CURIT – Curriculum Unit Revision Infusing Technology
Implementation Plan
District/State / East Granby, CT / School / East Granby Middle SchoolGrade / 6 / Subject(s) / Language Arts
Unit Plan Content Links / General Unit Information
Unit Plan Developers
Curriculum/Content Standards
Technology Standards/Competencies
Student Performance Tasks
21st Century Connections
Student Performance Tasks
Student Work Examples
Unit Tasks/Management
Cross-Unit Resources
Lessons
Standards/Frameworks Links / STATE
Connecticut – Curricular Content Areas
Connecticut – K-12 Information and Technology Framework
Connecticut – PK-12 Computer Technology Competency Standards for Students
Connecticut – Teacher Technology Competencies
Connecticut – Administrator Technology Standards
NATIONAL
NETS – Students
NETS – Teachers
NETS – Administrator
NETS – Aligned Resources
File Embedding Instructions / Double-click icons to view file contents
Contact / For more details about the curit process, please visit – curit.wikispaces.com or contact:
Ratosha Terry
Education Technology Specialist
Capitol Region Education Council - CREC
111 Charter Oak Avenue
Hartford, CT 06106
/ 860-524-4007
rev. 3/4/2010
Back To Contents
Unit Title
/ PoetryUnit Summary / Students will be creating their own poems and evaluating poems written by poets
Essential Questions / What if your whole world changed?
When is there strength in numbers?
Are there two sides to every story?
How strong is peer pressure?
Is goodness always rewarded?
Can we ever tame what’s wild?
Prerequisite Skills
Unit Duration (Ex. 2 wks.)
Unit Plan Developers
First And Last Name(s) / Mary Ann Moritz
School Name / East Granby Middle School
Email Address(es) /
Back To Contents
STATE (CT)
· 6.1.1 a activate prior knowledge, establish purposes for reading and adjust the purposes while reading.
· 6.1.2 e discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.
· 6.1.2.f identify and discuss the topic or main idea in texts and begin to understand the theme in texts.
· 6.1.3 a use phonetic, structural, syntactical and contextual clues to read and understand words
· 6.1.3 e use content vocabulary appropriately and accurately (math, music, science, social studies, etc.).
· 6.2.1 a discuss the impact of literary conventions on meaning.
· 6.2.1 c discuss what makes a text engaging and appealing to a reader.
· 6.2.1 d identify literary techniques an author uses that contribute to the meaning and appeal of texts.
· 6.2.2 a develop and defend multiple responses to literature using individual connections and relevant text references.
· 6.2.2 b develop a critical stance and cite evidence to support the stance
· 6.2.4 a analyze an author’s values, ethics and beliefs included in many texts.
· 6.2.4 b discuss how the experiences of an author influence the text.
· 6.2.4 c discuss how the experiences of a reader influence the interpretation of a text.
· 6.3.1 c use the appropriate features of persuasive, narrative, expository or poetic writing
· 6.3.1 d write to delight in the imagination.
· 6.4.2 a use sentence patterns typical of spoken and written language to produce text.
· 6.4.2 b evaluate the impact of language as related to audience and purpose
· 6.4.3 b demonstrate proficient use of proper mechanics, usage and spelling skills.
Technology Standards/Competencies - Students
NETS (ISTE) OR STATE
Technology Standards /Competencies - Teachers
NETS (ISTE) OR STATE
21st Century Education Connection(s)
·
Back To Contents
Students will:
· Identify and analyze sound devices, including rhyme, rhythm, repetition, alliteration, and onomatopoeia
· Identify and analyze figurative language, including metaphor, simile and personification
· Identify and interpret imagery
· Identify and compare tone
· Write personal response to a poem
Student Work
Back To Contents
Educational Technology Services – 111 Charter Oak Avenue – Hartford, CT 06106
Ratosha Terry, Education Technology Specialist - / 860-524-4007
Page 1 of 11
CURIT – Curriculum Unit Revision Infusing Technology
Implementation Plan
Unit Tasks/ManagementNotes/To do’s
·
Supplies
·
Technology – Hardware (Click Boxes Of All Equipment Needed)
Computer(S) / VCR / Projection System
Printer / Digital Video Camera / SmartBoard™
Digital Still Camera / Scanner / Video Conferencing
Other
· Senteo
Technology – Software (Click Boxes Of All Software Needed)
Microsoft Word / Microsoft Front Page / Kidpix
Microsoft Excel / Microsoft Internet Explorer / Inspiration/Kidspiration/Webspiration
Microsoft PowerPoint / Smart™ Notebook / Classroom Responder System (CRS)
Publisher / Encarta Reference Materials / Image Blender/Photo Editor
Other
·
Educational Technology Services – 111 Charter Oak Avenue – Hartford, CT 06106
Ratosha Terry, Education Technology Specialist - / 860-524-4007
Page 1 of 11
CURIT – Curriculum Unit Revision Infusing Technology
Implementation Plan
Cross-Unit Resource(s)Educational Technology Services – 111 Charter Oak Avenue – Hartford, CT 06106
Ratosha Terry, Education Technology Specialist - / 860-524-4007
Page 1 of 11
CURIT – Curriculum Unit Revision Infusing Technology
Implementation Plan
Lessons / Back To Contents /Guiding Questions/Objectives / Instructional Strategies /
Assessment
/ Differentiation / Instructional Resources /Establish prior knowledge about poetry / Lesson/Chapter: / 1 / Approx. Time / 30 / Min. / Students will be creating a poetry book with 15 personally written poems.
All poems will be done on the computer and are encouraged to add pictures, drawings, and art to go along with each poem.
The assessment will be having the poems in the book and the spelling not on their thoughts / Love That Dog by Sharon Creech
Harper Collins Publishers 2001
(1) Read to class pages 1-16 - Poems included
· The Red Wheelbarrow
By William Carlos Williams
· Stopping by the Woods on a Snowy Evening
By Robert Frost
· The Tiger
By William Blake ( first stanza)
· Dog
By Valerie Worth
(2) Class discussion of reading and sharing poetry including favorite poems and poets.
(3) Overview of poetry unit
Lesson/Chapter: / 2 / Approx. Time / 30 / Min. / Love That Dog by Sharon Creech Harper Collins Publishers 2001
(1) Read to class pages 17-30 – Poem included
· The Pasture
By Robert Frost
(2) Students read together I Can’t Write a Poem by Bruce Lansky
(3) Using a template the students create their own I Can’t Write a Poem
(4) Students share orally with class
(5) Students type the poem for their poetry book
Lesson/Chapter: / 3 / Approx. Time / 30 / Min. / Love That Dog by Sharon Creech
Harper Collins Publishers 2001
Brown Angels by Walter Dean Myers
Harper Collins Publishers 2008
(1) Read to class pages 31 – 45 – Poems included
· Street Music
By Arnold Adoff
· The Apple
By S. C. Rigg
· Love that Boy
By Walter Dean Myers
(2) Students read together personal poem about Jason Buffington
(3) Using a template students create their own personal poem
(4) Students share with class
(5) Students type poem for their poetry books
Lesson/Chapter: / 4 / Approx. Time / 30 / Min. / Love That Dog by Sharon Creech
Harper Collins Publishers 2001
(1) Read to class pages 46-59
(2) Students read together The Cat in Me by Ms Moritz
(3) Using a template the students create an Animal n Me poem
(4) Students share with class
(5) Students type for poetry book
Understand and analyze poetry
Identify and analyze speaker
Identify and analyze sound devices
Identify and interpret imagery
Identify and analyze figurative language, including metaphor, smilie, and personification / Lesson/Chapter: / 5 / Approx. Time / 45 / Min. / Love That Dog by Sharon Creech
Harper Collins Publishers 2001
Classzone - Online Text - Subscription
Unit 5
(1) Read to class pages 60 -74
(2) Text pages 544-549 on Smartboard to facilitate a class discussion
(3) Students read Friendship poem
(4) Using a template the students create a friendship poem and a poem about another feeling
(5) Students type poem for their poetry books
Lesson/Chapter: / 6 / Approx. Time / 30 / Min. / Love That Dog by Sharon Creech
Harper Collins Publishers 2001
(1) Read to class pages 75 – 86
(2) Students read Snow poem by Grade 6 team
(3) Using a template the students create a Voice I Am poem
(4) Students share with class
(5) Students type poem for their poetry books
Lesson/Chapter: / 7 / Approx. Time / 30 / Min. / Hate That Cat by Sharon Creech Harper Collins 2008
(1) Read to class pages 1-7
(2) Students read examples of portrait poems
(3) Students create a personal portrait poem and a portrait poem of a family member
(4) Students share with class
(5) Students type poems for their poetry books
Identify and analyze rhyme and rhythm / Lesson/Chapter: / 8 / Approx. Time / 30 / Min. / Hate That Cat by Sharon Creech Harper Collins 2008
(1) Read to class pages 8-15
(2) Students read examples of homework poems by Bruce Lansky and Rebecca Kai Dotlich
(3) Students create their own homework poems being aware of rhythm and rhyme
(4) Students share with peers
(5) Students type poems for their poetry books
Identify and create similies and metaphors / Lesson/Chapter: / 9 / Approx. Time / 30 / Min. / Hate That Cat by Sharon Creech Harper Collins 2008
(1) Read to class pages 16-23 – poem included
· The Bells
By Edgar Allen Poe
(2) Students read examples of Quiet and Loud poems
(3) Students create their own Quiet and Loud poems
(4) Students share with class
(5) Students type poems for their own poetry books
Identify and analyze onomatopoeia / Lesson/Chapter: / 10 / Approx. Time / 30 / Min. / Hate That Cat by Sharon Creech Harper Collins 2008
(1) Read pages 24-31 – poem included
· Kitten
By Valerie Worth
(2) Students discuss onomatopoeia and view examples
(3) Brainstorm things and the sounds they make
(4) Students create a poem about being a thing using the sounds
(5) Students share with class
(6) Students type poem for their own poetry books
Lesson/Chapter: / 11 / Approx. Time / 45 / Min. / Hate That Cat by Sharon Creech Harper Collins 2008
(1) Read pages 32- 44 – poem included
· The Eagle
By Alfred Lord Tennyson
(2) Students read poem If I Were in Charge of the World by Judith Viorst
(3) Using a template students create their own If I Were in Charge of the World poem
(4) Students share their poems
(5) Students type poem for their own poetry books
Lesson/Chapter: / 12 / Approx. Time / 45 / Min. / Hate That Cat by Sharon Creech Harper Collins 2008
Walter Dean Myersl
(1) Read to class pages 45 – 61 – poem included
· Black Cat
By Christopher Myers
(2) Student view the author online and learn more about Walter Dean Myers
(3) Directions given for Extra Credit Poem (Shape Poem)
Identify and create similes / Lesson/Chapter: / 13 / Approx. Time / 45 / Min. / Hate That Cat by Sharon Creech Harper Collins 2008
(1) Students bring in a piece of fruit
(2) Using a template the students create their own poem about the piece of fruit they have brought in
Analyze lines and stanzas in poetry
Identify and analyze rhyme and rhythm / Lesson/Chapter: / 14 / Approx. Time / 45 / Min. / Classzone - Online Text - Subscription
Anthology pages 550 – 563
Poems:
· Analysis of Baseball by Mary Swenson
· Alone in the Nets by Arnold Adoff
· Sea- Fever by John Mansfield
· The Village blacksmith by Henry Wadsworth Longfellow
Identify and interpret imagery
Identify and analyze repetition
Read and analyze haiku
Maintain subject verb agreement / Lesson/Chapter: / 15 / Approx. Time / 45 / Min. / Classzone - Online Text - Subscription
Anthology pages 566 - 578
Poems:
· Something Told the Wild Geese by Rachel Field
· Change by Charlotte Zolotow
· Message from a Caterpillar by Lilian Moore
· Fog by Carl Sandburg
· Two Haiku by Basho
Identify and analyze sound devices
Understand and analyze form in poetry
Maintain subject-verb agreement
Read informational text / Lesson/Chapter: / 16 / Approx. Time / 45 / Min. / Classzone - Online Text - Subscription
Anthology pages 580- 592
Poems:
· Winshield Wiper by Eve Merriam
· Night Journey by Theodore Roethke
Excerpt from A Long Hard Journey: The Story of the Pullman Porter
Explore the key idea of attitude
Identify and analyze figurative language
Make inferences
Read free verse poetry and limericks
Read and analyze an ode / Lesson/Chapter: / 17 / Approx. Time / 45 / Min. / Classzone - Online Text - Subscription
Anthology pages 594 – 619
Poems:
· I’m Nobody! Who are You? By Emily Dickinson
· Is the Moon Tired? By Christina Rossetti
· Mooses by Ted Hughes
· Who knows if the moon’s by E.E. Cummings
· Two Limericks by Edward Lear and Ogden Nash
· Good Hotdogs/ Ricos Hot Dogs by Sandra Cisneros
· Ode to an Artichoke/ Oda a la Alcachofa by Pablo Neruda
Lesson/Chapter: / 18 / Approx. Time / 45 / Min. / Classzone - Online Text - Subscription
Formative Assessment Anthology pages 630-635
· Assessment Practice focusing on figurative language, imagery, sound devices, making inferences, and subject-verb agreement.
Lesson/Chapter: / 19 / Approx. Time / 45 / Min. / /
Test on Senteos
Lesson/Chapter: / Approx. Time / Min.
Educational Technology Services – 111 Charter Oak Avenue – Hartford, CT 06106
Ratosha Terry, Education Technology Specialist - / 860-524-4007
Page 11 of 11