Playing with Poems: Rules, Tools, and Games

CONTENTS OF CURRICULUM UNIT 14.02.01

  1. Unit Guide
  1. Overview
  2. Demographics: Identity and Latino Adolescents
  3. The Intersection of Identity, Poetry, and Instructional Practice
  4. Writing Poetry
  5. Audience
  6. Objectives and Common Core State Standards
  7. Essential Questions/Enduring Understandings
  8. Strategies
  9. Student Readings
  10. Scope and Sequence of Unit
  11. Appendices
  12. Bibliography
  13. Notes

Life Happens: Thinking about Key Life Transitions and Identity through Poetry

Brandon Barr

Published September 2014

Tools for this Unit:

Objectives and Common Core State Standards

Objectives

This unit is intended for students in 8 th grade. Developing instructional rigor and promoting complex thinking are critical elements of the demands of the Common Core State Standards (CCSS); this unit addresses those demands through three key objectives. Students will learn about ways that identity is constructed and how it can be used as a lens to reflect on individuals and categorize others into groups. Students will close read multiple poems that address identity construction looking specifically at style, structure, and theme in order to develop proficiency reading complex text. Finally, students will use some of the structures and styles of authors that were read as well as other poetic structures to produce poetry that will be shared using a web 2.0 platform.

Common Core State Standards

Reading

  1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  2. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
  3. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas
  4. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
  5. Read and comprehend complex literary and informational texts independently and proficiently

Writing

  1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  2. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
  3. Draw evidence from literary or informational texts to support analysis, reflection, and research.
  4. Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new") 36

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