| Overview and Background: Unit: Poetry in Printed Publications--Catch the alliteration there? |
| Melodie Hofer : Cheney USD 268 |
| Language Arts. : Communications : 7th Communications |
| Cheney Middle School : Grades 7 - 7 : Aug. - Jun. |
| Title: | Poetry in Printed Publications--Catch the alliteration there? |
| Topics: | Poetry, Advertising, Song Lyrics, Media Products |
| Start Date: | - |
| Other Designers: |
| Summary: Students will look at poetry concepts in print media and in poetry. |
| Print
Materials Needed: Poetry terms sheet. Examples of poetry concepts in print advertising. Examples of poetry concepts in menus and other publication. Examples of poetry concepts in lyrics of songs. Vocabulary words for the poems studied in the unit. |
| Resources: Literature: Timeless Voices, Timeless Themes. Bronze Level. Prentice Hall, Glenview, Illinois: 2000. People. Houghton Mifflin Company, Boston: 1981. Action. Houghton Mifflin Company, Boston: 1981. Teacher study guides & quizzes. Teacher designed speaking rubrics. Teacher designed writing checklists. |
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| Internet
Resource Links: |
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| Notes: |
| Stage 1: Identify Desired Results |
| State: | KS |
| Title: | Communication Standards |
| Standard(s): | State
Standards Reading 1: Learners demonstrate skill in reading a variety of material for a variety of purposes. Literary Genres 3: The proficient reader demonstrates knowledge of the effects of cultures on literature. Literature Response 1: The proficient reader uses literary concepts to interpret literature. Literature Response 2: The proficient reader evaluates literature with criteria based on purposes for reading and derived from time periods and cultures. Listening 1: Learners will participate effectively as listeners within formal and informal groups. Speaking 1: Learners will speak effectively for a variety of audiences, purposes, occasions, and contexts. Local Standards Reading 1: Read a variety of material to understand themselves and the world around them. Speaking 1: Learners speak effectively for a variety of audiences, purposes, occasions, and contexts. Listening 1: Learners listen in a variety of situation and setting to understand others. |
| Understandings: | |
| user | Poetry
Understandings: 1. Poets make decisions about rhyme. 2. Poets arrange their words on the page to suit their own purposes. 3. Poets say things in ways they have never been said before. 4. Poets revise. Media Productions & Viewing Understandings: 1. White space or lack thereof is used for a purpose. 2. Repetition, color, font styles and sizes are used for a purpose. 3. Allusions are meant to be understood by the viewer. |
| Essential Questions: | |
| User | What
poetic techniques do writers in print media use to capture the attention
of the viewer and reader? How do writers take something ordinary and write about it in a new way? What does sound do for a piece of writing? How are the elements of poetry used by advertisers and other print media? How does one use white space appropriately? |
| Knowledge and Skills: |
| Knowledge: Poetic techniques are used in print media Which poetic elements are powerful in print media Skills: Identify allusions Identify poetic elements in poems & print media Interpret & analyze poetry Use new vocabulary Use poetic terms in explaining poetry Write using poetic terms |
| Stage 2: Determine Acceptable Evidence |
| Assessment
Summary: Produce a series of print advertisements depicting possible products, services, or events that use the poetry studied in this unit and allude to outside literature or events. G The goal is to demonstrate the many poetic concepts are used outside the genre of poety. R You are an advertising agent creating print media. A The target audience is an imaginary cliental that might exist in the setting of the poem. S You need to organize the best of your individual advertisements created during the unit so you can present a portfolio depicting your best use of poetic concepts. P As an advertising agent, you need to incorporate original graphics as well as computer generated promotions. S Your product must meet the media products standards. |
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| Other assessment evidence to be collected: |
| Stage 3: Plan Learning Experiences and Instruction |
| Learning Activities: |
| W 1. Students will read a poem off the overhead one line at a time. Class discussion will occur about literal & figurative language. This assesses students' prior knowledge of this unit. H 2. Students will share with each other their beliefs about poems and complete the pre-reading guide questionnaire. E 3. Students will view a number of print advertisements and identify poetic concepts used. This will assess students' observation of writing techniques applied outside of the traditional use of the technique. 3. Students will take a short diagnostic paper/pencil quiz to assess their current knowledge. They will check their own and keep this as a reference. Students will be able to see their ability to interpret poetry and find the poetry elements as we read and study various poems. 4. Students will receive a copy of the essential questions the teacher put on bulletin. This sheet will also explain the advertising portfolio project at the end of the unit. 5. Teams are assigned different poems to study. They will present a poem, its meaning and interpretation in a PowerPoint presentation to the class. They will create handouts for student use. 6. Class will read a series of poems that have allusions. Some will be read to them off a cassette tape. R 7. Students will reflect on the importance of knowing other pieces of literature, mythology, history, or the Bible in catching allusions. 8. Students will look through magazines & headlines to catch allusions to literature. 9. Students will look through magazines & headlines to find poetic elements used for stylistic effect. E. 10. Produce a series of print advertisements depicting possible products, services, or events that use the poetry studied in this unit and allude to outside literature or events. |