Digital Unit Plan Template

Unit Title: Poetry & Music Name: Francisco Lopez

Content Area: English Language Arts Grade Level: 10
CA Content Standard(s)/Common Core Standard(s):

Writing

W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.

W.9-10.7 - Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.9-10.9 - Draw evidence from literary or informational text to support analysis, reflection and research.

Reading

RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it
emerges and is shaped and redefined by specific details provided an objective summary of the text.

RL.9-10.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative impact of
specific word choices on meaning and tone.

RL.9-10.10 - By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 9-
10 text complexity band independently and proficiently.
Big Ideas/Unit Goals:

Unit Goals

Students should be able to implement poetic devices thoroughly throughout a text in order apprehend the significance of song lyrics.

Students should be able to identify poetic devices.

Students should be able to analyze the text while understanding key techniques such as: Metaphors, similes, and symbolism.

Students should be able to create material from the text.

Students should be able to display a thorough analysis of the information provided in order to construct an essay.

After students understand material, they should be able to breakdown song lyrics coherently.

Unit Summary:

Throughout this unit, students will analyze song lyrics and classic poetry in order to locate comparisons using poetic devices. This will
facilitate students as they will be assigned to create their own poem/ essay using comparisons they find throughout the unit. While poetry
may be daunting, quizzes and worksheets will be provided in order to alleviate the process of understanding the significance of poetry as
a whole. In the end, students will have completed their own poem using literary techniques and will have finished a thorough essay
explaining their experience grappling with the classic style poetry and song lyrics.

Assessment Plan:
Entry-Level: Throughout this class session,
students will decipher song lyrics and
discuss whether those lyrics are similar to
poetry. Collaboratively, students will
discuss with one another the reasoning
behind their answer.
Formative: Formatively, students will be
assigned a quiz consisting on poetic and
vocabulary terms from the poems and songs
assigned. Moreover, students will the lead a
class discussion consisting of literary
devices and themes found within the poetry
and music.
Summative: Students will construct a
compare and contrast essay on specific song
lyrics and poems. Furthermore students will
elaborate on their experience discovering
poetic devices through two similar but very
different pieces.

Lesson 1
Student Learning Acceptable Evidence Lesson Activities:
Objective: Students (Assessments): Students will be provided a guided notes sheet explaining basic vocabulary
will be able to Graphic organizer will terms used within the graphic organizer.
understand the basics be given with examples Students will participate in an in-class lecture comparing thoughts on the
of analyzing poetry and definitions of terms they have learned, and will collaboratively work in small groups to
through guided notes vocabulary terms. answer discussion questions.
and a graphic Examples and During group work students will discuss comparisons between poems
organizer. additional poems will provided within the graphic organizer.
be provided for specific
examples as how to see
similarities between the
two.
Lesson 2
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Using a Webercise worksheet. Students will be given questions with familiar poets and song artists as an
webercise to learn intro to finding comparisons.
about song artists and Students will begin to thoroughly examine those poets and song artists and
poets, students will will discuss with one another the similarities.
begin to find Students will begin to outline ideas for creating an essay based off of what
comparisons between they have learned between making connections with lyrics and classic poetry.
the two.

Lesson 3
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students After making Students will thoroughly analyze song lyrics in order to discover poetic
will be able to make connections between devices.
connections with lyrics the two, students will They will then begin to create their own poem using deep meanings they
or poetry by thoroughly analyze found from the song lyrics assigned.
constructing their own song lyrics and poems. After students are finished, they will then construct a narrative essay based
poem and creating an This will facilitate them off their experience using literary techniques between their favorite song
essay based off that when constructing their lyrics and a classic style of poetry.
poem they created. own poem/essay using
literary techniques.
Unit Resources:

Poetry Glossary - https://www.poets.org/poetsorg/text/poetry-glossary

Poetic Devices (Quizlet) - https://quizlet.com/9916695/poetic-device-terms-and-examples-flash-cards/

Poetic Devices (Vocab)- https://www.vocabulary.com/lists/251961

Poetry Foundation- https://www.poetryfoundation.org/

Useful Websites:

Purdue OWL - http://owl.english.purdue.edu/

Ted Talk- https://www.ted.com/topics/poetry

Plagiarism tracker - http://www.plagtracker.com/

EasyBib- http://www.easybib.com/