Monday Tuesday Wednesday Thursday Friday

Week 2: Villanelle 10/18 10/19 10/20 10/21 10/22

Essential Question How is voice How is voice How is voice How is voice How is voice
projected through projected through projected through projected through projected through
closed form closed form closed form closed form closed form
poetry(specifically poetry(specifically poetry(specifically poetry(specifically poetry(specifically
villanelle)? What villanelle)? What villanelle)? What villanelle)? What villanelle)? What
specific craft moves specific craft moves specific craft moves specific craft moves specific craft moves
enable this form to enable this form to enable this form to enable this form to enable this form to
be compelling? be compelling? be compelling? be compelling? be compelling?
How will it be used
in your own
creative work?

Learning Target I can notice how I can understand I can understand I can understand I can utilize key
ancient Greek the many craft and utilize the craft an unfamiliar topic craft moves to
ballads (from the elements of the of repetition, in through research, develop a
last unit) closed form order to produce a and then compelling lead to a
transformed into a villanelle. I can clear, compelling summarize the new creative piece. I
closed form; which identify rhyme message. I can information- utilizing can project my
would become schemes, end notice appealing repetition. I can voice using a well
villanelle. I can rhyme, and near repetition in the share information, known closed form;
participate in a rhyme in several work of others and listen villanelle.
discussion with my poems. through closely effectively to my
peers in order to reading. peers in an informal
make connections setting.
and form
conclusions.

Activites This class will begin This class period This class, similar Like the last class, The final class of
with a connection to will begin with a to the week before, this period will the villanelle study
the previous unit- small portion of will be focused focus on another will begin with a
regarding the direction instruction upon a mini-lesson. mini-lesson brief writer’s
transformation of regarding However, this regarding repetition. workshop, which
the ballad form into Villanelles. lesson will be Likewise, it is will help students
villanelle. Students However, during focused upon how adapted from understand the
will read Euripides’ this instruction, as a writers utilize Servello’s Writing importance of
Ballads to Medea, class we will repetition to portray Strategies Book. compelling leads.
and complete an read/annotate a compelling poem. However, in this Furthermore, I will
observation chart poems by Dylan This mini-lesson, mini-lesson, model the strategy
which notices Thomas, Theodre developed from students must by analyzing Slyvia
things like Roethke, and Servello’s Writing research an Plath’s “Mad Girl's
repetition, line Elizabeth Bishop. Strategies Book, unknown topic, and Love Song”, and
length, stanza Reaffirmation of this will ask students to present the topic in notice the various
length, and rhyme information will analyze the Tim a self-made poem repetition, dialogue,
scheme. Students occur via PearDeck Seible Poetry utilizing repetition, and word choice of
will then be placed Slides. Collection, funny stanza, and volta. the beginning of the
into groups Furthermore, after James Bond film Students will begin poem. Students will
(matching each students view the clips, and “Ballads by researching, then analyze more
observation criteria) direct instruction, of A Sad Cafe” by then crafting the Slyvia Plath poetry
to discuss the they will get into Canson McCullens, poem, and finally in order to identify
findings, and groups to complete to understand how sharing their these qualities for
connections. Once a Villanelle ISPY. different media created poem in an themselves.
groups have met, This activity will ask utilizes compelling Author’s Chair Students will then
each group will lead students to use repetition. However, Roundtable Share. be pushed to utilize
part of a Fishbowl their knowledge of students will fill out However, after these same
Discussion literary terms, and the “Underline One each student has strategies in their
regarding their villanelle form, to Line” sheet while shared their piece, own leads, initiating
specific literary answer questions viewing materials to students will then the remainder of
element. Other on identifying ensure they track have more time to class time as
students will hop in specific Villanelle how writers decide craft their workshop /revision
when they have elements within on repetitive lines. brainstorming ideas time. However,
additional several poems. Furthermore, into a rough unlike the previous
information, Lastly, each group students will then draft/outline. class, students will
thoughts, or will discuss the have time to begin Students will then independently work
opinions to share. specific example brainstorming for develop their for half of this time,
Lastly, students will they viewed, and their villanelle repetition lines from and then end the
turn in a “New Idea” add a quality to the creative response. the day prior into remainder of the
Exit Slip, focusing Villanelle Students will create lines that utilize period with peer-
 on noticings from characteristics chart their own repetitive stanza, and the reviewed
their peers. (class-size butcher lines to use in their very powerful volta. workshops.
paper). own work. Lastly, Finally, students will
students will share present short
ideas with their elevator pitches for
table group. their rough draft.

Success Criteria The success The success The success The success The success
criteria directly criteria directly criteria directly criteria directly criteria directly
correlates to the correlates to the correlates to the correlates to the correlates to the
above learning above learning above learning above learning above learning
targets. Each target targets. Each target targets. Each target targets. Each target targets. Each target
will have a “this will have a “this will have a “this will have a “this will have a “this
means…” means…” means…” means…” means…”
statement which statement which statement which statement which statement which
will solidify how the will solidify how the will solidify how the will solidify how the will solidify how the
success of the success of the success of the success of the success of the
targets are met. targets are met. targets are met. targets are met. targets are met.
Learning Target Learning Target Learning Target Learning Target Learning Target
#1: This #1: This #1: This #1: This #1: This
means...students means...students means...students means...students means...students
can present their will actively stay can complete the will complete the can complete the
understanding of engaged with the “Underline One “Research An “Compelling Leads”
meaningful direct instruction Line” Mini-Lesson Unknown Topic” Mini-lesson
connections powerpoint via worksheet. mini-lesson Worksheet, and
through completing PearDeck. Furthermore, worksheet. utilize the craft
the observation Furthermore, the students can utilize Furthermore, the moves to make
chart. This chart will ISPY activity will these observations solidification of this visible revisions in
hold the intricate ask students to to create learning target is their own poems.
observations that utilize vallanelle compelling sharing the Learning Target
students complete qualities, and the repetitive lines of unknown topic with #2: This
at the beginning of class-created their own. peers, in a poetic means...students
the class period. Villanelle Learning Target way. This self made should utilize the
Learning Target Characteristics #2: This poem will display feedback of others
#2: This Chart will solidify means...students the effectiveness of (throughout the
means...students the learning target. can make clear and repetition in a work class period) in
 can participate Learning Target concise of poetry. order to progress
actively in a #2: This observations in Learning Target their rough draft- to
fishbowl discussion means...students their charts when #2: This a draft that
with their group will be able to viewing various means...students resembles a final
members. accurately identify poets, and media. can present their draft. This will be
Furthermore, all of the rhymes in Students will also ideas clearly during seen through
students will solidify the ISPY activity, be able to the Author conferences and
this learning target based on hints and accurately observe Roundtable Share, one-on-one
by filling out the clues. The the use of repetition and the elevator meetings. Students
“New Idea” Exit confirmation of this through noticing the pitch exit ticket. will also verbally
Slip. This slip will knowledge is work of their peers, Furthermore, project their voices
present the through the groups when table groups students must also during the peer
student's ability to presenting their meet at the end of respect their peers review workshops,
actively listen to findings. the period. during the where they should
their peers. completion of these be sharing ideas,
tasks. offering
suggestions, and
giving praise.

Homework The homework for The homework for The homework for The homework for The homework for
tonight includes; tonight includes; tonight includes; tonight includes; tonight includes;
● Read ● Continue ● Finish ● NO ● Finish
Villanelle reading reading READING! Villanelle
Collection- Villanelle Villanelle ● Finish Creative
Collection of Collection Collection Rough Draft Collection
1,852 (pg. 30-72). (pg.72-124 For (three
Poets(pg. 1- ● Produce a & five Tomorrow's villanelles).
30). Quick Write: choice Mini- ● Write a brief
● Add two Utilize a poems). lesson/Peer- (2-3
poems from clue from ● Finish Review paragraph)
reading to today to brainstormin Workshop introduction
observation produce a g from ● Read this to your
list. What poem of any class, if not article for collection.
did you length. done. Have tips on how ● Write a brief
notice? What did completed to give (½ page)
you notice? the outline meaningful reflection of
for feedback. the poetic
tomorrow's process.
class.