Curriculum / ELA / 6th Grade / Unit 10: Poetry (2020) / Lesson 17

Poetry (2020)

Lesson 17

ELA

Unit 10

6th Grade

Lesson 17 of 17

These assessments accompany this unit to help gauge student understanding of key unit content and skills.

Content Assessment

The Content Assessment tests students' ability to read a "cold" or unfamiliar passage and answer multiple choice and short answer questions. Additionally, a longer writing prompt pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards. This assessment should take approximately one class period.

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Lesson 16

Lesson Map

Differentiate between prose and verse.

Explain the purpose of verse form according to the article.

Explain how the visual and aural depiction of the poem enhances or detracts from the meaning.

“Tamara's Opus”
“Bennett video”
“What Is...”
“A Poem is...”
“Invitation”
“A Poem is...”
“I, Too”

Standards

RI.6.6RL.6.7RL.6.9

Differentiate between verse and free verse.

Explain the purpose of rhyme scheme in a poem.

“Invitation”
“A Poem is...”
“At the Library”
“I, Too”

Standards

RL.6.4RL.6.5

Explain the difference between metaphor and simile.

Explain the literal meanings of similes and metaphors.

“A Simile...”
“What is the Sun?”
“Love That...”
“When Great...”

Standards

RL.6.4

Identify and interpret the literal meaning of personification in a poem.

Explain how personification affects the mood in a poem.

Explain how the visual and aural depiction of the poem enchances or detracts from the meaning.

“The Walrus...”
“Walrus video”
“Rocking”
“The Drought”

Standards

RL.6.4RL.6.7

Identify and analyze the metaphors, similes, and personification in a poem.

Interpret the poem "The Dawn's Awake" beyond its literal meaning in the context of the Harlem Renaissance.

Explain how the visual and aural depiction of the poem enhances or detracts from the meaning.

“The Dawn's Awake!”
“Waiting”
“Song To Woody”
“Song to Woody”

Standards

RL.6.4RL.6.7

Identify and explain the purpose of hyperbole in a poem.

Explain how hyperbole affects the tone of a poem.

“I Ate a Spicy Pepper”
“Sick”

Standards

RL.6.4

Identify and explain the purpose of sound devices (onomatopoeia and alliteration) in poetry.

Explain how the aural depiction of the poem enhances or detracts from the mood.

Comic 3
Comic 2
Comic 1
“Waiting”
“Cynthia in...”
“Lyrics 1”
“Cat's In...”
“Lyrics 2”
“Circle Game”

Standards

RL.6.7

Identify and explain the purpose of imagery in a poem.

Explain how imagery affects the tone of a poem.

“A Red Palm”
“Oranges”
“Wild Geese”

Standards

RL.6.4

Identify and explain the theme in the poem.

““Hope” is the thing with feathers”
“Caged Bird”

Standards

RL.6.2

Identify and explain how the poet develops the theme.

“You Learn”
“Jorge Luis Borges”
“Instants”
“Moments”

Standards

RL.6.2

Explain how the poet uses repetition to convey the theme.

Explain how repetition enhances the speaker’s tone in the poem.

“Phenomenal Woman”
“Alone”
“Do not go...”

Standards

RL.6.4

Identify the narrative point of view of the poem.

“Invitation”
“Oranges”
“The Walrus...”
“The Bean...”
“Mother...”
“We Real Cool”
“The Life of Lincoln West”

Explain how the narrative point of view affects the theme of heroization in the poem.

“Paul Revere’s Ride”
“Harriet Tubman”
“Frederick Douglass”
“O Captain! My Captain!”

Standards

RL.6.2RL.6.6

Analyze the effect of contrast in a poem.

Explain how Kemp and Hughes develop themes in their poems.

“I Sing the Battle”
“Let America...”

Standards

RL.6.2

Compare and contrast how poets develop tone in poetry.

“When Ure Hero Falls”
“Rock Me to Sleep”

Standards

RL.6.4

Write a poem about a hero that uses a specific point of view, figurative language, and imagery to convey a clear tone and theme.

Standards

W.6.3W.6.3.aW.6.3.d

Content Assessment

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