CC Standards

English 1: Daily Overview

Day 1
RL.9-10.1. Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from the
text.
RL.9-10.2. Determine a
theme or central idea of a
text and analyze in detail
its development over the
course of the text.
RL.9-10.4:Determine the
meaning of words and
phrases as they are used
in the text, including
figurative and
connotative meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone
RL.9-10.5. Analyze how an
authors choices
concerning how to
structure a text, order
events within it, and
manipulate time create
such effects as mystery,
tension, or surprise.
RI.9-10.1. Cite strong and
thorough textual evidence
to support analysis of
what the text says
explicitly as well as
inferences drawn from the
text.
W. 9-10.2 Write
informative/ explanatory
text.

Day 2
Day 3
RL.9-10.2. Determine a theme SL.9-10.1. Initiate and participate
or central idea of a text and
effectively in a range of
analyze in detail its
collaborative discussions with
development over the course diverse partners on grades 9
of the text, including how it
10 topics, texts, and issues,
emerges and is shaped and
building on others ideas and
refined by specific details;
expressing their own clearly
provide an objective summary and persuasively
of the text.
L.9-10.1. Demonstrate command
of the conventions of standard
RL.9-10.4:Determine the
English grammar and usage
meaning of words and
when writing or speaking.
phrases as they are used in
the text, including figurative
b.Use various types of phrases
(noun, verb, adjectival,
and connotative meanings;
adverbial, participial,
analyze the cumulative
prepositional, absolute) and
impact of specific word
clauses (independent,
choices on meaning and tone
dependent; noun, relative,
W.9-10.4. Produce clear and
adverbial) to convey specific
coherent writing in which the
meanings and add variety
development, organization,
and interest to writing or
and style are appropriate to
presentations.
task, purpose, and audience.
SL.9-10.1. Initiate and
participate effectively in a
range of collaborative
discussions
L.9-10.1. Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
b. Use various types of
phrases (noun, verb,
adjectival, adverbial,
participial, prepositional,
absolute) and clauses
(independent, dependent;
noun, relative, adverbial) to
convey specific meanings
and add variety and interest
to writing or presentations.

Unit Two: Beauty and Poetry

Day 4
RL.9-10.2. Determine a theme or
central idea of a text and analyze in
detail its development over the
course of the text, including how it
emerges and is shaped and refined
by specific details; provide an
objective summary of the text.
RL.9-10.4. Determine the meaning of
words and phrases as they are used
in the text, including figurative and
connotative meanings; analyze the
cumulative impact of specific word
choices on meaning and tone (e.g.,
how the language evokes a sense of
time and place; how it sets a formal
or informal tone).
RL.9-10.5. Analyze how an authors
choices concerning how to structure
a text, order events within it (e.g.,
parallel plots), and manipulate time
(e.g., pacing, flashbacks) create
such effects as mystery, tension, or
surprise.
SL.9-10.1. Initiate and participate
effectively in a range of collaborative
discussions with diverse partners on
grades 910 topics, texts, and
issues, building on others ideas and
expressing their own clearly and
persuasively.
L.9-10.1. Demonstrate command of
the conventions of standard English
grammar and usage when writing
or speaking.
b.Use various types of phrases
(noun, verb, adjectival, adverbial,
participial, prepositional, absolute)
and clauses (independent,
dependent; noun, relative, adverbial)
to convey specific meanings and
add variety and interest to writing or
presentations.

Day 5
RL.9-10.2. Determine a theme or
central idea of a text and analyze in
detail its development over the
course of the text, including how it
emerges and is shaped and refined
by specific details; provide an
objective summary of the text.
RL.9-10.4. Determine the meaning
of words and phrases as they are
used in the text, including figurative
and connotative meanings; analyze
the cumulative impact of specific
word choices on meaning and tone
(e.g., how the language evokes a
sense of time and place; how it
sets a formal or informal tone).
RL.9-10.5. Analyze how an authors
choices concerning how to
structure a text, order events within
it (e.g., parallel plots), and
manipulate time (e.g., pacing,
flashbacks) create such effects as
mystery, tension, or surprise.
W.9-10.5. Develop and strengthen
writing as needed by planning,
revising, editing, rewriting, or trying
a new approach, focusing on
addressing what is most significant
for a specific purpose and
audience.
L.9-10.1. Demonstrate command of
the conventions of standard
English grammar and usage when
writing or speaking.
b.Use various types of phrases
(noun, verb, adjectival, adverbial,
participial, prepositional, absolute)
and clauses (independent,
dependent; noun, relative,
adverbial) to convey specific
meanings and add variety and
interest to writing or presentations.

Bell Work/
Opening

Journal:
Reflect on how you did on
Unit One Pre- and PostAssessments. How do
you hope to improve in
Unit Two?

can cite text-based

evidence that provides
strong and thorough
support for an analysis of
literary text.
I can determine the
theme or central idea of a
literary and informational
text.
I can analyze how an
authors choices about
how to structure text,
order events and
manipulate time create
intended effects.
I can write informative/
explanatory texts.

Vocabulary

Grammar Focus

Learning Targets/
Objectives
Sub-objectives

Pre-assessment

Journal:
What is poetry? What is the
purpose? How does it impact
our lives? Share responses
and write them on the board.

can identify the essential

questions.
I can write my ideas,
thoughts, experiences,
knowledge for guiding my
poetry.

Correctly choose adjectives,

adjective phrases, adjective
clauses, adverbs, adverb
phrases, and adverb clauses
and their forms for logical
connection to word(s) modified
Poetry
Rhyme
Rhythm
Free Verse

Show a clip from Poetry Out

Loud.
http://www.poetryoutloud.org/poe
ms-and-performance/listen-topoetry
Journal: How did listening to a
poem make you feel? How does
listening rather than reading the
poem change it?
I can use the internet to find
two poems that I could
memorize and recite.

Correctly choose adjectives,

adjective phrases, adjective
clauses, adverbs, adverb
phrases, and adverb clauses
and their forms for logical
connection to word(s) modified
Recitation
poetry slam
Rhythm
Rhyme

Reread the poems you selected

yesterday. Pick your favorite.
Journal: What do you like about it?
What is it about? What do you think
the author wants his or her audience
to think or feel?

can analyze how the author uses

form to develop the theme/
message of the poem.
I can utilize adverbs and adjectives
to strengthen my sentences.

Correctly choose adjectives,

adjective phrases, adjective clauses,
adverbs, adverb phrases, and
adverb clauses and their forms for
logical connection to word(s)
modified
Narrative Poetry
Lines
Stanzas
Internal Rhyme
Assonance
Alliteration
Figurative Language

Show another clip from Poetry Out

Loud.
http://www.poetryoutloud.org/poemsand-performance/listen-to-poetry
Journal: What are some things
that you noticed about the
performer? What did you like?
I

can analyze how the author uses

form to develop the theme/
message of the poem.
I can utilize adverbs and
adjectives to strengthen my
sentences.

Correctly choose adjectives,

adjective phrases, adjective
clauses, adverbs, adverb phrases,
and adverb clauses and their forms
for logical connection to word(s)
modified
Narrative Poetry Lines
Stanzas
Internal Rhyme
Assonance
Alliteration
Figurative Language

Independent Work Activities Students

Differentiation:
Gifted, ELL, SPED

Mini Lesson/
Direct Instruction

Explain the

purpose of a Discuss NF article from

Discuss EQ #2 & the
Review EQ 1&2, Discuss EQ #3.
Show: The Raven by the
pre-assessment.
homework The Power of
significance and impact of
Hand out The Raven Packet
Simpsons. http://www.teachertube
Poetry in todays World
poetic language.
(Lesson Plan)
Distribute the materials
.com/viewVideo.php?video_id=25
Show
Instruct students to do
Introduce EQs
Show models of poetry
1203
their best work
recitation from Learning
Discuss 1st EQ: What poetry

Website: http://www.poemuseum.or How is this version of the Raven

Recitation page
different? Is the tone or mood
When students finish, have reveals
g/students-poe-overview.php draw
at
different? How?
them read and mark the Hand out Writing Territories.
www.poetryoutloud.org
attention to specific details.
article What poetry
Model how to fill in territories. Review Poetry Out Loud
Write a Narrative Poem POE
Read NF Article Overview of Poe
Recitation Rubric &
style. *Worksheet Separate
teaches us about the power Have students complete and
Read: The Raven (mark the text)
of persuasion
add throughout the Poetry Unit. Evaluation Sheet (Students
The Raven Analysis: Go over with
will recite poem on final days of Model locating examples of
students the steps to creating an
Hand out Poetry Collection &
alliteration, internal rhyme,
unit and analyze their selfanalysis. Students will then begin
Poetry Collection Blurbs
assonance, etc.
selected poem as the final
creating their own analysis of The
Explain and model where to

Discuss
tone
and
mood.
What
performance assessment for
Raven.
find poems. (ie. Internet,
images come to mind? What does
the unit. Each student in class
books, etc.)
Poe want you to think about while
should have a different poem.)
Model how to blurb on poem.
reading?
ELL/SPED: Extra time
Assign number of poems
Allow students to choose 1
(INTERACTIVE website for
Give students specific time frames.
to complete.
collected. OR allow them to
poem to memorize and recite.
SPED\ELL http://www.teachersfirst. Allow students to work in groups.
choose from Poetry Packet Recommend poems to students com/lessons/raven/) (AUDIO
Honors/Pre-AP: Have
(SPED\ELL, partially complete the
students mark the text for Number of entries for Writing based on level of difficulty and
chart with them for better
version of The
articles and take Cornell
Territories set.
topic.
Raven http://town.hall.org/Archives/r understanding)
notes
Provide students a graphic
adio/IMS/HarperAudio/011594_harp
organizer with the words
_ITH.html)
defined.
Pre-Assessment
Find poems using print or
Use computer to find 2 poems Finish Reading and marking the
Students will be completing the
electronic sources. (Class
that you could memorize and
text for The Raven.
Raven Packet
Read and mark the article
time or Homework)
recite from
Complete Questions in Raven
Close reading and marking the
What poetry teaches us Blurb poems.
Packet
text of The Raven
http://www.poemhunter.com/
about the power of
Finish filling in Writing
The Raven Analysis: Students will
http://www.poetryfoundation.org
persuasion
Territories
be using the steps to create an
/
analysis of The Raven.
http://www.poetryoutloud.org/po
ems-and-performance/findpoems
http://www.poets.org/
http://www.loc.gov/rr/program/bi
b/lost/poems.html
Print Poem or re-write on
separate paper.

Sharing/
Closure

Share parts of Writing

Territories.

Share titles or poets that

students chose.

DOK Stems 1-3

DOK Stems 1-3

Read and Mark NF Article

The Power of Poetry in
Todays World
Pre-assessment; NF
article The Power of
Poetry in Todays World

Materials/
Resources

Homework

Assessment/
DOK
Check for
Understanding

Whip around: What was

the most challenging part
of the pre-assessment?
Why?

Ticket out the Door: 3 things you

learned about Poe, 2 examples of
literary devices in the poem, 1 thing
you want to know more about.
DOK Stems 1-3

Share beginning of Student

Analysis of The Raven.

Students will be choosing a

Students will be choosing a
number of poems to analyze number of poems to analyze
with Poetry Collection Blurbs with Poetry Collection Blurbs

Students will be choosing a number

of poems to analyze with Poetry
Collection Blurbs

Students will be choosing a number

of poems to analyze with Poetry
Collection Blurbs

Poetry Collection; Blurbs;

Writing Territories

The Raven Packet; Glossary;

Computers with Internet Access;

Glossary; The Raven Packet, The

Raven Lesson Plan, The Raven
Extension Activity.

Poetry Out Loud Recitation

Rubric & Evaluation Sheet;
Poetry Packet
Computers with Internet Access

DOK Stems 1-3

CC Standards

Day 6
RL.9-10.1. Cite strong and
thorough textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
RL.9-10.4. Determine the
meaning of words and
phrases as they are used in
the text, including figurative
and connotative meanings;
analyze the cumulative
impact of specific word
choices on meaning and
tone.
RL.9-10.5. Analyze how an
authors choices concerning
how to structure a text, order
events within it (e.g., parallel
plots), and manipulate time
(e.g., pacing, flashbacks)
create such effects as
mystery, tension, or
surprise.
SL.9-10.1. Initiate and
participate effectively in a
range of collaborative
discussions with diverse
partners
L.9-10.1. Demonstrate
command of the
conventions of standard
English grammar and
usage when writing or
speaking.
b.Use various types of
phrases (adverbial,) and
clauses (adverbial) to
convey specific meanings
and add variety and interest
to writing or presentations.

Day 7
RL.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
RL.9-10.4. Determine the
meaning of words and phrases
as they are used in the text,
including figurative and
connotative meanings; analyze
the cumulative impact of
specific word choices on
meaning and tone.
RL.9-10.5. Analyze how an
authors choices concerning
how to structure a text, order
events within it (e.g., parallel
plots), and manipulate time
(e.g., pacing, flashbacks)
create such effects as
mystery, tension, or surprise.
L.9-10.1. Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
b.Use various types of phrases
(verb) and clauses
(independent, dependent;
noun, relative, adverbial) to
convey specific meanings and
add variety and interest to
writing or presentations.

Day 8
RL.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the text
says explicitly as well as
inferences drawn from the text.
RL.9-10.4. Determine the meaning
of words and phrases as they are
used in the text, including
figurative and connotative
meanings; analyze the cumulative
impact of specific word choices on
meaning and tone.
RL.9-10.5. Analyze how an authors
choices concerning how to
structure a text, order events
within it (e.g., parallel plots), and
manipulate time (e.g., pacing,
flashbacks) create such effects as
mystery, tension, or surprise.
W.9-10.3. Write narratives to
develop real or imagined
experiences or events using
effective technique, well-chosen
details, and well-structured event
sequences.
L.9-10.1. Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
b.Use various types of phrases
(verb) and clauses (independent,
dependent; noun, relative,
adverbial) to convey specific
meanings and add variety and
interest to writing or
presentations.

Day 9
Day 10
RL.9-10.1. Cite strong and thorough
RL.9-10.1. Cite strong and
textual evidence to support analysis
thorough textual evidence to
of what the text says explicitly as
support analysis of what the
well as inferences drawn from the
text says explicitly as well as
text.
inferences drawn from the
RL.9-10.2. Determine a theme or
text.
central idea of a text and analyze in RL.9-10.2. Determine a theme
detail its development over the
or central idea of a text and
course of the text.
analyze in detail its
development over the course
RL.9-10.4. Determine the meaning of
of the text.
words and phrases as they are used
in the text, including figurative and
RL.9-10.4. Determine the
connotative meanings; analyze the
meaning of words and phrases
cumulative impact of specific word
as they are used in the text,
choices on meaning and tone.
including figurative and
W.9-10.3. Write narratives to develop
connotative meanings; analyze
real or imagined experiences or
the cumulative impact of
events using effective technique,
specific word choices on
well-chosen details, and wellmeaning and tone.
structured event sequences.
W.9-10.3. Write narratives to
L.9-10.1. Demonstrate command of
develop real or imagined
the conventions of standard English experiences or events using
grammar and usage when writing.
effective technique, wellb.Use various types of phrases (verb) chosen details, and welland clauses (independent,
structured event sequences.
dependent; noun, relative, adverbial) L.9-10.1. Demonstrate
to convey specific meanings and add command of the conventions
variety and interest to writing or
of standard English grammar
presentations.
and usage when writing or
speaking.
b.Use various types of
phrases (verb) and clauses
(independent, dependent;
noun, relative, adverbial) to
convey specific meanings and
add variety and interest to
writing or presentations.

Bell Work/ Opening

Learning Targets/
Objectives
Sub-objectives
Grammar
Vocabulary
Mini Lesson/
Direct Instruction

Practice reciting the poem

you like best. Memorize the
first line. (After two minutes
or so, randomly call on
students to recite their first
lines. Review eye contact,
volume, and articulation.)
I can identify sound devices
in poems and describe how
they contribute to the
development of the theme.
Correctly choose adjectives,
adjective phrases, adjective
clauses, adverbs, adverb
phrases, and adverb
clauses and their forms for
logical connection to word(s)
modified
Meter
Rhyme
Alliteration
Assonance
consonance
Continue with The Raven
Lesson Plan

Journal:
hip-hop lyrics not just my lyrics,
but those of every great MC are
poetry if you look at them closely
enough. Jay Z
What do you think of this quote?
What does it mean?
I can close read poetry.
I can close read a Sonnet
I can define and identify lyric poetry.
I can analyze the authors use I can analyze the authors use of I can make inferences about a
of figurative language to
figurative language to create
poems theme.
create strong images.
strong images.
Preview

Poetry Close
Reading steps.
What is this like? Why do we
read things closely?

Use strong action verbs,

sensory details, vivid imagery,
and precise words

Figurative language
Hyperbole
Metaphor
Personification
simile
Show: Figurative Language
Flocabulary

Share your Forgive my Guilt poem

with a partner and practice PQP.

Use strong action verbs, sensory Use strong action verbs, sensory
details, vivid imagery, and precise details, vivid imagery, and precise
words.
words.

Figurative language
Hyperbole
Metaphor
Personification
simile
Show image of The Parthenon
while you listen to and model
Close Reading of Ozymandias
https://www.youtube.com/wa
What is a sonnet? What are its
tch?v=OPjAiUbdl14
qualities?
Define figurative language
Walk through the steps of
Discuss EQ#3 & Close
analysis on Ozymandias. (Poetry
Reading Poetry
Analysis WS)
Pass out, Forgive my Guilt
Poems.
Read through the poem with
students. Model how to close
read the poem for meaning,
tone, mood, etc.
Read through Forgive My
Guilt by Kelley Gallagher.
Model how the poems are
similar, how they differ.
Ask students to find figurative
language and imagery.
6

Lyric
Imagery
inference

Journal:
Choose one object from your
backpack or in the classroom.
Write a paragraph describing
everything about the object.
I

can define and identify an

ode.
I can analyze the authors use
of figurative language to
develop a theme.
Use strong action verbs,
sensory details, vivid imagery,
and precise words.

Ode
Simile
Metaphor
Onomatopoeia
personification
Cornell Notes/Concept Map: define
Discuss NF article from
lyric poetry
homework. What is your
Choose a memory involving someone opinion of Neruda based on the
close to you and write a brief sketch
article?
of your recollection. Include sensory Read Ode to my Socks
details as well as events that present Define ode and discuss how
a clear picture of your subject.
Pablo Neruda use figurative
Students can write in notebook.
language.
Discuss Homework NF Article
Identify and analyze figurative
Theodore Roetke
language: simile, metaphor,
personification
Listen to My Papas Waltz
http://www.favoritepoem.org/
Guided Practice: Close Reading of
My Papas Waltz
What makes this lyrical?
Look at Sadie or Tupac or another
artist that uses lyrical poetry in their
lyrics.

Differentiation:
Gifted, ELL, SPED
Independent Work Activities
Students:
Sharing/
Closure
Assessment/
DOK
Check for Understanding
Homework
Materials/
Resources

Give students specific time

frames.
Allow students to work in
groups.
Extension Activity for The
Raven
Students will be completing
the Raven Packet
Close reading and marking
the text of The Raven

Highlight Figurative language

and similarities between
poems ahead of time.
Have Students find their own
similarities and differences

Students will then use the two

poems as a model to write
their own poem.
Encourage students to
Show not tell what their
poem is about.

Have students begin writing

analysis on Ozymandias.
Provided students with a
prepared model of Poetry
Analysis.

Give students an outline of a Lyric

poem to fill in the blanks.
- Give students a list of songs to
choose from.

Final thoughts on The

Raven?

Continue analyzing
Ozymandias.
Students will continue working
with Sonnets and read Sonnet 73
and analyze it. (Sonnet 73
Worksheet)
Students will be writing their own
Sonnet. (ALTERNATE: submit
via turnitin.com)
Have students share 1-2 lines Example of figurative language
of their poem.
and meaning

DOK Stems 1-3

Students following model.

DOK Stems 2-3

DOK Stems 2-3

Students will be choosing a

number of poems to
analyze with Poetry
Collection Blurbs

Students complete poem.

Students will write their own

sonnet.

HW/Extension Activity: Turn your brief

sketch into a lyric poem\song.

Read and Mark NF Article

Theodore Roetke

NF Article: The Ecstasist (Article

about Pablo Nerudapoet discussed
next day)

Poetry Packet, Glossary;

The Raven Packet, The
Raven Lesson Plan, The
Raven Extension Activity.

Poetry Packet; Glossary

Poetry Packet, Glossary; Poetry

Analysis; Sonnet 73 worksheet

Poetry Packet, Glossary; Poetry

Analysis;

Working in groups, students will find

examples of lyrical poems (give
suggestions and examples)
What makes these lyrics, lyrical
poetry? What is the tone, mood?
What is the overall feeling of the
poem
Allow students to analyze their own
choice. (Analysis WS)
Which lyrical poetry did you choose?
Why? Share 1 line from the lyrical
poem you chose.

Allow students to find just 2

figurative language terms.
For Gifted, have students
identify multiple figurative
language terms.

Write a ten+ line ode using

Pablo Nerudas example.
Give insight into the subject
that is not immediately obvious
Pre-write: Free write, or
worksheet (Ode to my Socks)
Revision: more powerful words,
figurative language.

Ticket Out: What is the subject

of your ode? What figurative
language did you use?
DOK Stems 2-3

Ode to my Socks Worksheet,

SSA Ode and teacher created
model

CC Standards

Day 11
W.9-10.4. Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience
W.9-10.5. Develop and
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach.
W.9-10.6. Use technology,
including the Internet, to
produce, publish, and
update individual or shared
writing products, taking
advantage of technologys
capacity to link to other
information and to display
information flexibly and
dynamically.
L.9-10.2. Demonstrate
command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
L.9-10.5. Demonstrate
understanding of figurative
language, word
relationships, and nuances
in word meanings.
SL.9-10.1. Initiate and
participate effectively in a
range of collaborative
discussions (one-on-one, in
groups, and teacher-led)
with diverse partners.

Day 12
W.9-10.5. Develop and
strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach.
W.9-10.6. Use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products, taking advantage of
technologys capacity to link
to other information and to
display information flexibly
and dynamically.
W.9-10.7. Conduct short as well
as more sustained research
projects.
W.9-10.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess
the usefulness of each source
in answering the research
question; integrate
information into the text
selectively to maintain the
flow of ideas, avoiding
plagiarism and following a
standard format for citation.
L.9-10.1. Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
L.9-10.2. Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.

Day 13

Day 14

Day 15

W.9-10.5. Develop and strengthen

writing as needed by planning,
revising, editing, rewriting, or
trying a new approach.
W.9-10.6. Use technology,
including the Internet, to produce,
publish, and update individual or
shared writing products, taking
advantage of technologys
capacity to link to other
information and to display
information flexibly and
dynamically.
W.9-10.7. Conduct short as well as
more sustained research
projects.
W.9-10.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess the
usefulness of each source in
answering the research question;
integrate information into the text
selectively to maintain the flow of
ideas, avoiding plagiarism and
following a standard format for
citation.
L.9-10.1. Demonstrate command of
the conventions of standard
English grammar and usage
when writing or speaking.
L.9-10.2. Demonstrate command of
the conventions of standard
English capitalization,
punctuation, and spelling when
writing.

W.9-10.5. Develop and strengthen

writing as needed by planning,
revising, editing, rewriting, or trying a
new approach.
W.9-10.6. Use technology, including
the Internet, to produce, publish, and
update individual or shared writing
products, taking advantage of
technologys capacity to link to other
information and to display
information flexibly and dynamically.
W.9-10.7. Conduct short as well as
more sustained research projects.
W.9-10.8. Gather relevant information
from multiple authoritative print and
digital sources, using advanced
searches effectively; assess the
usefulness of each source in
answering the research question;
integrate information into the text
selectively to maintain the flow of
ideas, avoiding plagiarism and
following a standard format for
citation.
L.9-10.1. Demonstrate command of
the conventions of standard English
grammar and usage when writing or
speaking.
L.9-10.2. Demonstrate command of
the conventions of standard English
capitalization, punctuation, and
spelling when writing.

W.9-10.5. Develop and

strengthen writing as needed
by planning, revising, editing,
rewriting, or trying a new
approach.
W.9-10.6. Use technology,
including the Internet, to
produce, publish, and update
individual or shared writing
products, taking advantage of
technologys capacity to link
to other information and to
display information flexibly
and dynamically.
W.9-10.7. Conduct short as well
as more sustained research
projects.
W.9-10.8. Gather relevant
information from multiple
authoritative print and digital
sources, using advanced
searches effectively; assess
the usefulness of each source
in answering the research
question; integrate information
into the text selectively to
maintain the flow of ideas,
avoiding plagiarism and
following a standard format for
citation.
L.9-10.1. Demonstrate
command of the conventions
of standard English grammar
and usage when writing or
speaking.
L.9-10.2. Demonstrate
command of the conventions
of standard English
capitalization, punctuation,
and spelling when writing.

Bell Work/
Opening

Share beginning of Ode poem Close Read your poem. What

with a partner.
is the theme? How do you
know?

Learning Targets/Objectives

I can create a poem that

incorporates figurative
language.

Recognize that several

correct punctuation choices
create different
Use resources and
reference materials

can close read my poem to

determine the theme.
I can evaluate the
effectiveness of the authors
use of poetic elements.
I can craft an insightful
interpretive response to a
poem

Close Read your poem. What is

the theme? How do you know?

can close read my poem to

determine the theme.
I can evaluate the effectiveness
of the authors use of poetic
elements.
I can craft an insightful
interpretive response to a poem.
I can gather relevant information
from a variety of authoritative
sources.
I can select evidence from
literary informational texts to
support analysis, reflection and
research.
I can synthesize multiple sources
on a subject.

Close Read your poem. What is the

theme? How do you know?

can close read my poem to

determine the theme.
I can evaluate the effectiveness of
the authors use of poetic elements.
I can craft an insightful interpretive
response to a poem
I can gather relevant information
from a variety of authoritative
sources.
I can select evidence from literary
informational texts to support
analysis, reflection and research.
I can synthesize multiple sources on
a subject.

Close Read your poem. What

is the theme? How do you
know?
I

can close read my poem to

determine the theme.
I can evaluate the
effectiveness of the authors
use of poetic elements.
I can craft an insightful
interpretive response to a
poem
I can gather relevant
information from a variety of
authoritative sources.
I can select evidence from
literary informational texts to
support analysis, reflection
and research.
I can synthesize multiple
sources on a subject.

analyze

Vocabulary

Grammar

Writing an Ode
Topic selection
Pre-writing
Draft
Revision
Editing
Publishing

Mini Lesson/
Direct Instruction

Go over research process,

credible sources and
databases
Read The Road Not Taken
Model how to research
Robert Frost and The Road
Not Taken
Put information learned into a
PowerPoint or Prezi
Show how to create citations
to include in PowerPoint.

Analyze
Synthesize

Analyze
Synthesize

Student Research work day

Student Research work day

Analyze
synthesize

Student Research work Day

Assist student in finding

Provide student with slide
source
template
Provide student w/pre-printed Additional time
articles
Writer a longer poem
Greater detail
Use rhyme and/or regular
Use elementary/middle school
meter
encyclopedia articles for low
readers
Higher reading level articles
Write a ten+ line ode using
Students will be researching Type, revise, edit, publish
Pablo Nerudas example.
and finding credible sources Students will be researching and
for their presentation.
-Give insight into the subject
finding credible sources for their
that is not immediately obvious Students should have 6 slide
presentation.
minimum: Intro Slide. 1-Pre-write: Free write, or
Students should have 6 slide
Poet 2-Time Period 3worksheet (Ode to my Socks)
minimum: Intro Slide. 1- Poet 2background 4- analysis of
-Revision: more powerful
Time Period 3- background 4poem by author 5-sources.
words, figurative language.
analysis of poem by author 5(ALTERNATE: submit via
turnitin.com)
sources.
Whip Around: examples of Ticket Out: 3-2-1 (Three things Ticket Out/Status of the Class:
figurative language
Where are you in the publishing
youve learned, 2 things you
dont understand, 1 question you process? What have you finished?
What is your plan?
have)
DOK Stems 2-3
DOK Stems 3-4
DOK Stems 3-4

Materials/
Resources

Homework

Assessment/
DOK
Check for Understanding

Sharing/
Closure

Independent Work Activities Students:

Differentiation:
Gifted, ELL, SPED

Write a shorter poem

Work w/partner

Researching Your Poet

PowerPoint
Ode to my Socks Worksheet, Computer Lab
SSA Ode and teacher created
model

Provide student with slide template

Additional time
Greater detail

Assist student in finding

source
Provide student w/pre-printed
articles
Use elementary/middle school
encyclopedia articles for low
readers
Higher reading level articles
Type, revise, edit (Criterion), publish Students will be researching
and finding credible sources
Students will be researching and
for their presentation.
finding credible sources for their
Students should have 6 slide
presentation.
minimum: Intro Slide. 1- Poet
Students should have 6 slide
2-Time Period 3- background
minimum: Intro Slide. 1- Poet 2-Time 4- analysis of poem by author
Period 3- background 4- analysis of
5-sources.
poem by author 5-sources.

Pair-Share: Show another student

their progress. 1-how did you manage
your time 2- what could be improved?

Ticket Out: 3-2-1 (Three things

youve learned, 2 things you
dont understand, 1 question
you have)

DOK Stems 1-3

DOK Stems 3-4

Researching Your Poet

PowerPoint

Practice Recitation of Poetry

Computer Lab

Poetry Packet
Glossary
Computer Lab

10

Finish PowerPoint
Computer Lab

Bell Work/ Opening

CC Standards

Day 16
SL.9-10.4. Present
information, findings, and
supporting evidence clearly,
concisely, and logically such
that listeners can follow the
line of reasoning and the
organization, development,
substance, and style are
appropriate to purpose,
audience, and task.
SL.9-10.5. Make strategic
use of digital media (e.g.,
textual, graphical, audio,
visual, and interactive
elements) in presentations
to enhance understanding of
findings, reasoning, and
evidence and to add
interest.

Review peer assessment

form.

Day 17

Day 18

RL.9-10.1. Cite strong and

thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
RL.9-10.2. Determine a theme
or central idea of a text and
analyze in detail its
development over the course
of the text.
RL.9-10.4:Determine the
meaning of words and
phrases as they are used in
the text, including figurative
and connotative meanings;
analyze the cumulative
impact of specific word
choices on meaning and tone
RL.9-10.5. Analyze how an
authors choices concerning
how to structure a text, order
events within it, and
manipulate time create such
effects as mystery, tension, or
surprise.
RI.9-10.1. Cite strong and
thorough textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the text.
W. 9-10.2 Write informative/
explanatory text.
Journal:
Reflect on how you did on Unit
Two Pre-Assessments. How
do you hope to improve in Unit
Two Post Assessment?

11

Day 19

Day 20

can recite my poem from

memory, with fluency and
appropriate expression.
I can interpret my poem,
supporting my judgment by
citing evidence from the
poem.
I can evaluate oral
presentations based on a
rubric

can cite text-based evidence

that provides strong and
thorough support for an
analysis of literary text.
I can determine the theme or
central idea of a literary and
informational text.
I can analyze how an authors
choices about how to
structure text, order events
and manipulate time create
intended effects.
I can write informative/
explanatory texts.

Grammar

Learning Targets/Objectives

Vocabulary

Post-assessment

Teacher models poetry

Explain the purpose of a post-
recitation by reciting The
assessment.
Road Not Taken (or other Distribute the materials
poem of teachers choice) Instruct students to do their
Guided practice: As a class, best work
When students finish, have
assess teacher recitation
them read and mark the article
using Rubric Poetry
Recitation Peer Assessment What poetry teaches us about
Students present their poet the power of persuasion
research
Memorize/Recite Fewer
ELL/SPED: Extra time to
Lines
complete.
Expressive Reading w/no
Honors/Pre-AP: Have students
memorization
mark the text for articles and
Memorize more lines
take Cornell notes

Differentiation:
Gifted, ELL, SPED

Mini Lesson/
Direct Instruction

12

Independent Work
Activities Students:
Assessment/DOK Sharing/Closure
Check for
Understanding
Homework
Materials/Resource

Presentation
Student must have saved
PowerPoint to teachers
inbox in their Backpack
Recite poem
Assess peers recitations
Discuss peer assessment
form. Survey students: Who
gave the best performance?
How do you know?

Post-Assessment
Read and mark the article
What poetry teaches us about
the power of persuasion
Whip around: What was the
most challenging part of the preassessment? Why?

DOK Stems 3-4

Read and Mark NF Article

What poetry teaches us about
the power of persuasion
Pre-assessment; NF article
What poetry teaches us about
the power of persuasion

13