Unit outline ELA 10 poetry

Class Topic	Student focus/ activity	Resources	Evaluation	Learning Objectives
I am	Students will read and write "I am" poetry, experience and practice free writing	-Personal Themes In literature: The Multicultural Experience -assorted poems (handouts from various sources)	Student was on task and participated in activities, writing sample added to poetry portfolio – self evaluation	1.2.2 a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators
What's in a name?	Students will explore the importance of names in different cultures and poetically express their own name stories and traditions	-Personal Themes In literature: The Multicultural Experience	Students will add this poem to their portfolio – Marked for completion	2.3.1 a. identify and consider personal, moral, ethical and cultural perspectives when studying literature and other texts; and reflect on and monitor how perspectives change as a result of interpretation and discussion
Forms and functions	Students will explore different forms and meter of poetry and song	-A Kick in the Head	Definitions quiz and examples – matching/multiple choice quiz	2.3.3 a. use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms
Canadian poetry, Native, French, and English perspectives	Students will compare and contrast poetry (folk songs) from these three Canadian perspectives	-Songs of the Chippewa. -Dancing Teepees: Poems of American Indian Youth -We Stand on Guard: Poems and Songs of Canadians in Battle -Assorted French folk songs – family collection	Journal entry (blog) about Canadian poetic arts	2.1.1c. describe the relationship between text and context [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present] 2.1.2e. describe a text creator's tone, and relate tone to purpose and audience
Music and poetry	Students will examine the poetry of contemporary music lyrics of their choice	Songs and lyrics chosen by students	Short presentation about their song, interpretation reason for selection, ect– rubric	1.2.2 a. reflect on personal text preferences, identify influences that have contributed to the formation of these preferences, and select strategies that may be used to expand interests in texts and text creators 2.1.2e. describe a text creator's tone, and relate tone to purpose and audience
Artistic License	Students will experiment with different rhythms, rhymes, metaphors, alliterations, and onomatopoeia.	-A Kick in the Head	Group work – specific topics expressed using a variety of literary devices – marked through peer evaluation and rubric	1.1.2 a. experiment with language, image and structure to create different effects in particular situations and for particular purposes and audiences 2.1.2 f. differentiate between literal and figurative statements and between imagery and nonsensory language, identify symbol, recognize familiar allusions, and describe how images are developed in texts 5.2.2 b. understand the various potential roles and responsibilities of group members [such as researcher and presenter; director and participant; and chairperson, recorder and timekeeper; or roles of Aboriginal Elders in teaching about the medicine wheel and about respect, humility, kindness, sharing, honesty, faith and perseverance], and appreciate the contribution that these roles make to group processes
Cultural Epics Story in verse	Students will explore sections of traditional epics such as Ramayana, Homer's Iliad, Paradise Lost, Cremation of Sam Magee, ect	-Ramayana: Condensed into English Verse. -"Paradise Lost" - The Cremation of Sam McGee	Position paper on the effectiveness of epics poetry for story telling and cultural continuation.	2.3.1b. respond personally and analytically to ideas developed in works of literature and other texts; and analyze the ways in which ideas are reflected in personal and cultural opinions, values, beliefs and perspectives 2.3.2 a. identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style]
Different Sides of a Disaster.	Students will compare and contrast poems from the end of World War II, from Allied soldiers, Holocaust survivors and victims of the Hiroshima A-bomb.	-The Road From Hiroshima: A Narrative Poem -In Evidence: Poems of the Liberation of Nazi Concentration Camps	Journal entry – how did the poet convey emotion effectively?	2.3.3 b. describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response
Writing Workshop	Students will move through the writing process, revising and editing to create a finished poetry portfolio.	-Language Arts: Content and Teaching Strategies	Observation checklist	4.1.1 a. reflect on the purposes for text creation [for example, to inform, explain, persuade, entertain or inspire] and on own motives for selecting strategies to engage an audience [for example, to communicate information, promote action or build relationships]; and consider potential consequences of choices regarding text creation [for example, follow-up action may be required to clarify information, a position may need to be defended and opposing viewpoints addressed, and tone and style must be appropriate for intended audience] 4.2.1 d. review own critical/analytical response to literature for plausibility, appropriateness of interpretations, and precision, completeness and relevance of evidence; and revise interpretations and evidence, as necessary