ravikovitch
                               correction strategies while reading   critiques).
                                                                                                            language usage is related to                      Haiku                 Johnson
                                                                                                            successful communication;                         Tanka                 Nye
                               EL-10-FF-S-2                         EL-10-WC-U-3
                               Students will make predictions while Students will understand that to be     language patterns and vocabulary                  Free Verse            Roethke
                               reading                              effective, writing must be a            transmit culture and affect                       Sonnet
                               RD-10-1.0.2                          sufficiently developed, coherent        meaning.                                          Ballad
                                                                    unit of thought to address the needs                                                                    Possible Poetry Activities:
                               Students will make                                                                                                 Mythology Terms and        1. Writing a Poetry Notebook
                                                                    of the intended audience.
                               predictions based on what is                                                 In formal speaking situations         Stock Characters           2. Poetry Seminar Activity
                               read.                                                                                                                      Epic              3. Songs/Ballads
                                                                     Students will understand that          EL-10-SLO-S-1                                 Epic hero         4. Write an analysis of a poem
                                                                                                            Students will create oral                                        5. Write a catalog poem
                               EL-10-FF-S-3                          writing can be used to make                                                          Legend
                               Students will read grade-appropriate meaning of one’s own experience,        presentations that                                               6. Write similes and metaphors
                                                                                                                                                          Parody

Knott County School District                                                                                  Hindman, KY                                                                     2008/2009
English II                                                                                                                                          English II/Grade 10

Unit 6:     Poetry
Time Frame:        5 Weeks

                    material orally—and silently—with          as well as of other information/         a) are appropriate for the purpose    7.  Write a poem using an
                    automaticity (accuracy and fluency)        ideas                                       (e.g., to inform, persuade,            extended metaphor
                                                                                                           entertain), audience, context      8. Paraphrase a poem
                    EL-10-FF-S-4                              EL-10-WC-S-3                                 and occasion                       9. Write a free verse poem
                    Students will use a variety of reading Students will write for a variety of         b) support judgment with sound        10. Present an oral response to a
                    strategies to understand vocabulary authentic purposes and audiences:                  evidence and appropriate               poem
                    and texts                                   analyze and communicate the               details                            11. Poetry Assessments
                    RD-10-1.0.3                                   significance of a relationship,       c) maintain a consistent focus            Literal
                    Students will formulate questions to          one’s own experience and/or           d) exhibit a logical structure            Inferential
                    guide reading                                 the experiences of others                appropriate to audience,               Evaluative
                                                                analyze and communicate                   context and purpose
                     A. formulate questions to guide              through authentic literary forms      e) organize ideas in a coherent,      Possible Writings:
                           reading (before, during and            to make meaning of the human             meaningful way including an
                           after reading                          condition (e.g., short stories,          introduction and a conclusion               Critical analysis of a
                     B. apply         word      recognition       poetry, plays/scripts)                   that are appropriate to audience             poem/poet of the
                           strategies      to     determine  analyze and communicate                      and purpose                                  students chose, in a
                           pronunciations                         through authentic transactive         f) choose language for its effect               form appropriate to
                     C. apply           knowledge         of      purposes for writing (e.g.,              on the audience (e.g., strong                complete the
                           synonyms, antonyms, word               explaining, persuading,                  nouns, active verbs, concrete                assignment (i.e., critical
                           parts (e.g., roots, affixes,           analyzing)                               and sensory details, and                     review of a
                           cognates), and nuances of  analyze and communicate                             figurative language, use of                  poem/epic/legend/parod
                           meaning           to        assist     reflectively about literacy goals        rhetorical devices)                          y; critique a poet’s
                           comprehension                        analyze and address needs of                                                           style, purpose, etc.)
                     D. interpret the meaning of                  intended audience (e.g.,             EL-10-SLO-S-2                                   Informative Writing
                           jargon, dialect or specialized         anticipating potential               Students will apply delivery                     for an appropriate
                           vocabulary in context                  misunderstandings, providing         techniques                                       audience in an
                    RD-10-1.0.4                                   sufficient details for clarity and    a) both verbal (e.g., tone, volume,             appropriate form (i.e.
                    Students will interpret the meaning           revising to delete unnecessary           rate, articulation, inflection,              speech/feature article)
                    of jargon, dialect or specialized             details)                                 pacing) and nonverbal (e.g.,                 to reveal information
                    vocabulary found in a passage.              adjust the writing style (formal,         gestures, facial expressions,                concerning some aspect
                    DOK 2                                         informal, business, technical)           eye contact)                                 of the poem/poet. (i.e.
                     E.     interpret and explain literal         for intended audience                 b) avoid distracting delivery                   In Flanders Fields,
                           and non-literal meanings of                                                     behaviors (e.g. excessive verbal             McCrae – establish the
                           words or phrases, analogies, EL-10-WS-U-3                                       pauses, fidgeting)                           purpose behind the
                           idioms and literary allusions Students will understand that                  c) use language appropriate to                  writing of the poem, the
                           based on context                    structural elements such as                 audience; use specialized                    event leading to its
                    RD-10-1.0.1                                context, meaningful order of                content vocabulary as needed                 writing and its
                    Students will interpret literal or         ideas, transitional elements and         d) adhere to standard guidelines                relevance today.).
                    non-literal meanings of words in a         conclusions all help make                   for grammar, usage, mechanics
                    passage. DOK 2                             meaning clear for the reader.               or use non-standard language
                     F. explain and organize words                                                         for effect when appropriate
                           and ideas in terms of EL-10-WS-S-7                                              (e.g., word plays, common
                           categories (e.g., water is a Students will apply organizational                 figures of speech)
                           liquid), functions (e.g., water devices (e.g., foreshadowing,                e) choose language for its effect
                           is for drinking), or features flashback) to achieve intended                    on the audience (e.g. strong
                           (e.g., water flows)                effect on audience                           nouns, active verbs, concrete
                     G. scan to find specific key                                                          and sensory details, figurative
                           information; skim to get the EL-10-WV-S-3                                       language)
                           general meaning of a passage
Knott County School District                                                                             Hindman, KY                                           2008/2009
English II                                                                                                                                     English II/Grade 10

Unit 6:     Poetry
Time Frame:        5 Weeks

                                                                Students will apply correct            EL-10-SLO-S-3
                    EL-10-FF-S-5                                grammar skills (e.g., complete         Students will use visual aids, media
                    Students will use print and electronic      sentences, various sentence            and tools of technology to support
                    resources (general and specialized          structures, subject/ verb agreement,   oral communication
                    dictionaries,     thesauruses      and      pronoun antecedent agreement);
                    glossaries)    to    determine      the     mechanics (e.g., use of commas         EL-10-SLO-S-4
                    definition, pronunciation, etymology,       and semicolons); and usage (e.g.,      Students will document ideas from
                    spelling, usage of words, multiple          father/further, fewer/less,            outside sources (e.g., citing
                    meanings of words, or content-              amount/number)                         authors, titles, websites)
                    specific meanings of words                                                         In informal speaking situations
                    EL-10-DIU-U-3                               EL-10-WV-S-4
                    Students will understand that the            Students will apply non-standard      EL-10-SLO-S-5
                    use of comprehension strategies              or unconventional language (e.g.,     Students will give spoken
                    enhances understanding of text.              dialects) for intended effect         instructions to perform specific
                                                                 appropriate to purpose                tasks
                    Students will understand different          EL-10-WP-U-1                           EL-10-SLO-S-6
                    types of texts place different              Students will understand that the      Students will ask and respond to
                    demands         on      the       reader.   writing process is a helpful tool in   questions as a way to enrich class
                    Understanding text features and             constructing and demonstrating         discussions
                    structures,      and     characteristics    meaning of content (whether
                    associated with different genres            personal expressive, literary,         EL-10-SLO-S-7
                    (including print and non-print)             academic or practical) through         Students will play a variety of roles
                    facilitate the reader’s ability to make     writing.                               in group discussions (e.g.,
                    meaning of the text.                                                               discussion leader, facilitator,
                                                                EL-10-WP-U-2                           responder)
                    EL-10-DIU-S-1                               Students will understand that the
                    Students will use comprehension             stages are sometimes recursive         When listening
                    strategies   (e.g.,   using   prior         (e.g., in the process of revising, a   EL-10-SLO-S-8
                    knowledge, generating clarifying,           writer sometimes returns to earlier    Students will give and follow
                    literal and inferential questions,          stages of the process).                spoken instructions to perform
                    constructing     sensory    images,                                                specific tasks
                    locating and using text features)           EL-10-WP-U-3
                    while reading, listening to, or              Students will understand that         EL-10-SLO-S-9
                    viewing literary and informational           writers work through the process      Students will identify the
                    texts                                        at different rates. Often, the        controlling idea of a speech and
                                                                 process is enhanced by                key ideas that support it
                    EL-10-DIU-S-4                                conferencing with others.
                    Students will paraphrase and                                                       EL-10-SLO-S-10
                    summarize information from texts of EL-10-WP-S-1                                   Students will respond critically
                    various lengths; distinguish between EL-10-WP-S-7                                  (analyze the style of a speech,
                    a summary and a critique              Students will reflect and evaluate           including the speaker’s choice of
                    RD-10-2.0.1                               personal progress and skills             language to evoke a response,
                    Students will paraphrase                  in writing                               evaluate conclusions, credibility of
                    information in a passage.                                                          information presented)
                    DOK 2
                    EL-10-DIU-S-6                                                                      Students will respond to
                    Students    will           demonstrate                                             information in a variety of ways by
Knott County School District                                                                             Hindman, KY                                  2008/2009
English II                                                                                            English II/Grade 10

Unit 6:     Poetry
Time Frame:        5 Weeks

                    understanding of literary elements        summarizing, taking useful notes,
                    and literary passages/texts               organizing, analyzing or recording
                     A. identify     characteristics     of   that which is meaningful and useful
                        different types of literary texts
                        (e.g., short stories, poems,          EL-10-SLO-S12
                        novels,     adventure,       myths,   Students will respond
                        dramas)                               appropriately/respectfully (e.g., ask
                     B. explain the main ideas of a           questions, respond with
                        passage and identify the key          civility/respect)
                        ideas or information that support
                        them                                  EL-10-SLO-S-13
                    RD-10-2.0.6                               Students will follow the
                    Students will explain the main            organization of a presentation and
                    ideas of a passage and identify the       recognize the speaker’s use of
                    key ideas or information that             transitions
                    support them. DOK 3
                    EL-10-IT-S-1                              Students will interpret and evaluate
                    Students will use comprehension           the effectiveness of verbal and
                    strategies while reading, listening to,   nonverbal delivery techniques,
                    or viewing literary and informational     including visual cues
                    EL-10-IT-S-3                              Students will build on the ideas of
                    Students will use text references to      others and contribute appropriate
                    explain author’s purpose, author’s        information or ideas
                    message or theme, or supporting
                    evidence                                  EL-10-SLO-S-16
                    RD-10-3.0.2                               Students will use self-evaluations
                    Students will identify or explain an      and feedback from teachers and
                    author’s purpose in a passage.            peers to improve presentations
                    DOK 2
                    EL-10-IT-S-4                              Students will understand that
                    Students will organize ideas to show      observation involves interpreting
                    understanding of central ideas and        and constructing meaning. By
                    interrelationships (e.g., charting,       viewing in context, students infer,
                    mapping,       graphic    organizers,     construct meaning, draw
                    outlining)                                conclusions and form opinions
                                                              about the world around them.
                    Students        will      demonstrate     When observing
                    understanding of literary elements        EL-10-SLO-S-17
                    and literary passages/texts               Students will use a variety of
                     A. analyze the use of supporting         criteria (e.g., clarity, accuracy,
                        details as they relate to the         effectiveness, bias, relevance of
                        author’s message                      facts) to evaluate media
                    Students will analyze or evaluate         EL-10-SLO-S-18
Knott County School District                                    Hindman, KY                                  2008/2009
English II                                                                                          English II/Grade 10

Unit 6:     Poetry
Time Frame:        5 Weeks

                    the use of supporting details as         Students will evaluate the role of
                    they relate to the author’s message.     media in focusing attention and in
                    DOK 3                                    forming opinion
                     B. analyze the relationship between
                        a character’s motivation and         EL-10-SLO-S-19
                        behavior, as revealed by the         Students will interpret a variety of
                        dilemmas                             techniques used in advertising
                    Students will analyze the                EL-10-SLO-S-20
                    relationship between a speaker’s or      Students will analyze the
                    character’s motivation and               effectiveness of visual and auditory
                    behavior in a passage, as revealed       cues (e.g., cutaway, close-up or
                    by the dilemmas. DOK 3                   long shot, voiceover, sound effects)
                     C. explain or analyze how external      to enhance the message or
                        or internal conflicts are resolved   understand context
                    Students will explain or analyze
                    how a conflict in a passage is
                    resolved. DOK 3
                     D. explain author’s craft (e.g.,
                        rhyme scheme, description,
                        symbolism,         foreshadowing,
                        flashbacks) as appropriate to

                    Students will understand that
                    making connections involves
                    thinking beyond the text and
                    applying the text to a variety of
                    situations. Connections may be
                    expressed as comparisons,
                    analogies, inferences, or the
                    synthesis of ideas.

                     Students will understand that
                        reading a wide range of literature
                        by different authors, and from
                        many time periods, cultures, and
                        genres, builds an understanding
                        of the extent of human

                    Students will read a wide range of
                    texts, including texts by the same
                    author, about the same subject or
                    theme, from the same genre, and
Knott County School District                                   Hindman, KY                                 2008/2009
English II                                                                  English II/Grade 10

Unit 6:     Poetry
Time Frame:        5 Weeks

                    from different cultures and time
                    periods, in order to respond and
                    make connections (text-to-self, text-
                    to-text, text-to-world)
                    Students will analyze the content or
                    make connections as it applies to
                    students’ lives (text-to-self), real-
                    world issues (text-to-world) or other
                    texts (text-to-text).

                    Students        will       demonstrate
                    participation in a literate community
                    by sharing and responding to ideas
                    and connections with others through
                    writing and in-depth discussions
                    about texts

                    Students will understand that
                    determining the usefulness of text
                    for a specific purpose, evaluating
                    language and textual elements, and
                    analyzing the author’s style are all
                    ways to critically examine texts.

                    Students will evaluate what is read,
                    based on the author’s purpose,
                    message, word choice, sentence
                    variety, content, tone, style or use of
                    literary elements
                    Students will critique the author’s
                    word choice, style, tone or content.
                    DOK 3
                    Students will analyze or evaluate
                    the effectiveness of literary
                    elements (e.g., theme,
                    characterization, setting, point of
                    view, conflict and resolution, plot,
                    structure) within a passage.
                    DOK 3

                    Students     will     analyze    the
                    effectiveness of literary devices or
Knott County School District                                  Hindman, KY          2008/2009
English II                                                                 English II/Grade 10

Unit 6:     Poetry
Time Frame:        5 Weeks

                    figurative language in evoking what
                    the author intended (e.g., picturing a
                    setting, predicting a consequence,
                    establishing a mood or feeling)
                    Students will analyze the author’s
                    use of literary devices in a passage
                    (e.g., symbolism, irony, analogies,
                    imagery, figurative language).
                    DOK 3

                    Students will make comparisons and
                    synthesize information within and
                    across texts (e.g., comparing themes,
                    ideas, concept development, literary
                    elements, events, genres)
                    Students will compare and contrast
                    the characteristics of a variety of
                    literary genres. DOK 3
                    Students will compare or contrast
                    elements, views, ideas or events
                    presented in one or more passages
                    DOK 4
                    Students will analyze the ways in
                    which similar themes or ideas are
                    developed in more than one text.
                    DOK 4

Knott County School District                                 Hindman, KY          2008/2009

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