Unit Theme: 7.3 Poetry, My Identity Week: # 3

Unit Theme: 7.3 Poetry, My Identity Week: # 3

Teacher: Subject: English Grade: 7th Date: From ______to ______20 ______

Desired Result /

Enduring Understanding

EU1. My environment influences my identity in both small and large ways every day.
EU2. I engage with poetry through the feelings, emotions, and concise descriptions the poems elicit.
EU3. There are many sociocultural, political, and personal factors that influence poets.
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Assessment Evidence /
Summative Evaluation
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Learning Plan /
Suggested Learning Activities: /
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Listening and Language / Writing / Speaking and Writing / Reading and Language / Listening and Speaking
Expectations / 7.L.3a Choose language that expresses ideas clearly, recognizing subject-verb agreement and eliminating wordiness and redundancy.
7.LA.4aUse context clues to help determine the meaning of a word or phrase.
7.LA.4bUse common Greek or Latin affixes and roots correctly (e.g., "ex," "inter," "anti," "micro”) / 7. S.2bDescribe, explain, support, discuss, and synthesize information.
7.S.5 Describe, explain, and evaluate text, self, and world experiences, express thoughts and opinions to discuss current events, concepts and themes
7.W.4Develop and strengthen writing as needed by planning, drafting, revising, editing, use editing marks, rewriting, and publishing. / 7. S.2bDescribe, explain, support, discuss, and synthesize information.
7.S.5 Describe, explain, and evaluate text, self, and world experiences, express thoughts and opinions to discuss current events, concepts and themes
7.W.4Develop and strengthen writing as needed by planning, drafting, revising, editing, use editing marks, rewriting, and publishing. / 7.R.10 Read and comprehend a variety of literature, including stories, dramas, and poetry, and informational texts (e.g., history/social studies, science, and technical texts) of appropriate complexity.
7.LA.4aUse context clues to help determine the meaning of a word or phrase.
7.LA.4bUse common Greek or Latin affixes and roots correctly (e.g., "ex," "inter," "anti," "micro”) / .L.1d Listen, respond to, and analyze complex instructions and statements.
7.S.5b Adjust language choices according to purpose, task, and audience.
Academic Strategy
Instructional Strategy and Phase
Objective / Students learn how to organize and use root words / Students writes an Ode to Puerto Rico poem using feature elements / Students writes an Ode to Puerto Rico poem using feature elements / Students discuss elements of sound in poetry. / Students discuss concept of rhyme and sound patterns in examples.
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 / Teacher introduces routine activities and reviews the concept of root words with students (Attachment: 7.3 Resource- Root Words) / Teacher introduces routine activities and discusses Ode to Puerto Rico poster.
Discussion of Ode and writing rubric in attachments 7.3 / Teacher introduces routine activities and discusses Ode to Puerto Rico poster.
Discussion of Ode and writing rubric in attachments 7.3 / Teacher introduces routine activities and elements of sound in poetry. / Teacher introduces routine activities and discusses sound patterns and different types of rhyme in poems.
Development Activities / Students observe models with use of a word tree to organize and learn new words (Attachment: 7.3 Graphic Organizer-Root Word Tree) / Performance Task - Ode to Puerto Rico Poster-
Students use the lines and stanzas written in prior activities to create Ode.
Students follow the instructions and rubric presented for this task. / Performance Task - Ode to Puerto Rico Poster-
Students use the lines and stanzas written in prior activities to create Ode.
Students follow the instructions and rubric presented for this task. / Students read a poem out loud.
Students complete a word tree with another root word identified in the poem.
(Attachments 7.3) / Students identify types of rhyme in poems such as:.(End rhyme and rhyme scheme, assonance, consonance, alliteration and onomatopoeia)
(Teacher may visit: http://www2.nkfust.edu.tw/~emchen/CLit/poetry_language.htm)
Closing Activities / Students complete an exercise on subject-verb agreement. (Attachment 7.3 Other evidence Subject-Verb Quiz) / Students identify lines and Ode to clarify doubts. / Students present Ode to Puerto Rico Poster for evaluation. / Students and teacher read aloud poem to discuss elements of sound and root word tree. / Students review types of rhyme scheme with examples provided by teacher or Other Evidence (Assessment)
Formative Assessment – Other evidence
Materials
Homework
Differentiated Instruction Strategies
___ Special Education
___ LSP/LEP
___ Section 504
___ Gifted
Teacher Reflection