COURSE INTRODUCTION: Eighth grade builds on sixth and seventh grade skills by providing both more complexity and independence in tasks and materials in order to prepare students for the rigor of high school and the 21st Century. Students will tackle works of exceptional craft across genres through wide and deep reading of literature and literary non-fiction of increasing complexity. Students will write in narrative, expository and persuasive modes while considering task, purpose and audience. They will explore a variety of structures and formats in order to create both on-demand and multiple draft writing. Students will have multiple opportunities to contribute appropriately and listen attentively to others as they participate in a variety of conversational modes: whole class, small group and partner. Students will develop more control over the conventions of standard English. Units in this course are designed to draw standards from all strands to emphasize the skills are interwoven in school and life. UNIT DESCRIPTION: Pure Poetry Students will be provided with rich opportunities to read and think critically as they analyze how poetry differs from prose in structure, form, purpose, and language. Classic works of poetry will be introduced as students add to their understanding and appreciation of the genre, and discover that poetry can break traditional rules and expand into the realm of visual art expression. Extension activities will involve students writing their own original poetry and sharing their pieces through oral poetry performances. Unit Suggestions Throughout this unit, encourage students to collect and share works of poetry that they connect with or that they find meaningful. This could be done through writing notebooks, a class wiki or blog, etc. SUGGESTED UNIT TIMELINE: approx. 4 weeks CLASS PERIOD (min.): 45 minutes/daily
tasks, purposes, and audiences. SL.1: Prepare for and participate effectively in a of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. The student will participate effectively in a variety of collaborative discussions. SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. L.1.A.8.b L.1.B.8 1.5 1.6 1.10 SL.8.1 3 The student will present his/her own original poetry to classmates in such a way that is appropriate to task, purpose, and audience. SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and organization, development, and style are appropriate to task, purpose, and audience. SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of L.2.A.8.b 2.1 2.3 4.6 SL.8.4 SL.8.6 4
“Gallery Walk” as they visit each of the five or so poets. They will listen attentively to each poet share his/her poem and will complete the annotation chart for that particular student. (*Note – As students are moving through the gallery walk, the teacher should also move to each poet and listen to performances in order to provide feedback and complete the “Performance Critique.”) Once all students have had the opportunities to perform their own poems and respond to others’ poems, give them one sticky note per poem read in class. Students should choose one annotation from their chart for each poem and place that annotation on a sticky note. Sticky notes should then be placed on the poems that they correspond to. (Again, modification should be made here if sticky notes are not available.) Students will then read through the various sticky notes placed on their poems. Exit Slip – Students should respond to the following questions either on the back of their poem or on a separate sheet of paper: “Did others seem to have a different interpretation of your poem? If so, what makes you think this?” “Did you notice that your performance changed throughout the gallery walk? If so, why do you think this happened?” “What did you gain from this experience?” Obj. # 1 2 3 4 INSTRUCTIONAL ACTIVITIES: (What Students Do) Students will complete an original work of poetry that is meaningful to them and can take this piece through the writing process. Students will write their poem on chart paper and will practice reading their poems aloud. Students will perform poems for small groups using appropriate presentation techniques. Students will respond to others’ poems by thinking critically about their poems and providing constructive and meaningful feedback. Students will respond to questions which cause them to consider others’ interpretations of their poems as well as their own performance. UNIT RESOURCES: (include internet addresses for linking) Poetry “Introduction to Poetry” by Collins () “Young” by Anne Sexton () “Early Sunday Morning” by John Stone () “As Befits a Man” by Langston Hughes () “The Ways of Living Things” by Jack Prelutsky () “The Road Not by Robert Frost () *Grades 6-8 exemplar Text