Title Poetry and Drama Unit by shuifanglj

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									Title: Unit 2 Poetry and Drama

Subject/Course: Advanced English II

Time Frame: 2nd Nine Weeks Grading Period

Text (Poetry): Unit 2 in textbook pages 73-145
Text (Drama): Antigone

Designer: Rhonda Baringer, Chip Callaway

                                    Stage 1 – Desired Results

Established Goals:

ELA10RL1 - Demonstrates comprehension by identifying evidence and main idea of a variety of
texts (poetry and drama) and using this evidence as the basis for a warranted interpretation.
ELA10RL2 - Identifies, analyzes, and applies theme in literary works (poems and Shakespearean
drama) and provides evidence of support.
ELA10RL3 - Deepens understanding of literary works (poetry and drama) by relating them to
contemporary or historical background.
ELA10RL4 - Employs a variety of writing genres (essay, poems) to demonstrate a comprehensive
grasp of significant ideas in a literary work.
ELA10RL5 - The student understands and acquires new vocabulary and uses it correctly in
reading and writing.
ELA10RC1 – Reads grade level appropriate books or book equivalents.
ELA10RC2 – Participates in discussion related to curricular learning.
ELA10RC3 – Acquires new vocabulary in content area and uses it correctly.
ELA10RC4 – Establishes a context for information acquired by reading across subject areas.
ELA10W1- Produces writing that is organized and structured
ELA10W2- Demonstrates competence in a variety of writing genres (multi-paragraph essay,
literary analysis, poetry project, letter)
ELA10W4- Practices both timed and process writing.
ELA10C1- Demonstrates understanding and control of the rules of English language.
ELA10C2- Demonstrates understanding of manuscript form, realizing that different forms of writing
require different formats.
ELA10LSV1 – Participates in discussion.
ELA10LSV2 – Formulates reasoned judgments about written and oral communication in various
media genre. Delivers presentations.



Understandings:                                      Essential Questions:
 Students will understand that…
                                                       1. What literary terminology do we need
      Texts (Poetry and drama) are both a                to know and be able to use in order to
       reflection of and a contributor to cultural        make meaning out of a text?
       and societal values of the time in which        2. How do the forms and structures of
    they are written/created.                           poetry and drama impact the meaning
   Texts from a particular literary period             of and our interpretation of a text?
    exhibit commonalities in structure, content,   3.   How does the historical, cultural, and
    and/or underlying meaning.                          author background impact the meaning
   Form and structure of different genres              of and students interpretation/response
    contribute to meaning.                              to poetry and drama?
   Warranted interpretations must be              4.   How does a reader use evidence to
    supported by textual evidence.                      support textual interpretation?
   Writers must follow specific conventions       5.   How do the thesis statements and topic
   Writers must follow specific writing                sentences guide essays?
    structures (multi-paragraph essay, literary    6.   How does the writer use evidence to
    analysis)                                           support a thesis?
   Extending vocabulary is necessary to           7.   How does knowledge of vocabulary
    improve reading comprehension.                      (prefixes, suffixes, root words, etc.)
   Exam writing is timed.                              improve reading comprehension?
                                               Students will be able to…
Students will know that…                        Analyze various poems and
                                                  Shakespearean drama and support
Literary terms are defined in Literature and      interpretations with textual evidence
The Language Arts Understanding Literature      Identify, locate, and analyze elements of
(10th grade text) on the pages indicated.         poetry and drama.
                                                Relate elements of poetry and drama to
Poetry                                            the historical and cultural background from
Personification – p. 78                           which they originated
Image and Imagery – p. 78
                                                Relate elements of poetry and drama to
Tone – p. 78
                                                  theme or underlying meaning
Mood – p. 88
                                                Write well developed, organized multi-
Repetition – p. 88
                                                  paragraph essays that support a thesis
Rhythm – p. 92
                                                  sentence
Paradox – p. 96
Simile – p. 96                                  Revise writing for language conventions
Tenor – p. 96                                     and writing structure
Vehicle – p. 96                                 Create a personal poetry anthology
Stanza – p. 101                                 Apply literary terms to new texts
Abstract and Concrete – p. 101                  Present a poem to the class
Inversion – p. `06
Rhyme scheme – p. 106
Rhyme – p. 111
Meter – p. 111
Personification – p. 120
Allusion – p. 120
Point of View – p. 128
Parallelism – p. 124
Narrative poem – p. 74
Dramatic poem – p. 74
Lyric poem – p. 74
Sonnet – p. 74
Prose poem – p. 128
Epic poem – p. 134

Drama
Tragedy – p. 240
Character – p. 242
Plot – p. 242
Central Conflict – p. 242
Inciting Incident – p. 242
Motif – p. 242
Complication – p. 242
Irony – p. 288
Crisis – p. 288
Falling action – p. 309
Foreshadowing – p. 309
Catastrophe – p. 326
Tragic Flaw – p. 326
                              Stage 2 – Assessment Evidence

Performance Tasks:
Students will create a personal poetry anthology.
Students will perform a poetry reading and explain emotional response to poem or why poem was
chosen for the anthology
Key Criteria:
One poem written by another student or teacher at your school (not written by you)
Three poems by living Georgia authors (either born in Georgia or current, permanent residents)
Five poems by Southern authors
Five poems by American authors
Five additional poems of your choice (must be published literary works)
Contained in notebook – bound
Title Page – Unique Title plus the subtitle A Personal Poetry Anthology
Preface – Personal essay (no less than two but no more than three pages typed) that reflects your
thoughts, observations, and feelings about the works you have chosen, the process of choosing
them, and the impact of specific poems on your emotional responses.
Table of Contents – Clearly organized according to categories above
All works neatly typed – include title and author and in order of table of contents
Bibliography – written in MLA format and indicating the source of the poems
Biographical Data for each author alphabetized and following bibliography page
Grammar and Mechanics – total number of errors not to exceed an average of two per page
Illustrations – appropriate and artistic illustrations for a least five of the poems in the anthology

Other Evidence:
   Informal checks – graphic organizers to help with terminology and initial analysis of works
     and notebook; class discussion and oral questions
   Peer evaluation of essays
   Class and group discussion of poems and plays
   Quizzes and tests – use brief quizzes to assess literal understanding of content terminology
   Oral presentation of poem
   Writing – essays and response journal



                                   Stage 3 – Learning Plan

Learning Activities:
   Daily DOL practice – sentence completion, passage-based reading, identifying sentence
     errors, improving sentences, and improving paragraphs
   Complete a poetry notebook to meet specifications as listed above
   Revise notebooks
   Present notebook to the class
   Group discussions on the elements of drama
   Act out selected scenes in Antigone
   Modernize language of selected scenes in Antigone
   Maintain grammar notebook (review of errors in writing, grammar rules, and corrections)
   Write daily journal entries to respond to selections read
   Work in groups to discuss poetry and drama
   Take objective tests and quizzes on selections read

								
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