ACADEMIC YEAR 2014-15: FIRST QUARTER: UNIT II

Teacher(s) Mr. Ali, Mr. Raymond, Mr. Alberto, Mrs. Laurie Subject group and discipline Grade Ten - English Language and Literature
Unit title Poetry is all around us MYP year 5 Unit duration 4 WEEKS

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Communication Self-Expression, Audience Imperatives Personal and Cultural Expression

Statement of inquiry
Every poem is a statement. Every poem is ... part of us. Poets contribute to the cultural, spiritual, and political health of society ... being, radically different from that
of other forms of discourse”.

Inquiry questions
Factual: Where can we find examples of persuasive writing in poetry? What are the different techniques we can use to persuade using poetry?
Conceptual: How powerful can poetry be in influencing the way we think and act?
Debatable: How easy is it to persuade someone by using poems or lyrics?

Objectives: Students will... Summative assessment

A-Analyzing
iv. identify similarities and differences in features
within and between texts
B- Organizing
i. employ organizational structures that serve the
context and intention.
C- Producing text
i. produce texts that demonstrate thought and
imagination while exploring new perspectives and
ideas arising from personal engagement with the
creative process
ii. make stylistic choices in terms of linguistic,
literary and visual devices, demonstrating
Outline of summative assessment task(s) including Relationship between summative assessment task(s)
assessment criteria: and statement of inquiry:
Task 1: Write a Poetry Analysis (532-541, R39): Students will be able to identify poetic devices, form
and meaning in a poem.
Students will write a poetry analysis from the selection
of poems studied in this unit. Understand a purpose for writing through their own
creative works.
Criteria:
Develop their ability to argue a debatable point and
A successful poetry analysis will...
come up with reasons for and against.
Grab the reader’s attention with a strong introduction.
Clearly define the subject and its parts.
Use a specific organizing structure to provide a logical
flow of information.
Show connections among poetry facts and ideas

Middle Years Programme Unit planner 1

 ACADEMIC YEAR 2014-15: FIRST QUARTER: UNIT II
awareness of impact on an audience
iii. ant details and examples to support ideas.
CCSS
Analyze Fiction and Non-fiction Texts.
Appreciate poetry 554-558 RI 1, RL 4, RL 5
Free Verse 561, 563, 564 RL 5
Understand Historical Context 561, 563, 564
Read a Variety of Poems
Lyric Poetry 567, 570, 572 RL 5
Figurative language 567, 568 RL 4
Make Inferences 567, 570, 571, 572
Line and Stanza 575, 576 RL 5
Rhyme Scheme 581 RL 4
Rhythm and Meter 589, 591, RL 4
Reading a narrative poem 583, 586 RL 1, RL 5
Haiku 595, RL 5
Symbol and Theme 599, RL 2
Humorous Poetry 605, 609, 611, RL 5
Sound Devices 610, 611, RL 3, RL 4
Mood and figurative language 616, 618, RL 4
Write a Poetry Analysis and Poem
Write a Narrative R36
Middle Years Programme Unit planner
through transitional words and phrases.
Use language and details appropriate for the
audience.
Furthermore, a poetry analysis aims to ...
Discuss the meaning of a poem: Author’s tone,
mood, purpose, and theme.
Discuss the Poetic use of language in a poem: The
figurative language and the sound devices.
Discuss the structure of a poem: The form, stanzas,
lines, and how each contributes to the poem as a
whole.
Task 2: Write a Selection of Five Different Poems:
Students will write a range of poems using the forms
and structures studied in this unit.
Criteria:
A successful poem will...
Set a mood or tone for the poem and have a theme.
Use figurative language and sound devices.
Follow a particular form such as haiku, free verse,
shape poem, cinquain, sonnet, limerick, lyric, or
narrative ballad.
Will use stanzas to divide up the poem into meaningful
parts.
2
 ACADEMIC YEAR 2014-15: FIRST QUARTER: UNIT II

Approaches to learning (ATL) Social Skills

II. Collaborative Skills Working effectively with others
• Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making
• Help others to succeed
• Take responsibility for one’s own actions
• Manage and resolve conflict and work collaboratively in teams
• Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs

Action: Teaching and learning through inquiry

Content Learning process

Week 1 Poetry Examples
Your Turn: Social Studies Connection Compare
texts and answer questions 564
Week 2 Seventh Grade
The Earth is a Living Thing 566 / Sleeping in the
Forest 570 / Gold 571
Scaffolding 574 / The World Is Not A Pleasant
Place to Be 578 / Annabel Lee 579
Use Correct Sentence Type 573
Use the Active Voice 593
Your Turn: Explore poems further 573
Week 3 The Poetry Analysis
Literature: Teacher’s Edition, Grade 10 Writing
Poetry Analysis 532-541
Literature: Teacher’s Edition, Grade 10 Grammar
Use Correct Sentence Type 573
Use the Active Voice 593
Avoid Redundancy 623
Commas and Coordinate Adjectives 626
Literature: Teacher’s Edition, Grade 10 Vocabulary and Spelling
Foreign Words In English 592
Formative assessment
Your Turn: Social Studies Connection Compare texts and answer questions 564

Middle Years Programme Unit planner 3

 ACADEMIC YEAR 2014-15: FIRST QUARTER: UNIT II

Avoid Redundancy 623 Your Turn: Explore poems further 573

Commas and Coordinate Adjectives 626
Your Turn: Social Studies Connection Research the
real story of the Charge of the Light Brigade 591
Your Turn: Increase your appreciation of “The
Charge of the Light Brigade.” 593
Your Turn: Social Studies Connection Research the real story of the Charge of the Light Brigade 591
Your Turn: Increase your appreciation of “The Charge of the Light Brigade.” 593
Differentiation Please see Teacher’s Edition for these notes
Note taking Poetry Basics 554

Week 4 Writing Poetry Poetry Elements mind map 559

Foreign Words In English 592
September 11 Historical Context 561 (Ask Ali or Bilal regarding this topic!)
The Earth is a Living Thing Predicates 567
Read aloud / Think aloud for poem 568
Make Inferences from “Gold” 571
Metaphors 573
Steps to reading a poem 575
Graphic organizer for metaphor 576
Choral reading of “The World is Not a Pleasant Place to Be” 578
Interpret Meaning of “The Charge of the Light Brigade” 585
Read a Narrative Poem 586
Small group work 589
Think Pair Share 595
Listen to sensory details 597
Explore symbolism in “Fireflies in the Garden” 598

Resources

McDougal Holt, Literature: Teacher’s Edition, Grade 7 Houghton Mifflin Harcourt. Florida: USA. 2012

Middle Years Programme Unit planner 4

 ACADEMIC YEAR 2014-15: FIRST QUARTER: UNIT II

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit

Middle Years Programme Unit planner 5