Danielle Parker

Kendra Vair

EDUC 350/386

22 April 2019

Stage 1:

Established Goals:

 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (CCSS: W.8.4)
 Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events. (CCSS: W.8.3d)
 Write using poetic techniques (alliteration, onomatopoeia); figurative language (simile,
metaphor, personification, hyperbole); and graphic elements (capital letters, line length,
word position) for intended effect. (CCSS: W.8.3e)
 Express voice and tone and influence readers’ perceptions by varying vocabulary,
sentence structure, and descriptive details. (CCSS: W.8.3e)
 Use mentor text/authors to help craft appropriate technique. (CCSS: W.8.3e)

Understandings/ Real World Applications:

Students will understand that…

 Writing in different styles makes them better writers

 Looking at a situation from another person’s perspective builds empathy
 Being able to read a text and relate to it contributes to self-empowerment

RWR:
 Being empathetic makes you a better person
 We all relate to each other through our experiences and sharing stories- poetry is a way to
do that
 Seeing things from another person’s perspective is important in building relationships
 Our words are powerful and they impact others, they matter

Essential Questions:

Students will know… Students will be able to…

 What a response poem is  Use various examples of response
  The elements a response poem poems as models to write their own
should have for Bronx Masquerade by Nikki
Grimes
 Describe what a response poem is
 List different forms that response
poetry can appear in

Stage 2:
Performance Task:
 Students can write a poem in response to a character’s poem of their choice in Bronx
Masquerade by Nikki Grimes.,
Scoring Criteria:

 Emerging: Student can select a poem from Bronx Masquerade and talk about their
thoughts about it.
 Progressing: Students can select a poem from Bronx Masquerade and write down
their thoughts about it.
 Meets Expectations: Students can select a poem from Bronx Masquerade and
respond to it in the form of poetry with assistance.
 Exemplary: Student can select a poem from Bronx Masquerade, articulate their
thoughts on it, and write a response to it in the form of poetry with little to no
assistance.

GRASPS:

G- Applying/ recognizing other perspectives

R- Themselves
A – A character of their choosing from Bronx Masquerade
S- Present day United States in a poverty stricken neighborhood
P- Response poem
S- Scoring Criteria

Understanding Evidence Collected

 What a response poem is/ what  Do Now/ Exit ticket
they look like  Response poem
 There is no right or wrong way to  Graphic organizer
write poetry
 The parts of a response poem and
what elements it should have
 How to apply their knowledge and
previous knowledge of response
poems to write their own.
Stage 3:
Essential Questions:
 Why is poetry relevant to my life outside of school?
 How does poetry build empathy?
 Why is it important to be able to look at things from the perspective of others?

Unit Learning Targets:

 I can write a poem in response to a character of my choosing from Bronx Masquerade

 I can explain what a response poem is and the various forms it can take
 I can explain what elements a response poem should have
 I can use my knowledge of other forms of poetry we have studied to help me write a
poem of my own.

Standards for the day:

 Use precise words and phrases, relevant descriptive details, and sensory language to
capture the action and convey experiences and events. (CCSS: W.8.3d)
 Write using poetic techniques (alliteration, onomatopoeia); figurative language (simile,
metaphor, personification, hyperbole); and graphic elements (capital letters, line length,
word position) for intended effect. (CCSS: W.8.3e)
 Use mentor text/authors to help craft appropriate technique. (CCSS: W.8.3e)

Daily Learning Targets:

 I can describe what a response poem is.
 I can write a poem in response to a character of my choice from Bronx Masquerade.

Do Now:

 Emerging: Define what a response poem is.

 Progressing: List all the other forms response poems can come in.
 Meets expectations: Describe why response poems are important.
 Exemplary: Define empathy and why it is important.

Real World Application:

 Being able to look at things from another person’s perspective builds empathy.
 Building empathy makes you a better human being
 Poetry teaches you how to read critically
 Modeling other works of writing makes you a better writer
 Looking at things from another person’s point of view can help build relationships
TOD:

 Use the text as a mentor and model for writing a poem of their own
Key Vocabulary: Response poetry, empathy, modeling, perspective

What are students doing? What am I doing? What evidence am I

collecting?
Do Now/ Reading in Bronx Conferring with students How confident do they feel
Masquerade Keeping students on task in this material?

What level are they at?

Turn and Talk Gauging student What do they already know?
conversation
Keeping everyone on task Where are they at?
Graphic organizer Guiding student thinking Are they paying attention
Giving instructions and following along?
Modeling
Keeping up the energy and Do they look like they’re
focus understanding?
Writing poetry Floating and giving Were my directions clear?
assistance
Guiding student thinking What clarifications do I need
Prompting to make?

Are they understanding?

Exit ticket Collecting Do I need to reteach?
Making sure everyone is
writing something down Where is everyone at?

Can we move on?