Sequence / Skills / Resources / Assessment / Instructional
Strategies /
1. Defining and Understanding Poetic Devices through Modeling and Practice with poem “I Am Meth” by Judy West
This module includes attachments. / Students will be able to:
decipher meaning of words and phrases, esp. figurative language (RL.4) / Extended/Short Text:
“I Am Meth” Judy West
Electronic Resources and Alternative Media:
http://www.ereadingworksheets.com/figurative-language/poetic-devices/poetic-devices-worksheets/
https://kweustenfeldclassroom.wikispaces.com/Literary+Devices
http://aweetonguewag.blogspot.com/2006/08/i-am-meth-judy-west.html / Formative Assessments:
Poetic Devices Definitions, examples, and student examples handout / Provide definitions, search for examples and lit devices in published poetry
Write own examples of poetic devices
2. Guided Reading Questions for Gabi’s July-October Entries (pgs 7-72)
This module includes attachments. / Students will be able to:
analyze how structure contributes to impact of the story (RL.5)
collaborative discussion (SL.1) / Multicultural Adoption:
Gabi, a Girl in Pieces, Isabel Quintero
Electronic Resources and Alternative Media:
https://teachinglatinamericathroughliterature.wordpress.com/september-2015-gabi-a-girl-in-pieces/
http://www.cincopuntos.com/files/gabi_a-girl-in-pieces_teachers_guide.pdf / Formative Assessments:
Open-ended discussion questions
Journal Reflection / Journal Prompts
Small and large Group discussion
Close and critical reading
3. Examine how imagery can be used to represent themes, ideas, and period in history with “Still I Rise” then find cultural relevance and text- to- self connections
This module includes attachments. / Students will be able to:
analyze how structure contributes to impact (RL.5)
cite to support what text states and draw inferences (RI.1)
evaluate and assess speaker (S.L3) / Extended/Short Text:
“Still I Rise,” Maya Angelou
Electronic Resources and Alternative Media:
http://www.tolerance.org/lesson/maya-angelou / Formative Assessments:
Present group’s interpretation of stanza
Write to the Source / Review elements of imagery
Read “Still I Rise”
Activity Sheet/ annotate poem
Draw conclusions on how imagery contributes to theme
Community Inquiry
4. Plath and Poe – Examining the Darker Side of Poetry (with Gabi’s “When Your Grandfather Dies”) / Students will be able to:
determine central themes of provide complex analysis (RL.2)
analyze author’s language and word choice (RL.4)
use precise language to explain, using effective selection and organization (W.2)
develop and strengthen writing through planning and editing (W.5) / Extended/Short Texts:
“The Raven” Edgar Allen Poe
“Lady Lazarus” Sylvia Plath
Multicultural Adoption:
Gabi, a Girl in Pieces, Isabel Quintero
Electronic Resources and Alternative Media:
https://prezi.com/dblvdramacxa/edgar-allan-poe-sylvia-plath/
“Lady Lazarus” by Sylvia Plath:
http://www.poetryfoundation.org/poem/178961
“The Raven” by Edgar Allan Poe: http://www.poetryfoundation.org/poem/178713
Instruction:
Prezi that can be used to gain background knowledge. / Formative Assessment:
Venn Diagram
Summative Assessment:
Presentation of “When…” poem / Split class between reading “Lady Lazarus” and “The Raven”.
Split task between oral readings, researching poets’ lives, interpreting poems, analyzing for poetic devices.
In small groups, design Venn Diagram of similarities and differences between 2 poets
Close read “When Your Grandfather Dies”
Write own poem on theme “When…”
5. Small Group Discussion of Gabi’s November – February Entries (pgs 72-164) / Students will be able to:
analyze how structure contributes to impact of the story (RL.5)
collaborative discussion (SL.1) / Multicultural Adoption:
Gabi, a Girl in Pieces, Isabel Quintero
Electronic Resources and Alternative Media:
https://teachinglatinamericathroughliterature.wordpress.com/september-2015-gabi-a-girl-in-pieces/
http://www.cincopuntos.com/files/gabi_a-girl-in-pieces_teachers_guide.pdf / Formative Assessments:
Depth/relevance of 4 Discussion Questions Submitted
3 Passages Selected and Tagged in novel
Summative Assessments:
2 Submitted and cited researched facts
1 Poem submitted that uses culturally relevant word choice / 4-3-2-1 Lit Circle
Each student is prepared with:
· 4 Discussion Questions
· 3 Passages the Piqued Interest
· 2 Researched and Cited Facts Drawn from text
· 1 Original poem containing words from another language, cultural lingo
6. Poems Put to Use / Students will be able to:
determine meaning of words and phrases (RL.4)
determine effective rhetoric and beauty of text (RI.6) / Extended/Short Texts:
“Rape of the Lock” Alexander Pope
“Love is Like a Red Rose” Robert Burns
“Tonight I Write” Pablo Neruda
“Dead Pigs Revenge” Michele Serros
“Girl” Jamaica Kincaid
“We Real Cool” Gwendolyn Brooks
“Loose Woman” Sandra Cisneros
Sonnet #130 William Shakespeare
Electronic Resources and Alternative Media:
http://www.poetryoutloud.org/uploads/fl/ef912cd9d9/POL_TG%202013-2014%20Poems%20Put%20to%20Use.pdf
(Poetry Out Loud - Poems Put to Use) / Formative Assessment:
Passages quoted effectively with a specific purpose which impacts listener / Listen to poems being recited
Find passages in poems that are striking or memorable
Imagine situations where passages can be put to use
Write short stories, letters, or speeches, quoting 3 passages to move another character or listener
7. Small Groups Respond to and Discuss Guided Questions from Gabi’s March-June Entries (pgs 164-284) / Students will be able to:
analyze how structure contributes to impact of the story (RL.5)
collaborative discussion (SL.1) / Multicultural Adoption:
Gabi, a Girl in Pieces, Isabel Quintero
Electronic Resources and Alternative Media:
https://teachinglatinamericathroughliterature.wordpress.com/september-2015-gabi-a-girl-in-pieces/
http://www.cincopuntos.com/files/gabi_a-girl-in-pieces_teachers_guide.pdf / Formative Assessment:
Participate and listen to discussions / 4-3-2-1 Lit Circle
Each student is prepared with:
· 4 Discussion Questions
· 3 Passages the Piqued Interest
· 2 Researched and Cited Facts Drawn from text
· 1 Original poem containing words from another language, cultural lingo
8. Gabi and Frida Kahlo’s Complicated Relationship with Body Image
This module includes attachments. / Students will be able to:
support analysis of the text (RI.1)
analyze sequence of events interaction and development (RI.3)
evaluate different media and formats from multiple sources (RI.7) / Multicultural Adoption:
Gabi, a Girl in Pieces, Isabel Quintero
Electronic Resources and Alternative Media:
http://www.pbs.org/weta/fridakahlo/guides/teachers.html / Formative Assessments:
Creativity, depth, and effort level of poem and illustration.
Participation in discussions / Examine the life of Frida, how she used her paintings for self-expression, her tumultuous relationship with Diego, and her use of cultural elements in her work and life.
Examine the life of Gabi, how she uses her poetry for self-expression, her relationship with food and body image, and her use of cultural elements in her work and life.
Examine your own complicated relationship. Depict through both poetry and illustration using “found art” and illustrations.
9. Problem Tree
This module includes attachments. / Students will be able to:
organize complex ideas, concepts, and information (W.2) / Multicultural Adoption:
Gabi, a Girl in Pieces, Isabel Quintero
Instruction:
Pages 29-30 of Gabi, A Girl in Pieces
White board or black board and volunteer to draw tree and record student responses to brainstorming activity / Formative Assessments:
Participation in discussion / Plot the ways in which identities are presented as stereotypes or “problems” in need of fixing on a tree drawn on the whiteboard.
10. Group Research Project and Social Action / Students will be able to:
write informative texts through the effective selection, organization, and analysis of content. (W2)
demonstrate command of conventions (L1)
support analysis of the text (RI.1) / Electronic Resources and Alternative Media:
http://familydoctor.org/familydoctor/en/teens/puberty-sexuality/homosexuality-facts-for-teens.html
Homosexuality: Facts for Teens
http://kidshealth.org/en/teens/date-rape.html
Date Rape: Information for Teens
http://teens.drugabuse.gov/drug-facts
NIDA for Teens: The Science Behind Drug Abuse
https://www.dosomething.org/us/facts/11-facts-about-teen-pregnancy
Facts About Teen Pregnancy
http://www.stopbullying.gov/kids/facts/
Facts About Bullying
http://www.generationchange.org.uk/youth-social-action.html
Youth Social Action / Summative Assessment:
Presentation of Researched facts utilizing technology
Answer Key Only School City Assessment / Research a Teen Issue and Present a Prezi or Power Point
ELA, Office of Curriculum Development ©
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.
Page 2 of 5