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Project GLAD

Poetry Unit: Lyrical, Political, Minority, Sonnets, & Romanticism

Grandview School District: Written by Jeremiah Campbell & Susan Thorpe

Level: High School, AP® Grades 11/12



Idea Pages
I Unit Theme: Literature analysis; analyzing how poets evoke the message of their theme through poetic language and rhetorical devices.

  • Thematic based poetry (lyrical, political, romanticism, and minority voice), and how the thoughts, and feelings, desires and fears of the poet are expressed through his or her poetry.

  • Form based poetry (English & Italian sonnets), and what it looks like to fit a given theme into specific poetic frame.

  • Cross-cultural views of poetry used to express thoughts and ideas in multiple levels of multiple societies.


II Focus & Motivation:

  • Cognitive Content Dictionary w/ signal word

  • Poetry Big Book

  • Inquiry Charts

  • Observation Charts

  • Nobel Laureate Awards

  • Poems/Chants


III Closure/Assessment:

  • Home-School Connections

  • Processing Charts

  • Personal Exploration

  • Student made big book

  • Personal explorations

  • Student made poetry (following genres)

  • Teacher/student made quizzes. (Poetry Themes, and rhetorical devise use)

  • Student made poetry, using rhetorical figures appropriately


IV Standards:

  • National: College Board

  • State: reading, writing, communication, social studies

  • State: English Language Development – listening/speaking, reading, writing


College Board National Standards: Derived from the College Boards AP® Spanish Literature Expected Outcomes.
APSpLit 1: Learn the major literary movements, writers, trends, and ideas that have shaped Hispanic peoples.

    1. The student understands, identifies, and analyzes the different thematic elements through Romance, and Italian Sonnet poetry, Romanticism, and Lyrical poetry.


APSpLit 2: Learn modern literary theory and its application in literary analysis

    1. The student is able to link the theme of a given poem and how its rhetorical devices evoke that theme.


APSpLit 3: Learn the terminology used to engage in discussions about literary criticism.

    1. The student is able to discuss and write about literary theory and its application in poetic analysis of Romance, and Italian Sonnet poetry, Romanticism, and Lyrical poetry.


APSpLit 4: Think critically and logically
APSpLit 5: Speak and Write eloquently about Spanish literature.

    1. Speak and write eloquently about Romance, and Italian Sonnet poetry, Romanticism, and Lyrical poetry.


APSpLit 6: Be familiar with the well known writers and the master works of Hispanic literature
APSpLit 7: Demonstrate the techniques of literary analysis.
APSpLit 8: See the development of Hispanic literature and learn to identify the different cultural trends and movements.
APSpLit 9: Understand the literary works as diverse texts, and that even though they are linguistic texts, they can be read as cultural, historic, social, and philosophic texts.
Washington State Standards: Essential Academic Learning Requirements, also know as EALRs
Reading:

EALR 1: The student understands and uses different skills and strategies to read.

To meet this standard, the student will:

1.1. Use word recognition and word meaning skills to read and comprehend text.

1.2. Use vocabulary (word meaning) strategies to comprehend text.

1.3. Build vocabulary through wide reading.

1.4. Apply word recognition skills and strategies to read fluently.



EALR 2: The student understands the meaning of what is read.

To meet this standard, the student will:

2.1. Demonstrate evidence of reading comprehension.

2.2. Understand and apply knowledge of text components to comprehend text.

2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literacy and informational text.

2.4. Think critically and analyze author’s use of language, style purpose, and perspective in informational and literary text.


EALR 3: The student reads different materials for a variety of purposes.
To meet this standard, the student will:

3.4. Read for literary/narrative experience in a variety of genres.


EALR 4: The student sets goals and evaluates progress to improve reading.
To meet this standard, the student will:

4.1. Assess reading strengths and need for improvement.

4.2. Develop interests and share reading experiences.
Writing
EALR 1: The student understands and uses a writing process.


To meet this standard, the student:

    1. Prewrites to generate ideas and plan writing.

    2. Produces draft(s).

    3. Revises to improve text.

    4. Edits text.

    5. Publishes text to share with audience.

    6. Adjusts writing process as necessary.


EALR 2: The student writes in a variety of forms for different audiences and purposes.
To meet this standard, the student:

2.1. Adapts writing for a variety of audiences.

2.2. Writes for different purposes.

2.3. Writes in a variety of forms/genres.

2.4. Writes for career applications.
EALR 3: The student writes clearly and effectively.
To meet this standard, the student will:

3.1. Develops ideas and organizes writing.

3.2. Uses appropriate style.

3.3. Knows and applies appropriate grade level writing conventions.


EALR 4: The student analyzes and evaluates the effectiveness of written work.
To meet this standard, the student will:

4.1. Analyzes and evaluates others’ and own writing.

4.2. Sets goals for improvement.
Communication:
EALR 1: The student uses listening and observation skills and strategies to gain understanding.
To meet this standard, the student:

1.1 Uses listening and observation skills and strategies to focus attention and interpret information.

1.2 Understands, analyzes, synthesizes, or evaluates information from a variety of sources.


EALR 2: The student uses communication skills and strategies to interact/work effectively with others.
To meet this standard, the student:

2.1. Uses language to interact effectively and responsibly in a multicultural context.




EALR 3: The student uses communication skills and strategies to present ideas and one’s self in a variety of situations.
To meet this standard, the student:

3.1. Uses knowledge of topic/theme, audience, and purpose to plan presentations.




EALR 4: The student analyzes and evaluates the effectiveness of communication.
To meet this standard, the student:

4.1. Assesses effectiveness of one’s own and others’ communication.



Social Studies:
EALR 3: GEOGRAPHY - The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.
Component 3.1: Understands the location, physical characteristics, cultural characteristics, and spatial patterns of places and regions on the Earth’s surface.
Component 3.2: Understands human interaction with the environment. 
Component 3.3: Understands the geographic context of global issues and events.
EALR 4: HISTORY - The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.
Component 4.1: Understands historical chronology.
Component 4.2: Understands and analyzes causal factors that have shaped major events in history.
Component 4.3: Understands that there are multiple perspectives and interpretations of historical events.
Component 4.4: Uses history to understand the present and plan for the future.
EALR 5: SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.
Component 5.1: Uses critical reasoning skills to analyze and evaluate positions. 

ELD Standards (Levels 9-12): Washington State’s English Language Development Standards are designed to mirror the states EALRs in the areas of listening, speaking, reading, and writing. Each standard contains five proficiency levels: beginning, intermediate, advanced, and transitional. As the state standards mirror the Washington Assessment of Student Learning (WASL), the ELD standards take the state standards and mirror them the Washington Language Proficiency Test (WLPT – II), and it’s four levels of achievement.
Listening & Speaking
Beginning-

  • Very limited understanding of English

  • Learns to distinguish and produce English phonemes

  • Uses words, gestures, and actions

  • Practices repetitive social greetings

  • Imitates verbalizations of others to communicate

    • Basic needs

    • Participate in discussions and activities

    • Respond to simple directions


Advanced Beginning-

  • Uses words and/or phrases

  • Uses appropriate social greetings

  • Participates in social discussions on familiar topics and in academic discussions

  • Develops correct word order in phrases

  • Begins to use content-related vocabulary

  • Retells simple stories and identifies the main points


Intermediate-

  • Uses simple sentences with inconsistent use of syntax, tense, plurals, and subject/verb agreement

  • Tells a story, informs, explains, entertains, and participates in social and academic discussions

  • Begins to use root words, affixes, and cognates to determine the meaning of new words

  • Begins to support main ideas with details


Advanced-

  • Uses descriptive sentences with common grammatical forms with some errors

  • Participates in academic and social discussions using appropriate ways of speaking based on audience and subject matter

  • Tells a story, informs, explains, entertains, and persuades

  • Uses simple figurative language and idiomatic expressions in discussions

  • Uses root words, affixes, and cognates to determine the meaning of new words


Transitional-

  • Has met criteria for exiting Transitional Bilingual Instructional Program (TBIP)

  • Speaks clearly and comprehensibly using standard English grammatical forms with random errors

  • Applies content-related vocabulary in a variety of contexts and situations

  • Gives oral presentations


Reading

Beginning-

  • Expresses self using words, drawings, gestures, and actions:

    • Sequences simple text

    • Answers literal questions

    • Makes simple predictions

  • Aware of familiar and unfamiliar sounds

  • Recognizes and produces rhyming words containing familiar sounds

  • Uses and comprehends highly contextualized vocabulary

  • Follows multi-step written directions (e.g., circle, underline, match)

  • Reads short phrases and sentences

  • Begins to understand concepts of print


Advanced Beginning-

  • Expresses self using words and/or phrases to identify:

    • Characters

    • Setting

    • Main idea and details

    • Compare and contrast

    • Cause and effect

    • Draws conclusions

  • Aware of familiar and unfamiliar sounds

  • Employs word-meaning strategies

  • Applies inflectional endings to words

  • Increases sight-word and content-area vocabulary

  • Distinguishes between genres

  • Reads highly contextualized paragraph-length text composed of simple sentences

  • Applies concepts of print


Intermediate-

  • Expresses self using simple sentences

  • Understands roots and affixes

  • Produces unfamiliar sounds

  • Decodes multi-syllabic words

  • Employs word-meaning strategies

  • Begins to read new text fluently

  • Increases vocabulary through reading across content areas

  • Uses text features to gain meaning, monitors for comprehension, visualizes and describes images from text, connects text to prior knowledge

  • Distinguishes between fact/opinion and fantasy/reality, infers and makes generalizations from text

  • Reads text containing compound sentences, yes/no questions, negative, simple past and future tense, and pronoun referents across content areas


Advanced-

  • Expresses self using descriptive sentences

  • Uses a variety of strategies to monitor comprehension

  • Recognizes phonemes within multi-syllabic words

  • Uses word parts to determine word meanings, identifies multiple meaning words across content areas

  • Reads with increasing fluency, adjusting rate as needed

  • Independently confirms word meanings

  • Uses a variety of resources for research

  • Text increases in length and complexity


Transitional-

  • Adjusts reading rate as needed

  • Uses specialized vocabulary and multiple meaning words appropriately

  • Uses comprehension and questioning strategies, summarize text, analyzes and applies persuasive devices

  • Develops research skills

  • States cause and effect, citing evidence from text

  • Comprehends grade level text


Writing
Beginning-

  • Draws, labels

  • Writes familiar words, sight words, and unfamiliar words

  • Writes to name, describe, or complete a list

  • Begins to use invented spelling, capital letters, participates in group editing

  • Audience may be self, teacher, or known person

  • Sequences pictures to assist with organization

  • Uses graphic organizers to convey main ideas and details

  • Participates in group writing process


Advanced Beginning-

  • Writes unfamiliar words and phrases

  • Begins to write a song or poem based on a model

  • Demonstrates inconsistent use of:

  • Capitals

  • Punctuation

  • Correct spelling

  • Records and gives directions

  • Writes for unfamiliar audience

  • Participates in group brainstorming

  • Writes rough draft, revises, and edits work

  • Offers feedback on others’ writing


Intermediate-

  • Writes simple sentences and paragraphs

  • Demonstrates increasing control of:

    • Capitals

    • Punctuation

    • Correct spelling

    • Syntax

  • Uses reference tools to self-edit conventions

  • Develops own voice in writing

  • Organizes paragraph using a topic sentence and supporting details

  • Distinguishes between writing for different audiences and purposes

  • Uses basic transitions

  • Chooses and maintains a focus, utilizing a topic sentence and supporting details

  • Writes individually and in a group process

  • Writes rough draft independently


Advanced-

  • Uses descriptive sentences

  • Develops a topic in multiple paragraphs using topic sentences and supporting details

  • Distinguishes between relevant and irrelevant details

  • Writes for a variety of audiences and purposes

  • Uses grade level conventions inconsistently

  • Refines voice in writing

  • Follows the five step writing process (with assistance in editing and revising)


Transitional-

  • Uses specialized vocabulary across content areas

  • Uses standard grammar and conventions with lapses characteristic of ELL students

V Vocabulary:
Literary Terms

ambiguity

anadiplosis

anaphora

antithesis

aphaeresis

apostrophe

archaism

assonance rhyme

ballad

Carpe Diem

couplet

chorus

consonance rhyme

defense/apology

English sonnet

enjambment

epithet

foot

gradation/climax

hyperbole

iambic pentameter

indirect speech

Italian sonnet

juxtaposition

In medias res

(lat “in the middle of things” )

linguistic typology

lyrical

metaphor

metonymy

octave

ode

onomatopoeia

paradox

parallelism

personification

personification

polyphony

polyptoton

polysyndeton

quatrain

register

rhyme scheme


romance

romanticism

setting

sestet
Poem Vocabulary

antennae

armament

Baccus

band

brig

burnished

candle

chaste

chide

condemns

Coquettish

corolla

defrocked

ferocious

impediments

imposed

lamenting

libations

melancholy

niveous

pendants

pompous

prey

rendered

resplendent

saltpeter

tailwind

tempests

tendrils

tenuous

tremor

unfathomable

vanity

yoke





Authors

Maya Angelou

USA

1928-

Gustavo Adolfo Bécquer

Spain

1836-1870

Sor Juana Inés de la Cruz

Mexico

1651-1695

Gwendolyn Brooks

USA

1917-2000

José de Espronceda

Spain

1808-1842

Nicolás Guillén

Cuba

1902-1989

Antonio Machado

Spain

1875-1939

John Milton

England

1608-1674

Pablo Neruda

Chile

1904-1973

William Shakespeare

England

1564-1616

Alfonsina Storni

Argentina

1892-1938



Resources:

Poems:

Angelou, Maya. I Know Why the Caged Bird Sings.

Angelou, Maya. Mama Welfare Roll.

Bécquer, Gustavo Adolfo. What is Poetry?

Brooks, Gwendolyn. The Sonnet-Ballad (Soldier Lover’s Death).

Cruz, Sor Juana Inés de la (Translation by Muriel Kittel). Oh World, Why Do You Thus Pursue Me?...

Espronceda, José de. Song of the Pirate.

Guillén, Nicolás. Ballad of the Two Grandfathers.

Machado, Antonio. I Have Walked Many Roads.

Milton, John. On His Blindness.

Neruda, Pablo. Ode to the Artichoke.

Shakespeare, William. Sonnet 116.

Storni, Alfonsina. You want me white.

Storni, Alfonsina. Ancestral Burden.

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