Brian,+Armando

file:///Users/armadillo34/Desktop/Summer%2009/mini-unit.ppt: here's my multimedia for my lessons: BG

Poetry // = **Unit Plan** = //Topics include the form of a sonnet, meter, rhyme, and characteristics of Spanish poetry. Key activities will include reading poetry aloud, learning terms and vocabulary, and writing poetry.// || //Spanish language; poetry.// || State curriculum standards: EL.HS.RE.02 Listen to, read, and understand a wide variety of informational and narrative text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information; EL.HS.RE.07 Clearly identify specific words or wordings that are causing comprehension difficulties and use strategies to correct. EL.HS.LI.15 Analyze the impact the choice of literary form has on the author's message or purpose. EL.HS.LI.15 Analyze the impact the choice of literary form has on the author's message or purpose. State Benchmarks:
 * **Unit Author** ||
 * First and Last Name |||| Armando Montano; Brian Graham ||
 * School District |||| ||
 * School Name |||| ||
 * School City, State |||| Portland, OR ||
 * **Unit Overview** ||
 * **Unit Title** ||
 * Poetry as Expression ||
 * **Unit Summary** ||
 * In 3-5 sentences, briefly describe the topics, key activities, student products, and possible roles students assume in a project scenario.
 * **Subject Area** ||
 * The subject area you are specifically targeting for the unit (addressed in the standards, objectives, and instructional procedures)
 * **Grade Level** ||
 * Junior/ Senior ||
 * **Approximate Time Needed** ||
 * 4 50 minute class periods ||
 * **Unit Foundation** ||
 * **Targeted Content Standards and Benchmarks** ||
 * Use questions and consecutive sentences to obtain information, exchange ideas and participate in simple conversations on a wider range of topics in everyday situations.
 * Demonstrate understanding of ideas and some supporting details in simple conversations and presentations on familiar topics in everyday situations.
 * Identify main ideas and supporting details from simple text.
 * Create / compose consecutive simple sentences on familiar topics.
 * Present material in a clear and organized manner using strings of sentences.

To analyze and define a sonnet; to describe the metrical elements of language that are heard in formal poetry. To differentiate free verse from formal poetry; to compose poetry and explain the use of form and free verse.
 * **Student Objectives/Learning Outcomes** ||
 * Enter a prioritized list of content objectives that are assessed and students are expected to master by the end of your unit. ||
 * Students will state feelings and emotions in target language.
 * Students will identify main ideas and some supporting details on familiar topics.
 * Students will read short, authentic or teacher-generated text.
 * Students will write messages, short letters, simple descriptions and simple narrations.
 * Present material in a clear and organized manner using strings of sentences.
 * Attempt to maintain audience attention.

How do we express ourselves in poetry? What is a poem, and how is it written? What is a Spanish poem, and how is it written? What is a sonnet? What is free verse? What is a Neruda sonnet? How can I write a Spanish poem?
 * **Curriculum-Framing Questions** ||
 * |||| **Essential Question** ||  ||
 * |||| **Unit Questions** ||  ||
 * |||| **Content Questions** ||  ||

**Module 1:** Think of topic and possible project for unit. Revise this section as you work through the remaining modules.

**Module 2:** Write first draft of Unit Summary

**Module 2:** Choose standards, create objectives, and develop Curriculum-Framing Questions for your unit. Revise this section as you work through the remaining modules.

**Assessment Plan** ||
 * **Module 2**: Draft an Assessment Timeline and create an assessment to gauge student needs.
 * **Assessment Timeline** ||
 * **Before project work**
 * begins** |||| **Students work on projects**
 * and complete tasks** |||||| **After project work is**
 * completed** ||
 * Enter assessments that help determine a student's background, skills, attitude, and misconceptions
 * Enter assessments that help determine a student's background, skills, attitude, and misconceptions
 * Enter assessments that help determine a student's background, skills, attitude, and misconceptions
 * Enter assessments that help determine a student's background, skills, attitude, and misconceptions

//"What is poetry?"// || || Enter assessments that gauge student needs, monitor progress, check for understanding, and encourage metacognition, self-direction, and collaboration || Enter assessments that gauge student needs, monitor progress, check for understanding, and encourage metacognition, self-direction, and collaboration || Enter assessments that assess students' understanding and skills, encourage metacognition, and gauge student needs for future instruction |||| **Module 5:** Write Assessment Summary and create a summative assessment for student sample. **Module 6:** Create assessment to foster student self-direction and update Assessment Plan section. Enter assessments that assess students' understanding and skills, encourage metacognition, and gauge student needs for future instruction ||  ||   || Lesson #1: Initial assessment of students' knowledge of subject matter: informal free write to begin, which will be turned in, but not graded; open questions to the class; directed questions to individuals; and participation of entire class in reading aloud, identifying, and understanding various parts of the lesson. Assigned homework that will be turned in the following class that will demonstrate students' grasp of both unit question and content questions. Lesson #2:
 * **Assessment Summary** ||
 * Informal assessment of conducting predictable transactions in target language during interchanges with teacher and fellow students.


 * Informal assessment of students identifying main ideas of familiar topics during Q&A following a reading and viewing of “Soneto XVII.”


 * Informal assessment of reading short letters, simple descriptions and simple narrations while observing individual pairs of students sharing during AB Sharing.
 * Informal assessment of presenting material in a clear and organized manner while observing individual pairs of students sharing during AB Sharing, while observing student work of creating a poem in exercise-2, and while listening to students who volunteer to read a portion of their rough draft.


 * Informal assessment of attempting to maintain audience attention while observing student work of creating a poem in exercise-2, and while listening to students who volunteer to read a portion of their rough draft.

Lesson #3: Initial informal oral assessment of students' knowledge of subject matter covered in previous lesson; open questions to the class; directed questions to individuals; and participation of entire class in reading aloud, identifying, and understanding various parts of the lesson. Informal assessment made during and after activity: the activity will both assess knowledge learned and will provide practice in distinguishing, differentiating, and organizing key elements of the lesson. Lesson #4: Basic Spanish language ||
 * Informal assessment of students reporting events in present time during Appreciations & Concerns.
 * Informal assessment of students identifying main ideas and some supporting details on familiar topics while observing poems being created during exercise-1
 * Informal assessment of students reading short, authentic or teacher-generated text during small group work exercise.
 * Formal assessment of students written messages, short letters, simple descriptions and simple narrations of poems students turn in.
 * Formal assessment of students presenting material in a clear and organized manner using strings of sentences during role-play exercise.
 * Informal assessment of students attempting to maintain audience attention during poetry recital exercise.
 * **Unit Details** ||
 * **Prerequisite Skills** ||
 * **Module 4:** Create student sample and draft Instructional Procedures.
 * **Instructional Procedures** ||
 * See lesson plans

|| Copyright © 2000-2008 Intel Corporation. All Rights Reserved. Page 1 of 3 **Module 6:** Draft ideas to support all learners and create student support material. || Describe accommodations and support for students, such as extra time for study, adjusted learning objectives, modified assignments, grouping, assignment calendars, adaptive technologies, and support from specialists. List specific resources you will use. Also describe modifications in how students express their learning (for example, oral interview instead of a written test). || || Describe language support, such as English Language Learner (ELL) instruction and tutoring from more able bilingual students or community volunteers. Describe adaptive materials, such as first-language texts, graphic organizers, illustrated texts, dual-language dictionaries, and translation tools. List specific resources you will use. Describe modifications in how students express their learning, such as first language rather than English or an oral interview instead of a written test. || Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, the Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others. Page 3 of 3 Internet Connection || Projection System || ||
 * **Accommodations for Differentiated Instruction** ||
 * || **Special Needs Students**
 * || **Nonnative Speakers**
 * || **Gifted/Talented Students** || Describe the various ways students may explore curriculum content, including independent study, and various options through which students can demonstrate or exhibit what they have learned, such as more challenging tasks, extensions that require in-depth coverage, extended investigation in related topics of the learner's choice, and open-ended tasks or projects. List specific resources you will use. ||
 * **Materials and Resources Required For Unit** ||
 * === **Technology – Hardware** (Click boxes of all equipment needed) === ||
 * Computer
 * **Module 3:** Identify Internet resources for student use in research, communication, collaboration, and problem solving.
 * Technology – Software** (Click boxes of all software needed.) ||
 * **Printed Materials** || Handouts ||
 * **Supplies** ||  ||
 * **Internet Resources** || poets.org// ; YouTube ||
 * **Other Resources** ||  ||
 * **Other Resources** ||  ||