Subject English Language Arts Grade 10-2 Topic/Theme Poetry & Short Stories Length (Days) 28

Subject English Language Arts
Grade 10-2
Topic/Theme Poetry & Short Stories
Length (days) 28
Table of Contents
Rationale ……………………………………………………………………………………………………………………1
Desired Results………………………………………………………………………………………………………….. 2
Resources ..…………………………………...…………………………………………………………………………… 5
Assessment Evidence………………………..………………………………………………………………………... 6
Assessment Plan………………………………………………………………………………………………………… 9
Assessment Tool Overview………………………………………………………………………………………. 12
Calendar………………………………………………………………………………………………………………….. 14
Unit Rationale:
This is a Gr. 10 (10-2) unit that would last approximately 28 days, comprised of a
71-minute class Monday through Thursday, with a 48-minute class on Fridays. This unit
intends to invite the class of 28 students to answer the question: “Why is it important for
people and communities to create narratives about their experiences?” In this class, there
is a wide variety of learners. There are seven ELL students, three students with learning
disabilities, and several students with emotional/behavioral issues.
The critical inquiry question above aims to bring awareness to each individual’s
unique experiences and perspectives that students bring with them to class. It is intended
to make both the poetry and short stories that will be explore more accessible and more
relatable to students’ lives.
In order to achieve this, we will transition through several reading strategies to help
students find the theme within short stories and familiarize themselves with literary
devices such as irony, plot, character development, and style. Further, these reading
strategies will help make poetry interesting and enjoyable for students and will help their
grasp of figurative language. This will especially be a challenge for the ELL students, so
using visuals throughout this process will be essential.
These activities will all be done in conjunction with a daily bell-ringer activity in
which students will be provided a prompt (both visual and textual together) that students
will write to. We will experiment with writing strategies that help form their
interpretations of these prompts such as mind maps, freewriting, and others.
Expectations will be made clear, as will the importance of this unit for students’ lives
outside of school. Due to the prevalence of social media and news online, having the skills
to recognize irony and purpose are incredibly important. It is also useful to have the
metacognition skills necessary to recognize one’s own responses to a text and to be able to
freely discuss a variety of interpretations. Lastly – and arguably most importantly – I hope
to foster a sense of community within the classroom in which students can develop
empathy for situations and experiences they have not personally been through. It is a
valuable lesson in diversity to explore the individual and communal narrative and will
hopefully make students more considerate citizens.
While exploring this topic, we will break the inquiry question down into several
guiding essential questions such as: “What makes a story effective for its purpose?”; “What
strategies can you use to make writing come alive for a reader?”; “How does knowledge of
language and structure impact your reading?”; and “How does medium impact your
interpretations of a text?” These questions will focus on the technical elements of the unit
Grade 10-2
Length (days) 28
and give us the knowledge to thoughtfully and critically answer further guiding questions
such as: “What comprises a community?”, “What style best expresses a personal
narrative?”, and “What does a community’s narrative tell us that individual narratives
cannot?”
The program of studies will be expressed in this unit through a variety of activities
and assessments, such as the poetry slam and the journal responses that will be used to
track our writing and reading strategies as well as responses to the short stories we will be
reading in class. Visual representation will be covered through students’ daily bell-ringer in
which they will be doing a variety of writing activities to photos and written prompts on
the board, as well as the Visual Representation assignment in which students will be
choosing a series of photos to represent their favourite short story in class, and then
writing a new story (or exposition) based on those same photos.
There are several summative tasks that these activities will be scaffolding towards.
The first is a visual representation assignment previously mentioned, the second is a
multiple-choice test discussing the various elements of story and figurative language.
Finally, a portfolio depicting students’ favourite pieces of poetry created throughout the
unit will comprise the unit’s final project. For further details regarding these assignments,
please see the Assessment Overview Tool below (page 12).
Desired Results
Established Goals – GLO(s):
#1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
#2: Students will listen, speak, read, write, view and represent to comprehend literature
and other texts in oral, print, visual and multimedia forms, and respond personally,
critically and creatively.
#4: Students will listen, speak, read, write, view and represent to create oral, print, visual
and multimedia texts, and enhance the clarity and artistry of communication.
Understandings: Inquiry Question:
Students will understand that… Why is it important for people and
Language can be used to make personal communities to create narratives about
meaning. their experiences?
Short stories, poetry, and pictures all send Essential Questions:

a message that we interpret through our What makes a story effective for its
own lens. purpose?
Everyone brings unique experiences to What strategies can you use to make
their reading – allowing them to make writing come alive for a reader?
Grade 10-2
Length (days) 28
connections and interpretations wholly How does knowledge of language and

unique to themselves. structure impact your reading?
Authors use writing devices and tools to How does medium impact your
influence how you read their text. interpretations of a text?
A community can be any body of people What comprises a community?

tied together by a commonality – in this
classroom we are a community. What style best expresses a personal
narrative?
Everyone has personal preferences – there
is no best way to express your own What does a community’s narrative tell us
narrative except what you like best! Even that individual narratives cannot?
that is dependant upon what you’re trying
to express and what your goal in
expressing it is.
Narratives from a community can point to

trends more so than individual
experiences, we can see commonalities and
outliers of experiences.
Specific Learner Outcomes
Students will…
1.1.1 Form tentative understandings, interpretations and positions

a. Generate and experiment with strategies that contribute to forming tentative
understandings, interpretations and positions [for example, posing questions,
suspending pre-judgement as appropriate, recognizing that initial interpretations and
positions may be inaccurate and incomplete, and recognizing that texts may be
inaccurate, misleading or ambiguous]
b. Form tentative understandings, interpretations and positions on ideas and issues
communicated in literature and other texts by expressing own explorations and
considering others' explorations
1.1.2 Experiment with language, image and structure

a. Experiment with language, image and structure to create different effects in particular
situations and for particular purposes and audiences [for example, present the same
information to two different audiences, and make appropriate changes to the content to
suit the audiences]
b. Experiment with a variety of strategies, activities and resources to explore ideas,
observations, opinions, experiences and emotions [for example, stream-of-consciousness
writing, free verse poetry, exploratory talk and improvisation]
1.2.1 Consider new perspectives

Grade 10-2
Length (days) 28
a. Describe personal responses to new perspectives, appraise whether such responses

contribute to or inhibit understanding, and identify influences that have contributed to
such responses
2.1.2 Understand and interpret content

b. Identify a text's controlling idea, supporting ideas and supporting details
c. Retell the plot of a narrative, describe its setting, and identify the conflict developed
d. Describe the personality traits, attitudes and relationships of characters
developed/persons presented in works of literature and other texts
e. Identify a text creator's tone
h. Differentiate between audience response to the content of a presentation and audience
response to the performance of the presenter
2.2.2 Relate elements, devices and techniques to created effects

a. Identify rhetorical devices [such as repetition] and stylistic techniques [such as
straightforward sentence structures] that create clarity, coherence and emphasis in print
and nonprint texts
b. Identify aspects of a text that are effective in the creation of atmosphere [such as
setting, music, lighting and choice of words]
c. Recognize irony and humour in print and nonprint texts, and identify language and
ideas used to create irony and humour
d. Recognize the use of simile and metaphor in print and nonprint texts, and describe
their effects [for example, in making comparisons and evoking images]
4.1.3 Develop content

c. Establish a focus for text creation, and communicate scope by framing an effective
controlling idea or describing a strong unifying effect
d. Develop supporting details, by using developmental aids appropriate to form and

purpose [for example, use thought webs/mind maps to collect ideas and make
connections when writing a personal response to literature, or use a think-aloud reading
strategy to make notes from informational text when writing a summary]
Prior understandings . . . This will lead to . . .

It seems students will have spoken with Students, afterwards, will continue their
others and justified their own opinions and exploration of strategies that contribute to
points of view and explored/explained how tentative understandings, interpretations,
interactions with others can affect personal and positions.
understandings.
Students will have taken different points of Students will be able to assess the potential
view upon rereading and reflecting on of both their own and others’
texts. interpretations, understandings, and
positions.
Grade 10-2
Length (days) 28
Students will have developed and extended After this unit students will continue to
their understanding by responding in experiment with language, image, and
numerous ways to the same topic or idea. structure to create different effects.
Students have already integrated new Students will be able to select appropriate
understanding with their own perspectives strategies to extend their own awareness
through discussion and experience. and monitor the effectiveness of those
strategies.
Students analyzed choices and motives of Students will continue to identify
characters, discussed theme and POV. rhetorical devices, stylistic techniques, and
irony. They will move from identifying
aspects creating atmosphere to explaining
how textual elements can create tone and
voice as well as atmosphere. They will also
move from recognition of simile and
metaphor towards description of general
figurative language.
Students will have already experimented Students will continue to establish focuses
with language to communicate themes. for text creation, communicating scope
through a controlling idea with a strong
unifying effect.
Resources:
Short Stories Poetry Instruction
1) Canadian Stories of 1) Falling Up by Shel 1) The Reading
Action and Silverstein Strategies Book by
Adventure, Edited by 2) Voices: Poetry and Jennifer Serravallo
John Stevens and Art from Around the 2) The Writing
Rgoer J. Smith World Selected by Strategies Book by
2) Passages: Literature Barbara Brenner Jennifer Serravallo
and Languages by 3) The Prairie 3) Image & Inspiration
Illingworth Experience by Terry by Nick Healy &
3) The Ways of the Angus Kristen McCurry
World: Satire and 4) Inside Poetry by 4) Brave New Voices by
Irony by W.T. Jewkes Richard Davies and Jen Weiss & Scott
4) In Context: Jerry Wowk Herndon
Anthology Two by 5) Rising Voices: 5) Studying Poetry:
Clayton Graves and Writings of Young Activities, Resources,
Christine McClymont Native Americans, and Texts by Brian
5) Sightlines 10 by Selected by Arlene B. Moon
Mary Crane, Barbara Hirschfelder & 6) Classroom Events
Fullerton, and Beverly R. Singer through Poetry by
Amanda Joseph 6) An Anthology of Larry Swartz
Canadian Native
Grade 10-2
Length (days) 28
6) An Anthology of Literature in English

Canadian Native by Daniel David
Literature in English Moses & Terry
by Daniel David Goldie
Moses & Terry
Goldie
Stage 2 – Assessment Evidence

Performance Tasks, Projects:
Students will be asked to hand in a poetry portfolio that we will be working on

throughout the unit. They will pick their three favourite pieces and write a paragraph
explaining why they chose that as their favourite and describing their use of language
and figurative language in that unit.
In addition, they will be doing a multiple choice reading comprehension test.
Quizzes, Tests, Assignments:
We will constantly be doing retrieval practice throughout the unit, but these will not be
for any grades. They will look at application of the topics discussed each previous day,
especially homing in on figurative language and elements of story.
Assignments:
1) The poetry slam: Students will be asked to create original poems to be read in
front of the class in a poetry slam at the end of the second week. Students will
arrange the location and snacks available for the poetry slam. Poems can be as
personal or as light as students wish – there is no expectation for them to share
more than they are comfortable with.
2) Visual representation: Students will be asked to create a visual story (a story

comprised solely of pictures) based on a poem that we read in class together.
They can pick whichever story they’d like. Then, after having created a visual
story, we will do a gallery walk and students will pick one to base a new, original
story of their own on. Multiple prose formats accepted.
3) Response journal: Here students will reflect on the reading and writing strategies
used throughout this unit (the writing strategies will be used in conjunction with
the bell-ringer). This will be handed in halfway through the unit as well as at the
end of the unit. Students will be asked to star their favourite entry or their most
important one.
Grade 10-2
Length (days) 28
Other Evidence: Pre-Assessment:

Conversations: Opinion quiz:
 Self assessment  What do you like better, short
 Conversations  whole class stories or poetry? Why?
and small groupwork about why  What’s been your experience with
did [this] individual create [this] poetry? With short stories?
narrative? What is its purpose?  How well do you know these literary
What makes it effective for this terms?
purpose? How can I use those
strategies? Does knowing about Brain dump about poetry & short stories: what
these literary devices change my we know about figurative language, poem
interpretation of a text? Do you styles, etc. Students will write down everything
interpret poetry different from they know about poetry and we will create a
short stories or pictures? How? class list of knowledge
Why?
 I want to conference with
students throughout the unit
about the reading strategies that
we will be using as we go
through the short stories. This
will help me gauge how they’re
finding the strategies and allow
me to alter instruction as
appropriate.
Products:
 Assignments
Observations:
 Checklist
 For poetry portfolio
 Monitoring literature circles and
response journal engagement
Formative Assessment: As Learning Formative Assessment: For Learning
 Self assessment: comfort with Please see UAP below.
literary devices  Teach a
friend
Differentiation: Accommodation: Modification:

Differentiation: Remember to include I’m willing to accept
For ELLs: subtitles for audible poetry multiple formats on many
 Visual dictionaries readings when preparing of the products, as well as
will be created for the slam poetry!! This varying lengths. Ample time
throughout both will help our hard of will be provided for
units hearing student stay summative assessments
Grade 10-2
Length (days) 28
 Offer chance to pre- engaged. No podcasts, and formative assessments

screen materials videos only. will not regard amount of
 Ample small group writing as an indication of
work success. If students do need
 Differentiate my a scribe for the smaller,
language in daily writing activities
instruction noted, then something will
Learning disabilities: have to be arranged.
 Focus on word
decoding and fluency
in reading strategies
 Focus on reading
comprehension in
reading strategies
 Have clear
expectations about
when spelling and
grammar are
expected to be
proper, but also
encourage writing
through daily bell
ringer (low-stakes,
no pressure writing
environment)
 Focus of time on:
figuring out the main
idea, sequencing
events, deducing
content
 Providing multiple
opportunities for
learning through
various channels
(auditory, visual,
kinesthetic)
 Making material
relatable to students
lives
 Chunking larger
projects and using
checklists
Grade 10-2
Length (days) 28
Assessments
Pre- Poetry Response Literature Circle Retrieval Visual Unit Poetry
Title
Learning Outcomes Assessment Slam Journal Discussions Practice Reflection Exam Portfolio
Type F F S F F S S S
Weighting - - 1 - - 3 3 2
1.1.1 Form tentative understandings,
interpretations and positions
a. Generate and experiment with
strategies that contribute to forming
tentative understandings,
  
interpretations and positions [for
example, posing questions, suspending
pre-judgement as appropriate,
recognizing that initial interpretations
and positions may be inaccurate and
incomplete, and recognizing that texts
may be inaccurate, misleading or
ambiguous]
b. Form tentative understandings,
interpretations and positions on ideas
and issues communicated in literature
and other texts by expressing own
explorations and considering others'
 
explorations
1.1.2 Experiment with language,
image and structure
a. Experiment with language, image and
structure to create different effects in
particular situations and for particular
  
purposes and audiences [for example,
Grade 10-2
Length (days) 28
present the same information to two

different audiences, and make
appropriate changes to the content to
suit the audiences]
b. Experiment with a variety of
strategies, activities and resources to
   
explore ideas, observations, opinions,
experiences and emotions [for example,
stream-of-consciousness writing, free
verse poetry, exploratory talk and
improvisation]
1.2.1 Consider new perspectives
a. Describe personal responses to new
perspectives, appraise whether such
responses contribute to or inhibit
understanding, and identify influences
   
that have contributed to such responses
2.1.2 Understand and interpret
content
b. Identify a text's controlling idea,
supporting ideas and supporting details
   
  
c. Retell the plot of a narrative, describe
its setting, and identify the conflict
developed
d. Describe the personality traits,
attitudes and relationships of characters
developed/persons presented in works
of literature and other texts
 
Grade 10-2
Length (days) 28
e. Identify a text creator's tone
h. Differentiate between audience

  
response to the content of a
presentation and audience response to
the performance of the presenter
 
2.2.2 Relate elements, devices and
techniques to created effects
  
a. Identify rhetorical devices [such as
repetition] and stylistic techniques [such
as straightforward sentence structures]
that create clarity, coherence and
emphasis in print and nonprint texts
b. Identify aspects of a text that are
effective in the creation of atmosphere
[such as setting, music, lighting and
choice of words]
 
c. Recognize irony and humour in print
and nonprint texts, and identify
language and ideas used to create irony
and humour
   
d. Recognize the use of simile and
   
metaphor in print and nonprint texts,
and describe their effects [for example,
in making comparisons and evoking
images]
Grade 10-2
Length (days) 28
4.1.3 Develop content
  
c. Establish a focus for text creation, and
communicate scope by framing an
effective controlling idea or describing a
strong unifying effect
d. Develop supporting details, by using
developmental aids appropriate to form
and purpose [for example, use thought
webs/mind maps to collect ideas and
  
make connections when writing a
personal response to literature, or use a
think-aloud reading strategy to make
notes from informational text when
writing a summary]
Grade 10-2
Length (days) 28
Assessment Tool Overview

Assessment Assessment Assessment
Assessment Tool Brief Description
FOR Learning AS Learning OF Learning
This tool will gauge how much learners are
interested in poetry and short stories and
what their past experiences have
contained. From there, we will create a
Pre-Assessment
class “brain dump” of everything we know 
about these genres. This may surprise
students as once they get writing, they may
find they know more than they realize.
After listening to oral readings of poems
and to slam poets, students will create their
own piece of slam poetry to share with the
Poetry Slam class and an audience of invited guests.
Volunteer students will form a panel that
 
will work with the class to choose a
location and provide snacks and drinks.
This journal will prompt students to
constantly reflect on how they like the
material, what connections it has to them,
Response Journal and how useful they find the reading and
writing strategies throughout the unit. One
  
entry must be a reflection of the poetry
slam.
This section will allow me to differentiate
material for students. They will be
presented with a short story (or a poem,
but mostly short stories) that they will
Literature Circle
Discussions
need to read, using the reading strategies
that we are concentrating on. Before
 
reading, they will assume a “hat” as per the
Six Hats teaching strategy and talk about
the story presented to them.
I want to use these frequent formative
quizzes for two reasons: to lower test
anxiety and to ask the students to
consciously and continuously retrieve
Retrieval Practice
information about the various literary 
devices. Though these are not for marks, I
feel more retrieval practice will help
students on the unit test and help me
Grade 10-2
Length (days) 28
understand where I need to point further

instruction.
This fun summative activity asks students
(in groups?) to find and choose a sequence
of pictures to represent a poem (again,
differentiated). Once they have created this
sequence of pictures and have handed
Visual them in, we will do a gallery walk. Out of
Representation the pictures they see in the gallery walk, 
students will choose a picture (or series,
need to decide) that they are most drawn
to. They will then use the details from this
photo to create an original piece of writing
– prose style negotiable.
This reading comprehension style unit
exam will ask students to use the reading
Unit Exam strategies provided in class to answer
questions about figurative language and

creation of meaning.
This will be an ongoing project throughout
the unit. As we analyze poems and look at
various stylistic choices, students will be
given class time towards the creation of
their own poems. Near the end of the unit,
students will be given extra time to
complete any poems they have not finished
Poetry Portfolio
or delve further into styles they enjoyed.  
Finally, they will be asked to choose three
of their favourite pieces. They may choose
to have a conversation with me or do a
short written explanation discussing why
they chose each poem and how it uses
language.
Calendar:
Date Itinerary Time
Mar. 5 ,
th Theme/topic: Meet ‘n Greet: Intro to Unit 71 min
2018 SLOs addressed: none
Text:
 There Was Once by Margaret Atwood
 Western Wagons by Stephen Vincent Benet (Voices)
 Going into Space by Francis Becenti (Rising Voices)
Activities:
 Hook: Hello!
Grade 10-2
Length (days) 28
 Teacher input:
o Discuss class rules and expectations, when I will be available for extra help
o Administration of student questionnaire
 When they collect they can get their nametag and personalize it
 I won’t ask them to do anything I’m not willing to do, so I filled out the
meet ‘n greet sheet too. What (out of those questions) would you like to
know about me?
o Discuss bell ringer expectations for free writes
o Introduce unit:
 Topic, inquiry question, rationale, and assessment plan
 Introduce the short story  Discuss its relation to the inquiry question
 Introduce both poems  Discuss in relation to inquiry question
 Student activity:
o Icebreakers!
 Name game from teacher as performer
 Blobs & lines
 Would you rather
 Conclusion:
o What, so what, now what?
Assessment: n/a
Mar. 6th, Theme/topic: Meet ‘n Greet Pt. 2, Short Story 1: The Main Idea 71 min
2018 SLOs addressed: 1.1.1.b ; 2.1.2.b ; 2.1.2.e
Text:
 His Coy Mistress (Studying Poetry, pp. 32)
 The Ninny (Sightlines, pp. 43)
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Looking for the main idea, paraphrasing, and coming up with themes
o Pre-assessment
o Icebreaker: Pictorial acrostic poem, ball toss (with greetings)
o Poetry activity in Studying Poetry
o Meet your literature circle
 Read the short story individually
 Do a brain dump of the subjects covered in the story
 Circle the most important ones
 Discuss with your group which ones you circled
 Agree on the top answer
 Come together as a class and pick on the top 1 from each group
 Then, look for evidence in the text about what the author says/reveals
about that subject.
 Form this into a sentence  Now you have the main topic!
Grade 10-2
Length (days) 28
 Turn the central idea into a question, and the answer to that question =
supporting details!
o Response journal: did these strategies work for you?
 Conclusion:
o Find a first grader
Assessment: n/a
Mar. 7th, Theme/topic: Short Story 2: Characterization 71 min
2018 SLOs addressed: 1.1.1.a ; 1.1.2.b ; 1.1.1.b ; 2.1.2.d
Text:
 The Bicycle (Sightlines, pp. 32)
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Pre-reading activity:
o During reading activity:
o Post-reading activity:
o Reader Response:
o Break into literature circles:
 Discuss original impressions of characterization
 Interpretive Community
o Response journal: did these strategies work for you?
 Conclusion:
o 5 words or less (we try to cover what we did today in 5 words or less)
Assessment: n/a
Mar. 8th, Theme/topic: Short Story 2: Characterization 71 min
2018 SLOs addressed: 1.1.1.a ; 1.1.2.b ; 1.1.1.b ; 2.1.2.d
Text:
 The Bicycle (Sightlines, pp. 32)
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Characterization activity
 What were the original impressions (list from yesterday)
 Narrow this down into the four biggest traits
 Find examples in the text that made us think that they were this way
o Relation to inquiry question
o Retrieval practice: think-pair-share: What did we do yesterday?
o Class discussion (Values continuum)  Finding textual evidence to support this
 Conclusion:
Grade 10-2
Length (days) 28
o 60 second summary of why we needed to justify our reasoning for thinking the
characters are a certain way
Assessment: n/a
Mar. 9th, Theme/topic: Short Story 3: Main Idea & Characterization Focus 48 min
2018 SLOs addressed: 1.1.1.a,1.1.1.b,
Text:
 Borders (Sightlines, pp. 79)
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Bringing it back to the inquiry question: Why is it important for people and
communities to create narratives about their experiences?
o Brainstorm possible general ideas and then focus in on the story from today,
IRE/teacher-led discussion on why this particular story was important for someone
to tell
o Retrieval practice: brain dump: what did we learn yesterday?
o Evidence based Instagram:
 Based on the same characterization activity as yesterday, what would the
main character have as their three most recent pictures on Instagram?
 Conclusion:
o 60 second summary
o Ask students to bring a snippet of their favourite poem (or even just one that
caught their eye) for Monday
Assessment: n/a
Mar. 12th, Theme/topic: Listening to and Defining Poetry 71 min
2018 SLOs addressed: 1.1.2.a ; 1.1.2.b ; 1.2.1.a ; 2.2.2.b
Text:
 Studying Poetry (pp, 5: limericks, pp. 17: What is poetry?)
 Likeable poems for those who didn’t bring one: (Mine: The Sloth by Theodore Roethke)
 Woulda Coulda Shoulda by Shel Silverstein
 Hypnotized by Shel Silverstein
 Haunted by Shel Silverstein
 If I Were a Pony by Tohatchi students (Rising Voices)
 Poems Can Give You by Sandra Bogart (Classroom Events, pp. 48)
 Daffodils by William Wordsworth (Classroom Events, pp. 67)
 Adolescence by Rebecca, Jacqui, Johanne, Trevor (Classroom Events, pp.76)
 The Pen by Muhammed al-Ghuzzi (Classroom Events, pp. 37)
 Mean Streets by Anthony “K-Swift” Scott (Brave New Voices, pp. 63)
 Dulce et Decorum Est by Wilfred Owen (Inside Poetry, pp. 39)
 The World is a Beautiful Place by Lawrence Ferlenghetti (Inside Poetry, pp. 49)
 Summer by Ramona Wilson (Inside Poetry, pp. 56)
Grade 10-2
Length (days) 28
 SlamNation: Love by Alexandra Oliver

https://www.youtube.com/watch?v=dtVWIBI6Y08 (Simile)
 Def Poetry Jam: A Black American by Smokey Robinson (Caution: n-word use)
https://www.youtube.com/watch?v=iIkNsj6cDGc (Identity – heritage)
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Let’s talk about poetry: What is it?
o Let’s talk about poetry: What is it NOT?
 Cheesy rhymes
 Just to be analyzed: Dead poet society snippet
o Show poetry slam videos to gain interest. Ask students to rate the poetry slams out
of ten. Their marks will fuel discussion about what worked
o Retrieval practice: Think-pair-share about what we covered last week
o What is poetry? Quiz
o Class survey about poetry preferences: based on the poems chosen that they liked,
we will do an inventory asking students what they liked about it, what rhyming
pattern it had, what emotions it conveyed (Mine: The Sloth)
o Limerick readings: Students will read several provided limericks to their elbow
partner, playing with sound, emphasis, and tone.
 Conclusion:
Assessment: n/a
Mar. 13th, Theme/topic: Oral Poetry: Tone, Rhyme, and Basic Structural Terms 71 min
2018 SLOs addressed: 1.1.2.a ; 1.1.2.b ; 1.2.1.a ; 2.2.2.b
Text:
 SlamNation: Like Totally Whatever by Taylor Mali
https://www.youtube.com/watch?v=lZstwKJ8cps (Identity – generational identity)
 SlamNation: Boys Don’t Cry by Jack McCarthy
https://www.youtube.com/watch?v=FgjVkBwYk9M (Identity – gender roles)
 Studying Poetry (pp. 8, 12, 13)
 Inside Poetry (pg. 110)
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Review of basic poetry terms (stanza, line, etc)
o Cover types of poetry (Inside Poetry) and potential effects of each (i.e. limericks
are usually funny) and discuss how our purposes for reading can affect these
effects (i.e. if we’re reading something for a single meaning and it’s riddled with
metaphor and similes then we might be annoyed instead of inspired)
Grade 10-2
Length (days) 28
o News poem spoken activity: students will work in pairs to practice the delivery of
a poem that is a dialogue between a news anchor and a cameraperson. We will
reconvene (open floor to any who want to share but not necessary)
o Survey of how each character within the poem was chosen to be represented, and
common representations from the class.
o Do a character analysis of the two
o Misunderstanding and Muzak: For this poem, students will read in partners again,
but they must decide how they break up the lines between them for the most
impact.
o I will monitor the room as they do this, confirming with students who are doing
great to see if they’d be comfortable sharing.
o Hopefully we’ll hear a couple variations and be able to discuss them
o Ask for compliments from the other students regarding: voices, interpretation, and
how well their choices worked for(with) the poem
 Conclusion:
o Exit slip: 3-2-1 (3 things students learned, 2 important details, 1 question)
Assessment: n/a
Mar. 14th, Theme/topic: Using Imagery and Description in Poetry: Visual Poetry (Portfolio Prep) 71 min
2018 SLOs addressed: 1.1.2.a ; 1.1.2.b ; 1.2.1.a
Text:
 Studying poetry (pp. 55 “Earth Lover”)
 Studying poetry (pp. 66. “The Highwayman”)
 Inside Poetry (pp. 80 “The Seven Types of Images”)
 Voices: Poetry and Art from Around the World (split up by region)
 LCI Handbook section
 Studying Poetry pp. 36 activity
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Language usage invokes sensory imaging (have models – these are in the poetry
books I have, just need to plug in the names)
o Sensory options to include (including thermal and kinesthetic)
o Before breaking up into sections, students will experiment with line lengths and
variations
o Students first poetry writing activity (of their own material) will be to describe
their favourite room, or favourite place, or a room in which two people had a fight
 Using the sensory stations they will expand on that poem. If they have a really
intriguing line and it takes them in a new direction that’s all good
o Sensory stations: Students will try their hand at writing some poetry  Stations
will be set up to have several “inspiration” pieces based off each of the senses
Grade 10-2
Length (days) 28
o Mid-way through the stations, I want to pause and survey what kind of poetry
they’re creating (rhyme, style, etc.), encourage low-stakes creativity, emphasize
that this isn’t for marks, etc.
 Conclusion:
o Feedback: I want to hear which stations were preferred, why, and how well it
worked for students.
Assessment: n/a
Mar. 15th, Theme/topic: Music and Poetry (Portfolio Prep) 71 min
2018 SLOs addressed: 1.1.1.a, 1.1.1.b ; 2.1.2.b
Text:
 Inside Poetry (pp. 73 The Music of Poetry, pp. 34 The Sound of Silence)
 Spotify playlist: Clean Rap 2017
 Brave New Voices (pp. 49: Writing to Beats, pp. 50: Beatnik Café – the Birthplace of
Cool)
 Erik Satie’s Six Gnossiennes (https://www.youtube.com/watch?v=SO7dnxKcEzw)
 Charles Mingus https://www.youtube.com/watch?v=aII3528wwyw
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Use of rhyme, rhythm
o Looking at hip-hop, variety of their favourite artists
o Writing from beats
 Conclusion:
o Challenge: Change the last line of a poem (from one of the artists looked at today)
Assessment: n/a
Mar. 16th, Theme/topic: Short Story 4: Characterization and Tone 48 min
2018 SLOs addressed: 2.1.2.d ; 2.1.2.e
Text:
 The Soldier (Studying Poetry, pp. 14)
 The Veldt
 Falling Up by Shel Silverstein
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Relation to inquiry & essential questions
o Pre-reading: Visual dictionary of important terms
o Reader response: associative recollections
o Pre-reading: Guessing topic based off title
o Compose a short poem (like, a couple lines long) from a character’s POV
Grade 10-2
Length (days) 28
 Conclusion:
Assessment: n/a
Mar. 19th, Theme/topic: Short Story 4: Characterization and Tone, Paraphrasing 71 min
2018 SLOs addressed: 2.1.2.d ; 2.1.2.e
Text:
 The Veldt
 His Coy Mistress (Studying Poetry, pp. 32)
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Re-Reading: Marking text as per literature circle roles (6 hats)
o Post-reading: Lit circles
 Student activity:
o Retrieval practice: What was the story about that we read on Friday? Rereading.
o Literature circle
o Response journal: Did the reading strategies work for you?
 Conclusion:
o 5 words or less
Assessment: n/a
Mar. 20th, Theme/topic: Communal Narratives: The Prairies 71 min
2018 SLOs addressed: 2.2.2.a ; 2.2.2.b ; 2.2.2.d
Text: The Prairie Experience
Activities:
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Plot & Authors tone
o Pre-reading: Making predictions (tea party from B.E.)
o Opinion survey
o Find the MIQ: Most Important Quote
o Discussion around inquiry question & essential questions: speed debating
(concentric circles)
 Conclusion:
o Question stems (asking students to create questions based off the reading and swap
with their elbow partner)
Assessment: n/a
Mar. 21st, Theme/topic: Communal Narratives: The Prairies 71 min
2018 SLOs addressed: 2.2.2.a ; 2.2.2.b ; 2.2.2.d
Text: The Prairie Experience
Activities:
Grade 10-2
Length (days) 28
 Hook: Freewrite with focus, as per previous days. Specific inspiration/focus TBA
 Teacher input:
o Retrieval practice: think-pair-share about previous day’s lesson
o Mini-discussion: silent discussion (students create a question about the text, pass it
to the next person, who answers it, then to the next person who adds something,
etc.)
o Post-reading: Lit circles
o Literature circle
o Response journal: Did the reading strategies work for you?
 Conclusion:
o 5 words or less
Assessment: n/a
Mar. 22nd, Theme/topic: Poetry for Various Audiences: Found Poems & Purpose (Portfolio Prep) 71 min
2018 SLOs addressed: 1.1.2.a ; 1.1.2.b ; 2.1.2.h
Text:
 Found Poetry Prezi
 First Ice vs. First Frost (Studying Poetry, pp. 42)
 Studying Poetry (pp. 53, 65)
Activities:
 Teacher input:
o How we use stylistic techniques to create emphasis
o Visual poetry
o Found poetry (or, blackout poems) and how they combine visual with words to
create desired effects
o Direct students about how to create a blackout poem (rough guideline)
o Give out assignment sheet for visual representation (VR) and discuss expecations
o Blackout poem creation:
 First, they can create one just as per whatever comes to them
 On the second one they try to create one with the focus of identity
 Response journal: Was it easier to have a focus before creating the poem or
to see where the newspaper clip took you? Which had a stronger effect in
the end? How could you improve the next one?
o Students will who have completed both will fill out a self-reflection sheet (in their
response journal as above and attempt at third
 Conclusion:
o Exit slip: what “stuck” with you? (on a sticky note)
Assessment: n/a
Mar. 23rd, Theme/topic: Short Story 6: Retelling & Collaborative Poems (Portfolio Prep) 48 min
2018 SLOs addressed: 2.1.2.b ; 1.1.2.a ; 1.1.2.b
Text: A Secret Lost in the Water by Roch Carrier
Activities:
Grade 10-2
Length (days) 28
 Hook:
o Freewrite:
o Focus:
 Teacher input:
o Looking at theme, characterization, plot and setting  effects
o Pre-reading: Visual dictionary for important vocab
o Reader response:
o Reading: marking further unknown words (to be noted in response journal so I can
ensure I’m picking out the right tricky words beforehand)
o Collaborate poem activity based on the story
o Comparison of poems created
o Response journal: strategy review
 Conclusion:
o Exit slip
Assessment:
Response Journal due
Mar. 26th, Theme/topic: Work Period for Visual Representation 71 min
2018 SLOs addressed: 4.1.3.c ; 4.1.3.d
Text:
 Inside Poetry “The Rain Within Myself” (pp. 31)
 Native Literature “Walking Both Sides of an Invisible Border” (pp. 323)
 Rising Voices “Me and My People” (pp. 65)
 Inside Poetry “Family Reunions” (pp. 159)
Activities:
 Teacher input:
o Like our bell ringer, details within the poem (created through tone, etc.) conveyed
through the chosen photo, the connection should be clear
o Juxtaworlds: choose a poem that we have worked on so far and (with a partner or
group of three) find a series of pictures to juxtapose this poem
o Once students have done that, they will use the main poem for the base of the
visual representation assignment. They will find a series of photos that relate to
and convey the meaning of the poem.
o Gallery walk (depending on how printing works it will be laptops around the edge
of the room or the final, chosen pictures)
o Students will choose their favourite series of pictures (labelled by #) for the basis
of their visual representation assignment.
 Conclusion:
Assessment: n/a
Mar. 27th, Theme/topic: Work Period for Visual Representation – Drafting 71 min
Text: n/a
Grade 10-2
Length (days) 28
Activities:
 Teacher input:
o We will look at how storytelling is developed through narration
o Work period for VR
o During the work period I want to conference with students about what details of
the pictures they are using to spur their story, how they are incorporating elements
from the short stories thus far
 Conclusion:
o Two-sentence wrap up
Assessment: n/a
Mar. 28th, Theme/topic: Work Period for Visual Representation – Drafting 71 min
2018 SLOs addressed 4.1.3.c ; 4.1.3.d
Text: n/a
Activities:
 Teacher input:
o Same as previous day
 Conclusion:
Assessment: n/a
Mar. 29th, Theme/topic: Work Period for Visual Representation – Editing 71 min
Text: n/a
Activities:
 Teacher input:
o Provide checklist of common mistakes to ensure are NOT in your draft.
o I don’t think many will get to this, but if there are early finishers I will have a
series of “twitter challenges” for them to complete in less than 140 words (harder
than it looks)
 Conclusion:
o Progress check for VR (If students have not had enough time, use a flex day here
and push Short Story 7 onto 1 day, giving them an extra work period)
Assessment: n/a
Mar. 30th, Theme/topic: Communal Narratives: FNMI Perspective 48 min
2018 SLOs addressed: 1.1.1.a ; 1.1.1.b ; 1.2.1.a ; 2.2.2.a ; 2.2.2.d
Text:
 Anthology of Canadian Native Literature
 Rising Voices
Activities:
Grade 10-2
Length (days) 28
 Teacher input:
o Prompt students to analyze the poem at each station in their literature circles
o Establishing common topics, readings, why they’re important
o Retrieval practice: search and explore text for ____ (several small activities to find
quotes supporting readings of the text to see themes across different texts)
 Conclusion:
o 3-2-1
Assessment:
 Visual Representation
Apr. 9th, Theme/topic: Portfolio & Slam Prep 71 min
Text:
 SlamNation & Def Poetry Jam videos (TBD)
Activities:
 Teacher input:
o Prompt students to analyze the poem at each station in their literature circles
o Establishing common topics, readings, why they’re important
o Retrieval practice: search and explore text for ____ (several small activities to find
quotes supporting readings of the text to see themes across different texts)
 Conclusion:
o 3-2-1
Assessment: n/a
Apr. 10th, Theme/topic: Short Story 8: Irony & Satire / Portfolio & Slam Prep 71 min
2018 SLOs addressed: 2.2.2.c ; 4.1.3.c ; 4.1.3.d
Text:
 Alice’s Restaurant (Ways of the World, pp. 71) ~~~~ ** MAYBE CHANGE ** ~~~~~
 Lysandra’s Poem (Sightlines, pp. 125) OR The Skating Party (186)
 SlamNation & Def Poetry Jam
 Brave New Voices
Activities:
 Teacher input:
o Satire & irony
o Coming back to the inquiry question
o Personal triggers & communal judgements for text
o Review visual dictionary and reading strategies. Combine a class list of most
effective ones and review how to use them & what to use them for
o Share favourite poems so far  Lessen fear of sharing
o Writing time on whatever they want (for the slam)
 Conclusion:
Grade 10-2
Length (days) 28

Assessment: n/a
Apr. 11th, Theme/topic: Review Day for Unit Test 71 min
2018 SLOs addressed: 2.1.2 ; 2.2.2
Text:
 Use a variety of new poems from Inside Poetry, Voices, Rising Voices, and Studying
Poetry to stimulate questions on unit test topics

Activities:
 Teacher input:
o Direct flash card making and enforce their proper use (i.e. don’t turn them over to
see the answer before you can say it out loud. Use three times minimum without
needing to see the answer before you can set it down
o Student-led discussion (harkness style) about short story
o Give time to make flash cards
 Conclusion:
o Review topics that will be on the exam, give ample time for questions. Formative
assessment (thumbs up, down, sideways) about how we feel about preparation
Assessment: n/a
Apr. 12th, Theme/topic: Unit Test 71 min
2018 SLOs addressed: 2.1.2 ; 2.2.2
Text: n/a
Activities:
 Hook: n/a
 Teacher input:
o Give test
o Direct some anxiety-reducing tactics before having students flip test over (deep
breathing, reminder that this is only a grade, maybe some test-taking tips)
o State expectations: no talking, raise your hand if you have a question
o Take test
o Early finishers can work on poetry for poetry portfolio
 Conclusion:
o Ask how the test went (thumbs up, down, or sideways)
o Reminder about revision opportunities (confirm with TA about details)
Assessment:
 Unit Exam
Apr. 13th, Theme/topic: Unit Test (Extended Time) & Preparation for Portfolio/Slam 48 min
2018 SLOs addressed: 2.1.2 ; 2.2.2 ; 4.1.3
Text: n/a
Activities:
 Hook: n/a
 Teacher input:
Grade 10-2
Length (days) 28
o Give out test

o Test taking for those who need extra time
o Those who are finished get to work on their poetry portfolio/poetry slam poem
 Conclusion:
o Same as yesterday. Also: review the upcoming poetry stuff so students are
prepared.
Assessment:
 Unit Exam
 Response Journal due
Apr. 14th, Theme/topic: Poetry Slam Preparation & Portfolio Prep (Structural & Reversal Poetry) 71 min
Text:
Activities:
 Teacher input:
o Refreshing reminders about poetry
o Retrieval practice: brain dump
o Poetry challenges: structural (playing with line variations, lengths, spaces)
o Poetry challenges: reversal poetry
o Chance to work on slam poetry piece
o Conferencing
 Conclusion:
o Give me 5: Ask students for 5 tips about writing powerful poetry
Assessment: n/a
Apr. 15th, Theme/topic: Poetry Slam Preparation & Portfolio Prep (Paint Chip) 71 min
Text:
Activities:
 Teacher input:
o Show videos of slam poetry  analyze again with students “Grading” the
performance
o Slam poetry work period (paint chip poetry available for inspiration if needed)
o If they are done their poem, they will self-edit first
o Then they will break into small groups of 2 or 3 and orally read their poems to one
another. Presentation tips will be key
 Conclusion:
o Ask about preparation readiness for slam poetry
Assessment: n/a
Grade 10-2
Length (days) 28
Apr. 16th, Theme/topic: Slam Poetry Day 71 min

2018 SLOs addressed: 1.1.2.a
Text: n/a
Activities:
 Hook: N/A
 Teacher input:
o Set expectations: supportive environment, finger snapping, confidence is key
o Slam poetry
 Conclusion:
o Back in class: discuss highs and lows (way more highs)
Assessment:
 Poetry portfolio due
 Poetry Slam
APRIL 17th – 20th IS LEFT OPEN AS FLEX TIME FOR WHEN NEEDED

Subject English Language Arts Grade 10-2 Topic/Theme Poetry & Short Stories Length (Days) 28

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Subject English Language Arts

Short stories, poetry, and pictures all send Essential Questions:

connections and interpretations wholly How does knowledge of language and

A community can be any body of people What comprises a community?

Narratives from a community can point to

1.1.1 Form tentative understandings, interpretations and positions

1.1.2 Experiment with language, image and structure

1.2.1 Consider new perspectives

a. Describe personal responses to new perspectives, appraise whether such responses

2.1.2 Understand and interpret content

2.2.2 Relate elements, devices and techniques to created effects

4.1.3 Develop content

d. Develop supporting details, by using developmental aids appropriate to form and

Prior understandings . . . This will lead to . . .

6) An Anthology of Literature in English

Stage 2 – Assessment Evidence

Students will be asked to hand in a poetry portfolio that we will be working on

In addition, they will be doing a multiple choice reading comprehension test.

Quizzes, Tests, Assignments:

2) Visual representation: Students will be asked to create a visual story (a story

Other Evidence: Pre-Assessment:

Differentiation: Accommodation: Modification:

 Offer chance to pre- engaged. No podcasts, and formative assessments

present the same information to two

e. Identify a text creator's tone

h. Differentiate between audience

4.1.3 Develop content

Assessment Tool Overview

understand where I need to point further

 SlamNation: Love by Alexandra Oliver

o Find a first grader

o Give out test

Apr. 16th, Theme/topic: Slam Poetry Day 71 min

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