Talk:Illuminated Poetry

Instructional Unit Assignment

1. See Illuminated Poetry for an overview of this assignment written for students.
2. Instructional strategies
   • Group work: Students will work in pairs, which will encourage them to think aloud about the work, as well as their motivations in choosing the pieces they do. As they work on the final product, reflection on their own skills and the skills of their partner will be essential.
   • Sharing ideas and opinions: Finding consensus is potentially difficult for some students, so this will be a point to monitor. Nevertheless, it is an important skill for them to practice.
   • Progress checks: The teacher and librarian will be working closely with the groups and encouraging progress. The two stages of this project (analysis and creation) necessitate close attention and guidance initially followed by praise and open questioning. The TP-CASTT worksheet will give the students a feeling of progress (and urgency, as the assignment is not simply due Friday) and the teachers an opportunity to provide formal feedback.
   • Team teaching: As the pairs will quickly diverge in their progress, having more than one teacher in the room will allow for efficient support as questions or needs arise.
3. Standards alignment
   • 11.1.R.3 Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas by contributing to, building on, and questioning the ideas of others in pairs, diverse groups, and whole class settings.

1. • 11.1.W.2 Students will work effectively and respectfully within diverse groups, demonstrate willingness to make necessary compromises to accomplish a goal, share responsibility for collaborative work, and value individual contributions made by each group member.

1. • 11.2.R.1 Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.

1. • 11.3.R.2 Students will evaluate points of view and perspectives in more than one grade-level literary and/or informational text and explain how multiple points of view contribute to the meaning of a work.

1. • 11.3.R.3 Students will analyze how authors use key literary elements to contribute to meaning and interpret how themes are connected across texts: theme, archetypes.

1. • 11.3.R.4 Students will evaluate literary devices to support interpretations of texts, including comparisons across texts: imagery, tone, symbolism, irony.

1. • 11.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words

1. • 11.4.R.3 Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

1. • 11.4.R.4 Students will analyze and evaluate the relationships among words with multiple meanings and recognize the connotation and denotation of words.

1. • 11.5.R Students will apply their knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts, understanding that usage and convention change over time and using that understanding to manipulate style when appropriate.

1. • 11.6.R.2 Students will synthesize the most relevant information from a variety of primary and secondary sources (e.g., print and digital), following ethical and legal citation guidelines.

1. • 11.7.R.1 Students will analyze and evaluate the various techniques used to construct arguments in written, oral, visual, digital, non-verbal, and interactive texts, to generate and answer applied questions, and to create new understandings.

1. • 11.7.R.2 Students will analyze the impact of selected media and formats on meaning.

1. • 11.7.W.1 Students will design and develop multimodal content for a variety of purposes.

1. • 11.7.W.2 Students will construct engaging visual and/or multimedia presentations using a variety of media forms to enhance understanding of findings, reasoning, and evidence for diverse audiences.

1. • 11.8.R Students will select appropriate texts for specific purposes and read independently for extended periods of time.

1. • 11.8.W Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, and be able to apply new understandings in an original way.