UNIT TITLE: MAD LIB JABBERWOCKY POETRY

Grade Level/Course: ELA 10TH

Approximate length: 90 MINS

Stage 1 – Desired Results

KEY ESSENTIAL QUESTION(S) – Unit Level:
 HOW DOES DICTION AFFECT THE MOOD OF A POEM?

STATE STANDARDS/Established goals:

 TO COMPREHEND THE DEFINITION OF BASIC PARTS OF SPEECH.
 TO APPRECIATE THE ROLE OF SOUND AND DICTION IN POETRY.

Unit level OBJECTIVES/GOALS:

Years from now, students will be able to…
OBJECTIVE I
A) PROVIDE EXAMPLE OF NOUN
B) PROVIDE EXAMPLE OF A PLURAL (NOUN)
C) PROVIDE EXAMPLE OF VERB
D) PROVIDE EXAMPLE OF ADJECTIVE

OBJECTIVE II
A) DISCUSS THE EFFECT OF DICTION ON A POEM
B) DISCUSS THE MOOD OF A POEM

STAKES
What is the point of this learning? Who would learners be without this learning? Who could
they be with it?
 THIS LESSON INTRODUCES STUDENTS TO THE POWER OF DICTION AND SOUND HAVE
IN POETRY. AFTER BASIC REVIEW OF THE PARTS OF SPEECH, STUDENTS WILL
EXPERIEMENT WITH WORD-CHOICE IN LEWIS CARROLL’S NONSENSE POEM,
“JABBERWOCKY,” USING THE MAD-LIBS FORMAT. CLASS DISCUSSION THEN
EXPLORES THE EFFECTS OF DICTION ON THE POEM’S MOOD. THE LESSON
CONCLUDES WITH VARIOUS AUDIO/VISUAL INTERPRETATIONS OF THE POEM VIA
YOUTUBE CLIPS/

BACKGROUND
 Likely prior knowledge/funds of knowledge/student interests: ARE YOU
FAMILIAR WITH MADLIBS? ASK FOR DEFINITIONS OF PARTS OF SPEECH. ASK
FOR EXAMPLES.
 Common misconceptions:

Stage 2 – Primary Assessment Evidence

SUMMATIVE PERFORMANCE TASK(s)
USING THE PROVIDED FILL-IN-THE-BLANK SHEETS, STUDENTS WILL “MAD-LIB”
THEIR OWN VERSION OF “THE JABBERWOCKY” USING CORRECT PARTS OF
SPEECH.

OTHER EVIDENCE

Pre/Post Assessment
 See attached file, “file name”
Some key formative assessments (formal or informal)
 TPS,
 COLD CALL
 MAD-LIB SHEETS
Summative Assessments beyond the PT (if needed)
 See attached file, “file name”
Classroom Assessment
 COLD CALL
 GROUP DISCUSSION
 WHAT IS DICTION, HOW DOES IT AFFECT MOOD? WHAT IS MOOD?
Student Self Assessment
 TICKET OUT LOOKING OVER MAD-LIB SHEETS
 FILL-IN-THE-BLANK READING

State Standards and/or Objectives* Day(s) How Assessed

OBJECTIVE 1 1 TPS
COLD CALL
TICKET OUT
GROUP
DISCUSSION
OBJECTIVE I & II 2 TPS
COLD CALL
TICKET OUT
GROUP
DISCUSSION
OBJECTIVE II TPS
COLD CALL
TICKET OUT
GROUP
DISCUSSION

*List every objective, then the day or days you will explicitly teach that objective, and then
how exactly you will assess each student on each objective.

Stage 3 - Learning Experiences

PRINTOUT OF JABBERWOCKY POEM
MAD-LIB SHEET THAT FOUCES ON PARTS OF SPEECH SUCH AS NOUN, ADJECTIVE,
VERB, PLURAL,
SHEET WITH PARTS OF SPEECH FILL IN THE BLANK
MAD-LIB JABBERWOCKY POEM WITH PARTS OF SPEECH TO FILL IN
Day 1
Resources Needed: CLASS SET OF “POETRY MAD-LIBS” WORKSHEETS AND “POETRY
MAD-LIBS – PARTS OF SPEECH”

Unit Standard(s)/Objective(s):
 COMPREHEND DEFINITION OF BASIC PARTS OF SPEECH
 ELAGSE9-10L1 DEMONSTRATE COMMAND OF THE CONVENTIONS OF STANDARD
ENGLISH GRAMMAR AND USAGE WHEN WRITING OR SPEAKING
o USE PARALLEL STRUCTURE
o USE VARIOUS TYPES OF PHRASES (NOUN, VERB, ADJECTIVE, ADVERBIAL,
PARTICIPAL, PREPOSITIONAL, ABSOLUTE) AND CLAUSE (INDEPENDENT,
DEPENDANT; NOUN, RELATIVE, ADVERBIAL) TO CONVERY SPECIFIC MEANING
AND ADD VARIETY AND INTEREST TO WRITING OR PRESENTATIONS
 ELAGSE9-10L5 DEMONSTRATE UNDERSTANDING OF FIGURATIVE LANGUAGE,
WORD RELATIONSHIPS, AND NUANCES IN WORD MEANINGS.

Outcomes
What students will know or be able to do at the end of the period that they probably
couldn’t do when they walked in. During this period, you will…
1. UNDERSTAND AND IDENTIFY KEY PARTS OF SPEECH

 Today’s EQ: HOW DOES DICTION AFFECT THE MOOD OF A POEM?

Means of collecting data/checking for individual understanding:

Who knows what and how will I know?
 INDIVIDUAL/PAIR WORK
 TPS
 IN CLASS DISCUSSION

Means of providing tailored feedback to individuals:

 COLD CALL
 TRACKING

Lesson plan with labels and time stamps

Common labels:
 Priming and Orienting (hook/warm-up/pre-assessment): DICTION: IS WORD
CHOICE IMPORTANT, STUDENTS READ PRE-WRITTEN SENTENES AND WRITE
THE MOOD THEY ATTACH TO EACH 8 MINS
 Walk-through (uptake/discovery/new information): RESPONSE, HAVE
STUDENTS DISCUSS THE EFFECT/IMPORTANCE OF DICTION IN ESTABLISHING
MOOD/MEANING 5 MINS
 Extension (process/practice/play): HAND OUT MAD-LIBS SHEETS. WORK AS A
CLASS TO PROVIDE DEFINITIONS AND EXAMPLES OF PARTS OF SPEECH. 6
MINS
 Exploration (application): GIVE STUDENTS TIME TO WORK ON THE REST OF
THE PAPERS ON THEIR OWN, TRACK. 7 MINS
 Reflection (review/closure): DISCUSS DIFFERENT ANSWERS USING COLD CALL
4 MINS

Day 2
Resources Needed: CLASS SET OF “POETRY MAD-LIBS – PARTS OF SPEECH”
“JABBERWOCKEY” POEM

Unit Standard(s)/Objective(s):
 COMPREHEND DEFINITION OF BASIC PARTS OF SPEECH
 TO APPRECIATE THE ROLE OF SOUND AND DICTION IN POETRY

Outcomes
What students will know or be able to do at the end of the period that they probably
couldn’t do when they walked in. During this period, you will…
2. A) PROVIDE EXAMPLE OF NOUN
3. B) PROVIDE EXAMPLE OF A PLURAL (NOUN)
4. C) PROVIDE EXAMPLE OF VERB
5. D) PROVIDE EXAMPLE OF ADJECTIVE
6. A) DISCUSS THE EFFECT OF DICTION ON A POEM
7. B) DISCUSS THE MOOD OF A POEM

 Today’s EQ: HOW DOES DICTION AFFECT THE MOOD OF A POEM?

Means of collecting data/checking for individual understanding:

Who knows what and how will I know?
 INDIVIDUAL/PAIR WORK
 TPS
 IN CLASS DISCUSSION

Means of providing tailored feedback to individuals:

 COLD CALL
 TRACKING

Lesson plan with labels and time stamps

Common labels:
 Priming and Orienting (hook/warm-up/pre-assessment): READ THE
JABBERWOCKY POEM OUTLOUD TO THE CLASS 2 MINS
 Walk-through (uptake/discovery/new information): REPEATE THE “MAD-LIB”
PROCESSM SPECIFICALLY “THE JABBERWOCKY POEM” SHEET. SPEND TIME
FILLING IN 2-4 BLANKS WITH THE STUDENTS. 7 MINS
 Extension (process/practice/play): HAVE STUDENTS WORK ON THEIR OWN,
THEN IN PAIRS FILLING IN THE REST 11 MINS
 Exploration (application): VIEW A FEW YOUTUBE VIDEOS OF JABBERWOCKY
READINGS 7 MINS
 Reflection (review/closure): COLD CALL FOR THOUGHTS ON DIFFERENT
READINGS 3 MINS
Day 3
Resources Needed: CLASS SETS OF COMPLETED “POETRY MAD-LIBS” WORKSHEETS
AND “POETRY MAD-LIBS – PARTS OF SPEECH”

Unit Standard(s)/Objective(s):
 TO APPRECIATE THE ROLE OF SOUND AND DICTION IN POETRY

Outcomes
What students will know or be able to do at the end of the period that they probably
couldn’t do when they walked in. During this period, you will…
1. A) DISCUSS THE EFFECT OF DICTION ON A POEM
2. B) DISCUSS THE MOOD OF A POEM

 Today’s EQ: HOW DOES DICTION AFFECT THE MOOD OF A POEM?

Means of collecting data/checking for individual understanding:

Who knows what and how will I know?
 INDIVIDUAL/PAIR WORK
 TPS
 IN CLASS DISCUSSION

Means of providing tailored feedback to individuals:

 COLD CALL
 TRACKING

Lesson plan with labels and time stamps

Common labels:
 Priming and Orienting (hook/warm-up/pre-assessment): WATCH REFRESHER
YOUTUBE VIDEOS 4 MINS
 Walk-through (uptake/discovery/new information): ALLOW STUDENTS TO
FINISH UP ANY WORKSHEETS 6 MINS
 Extension (process/practice/play): TPS ANSWERS AND READ IN SMALL
GROUPS 8 MINS
 Exploration (application): COME TOGETHER AS A CLASS, COLD CALL READINGS
(TEACHER WILL READ THE POEM AND COLD CALL STUDENTS AS BLANKS
COME UP, STUDENTS WILL READ ANSWERS) 8 MINS
 Reflection (review/closure): FINAL THOUGHTS DISCUSSION, TURN IN PAPERS 4
MINS