Poetry Comparison Project Calendar

How do poets use language to express and understand personal and universal experiences?
How can poetry be used as a tool for social change?

Overview
In this project, you will dive into analyzing different types of poetry using a method called TWIST. Youll explore how various poets use language to send
strong, impactful messages to their audience. Youll participate in a Socratic seminar, analyze various poems, and eventually write an essay (3-4 pages)
that compares and contrasts how 2 poets use language to present a subject in unique ways.

The following calendar gives you a timeline of what we will be doing in class and the schedule of our reading and writing throughout the poetry
comparison unit. Because it is a fast-paced unit, please be sure to catch up on absent work (use this calendar and the course website:
tahomaenglish.weebly.com to find out what you missed) and use office hours for support.

Calendar
Monday/Tuesday
September 15th and 16th
Wednesday/Thursday
September 17th and 18th
-overview of year
-introduction to poetry
-where Im from poems
-TWIST poetry analysis

Monday/Tuesday
September 22nd and 23rd
Wednesday/Thursday
September 24th and 25th
-TWIST jigsaw
-response poems

-Socratic seminar preparation
-Poetry analysis paragraph
Monday/Tuesday
September 29th and 30th
Wednesday/Thursday
October 1st and 2nd
-Socratic seminar
-poetry analysis paragraph due-PLP
-introduction to paper
-finding poems
-poems/subject due-Google Form
-TWIST analyses
-Socratic reflection/peer feedback
due-PLP
Monday/Tuesday Wednesday/Thursday
October 6th and 7th October 8th and 9th
-outline due-PLP
-drafting
-rough draft due (3 pages)-PLP
-peer reviewing
-revising
Monday/Tuesday
October 13th and 14th
Wednesday/Thursday
October 15th and 16th
-drafting
-final draft due by midnight-PLP
-introduction to Dystopia!


* Ms. Halverson will have offices hours every Tuesday from 7:45-8:45 AM.


How Will I Be Graded?
Your poetry comparison essay will allow me to grade six of your cognitive skills. If you score a 1- 3 on a cognitive skill, you are not on grade-level. If you score a 3.5-6 on
a cognitive skill, you are on grade-level. If you score a 7, you are above grade-level. Good luck; show me what you can do. 6=100%.

Dimension We will learn this
in class on
Power
focus area
playlists
3 4 5 6
comparing and
contrasting
September
17th/18th,
October 6th/7th,
October 8th/9th
Imagery 2

Sound
Devices 3
a/b

Poetic form
1

Figurative
Language 2
Identifies significant
similarities and
differences.
Identifies significant
similarities and
differences relevant to a
specific claim/main
idea/thesis.
Identifies significant
similarities and
differences relevant to a
specific claim/main
idea/thesis. Explains in a
limited way why the
similarities/differences
are meaningful within the
frame of reference (i.e.,
the claim/main
idea/thesis).
Analyzes or evaluates
significant similarities
and differences relevant
to a specific claim/main
idea/thesis. Thoroughly
explains why the
similarities/differences
are meaningful within the
frame of reference.
Organizes points of
comparison in a logical
way.
Explanation of
evidence
September
17th/18th,
September
22nd/23rd,
September
24th/25th,
September
29th/30th,
October 6th/7th,
October 8th/9th
MLA style 2 Provides mostly relevant
analysis that partially
explains how selected
evidence supports claims
or statements; may still
contain some repeating,
rewording, and/or
summarizing of evidence.
Provides relevant
analysis that explains
how the selected
evidence supports claims
or statements; analysis
stays rooted in the
evidence but at times
may be vague, illogical, or
overly general.
Provides clear analysis
that accurately explains
how the selected
evidence supports claims
or statements.
Provides insightful and
clear analysis that
thoroughly and
accurately explains how
the evidence supports
claims or statements;
where applicable,
analysis acknowledges
some weakness(es) or
gaps in the evidence.
Informational/
explanatory
thesis
September
24th/25th,
September
29th/30th
MLA style 2 Main idea/thesis is clear;
supporting ideas are
relevant to main idea.
Main idea/thesis is clear
and focused; supporting
ideas are relevant and
organized so that
relationships between
main idea and supporting
ideas are evident.
Main idea/thesis is clear,
focused, and consistent
throughout the writing;
supporting ideas are
relevant, organized in a
way that makes
relationships among
ideas clear and that
supports the reader's
understanding.
Main idea/thesis is clear
and complex; relevant,
sufficient supporting
ideas are explicitly
connected to main idea
and organized logically to
create a coherent
structure that builds the
reader's understanding
throughout the writing.
Organization
(transitions,
cohesion,
structure)
September
24th/25th,
September
29th/30th
MLA style 2 Paragraphs or sections
are connected around a
main idea but do not
clearly build on one
another. Transition
words/phrases are
present but are often
formulaic.
Paragraphs and/or
sections are connected
and sequenced to support
understanding of ideas.
Transitions are varied
and are mostly
appropriate and
effectively used.
Paragraphs and/or
sections are connected
and logically build upon
one another to deepen
understanding of ideas
and clarify relationships
among ideas. Transitions
are varied and
appropriately and
effectively used.
Paragraphs and/or
sections are connected
and clearly and logically
build upon one another
to deepen understanding
of complex ideas and to
clarify relationships
among those ideas.
Transitions are varied
and appropriately and
effectively used.
Sequencing of paragraphs
and use of transitions
help build cohesion.
Conventions September
24th/25th,
September
29th/30th
MLA style 2 Uses the conventions of
the discipline with a
cumulative pattern of
minor errors that impede
understanding.
Uses the conventions of
the discipline with some
minor errors that
occasionally impede
understanding.
Uses the conventions of
the discipline
appropriately; some
minor errors, while
noticeable, do not impede
understanding.
Uses the conventions of
the discipline
appropriately with
almost no noticeable
errors.
Discussion/
contribution
September
24th/25th,
September
29th/30th
Expresses some original
ideas and makes some
connection to the ideas of
others. Questions and
responses demonstrate
some use of high-level
questioning strategies
and/or higher order
thinking.
Expresses original ideas
clearly and connects to
the ideas of others.
Questions and responses
are mostly high level.
Attempts to move
discussion forward by
asking and responding to
questions.
Expresses original ideas
clearly and persuasively;
connects to the ideas of
others and builds new
pathways of discussion.
Attempts to deepen
discussion by asking
connecting questions or
building on the responses
of others.

Expresses original ideas
clearly and persuasively.
Builds new pathways of
discussion that are
clearly connected to the
ideas of others. Propels
conversations by relating
to broader themes.
Norms/Active
Listening
September
24th/25th,
September
29th/30th
Generally adheres to
established norms for
collegial discussions.
Follows specific goals &
deadlines. Enacts
individual roles with help
as needed.
Mostly adheres to
established norms for
collegial discussions.
Tracks progress toward
specific goals &
deadlines. Enacts
individual roles
independently.
Adheres to teacher-
enforced collegial
discussion norms.
Facilitates progress
toward specific goals &
deadlines. Attempts to
establish individual roles
within the group as
needed.
Adheres to teacher- and
group-enforced collegial
discussion norms.
Effectively facilitates
progress toward specific
goals & deadlines.
Establishes appropriate
individual roles within
the group as needed.
Preparation September 24th and Prepares general notes Prepares specific notes Comes to discussions Come to discussions with
25th,
September 29th and
30th
with some specific
connections to highlight
key talking points.
with connections to
highlight key areas.
Explicitly draws on those
notes to probe and reflect
on ideas under
discussion.
having read & researched
material for teacher-
provided questions;
explicitly draws on texts
& research to stimulate a
thoughtful, well-reasoned
exchange of ideas.
responses and evidence
generated with peers
through studying,
research, or inquiry;
explicitly draws on texts
and research to stimulate
a thoughtful, well-
reasoned exchange of
ideas.
Theme/Central
Idea
September
17th/18th,
September
22nd/23rd,
September
24th/25th,
September
29th/30th,
October 6th/7th,
October 8th/9th

Imagery 2

Sound
Devices 3
a/b

Poetic form
1

Figurative
Language 2
Identifies a
theme/central idea in a
text and identifies some
details that are relevant
to that theme/central
idea.
Identifies a
theme/central idea in a
text and provides a
limited explanation of
how that theme/central
idea is developed through
specific details.
Identifies a major
theme/central idea in a
text and provides an
accurate explanation of
how that theme/central
idea is developed through
specific details. Provides
some explanation of how
the theme/central idea
interacts with supporting
ideas or other elements
in the text (e.g., setting,
plot, character).
Identifies multiple
themes/central ideas in a
text and provides an
accurate analysis of their
development and
interaction with each
other and with
supporting ideas or other
elements in the text (e.g.,
setting, plot, character).
Word Choice September
17th/18th,
September
22nd/23rd,
September
24th/25th,
September
29th/30th,
October 6th/7th,
October 8th/9th
Imagery 2

Sound
Devices 3
a/b

Poetic form
1

Figurative
Language 2
Identifies words and
phrases that impact the
meaning or tone of the
text; generally explains
the meaning of those
words and phrases as
they are used in the text
(including figurative,
connotative, and/or
technical meanings);
provides a limited
explanation of how those
word choices impact
meaning or tone in the
text.
Identifies words and
phrases that impact the
meaning and/or tone of
the text; clearly and
accurately explains the
meaning of those words
and phrases as they are
used in the text
(including figurative,
connotative, and
technical meanings);
explains the impact of
those word choices on
meaning and/or tone in
the text.
Identifies words and
phrases that impact the
meaning and tone of the
text; clearly and
accurately explains the
meaning of those words
and phrases as they are
used in the text
(including figurative,
connotative, and
technical meanings).
Clearly explains the
impact of those specific
word choices on the
meaning and/or tone of
the text. Generally
explains how specific
word choices relate to
context or medium.
Identifies words and
phrases that impact the
meaning and tone of the
text; clearly and
accurately explains the
meaning of those words
and phrases as they are
used in the text
(including figurative,
connotative, and
technical meanings).
Explains the cumulative
impact of those specific
word choices on the
meaning and/or tone of
the entire text. Clearly
explains how specific
word choices relate to
context or medium.

Blue: Essay/Poetry analysis paragraph
Purple: Socratic seminar