Vanessa,+Denis

[|Where is the Love?]



Vanessa Ceccarelli
 * Unit Author**

Voice & Identity in Modern American Poetry
 * Unit Title**

The class will explore a variety of modern poets and their work in the context of cultural identity and self-discovery. Students will have an opportunity to model the poets in their own writing to develop their voice and explore their identity.
 * Unit Summary**

Language Arts – Poetry
 * Subject Area**

Junior Year American Literature
 * Grade Level**

4 lessons in total 2 of the lessons = 2 days of 60 minutes for each lesson
 * Approximate Time Needed**


 * Targeted Content Standards and Benchmarks**
 * EL.HS.RE.O4: Demonstrate listening comprehension of more complex text through class and/or small group interpretive discussions across the subject areas
 * EL.HS.RE.14: Understand technical vocabulary in subject area reading
 * EL.HS.RE.23: Make reasoned assertions about an author’s arguments by using elements of the text to defend and clarify interpretations
 * EL.HS.WR.03: Identify audience and purpose


 * Student Objectives/Learning Outcomes**
 * Understand poetic devices and how they are used to analyze poetry
 * Name various styles of poetry, and various methods of presentation
 * Write poetry, using personal discovery and voice


 * __Curriculum-Framing Questions__**

How can language be used for self-discovery?
 * Essential Question:**


 * Unit Questions:**

Hip Hop as Poetry What part does modern music play in the creation of poetry? Do song lyrics count as poetry?

Performance Poetry: How does the performance of a poem change/add to its meaning?


 * Content Questions:**

Hip Hop as Poetry: What poetic devices does Tupac use in his song, “Changes?” Does Tupac employ a strong sense of voice? How? Who is the speaker in Tupac’s lyrics? Is Tupac effectively exploring “self” in the song? How? What elements make for effective “poetic” lyrics?

Performance as Poetry: What poetic devices are used in slam poetry? What makes for an effective slam poem? What performance tools can be used to effectively present a poem?


 * Assessment Summary**

Formative assessment will be used for this unit plan, both each day in class, and for the final unit project. Each day, students will participate in class activities. These activities will be assessed informally; mainly, did students participate? Students will have an opportunity each day to respond to what they did and learned in the class, and will self-assess in terms of class participation. They will turn in this paper with their reflections at the end of every class period. The unit project consists of each student presenting their final poem, which they worked on for the entire unit. They will be assessed on: the short essay they wrote about the poetic devices they used in the poem, and their own writing process. They will also be assessed on their performance of their poem during the class “Poetry Jam.” For the performance part, the students will be assessed on the following: Was the student prepared? Did the student incorporate the performance skills talked about in the “Poetry as Performance” lesson plan? The students will not be assessed on how “good” their poem or performance was, but rather their effort and connections to the class.