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=Welcome to Mrs. DeLozier's Poetry Wikipage!= In this unit we will discover what makes poetry such a unique genre and how we can incorporate poetic devices into all our writing. This lesson will focus on two specific figurative language tools: metaphor and simile.

The Big Ideas of Understanding by Design 1. UbD is a way of thinking purposefully about curricular planning and school reform, a set of helpful design tools, and design standards -- not a program or recipe. 2. The end goal of UbD is understanding and the ability to transfer learnings – to appropriately connect, make sense of, and use discrete knowledge and skills in context. 3. Evidence of understanding is revealed through performance – when learners transfer knowledge and skills effectively, us- ing one or more “facets” (explain, interpret, apply, shift per- spective, empathize, and self-assess). 4. Educators are coaches of understanding, not mere purveyors of content or activity. 5. Planning is best done ”backward” from the desired results and the transfer tasks that embody the goals. 6. UbD transforms Content Standards and other goals into fo- cused learning targets based on “big ideas” and transfer tasks. 7. Design Standards guide self-assessment and peer reviews of curriculum, instruction, and assessment for quality control. 8. UbD reflects a “continuous improvement” approach to de- sign and learning. The results of our curriculum designs (e.g., assessment results, quality of student work, degree of learner engagement) inform needed adjustments. Understanding by Design Template Understanding by Design


 * < Title: ||||||< Metaphors and Similes ||
 * < Subject/Course: ||||||< Writing ||
 * < Topic: ||||||< Poetry ||
 * < Grades: ||||||< 6-7 ||
 * < Designers: ||||||< Jennifer DeLozier ||
 * < Stage 1 - Desired Results ||
 * < Established Goal: Students will demonstrate successful understanding of metaphor and simile through use of flash video.


 * __ Standard __** :

Student writing will demonstrate the ability to use concrete and/or sensory details through word choice. Students will exhibit in-depth interpretation of inferential and literal detail from a variety of genre. || //Students will understand that...// Poetry is a form of literary expression in which minimal words communicate broad ideas to elicit emotion.
 * < Understandings:

Figurative language enhances writing as an efficient and creative way to communicate images and thoughts across all genres (narrative, essay, poetry, etc.). ||< Essential Question: How are metaphors and similes used effectively? ||
 * < //Students will know...//

the definitions of the terms metaphor and simile. how the use of metaphors and similes create sensory images. ||< //Students will be able to....// recognize and analyze metaphors and similes in poetry.

create examples of metaphors and similes to replace descriptions written in prose. ||
 * < Stage 2 – Assessment Evidence ||
 * < Performance Task:

With a partner, students will use the flash video website "Go Animate" to create a video demonstrating how a statement expressed through prose can become more vivid when presented using the poetic devices metaphor and simile. These videos will be posted on the class WIKI as an ongoing resource. ||||< Other Evidence Students will post original examples of metaphors and similes on "Wallwisher".

Students will use a graphic organizer as a tool for creating topic-specific similes. ||
 * < Stage 3 – Learning Plan ||
 * < //Learning Activity://

1. Watch YouTube video presenting examples of simile & metaphor via Smartboard. 2. Read aloud the book "Happiness is a Warm Puppy" by Charles Schultz. 3. In journals students will identify what figure of speech the author is using throughout the book and reflect on the overall message being communicated. Is the use of figurative language effective? 4. Share thoughts in small groups. 4. As a class brainstorm other emotions/experiences: frustration, hunger, fear, excitement, friendship, embarrassment,etc. 5. Students will choose an emotion/feeling and create their own metaphor. Post metaphors on the class Wallwisher. 6. Read the poem "Flint" 7. In journals students will identify similes and discuss their effectiveness in creating image. 8. Ask students to think of one thing they are very familiar with i.e. pet, friend, sport, holiday, etc. Students will use a graphic organizer to brainstorm specific traits of chosen topic. They will use multiple similes to create an overall sensory image of the topic. Post on class Wallwisher. 10.Students will go to Wallwisher and read classmates' examples of metaphors and similes. They will choose one example other than their own which they feel successfully creates a sensory image and record it in their writing journal. 11. **Assign Performance Task** as described above. ||

TASK Breakdown:

The goal of this task is to see if students can communicate their understanding of metaphors and similes using digital storytelling. It will assess their ability to apply the concepts authentically as well as their comfort level with the technology.
 * G** What is the goal of the task? What is it designed to assess?

Students will be taking on the role of media producers and educators as they create a visual presentation that will be posted on the class WIKIpage to be used as review for all students.
 * R** What real-world role will the student assume as he/she is performing the task?

The audience for this task includes classmates, teachers, and future students.
 * A** Who is the audience for the task?

Students will have reviewed the concepts of metaphor and simile and practiced creating their own examples.
 * S** What is the situation that provides the context for the task?

With a partner, students will use the digital storytelling website "Go Animate" to create a flash video demonstrating understanding of metaphor and simile. The completed video should focus on examples of communication that can become vivid with the use of the poetic devices we've studied. The video should contain 3 examples of metaphor and 3 examples of simile used in authentic situations where typical prose is improved through use of figurative language.
 * P** What is the product or performance that is required by the task?


 * S** By what standards will the product or performance be judged?


 * Distinguished:** Video includes 3 examples of both metaphor and simile. Each demonstrates prose being edited to create an example of figurative language. There is evidence of creative use of "Go Animate" to produce a final product (music, props, variety of movement, etc.) Very few, if any, grammar errors.
 * Proficient:** Video includes 3 examples of both metaphor and simile. Each example demonstrates prose being edited to create an example of figurative language. "Go Animate" is used successfully to achieved the final product but with minimal use of the website's creative options. Limited grammar errors.
 * Apprentice:** Video includes 3 examples of each metaphor and simile but one or more examples do not demonstrate understanding of the concepts. "Go Animate' is not used effectively to communicate ideas.
 * Novice:** Video does not include 3 examples of each. "Go Animate" is not used effectively to demonstrate understanding of metaphor and simile.

Technology Example Employed to Complete the Task

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