Evidence of Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment Students use writing analyze Students know: Students understand Level IV Students will: and/or speaking to: that/are able to use writing EERL.7.5. Compare and contrast different structures used in poetry. and/or speaking to: Ex. Clap or tap the rhythm of various poems, recording the number of beats per line, and form or structure of a drama's form or structure compare the different patterns. analyze the relationship drama Ex. Compare the different writing patterns used in poetry, such as rhyme as opposed to prose analyze the form or between the form or poem's form or structure (i.e., non-rhyming). structure of a drama or structure of a drama or form or structure of a poem poem and its meaning poem soliloquy Level III Students will: EERL.7.5. Determine how poetry form and structure contributes to its meaning. analyze the relationship form and structure Ex. Given to go before I sleep and miles to go before I sonnet Robert Frost’s “Miles sleep,” answer, between form or structure does it contribute to meaning “What mean?” and meaning Ex. Select a rap or song with a repeated phrase and identify how that phrase contributes to contributes to its meaning the meaning of the song. vocabulary: soliloquy, Ex. Clap or tap the rhythm of a variety of poems to identify the structure. support thinking with sonnet textual evidence Level II Students will: EERL.7.5. Identify common structures used in a poem. Students understand that Ex. Given a poem, identify that it rhymes. each element of a text's Ex. Given a poem that has a predictable pattern and word cards that could fit into the pattern, structure works together read and recite the poem filling in the last word with a word card. to create a cohesive whole Level I Students will: and contribute to the EERL.7.5. Recite a poem using a communication device or preferred mode of overall meaning. communication. Ex. Use a preprogrammed C device to recite a stanza from a familiar poem.
Evidence of Student Attainment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Students use writing and/or speaking to: analyze the relationship between the form or structure of a drama or poem and its meaning analyze drama's form or structure poem's form or structure soliloquy sonnet contributes to its meaning Students know: form or structure of a drama form or structure of a poem form and structure contribute to meaning vocabulary: soliloquy, sonnet Students understand that/are able to use writing and/or speaking to: analyze the form or structure of a drama or poem analyze the relationship between form or structure and meaning support thinking with textual evidence Students understand that each element of a text's structure works together to create a cohesive whole and contribute to the overall meaning. Level IV Students will: EERL.7.5. Compare and contrast different structures used in poetry. Ex. Clap or tap the rhythm of various poems, recording the number of beats per line, and compare the different patterns. Ex. Compare the different writing patterns used in poetry, such as rhyme as opposed to prose (i.e., non-rhyming). Level III Students will: EERL.7.5. Determine how poetry form and structure contributes to its meaning. Ex. Given Robert Frost’s “Miles to go before I sleep and miles to go before I sleep,” answer, “What does it mean?” Ex. Select a rap or song with a repeated phrase and identify how that phrase contributes to the meaning of the song. Ex. Clap or tap the rhythm of a variety of poems to identify the structure. Level II Students will: EERL.7.5. Identify common structures used in a poem. Ex. Given a poem, identify that it rhymes. Ex. Given a poem that has a predictable pattern and word cards that could fit into the pattern, read and recite the poem filling in the last word with a word card. Level I Students will: EERL.7.5. Recite a poem using a communication device or preferred mode of communication. Ex. Use a preprogrammed C device to recite a stanza from a familiar poem.