Course Profile Literacy Skills: Reading and Writing, Grade 11, Open, Catholic

Unit 4: Poetry

Time: 12 hours (including 5 hours from Unit 1)

Description

In this unit students will learn various types of poetic devices with an emphasis on form, rhyme, rhythm, and imagery. Students will read, write, and explore poems, prayers, songs, and psalms to demonstrate an understanding and appreciation of poetic forms. The themes found in modern music and poetry will be examined and discussed to create a social awareness of the role of Gospel values in promoting a just and compassionate society. The personal growth and creativity of the student will be demonstrated by the compilation of a personal anthology of poems, prayers, and songs.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1f - seek intimacy with God and celebrate communion with God, others and creation through prayer and worship;

CGE1j - recognize that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption (Witnesses to Faith);

CGE2a - listen actively and critically to understand and learn in light of gospel values;

CGE2b - read, understand, and use written materials effectively;

CGE2c - present information and ideas clearly and honestly and with sensitivity to others;

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE4a - demonstrate a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b - demonstrate flexibility and adaptability;

CGE4c - take initiative and demonstrate Christian leadership;

CGE4e - set appropriate goals and priorities in school, work, and personal life;

CGE5b - think critically about the meaning and purpose of work;

CGE5e - respect the rights, responsibilities, and contributions of self and others;

CGE5f - exercise Christian leadership in the achievement of individual and group goals;

CGE5g - achieve excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7b - accept accountability for one’s own actions;

CGE7d - promote the sacredness of life;

CGE7f - respect and affirms the diversity and interdependence of the world’s peoples and cultures.

Strand(s): Reading Skills, Writing Skills

Overall Expectations

REV.01 - demonstrate an understanding of a variety of contemporary texts;

REV.02 - demonstrate an understanding of the elements of a variety of contemporary texts, with a focus on short plays, short stories, novels, poetry, and newspaper and magazine articles and opinion pieces;

REV.03 - explain the use of specific elements of style in a variety of contemporary texts;

REV.04 - use a variety of strategies to understand words encountered in texts;

WRV.01 - investigate information and ideas for written work, using a variety of print and electronic sources;

WRV.02 - demonstrate an understanding of the forms of writing appropriate for specific purposes and audiences, with an emphasis on using the forms to communicate information clearly and accurately;

WRV.04 - revise drafts of written work, collaboratively and independently, with an emphasis on improving content, clarity, and coherence;

WRV.05 - edit, proofread, and publish written work, using correctly the grammar, usage, spelling, and punctuation conventions of standard Canadian English, as specified for this course, with the support of print and electronic resources where appropriate.

Specific Expectations

RE1.05 - compare their own interpretations of texts with those of others (e.g., record responses to self-selected materials and share them with others in a small group; chart and compare various responses to the actions of a character in a novel; discuss different interpretations of the same text and suggest possible reasons for the differences; compare their own preferences for authors, genres, and topics with those of peers; explain how personal values and perspectives influence responses to and interpretations of texts);

RE2.04 - use knowledge of the elements of poetry, with an emphasis on form, rhyme, rhythm, and imagery, to understand and interpret poems;

RE3.01 - describe how particular words and phrases in a text help communicate ideas, feelings, and information effectively (e.g., discuss how descriptive language helps create a mood in a short story or poem; explain how connecting words help clarify the sequence in a set of instructions; describe how precise technical words strengthen the message in an article about safety);

RE3.02 - explain how authors use simile, metaphor, personification, and foreshadowing to communicate thoughts, feelings, and information (e.g., explain the explicit comparison made in a simile and discuss how it adds to meaning; identify the implied comparison made in a metaphor and relate it to the theme of a poem; describe the use of literary devices such as hyperbole, personification, irony, and simile for impact or emphasis in texts);

RE4.01 - preview vocabulary before reading (e.g., skim and scan texts to identify unfamiliar words and look them up in a dictionary or glossary);

RE4.02 - use word-identification strategies while reading (e.g., sound out unfamiliar words; scan texts for key words; read ahead in the passage to find or deduce the meaning of an unfamiliar word or phrase; use root words, prefixes, and suffixes to determine the meaning of specialized vocabulary);

RE4.03 - use context to determine the meaning of unfamiliar words (e.g., use the surrounding information and vocabulary in a sentence or paragraph to deduce or infer the meaning of abstract or specialized words; use accompanying illustrations, diagrams, and charts to determine the meaning of unfamiliar words and phrases in a textbook);

RE4.04 - use print and electronic dictionaries, thesauri, and reference texts to clarify the meaning and pronunciation of antonyms, synonyms, homophones, homonyms, specialized language, and commonly confused words;

WR1.01 - describe and use strategies to generate ideas and explore topics for writing (e.g., brainstorm approaches to a topic; use graphic organizers to connect and structure ideas; use charts and graphs as sources of information; identify key words to narrow a topic);

WR1.03 - locate and record information from a variety of print and electronic sources (e.g., use an electronic catalogue in the library or an Internet search engine to locate information from textbooks, encyclopedias, magazines, CD-ROMs, and websites; use highlighting, note making, paraphrasing, and summarizing to gather and record relevant information);

WR2.02 - describe the form, purpose, and intended audience for each piece of writing;

WR4.01 - revise drafts to strengthen the content (e.g., use feedback from a partner to identify incomplete ideas or lack of details; read passages aloud to identify unnecessary or incorrectly placed information);

WR4.02 - revise the organization of drafts to improve clarity of thought and expression (e.g., use a highlighter to track the logical development of ideas; use a word-processing program to reorder sentences, paragraphs, or sections of a draft; combine simple sentences to show a clear relationship between ideas);

WR4.03 - revise drafts to improve coherence (e.g., signal transitions with appropriate transition words and phrases; check for consistency between the topic sentence and the concluding statement);

WR4.04 - revise drafts to ensure consistent use of the appropriate person and level of language to suit the form, purpose, and audience (e.g., maintain consistent use of the impersonal third person in the summary of a report; check the use of the first person in a friendly letter; review the use of formal language in a short essay describing the theme of a novel studied);

WR5.02 - describe and use strategies to edit, proofread, and correct written work (e.g., use peer feedback to identify errors in sentence structure and grammar; use spell checkers to flag possible spelling errors; replace incorrectly used homophones and homonyms);

WR5.03 - identify and use appropriate and effective techniques and formats to publish written work (e.g., word-process the final copy of a short story; edit and format a class anthology of effective student writing; add diagrams and charts to a report for a bulletin-board display);

WR5.04 - edit and proofread written work, identifying and correcting errors according to the requirements of grammar, usage, spelling, and punctuation listed below:

- Grammar and Usage: Identify the rules of subject-verb and pronoun agreement and apply them correctly;

- Grammar and Usage: Identify and use correctly the principal parts of irregular verbs;

- Spelling: Identify and apply a wide variety of spelling patterns, rules, and strategies to recognize and correct spelling errors (e.g., use knowledge of word patterns, word families, root words, prefixes, suffixes, and syllabication to check spelling; use a variety of spelling references, such as dictionaries and spell checkers, to flag possible errors);

- Spelling: Spell correctly specialized vocabulary, unfamiliar words, and words that deviate from regular spelling patterns (e.g., check a dictionary for the correct spelling of abbreviations and technical terms);

- Punctuation: Identify the use of effective punctuation when reading and use punctuation correctly when writing.

Activity Titles (Time + Sequence)

Activity 1	The Elements of Poetry Poetic Language	180 minutes
Activity 2	Reading, Exploring and Analysing Poetic Forms	180 minutes
Activity 3	Modelling and Writing Songs, Psalms and Prayers	240 minutes
Activity 4	Social Awareness Sharing Values	120 minutes
Activity 5	Special Occasion Poetry	120 minutes
Activity 6	The Student Poet Personal Anthology	180 minutes

Unit Planning Notes

· In addition to the 12 hours allotted for this unit, approximately five hours should be devoted to the writing process and the continued strengthening of essential reading and writing skills. These hours will be ongoing throughout the unit.

· The student-produced anthology of poems will be a culminating activity for summative evaluation demonstrating the knowledge students will acquire in this unit.

· The following details should be arranged prior to the start of the unit:

· Collect a variety of poems, songs, psalms and prayers based on the interests, needs and abilities of the students.

· Provide materials needed for the completion of activities and culminating assignment such as construction paper, and markers.

· Encourage students to bring in poems, songs, psalms and prayers of personal interest to themselves and their peer group, and which are appropriate to the moral tone of the school.

· Provide time for student sharing and discussion of personal poems, songs, psalms, and prayers.

· Be prepared to model the reading of a poem.

· Be prepared to discuss the meaning, message, ideas, and feelings found in the selected poems.

· Ensure that the materials selected for classroom use reflect Canadian cultural diversity.

· Be prepared to discuss bias as it applies to appearance, belief systems, disabilities, family structure, gender, race, and ethno-cultural, socio-economic differences.

· Reserve the Library and Computer Lab for research and the completion of the anthology project.

· Ensure that suitable materials are used in the classroom, reflecting the Gospel values and ethics including peace, Christ-like love, acceptance of others and dignity of the human person.

· Promote a positive, inclusive environment based on respect and co-operation.

· Ensure students explore each poetic form with sensitivity to others, in light of Gospel values and ethics such as respect, honesty, inclusivity, generosity, and acceptance.

· The teacher should refer to students’ IEPs for necessary accommodations and/or modifications.

Prior Knowledge Required

Students will:

· have had experience in previous English courses with reading and writing poetry;

· have basic knowledge of word processing and the Internet;

· be aware of suitable material for classroom use based on Gospel values and ethics previously addressed in this course;

· be aware of school rules and regulations for the use of the Library, Computer Lab and the school board protocol for use of the Internet;

· treat one another in a manner that reflects Gospel values and ethics, and is in keeping with the Catholic philosophy of the school.

Teaching/Learning Strategies

· Teacher-led Socratic lessons

· Collaborative learning

· Reinforcement activities

· Brainstorming

· Creating class poetry

· Discussing the language of poetry

· Analysing form

· Interpreting theme

· Modelling reading

· Oral, silent, and choral reading

· Setting a specific mood in the class for students to read, write and hear different poetic forms

· Creating opportunities for peer and teacher conferencing

· Examining modern songs and discussing social values

· Providing an opportunity for daily reflective writing

· Highlighting religious symbols and experiences found in prayers, psalms, poems and songs.

· Publishing a personal anthology of poems with the opportunity to submit poems to magazines and contests

Assessment and Evaluation

Formative Assessment

· Teacher/student conferences to provide feedback on the creation of various poems

· Self-assessment checklist developed by students and the teacher for poetry writing

· Informal teacher observation of group work and class discussions

· Anthology of Poetry Checklist to allow feedback through conferencing

· Entries in Poetry Journal section of the Portfolio of Written Work

· Entries in Personal Dictionary

· Portfolio of Written Work containing examples of student created poetry

· Questions based on the forms of poetry, its language and literary/poetic devices, and the content of selected poems

Summative Evaluation

· Student-created anthology of poems assessed by a collaboratively designed rubric

· Portfolio of Written Work assessed by the Portfolio of Written Work Rubric (Appendix 1.18)

· Personal Dictionary assessed by the Personal Dictionary Rubric (Appendix 1.17)

Accommodations

· Preferential/strategic seating

· Peer tutor or assistance from Special Education to complete assigned tasks

· Flexible assignment lengths and deadlines for assignments

· Enlarged print

· Assistance with organization skills

· Dual language dictionaries

Resources

Canadian Poetry anthologies such as:

David, Jack and Robert Lecker. Canadian Poetry, Volumes I and II. Canada: New Press, 1994.

Footman, Jennifer. An Invisible Accordion: A Canadian Poetry Anthology. Canada: Broken Jaw, 1995.

Harris, Michael. The Signal Anthology: Contemporary Canadian Poetry. Canada: Vehicule Press.

Hyland, Sheila. Strong winds: The Second Canadian Poetry Association Anthology. Canada: Broken Jaw, 1997.

Jones, Blackfoot Robert, Gina Jones, and Maryellen Baker. The Healing Blanket: Stories, Values and Poetry from Ojibwe Elders and Teachers. Commune-a-key, 1999.

Kirkland, G. and R. Davies. Choices: Exploring Fiction, Poetry and Non-fiction. Scarborough: Harcourt Brace, Canada Inc., 1995.

Quan, Andy and Jim Wong-Chu. Swallowing Clouds: An Anthology of Chinese-Canadian Poetry. Canada: Arsenal Pulp, 1999.

Robinson, S. and M. Iveson. (Multisource Series) Imagine Poetry. Toronto: Prentice-Hall, Canada, 1993.

Rothchin, Glen and Seymour Mayne. Jerusalem: An Anthology of Jewish Canadian Poetry. Canada: Vehicule Press.

Roy, Ken. Relationships and Responsibility: Exploring Fiction, Poetry and Non-fiction. Scarborough: Harcourt Brace, Canada Inc., 1995.

Other poetry anthologies such as:

Interneyer, Louis and Joan Walsh Anglund. Golden Books Family Treasury of Poetry. Golden Books, 1998.

Other anthologies containing poetry that are currently in use in the school

Student produced anthologies of poems

How to read and write poetry manuals such as:

Hirsh, Edward. How to Read a Poem and Fall in Love with Poetry. Scarborough: Harcourt Brace, Canada Inc., 1999.

Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.

Other versions of the Holy Bible including the King James Version

Prayer books, and other devotional material, hymn books, song books

Lyrics to popular songs, bumper stickers, T-shirts, and greeting cards

Computer software (desk top publishing, word processing)

Internet websites such as:

http://poetry.com

http://www.teenlit.com

http://www.zinebook.com

http://www.sowashco.com/writersjournal

http://www.cader.com

postmaster@bluemountain.com

Music CDs and tapes

Taped poetry (from bookstores or teacher produced)

Rhyming Dictionaries

Dictionaries and thesauri

Activity 1: The Elements of Poetry – Poetic Language

Time: 180 minutes

Description

This activity is designed to increase students’ awareness of the elements of poetry, specifically the language of poetry, its imagery, figures of speech, sound devices, and use of specific vocabulary to set the mood or tone of the poem. The teacher will introduce and familiarize students with poetry through reading, and discussing the language, message, meaning, ideas, mood, tone, and the feelings generated by the poems studied. In groups, students will read a variety of poems and identify the required elements of poetry found in them. Students will respond to the poems in their Poetry Journals.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 2b, 4b, 5f.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04 WRV.01, WRV.02.

Specific Expectations: RE1.05, RE2.04, RE3.01, RE4.01, RE4.02, RE4.03, RE4.04, WR1.01, WR1.02, WR2.02.

Planning Notes

· Collect a wide variety of poems that emphasize the language of poetry including imagery, figures of speech such as simile, metaphor, personification, hyperbole, alliteration, onomatopoeia, rhyme, and rhythm.

· For the initial reading, select one familiar and captivating poem or song that includes imagery, rhyme, and rhythm. Gordon Lightfoot’s, “The Wreck of the Edmund Fitzgerald,” is an excellent example.

· Design a Poems I Have Read chart, which includes the headings: Poem Title, Author, Poetic Elements, Theme, and Comment. This chart will be used throughout the unit.

· Continue to use of the Portfolios of Written Work introduced in Unit 1 by creating a section to be used as a Poetry Journal for this unit.

· Provide guiding questions for each journal entry related to the poems or concepts being studied.

· Prepare formal definitions of simile, metaphor, hyperbole, onomatopoeia, personification, alliteration, imagery, mood, tone, rhyme, and rhythm.

· Design poetry stations to be used for the group activities in this unit.

· Select a number of poems (five or six) to place at each workstation. Each workstation must have copies of the same poems. Workstations will be divided into the categories: imagery and figures of speech, message and meaning, mood and tone, and sound and rhythm.

· Provide large sheets of paper and markers on which each expert group will record its findings.

· The teacher should refer to the students’ IEPs for necessary accommodation and/or modifications.

Prior Knowledge Required

Students will:

· have developed skills for working independently and co-operatively in groups;

· have some experience reading poetry from previous English courses and personal reading;

· have a basic knowledge of imagery and figures of speech;

· be familiar with the guidelines for Portfolio of Written Work entries.

Teaching/Learning Strategies

The teacher will:

· ask the students to define poetry and give examples of different places poetry can be found.

· have students brainstorm a list of what they consider to be the essential elements of poetry.

· read a familiar, captivating poem such as “The Wreck of the Edmund Fitzgerald” by Gordon Lightfoot. The teacher may wish to play the recording of the song as an introduction and have students read along by giving them a copy of the lyrics.

· allow students to discuss the poem/song (language, rhythm, message, meaning, ideas and feelings) and record student observations on the board.

· ask students to suggest possible reasons why the poet wrote that particular poem.

· distribute a Poems I Have Read chart to each student to be kept at the front of the student's notebook.

· explain how the sheet is to be used, and remind each student to record the appropriate information, on the sheet, each time a poem is read.

· instruct students to create a section in their Portfolios of Written Work for Poetry Responses and provide the format to be used in this section.

· provide time at the end of each class for students to record thoughts, feelings and ideas on the poems in their journals. Teachers may wish to provide specific guiding questions for the responses as suggested in each activity.

· distribute the sheet of definitions previously prepared, and discuss them by asking students to provide concrete examples of each term. List examples on the board and have students make note of them.

· read a selection of poems to the class that illustrates the use of the various elements of poetic language, and ask students to comment on their reaction to each poem. Ask them what made them react that way. Some students may react more strongly than others, especially if they have had a personal experience similar to that expressed in the poem.

· have workstations set up with five or six identical and appropriate poems at each station.

· divide the class into home groups with four members each. Follow the Jigsaw strategy (see Appendix 1.13).

Students will:

· go to their “expert” groups and examine the poems according to the guidelines provided at the workstation. For example, one group will look at the poems and discuss its imagery and figures of speech; another group will discuss the poem's tone and mood.

· make notes on each poem, and using the chart paper provided, record their observations to be posted in the classroom.

· return and share their information with their home groups. Since everyone examines the same poems, students should have a good understanding of the way to analyse a poem and the different aspects of each poem.

· participate in a class discussion of the impact of language on the feelings it generates in the readers.

The teacher will:

· remind students to record the poems at each station on the Poems I Have Read chart.

· provide time at the end of the class for students to write in their Poetry Journal completing the statement: My initial feelings about poetry are....

· ask students to bring poems and song lyrics to class to read and discuss in future activities.

· instruct students to begin finding examples of different poems, songs, prayers and psalms that are personal favourites to include in their anthology.

· remind students to continue to add unfamiliar words to their Personal Dictionaries.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of group work

· Completed Jigsaw Group Activities Checklist (Appendix 1.15)

· Completed chart Poems I Have Read

· Completed Poetry Journal entry

· Entries in Personal Dictionaries

Accommodations

· Peer tutor for reading poems

· Assistance with organization skills

· Enlarged print

· Dual language dictionary

· Access to Special Education Department

Resources

Canadian Poetry anthologies such as:

David, Jack and Robert Lecker. Canadian Poetry, Volumes I and II. Canada: New Press, 1994.

Footman, Jennifer. An Invisible Accordion: A Canadian Poetry Anthology. Canada: Broken Jaw, 1995.

Harris, Michael. The Signal Anthology: Contemporary Canadian Poetry. Canada: Vehicule Press.

Hyland, Sheila. Strong Winds: The Second Canadian Poetry Association Anthology. Canada: Broken Jaw, 1997.

Jones, Blackfoot Robert, Gina Jones, and Maryellen Baker. The Healing Blanket: Stories, Values and Poetry from Ojibwe Elders and Teachers. Commune-a-key, 1999.

Kirkland, G. and R. Davies. Choices: Exploring Fiction, Poetry and Non-fiction. Scarborough: Harcourt Brace, Canada Inc., 1995.

Quan, Andy and Jim Wong-Chu. Swallowing Clouds: An Anthology of Chinese-Canadian Poetry. Canada: Arsenal Pulp, 1999.

Robinson, S., and M. Iveson. (Multisource Series) Imagine Poetry. Toronto: Prentice-Hall, Canada, 1993.

Rothchin, Glen and Seymour Mayne. Jerusalem: An Anthology of Jewish Canadian Poetry. Canada: Vehicule Press.

Roy, Ken. Relationships and Responsibility: Exploring Fiction, Poetry and Non-fiction. Scarborough: Harcourt Brace, Canada Inc., 1995.

Other poetry anthologies such as:

Interneyer, Louis and Joan Walsh Anglund. Golden Books Family Treasury of Poetry. Golden Books, 1998.

Other anthologies that are currently in use in the school containing poetry

Student produced anthologies of poems

How to read and write poetry manuals such as:

Hirsh, Edward. How to Read a Poem and Fall in Love with Poetry. Scarborough: Harcourt Brace, Canada Inc., 1999.

Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.

Other versions of the Holy Bible including the King James Version

Prayer books, and other devotional material, hymn books, song books

Lyrics to popular songs, bumper stickers, T-shirts, and greeting cards

Computer software (desk top publishing, word processing)

Internet websites such as:

http://poetry.com

http://www.teenlit.com

http://www.zinebook.com

http://www.sowashco.com/writersjournal

http://www.cader.com

postmaster@bluemountain.com

Music CDs and tapes

Taped poetry (available in bookstores, or may be teacher produced)

Rhyming Dictionaries

Dictionaries and thesauri

Activity 2: Reading, Exploring, and Analysing Poetic Forms

Time: 180 minutes

Description

The purpose of this activity is to review and/or introduce students to various forms of poetry. This activity will allow students to explore and experiment with different poetic forms such as free verse, shape, ballad, haiku, limerick, and concrete while reviewing literary devices commonly used in poetry. Students will work collaboratively in groups to enhance co-operation, respect, and generosity found in Gospel values and ethics. Each student will create at least one poem modelled after those studied here to include in his/her anthology.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 2a, 2b, 2c, 4b, 5e, 5f.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.02.

Specific Expectations: RE1.05, RE2.04, RE3.01, RE3.02, RE4.01, RE4.02, RE4.03 RE4.04, WR2.02.

Planning Notes

· Choose four or five forms of poetry to discuss with the class (e.g., free verse, shape, ballad, haiku and tanka, limerick, narrative or concrete).

· Divide the class into groups based on the number of forms to be discussed.

· Be prepared with formal definitions and examples of each type of poetry to be examined. Students will keep a copy of these handouts in their personal dictionaries for reference throughout the unit.

· Prepare a number of poetry stations, one for each form of poetry selected.

· Select at least four poems as samples of each form that are age- and level-appropriate for the students to have at the poetry stations.

· Select one short poem of each form to read in the introduction of the lesson, as well as extra poems to read at the end of the class.

· Write a definition and the main characteristics of each poetic form to have at each of the stations.

· Have other poems and a list of authors available to enhance and further student interest.

· Remind students to respect the contribution of others in the classroom.

· Prior to the class, ask students to bring in poems from other countries to share and discuss with the class.

Prior Knowledge Required

Students will:

· have the skills and knowledge of Gospel values and ethics specifically respect for others, tolerance, and community, and working co-operatively and successfully in group settings;

· have the basic knowledge that many forms of poetry exist;

· have a minimal understanding from previous English courses of some of the literary devices used in poetry.

Teaching/Learning Strategies

· The teacher will begin the lesson by referring to the previous discussion about where a person might find poetry. On the board, the teacher will list the places named by the students.

· Students will discuss the difference between a poem found in an anthology, and one found on a wall or a T-shirt.

· The teacher will provide the class with samples of unusual poetry such as found poems, dada poems, shape poems, alliteration poems, haiku and tanka, and diamantes.

· Students should examine each poem, and decide what makes that particular style a poem.

· The teacher will distribute copies of each of the forms of poetry to be studied.

· Students will examine and discuss each of the poetic forms and briefly highlight the characteristics of each form of poetry. A suggested selection might be a sonnet, a haiku and tanka, a free verse poem, an ode, and a diamante.

· The teacher will divide the class into groups (the number of groups should reflect the number of forms to be studied) and give each group a number.

· Group members will visit a separate poetry station according to the number given to them by the teacher.

· At each station, students will read and discuss the poems, record its characteristics, and create a similar poem using those at the station as models.

· At a time previously determined by the teacher, the groups will move to the next station until all groups have had a chance to work at each station and with each poetry form.

· The teacher will circulate around the room visiting the various groups to ensure that everyone understands the task to be completed.

· The teacher will lead a whole class discussion to review the various forms studied to reinforce the characteristics and the definition of each form for all the students.

· Group-created poems will be posted on the class bulletin board for all to enjoy.

· The teacher will remind the students to record the poems read on their Poems I Have Read chart.

· Each student will write a poem modelling the characteristics of his/her favourite form to use in Activity 6. The writing process will be followed for editing and revising.

· The teacher will provide time for students to write in their Poetry Journal reflecting on the statement: Different forms of poetry reflect different feelings.

· The teacher will encourage students to bring in poems for future activities.

· The teacher will remind students to add unfamiliar words to their Personal Dictionary.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of group work

· Completed notes on definitions and characteristics of each poetic form

· Entries on Poems I Have Read chart

· Entries in the Personal Dictionaries

· Entry in Poetry Journal

· Group created form poems

· Individually created form poem

Accommodations

· Peer tutor for reading and writing notes

· Enlarged print

· Dual language dictionaries

Resources

A variety of form poems.

A dictionary of literary terms (for teacher reference)

Rhyming dictionary

Manuals on to write poetry available from The Learning Works Inc. or Good Apple Books

Websites

http://poetry.about.com/educatonal/poetry/msubzin1.htm

http://poetry.com

Magnetic Poetry Kits available in bookstores

Activity 3: Modelling and Writing Songs, Psalms, and Prayers

Time: 240 minutes

Description

The purpose of this activity is to enhance the students’ appreciation, understanding, and writing of poetry in a non-threatening environment. Students will reflect on and explore poetry as they write songs, psalms, and prayers based on models presented by the teacher. Support and encouragement from classmates will enable students to reach for higher limits as they explore their creative side.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1f, 2b, 3b.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.01, WRV.02, WRV.04, WRV.05.

Specific Expectations: RE1.05, RE2.04, RE3.02, RE4.02, WR1.01, WR2.02, WR4.01, WR5.04.

Planning Notes

· Select examples of song lyrics, psalms, prayers, and forms of poetry introduced in the previous two activities.

· Ensure the content of all material brought into the class by the students reflects Gospel values and ethics as previously stated.

· Prepare an outline of characteristics of song lyrics, psalms, and prayers, to be used by students to create original examples of these types of poems.

· Provide Bristol board and markers.

· Provide poetry books, songbooks, prayer books, and the Holy Bible for student reference.

Prior Knowledge Required

Students will:

· have some experience reading poems, songs, psalms, and prayers;

· be familiar with the different styles of songs – ballads, rap, narratives etc.;

· have skills for working co-operatively in groups.

Teaching/Learning Strategies

The teacher will:

· begin the lesson by writing the headings in large, bold letters on three separate sheets of Bristol board: Songs, Psalms, and Prayers.

· introduce the activity by asking students to list the characteristics of a poem, a song, a psalm, and a prayer

· ask students to give the characteristics of a song, psalm and prayer that make them poems, and record these characteristics on the sheets of Bristol board.

· lead a discussion to complete the lists, if necessary.

· divide the students into groups.

· provide each group with a sheet of Bristol board. Instruct students to divide the sheet into three equal sections, and record one heading in each section: songs, psalms, and prayers.

· provide each group with a variety of poems and have them read the poems and then classify them as songs, psalms, or prayers. Note that some poems may fit into more than one category.

· have groups record the primary characteristics of each poem under the heading selected on the chart, e.g. language and figurative language, message, meaning, tone, or rhyme.

· allow the groups to share their information and ideas with the rest of the class. Encourage students to copy the notes provided by each group.

· together with the students, the teacher will develop a checklist for writing a poem.

· instruct students to write three poems, a song, a psalm and a prayer following the samples that they have examined.

· students should be encouraged to personalise their poetic efforts by choosing the style of song (ballad, rap), the type of psalm (praise, regret, and confession) and the type of prayer (request, thanksgiving, and forgiveness).

· students should follow the steps of the writing process during the creation of their poems and use the class created checklist to ensure that their poems meet the guidelines for writing a poem.

· provide time at the end of the activity for students to share their creations and reflect on their experience writing songs, psalms, and prayers (what they enjoyed, disliked, etc.) in their Poetry Journal.

· remind students to keep their work for Activity 6 and to continue collecting sample poems from other sources to be included in their anthologies.

· remind students who would like to share their prayers with others may bring them to their Religion classes to use in daily prayer or, with the approval of the Chaplain and Principal, read them to the entire school during the daily Opening Exercises.

· encourage students to bring in songs and poems for future activities.

· remind students to add unfamiliar words to their Personal Dictionaries.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of group activity

· Entry in Poetry Journal

· Entries in Personal Dictionaries

· Teacher/peer conferencing

· Student-created songs, psalms, and prayers assessed by a checklist

Accommodations

· Peer tutor or Special Education assistance to complete assigned task

· Modified assignment lengths and deadlines

· Dual language dictionaries

Resources

Selected poems from Canadian and other anthologies (see Unit Resources)

Prayer books, hymnals, devotional material

Textbooks from the Religion Department

Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.

Other versions of the Holy Bible for the selection of Psalms and to demonstrate the lyrical language such as that found in the King James Version

Songbooks, both Catholic hymn books and lyrics from Christian and other pop artists

Rhyming dictionary

Dictionaries and thesauri

Activity 4: Social Awareness: Sharing Values

Time: 120 minutes

Description

The purpose of this activity is to allow students to read, discuss, and reflect upon various poems and songs to increase their social awareness of the need for God’s presence in the world. Emphasis on Gospel values of equality, respect, and the love of God and self will be explored in a non-threatening environment through individual and shared readings of poetry and songs. Students will take a survey of the top ten rules by which family, friends, and peers live today, and write a paper comparing and contrasting their list with The Ten Commandments.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 1j, 2a, 2b, 2c, 4a, 4c, 5b, 5e, 7b, 7d, 7f.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, REV.02, REV.03, REV.04, WRV.02, WRV.05.

Specific Expectations: RE1.05, RE2.04, RE3.01, RE4.01, RE4.02, RE4.03, RE4.04, WR2.02, WR5.04.

Planning Notes

· The teacher will find samples of poems, songs, and jingles that reflect Christian moral principles.

· The teacher should confer with the Music teacher and the school Chaplain for suitable material and suggestions.

· The teacher will preview all materials provided by students to ensure Gospel values and ethics are present.

· If material does not reflect Gospel teaching, the teacher will address the issue from a Catholic perspective so that the students gain a greater understanding of Christian principles. The teacher may wish to consult with the school Chaplain for input in these areas.

· The teacher will prepare a handout for the class of the Ten Commandments. (See sample Appendix 4.1) Please note: The Ten Commandments presented in the Bible in Exodus 20: 1-17 or Deuteronomy 5: 6-21 differ from those listed here. The teacher may wish to have the Chaplain or the Religion teacher provide an explanation for this before the Commandments are presented to the students.

· The teacher will write the Ten Commandments out on Bristol board large enough for all students to view. This Bristol board will be at the front of the class facing away from the students, ready to be turned around during the lesson.

· Refer to the students’ IEPs for necessary accommodations and modifications.

Prior Knowledge Required

Students will:

· have prior knowledge of the Ten Commandments;

· be aware of Gospel values and ethics;

· have experience with simple surveys and tallying results based on Grade 9 Mathematics, Geography and Science curricula;

· have been introduced to the format of a comparison paper in Unit 1, Activity 6.

Teaching/Learning Strategies

· The teacher will begin the lesson by referring to the Ten Commandments as the rules of conduct God gave His chosen people.

· In a whole class discussion, students will co-operate together to list the Ten Commandments. (Biblical accuracy is not needed in this instance.)

· Once the Ten Commandments have been listed, the teacher will flip around the Bristol board with all ten written out correctly, and in the right order, large enough for all the students to see.

· The teacher will distribute an identical list of the Ten Commandments to the students and discuss how the breaking of a Commandment results in sin. The teacher may use the opportunity to refer to Unit 3, Activity 5 where students discussed sin and morality in advertising.

· The teacher will ask students to take out their copies of the Beatitudes (Appendix 3.3) and discuss these as Jesus’ code of behaviour to us.

· The teacher will ask students to read poems and song lyrics that they have brought to the class.

· In a teacher-led class discussion students will reflect on the words, phrases, and themes found within the poems and song lyrics and how they agree or disagree with the rules of conduct found in the Ten Commandments and the Beatitudes.

· The teacher will provide students with a sample survey (see Appendix 4.2) to conduct with family, friends, and peers asking them to list the top ten rules by which they live. Alternately, the teacher may choose to design his/her own survey sheet in consultation with the students.

· Students will create a tally chart in order to depict visually the top Ten Contemporary Rules by Which People Live.

· Students will compare their list with the Ten Commandments, and the Beatitudes.

· The teacher and students will develop a marking scheme for a compare/contrast paper based on the survey results.

· Using the steps of the writing process, students will write a compare/contrast paper showing the similarities and differences between the teachings in the Bible and their survey results.

· The teacher will provide time at the end of the activity for students to reflect on how the Ten Commandments and the Beatitudes are still relevant in their lives.

Assessment/Evaluation Techniques

Formative Assessment

· Teacher observation during group discussion

· Completed Poetry Journal entry

· Completed survey and compare/contrast paper; marking scheme created by teacher with student input

Accommodations

· Peer tutor or Special Education assistance to complete the various stages of the task

· Flexible assignment length/deadlines

· Assistance with survey format and tally skills

· Dual language dictionaries

Resources

Holy Bible, New Revised Standard Version, Catholic Edition. Tennessee: The Catholic Bible Press, a division of Thomas Nelson, Inc., 1993.

Contemporary poems and song lyrics from both church and secular sources

Activity 5: Special Occasion Poetry

Time: 120 minutes

Description

The purpose of this activity is to allow students the opportunity to explore poetry as a means of personal expression. Christian holidays such as Christmas and Easter have been commercialised, and together with Mother’s Day, Father’s Day, birthdays, anniversaries, and other occasions are multi-million dollar industries. This is evident in the way people exchange greeting cards. In this activity, students will invent an occasion on which to exchange a greeting card and design a greeting card with an appropriate poem for that occasion, which reflects pride, honesty, and respect for others.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 2b, 3b, 5e.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.02, WRV.02, WRV.04, WRV.05.

Specific Expectations: RE2.04, WR2.02, WR4.01, WR4.02, WR4.03, WR4.04, WR5.02, WR5.03, WR5.04.

Planning Notes

· Provide numerous examples of cards, based on the various themes such as Christmas, Easter, birthdays, and St. Patrick’s Day.

· Provide materials for creating cards.

· Consult with the Art/Computer teachers for creative ideas.

· Book the Computer Lab for student use. Students should not be using card-publishing software for this activity, but may use standard word processing software and electronic writing aids.

Prior Knowledge Required

Students will:

· be familiar with a variety of holidays and special events for which people receive greeting cards;

· have received greeting cards on various occasions;

· be familiar with the type of verses found in special occasion cards (humorous, religious, etc.);

· be aware of acceptable language and attitudes for a Catholic school.

Teaching/Learning Strategies

· The teacher will discuss with the class special occasions in which people give/receive cards (e.g. Christmas, Easter, Mother’s Day, Father’s Day, Retirement, Birthday, Sympathy, New Baby, or New Job).

· As a class, students will brainstorm the different occupations necessary for the production of greeting cards.

· The teacher will distribute samples of special occasion cards for the students to examine and discuss the types of verses and the poetic elements found in the greeting card verses.

· Students will suggest other creative, socially acceptable opportunities that could warrant an exchange of greeting cards.

· In a teacher-led class discussion, students will brainstorm key concepts/words and phrases, appropriate to the various occasions.

· The teacher will record these ideas on the board.

· Together with the students the teacher will make a checklist of the basic requirements of poetry for special occasions (occasion clearly identified, appropriate sentiment expressed, suitable level of language, eye-catching graphics, etc.).

· Students will create a personal poetic communication and design the format for its presentation based on an invented theme or occasion of their choosing (e.g., Happy New Pet Day, Ode to Your Car, The Ballad of the Bad Hair Day, and Elegy on the Death of a Sneaker).

· If students wish to design a card for a traditional reason, they may do so at the teacher’s discretion.

· Students are to identify a target market for their greeting card, and in a paragraph, explain how they would go about marketing their creation.

· The teacher will conference with each student during the activity to ensure that the activity is in keeping with Gospel values and ethics as well as to encourage and support the student's idea. Peer conferencing is optional.

· After the teacher sees the completed assignments, students are encouraged to send their cards to friends and family. Remind students to keep a copy of the verse they write to include in their anthologies.

· The teacher will provide time for students to reflect on their project in their Poetry Journal.

· The teacher will remind students to continue to complete their Poems I Have Read chart as they read greeting card poetry.

Assessment/Evaluation Techniques

Formative Assessment

· Teacher-student conference to discuss theme/occasion for the greeting card

· Informal teacher observation of students at work

· Poetry Journal entry

· Personal dictionaries kept up to date

· Student created greeting card assessed by a checklist.

Accommodations

· Assistance with organization skills

· Peer tutor or Special Educational assistance to complete task

· Dual language dictionaries

Resources

A variety of special occasion greeting cards

Activity 6: The Student Poet: Personal Anthology

Time: 180 minutes

Description

The purpose of this activity is to bring together everything that the students have learned throughout this unit. Students will demonstrate their poetic knowledge and skills by creating an individual anthology consisting of personal poetry as well as some of their favourite poems by other authors, including friends, and family. To complete this unit, students will have the opportunity to submit their best personal piece of poetry on the Internet.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: 2b, 2c, 4e, 5b, 5e, 5f, 5g.

Strand(s): Reading Skills, Writing Skills

Overall Expectations: REV.01, WRV.01, WRV.02, WRV.04, WRV.05.

Specific Expectations: RE1.05, WR1.03, WR2.02, WR4.01, WR4.02, WR4.03, WR4.04, WR5.02, WR5.03, WR5.04.

Planning Notes

· Provide a variety of examples of poetry anthologies including some produced by students for examination.

· Provide supplies such as construction paper, markers, scissors, and glue.

· Develop a rubric with student input to assess the poetry anthology.

· Create a hand-out for students that outlines what to include in the anthology, e.g. the number of selections written by the student, the number of favourite poems, songs, etc. written by someone else, and a brief explanation why these particular items were selected.

· Reserve the Library/Resource Centre and Computer Lab for student use.

· To make the activity more meaningful to students, search for poetry contests in magazines, newspapers, and on the Internet as well as in the community, e.g. Royal Canadian Legion Remembrance Day poetry contest, school, newspaper, parish etc. which students may have the option to enter at parent/school board discretion.

· Refer to the students’ IEPs for necessary accommodations and/or modifications

Prior Knowledge Required

Students will:

· have the knowledge and skills required for reading and creating poetry to complete the poetry anthology;

· have basic word processing skills;

· have basic Internet skills;

· be aware of school rules and regulations for the use of the Computer Lab and the Internet.

Teaching/Learning Strategies

The teacher will:

· introduce this activity by showing examples of poetry anthologies.

· distribute the handout of what to include in their anthology.

· encourage students to add previously completed poetry that they believe exemplifies their creative abilities.

· remind students to use their Poems I Have Read chart to find favourites.

· involve the students’ opinions and ideas in the creation of the poetry anthology rubric to evaluate their finished anthologies.

· provide support, encouragement and organizational assistance to aid the students in completing their anthologies.

· provide ample time for students to successfully complete their projects.

Students will:

· create a cover page for their anthology.

· in collaboration with the teacher and peers select their best pieces of poetic writing to include in their anthology according to the directions.

· ensure that their anthology is complete.

· hand in a completed anthology for final assessment.

The teacher will:

· provide time on the Internet for students to submit their favourite poem to contests that can be found on the Internet or in electronic magazines.

· explore the possibility of publication in school or school board anthologies.

· provide the opportunity for students to enter any local poetry contests (e.g. school, newspaper, and parish) and provide feedback where possible.

· encourage students to continue to write and read poetry for personal enjoyment and self-fulfilment.

· provide time for students to share their anthologies, if they choose to do so.

· provide time for students to reflect in their Poetry Journal on their feelings towards poetry. Encourage students to review their first entry and reflect on how their appreciation of poetry has changed or expanded.

Assessment/Evaluation Techniques

Formative Assessment

· Informal teacher observation of students at work

· Teacher-student conference

· Peer conferencing

· Poetry anthology checklist

· Poetry Journal entry

· Completed Poems I Have Read chart

· Updated personal dictionaries

Summative Evaluation

· Poetry Anthology assessed by a class-created rubric

· Portfolio of Written Work assessed by a rubric (see Appendix 1.18)

· Personal Dictionary assessed by a rubric (see Appendix 1.17)

Accommodations

· Peer tutor or Special Education assistance to complete assigned task

· Flexible assignment length and deadline

· Assistance with organization skills

· Dual language dictionaries

Resources

Published poetry anthologies

Student-created poetry anthologies from other classes/schools

Computer software (desktop publishing, word processing)

Websites such as:

http://poetry.com

http://www.teenlit.com

http://www.zinebook.com

http://www.sowashco.com/writersjournal

http://www.cader.com

postmaster@bluemountain.com

Appendix 4.1

The Ten Commandments

1. I am the Lord your God, you shall have no other gods except Me.

2. You shall not take the Name of the Lord, your God in vain.

3. Remember to keep holy the Lord’s Day.

4. Honour your father and your mother.

5. You shall not kill.

6. You shall not commit adultery.

7. You shall not steal.

8. You shall not bear false witness against your neighbour.

9. You shall not covet your neighbour’s wife.

10. You shall not covet your neighbour’s goods.

Appendix 4.2

Survey Of The Top Ten Rules By Which People Live Today

Pick your top ten life rules. Number them from 1-10.	A	B	C	D	E	F	G	H
I’m the most important thing in my life.
Family comes first.
With money comes success.
Money doesn’t guarantee success.
Mind your own business; what you don’t know won’t hurt you.
Knowing what goes on around you is important to your happiness.
If it feels good, do it.
Never give a sucker an even break.
Treat others the way you would like to be treated.
My body is mine to do with as I want.
My body is a gift and I should treat it with dignity and respect.
No one has the right to tell me what I can and cannot do or say.
Parents are important; obey them and treat them with respect.
Capital punishment and assisted suicide are okay for some.
Life is precious; no one should be able to take it away.
To do well, you have to look good.
The Lord helps those who help themselves.
Charity begins at home.
Prayer is a vital part of my day.
I go to church when I can.
I make a point of going to church as often as I can.
If you see something you want, take it.
If you want something that someone else has, find a way to work for it and earn a similar reward yourself.
It’s all right to want what others have and to get it any way you can.
You should be happy when friends achieve success and congratulate them.
Virginity is a special gift to be saved for the person one marries.
Sex is okay; everybody does it before they get married. It’s no big deal.