Poetry and Prose UnitPoetry and Prose UnitBrain Targeted Teaching Brain Targeted Teaching

ModelModel

By: Matthew LewisBy: Matthew Lewis

BTT 1: Emotional ClimateBTT 1: Emotional Climate

This 7This 7thth grade unit in poetry focuses on grade unit in poetry focuses on the different ways a poet expresses the different ways a poet expresses themselves and how poetry can be themselves and how poetry can be structured to add meaning. Students structured to add meaning. Students will be encouraged to express will be encouraged to express themselves in by drawing on themselves in by drawing on meaningful, personal experiences. meaningful, personal experiences. Students may be hesitant to express Students may be hesitant to express themselves in an open forum. themselves in an open forum.

BTT 1: Emotional ClimateBTT 1: Emotional ClimateThe following will be implemented by the teacher to ensure a safe and The following will be implemented by the teacher to ensure a safe and

positive learning environment:positive learning environment:

modeling of how to use personal experiencesmodeling of how to use personal experiences in writing. in writing. support positive, specific and personal feedback on student support positive, specific and personal feedback on student ideas and work by teacher and students (using the “what I likeideas and work by teacher and students (using the “what I like about it…..” model).about it…..” model). use meet the author activities to teach diversity, adversity,use meet the author activities to teach diversity, adversity, acceptance.acceptance. implement positive behavior rewards, student of the week, andimplement positive behavior rewards, student of the week, and classroom procedures. classroom procedures. provide students several ways to demonstrate and present theirprovide students several ways to demonstrate and present their learning. learning.

BT 1: My Poetry example to BT 1: My Poetry example to studentsstudents

Title:Title:

My Special My Special GiftGift

BTT 2: Physical EnvironmentBTT 2: Physical Environment

Arrange students desks in a circular, conference style Arrange students desks in a circular, conference style to promote collaboration.to promote collaboration.

Student background knowledge displayed in “gallery Student background knowledge displayed in “gallery walk”.walk”.

Color coded unit vocabulary and graphic organizers Color coded unit vocabulary and graphic organizers prominently displayed for quick retrieval.prominently displayed for quick retrieval.

Unit concept map posted to promote student Unit concept map posted to promote student interaction.interaction.

Need it/Got it wall for students to continually self Need it/Got it wall for students to continually self access their understanding of unit concepts.access their understanding of unit concepts.

Rotating installations and Postings of student work, Rotating installations and Postings of student work, student made content posters, and artwork.student made content posters, and artwork.

BT 2: Student ArtworkBT 2: Student Artwork

BTT 2: Physical EnvironmentBTT 2: Physical Environment

Display and Discuss the “Quote of the Day” to Display and Discuss the “Quote of the Day” to encourage positive participation.encourage positive participation.

Music is played during the warm up or Music is played during the warm up or creative activities.creative activities.

Weekly work board displayed that will contain Weekly work board displayed that will contain content covered and assignments.content covered and assignments.

All classroom windows open for natural light.All classroom windows open for natural light. Focus areas in the room have been painted.Focus areas in the room have been painted.

BT 2: Color Coded Unit WallBT 2: Color Coded Unit Wall

BT 2: “Need It – Got it” WallBT 2: “Need It – Got it” Wall

BT 2: Quotes of the dayBT 2: Quotes of the day

BT 3: The Learning ExperienceBT 3: The Learning ExperienceFor students to KNOW:For students to KNOW:

HyperboleHyperbole Extended MetaphorExtended Metaphor Lyric PoemLyric Poem Narrative PoemNarrative Poem SonnetSonnet OdeOde LimerickLimerick Internal RhymeInternal Rhyme Exact RhymeExact Rhyme CoupletCouplet TripletTriplet

BT 3: The Learning BT 3: The Learning ExperienceExperience

For Students to UNDERSTAND:For Students to UNDERSTAND:

Writing can come in many different Writing can come in many different forms, including prose and poetry. forms, including prose and poetry. Both use specific conventions and Both use specific conventions and forms to convey universal themes forms to convey universal themes and evoke emotions.and evoke emotions.

BT 4: Teaching for MasteryBT 4: Teaching for Mastery For students to DO: For students to DO:

(Common Core Unit Content Standards (Common Core Unit Content Standards Taught): Taught):

-7.R.L.4: Determining the meaning of words and phrases as they -7.R.L.4: Determining the meaning of words and phrases as they are used in the text, including figurative and connotative are used in the text, including figurative and connotative meanings.meanings.

-7.R.L.5: Analyze how a drama’s or poem’s form or structure -7.R.L.5: Analyze how a drama’s or poem’s form or structure contributes to its meaning.contributes to its meaning.

-7.R.L.7: Compare and Contrast a written story, drama, or poem to -7.R.L.7: Compare and Contrast a written story, drama, or poem to it’s audio, filmed, staged, or multimedia version, analyzing the it’s audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (light, sound, effects of techniques unique to each medium (light, sound, color).color).

BT 4: Teaching for MasteryBT 4: Teaching for Mastery

For students to DO continued:For students to DO continued:

7.R.I.1: Cite several pieces of textual evidence to 7.R.I.1: Cite several pieces of textual evidence to support analysis of textual meaning (explicit and support analysis of textual meaning (explicit and implied).implied).

7.R.L.9:Compare and Contrast a fictional portrayal 7.R.L.9:Compare and Contrast a fictional portrayal of a time, place, or character and a historical of a time, place, or character and a historical account of the same period as a means of account of the same period as a means of understanding how authors of fiction use or alter understanding how authors of fiction use or alter history.history.

BT 4: Student Learning Map BT 4: Student Learning Map (Handout)(Handout)

BT 4: Posted Student Learning BT 4: Posted Student Learning Map (Interactive)Map (Interactive)

BT 5: Big Picture ActivitiesBT 5: Big Picture Activities

Student Poetry Portfolio (written arts)Student Poetry Portfolio (written arts) Poetry Slam (performing arts)Poetry Slam (performing arts) Author Study (visual arts)Author Study (visual arts) Poetry and Prose Unit Test Poetry and Prose Unit Test

(assessment)(assessment)

*Allow Creative Expression in as many *Allow Creative Expression in as many forms as possibleforms as possible

BT 6: Authentic AssessmentBT 6: Authentic AssessmentAuthor Study CollageAuthor Study Collage