Five-Week Learning Agenda Course: English Teacher:______Dates: ______

CCSSR 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CSSR 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSSR4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSSR5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger parts of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CORE CONTENT / CORE ACADEMIC VOCABULARY
Weeks 1-5
1. Introduction to poetry: haiku and tanka.
2. Influence of haiku on Modern American poetry.
3. Form and content of the sonnet: Shakespearean and Petrarchan.
4. Mini-poetry workshop: students read contemporary American poetry, and begin to build their own poems
5. Synthesize, Create; Assess/Clarify / 1. Haiku, tanka, syllable, lyric, pastoral, caesura, enjambment
2. Imagism, verse, stanza, verse paragraph, rhyme, rhyme scheme, alliteration, assonance, consonance, metaphor, rhythm
3. Couplet, Heroic couplet, quatrain, octave, sestet, meter, iamb, iambic pentameter, Shakespearean sonnet, Petrarchan sonnet, blank verse, foot
4. Free verse, rubric
5. Assess/Clarify
Week 1 / Week 2 / Week 3 / Week 4 / Week 5
Reading
Haiku and tanka by Basho and Issa.
Organizer
List; picture planner
Writing
descriptive sentences;
"found" haiku/ tanka, using the week's vocabulary and "Poem Builder." / Reading
Williams: "Red Wheelbarrow," "This Is Just to Say."
Stevens: "13 Ways of Looking at a Blackbird," "Anecdote of the Jar."
Pound, "In a Station of the Metro."
Organizer
Venn diagram
Writing
"Poem Reader;"
explanatory sentences;
paragraph comparing two images from two poems / Reading
Shakespeare: #29, #130
Millay: "Time Does Not Bring Relief," "Thou Art Not Lovelier Than Lilacs," "If I Should Learn."
McKay: "Baptism," "If We Must Die."
Organizer
Web diagram
Writing
"Assess the Main Idea of a Poem;"
explanatory paragraph summarizing one sonnet; / Reading
Knight , "The Idea of Ancestry."
Vallejo, "To My Brother, Miguel."
Cisneros, "Old Maids."
Brooks, "We Real Cool."
Organizer
"Poetry Rubric"
Writing
poem in free verse;
explanatory paragraph summarizing your poem. / Synthesize
Create
Assess/Clarify

Five-Week Assessment

X Common Department Test X_student glossary X constructed response __written report ___demonstration

___project –STUDENTS CREATE POETRY BOOKLET ______

DePaul Center for Urban Education Connected Curriculum Original Plan 2005; updated 2012