Download Individual Work - Silver Oak High School

SUBJECT: HUMANITIES: ENGLISH 9/10
GRADE LEVEL: 9-10
English Composition
and Communication
Essential Understanding
“Poetry is the rhythmical creation of beauty in words.”
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MS. CHRISTINE DAISY HAN
SUBJECT: HUMANITIES: ENGLISH 9/10
GRADE LEVEL: 9-10
~Edgar Allan Poe
Overview
This one-year course is designed for ninth and tenth grade students. It addresses the California
state content standards in reading, writing, listening and speaking, and is intended to prepare
students for the rigors of any four-year university English program. The thematic focus
is The Individual in Society and will help you expand your vocabulary and emphasize the art of
writing and speaking effectively and comprehensibly. This course will also provide you with the
necessary skills and knowledge to fulfill the high school English requirement. You will develop
your thinking-in-writing by practicing a variety of writing modes including description,
narration, and literary analysis. You will read, discuss, analyze, interpret, debate, write and
present orally on readings. Through the readings and in-class exercises, you will develop more
sophisticated responses to literature, learning to create and support inferences about characters,
moods, themes, etc.
Guiding question 1: How do poets express self, identity and other themes into their work?
How can I express myself through poetry...do I dare?
Lessons:
_____ Poetry Out Loud: Each student needs to perform their 2 memorized poems
-- apprentice sentence analysis on the meaning of each poem
(Each of the 4 rehearsals in class is 25 points) --- Jan 27; Jan 28; Feb 3; Feb 4
_____Poetry Out Loud PERFORMANCE! On Friday, February 6, 2015, students will
perform their 2 selected poems in the gymnasium to their peers and families. Each
attendee will vote on his/her favorite performance; the 1st place and 2nd place
winners will go Hayward County to compete at the district level.
_____ Poetry: What is it? (February 9/10, 2015)
_____ UNIT ON WRITING A PERSUASIVE ESSAY: The POWER of Grammar
(February 10 and 12, 2015)
_____ How to Write a Powerful Thesis Statement
_____ How to Write a Powerful Topic Sentence
_____ How to Write a Powerful Body Paragraph
_____ How to Write a Powerful Conclusion
_____ Writing Your Own Poetry (February 15/16 and 22/23 2015)
_____ Apprentice Sentences (ongoing)
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MS. CHRISTINE DAISY HAN
SUBJECT: HUMANITIES: ENGLISH 9/10
GRADE LEVEL: 9-10
_____ Vocabulary Lessons Feb 17/18
_____ Poetry in the Classroom: Poetry Writing WORKSHOP
(February 25, March 3, March 10, March 17, March 24)
Group Work:
_____ Carefully analyze and access each student’s spoken word poem-- give each
one feedback and use the observations to improve your own poetry performance!
PEER REVIEW FEEDBACK IS GRADED for accuracy and helpfulness! Weekly
_____ Read poetry with your selected partner (PAIR work) Weekly
_____ Create a group presentation on a function/form of poetry. Must have a
visual presentation (skit, Prezi, slideshow, photos, story board). March TBA
Individual Work:
Choose three poetry activities from the options below. You will
be expected to turn in each activity on three different
deadlines this quarter.
➢Write a poem that is written in the style of magnetic poetry.
For your word bank, you can use one or two pages from a book,
magazine, or newspaper. You may want to photocopy the pages
and cut the words apart, or transcribe them randomly to your
word bank.
➢Write for 20 minutes (without editing) in any style using
this line as your starter: ‘In the event of an emergency…’
Consider writing with humor.
➢Create a poem using three trinkets. For example, you can
write a poem using a shell, a miniature spoon, and a feather
as inspiration.
More Options for IW12…
➢Write a series of questions and answers to compose a poem.
➢Write a poem that focuses on sound.
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MS. CHRISTINE DAISY HAN
SUBJECT: HUMANITIES: ENGLISH 9/10
GRADE LEVEL: 9-10
➢On a slip of paper write a list of 15 ‘free association’
words. Use the 15 words in a poem. Here’s a twist to this
idea: Create and exchange a list of words with another person.
Then, use their list of words to write a poem.
➢Write a poem concerning the ‘absence’ of something.
the ‘absence’ as a positive or a negative.
Consider
_____ --Read Wikipedia article “American Poetry;” **Consider
preferences for your lesson choice.
http://en.wikipedia.org/wiki/American_Poetry
_____ Work on your Poetry Out Loud performance! Performance is 2/6!
_____ Review VOCAB on POETRY Feb 8-11
_____ Vocabulary Flashcards for your POETRY UNIT Feb 15-18
_____ Apprentice Sentences (ongoing)
Assessment:
_____ Poetry Out Loud Performance (Friday, February 5, 2014 at noon)
_____ Vocabulary Test from your POETRY unit Feb 15-18
_____ Critical Reading Questions from POETRY unit Feb 22-25
_____ Apprentice Sentence -- with a mentor text from your POETRY unit
Extensions: See Ms. Almanza
Readings:
_____ Various Poetry
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MS. CHRISTINE DAISY HAN
SUBJECT: HUMANITIES: ENGLISH 9/10
GRADE LEVEL: 9-10
Addendum Information:
Poetry Out Loud
SCHEDULE OF EVENTS:
January 11 and 12, 2015 – Poets in the classroom guest lecturer
Silver Oak High School Poetry competition -Regional district competition --
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MS. CHRISTINE DAISY HAN
SUBJECT: HUMANITIES: ENGLISH 9/10
GRADE LEVEL: 9-10
Guiding question 2: How has the perspective of a poem in the United
States changed through time? What is the connection between a
historical event and a poem?
Lessons
______ Review of Purpose
______ School Profile + Individual Student Profile
______ The Power of Grammar:
______ Apprentice Sentence Lesson
______ Reading Focus: Character analysis, direct vs. indirect characterization
______ Writing Focus: Personal narrative, journal, Writer's Workshop
______ Language Focus: Indirect vs. direct characterization, narrative, set-up, rising action,
climax, denouement, protagonist, antagonist, foil, figurative language, denotative/literal,
connotative/figurative and mechanics: clauses, commas, active vs. passive voice, parallelism
Group Work
Group Work/Lessons
Presenting a group of poets in detailed, engaging, and
organized lessons.
Poetry Movement Groups to choose from: (in chronological
order, approximately)
2/18/19
Harlem Renaissance Poets
‘What happens to a dream deferred?
Does it dry up like a raisin in the sun?
Or fester like a sore— And then run?’
~Langston Hughes
2/23/24 World War II Generation Poets
‘The dog authority slavering at your throat.
A sense of quiet, of pulling down the blind
Possessed you. Punishment you felt was clean.’
~Frank Shapiro
2/25/26 Confessional Poets
"Whether Plath wrote about nature, or about the social
restrictions on individuals, she stripped away the polite
veneer. She let her writing express elemental forces and
primeval fears. In doing so, she laid bare the contradictions
that tore apart appearance and hinted at some of the tensions
hovering just beneath the surface of the American way of life in
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MS. CHRISTINE DAISY HAN
SUBJECT: HUMANITIES: ENGLISH 9/10
GRADE LEVEL: 9-10
the post war period." ~Margaret Rees. Critic of Sylvia Plath’s
poetry.
3/2/3 Beats/Black Mountain School Poets
‘I saw the best minds of my generation destroyed by
madness, starving hysterical
naked,
dragging themselves…’ ~Allen Ginsberg
3/4/5 New
‘It’s
for a
cabs.
York School
my lunch hour, so I go
walk among the hum-colored
First, down the sidewalk…’ ~Frank O’Hara
General Expectations(rubric to be handed out later):
1.Make a presentation on your group
a.how they formed
b.who was in it
c.who were their influences
d.what were their poetic values/goals/styles?
2.Write up this info in a handout
3.Copy/type poems that represent the group
4.Assign one poem for poetry analysis
5.Facilitate checking of the poem & discussion
6.Write an apprentice poem of at least 20 lines
Individual work
_____ Key Assignments: Narrative essay (at least 1,500 words) about a person who is an
outcast or different from society in some way, weekly vocabulary quizzes, literary analysis
graphic organizers, show don't tell practice, Writing workshop
_____ Soapbox – Each student writes their own soapbox and presents it to the class.
_____ Read The Power of Grammar Chapter Two
_____ Quick Write Responses
_____ Written Reflections (post-activities and post-seminars)
_____ Persuasive essay (at least 750 words) on a persuasive topic of student's choice
_____ Annotating articles
_____ Preparing questions for and participating in a Socratic seminar
Assessments
Assessment Methods: Weekly journals and vocabulary practice, essay, think pair share
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MS. CHRISTINE DAISY HAN
SUBJECT: HUMANITIES: ENGLISH 9/10
GRADE LEVEL: 9-10
Final Assessment
➢For your final, you will individually make a creative
representation of the poets/groups we’ve studied that helps
answer the BIG essential question, ‘Why do we need poetry?’
➢A rubric for individual presentation will be created and
revised in class.
➢In addition to your individual final, you will split into two
groups and present an artistic representation of the Allen
Ginsberg poem, ‘Howl.’
➢The ‘Howl’ group presentation rubric will be created and
revised in class.
MARCH 16 + 17
March 18 = Last day of Quarter 3
March 21-23 = Spring Intersession (final intersession)
April 4 = First day of Quarter 4 (final quarter)
Extensions
Ms. Almanza
Readings
(1)The Power of Grammar Chapter Two
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MS. CHRISTINE DAISY HAN