Using a working knowledge of A visual representation of a theme, conflict, image, history and culture from other etc. can enrich the understanding of a work reader’s academic courses, can help a of literature. reader make connections to We can use context clues to determine the meaning universal concerns of humanity in of words. literature. An use of theme in a work author’s of literature is a means for a reader to connect to his or her own experiences or understandings. We can learn about interpersonal relationships from reading literature. A reader can look at patterns to reveal structure, and the structure imparts meaning. A reader must understand point of view in order to best understand tone and meaning. Other interpretations of a work of literature (such as a representation) can impart meaning to the reader. Unit Learning Goals Targeted Skills Be able to understand what Be able to participate in structured poetry is and what makes it discussion about poetry by responding to different from prose claims by others and advancing the discussion Be able to evaluate the by using evidence from the poetry structure and content of several Be able to write a written analysis by different forms of poetry (ex. making a claim about a poem and supporting it cinquain, tanka, sonnet, haiku, with evidence from that poem concrete) Be able to write a paper using evidence Be able to recognize the poetic from two or more poems to support a claim devices used by different Be able to sustain literary-based authors to craft their poetry and discussion in both small group and whole evaluate how their choices group settings and elaborate on discussion by affect their poetry making specific reference to the text Be able to learn new words in Be able to demonstrate understanding context and understand their of the content and structure of specific poetic connotation and denotation as forms by writing poetry in those formats well as evaluate the Be able to recite a poem orally author’s language choices Be able to give and receive criticism on
Using a working knowledge of history and culture from other academic courses, can help a reader make connections to universal concerns of humanity in literature. An author’s use of theme in a work of literature is a means for a reader to connect to his or her own experiences or understandings. We can learn about interpersonal relationships from reading literature. A reader can look at patterns to reveal structure, and the structure imparts meaning. A reader must understand point of view in order to best understand tone and meaning. Other interpretations of a work of literature (such as a representation) can impart meaning to the reader. A visual representation of a theme, conflict, image, etc. can enrich the reader’s understanding of a work of literature. We can use context clues to determine the meaning of words. Unit Learning Goals Be able to understand what poetry is and what makes it different from prose Be able to evaluate the structure and content of several different forms of poetry (ex. cinquain, tanka, sonnet, haiku, concrete) Be able to recognize the poetic devices used by different authors to craft their poetry and evaluate how their choices affect their poetry Be able to learn new words in context and understand their connotation and denotation as well as evaluate the author’s language choices Targeted Skills Be able to participate in structured discussion about poetry by responding to claims by others and advancing the discussion by using evidence from the poetry Be able to write a written analysis by making a claim about a poem and supporting it with evidence from that poem Be able to write a paper using evidence from two or more poems to support a claim Be able to sustain literary-based discussion in both small group and whole group settings and elaborate on discussion by making specific reference to the text Be able to demonstrate understanding of the content and structure of specific poetic forms by writing poetry in those formats Be able to recite a poem orally Be able to give and receive criticism on
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