Unit Theme:6.5 Exploring Poetry Week:# 4

Unit Theme:6.5 Exploring Poetry Week:# 4

Teacher: Subject: English Grade: 6thDate:From ______to______20____

Desired Result
DurableComprehension (Key Understanding)
Example: Students will understand that...
Challenges are opportunities for new learning.
Poets write poetry about their personal challenges from everyday experiences.
Our approach to reading poetry affects our understanding.
The best poetry evokes critical thought and emotion in readers.
Assessment Evidence
Summativeevaluation
(unit projects, exams, etc.)
Performance Task: Creating a community of poets: (poetry journal)
Other evidence: 6.5 Reflective journal
Learning Plan
Suggested Learning Activities:
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Writing Language / Writing Language / Writing / Language / Language Writing
Expectations / 6.W.7 / 6.W.8 / 6.LA.5a / 6.W.7 / 6.LA.1h / 6.LA.1h / 6 W 7
Academic Strategy
Instructional Strategy / ____ Exploration
__X__ Conceptualization
____ Application / ____ Exploration
____ Conceptualization
__X__ Application / ____ Exploration
____ Conceptualization
_X__ Application / __X__ Exploration
____ Conceptualization
____ Application / ____ Exploration
__X__ Conceptualization
____ Application
Objective / The student will use characteristics of poems to identify types of poems. / The student will write a poem containing figurative language and following appropriate structure according to the type of poem. / The student will write to reflect on his/her experience of writing poetry. / The student will classify words as homophones or homonyms. / The student will use homophones to write sentences.
Depth of Knowledge (DOK) / ___ Recall/ Memory
___ Skill/ concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall/ Memory
___ Skill/ concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall/ Memory
___ Skill/ concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall/ Memory
___ Skill/ concept
___ Strategic Thinking
___ Extended Thinking / ___ Recall/ Memory
___ Skill/ concept
___ Strategic Thinking
___ Extended Thinking
Initial Activities / Set Daily Goals
__Routine Activities
__Day before class review
_X_Skill or theme review
__Homework Discussion
__Dictation
__Open questions
__ Vocabulary discussion
__Presentation of exercises
Others______/ Set Daily Goals
__Routine Activities
_X _Day before class review
__Skill or theme introduction
__Homework Discussion
__Dictation
__Open questions
__ Vocabulary discussion
__Presentation of exercises
Others______/ Set Daily Goals
__Routine Activities
__Day before class review
__Skill or theme introduction
__Homework Discussion
__Dictation
XOpen questions
__ Vocabulary discussion
__Presentation of exercises
Others______/ Set Daily Goals
__Routine Activities
__Day before class review
_X_Skill or theme introduction
__Homework Discussion
__Dictation
__Open questions
__ Vocabulary discussion
__Presentation of exercises
Others______/ Set Daily Goals
__Routine Activities
_X_Day before class review
__Skill or theme introduction
__Homework Discussion
__Dictation
__Open questions
__Vocabulary discussion
__Presentation of exercises
Others______
Development Activities / After practicing writing a particular type of poetry with the class the student will record important information about a type of poem in his/her types of poetry log. / Utilizing the information recorded in his/her Types of Poetry Log, the student writes one of the following types of poems and puts the final version in his/her poetry journal:

• Acrostic
• Ballad
• Free verse
• Haiku
• Limerick

(See Attachment: 6.5 Performance Task – Poetry Journal). / The teacher will discuss the activities completed and guide students to reflect on what they have learned throughout the unit. The student will complete a journal entry reflecting on having completed the performance task (Attachment: 6.5 Other Evidence – Reflective Journal). / The teacher reads a poem to the class and lists homophones and homonyms mentioned in the text (focusing on what makes words homophones or homonyms). (Attachment 6.5 homophone poetry).The teacher records each homophone and homonym in a t-chart and discusses with the class how to differentiate and distinguish the meaning of each. / The teacher reviews the t chart and provides students with a list of homophones. The students will work in groups to write sentences using homophones and homonyms. (Attachment 6.5 list of homophones.)
Closing Activities / Class summary / Show of hands per type of poem. / Author’s circle / Worksheet homophones and homonyms / Oral discussion of sentences written.
Formative Assessment – Other evidence
Materials
Homework
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection