Form and Function in Literature

Objectives

[IS.1 - Preparation ]

[IS.2 - Language Function]

[IS.3 - For ELLs: Level 1]

[IS.4 - ELP Standards] [IS.5 - ELL Students] [IS.6 - All Students] [IS.7 - ELL Students]

In this unit, students analyze the relationship between form and function in literature. Students will:

identify and analyze a variety of poetic forms.
examine the relationship between poetic forms and author’s purpose.
identify the patterns of several popular myths.
analyze the author’s purpose for employing elements of those myths in modern literature.
examine the form of allegories and fables.
analyze the author’s purpose for using these forms in modern literature.
demonstrate their understanding of poetic forms by creating their own poems.
demonstrate their understanding of key patterns in mythology by employing one of them in their own fictional work.
demonstrate their understanding of fables and allegories by creating their own fable or allegory.
respond to the examples and work of other students in both written and oral form.
revise their own writing after responding to the work of others and receiving responses to their own work.
evaluate their own writing, using criteria from the rubrics created by the class.

IS.1 - Preparation

Preparation: List ELLs and ELP composite level

IS.2 - Language Function

For ELLs: Include a language function objective.

IS.3 - For ELLs: Level 1

Level 1	Level 2	Level 3	Level 4	Level 5
Entering	Beginning	Developing	Expanding	Bridging
Produce short answer responses to oral questions related to fables/author's purpose with visual support.	Take notes using graphic organizers related to fables/author's purpose.	Outline ideas and details regarding fables/author's purpose using graphic organizers with a partner.	Summarize notes regarding the author's use of elements of myths and fables in modern literature with a partner.	Create an original poem in which elements of myths and fables are utilized.

IS.4 - ELP Standards

For ELLs: List the ELP Standards to be addressed in this lesson.

IS.5 - ELL Students

For ELLs: Allow students to make connections to literary works from their L1 cultural background, sharing with other students.

IS.6 - All Students

Pre-teach key vocabulary, using visuals, Frayer Model, Cluster Chart, Classification Chart, cognates, word banks

IS.7 - ELL Students

For ELLs: Consider literary works from ELLs’ native cultures as they relate to American history of the same period. Use graphic organizers that promote structured notetaking.

IS.8 - Struggling Learners

For struggling readers provide an audio version or the poem of have someone read it aloud.

IS.9 - Struggling Learners

For struggling writers consider having them complete a scaffolded paragraph by filling in mission information, having students work in pairs or using keyboarding with word prediction software.

IS.10 - Struggling Learners

For struggling readers provide an audio version or the poem of have someone read it aloud.

IS.11 - Struggling Learners

For struggling students consider providing a review of the elements previously taught and/or a visual to support recall of newly learned vocabulary terms necessary to complete the task

IS.12 - Struggling Learners

For struggling writers consider having them complete a scaffolded paragraph by filling in mission information, having students work in pairs or using keyboarding with word prediction software.

IS.13 - Struggling Learners

For struggling students consider providing a review of the elements previously taught and/or a visual to support recall of newly learned vocabulary terms necessary to complete the task. Also consider teaching new vocabulary explicitly with the use of a model such as the Frayer model.

IS.14 - Struggling Learners

For struggling students allow an oral response or provide a scaffold for writing a response that includes all of the elements that will be scored

IS.15 - Struggling Learners

Essential Questions

How does interaction with text provoke thinking and response?

Related Unit and Lesson Plans

Related Materials & Resources

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Formative Assessment

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Short Answer Items:

Materials:

“Up-Hill” by Christina Rossetti http://www.poetryfoundation.org/archive/poem.html?id=174268
“Tree at My Window” by Robert Frost http://www.poemhunter.com/poem/tree-at-my-window/

1. Read the poem “Up-Hill” by Christina Rossetti. [IS.8 - Struggling Learners] Then write a paragraph analysis of the poem, applying what you have learned during this unit. [IS.9 - Struggling Learners] Be certain to include the following:

author’s purpose.
an identification and discussion of the form of the poem.
at least two observations about the effect of the form on the author’s purpose.

2. Read the poem “Tree at My Window” by Robert Frost. [IS.10 - Struggling Learners] Be sure to:

identify one characteristic of the form of the poem. [IS.11 - Struggling Learners]
describe one example of its use of language to convey images.
explain the poet’s purpose for writing the poem.

Short-Answer Key and Scoring Rubrics:

1. Read the poem “Up-Hill” by Christina Rossetti. Then write a paragraph analysis of the poem, applying what you have learned during this unit. Be certain to include the following:

author’s purpose.
an identification and discussion of the form of the poem.
at least two observations about the effect of the form on the author’s purpose.

Points	Description
3	The student writes a paragraph analysis of the poem “Up-Hill,” including all the following: [IS.12 - Struggling Learners] an identification of author’s purpose (the speaker has questions about the end of what seems to be a difficult life’s journey). an identification and discussion of the form of the poem (allegory/life’s journey/the inn=death/the beds=graves; [IS.13 - Struggling Learners] uses four quatrains; uses question/answer format). at least two observations about the effect of the form on the author’s purpose (the pattern of the poem forces the answers to the questions to be short; the use of allegory shows the speaker’s feeling that her life is bleak and her nervousness about what happens when life ends).
2	The student writes a paragraph analysis of the poem “Up-Hill,” including two of the requirements.
1	The student writes a paragraph analysis of the poem “Up-Hill,” including one of the requirements.
0	The student fails to include any of the requirements or does not attempt to answer the question.

2. Read the poem “Tree at My Window” by Robert Frost. Be sure to:

identify one characteristic of the form of the poem.
describe one example of its use of language to convey images.
explain the poet’s purpose for writing the poem.

Points	Description
3	The student’s response includes the following: [IS.14 - Struggling Learners] one characteristic of the form of the poem (in quatrains, rhyme). [IS.15 - Struggling Learners] one example of the poem’s use of language to convey images (personification of tree, “I have seen you taken and tossed” has vivid imagery and alliteration, “a curtain drawn” is descriptive and symbolic). an explanation of the poet’s purpose for writing the poem (to describe the connection between the speaker’s inner fretfulness and the tree’s disturbance).
2	The student’s response contains two of the elements listed above.
1	The student’s response contains one of the elements listed above.
0	The student’s response contains none of the elements listed above.

Performance Assessment:

Student work for the unit should be assessed according to the following rubric.

Performance Assessment Scoring Rubric:

Points	Description
4	The student received credit for all of the following assignments: completing a paragraph about the form and its effect on purpose of student’s free verse fragment (Lesson 1). creating and identifying an archetypal character/situation/plot outline (Lesson 2). transforming a vital aspect of The Pearl to a different form (Lesson 3). submitting a paragraph stating the author’s purpose in the transformation, as well as the form used, and explaining at least three effects of using this particular form. (Lesson 3).
3	The student received credit for three of the assignments.
2	The student received credit for two of the assignments.
1	The student received credit for one of the assignments.
0	The student did not attempt the assignments or did not complete any assignment in an acceptable manner.

DRAFT 06/13/2011

Form and Function in Literature

Unit Plan

Form and Function in Literature

Objectives

Essential Questions

Related Unit and Lesson Plans

Related Materials & Resources

Formative Assessment

Short Answer Items:

Short-Answer Key and Scoring Rubrics:

Performance Assessment:

Performance Assessment Scoring Rubric: