Course Profile
English, Grade 9 Applied, Catholic
Unit 3
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Lead Board
Toronto Catholic District School Board
Wendy Schmidt, Manager
Course Profile Writing Team
Nick D’Avella (Lead Writer), Senator O’Connor Secondary School
Patrick Keyes (Writer), St. Mary’s Secondary School
Elaine Barrett (Writer), Mother Teresa Secondary School
Vincent O’Brien (Writer), Chaminade College
Christine Hughes (Writer), Jean Vanier Secondary School
Unit 3: Poetry: Miracle and Wonder
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6
The exploration of poetry encourages students to read, write, and demonstrate their understanding and appreciation of a variety of poetic forms. Students identify, compare, and contrast ballads, narratives, songs, and prayers. Through listening, speaking, and writing in large and small groups, students learn and apply poetic devices in various poetic contexts. The unit culminates with the production of an anthology of student prayers, songs, and poetry forms.
Ontario Catholic Graduate Expectations: 2a, 2c, 4a, 4f, 5a, 5c, 5e, 5f, 7b.
Strand(s): Reading and Literature Studies, Writing, Language, Media
Overall Expectations: LIV.01-.02P, .03B; WRV.01-.03P, .04-.05B; LGV.01P, .02B; MDV.01-.02P.
Specific Expectations: LI1.02P, .03B, .05P, .06B, .07P; LI2.01P; LI3.01-.02P; WR1.02P, .04P; WR2.01P; MD1.01B, .02P; MD2.01-.02P.
|
Activity 1 |
Read It, Hear It, Think It: Reading Selections of Poems, Songs, and Prayers |
60 minutes |
|
Activity 2 |
The Motive for Metaphor: Classifying, Comparing, and Analysing |
120 minutes |
|
Activity 3 |
My Line, Your Line: Shared Composition of Poetry in Small Groups |
60 minutes (+45 integrated) |
|
Activity 4 |
How I See It: Representing a Poem in Another Medium |
60 minutes (+45 integrated) |
|
Activity 5 |
Our Voices: Writing a Personal Response to a Poem, Song, or Prayer |
120 minutes (+60 integrated) |
|
Activity 6 |
Build It and They Will Read: Compiling and Publishing an Anthology of Student Poems |
180 minutes (+30 integrated) |
· In addition to the 10 hours allotted for this unit, approximately 3 hours should be devoted to the writing process and the ongoing refinement of language skills as outlined in Unit 6.
· Activities 2, 6, and 7 have designated time for skills development.
· jigsaw (group analysis of poems)
· dramatic readings by teacher and student
· Socratic lessons
· presentation of dramatization, storyboard, or illustration
· peer editing of individual poems and anthology
· teacher/student conferencing
· student selection of poetry, song, prayer, from library and personal sources
· checklist to assess oral presentations and dramatization
· rubrics to assess written responses
· conferencing to provide specific feedback on writing
· checklist to assess student performance in group
· self-assessment checklist
· anthology of student poems
an anthology of poems
glossary of poetic terms
prayer book
The Bible
Word-processing programs
desktop publishing
music videos (recorded music)
Time: 60 minutes
As an introduction to the poetry unit, this activity is intended to spark enthusiasm. It exposes students to poetry in a variety of forms including songs, prayers, and traditional poems.
Ontario Catholic School Graduate Expectations:
2 (a) - Listens actively and critically to understand and learn in light of gospel values;
5 (a) - Works effectively as an interdependent team member;
5 (e) - Respects the rights, responsibilities and contributions of self and others;
5 (f) - Exercises Christian leadership in the achievement of individual and group goals;
7 (b) - Accepts accountability for one's own actions.
Strand(s): Literature Studies and Reading, Writing, Language, and Media Studies
Overall Expectations:
LIV.01P - read and demonstrate an understanding of a variety of literary and informational texts;
LGV.02B - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences;
WRV.02P - identify the literary and informational forms suited to specific purposes and audiences and use the forms appropriately in their own writing, with an emphasis on communicating information accurately;
MDV.01P - identify and describe the elements, intended audiences, and production practices of a variety of media forms.
Specific Expectations:
LI1.03B - describe a variety of reading strategies and select and use them effectively before, during, and after reading to understand texts;
LI1.06B - use specific references from a text to support opinions and judgments;
LI1.07P - identify how readers' different backgrounds might influence the way they understand and interpret a text;
WR2.01P - identify the purpose for each piece of writing.
· Teachers may enlist the help of the school chaplain or local clergy to discuss the notion of prayer as poetry.
· One purpose of this activity is to point out that poetry takes a variety of forms.
· The teacher emphasizes that poetry needs to be read aloud to be fully appreciated.
· The teacher sets up four stations as follows:
A. Station 1: traditional poetry
B. Station 2: songs
C. Station 3: choral reading of a prayer
D. Station 4: teacher's choice (riddles, limericks, nursery rhymes, or jingles)
· The teacher provides copies of the texts used at each station.
· The teacher may enlist the help of students in setting up the poetry stations.
· To facilitate the activity, teachers place clear and concise written instructions at each station.
· Teachers are encouraged to use community resources (chaplain, local musicians, librarians, poets).
· Teachers should remind students to keep all materials for use in subsequent activities.
·
Knowledge of applicable literary terms introduced in
the short story unit
·
Knowledge of key prayers of our faith
· Divide the class into four groups.
· Appoint a recorder for each group.
· Direct each group of students to a specific station.
· At each station, students will experience a poem, discuss the poem, and record their responses following these prompts:
1. Choose one aspect of the poem that the group likes (images, sounds, rhythm, words, character). Explain why.
2. Choose one aspect of the poem that the group does not like. Explain why.
3. Choose one thing the group would change about the poem. Explain why.
4. Identify any unfamiliar words or phrases in the poem.
· At Station 1, students listen to a traditional poem read aloud.
· At Station 2, students listen to a recording of a song.
· At Station 3, students participate in the choral reading of a prayer.
· At Station 4, students read aloud one of the following: riddles, limericks, nursery rhymes, or jingles.
· The teacher directs a class discussion to share and compare responses.
· Individually, students write a journal entry describing their experience with the poems studied in this activity.
· Emphasize that poetry can be enjoyed in a variety of forms.
Formative:
· Informal teacher observation (2a, 5f, 7b) (LIV.01P)
Summative:
· Group Work Rubric (5a, 5f, 7b) (LGV.02B, MDV.01P, WR2.01P)
· Writing Assessment Rubric (WRV.02P, LI1.06B)
· Pair hearing-impaired students with peer facilitators.
· Provide the assistance of a peer facilitator to students with reading difficulties.
traditional poems
songs
prayers
riddles
limericks
nursery rhymes
jingles
Book of
Psalms
Chcken Soup
for the Teenage Soul
Inside
Poetry
Literature
and Media: Nelson
Poetry in
Focus
Themes on the Journey
Through the Open Window
CDs of contemporary artists (Sarah McLaughlin, The Barenaked Ladies, Tom Jackson, Susan Aglukark, k.d. lang, Maestro, Tracey Chapman, Leonard Cohen, Stompin’ Tom Connors)
Hymns: "Eagles Wings," " Be Not
Afraid," "How Great Thou Art," "The Prodigal Son," Amazing Grace," "You are
Near."
Time: 120 minutes
In this activity students distinguish, describe, and classify various types of poetry.
Ontario Catholic School Graduate Expectations:
2(a) - Listens actively and critically to understand and learn in light of gospel values;
2(c) - Presents information and ideas clearly and honestly and with sensitivity to others;
4(a) - Demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.
Strand(s):
Overall Expectations:
LIV.03B - identify and explain the effect of specific elements of style in a variety of literary and informational texts
Specific Expectations:
LI3.01P - Explain how authors use stylistic devices, such as simile, metaphor, personification, imagery, and foreshadowing, to achieve intended effects
L13.02P - Explain how authors choose words and phrases to achieve intended effects
· This activity is designed to demonstrate that form and function in poetry are interrelated. For example, if the poet's function is to tell a story, the ballad form might be chosen.
· As an introduction to this activity, provide a sample of poetry that demonstrates the essence of the metaphor.
·
Remind students to keep all materials, as these will be
needed in subsequent activities.
·
Familiarity
with applicable terms learned in the short story unit
· Distribute two lists to each student. The first list contains definitions of the following poetic terms: simile, metaphor, personification, pun, rhyme, alliteration, rhythm, assonance, imagery. The second list contains passages from various poems that illustrate the poetic terms on the corresponding list.
· Instruct the class to match each definition with its example.
· More than one poetic device may be identified in any given passage, e.g., "My love is a red, red rose" contains both metaphor and alliteration.
· Have students work in pairs.
· Review and clarify the definitions and review the examples students have derived.
· Students place their list of definitions and examples in the glossary section of their notebooks.
· Divide the class into four or five expert groups.
· Select four or five of the following poetic forms: Ballad, Limerick, Concrete (visual) Poetry, Sonnet, Jingle, Ode, Psalm, Prayer, Rap, Beat Poetry, Riddle, Chants.
· Assign each expert group a particular form of poetry.
· Each expert group first reads the poem silently and then selects a group member to read the poem aloud. Alternatively, students may read the poem in chorus.
· In their expert groups, students analyse the poem for the following poetic devices: simile, metaphor, personification, pun, rhyme, alliteration, assonance, imagery, and rhythm. In addition, students take a Closer Look at the Poem using the following graphic organizer:
A Closer
Look at the Poem
|
Number of Lines (length of poem and the significance of the poem’s length) |
Length of lines (number of syllables) |
Rhyme Scheme (pattern of end rhyme) |
Narrative (Does the poem tell a story?) Briefly retell it in your own words |
Description (What does the poem describe?) |
Poetic Devices (metaphor, simile, alliteration, pun, assonance, etc.) |
|
|
|
|
|
|
|
· The teacher rearranges students into new groups. Each new group consists of one representative from each expert group.
· Using the organizer handout, each representative presents his or her poetic analysis to the group after reading the poem to the other members of the group.
Formative Assessment:
·
Checklist for assessing student performance in groups
·
Peer-Assessment: Checklist to assess individual
presentations
·
Informal teacher observation
·
Roving conferences
Summative Evaluation:
·
Content Quiz: Terms used when discussing poetry
·
Checklist to assess organizer
· Scribe, as required
· Peer tutors, as required
· Teachers should ensure that students are grouped heterogeneously.
Abrams, A. A
Dictionary of Literary Terms.
Barry, James, ed. Departures.
glossary of poetic
terms
Inside Poetry.
HBJ.
The Oxford
English Dictionary
Poetry in Focus.
Globe Modern Curriculum Press.
Time: 60 minutes (45 additional
minutes in integrated language study)
This activity is meant to engage students in the
imaginative process of composing and performing their own poetry.
Ontario Catholic School Graduate Expectations:
2(c) - presents information and ideas clearly and honestly and with sensitivity to others;
4(f) - applies effective communication, decision-making, problem-solving, time and resource management skills;
5(a) - works effectively as an interdependent team member;
7(b) - accepts accountability for one's own actions.
Strand(s): Literature Studies and Reading, Writing, Language, Media Studies
WRV.02P - identify the literary and informational forms suited to specific purposes and audiences and use the forms appropriately in their own writing, with an emphasis on communicating information accurately;
WRV.03P - use a variety of forms of writing to express themselves, clarify their ideas, and engage the audience's attention, imagination, and interest;
LGV.01P - use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly;
LGV.02B - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as storytelling, role playing, and reporting/presenting, for specific purposes and audiences.
LI1.07P - identify how readers' different backgrounds might influence the way they understand and interpret a text;
LI2.01P - use knowledge of elements of drama, such as plot and sub-plot, character development and revelation, conflict, dialogue and stage directions, to understand and interpret texts in the genre;
WR1.02P - locate and record information and ideas from print and electronic sources, including newspapers and magazines, dictionaries, encyclopedias, vertical files, and electronic databases.
·
See Appendix H for suggested opportunities for language
skills integration.
· Review briefly the parts of speech and the definitions of poetic devices if necessary.
·
Knowledge of parts of speech
· Knowledge of poetic devices acquired in Activity 2
·
Arrange the students into groups of four or five and
assign a number to each group.
· Provide each group with magazines, scissors, an envelope, and dictionaries.
· Instruct the students to search for and cut out (from their magazines) five nouns, five verbs, three adjectives, and two adverbs.
· Students place their group number on the outside of the envelope and place the cut-out words into the envelope.
· Each group records a list of its 15 words and submits it to the teacher. (The teacher refers to these lists later during the evaluation).
· Collect and re-distribute the envelopes to new groups.
· Students collectively and/or independently create a poem using all 15 words in the envelope. (Students may add as many of their own words to the poem as they wish.)
· Students complete a polished copy of the poem.
· Students identify and provide examples of any poetic devices used in their poems.
· Students prepare, rehearse, and perform a dramatic reading of the poems.
Process:
·
Informal
teacher observation
Product:
·
Poem checklist
·
Performance rubric
· Scribe, as required
· Students may require additional time for the activity
Glossary of poetic terms (Abrams Glossary of Literary
Terms)
Time: 60 minutes (45 additional minutes integrated language)
In this activity students interpret a poem and then represent that poem in another medium, for example, a collage, a video, painting, 3-D sculpture, soundscape, or dramatization.
Ontario Catholic School Graduate Expectations:
5(a) - works effectively as an interdependent team member;
5(e) - respects the rights, responsibilities, and contributions of self and others.
Strand(s): Media Studies, Literature Studies and Reading
Overall Expectations:
MDV.01P - identify and describe the elements, intended audiences, and production practices of a variety of media forms.
Specific Expectations:
LI1.05P - make inferences based on the information and ideas presented in texts;
LI2.01P - use knowledge of elements of drama, such as plot and sub-plot, character development and revelation, conflict, dialogue and stage directions, to understand and interpret texts in the genre;
MD1.01B - demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media works;
MD1.02P - identify and describe the elements used to structure media works in a variety of forms;
MD2.01P - adapt a work of literature for presentation in another media form.
·
See Appendix H for suggested opportunities for language
skills integration.
· This activity is introduced and explained during class time, but is competed independently.
· The final product can be submitted at a later date.
· Keep examples of exemplary work to show future classes.
· Teachers may provide instructions on what constitutes a collage, a storyboard, a dramatization, etc.
· This activity should be planned and carried out with assistance from the art, music and drama departments.
· Work produced could be showcased at community functions, masses, etc.
· Students may create a timetable for the completion of their task.
· Explain that poetry can be represented in a variety of ways.
· Group students into pairs.
· Each pair selects a favourite poem from among those studied in activities 1 and 2.
· Each pair selects one of the following means of representing the poem: a dramatization, a collage, storyboard, musical representation (soundscape), a painting or illustration, or choral reading.
· Students write a short explanation of the relationship between the poem and their representation of the poem.
· The written explanation is completed independently and submitted at a later date.
· Allocate approximately thirty minutes of class time for the planning of this project.
·
Rubric
for the assessment of final product
· Guide students in choosing a medium which best suits their individual styles.
· Create a flexible timetable for the completion of tasks.
Camcorder
Tape recorder
Cassette or CD player
Construction paper and magazines
Poems from Activities 1 and 2
Time: 120 minutes (60 additional minutes of integrated
language study)
In this activity students read and listen to a selection of poems, including songs and prayers. Upon reflection, students write a personal response to the poem they have chosen.
Ontario Catholic School Graduate Expectations:
2(c) - presents information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Writing, Language, Literature Studies and Reading
Overall Expectations:
WRV.03P - use a variety of forms of writing to express themselves, clarify their ideas, and engage the audience's attention, imagination, and interest
Specific Expectations:
LI1.06B - use specific references from a text to support opinions and judgments
·
See Appendix H for suggested opportunities for language
skills integration.
· Select poems, songs, hymns and prayers that are thematically linked if desired.
· Duplicate and distribute the prompt chart provided in this activity to deepen and encourage insightful responses to the poems if desired.
· Select poems that focus on mood, theme, setting, character or a combination of several of these elements if desired.
· Emphasis personal response in this activity.
· Allow students sufficient time to peer-edit their responses.
·
Sound
knowledge of key literary terms
· Select a poem, a song/hymn, and a psalm and present each of these to the class.
· Lead discussion on the poem's mood, theme, setting, and character as these may apply to the poem, the hymn, or the song.
· The teacher guides students on a personal response journey by means of the following prompts (see Personal Response Chart).
· Students determine the focus of the guided journey by concentrating on one or two of the key elements in the chart.
Personal Response Chart
|
Key Elements |
Key Prompts |
|
Theme |
a) What does the poem make you think about? b) What does the narrator grapple with in the poem? c) What questions does this poem raise? d) How are the problems/conflicts in the poem similar to those in your own life? e) Have you ever had a personal experience similar to the one described the poem? Explain. f) What have you learned through this experience about yourself? About life? |
|
Mood |
a) How does the poem make you feel? (happy? joyful? giddy? lonely? proud? uncertain? angry? thoughtful? compassionate? melancholic? warm? reassured? creepy?) b) Is the poem a lament or a celebration? Explain. c) If the mood of the poem were a colour or sound, what would the sound or colour be? |
|
Setting |
a) In what time of year is the poem set? How does this time of year usually make you feel? b) What time of day or night is it? How does it make you feel? |
|
Character (Voice) |
a) If you could speak to the character/narrator in the poem: 1. What question(s) would you ask? 2. What advice would you give? 3. What advice would the character/narrator give you? 4. What are you thinking of as you speak to the character/ narrator? 5. Do you trust what you are being told? Explain. |
·
Students
write a response based on applicable prompts listed above.
·
Writing
Assessment Rubric (Appendix A)
· Students who have difficulty expressing themselves in written form may wish to tape record their responses.
· Provide a scribe, as required.
All new Grade 9 texts (Gage, Nelson, etc.)
Catholic Book of Worship
Footprints
Time: 180 minutes (30 additional minutes of integrated language
study)
Students compose and anthologize poems, songs, and prayers. When completed, the anthology showcases poetry written by all students in the class.
Ontario Catholic School Graduate Expectations:
4(f) - applies effective communication, decision-making, problem-solving, time and resource management skills;
5(c) - develops one's God-given potential and makes a meaningful contribution to society;
7(b) - accepts accountability for one's own actions.
Strand(s): Writing, Language, Media Studies
Overall Expectations:
LIV.01P - read and demonstrate an understanding of a variety of literary and informational texts;
WRV.01P - use print and electronic sources to gather information and explore ideas for their written work;
WRV.03P - use a variety of forms of writing to express themselves, clarify their ideas, and engage the audience’s attention, imagination, and interests;
WRV.04B - revise their written work, collaboratively and independently, with a focus on support for ideas, accuracy, clarity, and unity;
WRV.05B - edit and proofread to produce final drafts, using correct grammar, spelling, and punctuation according to the conventions of standard Canadian English specified for this course, with the support of print and electronic resources when appropriate;
LGV.01P - use knowledge of vocabulary and language conventions to speak, write, and read clearly and correctly;
MDV.02P - use knowledge of a variety of media forms, purposes, and audiences to create media works.
LI1.02P - select and read texts for a variety of purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, collecting and using information, extending personal knowledge, and responding imaginatively
WR1.04P - use the information and ideas generated by research to explore topics for written work
MD2.02P - Create media works for different purposes
·
See Appendix H for suggested opportunities for language
skills integration.
· This activity is linked with Activity 3, My Line, Your Line!
· To raise awareness of cultural diversity, teachers should encourage students to use prompts representative of their culture (e.g., musical selections, Native artifacts, graphic symbols, religious symbols).
· The class poetry anthology includes poems written in Activity 3 as well as poems written in this activity.
· The formatting of the anthology may be accomplished with the assistance of students in a computer studies class.
· Where desktop-publishing resources are available, allow students to compile and format the anthology on computer.
· The teacher may want to distribute copies of the anthology to students, parents, and the wider school community.
· As an extension, and where applicable, the teacher may involve drama classes and art classes in representing the anthology (e.g., transforming the text of the poem into a tableau).
· Knowledge of parts of speech acquired in Activity 3
· Knowledge of poetic devices acquired in Activity 2
· Present a series of prompts, including images, objects, poetic devices, music, movement, and written pieces to engage the students' imagination.
Example: Show the students a silver pen as a prompt. Together teacher and students produce a chart on which they brainstorm what the silver pen may represent.
· The teacher and students generate a list of words that describe the pen, and enter these on the Phrase-Generating Poetry Chart below:
Phrase-Generating Poetry Chart
|
Prompt (object, musical piece, image, etc.) |
Adjective |
Nouns (metaphors) |
Adverb |
Verb |
Combining Nouns, Adjectives, Adverbs, and Verbs) |
|
pen |
silver |
weapon |
explosively |
blasting |
explosively blasting |
|
|
grey |
missile |
sharply |
shooting |
eagerly shooting |
|
|
metallic |
tower |
menacingly |
manoeuvring |
menacingly metallic |
|
|
streamlined |
tool |
eagerly |
scratch |
|
|
|
slender |
rocket |
swiftly |
telling |
|
Sample Poem:
My Pen
The silver rocket explodes
A tool of thought
Menacing, manoeuvring
The words blast upon the page
What will the metallic missile scratch next?
· Students fashion a poem using the adjectives, verbs, adverbs, and nouns generated on the chart.
· Encourage students to identify metaphors, similes, alliteration, assonance, personification, and other devices that may occur in their poems.
· In pairs, students revise and polish their poems.
· Students compile, format, and publish an anthology of class poems, prayers and songs. (The anthology includes newly-written poems as well as poems written in previous activities.)
Process:
· Group activity checklist (Appendix D)
· Self-evaluation checklist (Appendix C)
Product:
·
Peer
and teacher evaluation of poems
· Scribe as required
· Students may tape record their poems.
· Extra time as required
Computers
Word processors
Pagemaker/desktop publishing programmes
CorelDRAW™
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