Learning Goals: Learning Activities: Choices Assessment: Technology

Day 1  Students will come into class  Formative: Innovation:

 7.SL.1: Engage and answer the journal prompt Teacher will Students will use
effectively in a individually: How do we make check journal chrome books to
range of choices? What was the most entries of access PearDeck.
collaborative important decision you have students and
discussions ever made? How did you make their
(one-on-one, in that decision? comprehensio
groups, and  Students will then watch a n of the 3’c
teacher led) YouTube video of the Kid model.
with diverse President talking about making Teacher will
partners on tough choices. also check for
grade 7 topics, (https://www.youtube.com/w understanding
texts, and atch?v=gdsCUExLE-Y) in PearDeck as
issues, building  Using PearDeck, students will well as
on others’ ideas take notes on the 3c’s model students class
and expressing for making choices: Name the collaborative
their own challenge, list the choices, and discussion.
clearly. list the good and bad
 ISTE: 3d. consequences.
Knowledge  Students will then be put in
Constructor small groups and
 Essential participate/collaborate in
Question: How making choices activity.
do we make  The teacher will present
choices? Why scenarios in a ‘would you
are choices rather’ fashion and students
important? have to work in their groups to
By the end of the determine what choice they
lesson, students will be would make and defend their
able to apply the 3c’s choice by using the 3c’s model
model (Name the on PearDeck and standing to
challenge, list the one side of the room.
choices, and list the  Students will end class with
good and bad another journal entry that
consequences) to a revisits the essential question
real-life situation. from the beginning of class:
How do we make choices?

Day 2 Learning Activities: How do we Assessment: Technology:

 7.EL.4: analyze poetry?  Teacher will  Students will
Determine the  Students will begin class walk around mostly
meaning of answering a journal prompt: the classroom follow along
words and Poetry is a literary form that and assess the on PearDeck
phrases as they you have probably been discussion by using
are used in a exposed to in the past. What do among poetry chrome
text, including you know about poetry as a groups as they books.
figurative and literary form? How is it analyze
connotative different than prose writing? different
meanings;  Teacher will review the basic poems.
analyze the elements of poetry (poetic  Teacher will
impact of devices, structure, theme) and assess
specific word connect poetry to theme of students on
choices on making choices- Just like it how they have
meaning and requires thought and evidence utilized the 9-
tone, including in making a choice, poetry step
rhymes and teaches students analytical procedures for
other skills and identifying skills, while interpreting
repetitions of writing and interpreting poems poetry.
sounds (e.g., require critical thinking, logic,
alliteration) on and evidence.
a specific verse
 or stanza of a  Teacher provides student with
poem or poetry analysis tool box and
section of a students follow along making a
story or drama. poetry flip book that provides
 ISTE: 5a. the 9 steps of interpreting
Designer poetry.
 By the end of  Teacher will divide students
the lesson, into poetry groups and use
students will be their poetry flip books to walk
able to analyze around the classroom and
the basic analyze 3 different poems at
elements of different tables. Students will
poetry using facilitate the discussion at each
the 9-step round table.
procedure for
interpreting
poetry.
Day 3 Learning Activity: What is the purpose Assessment: Technology:
7.RI.6: Determine an of poetry?/Ask the author  Teacher assess  No
author’s point of view  Students will begin by writing in students in technology
or purpose in a text their journals and responding to their will be used
and analyze how the the prompt: What is the collaboration during this
author distinguishes purpose of poetry? when deciding day.
his or  Teacher will present the the purpose of
her position from that acronym of PIES when a poem using
of others. determining an author’s the acronym
purpose in poetry: Persuade, PIES, as well as
 By the end of Inform, Entertain, Share. assess the
the lesson,  Teacher will give brief examples cited evidence
students will of each purpose. students used.
justify the
 purpose of a  Students will then get into  Teacher will
poem and poetry groups and circle around also assess the
determine a the room at different poetry ‘Ask the
poet’s point of stations. Students will have to Author’
view. determine what the author’s activity.
purpose was in the poem and
cite evidence to explain your
choice.
 Finally, students will complete,
an ‘Ask the Author’ activity
where they write down at least
one question they’d like to ask
the poet to further determine
the point of view.
Day 4 Learning Activity: Figurative Language Assessment: Technology:
 7.RI.9: Analyze & Sensory Details: Poetry Rotation  Teacher will  Students will
how two or  Teacher will begin lesson by assess use Padlet
more authors having students close their eyes students by with their
writing about and visualize the kinds of examining chrome
the same topic choices they make each day. On their answers books to
shape their Padlet, students will write in 3 on Padlet and detail the
presentations columns detailing the kinds of the relevance kinds of
of key choices they make on a day to of their choices they
information by day basis. answers to make day to
emphasizing  Teacher will review figurative overall theme. day. (What
different language and sensory details.  Teacher will choices do I
evidence or  Students will evaluate the also evaluate make, What
advancing poem’s, “Choices,” by Allen student’s choices do
different Steble and “Choices of comprehensio my parents
interpretations Tomorrow,” by Fiona in poetry n of figurative make for me,
of facts. groups, and determine their language and What choices
 7.RI.4: correlation to figurative metaphors in are out of my
Determine the language and metaphor. small groups. control)
meaning of Students will also discuss the  Teacher will
words and choice in which the speaker had assess
phrases as they to make in the poem, and what students
are used in a were the consequences by answers of the
text, including using the 3c’s model. speaker’s
figurative, choice within
connotative, both the
and technical poems by
meanings; using the 3c’s
analyze the model.
impact of
specific word
choices on
meaning and
tone.
 ISTE: 1c.
Empowered
Learner
 By the end of
the lesson,
students will be
able to analyze
the figurative
language of a
poem and
determine how
language
shapes
character,
 choices, and
emotion.

Day 5 Learning Activity: Reading Poetry vs Assessment: Technology:

 7.RL.7: Watching Poetry:  Teacher will  Students will
Compare and  Students will begin by assess record
contrast a answering the prompt in their students video themselves
written story, journal: What is difference in recording of reciting
drama, or poem reading a text or poem vs. poem and poems using
to its audio, watching or listening to that grade for the
filmed, staged, reading or poem? Would you emotional application
or multimedia rather read something, listen to delivery and SeeSaw.
version, it, or watch it and why? analysis of Students will
analyzing the  Teacher will have students first piece. explain the
effects of read 2 poems silently to difference
techniques themselves, “A Better Me,” by and
unique to each Jojoba Mansell and “Hard emotional
medium (e.g., Choices,” by Jojoba Mansell and effect
lighting, sound, discuss the emotional response between
color, or after reading it. reading the
camera focus  Teacher will then have students poem and
and angles in a watch video and audio reciting it
film). examples of people reciting the through
 7.SL.5: Include same two poems and the class video.
multimedia will discuss the emotional  Students will
components response invoked after also watch
and visual watching and hearing the YouTube
displays in poem. videos to
presentations  In pairs of 2, teacher will have compare and
to clarify claims students take turns recording contrast the
 and findings themselves reciting the poem effects of
and emphasize of their choice using the watching
salient points. application SeeSaw and then poetry
 ISTE: 6d. writing about the choice the versus
Creative author made in the poem and reading
Communicator the emotional response. poetry.
 Students will
compare and
contrast their
auditory and
visual skills in
order to
interpret a
poem and
determine the
effect it has on
a poem.
Day 6 Learning Activity: Music As Poetry: Assessment: Technology:
7.SL.2: Analyze the  Elements of poetry are  Teachers will  Students will
main ideas and everywhere in their world, assess need to use
supporting details whether they realize it or not. students by their chrome
presented in diverse Poetry evokes the same examining books to look
media and formats emotions that songs do for its their choice of up song
(e.g., visually, listeners. song and lyrics of their
quantitatively, and evaluating the choice.
orally) and explain how  Another project-based learning elements of
the ideas clarify a activity that students will their song
topic, text, or issue participate during the project is analysis.
under study. to analyze music as a form of
 ISTE: 7a. Global poetry. Students will choose a
Collaborator school appropriate song of their
  Students will be choice, and they will write a
able to analyze short analysis about the song
and identify lyrics and identify theme,
theme, meaning, and poetic devices.
meaning, and Students will also examine the
poetic devices speaker’s choice in the song.
within song
lyrics.

Day 7 Learning Activity: Theme/ Rename Assessment: Technology:

7.RL.2: Determine a Titles  Teachers will  There will be
theme or central idea  Teacher will discuss theme and assess no
of a text and analyze how theme relates to poetry. students by technology
its development over  Teacher will place different walking used in the
the course of the text; poems around the room and around and lesson for
provide an objective get students to walk and read examining this day.
summary of text. the poems, and each poem will their title as
 Students will be be missing the title. For each well as asking
able to evaluate poem, students will have to students for
the role titles determine the choice and evidence to
have in theme presented in the poem support their
invoking the and students will write their self-made
theme of a own title on a post-it note and title.
poem. stick it on the wall with the
poem.
Day 8 Learning Activity: Road Not taken Assessment: Technology:
 7.RL.1: Cite  Students will annotate “Road  Students will  Students will
several pieces Not Taken,” by Robert Frost in annotate “The post their
of textual groups of 3 by using their Road Not activity to
evidence to poetry flip books. Students will Taken,” by their
support also paraphrase each stanza of Robert Frost
 analysis of what the poem, and closely analyze by working in individual
the text says the title. small groups SeeSaw.
explicitly as  Differentiation: Provide of 3 students.
well as a copy with the Students will
inferences definitions of diverged, show that they
drawn from the undergrowth, trodden, have mastered
text. and hence for ELL the concept of
students. determining
 ISTE: 3c.
 Students will be the theme of
Knowledge the poem by
Constructor paired/grouped to best
support all learners the
 Students will be independent
able to (stronger students with
those who need more practice
determine a activities they
theme in Frost’s help/guidance; students
who are more apt to stay will complete
poem and on their own.
analyze its on task with those who
are more easily Each student
development will
over the course distracted).
 Teacher will review concept of demonstrate
of the poem. their own
 Students will be theme and extended metaphor
understanding
able to draw and look how the fork in the
of theme by
personal road for the speaker is to providing
connections to choose which path in life to textual
the theme of take. evidence to
choice.  Teacher will explain how songs support the
 Students will be and quotes often paint a picture connections
able to identify for readers and listeners that between their
literary portrays a theme. Present the chosen quote
elements within after reading activity to the class or song with
the poem and where students find a quote or the theme of
discuss their song that represents the theme Frost’s poem,
of the poem or a similar theme and also
by using at least 3 pieces of
 effect on the evidence from the poem to through their
poem. justify your response. (example: evaluation of
Waterfalls by T.L.C- In this the poem by
song from the 90s, the R&B trio choosing to
each takes a turn telling a story either argue it
about someone who got caught (did the
up in something that hurt him. It speaker make
was a metaphor warning us not a good choice,
to go chasing things that are why or why
beautiful, like waterfalls, which not?) or
might actually hurt you) retitling the
 poem.
 Students will
post their
activity to
SeeSaw.
Day 9 Learning Activity: Road Not Taken: Assessment: Technology:
7.RL.1: Cite several Debate which road you would have  Teacher will  There will be
pieces of textual taken: assess no
evidence to support  Teacher will build off of students by technology
analysis of what the yesterday’s lesson by dividing evaluating used in this
text says explicitly as the classroom in half and have each sides lesson.
well as inferences
one side of the class argue for argument and
drawn from the text.
the road the speaker chooses in evidence
the poem, while the other half presented.
7.SL.1c: Pose
questions that elicit of the class defends the other
elaboration and road the speaker could have
respond to others’ taken.
questions and  The two groups will use the 3c’s
comments with model as a way to defend their
relevant observations answer.
and ideas that bring the
discussion back on
topic as needed.
 Students will be
able to defend
the speaker’s
choice and
determine the
consequences
of the choice.

Day 10 Learning Activity: Assessment: Technology:

7.W.6: Use technology,  The final element of the project  Teacher will  Students will
including the internet, is for students to create an assess use
to produce and publish infographic or poster detailing student’s piktochart.co
writing as well as to how one makes choices by infographic, m,
interact and incorporating the 3c’s model poster, or ‘I canva.com,
collaborate with and detailing a choice they have am’ poem and or
others. made or writing an ‘I am’ poem evaluate if venngage.co
7.W.2: Write to be displayed throughout the
they have m for
school.
informative/explanator developed a infographic/
y texts to examine a clear poster
topic and convey ideas, understanding generator.
concepts, and of choices and Students can
information through how we make also access
the selection, choices and http://www.
organization, and why choices poetrygames
analysis of relevant are important. .org/poetry-
content. machine/poe
ISTE: 3d. Knowledge try-18.php
Constructor for creating
 By the end of the ‘I Am’
the lesson, poem.
 students will be
able to develop
an infographic
or create an ‘I
Am’ poem
about choices.
Students will be
able to apply
the 3’c model
to their lives
outside the
classroom.

Innovation:

This ten day project will be innovative so my students and for my classroom as it empowers students to take responsibility of

their own life and their own choices. Through a poetry unit, students have been able to examine choices presented in various mediums

in order to connect the content with real world applications and increase student engagement. By incorporating a poetry unit within

these activities, students will begin to see that elements of poetry are everywhere in their world, whether they realize it or not. This
project ultimately aims to open the door for more dialogue on topics relating to mental health in adolescents, as well as teaching

students to feel empowered by their own choices and realizing consequences. This project also enables teachers to develop a closer

and trusting relationship with their students.