EDU+583+Poetry+Unit

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=Integrated Unit Planner=

Critical Content/Concept Web

 * Unit Theme**: Literature
 * Conceptual Lens:** Poetry
 * Unit Length:** 9 weeks


 * ===Unit Overview=== ||
 * High school modern language students will study the odes of Nobel Laureate Pablo Neruda. They will translate, analyze, and present his odes using multimedia applications and then create and recite their own poems in the spirit of Neruda. They will compare his life and work with that of an American poet from the same time period and of similar renown to see similarities and differences in how cultures view poets. ||

ordinary things Neruda literature metaphor imagery || translation analysis writing ||
 * **Spanish** || **English** ||
 * poetry

Students will understand that:
Common things are elevated in poetry; poems work in two languages. Language transcends culture. Poets have a role in culture. Poems reflect author's intentions.

How are common things elevated and understood in two languages using poetry?

** Mission Statement of Dirigo High School **: Our schools and communities work collaboratively to provide school climates that raise student and staff aspirations by promoting a sense of belonging, encouraging leadership, and instilling confidence to take action.

Designer(s): A. Beane, C. Maddaus
=Stage 1 Identify Desired Results=
 * **Establish Goals:** **(G)** ||
 * * Students will compare a variety of grammatical structures and syntax between languages.
 * Students will be able to paraphrase and/or summarize texts orally and in writing using a presentational format.
 * Students will be able to demonstrate use of oral and/or written forms of the target language with family, friends or peers.
 * Students will be able to identify and compare influential figures from the two cultures. ||

//What understandings are desired?//

 * //Students will understand that:// **(U)** ||
 * * Poetry has role cultural expression.
 * Translating literature in a way that retains the artistic intent of the author is a valid form of language practice.
 * Creating a poem in two languages is valid artistic expression.
 * Different cultures treat poets differently. ||

//What essential questions will be considered?//

 * **Essential Questions:** **(Q)** ||
 * * How is poetry used to express cultural ideas?
 * How can poetry be translated aesthetically from one language to another?
 * What factors influence the role of Poet within different cultures?
 * How can one create an authentic poem that is understood by different language speakers? ||

//What key knowledge and skills will students acquire as a result of this unit?//

 * //Students will know:// **(K)** || //Students will be able to:// **(S)** ||
 * * Poets are viewed differently in different cultures.
 * Poems in translation cannot be word-for-word but must retain the artistic nuances intended by the author.
 * Pablo Neruda is the most famous Latin American poet of the 20th century for his various contributions to literature.
 * Poems can be written in two languages to express one cultural idea.
 * Pronunciation is essential to presenting poetry.
 * Symbolic representations of poems aid understanding of key ideas. || * Research and compare Neruda and an American poet.
 * Translate odes written by Neruda.
 * Analyze poems written by Neruda/
 * Present a poem written by him using a Symbolic Story Representation.
 * Create and recite a poem in Spanish and English, in the style of Neruda.
 * Self-assess their learning projects and reflect on what they themselves learned ||


 * 2004 ASCD and Grant Wiggins and Jay McTighe**

=Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: To design a unit that teaches artistic expression through research, analysis and creation.

Role: Writer/researcher

Audience: peers in high school language classe

Situation: Group research, translation and analysis. Presentation using literacy strategies. Compare/contrast famous poets. Creation and presentation of individual poems. Product/Presentation: WIKIPAGE with embedded slideshow, biography, analysis, and movie. Standards (criteria from both rubrics): || Rough drafts of translations Graphic organizer of compare/contrast of poets Graphic organizer of literary analysis Slideshow of Symbolic Story Representation of translated poems Questions on Neruda's life after viewing movie Rough draft of personal poem Movie of recited poem || Post-presentation survey to reflect on what understanding was acquired Cultural reaction essay to reading Neruda, impact of his work on student || =Assessment Task Blue Print=
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * Rough drafts of biographies
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * Translation of poem

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * * Poetry has role cultural expression.
 * Translating literature in a way that retains the artistic intent of the author is a valid form of language practice.
 * Creating a poem in two languages is valid artistic expression.
 * Different cultures treat poets differently. || * Students will compare a variety of grammatical structures and syntax between languages.
 * Students will be able to paraphrase and/or summarize texts orally and in writing using a presentational format.
 * Students will be able to demonstrate use of oral and/or written forms of the target language with family, friends or peers.
 * Students will be able to identify and compare influential figures from the two cultures. ||

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * Big Idea || Big Idea ||
 * •artistic expression || •transcendence through translation ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You are a writer/researcher analyzing the works of Pablo Neruda, famed Chilean poet. Your task is to translate and analyze one of his odes to common things. You will research his role within his own Chilean culture and compare it to an American poet from the same time period to determine similarities and differences between how cultures view/treat poets. You will take the information you gave learned from studying Neruda and use it to create a poem in his style, in both English and Spanish, which you will present and share with your peers. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •Wiki page with embedded information. || • Slideshow of Symbolic Story Representation of translated poem as well as movie of student-generated poem. ||

//**By what criteria will student products/performances be evaluated?**// Biography of Neruda with image using MLA citations Graphic organizer of translation of Oda a los Calcetines Embedded slideshow of the ode using a Symbolic Story Representation format Graphic organizer comparing Neruda with American poet Questions and answers about Neruda after viewing Il Postino. English and Spanish version of student created ode written in the style of Neruda. Movie created using Symbolic Story Representation format of student reciting their own work, in Spanish with English subtitles. || Slideshow contains: Representative images that would aid the listener in understanding the imagery in the Neruda poem. Movie contains: Proper pronunciation, intonation and style of a poetry recitation. Representative images that would aid the listener in understanding the imagery of the Neruda poem. ||
 * Product Criteria || Presentation Criteria ||
 * Wiki page contains:

=Stage 3=

Facet 1

 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (**WHERE**) Students will understand that Neruda's odes are well-known and loved through-out the Spanish-speaking world. What questions will assist students in acquiring the knowledge of Neruda's life and work?

(**WHY**) This facet will show that Neruda is a worthy literary figure who has expressed universal truths through odes.

(**WHAT**) Students will be able to demonstrate use of oral and/or written forms of the target language with family, friends or peers.


 * (HOOK)** Students will be using only Spanish as they are introduced to this unit.

(**EQUIP**) Students will know the life of Neruda to understand the influence of his work.

(**EXPLORE**) Individually, students will answer dictated questions using research about the life of Neruda.


 * (EXPERIENCE)** Students will cite sources and produce a biography of Neruda.


 * (RETHINK)** What do we know about Neruda? Share orally the answers to the dictated questions.


 * (REFINE)** Talk about the correct way to say things and write things in Spanish.


 * (REVISE**) Ask students to revise their answers to reflect what they have learned.

(**EVALUATE**) Students will post the second draft to the wiki.


 * (TAILOR)**
 * **Visual:** There must be an image of Neruda on the page, cited in MLA format. There must be a table of contents.
 * **Aural:** Students will listen to each others' answers and the teacher model.
 * **Verbal:** Students will read their answers to the Neruda biography questions aloud.
 * **Physical:** Students will form groups using the four corners strategy.
 * **Logical:** Ask students to properly set up the wiki using design strategy.
 * **Social:** Students will peer edit each other's work.
 * **Solitary**: Students will create wiki pages on their own.


 * (ORGANIZE)**Students will be able to write in correct Spanish about a major literary figure.
 * Product: Page on student wiki.
 * Time frame: Two weeks. ||

Facet 2

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will learn how to read and analyze a poem. What language is used in analysis of literary work?


 * (WHY)** Students will translate Neruda's Oda a los calcetines and analyze it's significance.


 * (WHAT)** Students will compare a variety of grammatical structures and syntax between languages.


 * (HOOK)** Translating is a little like unwrapping a gift. What layers of meaning are uncovered with the thoughtful translation of each word?


 * (EQUIP)** Students will be able to add the human element to translating as they make meaning of the ode.


 * (EXPLORE)** Students will create a table on the wiki page with both versions of the poem.


 * (EXPERIENCE)** Students will compare their translations with a professional translation.


 * (RETHINK)** Students will analyze their translation.


 * (REFINE)** Students will share with each other their answers.


 * (REHEARSE)** Students will recite the poem and build a slideshow movie of the poem in their translating groups.


 * (REVISE)** Students will receive feedback on their analyses and have the chance to re-write their answers.


 * (EVALUATE)** Students will view each other's movies on the ode and provide feedback for the next stage.


 * (TAILOR)**
 * Visual: Students will create film that shows the imagery of the ode.
 * Aural: Students will listen to the film in editing to make sure it sounds "right".
 * Verbal: Students will have spoken lines in the movie.
 * Physical: Students will physically share their films on a projector to an audience.
 * Logical: Students will edit and sequence footage, narration and subtitles to make a complete movie.
 * Social: Students will work as a team to make a movie.
 * Solitary: Students will reflect on the process working together using a survey.


 * (ORGANIZE)** Students will be able to create a movie that shares the poem visually and orally.
 * Product: Finished movie uploaded host and embedded on wiki page.
 * Time frame: Three weeks. ||

Facet 3

 * **Consider the W.H.E.R.E.T.O. elements**. **(L)** ||
 * (**WHERE**) Students will understand how to translate literary analysis.

(**WHY**) This facet will show how to analyze a poem in Spanish.

(**WHAT**) Students will be able to translate a literary analysis question.


 * (HOOK)** Students will each translate a section and create a Keynote with the questions for future reference.

(**EQUIP**) Students will understand what each analysis question means.

(**EXPLORE**) Individually, students will answer dictated questions using research about the life of Neruda.


 * (EXPERIENCE)** Students will use the translated analysis questions for the second ode, Oda al tomate.


 * (RETHINK)** What do we know about Spanish? How can we re-write and translate the questions effectively?


 * (REFINE)** Talk about the correct way to say things and write things in Spanish.


 * (REVISE**) Ask students to revise their work to reflect what they have learned.

(**EVALUATE**) Students will post the questions to the wiki.


 * (TAILOR)**
 * **Visual:** The questions must be posted on a wiki table.
 * **Aural:** Students will listen to each others' answers and the teacher model.
 * **Verbal:** Students will read their answers to the analysis questions aloud.
 * **Physical:** Students will write their answers on a card for drafting.
 * **Logical:** Students will properly set up the wiki table using numeracy.
 * **Social:** Students will peer edit each other's work.
 * **Solitary**: Students will create the tables on their own.


 * (ORGANIZE)**Students will be able to write analysis questions in the target language.
 * Product: Table on student wiki.
 * Time frame: One week. ||

Facet 4

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will learn poetic expression and interpret cultural ideas through physical and creative expression.


 * (WHY)** Students will make a digital artifact (movie) to relate the poem.


 * (WHAT)** **Cultures: Students demonstrate an understanding of a culture in which the target language is spoken.**


 * (HOOK)** This is your chance to be creative, and work as a team to make your own movie demonstrating the cultural knowledge you have of Chile, Neruda, and the translated ode!


 * (EQUIP)** Students will be able to relate language and culture in a movie. They will see student samples.


 * (EXPLORE)** Students will reference their scripts and storyboards in order to make a movie.


 * (EXPERIENCE)** Students will spend time shooting their movie in teams.


 * (RETHINK)** After first attempts at shooting and editing, teams will report out as to what is working and what is not.


 * (REFINE)** Based on class discussion, students will try new ideas/angles to solve creative problems with their movie. Rough drafts should be uploaded to the rough draft page on the class wiki.


 * (REHEARSE)** Students will show a rough draft of their movie on the "screening" day and receive feedback using the discussion tab on the "rough draft" wiki pages. The format will be to note two things that work well and two things that can be improved. //Specific attention will be given to appropriately relating the activity without stereotypes and a class discussion will occur as to what this means.//


 * (REVISE)** Students will do a final edit their movie making sure all the pieces are in place after reading the feedback. They will upload and embed the movie to the wiki page.


 * (EVALUATE)** Students will show finished movie and reflect on the process.


 * (TAILOR)**
 * Visual: Students will create film a movie on their translated ode.
 * Aural: Students will listen to the film in editing to make sure it sounds "right".
 * Verbal: Students will have spoken lines in the movie.
 * Physical: Students will physically demonstrate their ode.
 * Logical: Students will edit and sequence footage, narration and subtitles to make a complete movie.
 * Social: Students will work as a team to make a movie.
 * Solitary: Students will reflect on the process of film-making in a survey.


 * (ORGANIZE)** Students will be able to create a movie rich with poetic imagery to relate an ode of Neruda.
 * Product: Finished movie uploaded host and embedded on wiki page.
 * Time frame: Three weeks. ||

Facet 5

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will understand that pronunciation in Spanish is essential to relating image-rich text. How can students effectively relate the ode?


 * (WHY)** This facet is designed for increased fluency in the target language.


 * (WHAT)** **Students communicate in the target language.**


 * (HOOK)**Allow students to use Garageband to record a version of the ode.


 * (EQUIP)** Students will be able to pronounce words with fluency.


 * (EXPLORE)** Students will use the different takes to add to their movie on the ode.


 * (EXPERIENCE)** Students will have to record a final take for the movie if they do not like their Garageband take.


 * (RETHINK)** After editing the movie, students will decide what take to use.


 * (REFINE)** Students will edit the movie with the appropriate soundtrack.


 * (REHEARSE)** Students will do as many takes as necessary for the quality of the movie.


 * (REVISE)** Students will edit the movie to make it better than the samples shown on Youtube.


 * (EVALUATE)** Students will compare the final version to see if it is better than the sample.


 * (TAILOR)**
 * Visual: Students will read the ode.
 * Aural: Students will record the ode.
 * Verbal: Students will present the ode for the editing of the movie.
 * Physical: Students will have to arrange themselves physically in the room while recording to achieve maximum sound.
 * Logical: Students will need to make a plan of sequencing their presentations of the Spanish ode.
 * Social: Students will work together to edit a soundtrack.
 * Solitary**:** Students will reflect on the experience by comparing the final version with the samples.


 * (ORGANIZE)** Students will demonstrate fluency by reading the ode in Spanish.
 * Product: A .mp3 file or a live take for the movie.
 * Timeframe: One week. ||

Facet 6

 * Consider the W.H.E.R.E.T.O. elements**.** (L) ||
 * **(WHERE)** Students will understand that poems can be analyzed in the target language. How does a student analyze a poem in the target language?


 * (WHY)** This facet is designed for increased fluency in expressing ideas in the target language.


 * (WHAT)** **Students communicate in the target language.**


 * (HOOK)** Allow students to interview each other on Photobooth.


 * (EQUIP)** Students will be able to pronounce words with fluency and analyze the poem in the target language.


 * (EXPLORE)** Students will use group discussion to analyze the poem collaboratively.


 * (EXPERIENCE)** Students will have to navigate the experience in the target language.


 * (RETHINK)** After making the movie, students will need to use all they have learned to analyze the ode in the target language.


 * (REFINE)** Students will interview each other using Photobooth doing mupltiple takes.


 * (REHEARSE)** Students will do as many takes as necessary for the quality of the movie.


 * (REVISE)** Students will edit the movie to make it better.


 * (EVALUATE)** Students will compare the final version to see if it is better than the original take


 * (TAILOR)**
 * Visual: Students will write the answers on poster board on the walls.
 * Aural: Students will say the questions and answers a loud.
 * Verbal: Students will present the analysis in an interview format.
 * Physical: Students will have to arrange themselves physically for the best use of Photobooth.
 * Logical: Students will need to make a plan of sequencing their analysis.
 * Social: Students will work together to interview each other.
 * Solitary**:** Students will reflect on the experience by comparing the final version with the samples.

**Assessment Timeline ** Samples of unit [|assessment timeline].
 * (ORGANIZE)** Students will demonstrate fluency by reading the ode in Spanish.
 * Product: A Photobooth file.
 * Timeframe: Two weeks. ||
 * Select the appropriate level - Elementary or Secondary
 * Select a sample unit and scroll down to the assessment timeline.
 * Use the information from your Stages 2 and 3 and create your assessment timeline using the tables below.
 * **Before project will begin** || **Students work on projects and complete tasks** || **After project work is completed** ||
 * KWL || Wikipage with multiple elements || Spanish Field Day ||
 * || Project notebook with multiple entries || Rubric on presentation ||
 * || Vocabulary slideshow--your own set || Final reflection ||
 * || Vocabulary presentation--not your own set ||  ||
 * || Timeline ||  ||
 * || Storyboard ||  ||
 * || Script ||  ||
 * || Group presentations on script and storyboard ||  ||
 * || Written feedback on team presentations ||  ||
 * || Movie rough ||  ||
 * || Movie final ||  ||
 * || Tutorial entry ||  ||
 * || Skype scripts ||  ||
 * || Rubric creations ||  ||
 * || Presentation run-through ||  ||

What have you learned about the culture of the activity you were assigned? What new Spanish words have you encountered? || 10 || presentation || Present new vocab in a kid-centered way || Summative || Quantitative || 20 || What worked for presenting the vocabulary? What didn't? What will you try in the future? || 10 || How will this script and storyboard hook my audience? || 10 || What was the hardest part of mking this movie? What do you feel proud of? What do you wish you could do over again? || 10 || What about the SKYPE presentation worked and what didn't? What will you do next time? || 10 || What do you think will happen on Field Day? What are you nervous about? What are you excited about? || 10 ||
 * **Assessment** || **Process and Purpose of Assessment** || **Formative/Summative** || **Qualitative/Quantitative** || **Value** ||
 * KWL || Individually, students will fill out a KWL chart on the dances, sports and celebrations they think are part of Hispanic culture. In small groups, they will share their KWL's. One person from each group will report out as a class KWL is created by me on the class wiki. || Formative || Qualitative || NA ||
 * Project notebook || Students will create a project notebook on their wiki and create a KWL chart on their learning for the day and new words they have encountered in Spanish. || Formative/Summative || Qualitative/Quantitative
 * Slideshow || Slide-show of key vocabulary of Spanish Field Day activity embedded on project wikipage || Summative || Quantitative || 20 ||
 * Class wikipage || This page will have student-generated presentation ideas || Formative/Summative || Qualitative || NA ||
 * Vocabulary
 * Project notebook || Add to project notes || Formative/Summative || Qualitative/Quantitative
 * Storyboard || Storyboard for movie || Formative || Qualitative || NA ||
 * Script || Script for movie || Formative || Qualitative || NA ||
 * Presentation of storyboard and script || Students will do a dry run of their ideas || Summative || Qualitative || 20 ||
 * Feedback on presentations || Students have to provide feedback to peers || Formative || Quantitative || 10 ||
 * Project notebook || Add to project notes || Formative/Summative || Qualitative/Quantitave
 * Rough draft of movie ||  || Formative/Summative || Qualitative/Quantitative || 50 ||
 * Feedback on movie || Students have to provide feedback to peers || Formative || Qualitative/Quantitave || 10 ||
 * Final draft of movie || Final cut embedded on wiki || Summative || Quantitative || 100 ||
 * Project notebook || Add to project notes || Formative/Summative || Qualitative/Quantitative
 * Entry on tutorial wiki || This entry is a tip or a trick for how to make a movie || Summative || Quantitative || 10 ||
 * Wiki Page || * Key people/famous people related to the activity
 * The history of the activity (use dipity)
 * Images of the activity
 * Spanish-speaking countries that participate in the activity with maps
 * The rules of the activity
 * The equipment, uniform, and safeguards of the activity
 * Source citations
 * Embedded movie
 * Embedded vocabulary || Summative || Qualitative || 1-4 scale translating to 100 ||
 * Skype session || present wikipage over Skype || Formative/Summative || Qualitative/Quantitative || 50 ||
 * Project notebook || Add to project notebook || Formative || Quantitative
 * Written plan for Skype || Post a written plan to the wiki about how to run Skype sessions || Summative || Quantitative || 20 ||
 * Self-assessment survey || Take survey to reflect on learning so far || Summative || Quantitative || 20 ||
 * Make rubric for field day || Students create rubric for presentation in spring || Formative/Summative || Qualitative/Quantitative || 10 ||
 * Tailored rubric for team project || Students tailor rubrics || Formative/Summative || Qualitative/Quantitative || 10 ||
 * Final rubric posted to wiki || Rubric posted to wiki || Summative || Quantitative || 10 ||
 * Team presentation of field day to peers || Students present to each other in a run through for Field Day || formative || Quantitative || 50 ||
 * Feedback on notecards || Students give feedback to each other || formative || Quantitative || 10 ||
 * Final team plan || Final plan posted to wik || summative || Quantitative || 20 ||
 * Project notebook || add to project notbook || formative/summative || qualitative/quantitative
 * Field Day presentation || students go to elem. school and present projects || summative || quantitative || see rubrics above ||
 * Final reflection || survey online || summative || quantitative || 20 ||

2004 ASCD and Grant Wiggins and Jay McTighe

= Student sample = = Student sample rubric = = Student sample checklist =