High School to College and Career Transitions
Senior English Redesigned:
A 12th-grade English
Transitional Course
Southern
Regional
Education
Board
592 Tenth Street, N.W.
Atlanta, GA 30318
(404) 875-9211
www.sreb.org / Life Lessons
Unit Plan
7
Life Lessons Unit– Overview
Unit Plan Overview
Unit Title: Author’s Purpose, Comprehension and Poetic Form: Medieval LiteratureCourse Name: British Literature
Grade Level(s): 12
Unit Overview
Students will read selected poetry and prose with a focus on learning how to improve their own writing. They will use the writing process to produce a personal narrative essay that might also be used as a college application essay, and they will carry out research related to their post graduation plans which will be shared through a brochure. Students will also select a book to read and then discuss with a group in order to make connections to the essential questions of the unit.
Timeframe: 10 90-minute classes
Essential Questions: (Open-ended style which promote in-depth investigation)
1. What are the life lessons that have the most meaning for me?
2. How does the poet use language to tell the truth about his/her life experiences?
3. How can poetry inform and improve my prose?
4. What is the connection between life lessons and my personal goals?
SREB Readiness Indicators6. Identify the elements of texts and analyze the author’s development of them.
7. Compose writing that conveys a clear main point with logical support.
8. Edit and revise writing for the strongest effect.
10. Use research skills to locate, gather, evaluate, and organize information for different purposes.
State/Local Standards: Mississippi
RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
RI.11-12.8 Delineate and evaluate the reasoning in foundational documents. (Nonfiction, speeches, foundational documents)
RI.11-12.5 Analyzing and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear and convincing and engaging. (Opinion Editorials, Essays)
W.11-12.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, information clearly and accurately through the effective selection, organization, and analysis of content. (Essay, Speech, Presentation)
SL.11-12.4 Present information, findings, and supporting evidence conveying a perspective. (Research, Speech)
Acknowledgment(s): Broome High School and Elizabeth Bailey
7
Life Lessons Unit– Overview
Unit Plan Overview
Literacy Strategies / Habits of Success_X_ Admit/Exit slips
_X_ Graphic organizer
_X_ Know/Want to Know/Learn Chart (KWL)
_X_ Open-response questions
___ Two-column/Cornell notes
___ Re-telling
___ Reflection
___ Jigsaw reading
_X_ Peer Review
_X_ Peer Editing
___ Anticipation Guide
___ RAFT (Role/Audience/
Format/ Topic)
___ Summarization (GIST)
(Generating Interactions Between Schemata and Text)
___ Paired Reading
_X_ Other / 1. ___ Create Relationships
Teamwork/responsibility/effective communication
2. ___ Study, Manage Time, Organize
Organization/time management/study skills
3. ___ Improve Reading/Writing Skills
Use reading and writing to learn strategies
4. ___ Improve Mathematics Skills
Estimate/compute/solve/synthesize
5. _X_ Set Goals/Plan
Set goals/plan/monitor progress
6. _X_ Access Resources
Research/analyze/utilize
Assessments: Pre, Daily/Weekly and Post
Daily/Weekly: (Included on daily activities plans)
§ Quizzes (Attachments 33 and 34)
§ Writing Portfolio Checks (Attachment 35)
§ Book Plan and Reading Responses (Attachment 12)
§ Student and Teacher evaluation of book discussion (Attachment 28)
Post-assessment consists of two parts
1. Content-based (traditional paper and pencil test) test (Attachment 31)
2. Performance- or product-based
§ Portrait Poem Oral Presentation (Attachment 5)
§ Personal Essay (Attachment 19)
§ Post-Graduation Research Product (Attachment 25b)
Unit Outline Template
Sample Unit Outline
Unit Title: Author’s Purpose, Comprehension and Poetic Form: Medieval LiteratureEssential Questions:
1. What are the life lessons that have the most meaning for me?
2. How does the poet use language to tell the truth about his/her life experiences?
3. How can poetry inform and improve my prose?
4. What is the connection between life lessons and my personal goals?
Targeted Indicators / Assessment
6. Identify the elements of texts and analyze the author’s development of them.
/ Medieval Literature Poetry
Poetic Form Summative
7. Compose writing that conveys a clear main point with logical support. / Narrative Essay
8. Edit and revise writing for the strongest effect. / Brochure/Portfolio
10. Use research skills to locate, gather, evaluate, and organize information for different purposes. / Brochure/Portfolio
Content/ Texts
Sword and the Stone
Beowulf
Sir Gawain and The Green Knight
“Winter Sundays” by Robert Hayden
India Arie Lyrics Video Lyrics
“If”- Kippling
“Perhaps Vampires Is A Bit Strong But…” - Artic Monkeys
“Advice to My Son”- Meinke
-A Lesson Before Dying by Earnest Gaines
- The Color of Water by James McBride
- Secret Life of Bees by Sue Monk Kidd
Overview
Students will read selected poetry and prose with a focus on medieval literature and learning how to improve their own writing. They will use the writing process to produce a personal narrative essay that might also be used as a college application essay, and they will carry out research related to their post graduation plans which will be shared through a brochure. Students will also select a book to read and then discuss with a group in order to make connections to the essential questions of the unit.
Day / Instructional Focus
#1 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
RI.11-12.5 Analyzing and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear and convincing and engaging. (Opinion Editorials, Essays)
Essential Questions
Medieval Literature elements of the epic and chivalry
#2 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
RI.11-12.5 Analyzing and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear and convincing and engaging. (Opinion Editorials, Essays)
Poetic Form/ SALT
Lyric Carousel
#3 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Poetic Form/ SALT
#4 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Poetic Form/SALT
#5 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Epic and Beowulf
#6 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Epic and Beowulf
#7 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Epic and Beowulf
#8 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Epic and Beowulf
#9-12 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
RI.11-12.5 Analyzing and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear and convincing and engaging. (Opinion Editorials, Essays)
Medieval Romance and Sir Gawain
#13 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Poetry and what can I learn from poetry.
#14 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Poetry and what can I learn from poetry.
#15-17 / W.11-12.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, information clearly and accurately through the effective selection, organization, and analysis of content. (Essay, Speech, Presentation)
SL.11-12.4 Present information, findings, and supporting evidence conveying a perspective.
Narrative Essay- Personal College Entrance
#16-20 / W.11-12.2 Write informative/ explanatory texts to examine and convey complex ideas, concepts, information clearly and accurately through the effective selection, organization, and analysis of content. (Essay, Speech, Presentation)
SL.11-12.4 Present information, findings, and supporting evidence conveying a perspective.
Post-Graduation Research - Brochure
#21 / RL.11-12.9 Demonstrate knowledge of 17th, 18th, and 19th century foundational works of American literature – including theme or topic.
RL. 11-12.7 Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text.
Poetry Summative Assessment
7
Life Lessons Unit– Overview
Daily Activities Plan
Unit Title: Life Lessons
Day 1 of 10
SREB’s Readiness Indicator(s) for Daily Activities6. Identify the elements of texts and analyze the author’s development of them.
10. Use research skills to locate, gather, evaluate, and organize information for different purposes.
State/District Standard(s) for Daily Activities: Mississippi
2a. The student will interpret textual evidence of details, organization, and language to predict, draw conclusions, or determine author’s purpose.
2b. The student will analyze literary elements in multiple texts from a variety of genres to assess the effectiveness of patterns and connections in literary text and in informational texts.
Anticipated Times*
(90-minute Block Schedule) / Sequence of Instruction / Activities Checklist
10 minutes / Get Started
DOL:
§ Andy built a snowman and Jeff played with his dog.
§ Dan struggled with his homework so his father helped him.
(Answers to DOL in Notes each day)
Write the essential questions on the board or overhead. Ask volunteers to read them aloud. (Post these in the room for the duration of the unit.)
Admit Slip:
What are lessons for life? Where do we get the laws that we live by? / § Admit slip
§ Grammar editing exercise
§ Review essential questions
5 minutes / Engage
Share some of the admit slip responses.
Suggest that students “read” poetry almost more than any other genre because most of the music they listen to is poetry.
Ask them to brainstorm titles of the songs they listen to that have poetic lyrics. List on chart paper. / § Brainstorm
15 minutes / Explore
Play “Video” by India Arie.
Give students handouts of the lyrics of the song (Attachment 1) Lead whole group discussion:
§ Is this poetry? Why or why not?
§ What important life lesson has IA learned? / § Play audio
§ Discussion
5 minutes / Explain
Poets—and that includes song writers—work to choose the most exact words, the fewest words, the most perfect phrasing to express their feelings. We hear a song or a poem, and the first thing we do is experience the sound of the words. We can take a closer look to get inside the meaning of the words.
Distribute SALT charts (Attachment 2) and place one on the overhead.
Explain as follows:
This is a tool to help us understand the song or poem from the inside out.
S - speaker and subject
A - attitude (tone, mood)
L - language and literary devices that stand out
T - theme (meaning) / § Explain process
10 minutes / Practice Together
Complete the SALT chart on “Video” together.
Lead whole group discussion:
§ Who is the speaker?
§ What kind of person is she?
§ How do you know?
§ What is her attitude?
§ How do you know?
§ List the details that Arie includes about herself.
§ Discuss the implication of these details.
§ How do you feel about her? Why? / § Whole group graphic organizers
15 minutes / Practice in Teams/Groups/Buddy-pairs
Play “Perhaps Vampires Is a Bit Strong But...” by the Arctic Monkeys. Distribute lyrics handouts (Attachment 3)
Students will work in small group (3-4) to summarize and analyze the poem they choose from those read aloud. (Attachment 4) The groups will use SALT charts to analyze the poem. / § Practice active reading strategies
10 minutes / Practice Alone
Distribute the Self-Portrait Poem Project guide and rubric (Attachment 5). Answer questions about the project.
Refer again to the brainstormed list of songs for ideas. Teacher may also provide poetry books or online poetry sites such as.
1. http://www.favoritepoem.org/poems/index.html
2. http://poetry-portal.com/
Turn in selection for project on Day 2. / § Design individual investigation/project
15 minutes / Evaluate Understanding (Daily/Weekly/
Post-Assessment)
One paragraph response: Why do we need poetry and prose? Based on your experience with both, consider how the two genres are different and what each offers to you. / § Open-response question(s)
Minutes / Closing Activities
Exit Slip:
Have your feelings about poetry changed since this class started? How have they changed? Why?
Homework:
Write a 1 page “Question Paper” (Directions in Attachment 6) on the topic “Graduation and Beyond”
Research in books and online to find your “portrait” poem. / § Assign/explain homework
§ Exit slip
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Life Lessons Unit– Day 1