Unit 4 Poetry and Short Stories

Updated September 2016

Teacher(s)	Aureli/Sikes/ Lesher/Travis	Subject group and discipline	Language and literature
Unit title	Unit 4 - Human creativity - Poetry and Short Stories	MYP year	MYP 4	Unit duration (hrs)	March 5 - May 11

Inquiry: Establishing the purpose of the unit

Key concept		Related concept(s)	Global context	Exploration
Connections		Theme Structure	Identities and relationships	moral reasoning and ethical judgment
Statement of inquiry
The connections between the theme and structure of a narrative create the basis for the character identities and relationships.
Inquiry questions
Factual—What is a narrative? What is the structure of a narrative? Conceptual—How is the theme of revenge developed in the various stories that we have read? Debatable—After reading several stories with themes relating to revenge, do you believe seeking revenge is ever acceptable?
Objectives	Summative assessment
Language and literature: Year 4 MYP Objective A, B, C, and D A.1. analyze the content, context, language, structure, technique and style of text(s) and the relationships among texts B.1. employ organizational structures that serve the context and intention C.1. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process C.2. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience C.3. select relevant details and examples to develop ideas. D.3. use correct grammar, syntax and punctuation	Outline of summative assessment task(s) including assessment criteria: Criterion A: Analyzing Criterion B: Organizing Criterion C: Producing text Criterion D: Using language		Goal: Students will understand the connections between the theme and structure of a narrative create the basis for the character identities and relationships. Role: Budding authors Audience: Peers Situation: A writing contest to be judged by peers Product: A short story 500 to 700 words, using a five literary standards identified by color coding. Standards: MYP rubrics will be supplied (Criterions A,B,C,D) Goal: Students will understand the connections between the theme and structure in poetry and how they create meanings within the piece. Role: Budding authors Audience: Peers Situation: A writing contest to be judged by peers Product: A fifteen line poem with three stanzas. Students will label rhyme scheme and include a minimum of six literary devices identified by color coding.. Standards:
Approaches to learning (ATL)
Social - Collaboration skills Thinking - Creative Self- Management - Organization Skills

Action: Teaching and learning through inquiry

Content	Learning process
RI.9-10.7: Analyze various account of a subject told in different mediums, determining which details are emphasized in each account. W9-10.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. ELP.9-10.5: conduct research and evaluate and communicate findings to answer questions or solve problems Level 1: A. gather information from a few provided print and digital sources B. label collected information, experiences, or events. Level 2: A. gather information from provided print and digital sources B. summarize data and information. Level 3: A. carry out short research projects to answer a question B. gather information from multiple provided print and digital sources C. evaluate the reliability of each source D. paraphrase key information in a short written or oral report E. include illustrations, diagrams, or other graphics F. provide a list of sources Level 4: A. carry out both short and more sustained research projects to answer a question B. gather and synthesize information from multiple print and digital sources C. use search terms effectively D. evaluate the reliability of each source E. integrate information into an organized oral or written report F. cite sources appropriately. Level 5: A. carry out both short and more sustained research projects to answer a question or solve a problem B. gather and synthesize information from multiple print and digital sources C. use advanced search terms effectively D. evaluate the reliability of each source E. analyze and integrate information into a clearly organized oral or written text F. cite sources appropriately W9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. ELP.9-10.8: determine the meaning of words and phrases in oral presentations and literary and informational text Level 1: relying heavily on context, visual aids, and knowledge of morphology in their native language, A. recognize the meaning of a few frequently occurring words, simple phrases, and formulaic expressions in texts about familiar topics, experiences, or events. Level 2: using context, visual aids, reference materials, and knowledge of morphology in their native language, A. determine the meaning of frequently occurring words, phrases, and expressions in texts about familiar topics, experiences, or events Level 3: using context, some visual aids, reference materials, and a developing knowledge of English morphology (e.g., affixes and root words), A. determine the meaning of general academic and content-specific words and phrases and frequently occurring expressions in texts about familiar topics, experiences, or events Level 4: using context, increasingly complex visual aids, reference materials, and an increasing knowledge of English morphology, A. determine the meaning of general academic and content-specific words and phrases, figurative and connotative language, and a growing number of idiomatic expressions in texts about familiar topics, experiences, or events. Level 5: using context, complex visual aids, reference materials, and consistent knowledge of English morphology, A. determine the meaning of general academic and content-specific words and phrases, figurative and connotative language (e.g., irony, hyperbole), and idiomatic expressions in texts about a variety of topics, experiences, or events. W.9-10.3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. ELP 9-10.3: speak and write about grade-appropriate complex literary and informational texts and topics . . . Level 1: with support (including modeled sentences), communicate information about familiar texts, topics, and experiences Level 2: with support (including modeled sentences), A. deliver short oral presentations B. compose written narratives or informational texts about familiar texts, topics, experiences, or events Level 3: with support (including modeled sentences), deliver short an oral presentations compose written informational texts develop the topic with a few details about familiar texts, topics, or events. Level 4: deliver oral presentations compose written informational texts develop the topic with some relevant details, concepts, examples, and information integrate graphics or multimedia when useful About a variety of texts, topics, or events. Level 5: Deliver oral presentations Compose written informational texts Fully develop the topic with relevant details, concepts, examples, and information Integrate graphics or multimedia when useful W9-10.3b: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. L9-10.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.	Learning experiences and teaching strategies: Learning Experience #1 Vocabulary Masters Students will learn vocabulary of literary devices through classroom activities, such as quizlet, kahoot, matching game, or Picture vocabulary slideshow. Learning Experience #2 - Identifying Lit Devices in Poetry Students will identify lit devices in given poem using a color code. Students will also locate rhyme scheme and pattern. Learning Experience #3 - Elements of a Short Story Students will learn the elements of a short story through interactive slideshow, Classroom activity of dissecting movies with Freytag’s Pyramid. Learning Experience #4: Reading Short Stories and Identify Lit Devices and Elements Students will read short stories and identify lit devices using a color code, and dissect these stories using Freytag’s. Students will create a short presentation about their story. Learning Experience #5: Is life like a lucid dream? (LP: REFLECTIVE) Part One: RadioLab Podcast "Wake Up & Dream." The podcast will serve as a hook to introduce the Cask of Amontillado by asking why we even fight in our dreams. Part Two: Students will listen to the rest of the RadioLab Podcast and discover how the protagonist overcame his nightmare. Students will create a Venn diagram comparing and contrasting the two stories as two different rooms. Learning Experience #6: Analyzing Poe and Revenge (LP: THINKERS) Instruction will be provided about Edgar Allan Poe's life and key issues in the short story. Learning Experience #7: Conflict in Revenge (LP: CARING) In The Interlopers two men experience internal conflict who experience opposing ideas and external conflict with a force of nature
	Formative assessment 1. Portfolio: Students will maintain a record of their progress through note taking, weekly self-assessment, and journal reflection. 2. Quizzes: A number of quizzes will be given throughout the unit to test for reading/listening comprehension (these will be incorporated into the Portfolio as well) 3. Reading Tests: A short test will measure student understanding of how revenge is discussed and portrayed through the literature. 4. Various multimedia resources are used throughout the unit including visual art, interactive radio program, video, and powerpoint. 5. Critical Thinking—Application: Throughout the unit, students are asked to apply what they’ve learned to new formats and environments including graphic representations and poetry.
	Differentiation Teacher will modify quizzes/tests for SPED students. Teacher will modify groups by choosing diverse groups with a range of skill and ability.
Resources
The Gift of the Magi” - O’Henry “The Necklace” - Guy de Maupassant “The Most Dangerous Game” - Richard Cornell Cask of Amontillado by Edgar Allan Poe Tell-Tale Heart by Poe The Interlopers H.H. Munro Poetry - Eulogy for a Hermit Crab - Pattiann Rogers The Clumsy Undertakers - Richard John Scarr Casey at the Bat - Ernest Thayer English Oddities - Adam Schmidt Excerpts from Dawn by Elie Wiesel (considering the imagery of a room) I Love Lucy video about English Pronunciation - https://www.youtube.com/watch?v=kMZsDaTxaKo Spoon River Anthology-selected poetry "Mariner's Revenge Song: http://www.youtube.com/watch?v=iPAr7kL-mmg"Analyzing Symbol, Metaphor and Analogy" Powerpoint presentation "Who is the author?" Part I Power Point Presentation & Part II Presentation Activity Procedures Document Masks Powerpoint Presentation (introduction hook)

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit

During teaching

After teaching the unit

Students should be familiar with elements of a short story (plot/conflict).

Students struggled with reading independently. We have to read all the stories aloud with lots of explanation of vocabulary and events.

Students are having trouble distinguishing details in rising and falling action.

Vocabulary was difficult for students.

Summative Assessment: Issues with writing skills

Students could identify plot and explain the different elements. They were even able to recognize the development of plot in their favorite movies.

We need more time to work on summative assessment. Students were rushed through writing process, and it seems that they need more specific instruction on how to develop their own narratives.

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