Talk:Illuminated Poetry

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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.
    • 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.
    • 11.2.R.1 Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
    • 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.
    • 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.
    • 11.3.R.4 Students will evaluate literary devices to support interpretations of texts, including comparisons across texts: imagery, tone, symbolism, irony.
    • 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
    • 11.4.R.3 Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.
    • 11.4.R.4 Students will analyze and evaluate the relationships among words with multiple meanings and recognize the connotation and denotation of words.
    • 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.
    • 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.
    • 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.
    • 11.7.R.2 Students will analyze the impact of selected media and formats on meaning.
    • 11.7.W.1 Students will design and develop multimodal content for a variety of purposes.
    • 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.
    • 11.8.R Students will select appropriate texts for specific purposes and read independently for extended periods of time.
    • 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. [1]
    • 1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life.
    • 1.1.2 Use prior and background knowledge as context for new learning.
    • 1.1.3 Develop and refine a range of questions to frame the search for new understanding.
    • 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
    • 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
    • 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
    • 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
    • 1.1.9 Collaborate with others to broaden and deepen understanding.
    • 1.2.2 Demonstrate confidence and self direction by making independent choices in the selection of resources and information.
    • 1.2.3 Demonstrate creativity by using multiple resources and formats.
    • 1.2.6 Display emotional resilience by persisting in information searching despite challenges.
    • 1.2.7 Display persistence by continuing to pursue information to gain a broad perspective.
    • 1.3.2 Seek divergent perspectives during information gathering and assessment.
    • 1.3.4 Contribute to the exchange of ideas within the learning community.
    • 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
    • 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
    • 1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
    • 1.4.4 Seek appropriate help when it is needed.
    • 2.1.1 Continue an inquiry based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge
    • 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations.
    • 2.1.4 Use technology and other information tools to analyze and organize information.
    • 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems
    • 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
    • 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.
    • 2.2.4 Demonstrate personal productivity by completing products to express learning.
    • 2.3.1 Connect understanding to the real world.
    • 2.4.1 Determine how to act on information (accept, reject, modify).
    • 2.4.3 Recognize new knowledge and understanding.
    • 2.4.4 Develop directions for future investigations.
    • 3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.
    • 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.
    • 3.1.3 Use writing and speaking skills to communicate new understandings effectively.
    • 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
    • 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
    • 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
    • 3.2.3 Demonstrate teamwork by working productively with others.
    • 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community.
    • 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.
    • 3.4.2 Assess the quality and effectiveness of the learning product.
    • 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.
    • 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading.
    • 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
    • 4.1.4 Seek information for personal learning in a variety of formats and genres.
    • 4.1.5 Connect ideas to own interests and previous knowledge and experience.
    • 4.1.8 Use creative and artistic formats to express personal learning.
    • 4.2.1 Display curiosity by pursuing interests through multiple resources.
    • 4.3.1 Participate in the social exchange of ideas, both electronically and in person.
    • 4.3.2 Recognize that resources are created for a variety of purposes.
    • 4.3.3 Seek opportunities for pursuing personal and aesthetic growth.
    • 4.4.1 Identify own areas of interest.
    • 4.4.2 Recognize the limits of own personal knowledge.[2]

References

  1. ↑ Oklahoma State Department of Education. 2016. "Oklahoma Academic Standards: English Language Arts."
  2. ↑ American Association of School Librarians. 2016. "Standards for the 21st-Century Learner."
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